Department of Psychology

Provides training in theories of intelligence and psychometric properties, administration, scoring and interpretation of major individually administered intelligence tests for children, adolescents and adults.

Using a social psychological framework, the course covers theories such as interpersonal expectancies/behavioral confirmation, prejudice and discrimination, social inclusion, social cognition, and attitudes/attitude change. The research evidence for these theories and how these social psychological constructs influence or impede the mental health process will also be considered. This course will also allow students to research and critically analyze conceptual and theoretical foundations for providing psychological services across diverse cultural populations.

This course covers topics related to the physical, cognitive, social and emotional aspects of growth, from conception to death. It focuses on human growth and development, but other organisms are also considered.

The course provides a conceptual basis for the study of abnormal behavior. Students conduct an in-depth review of the literature related to the classification, etiology, and treatment of mental disorders.

This course covers history of personality theory and assessment, and psychometrics, and introduces tools and techniques aimed at understanding individual differences in personality and assessment of major psychopathology.

Individual project under guidance of a research advisor. Required for students choosing thesis option. Limited to a total of 3 hours of credit.

Individual project under guidance of a research advisor. Required for students choosing thesis option.

Introduces basic therapy skills to clinical psychology students and explores the ethical framework which guides the profession.

Examines the history and systems of psychology related to contemporary applied psychology.

This course will cover research design and methodology. Topics may include experimental, quasi-experimental, single subject and survey research; validity; reliability; confounds; measurement; sampling; inductive inference. Additionally, this course will cover Responsible Conduct of Research, including completion of CITI course, protection of human subjects, University Human Subjects Committee and IRB, APA Style, paper structure, references, tables, figures, etc., research proposal writing, including searching for sources, writing, oral presentation, data collection and management issues (e.g., Qualtrics, SONA, data cleaning). Students are required to complete a Research Proposal with Introduction and Methods and Data Analysis Plan and give an oral presentation of research proposal.

Covers theory and techniques of cognitive and behavioral approaches. Applications for assessment and treatment of adults, children, couples and families are discussed. This course is limited to clinical students or permission of instructor.

Review of the basic descriptive and inferential statistical procedures with a heavy emphasis on fundamental and advanced analysis of variance techniques. Topics include contrasts, factorial designs, within-subject and mixed designs, and analysis of covariance. Course materials are covered in the context of classical experimental and quasi-experimental design.

Course covers correlation with heavy emphasis on regression analysis in the context of the general linear model. Topics include partial correlations, categorical and continuous interactions, non-linear regression, and multivariate statistics. Course materials are covered in the context of correlational designs and survey research.

Social science data frequently have a hierarchical or multilevel structure as a consequence of sampling designs or repeated measures. The purpose of the course is to introduce students to the basic principles and applications of hierarchical linear modeling in social science research. Topics covered include an introduction to multilevel analyses, random intercept models, random slope models, hypotheses testing, hierarchical models for limited dependent variables, model fitting, three-level models, and repeated-measures applications.

A survey of human sensation and perception emphasizing historical contributions, recent theoretical and methodological developments, and empirical findings.

This course is designed to introduce students to the field of program evaluation as well as to give students practical experience conducting a program evaluation. Students will get experience creating and conducting qualitative and quantitative assessments. A course goal is to work in small groups to conduct a program evaluation.

This course introduces classical test theory, including definitions and equations for test reliability, standard error of measurement, and related statistics. Additional topics include scaling, item statistics useful in test constructions, norms commonly used in educational and psychological testing, test validity and exploratory factor analysis. If time permits, Item Response (IRT) and Generalizability Theory are introduced.

This course covers the topics of linear structural equation modeling and focuses on estimation, measurement models, confirmatory and hierarchical factor analysis, structural equations, longitudinal models, multisample analyses, and mean structures.

This course discusses the behavior of the human as a member of a group. Topics include attitude theory and change, interpersonal attraction, group dynamics, and related theory and applied research techniques.

Scheduled independently in consultation with supervising research mentor or instructor.

Study of selected topics in clinical psychology.

Study of selected topics in clinical psychology.

Empirically-Supported Therapies is designed to foster the integration of clinical science and the practice of psychotherapy. Course objectives include learning how to identify, evaluate, and implement empirically supported interventions for various psychological disorders.

Individual project under guidance of a research advisor.

This course provides an integrative overview of how brain structure and functioning produces behavior and cognition in both normal and clinical contexts. Students learn gross neuroanatomy and physiology of the nervous system (primarily central), a working knowledge of functional neuroanatomy, and how the central nervous system functions in an integrated fashion. Students also learn the basics of brain-behavior relationships and how these present normally and in clinical cases in order to gain a general and broader understanding of cognitive processes.

The course is designed: (1) to teach students to write article-length scholarly manuscripts in APA format of publishable quality, and (2) to teach students the critical components of grant applications. By the end of this course, each student will have prepared a manuscript that is ready for submission to a peer-reviewed journal and have completed sections of a federal grant application.

This course focuses on contemporary theory and research topics in health psychology. The course examines psychological and behavioral issues affecting health maintenance, coping with life-threatening illnesses and chronic diseases, and health promotion. The course uses the biopsychosocial (mind-body) model as an organizing framework, emphasizing the dynamic interactions among biological, social, personality, and behavioral factors jointly in influencing people's health. The course is conducted as a seminar.

Social science data frequently have a hierarchical or multilevel structure as a consequence of sampling designs or repeated measures. The purpose of the course is to introduce students to the basic principles and applications of hierarchical linear modeling in social science research. Topics covered include an introduction to multilevel analyses, random intercept models, random slope models, hypotheses testing, hierarchical models for limited dependent variables, model fitting, three-level models, and repeated-measures applications.

This course is designed to introduce students to the field of program evaluation as well as to give students practical experience conducting a program evaluation. Students will get experience creating and conducting qualitative and quantitative assessments. A course goal is to work in small groups to conduct a program evaluation.

This course covers the topics of linear structural equation modeling and focuses on estimation, measurement models, confirmatory and hierarchical factor analysis, structural equations, longitudinal models, multisample analyses, and mean structures.

This course discusses the behavior of the human as a member of a group. Topics include attitude theory and change, interpersonal attraction, group dynamics, and related theory and applied research techniques.

Individual project under guidance of a research advisor.

Internship in clinical/community psychology.

1-6 credits each semester for variable credit.

Assigns a student to a practice setting to learn the skills of a clinical psychologist under close supervision. Various mental health settings through southeastern Virginina are used for this experience.

Assigns a student to a practice setting to be given an opportunity to learn the skills of a clinical psychologist under close supervision. Various mental health settings throughout the area are used.

Student works with research mentor to develop, write, and defend an empirical dissertation.

Specialized elective available for qualified students, to be scheduled independently in consultation with advisor and instructor.

Individual project under guidance of a research advisor.

Reviews basic psychometric theory and the development and applications of several commonly used personality assessment measures. Specific emphasis will be placed on the MMPI, in its various forms.

Provides a theoretical and practical introduction to the work of leaders in mental health settings, addressing managerial and clinical supervision and various models of consultation.

Research related to dissertation.

This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation.

This course covers topics related to the physical, cognitive, social and emotional aspects of growth, from conception to death. It focuses on human growth and development, but other organisms are also considered.

The course deals with basic issues and contemporary topics in personality research. The basic issues covered include personality measurement, heredity, biological approaches, personality development, and motives. Current topics in personality research that are covered include the unconscious, personal efficacy, sex and gender, control, self-concept, stress and illness, sexuality, and disorders of personality.

The course provides a conceptual basis for the study of abnormal behavior. Students conduct an in-depth review of the literature related to the classification, etiology, and treatment of mental disorders.

Course introduces students to the fundamental principles of human-computer interaction. Exposes students to basic psychological concepts and shows how they are used to create effective interface designs. Covers both theoretical and practical aspects of interface design.

Primary focus is on intellectual assessment for children and adults. Basic instruction in administration and interpretation of standard tests of intelligence will be provided. Additional topics include tests of achievement and memory function.

This course covers history of personality theory and assessment and psychometrics, and introduces tools and techniques aimed at understanding individual differences in personality and assessment of major psychopathology.

Students will receive supervised training in an applied setting in the area of clinical or industrial psychology.

This course provides opportunities for advanced investigations of selected topics in psychology. May be taken by students beyond the first year of graduate study who wish to pursue topics not covered by regularly scheduled courses.

Individual project under guidance of a research advisor. Required for students choosing thesis option. Limited to a total of 3 hours of credit.

Individual project under guidance of a research advisor. Required for students choosing thesis option.

A survey of the historical roots of modern psychology.

This course will cover research design and methodology. Topics may include experimental, quasi-experimental, single subject and survey research; validity; reliability; confounds; measurement; sampling; inductive inference. Additionally, this course will cover Responsible Conduct of Research, including completion of CITI course, protection of human subjects, University Human Subjects Committee and IRB, APA Style, paper structure, references, tables, figures, etc., research proposal writing, including searching for sources, writing, oral presentation, data collection and management issues (e.g., Qualtrics, SONA, data cleaning). Students are required to complete a Research Proposal with Introduction and Methods and Data Analysis Plan and give an oral presentation of research proposal.

This course examines multidisciplinary research and theories on issues related to individual and organizational well-being and health. Occupational health psychology (OHP) emphasizes the promotion of wellness and the prevention of injuries and illnesses in the workplace. Through lectures/presentations, discussions, and research activities, students will learn about OHP theory and practice.

Review of the basic descriptive and inferential statistical procedures with a heavy emphasis on fundamental and advanced analysis of variance techniques. Topics include contrasts, factorial designs, within-subject and mixed designs, and analysis of covariance. Course materials are covered in the context of classical experimental and quasi-experimental design.

Course covers correlation with heavy emphasis on regression analysis in the context of the general linear model. Topics include partial correlations, categorical and continuous interactions, non-linear regression, and multivariate statistics. Course materials are covered in the context of correlational designs and survey research.

Advanced graduate students in Psychology will have the opportunity to direct statistics and research methods labs for graduate statistics courses. Students’ main role will be acting as peer mentors for the new graduate students. Other possible responsibilities may include grading, creating lab activities and assignments, and supervising students’ research projects. Students will be evaluated on their teaching effectiveness and performance.

An investigation of the ways in which people process and retain information, make decisions, and solve problems. Current models of structures and processes of human memory and cognition are discussed with particular emphasis on neurocognitive evidence of the brain mechanisms involved in cognition.

This course focuses on contemporary theory and research topics in health psychology. The course examines psychological and behavioral issues affecting health maintenance, coping with life-threatening illnesses and chronic diseases, and health promotion. The course uses the biopsychosocial (mind-body) model as an organizing framework, emphasizing the dynamic interactions among biological, social, personality, and behavioral factors jointly in influencing people’s health. The course is conducted as a seminar.

Social science data frequently have a hierarchical or multilevel structure as a consequence of sampling designs or repeated measures. The purpose of the course is to introduce students to the basic principles and applications of hierarchical linear modeling in social science research. Topics covered include an introduction to multilevel analyses, random intercept models, random slope models, hypotheses testing, hierarchical models for limited dependent variables, model fitting, three-level models, and repeated-measures applications.

Quasi-experimental methods is a course to teach techniques for research designs not conducive to randomized-control trials. The philosophy of these techniques, issues of validity, and analyses are discussed. Comparisons with randomized-control trials as well as means to strengthen quasi-methodologies for better general causal inferences are presented.

A survey of human sensation and perception emphasizing historical contributions, recent theoretical and methodological developments, and empirical findings.

This course is designed to introduce students to the field of program evaluation as well as to give students practical experience conducting a program evaluation. Students will get experience creating and conducting qualitative and quantitative assessments. A course goal is to work in small groups to conduct a program evaluation.

This course introduces classical test theory, including definitions and equations for test reliability, standard error of measurement, and related statistics. Additional topics include scaling, item statistics useful in test constructions, norms commonly used in educational and psychological testing, test validity and exploratory factor analysis. If time permits, Item Response (IRT) and Generalizability Theory are introduced.

This course covers the topics of linear structural equation modeling and focuses on estimation, measurement models, confirmatory and hierarchical factor analysis, structural equations, longitudinal models, multisample analyses, and mean structures.

The course is focused on methods and techniques for analyzing multivariate data. Emphasis includes both conceptual and computational aspects of the most commonly used analytical tools when experimental units have multiple measures. A goal of the course is to avoid the extremes of "plug n chug" analyses on the one hand and theorems and proofs on the other to provide generalizable working knowledge of multivariate statistics. Featured techniques are MANOVA, MANCOVA, profile analysis, discriminant analysis, canonical correlation, principal components analysis, and exploratory factor analysis.

The purpose of this course is to review the linear regression model and move into categorical methods. Featured methods are inference using proportions and odds ratios, multi-way contingency tables, logistic regression, and loglinear models. The generalized linear model is also introduced.

This course discusses the behavior of the human as a member of a group. Topics include attitude theory and change, interpersonal attraction, group dynamics, and related theory and applied research techniques.

This course provides an overview of organizational behavior and theory. Topics include leadership, motivation, teams, social processes at work, workplace relationships, organization structure and environments, and organizational development and change.

This course provides an overview of personnel psychology. Topics include reliability and validity, job analysis, performance criteria, performance appraisal, employee recruitment, employee selection, and training and development.

The application and evaluation of psychological principles and research relating human behavior to the design of tools, technology, and the work environment. Theory, methods, and application are emphasized.

Basic overview and application of anthropometry, biomechanics, functional anatomy, mechanics, and human physiology for the design of industrial tools, equipment, and workstations.

Review of the physical, cognitive, and performance capabilities and limitations of humans as they interact with modern computer systems. Emphasis is placed on the tools, techniques and procedures for the assessment and effective design of computer hardware, software and displays of information.

Ethical principles, APA codes, laws, policies and approaches to ethical decision making will be applied to case studies involving dilemmas and issues in several areas of the professional activities of psychologists. Students will prepare an ethical and/or professional issue paper and a self-reflection on acculturation into professional ethics and standards.

Basic overview of the application of anthropometry, biomechanics, ergonomics, cognition and perception within workplace environments. Particular focus on the analysis and prevention of accidents at work. Course requires considerable practice in technical writing.

Students will investigate the biological underpinnings of behavior and explore what is currently known about their role in movement, emotions, mental illness, sexual behavior, memory, states of consciousness, sensory perception, thought and language, and several neuro-psychiatric disorders. Through active learning exercises, i.e., class discussion, reports, critiques, oral presentations, and a final research paper or proposal, students will apply and demonstrate their acquired knowledge and critical thinking skills to the biological basis of human behavior.

Empirically-Supported Therapies is designed to foster the integration of clinical science and the practice of psychotherapy. Course objectives include learning how to identify, evaluate, and implement empirically supported interventions for various psychological disorders.

Topics covered include standards of professional behavior of I/O psychologists, the governance of psychology, I/O psychology professional associations, and professional opportunities for I/O psychologists.

A survey of the historical roots of modern psychology.

This course will cover research design and methodology. Topics may include experimental, quasi-experimental, single subject and survey research; validity; reliability; confounds; measurement; sampling; inductive inference. Additionally, this course will cover Responsible Conduct of Research, including completion of CITI course, protection of human subjects, University Human Subjects Committee and IRB, APA Style, paper structure, references, tables, figures, etc., research proposal writing, including searching for sources, writing, oral presentation, data collection and management issues (e.g., Qualtrics, SONA, data cleaning). Students are required to complete a Research Proposal with Introduction and Methods and Data Analysis Plan and give an oral presentation of research proposal.

Seminar on the pedagogy of teaching as applied to the discipline of psychology. Topics include syllabus preparation, lecture and discussion methods, assessment and grading, and teaching portfolio development.

This course examines multidisciplinary research and theories on issues related to individual and organizational well-being and health. Occupational health psychology (OHP) emphasizes the promotion of wellness and the prevention of injuries and illnesses in the workplace. Through lectures/presentations, discussions, and research activities, students will learn about OHP theory and practice.

Review of basic descriptive and inferential statistical procedures with a heavy emphasis on fundamental and advanced analysis of variance techniques. Topics include contrasts, factorial designs, within-subject and mixed designs, and analysis of covariance. Course materials are covered in the context of classical experimental and quasi-experimental design.

Course covers correlation with heavy emphasis on regression analysis in the context of the general linear model. Topics include partial correlations, categorical and continuous interactions, non-linear regression, and multivariate statistics. Course materials are covered in the context of correlational designs and survey research.

Review of the basic descriptive and inferential statistical procedures with a heavy emphasis on fundamental and advanced analysis of variance techniques. Topics include contrasts, factorial designs, within-subject and mixed designs, and analysis of covariance. Course materials are covered in the context of classical experimental and quasi-experimental design.

Course covers correlation with heavy emphasis on regression analysis in the context of the general linear model. Topics include partial correlations, categorical and continuous interactions, non-linear regression, and multivariate statistics. Course materials are covered in the context of correlational designs and survey research.

Advanced graduate students in Psychology will have the opportunity to direct statistics and research methods labs for graduate statistics courses. Students’ main role will be acting as peer mentors for the new graduate students. Other possible responsibilities may include grading, creating lab activities and assignments, and supervising students’ research projects. Students will be evaluated on their teaching effectiveness and performance.

An investigation of the ways in which people process and retain information, make decisions, and solve problems. Current models of structures and processes of human memory and cognition are discussed with particular emphasis on neurocognitive evidence of the brain mechanisms involved in cognition.

The course is designed: (1) to teach students to write article-length scholarly manuscripts in APA format of publishable quality, and (2) to teach students the critical components of grant applications. By the end of this course, each student will have prepared a manuscript that is ready for submission to a peer-reviewed journal and have completed sections of a federal grant application.

This course focuses on contemporary theory and research topics in health psychology. The course examines psychological and behavioral issues affecting health maintenance, coping with life-threatening illnesses and chronic diseases, and health promotion. The course uses the biopsychosocial (mind-body) model as an organizing framework, emphasizing the dynamic interactions among biological, social, personality, and behavioral factors jointly in influencing people's health. The course is conducted as a seminar.

Social science data frequently have a hierarchical or multilevel structure as a consequence of sampling designs or repeated measures. The purpose of the course is to introduce students to the basic principles and applications of hierarchical linear modeling in social science research. Topics covered include an introduction to multilevel analyses, random intercept models, random slope models, hypotheses testing, hierarchical models for limited dependent variables, model fitting, three-level models, and repeated-measures applications.

This course will introduce students to the theory and practice of longitudinal data analysis. It will examine a number of approaches for modeling change (in continuous outcomes) and event occurrence (broadly defined, in categorical or ordinal outcomes), including a careful treatment of the metric of time as well as missing data. Students will learn to develop, implement, interpret, and report research involving longitudinal data analyses. The use of statistical software is also illustrated.

Quasi-experimental methods is a course to teach techniques for research designs not conducive to randomized-control trials. The philosophy of these techniques, issues of validity, and analyses are discussed. Comparisons with randomized-control trials as well as means to strengthen quasi-methodologies for better general causal inferences are presented.

A survey of human sensation and perception emphasizing historical contributions, recent theoretical and methodological developments, and empirical findings.

This course is designed to introduce students to the field of program evaluation as well as to give students practical experience conducting a program evaluation. Students will get experience creating and conducting qualitative and quantitative assessments. A course goal is to work in small groups to conduct a program evaluation.

This course introduces classical test theory, including definitions and equations for test reliability, standard error of measurement, and related statistics. Additional topics include scaling, item statistics useful in test construction, norms commonly used in educational and psychological testing, test validity, and exploratory factor analysis. If time permits, Item Response Theory (IRT) and Generalizability Theory are introduced.

This course covers the topics of linear structural equation modeling and focuses on estimation, measurement models, confirmatory and hierarchical factor analysis, structural equations, longitudinal models, multisample analyses, and mean structures.

The course is focused on methods and techniques for analyzing multivariate data. Emphasis includes both conceptual and computational aspects of the most commonly used analytical tools when experimental units have multiple measures. A goal of the course is to avoid the extremes of "plug n chug" analyses on the one hand and theorems and proofs on the other to provide generalizable working knowledge of multivariate statistics. Featured techniques are MANOVA, MANCOVA, profile analysis, discriminant analysis, canonical correlation, principal components analysis, and exploratory factor analysis.

The purpose of this course is to review the linear regression model and move into categorical methods. Featured methods are inference using proportions and odds ratios, multi-way contingency tables, logistic regression, and loglinear models. The generalized linear model is also introduced.

This course discusses the behavior of the human as a member of a group. Topics include attitude theory and change, interpersonal attraction, group dynamics, and related theory and applied research techniques.

This course provides an overview of organizational behavior and theory. Topics include leadership, motivation, teams, social processes at work, workplace relationships, organization structure and environments, and organizational development and change.

This course concerns the study of leadership and its effects on organizational behavior and effectiveness as well as employee well-being and health. Emphasis will be placed on classic and contemporary leadership theory and research.

The course focuses on the major concepts, issues, principles, and findings of job attitudes and motivation at the workplace. The student who successfully completes this course should be able to apply knowledge and skills to workplace issues regarding job attitudes and motivation, as well as stimulate ideas for future research projects.

This seminar discusses models and theories of organizational change and interventions that are commonly used to foster organizational development and effectiveness. Students participate in an organizational consulting project to apply lessons learned in the classroom.

This seminar discusses the design and analysis of surveys, quasi-experiments, questionnaires, interviews and other methods for studying organizational processes. Both quantitative and qualitative research methods are discussed.

Weekly seminars address professional and ethical issues in the practice of clinical psychology.

Covers theory and techniques of cognitive and behavioral approaches. Applications for the assessment and treatment of adults, children, couples, and families are discussed. Students gain practical experience in these techniques as well as case conceptualizational skills.

This course provides an overview of personnel psychology. Topics include reliability and validity, job analysis, performance criteria, performance appraisal, employee recruitment, employee selection, and training and development.

This course covers research findings, methodologies, and evaluation designs for the training and development of personnel in organizations. Specific topics include needs assessment, learning principles and system design.

This course covers the topics of recruitment, job performance, interviews, internet-based testing, and psychological constructs for use in employee selection (e.g., intelligence, personality).

This course covers statistical and theoretical issues related to the research and practice of personnel psychology, including meta-analysis, significance testing, aggregation issues, scale development and validation, utility, the fairness and bias of tests, and the legal context of selection.

This course covers the job analysis and performance appraisal/management (PA/MA). Specific topics include job analysis methods; use of job analysis results for various HR functions; performance assessment/appraisal methods; multi-source feedback; employee reactions to and use of PA/MA information; rater cognitive processes and affect; rater goals, bias, and accuracy; and organizational practical and legal issues surrounding job analysis and PA/PM.

The course is designed to provide individual students with advanced on-the-job professional experience. Internship assignments must be approved by the student's program of study. Direct supervision is given by an experienced professional at the internship setting.

The application and evaluation of psychological principles and research relating human behavior to the design of tools, technology, and the work environment. Theory, methods, and application are emphasized.

Basic overview and application of anthropometry, biomechanics, functional anatomy, mechanics, and human physiology for the design of industrial tools, equipment, and workstations.

Experiential survey of methods, measures, techniques, and prototyping tools available for human factors investigations in laboratory and field settings. The design and execution of experimental investigations utilizing the measures and tools are emphasized.

This course deals with substance abuse disorders, identification/diagnosis, etiology, treatment and recovery. It also covers the proper use of and desired effects and side effects of medications used in the treatment of psychiatric disorders.

Detailed review of the physiological bases of visual perception, the capabilities and limitations of the visual systems, and the metrics involved in vision research. A survey of current advanced visual displays is presented, stressing the interaction of the characteristics of these displays with the capabilities and limitations of the human visual system.

Review of the physical, cognitive, and performance capabilities and limitations of humans as they interact with modern computer systems. Emphasis is placed on the tools, techniques and procedures for the assessment and effective design of computer hardware, software and displays of information.

Survey of the historical and philosophical bases for the use of theories, models, and simulations in human factors applications with a critical evaluation of existing theories, mathematical and cognitive models, and simulations in terms of actual and potential contributions to the field.

Historical survey of human information processing literature, detailed review of recent developments in cognitive psychology, and examination of the purposes, role and scope of cognitive engineering.

This course covers the developmental processes, facilitators, and barriers individuals encounter in their work lives. It provides a theoretical foundation in the careers literature and introduces contemporary research in the area. Work-family conflict, mentoring, organizational socialization, and career success are among the topics covered.

Ethical principles, APA codes, laws, policies and approaches to ethical decision making will be applied to case studies involving dilemmas and issues in several areas of the professional activities of psychologists. Students will prepare an ethical and/or professional issue paper and a self-reflection on acculturation into professional ethics and standards.

Basic overview of the application of anthropometry, biomechanics, ergonomics, cognition and perception within workplace environments. Particular focus on the analysis and prevention of accidents at work. Course requires considerable practice in technical writing.

Survey of theories of attention, factors that influence human performance, and human performance assessment in human-machine systems. Topics include dual-task performance, vigilance, workload, arousal, fatigue, stress, human error, psychophysiology, and neuroergonomics.

Individual project under guidance of a research advisor.

Must be enrolled in psychology doctorate program.

Students will investigate the biological underpinnings of behavior and explore what is currently known about their role in movement, emotions, mental illness, sexual behavior, memory, states of consciousness, sensory perception, thought and language, and several neuro-psychiatric disorders. Through active learning exercises, i.e., class discussion, reports, critiques, oral presentations, and a final research paper or proposal, students will apply and demonstrate their acquired knowledge and critical thinking skills to the biological basis of human behavior.

1-6 credits each semester for variable credit.

Directed research in preparation for the dissertation.

This course is a pass/fail course for master's students in their final semester. It may be taken to fulfill the registration requirement necessary for graduation. All master's students are required to be registered for at least one graduate credit hour in the semester of their graduation.

This course is a pass/fail course doctoral students may take to maintain active status after successfully passing the candidacy examination. All doctoral students are required to be registered for at least one graduate credit hour every semester until their graduation.