is the first half of a two-semester introduction to Psychology as a biological and social science. Topics may include history, research methodology, behavioural neuroscience, sensation and perception, consciousness, learning, and memory.

is the second half of a two-semester introduction to Psychology as a biological and social science. Topics may include emotion, motivation, stress and health, personality and individuality, psychological disorders and treatment, and social psychology.

is a survey of principles underlying human development from the prenatal stage to adolescence. Topics covered will include biological, physical, linguistic, sensory, cognitive and intellectual changes.

(same as the former PSYC 2011) is an examination of relevant research on human socialization and personality development with special emphasis on parenting influences, attachment, imitation, sex role and moral development in childhood and adolescence.

(same as the former PSYC 2012) examines physical and psychological changes from early adulthood until the end of the lifespan. Topics include career choices, love partnerships, parenting and grandparenting, cognitive changes, interpersonal changes, and healthy aging.

is an examination of the concepts and principles involved in the interaction between the individual and others. Emphasis will be on the theoretical and empirical concerns of attitude formation and change, social perception, and social cognition.

- inactive course.

will provide an in-depth overview of the relationship between psychology and the law. A variety of topics will be discussed and critically evaluated, including the use and misuse of psychology-based investigative methods such as offender and geographic profiling, detection of deception, investigative interviewing, eyewitness testimony, jury decision-making, corrections and treatment, risk assessment, and criminal responsibility.

will explore the history, aims and future of health psychology. Topics covered will consider the contributions of a wide range of psychological theory within the context of psychosocial risk factors for illness, illness prevention, health promotion, and the health care system itself. These theories extend from rather individualistic notions of health and wellness (e.g., personality, attitudes, and behaviour) to concepts associated with characteristics of the broader social environment (e.g., social support, economic challenges, and organizational factors). An overall bio-psycho-social approach to health and wellness is explored.

- inactive course.

- inactive course.

is an examination of the influence of gender on development and socialization, attitude formation, cognition, personality and mental health.

- inactive course.

- inactive course.

is an examination of the neurophysiology of drug action, the measurable effect of drugs on experimentally controlled behaviour, and a survey of information available on common self-administered drugs and their immediate and long-term effects.

is a broad survey of physiological psychology at an elementary level. Topics will include the following: structure of the nervous system, nerve conduction, sensory and motor systems, behavioural biology of reproduction, aggression, feeding and drinking, sleep and arousal, pleasure and pain, learning and memory.

provides an introduction to the design, understanding, and application of psychological research. Topics covered include understanding and applying scientific method, creating and testing hypotheses, constructing reliable and valid experiments, and the proper use of controls. An emphasis will be placed on thinking critically about psychology and common errors of judgment.

- inactive course.

- inactive course.

covers the most important aspects of human sexuality with a psychology theory and research framework. The course will examine the biological, behavioural and socio-cultural bases of the human sexual response. Topics include sexual interaction and communication, contraception, sexually transmitted infections, reproduction, sexual orientation, transgender and intersex, variations in sexual behaviour, sex and gender, sexual dysfunction and therapy, and sexual coercion.

- inactive course.

covers problems of definition, the history of beliefs about abnormal behaviour and the implication of a behavioural model for the understanding and control of behaviour problems.

- inactive course.

is based on the idea that psychological and neuroscience research efforts are synergistic. Neuroscience research can reveal mechanisms that help explain the mind and behavior, while concepts developed by psychological research often define the topics that neuroscience investigates. The course will survey a broad range of topics that include the fundamentals of neuroanatomy, neurophysiology, and neurodevelopment, as well as higher level functions such as motivation, emotion, sleep, memory, language, and mental illness.

is a comprehensive survey of the different domains of behavioural neuroscience, with an emphasis on systems level. It will cover a broad range of topics including the fundamentals of neuroanatomy, neurophysiology, and neurodevelopment, as well as higher level functions such as sleep, emotion, language, consciousness and mental illness. Students will be able to describe the basic mechanisms involved in neural system function and how these affect behaviour and several forms of neuroplasticity.

is an introduction to the design and application of psychological research with particular concentration on understanding and applying scientific method, creating and testing hypotheses, constructing reliable and valid experiments, managing and analysing data sets, using statistical software, and scientific writing. Specific topics include descriptive statistics including measures of central tendency, variability and relative standing, inferential statistics such as t tests for one and two sample designs, correlation and regression, and non-parametric statistics.

covers research methods in psychology with a focus on more complex research designs and statistical approaches, within the realm of experimentation and beyond the laboratory. Specific topics include controlling participant variables, using between and repeated measures designs within the context of Analysis of Variance (ANOVA). Particular ANOVA approaches include one-way and factorial designs, within subject design, and two-way mixed designs.

is an introduction to the fundamentals of preparing psychology reports, emphasizing organization, correct use of terminology, adherence to appropriate discipline style, concise and accurate description, preparation of abstracts, and integration of numerical data. Topics for reports will be selected each semester by the instructor.

is an examination of the methods of study and an evaluation of current findings and theoretical issues of importance to an understanding of development. Topics will be drawn from perception, learning, cognition, social learning, memory and language development.

is an examination of the concepts and principles involved in social behaviour. Topics covered will include attitudes, social cognition, interpersonal relations, and group processes.

introduces students to topics of learning phenomena and learning theories. Topics to be studied include the evolutionary context of learning, habituation and sensitization, Pavlovian conditioning, operant conditioning, and generalization and discrimination in learning. Applications of learning principles to topics such as child rearing, education, drug use and rehabilitation, as well as to other topics of contemporary interest, will also be discussed.

is a broad survey of theory and research in sensation and perception.

is an introduction to the experimental study of the mental representations and processes involved in human cognition. Topics such as attention, perception and pattern recognition, concepts and the organization of knowledge, language processes, mental imagery, reasoning, problem solving, decision making and skilled performance will be covered with an emphasis on experimental analysis and techniques.

provides an opportunity to work with an individual faculty member on a research project. The student will submit a formal written report of the research conducted. Permission of the instructor is required.

provides an opportunity to work with an individual faculty member on a research project. The student will submit a formal written report of the research conducted. Permission of the instructor is required.

- inactive course.

is an examination of the nature, explanation and treatment of psychological disorders with an emphasis on research methods and current findings.

(same as Biology 3750) is an introduction to the mechanisms, development, function and evolution of behaviour in animals. Topics include the history of ethology and comparative psychology, and behavioural ecology; methods of animal behaviour study, behaviour of animals in relation to physiology, learning, communication, mating systems, and other areas in Biology and Psychology.

addresses the structure and function of neurons and neural circuits and examines principles of electrochemical neural communication at the macroscopic, microscopic and molecular level. The relevance of this knowledge to understanding brain mechanisms of normal and diseased brain functions will be touched upon. The molecular basis of the formation of some types of memories will be explored.

(same as the former PSYC 3250) examines how organisms adjust their behaviour to regularities in the environment as a result of experience. Experience changes behavior by modifying the nervous system. We will take a multidisciplinary approach, combining information from psychology and neuroscience to study learning and memory. Students will gain an understanding of sensitization, habituation, and classical and operant conditioning using animal models, with a particular emphasis on the synaptic and molecular changes that occur with learning and memory.

allows students to increase their understanding of how knowledge is generated in the study of neuroscience and behavior. Students will visit various on-campus laboratories that are engaged in research relevant to these fields. In addition to observations and hands-on tutorials, readings, discussions, and writing assignments will strengthen students' understanding of the techniques used to answer specific research questions in neuroscience and behaviour.

explores the behavioural effects of hormones and the question of how hormones act on the brain to influence behaviour. Topics include: basic concepts in neuroendocrinology, reproductive behaviour (sexual and parental), sexual differentiation of the brain and behaviour, aggressive behaviour, and the neuroendocrinology of stress, including the effects of stress on the brain and behaviour.

will cover topics including the effects of stress on the immune system, hypothalamicpituitary-adrenal axis, neurogenesis and neuroplasticity, neurotransmitter and neuropeptide release, cognition and emotional processing, and in utero and early postnatal development. The relationship between stress and mental disorders such as depression, posttraumatic stress disorder, anxiety disorders, schizophrenia, bipolar disorder, substance abuse and addiction, dementia and age-related cognitive decline as well as resilience to stress will be discussed.

introduces students to the neurochemical and molecular underpinnings of behavior, with special emphasis on the biological principles underlying the etiology, pathophysiology and treatment of mental disorders. As a broad subdiscipline of neuroscience, it is ideal for those seeking to integrate neuroanatomy, neurophysiology, pharmacology and the behavioural sciences. It will provide a thorough understanding and appreciation about how basic and clinical research can be synthesized and used for the development of various forms of therapies.

is a course on complex and specialized research design in Psychology. Multifactor research designs that employ both between- and within-subjects independent variables. Advantages and disadvantages of using multifactor research designs to test psychological hypotheses. Hierarchical designs and incomplete factorials. The use of covariates and blocking to increase experimental precision. Problems created by missing data. Single subject designs. How to answer specific psychological questions in the context of complex designs. The design and analysis of non-experimental psychological research. Applications of such techniques as the analysis of variance and multiple linear regression to the data obtained with these research designs, with special attention to problems inherent in psychological research.

is an intensive examination of a specific topic in developmental psychology.

is an intensive examination of a specific topic in developmental psychology.

allows students to gain research experience in selected areas of developmental psychology.

is an intensive examination of a specific topic in social psychology.

is an intensive examination of a specific topic in social psychology.

- inactive course.

- inactive course.

will provide research experience in a selection of areas typically studied by social psychologists such as attitudes, prejudice, groups and social cognition. Students will acquire experience with research methods that are used to advance the body of knowledge in social psychology.

an intensive examination of a specific topic in learning and motivation.

is an intensive examination of a specific topic in learning and motivation.

- inactive course.

allows students to gain research experience in selected areas of learning.

- inactive course.

is an intensive examination of a specific topic in perception.

allows students to gain research experience in selected areas of perception.

(same as the former PSYC 4400) is an intensive examination of a specific topic in cognition.

(same as the former PSYC 4401) is an intensive examination of a specific topic in cognition.

- inactive course.

(same as the former PSYC 4402) is an intensive examination of a specific topic in cognitive science from a psychological perspective.

- inactive course.

- inactive course.

allows students to gain research experience in selected areas of cognition.

is an intensive examination of a specific topic in psychology that crosses traditional subdisciplines.

is an intensive examination of a specific topic in psychology that crosses traditional subdisciplines.

- inactive course.

is an intensive examination of a specific topic in personality.

is an intensive examination of a specific topic in abnormal behaviour.

- inactive course.

- inactive course.

is a study of the reciprocal relationship between family processes and abnormal behaviour. The course will focus on the role of family dynamics in the etiology of abnormal behaviour, the impact of psychological disorders on family functioning and the application of family therapy to create therapeutic change.

- inactive course.

allows students to gain research experience in selected areas of clinical psychology.

- inactive course.

- inactive course.

is an intensive examination of a specific topic in animal behaviour.

is an intensive examination of a specific topic in animal behaviour.

(same as Biology 4770) allows students to gain research experience in selected areas of animal behaviour. This course may be offered in a usual 12-week semester or as a two-week field course.

is an intensive examination of a specific topic in behavioural neuroscience.

- inactive course.

will examine selected topics in timing, circadian rhythms, spatial learning and navigation.

will examine the development of sex differences in the brain and behaviour by considering both animal models and human studies.

will examine the neurobiology of neurodegenerative diseases/psychological disorders, and the potential of therapeutic interventions.

allows students to gain research experience in selected areas of neuroscience.

is a study of paradigms and explanations in contemporary psychology in the context of their historical antecedents.

is designed to help students understand the multitude of factors that influence decisions individuals make about money and other related objects of value. These factors include the perceptions, motivations, attitudes, emotions, personality characteristics, and cognitive process that underlie human interactions with money. The course will also explore the developmental and neurological bases of human monetary behavior as well as clinical aspects such as money related addictions, criminality, and psychopathology.

is a linked course, based on independent study of an approved problem in Psychology. The topic will be chosen in consultation with the Faculty Advisor. The first semester will normally involve directed reading in this area, and preparation of a dissertation proposal. The second semester will be devoted to conducting the study, gathering data, data analysis and preparation of a formal written report. The dissertation must be submitted for grading before the end of the tenth week of the semester in which the student is registered for 499B.

follows the successful completion of Semester 4. Students are expected to learn, develop and practice the high standards of behaviour and performance normally expected in the work environment. (A detailed description of each job is normally posted during the job competition.) As one component of the Work Term, the student is required to complete a work report. The work report, as a minimum requirement should:

1. analyse an issue/problem related to the student’s work environment.

2. demonstrate an understanding of the structure of a professional report, and show reasonable competence in written communication and presentation skills. (Students should consult the evaluation form provided in the placement package.)

Late reports will be graded as FAL unless prior permission for a late report has been given by Co-operative Education.

Seminars on professional development, conducted by Co-operative Education, are presented during Semester 4 to introduce and prepare the student for participation in the subsequent work terms. Topics may include among others, work term evaluation, work report writing, career planning, employment seeking skills, resume preparation, self employment, ethics and professional concepts, behavioural requirements in the work place, assertiveness in the work place and industrial safety.

follows the successful completion of Semester 6. Students are expected to further develop and expand their knowledge and work-related skills and should be able to accept increased responsibility and challenge. In addition, students are expected to demonstrate an ability to deal with increasingly complex work-related concepts and problems. The work report, as a minimum requirement, should:

1. analyse an issue/problem related to the student’s work environment and demonstrate an understanding of practical application of concepts relative to the student’s academic background

2. demonstrate competence in creating a professional report, and

3. show competence in written communication and presentation skills

Late reports will be graded as FAL unless prior permission for a late report has been given by Co-operative Education.

follows the successful completion of Semester 7. Students should have sufficient academic grounding and work experience to contribute in a positive manner to the problem-solving and management processes needed and practiced in the work environment. Students should become better acquainted with their discipline of study, should observe and appreciate the attitudes, responsibilities, and ethics normally expected of professionals and should exercise greater independence and responsibility in their assigned work functions. The work report should reflect the growing professional development of the student and, as a minimum requirement, will:

1. demonstrate an increased ability to analyse a significant issue/problem related to the student’s experience in the work environment

2. demonstrate a high level of competence in producing a professional report, and

3. show a high level of competence in written communication and presentation skills

Late reports will be graded as FAL unless prior permission for a late report has been given by Co-operative Education.