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Fields of Specialization: Behavioural Neuroscience Lifespan Development Social/Personality Faculty Dean David Siegel Faculty of Social Sciences Faculty Associate Dean David DiBattista Faculty of Social Sciences Graduate Faculty Professors Kathryn Belicki (Psychology), Anthony Bogaert (Community Health Sciences), Stefan M. Brudzynski (Psychology), David DiBattista (Psychology), Ivo Düntsch (Computer Science), Jane Dywan (Psychology), Carolyn L. Hafer (Psychology), Harry T. Hunt (Psychology), Cheryl McCormick (Psychology), John Mitterer (Psychology), Linda D. Rose-Krasnor (Psychology), Stanley W. Sadava (Psychology), Sidney J. Segalowitz (Psychology), Paul D. Tyson (Psychology), Teena Willoughby (Child and Youth Studies) Associate Professors Karen Arnell (Psychology), Michael Ashton (Psychology), Kimberly Côté (Psychology), Andrew Dane (Psychology), Nancy DeCourville (Psychology), Dawn E. Good (Psychology), Gordon Hodson (Psychology), Tanya Martini (Psychology), Cathy Mondloch (Psychology), Gary Pickering (Biological Sciences), Miriam Richards (Biological Sciences) Assistant ProfessorsAngela Book (Psychology), Cameron Muir (Psychology), Tim Murphy (Psychology) Adjunct Professors Michael Alexander (M.D.), Sherrie Bieman-Copland (Clinical Psychologist, Private Practice), Nancy Johnston (Psychology), Wanda Malcolm (Clinical Psychologist, Private Practice), Don McCreary (Defence R&D Canada), Carlyle Smith (Trent University), Barry Willer (University of Buffalo) On leave, Darla MacLean (Psychology), Peter Ramm (Psychology) Graduate Program Director Nancy DeCourville (as of July 1, 2006) Nancy.DeCourville@brocku.ca General inquiries Email: psycgradinfo@brocku.ca Administrative Assistant Linda Pidduck lindap@brocku.ca905-688-5550, extension 3543 Mackenzie Chown B326 |
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The Psychology Department offers MA and PhD programs. Students may select Behavioural Neuroscience, Lifespan Development, or Social/Personality as their focus. Both MA and PhD programs are characterized by active faculty collaboration within and across areas and by both basic and applied research. Both programs have a part-time option. The PhD program offers special opportunities for students to individualize their learning experience through a choice of apprenticeship, a choice of methods courses, and electives (which include independent study courses). |
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Behavioural neuroscience integrates concepts and methods from biology, chemistry, physiology, pharmacology, and psychology in the study of the neurophysiological and neurological underpinnings of behaviour. The basic tenet of the field is that behaviour ultimately reflects brain function and that understanding brain function helps us to understand behaviour. Research in behavioural neuroscience may occur on a number of levels of analysis, ranging from the single cell to the whole organism. Individual students will specialize in a particular area but must also learn to appreciate the concepts and methods related to other focal areas and other levels of analysis. Students can gain experience working with neuroanatomical, neuropharmacological, electrophysiological, neuropsychological, and behavioural methods. Current research involves behavioural pharmacological studies of major neurotransmitter systems (cholinergic, glutamatergic, dopaminergic and their role in the production of vocalization and initiation of locomotor activity in rodents, the effects of stress on brain development and sensitivity to drugs in rodents, and the role of hormones in human and animal behaviour). Brock researchers use a variety of electrophysiological and behavioural techniques to investigate, for example, the physiological basis of sleep, the consequences of sleep deprivation, the neural correlates of normal and disrupted attentional and memory processes, developmental and age-related change in cognitive and emotional function and their psychophysiological correlates, neurophysiological correlates of certain personality traits, and the long-term sequelae of closed head injury. A strong interdisciplinary team has formed the Brock Institute for Electrophysiological Research to help advance this field within neuroscience. |
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From birth to death, development is shaped by changes both within the individual and in his or her environment. Our program emphasizes development through the lifespan studied from social, emotional, cognitive, and/or neuropsychological perspectives. Particular emphasis will be given to the theoretical and practical implications of measuring change over time in the contexts of normal development and decline as well as atypical processes. Laboratories are available for the study of infant cognitive and perceptual development, parent-child interactions, children's peer relationships, play patterns in children, childhood aggression, adolescent lifestyle choices and resilience in children and youth, youth engagement, adolescent learning disabilities, and the neuropsychology of normal aging, as well as atypical age-related decline. Current research involves special populations in the community from infants to older adults. Close links with faculty in Behavioural Neuroscience allow interested students to work towards an integration of neurological and experiential factors that help shape development throughout the lifespan. Brock University also enjoys strength in its Faculty of Education and interdisciplinary Department of Child and Youth Studies. Opportunities to engage in developmental research may be available through the Centre of Excellence for Youth Engagement and the Youth Lifestyle Choices - Community University Research Alliance (YLC-CURA). In addition, faculty are involved in the Brock Research Institute for Youth Studies (BRIYS), a multidisciplinary initiative involving faculty across the university engaged in youth-related research. These associated departments and research initiatives provide unique opportunities for research and thesis collaboration. |
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Social psychology has been traditionally associated with a situational approach to human behaviour, whereas personality psychology focuses on relatively enduring individual difference factors. The social/personality group at Brock is involved in a broad range of research projects that investigate these traditional approaches as well as the synergy between the person and the social situation. Research interests of the social/personality faculty at Brock range from basic research issues to applied psychology. For example, several members of the social/personality group are involved in positive psychology and the study of social issues. Broadly, the notion of "positive psychology" is based on the belief that psychology is not simply the study of pathology, weakness or "risk factors", but is also the study of strength, creativity and resilience. Faculty involved in positive psychology research at Brock study phenomena such as the meanings and consequences of forgiveness, secure attachment, intimacy, the influence of a positive orientation toward one's own health, imaginative absorption and openness to experience, and the meaning of resilience in the face of stress and disadvantage. Faculty conducting social issues research are focused on topics such as addictions, social justice, coping with traumatic events, and sexual health. As well as positive psychology and social issues research, faculty are also currently pursuing research in the structure of personality, sexual orientation, prejudice and intergroup relations, psychopathy and forensic psychology and states of consciousness. This diversity of research topics is complemented by an array of methodologies for investigating social/personality issues, including:reaction time methodologies, observational techniques, qualitative methods, archival research, longitudinal designs, etc. |
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The department has well-equipped RF-shielded, sound-attenuated rooms for the collection of GSR, EKG, EMG, and high-density EEG and ERP data with dipole localization software for the study of neurocognitive and psychophysiological function; a two-bedroom sleep laboratory equipped with multiple channel digital amplifiers and specialized software for recording and analysis of human sleep and alertness in a 24-hour context; enzyme linked immunosorbent assays (ELISAs) for the detection of steroid hormones in samples collected from rodents or humans; animal housing equipment for neurobehavioural studies, particularly for bioacoustic and locomotor analysis; animal labs with operant chambers, Y-mazes, automated activity cages, and provisions for surgery and histology; one-way mirror and video-equipped rooms and play rooms for behavioural assessment and observation; laboratory space for individual and group testing; a psychophysiological lab for assessing sexual arousal; and an easily accessed pool of Psychology undergraduates who regularly volunteer for research participation. Research activities are supported by highly efficient Electronics and Machine shops. The University Library, in addition to its regular holdings, has substantial on-line access to scientific databases and journals, as well as system-wide access to the many libraries in Southern Ontario universities and teaching hospitals relevant to the three areas of specialization. A new $6.5 million complex, expected to be completed in 2007, will include facilities for research on developmental issues across the lifespan, including easy access for community participants and laboratories for the electrophysiology and psychophysiology of cognitive aging and adolescent brain development, visual perception in infants and young children; clinical issues in learning disabilities, developmental problems, and trauma (e.g., abuse, brain injury). The new complex will also house a laboratory for computer data acquisition in social and personality psychology, as well as bookable testing/interview rooms, observation recording labs, and meeting space. Students applying at the MA level should indicate on their application whether they intend to pursue graduate studies through to a PhD so that their application can be considered in the context of their academic goals. |
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The objectives are to provide intensive research training in the fields of Behavioural Neuroscience, Lifespan Developmental Psychology, and Social/Personality Psychology and to develop an appreciation of the scientific basis of psychology and the skills necessary to examine systematically basic or applied issues in the field of interest. Many graduates will pursue further training at the doctoral level; others will be prepared to work in a wide variety of occupations in which an appreciation of the theoretical, conceptual, and methodological basis of psychology is of value. |
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Successful completion of an Honours Bachelor's degree, or equivalent, in Psychology with a minimum overall average of B+. Scores on the Graduate Record Examination, both General and Psychology sections, must be submitted along with three academic reference letters, the faculty checklist and a personal statement of interest and goals. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. Please note that in any given year admission to a particular field of study depends, in part, on the availability of supervisory and teaching resources. Part-time study is available. |
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In addition to the thesis (PSYC 5A90), basic degree requirements are the completion of the courses listed below. All students are also expected to attend Departmental colloquia. Students will consult with the Graduate Program Director and their thesis supervisor when planning a program of study. Behavioural Neuroscience Elective Lifespan Development Elective Social/Personality Elective |
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A thesis research proposal will be evaluated by the student's thesis committee before thesis research may formally begin. The thesis committee is comprised of the student's supervisor and two other faculty members associated with the program as members of the Department of Psychology or as Associate Graduate Core Faculty. In some cases, one of the members of the supervisory committee may be from outside the program. An open thesis oral defence is required with the participation of an examiner external to the University. The thesis will demonstrate the student's capacity for independent work of acceptable scientific caliber. |
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For full-time students, minimum residency for the program is one year of full-time study. Part-time students must take the research methods course in the first year and successfully complete at least one half credit course per year thereafter. The thesis must be completed within three years of completion of the program course requirements. Students who are employed must ensure that there is sufficient flexibility in their work schedules to allow for attendance at courses, seminars, colloquia, and examinations, to engage in data collection, and to participate in meetings with supervisors as required. |
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The objectives of the PhD program in Psychology are to develop a high level of research expertise and the capacity for assuming a critical and scholarly approach to basic and/or applied issues in the fields of Social/Personality, Lifespan Development, and Behavioural Neuroscience. The program adopts a skills-based approach, ensuring that students have access to hands-on training in basic research, teaching, and applied areas that will prepare them well for a broad range of post-graduate situations. They will build on the experiences acquired at the MA level by developing further the skills needed to achieve independent responsibility for learning, for seeking out and integrating relevant information from a variety of sources and perspectives, for achieving depth of understanding in a specific area of expertise, and for making original contributions to knowledge. Depth of knowledge is fostered through the research seminar course within the student's area of interest in addition to his or her dissertation research. Breadth and integration are achieved through the advanced study and professional issues courses, in addition to active attendance at the Departmental colloquium series. The required methods course provides the foundation for advanced statistical and methodological skills in preparation for thesis research. The acquisition of applied and job-related skills is facilitated through the completion of one of three apprenticeships from among teaching, research, and community options. All PhD students have the opportunity to serve as teaching assistants in each year of their program. |
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Successful completion of a Master's degree, or equivalent, in Psychology. Students must have achieved an A average in the previous two years of graduate study and must provide evidence of research competence, normally demonstrated by a Master's thesis. Scores on the Graduate Record Examination (unofficial test scores up to 10 years old may be provided) must be submitted along with three academic reference letters, the faculty checklist, and a personal statement of interest and goals. The Graduate Admissions Committee will review all applications and recommend admission for a limited number of suitable candidates. Please note that in any given year admission to a particular field of study depends, in part, on the availability of supervisory and teaching resources. Part-time study is available. |
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In recognition of the interdisciplinary nature of Psychology, the Admissions Committee will consider applications from students holding degrees in allied fields. To ensure that such applicants have a background in psychology adequate for successful completion of their graduate program, the following additional conditions for eligibility to the PhD program have been established. Applicants must first be sponsored in writing by an appropriate potential research supervisor from within the Department. Applicants must have completed a Master's thesis in another discipline that involved empirical research of scope and complexity comparable to that of a Master's Psychology thesis. Applicants must present recent evidence of suitable background knowledge in the form of a score for the Advanced Psychology section of the Graduate Record Examination. |
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In addition to the thesis (PSYC 7B90), basic degree requirements are the completion of the courses listed below. All students are also expected to attend Departmental colloquia. Students will consult with the Graduate Program Director and their thesis supervisor when planning a program of study. Behavioural Neuroscience Half-course in Methods e.g., PSYC 7P01, 7P02, 7P11, 5P12 Elective Elective Lifespan Development Half-course in Methods e., PSYC 7P01, 7P02, 7P11, 5P27 Elective Elective Social/Personality Half-course in Methods e.g., PSYC 7P01, 7P02, 7P11, 5P37 Elective Elective |
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A dissertation research proposal will be evaluated by the student's dissertation committee before dissertation research may formally begin. The committee is comprised of the student's supervisor and two other faculty members associated with the program as members of the Department of Psychology or as Associate Graduate Core Faculty. In some cases one of the members of the supervisory committee may be from outside the program. An open dissertation oral defence is required with the participation of an examiner external to the University. The dissertation is expected to make a substantial contribution to scientific knowledge and demonstrate the candidate's ability for independent research, integration of knowledge, and depth of understanding. |
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For full-time students, the residency requirements will be a minimum of two years (six terms), post-Master's degree. Students who hold a Master's degree in Psychology (or equivalent) may be admitted to the PhD program on a part-time basis. Part-time students are expected to complete the Advanced Study in Psychology course within three years, and all non-dissertation courses before the PhD defence. The sequence of other courses will be planned jointly with the dissertation supervisor and the Graduate Program Director. Students who are employed must ensure that there will be sufficient flexibility in their work schedule to allow for attendance at courses, seminars, colloquia, and examinations, to engage in data collection, and to participate in meetings with supervisors as required. |
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From time to time, students may wish to enrol in undergraduate courses to obtain proficiency in certain areas important to their graduate education. Such courses will not count toward academic credit in the Psychology MA and PhD programs. |
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Note: Not all courses are offered in every session. Students must consult with the Graduate Program Director regarding course offerings and course selection and must have their course selections approved by the Graduate Program Director each term. Refer to the Timetable for scheduling information: http://www.brocku.ca/registrar/guides/grad/timetable/terms.php MA Thesis The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding. Research Methods and Data Analysis Statistical analysis and research design with an emphasis on the Multivariate General Linear model as exemplified in basic and advanced multiple regression analysis, ANOVA, and ANCOVA.Students completing this course will forfeit credit in PSYC 5P01 and PSYC 5P02. MA Thesis The preparation and public defence of a thesis which will demonstrate the candidate's capacity for independent research, integration of knowledge, and depth of understanding. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Introduction to Psychological Assessment An in-depth examination of the history, theory, and ethics of psychological assessment. Topics include the psychometric properties of various assessment tools, the range of approaches, and assessment across the lifespan.Students completing this course will forfeit credit in PSYC 5P03. Psychological Assessment Practicum Supervised experience in the administration and scoring of major psychometric instruments. Topics include interviewing skills, the development of rapport, diagnosis, and the communication of results through report writing and direct feedback. Prerequisite: PSYC 5P04.Students completing this course will forfeit credit in PSYC 5P03. Behavioural Neuroscience An overview of current issues in behavioural neuroscience. Advances in Sleep Research Current research regarding sleep and circadian rhythms. Topics include neurophysiological characteristics of sleep, anatomical and chemical mechanisms of sleep, phylogeny, and functions of sleep. Behavioural Neuroscience Techniques Completion of a research project carried out under the supervision of a behavioural neuroscience faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside neuroscience only with special permission. Cognitive Electrophysiology An introduction to theory, methods and application of event-related potentials and EEG in the context of information processing. Behavioural Endocrinology An overview of topics in behavioural endocrinology. Topics include mechanisms of hormone action, the role of hormones in brain and behavioural development (e.g., sexual behaviour, stress responses, cognition, and psychiatric disorders). Cognitive Psychology Classic and current questions in cognitive psychology. General topics include attention, memory, consciousness, laterality, language, object recognition, and decision making. Functional Neuroanatomy An advanced neuroanatomy of human and mammalian brain will be presented. The emphasis will be on proper neuroanatomical terminology, neuronal connectivity, cytoarchitectonics of selected regions, and functional overview of the major brain structures. The Concept of Development An analysis of the meaning of the concept of development. Lifespan developmental theories and principles will be discussed. Methods associated with different conceptions of development will be examined, with applications to specific content areas (e.g., social competence, intelligence). Emotional Development Across the Lifespan A survey of psychological research and theoretical approaches related to the study of emotion in childhood and adulthood. Lifespan Cognitive Development The origins and development of cognition over the lifespan from a dynamic systems perspective. Biological Perspectives in Development A critical analysis of the usefulness of biological constructs in psychological development throughout the lifespan. Topics focus on the relation between brain development and behavioural capacity. Social Development An examination of current theoretical, methodological and applied issues in social development, including topics such as ecological perspectives on social competence, the interaction of family and peer relationships and lifespan approaches to attachment. Developmental Disorders A study of atypical developmental patterns, including genetically linked syndromes, psychosocial interference, discontinuities related to trauma and diagnostically recognized categories. In the latter part of this course intervention options and evaluation strategies will be examined, with a practicum being an integral part of the requirements. Lifespan Developmental Techniques Completion of a research project carried out under the supervision of a developmental faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside Lifespan Development only with special permission. Risk and Resilience in Adolescence (also offered as CHYS 5P29) A critical analysis of adolescent risk and resilience research. General topics may include youth lifestyle choices, problem behaviour theory, risk and protective factors, competence, and developmental pathways in the context of community, family, peer, and intrapersonal factors. Students completing this course will forfeit credit in CHYS 5P30. Research and Theory in Personality and Social Psychology Fundamental and contemporary issues in personality and social psychology. Emphasis will be placed on the integration of the two fields from the perspective of interactionism. Psychosocial Aspects of Health and Illness Personality and social predictors of health, including socioeconomic status, stress, social support and interpersonal relationships. Examination of sickness as a role and interaction with health care providers. Research and models of health risk and health-related behaviours. Health maintenance and recovery, and the perspective of positive psychological variables. Dreaming, Imagination and Metaphor Review of methods used in dream research (experimental and correlational strategies, content analysis and phenomenological description) emphasizing the complementary nature of these approaches. The contrast between normative features of dreaming and forms of dreaming in special groups (lucid dreaming, nightmares) will be examined. The relation of dreaming and related imaginative states of current research on metaphor will also be considered. Social and Personality Research Techniques Completion of a research project carried out under the supervision of a social personality faculty member other than the thesis supervisor and outside the thesis area. Note: open to students outside Social/Personality only with special permission. Topics in Positive Psychology The scientific study of human strengths, virtues, and resilience. We examine such topics as subjective well-being, health, positive affective and cognitive states, including love, optimism, hope, creativity, forgiveness, the role of spirituality and religion, social support, and the beneficial aspects of social experience. Social Psychology of Justice Basic and applied research in the social psychology of justice. Basic research questions include: Is there a justice motive? What is a 'just' distribution of resources? What processes underlie responses to perceived injustices? Applied questions focus primarily on the social psychology of the legal system and social justice in organizations. Topics in Psychological Measurement and Analyses Selected topics and issues may include qualitative data collection and analysis, multidimensional scaling, nonlinear regression and survival analysis. Topics in Behavioural Neuroscience Selected topics in Behavioural Neuroscience.Prerequisite: PSYC 5P10 or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan DevelopmentPrerequisite: PSYC 5P20 or permission of the instructor. Topics in Social/Personality Selected topics in Social/Personality.Prerequisite: PSYC 5P30 or permission of the instructor. Master's Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience Master's Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Master's Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Master's Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Master's Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Master's Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. PhD Thesis The preparation and public defence of a thesis that makes a substantial contribution to scientific knowledge and demonstrates the candidate's ability for independent research, integration of knowledge, and depth of understanding. Teaching Apprenticeship Students will take major responsibility for the development and delivery of a half-credit undergraduate course, under the mentorship of a faculty member. Development of a teaching portfolio will be required. Students will attend teaching workshops and courses offered by the Brock Centre for Teaching and Learning and participate in an observation-based assessment of their teaching skills. Specific requirements and evaluation criteria will be determined by the teaching apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Committee. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Research Apprenticeship Students will take a major "hands on" role in a research project, under the supervision of a faculty member other than the thesis supervisor. It is expected that the student will produce an acceptable first draft of a manuscript or presentation based on the research conducted. Specific requirements and evaluation criteria for the apprenticeship will be determined by the research apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Committee. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Community Apprenticeship Students will participate in one of a variety of approved community settings and engage in activities such as policy analysis, needs assessment, community education, program evaluation, and service delivery. Specific requirements and evaluation criteria for the apprenticeship will be determined by the on-site community mentor, the university-based community mentor, and the student prior to course registration and subject to approval by the Graduate Committee. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Advanced Study in Psychology Directed readings and take-home essay questions by which students will (a) develop a broad understanding of and ability to integrate major perspectives/topics in their focus area, and (b) learn to place their studies within the context of psychology in general. PhD Thesis The preparation and public defence of a thesis that makes a substantial contribution to scientific knowledge and demonstrates the candidate's ability for independent research, integration of knowledge, and depth of understanding. Note: open only to graduate students completing degree requirements according to 2005/06 Graduate Calendar or earlier, with permission of the Graduate Program Director. Structural Equation Modeling and Related Techniques Path analysis, confirmatory factor analysis, and structural equation modeling in psychological research. Prerequisite: PSYC 5F01 or equivalent. Psychological Measurement An introduction to psychometric theory and test construction, including scales of measurement, reliability, validity, methods of constructing tests, issues in item generation and selection, and the major factors of human psychological variation. Prerequisite: PSYC 5F01 or equivalent or permission of the instructor. Professional Issues in Psychology Ethical, social, and legal issues emerging from psychological research, teaching, and practice. Teaching Apprenticeship Students will take major responsibility for the development and delivery of a half-credit undergraduate course under the mentorship of a faculty member. Development of a teaching portfolio will be required. Students will attend teaching workshops and courses offered by the Brock Centre for Teaching and Learning and participate in an observation-based assessment of their teaching skills. Specific requirements and evaluation criteria will be determined by the teaching apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Program Director, Chair and Focal Area Representative. Research Apprenticeship Students will take a major "hands on" role in a research project, under the supervision of a faculty member other than the thesis supervisor. It is expected that the student will produce an acceptable first draft of a manuscript or presentation based on the research conducted. Specific requirements and evaluation criteria for the apprenticeship will be determined by the research apprenticeship supervisor and the student prior to course registration and subject to approval by the Graduate Program Director, Chair, and Focal Area Representative. Community Apprenticeship Students will participate in one of a variety of approved community settings and engage in activities such as policy analysis, needs assessment, community education, program evaluation, and service delivery. Specific requirements and evaluation criteria for the apprenticeship will be determined by the on-site community mentor, the university-based community mentor, and the student prior to course registration and subject to approval by the Graduate Program Director, Chair, and Focal Area Representative. Multivariate Statistics for Psychological Research Application of multivariate statistical techniques such as MANOVA, discriminant function analysis, cluster analysis, loglinear modeling, and logistic regression, for psychological data. Prerequisite: PSYC 5F01 or equivalent. Students completing this course will forfeit credit in PSYC 7P01 if PSYC 7P01 was taken prior to 2005/06. Individual Study I Preparation of a paper in the student's primary area of interest but different than the thesis topic, usually directed by a faculty member other than the student's dissertation supervisor. The paper should be potentially publishable. Individual Study II Preparation of a paper outside of the student's primary area of interest, directed by a faculty member other than the student's dissertation supervisor. The paper should be potentially publishable. Special Topics in Psychological Measurement and Analyses Selected topics and issues may include qualitative data collection and analysis, multidimensional scaling, and survival analysis. Topics in Behavioural Neuroscience Selected topics in Behavioural Neuroscience. Prerequisite: PSYC5P10 or equivalent or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan Development. Prerequisite: PSYC 5P20 or equivalent or permission of the instructor. Topics in Social/Personality Selected Topics in Social/Personality. Prerequisite: PSYC 5P30 or equivalent or permission of the instructor. Doctoral Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Behavioural Neuroscience Research Seminar III Readings and discussion of contemporary issues in Behavioural Neuroscience. Doctoral Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Doctoral Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Doctoral Lifespan Development Research Seminar III Readings and discussion of contemporary issues in Lifespan Development. Doctoral Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Doctoral Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. Doctoral Social/Personality Research Seminar III Readings and discussion of contemporary issues in Social/Personality. |
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2006-2007 Graduate Calendar
Last updated: November 2, 2006 @ 09:30AM