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Master of Arts in Psychology Doctor of Philosophy in Psychology |
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Behavioural Neuroscience Lifespan Development Social/Personality Dean Thomas Dunk Faculty of Social Sciences Core Faculty Professors Michael Ashton (Psychology), Kathryn Belicki (Psychology), Anthony Bogaert (Community Health Sciences), Stefan M. Brudzynski (Psychology), Nancy DeCourville (Psychology), David DiBattista (Psychology), Carolyn L. Hafer (Psychology), Dorothy Markiewicz (Psychology), Cheryl McCormick (Psychology), John Mitterer (Psychology), Cathy Mondloch (Psychology), Linda D. Rose-Krasnor (Psychology), Gary Pickering (Biological Sciences), Stanley W. Sadava (Psychology), Sidney J. Segalowitz (Psychology), Teena Willoughby (Psychology) Associate Professors Karen Arnell (Psychology), Angela Book (Psychology), Kimberly Cote (Psychology), Andrew Dane (Psychology), Dawn E. Good (Psychology), Gordon Hodson (Psychology), Tanya Martini (Psychology), Tim Murphy (Psychology) Assistant Professors Michael Busseri (Psychology), Antonia Mantonakis (Marketing, International Business and Strategy), Cameron Muir (Psychology) Emeritus Professors Jane Dywan (Psychology) Participating Faculty Adjunct Professors Michael Alexander (M.D.), Sherrie Bieman-Copland (Clinical Psychologist, Private Practice), Nancy Johnston (Psychology), Don McCreary (Defence Research and Development Canada), Carlyle Smith (Trent University) Graduate Program Director Karen Arnell General inquiries Administrative Assistant Linda Pidduck 905-688-5550, 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 a research focus. Both programs have a part-time option. Part-time students 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. Student-faculty meetings are scheduled at the mutual convenience of the student and supervisor. The PhD program offers special opportunities for students to individualize their learning experience through a choice of apprenticeships, a choice of methods courses, and a choice of electives, including independent study courses. |
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Behavioural neuroscience integrates concepts and methods from psychology with biology, chemistry, physiology, and pharmacology, 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. 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, individual differences in attention and cognitive control, psychophysiological measures of developmental and age-related change in cognitive and emotional function, medial prefrontal cortex activation as related to individual differences in risk-taking and sensation-seeking characteristics in youth, event-related potentials of early cortical processes involved in coding familiar visual stimuli such as words or emotional faces including how they differ as a function of personality traits such as shyness or psychopathology, and the long-term sequelae of mild closed head injury. Other researchers in our group perform 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. 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 is placed on the theoretical and practical implications of measuring change over time in the contexts of normal and atypical development, Laboratories are available for the study of perceptual and cognitive development during infancy and childhood, parent-child interactions, children's peer relationships, childhood aggression, psychopathology, adolescent and emerging adulthood lifestyle choices, resilience, youth engagement, and adolescent learning disabilities. Current research involves both community and special populations 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, especially those related to emotional and cognitive self-regulation. Opportunities to engage in developmental research may be available through the Centre of Excellence for Youth Engagement. In addition, faculty are involved in the Lifespan Development Research Centre (LDRC), the Brock Research Institute for Youth Studies (BRIYS), and other multidisciplinary research initiatives. These research initiatives provide unique opportunities for research and thesis collaboration. |
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The social/personality psychology group at Brock is involved in a broad range of research based on a situational approach to human behaviour, on relatively enduring individual difference factors, and on 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. In particular, several members of the social/personality group are involved in positive psychology and the study of social issues. Faculty involved in positive psychology research at Brock study phenomena such as the meanings and consequences of forgiveness, attachment, intimacy, positive health, family relationships, and subjective well-being. Faculty conducting social issues research are focused on topics such as social justice, coping with traumatic events, prejudice and racism, aggressive behaviour, alcohol use, and sexual health. Faculty are also currently pursuing research in the structure of personality, sexual orientation, intergroup relations, psychopathy and forensic psychology, and emotion regulation. This diversity of research topics is complemented by an array of methodologies for investigating social/personality issues, including experiments, reaction time methodologies, observational techniques, qualitative methods, archival research, and longitudinal designs. |
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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 systematic examination of 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. Normally, those admitted to the MA program have the option of proceeding on to the PhD program when the MA criteria have been met and formal permission to proceed has been granted. Students apply via an internal paper application. For full-time students the program is normally six terms (two years). |
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Successful completion of an Honours Bachelor's degree, or equivalent, in Psychology or Neuroscience with a minimum average of B+. An empirical Honours thesis, or evidence of similar research is required. Scores on the Graduate Record Examination, both General and Psychology sections, must be submitted. 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. 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. Students applying to the MA program with backgrounds other than Psychology or Neuroscience 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 requirements for admission to the Master's program have been established. Applicants must have completed an undergraduate thesis in another discipline that involved empirical research of scope and complexity comparable to that of an undergraduate Psychology thesis. |
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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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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 and 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. For full-time students the program is normally twelve terms (four years). |
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Successful completion of a Master's degree, or equivalent, in Psychology or Neuroscience. 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 General Graduate Record Examination (unofficial test scores up to 10 years old may be provided) must be submitted. Note: internal MA PSYC applicants apply via the internal application form. The OUAC web application is not required. 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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Students applying to the PhD program with backgrounds other than Psychology or Neuroscience |
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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 requirements for admission to the PhD program have been established. 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. Electives may be selected from courses numbered PSYC 5(alpha)00 or PSYC 7(alpha)00. Behavioural Neuroscience Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P12) Elective Elective Lifespan Development Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P27) Elective Elective Social/Personality Half-course in Methods (e.g., One of PSYC 7P01, 7P02, 7P11, 5P37) Elective Elective |
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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 source generator 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 Centre for Lifespan Development Research includes 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 also houses a laboratory for computer data acquisition in social and personality psychology, as well as bookable testing/interview rooms, observation recording labs, and meeting space. |
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Students must check to ensure that prerequisites are met. Students may be deregistered, at the request of the instructor, from any course for which prerequisites and/or restrictions have not been met. 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. Note: completion of this course will replace previous assigned grade and credit obtained in PSYC 5P01 and 5P02. 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 Note: completion of this course will replace previous assigned grade and credit obtained 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. Note: completion of this course will replace previous assigned grade and credit obtained in PSYC 5P03. Behavioural Neuroscience An overview of current issues in behavioural neuroscience. 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. 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). 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. Note: completion of this course will replace previous assigned grade and credit obtained 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. 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 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(s): PSYC 5P10 or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan Development Prerequisite(s): PSYC 5P20 or permission of the instructor. Topics in Social/Personality Selected topics in Social/Personality. Prerequisite(s): PSYC 5P30 or permission of the instructor. Topics in Psychology Selected topics in Psychology that vary from year to year. May include Advances in Sleep Research, Cognitive Electrophysiology, Biological Perspectives in Development, Social Development, Positive Psychology, Social Psychology of Justice, Functional Neuroanatomy, Emotional Development across the Lifespan, Lifespan Cognitive Development, Developmental Disorders, Psychosocial Aspects of Health and Illness, Evolutionary Psychology, Behavioural Endocrinology, Cognitive Psychology, Stress, Person Perception. 2011-2012: Intergroup Relations and Prejudice Contemporary issues in the field of prejudice and discrimination, including implicit (vs. explicit) biases, cognitive and motivational biases, emotions, intergroup contact, individual differences, group threat and competition. Special attention to prejudices against immigrants, homosexuals, and women. Master's Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience Note: this course will be evaluated as Credit/No-Credit. Master's Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Master's Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Note: this course will be evaluated as Credit/No-Credit. Master's Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Note: this course will be evaluated as Credit/No-Credit. Master's Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Note: this course will be evaluated as Credit/No-Credit. Master's Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. Note: this course will be evaluated as Credit/No-Credit. 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. 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(s): 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(s): 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 participate in the development and delivery of a Brock University course under the mentorship of a faculty member. Development of a teaching portfolio will be required. Students may be required to attend teaching workshops and courses offered by the Brock Centre for Teaching and Learning and will 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. Note: this course will be evaluated as Credit/No-Credit. 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. Note: this course will be evaluated as Credit/No-Credit. 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. Note: this course will be evaluated as Credit/No-Credit. 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(s): PSYC 5F01 or equivalent. Note: students completing this course will forfeit credit in PSYC 7P01 if PSYC 7P01 was taken prior to PSYC 7P11. Individual Study I Preparation of a paper in the student's primary area of interest but different from 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. Advanced Study in Psychology I The first of three essays through 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. Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. Advanced Study in Psychology II The second of three essays through 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. Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. Advanced Study in Psychology III The third of three essays through 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. Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. Special Topics in Psychological Measurement and Analyses Selected topics and issues may include qualitative data collection and analysis, multidimensional scaling, and survival analysis. 2011-2012: Longitudinal Data Analysis An examination of conceptual and statistical issues relevant to the analysis of longitudinal data, including analysis of repeated assessments of continuous variables using covariance-based approaches.. The logic and limitations of these approaches, ‘best practices’ and current controversies in the analysis of longitudinal data. The practical application of longitudinal data analytic techniques using ‘real’ data sets from student research. Topics in Behavioural Neuroscience Selected topics in Behavioural Neuroscience. Prerequisite(s): PSYC 5P10 or equivalent or permission of the instructor. Topics in Lifespan Development Selected topics in Lifespan Development. Prerequisite(s): PSYC 5P20 or equivalent or permission of the instructor. Topics in Social/Personality Selected Topics in Social/Personality. Prerequisite(s): PSYC 5P30 or equivalent or permission of the instructor. Doctoral Behavioural Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Doctoral Behavioural Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Doctoral Behavioural neuroscience Research Seminar III Readings and discussion of contemporary issues in Behavioural Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Doctoral Lifespan Development Research Seminar I Readings and discussion of contemporary issues in Lifespan Development. Note: this course will be evaluated as Credit/No-Credit. Doctoral Lifespan Development Research Seminar II Readings and discussion of contemporary issues in Lifespan Development. Note: this course will be evaluated as Credit/No-Credit. Doctoral Lifespan Development Research Seminar III Readings and discussion of contemporary issues in Lifespan Development. Note: this course will be evaluated as Credit/No-Credit. Doctoral Social/Personality Research Seminar I Readings and discussion of contemporary issues in Social/Personality. Note: this course will be evaluated as Credit/No-Credit. Doctoral Social/Personality Research Seminar II Readings and discussion of contemporary issues in Social/Personality. Note: this course will be evaluated as Credit/No-Credit. Doctoral Social/Personality Research Seminar III Readings and discussion of contemporary issues in Social/Personality. Note: this course will be evaluated as Credit/No-Credit. |
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2011-2012 Graduate Calendar
Last updated: April 2, 2013 @ 04:16PM