|
Master of Arts in Psychology Doctor of Philosophy in Psychology |
||
 |
||
|
Behavioural and Cognitive Neuroscience Lifespan Development Social/Personality Dean Ingrid Makus Faculty of Social Sciences Associate Dean Dawn Zinga Faculty of Social Sciences Core Faculty Professors Karen Arnell, Michael Ashton, Michael Busseri, Kimberly Cote, Veena Dwivedi, Angela Evans, Gordon Hodson, Tanya Martini, Cheryl McCormick, Cathy Mondloch, Tim Murphy, Teena Willoughby Associate Professors Angela Book, Karen Campbell, Andrew Dane, Stephen Emrich, Caitlyn Mahy, Cameron Muir, Elizabeth Shulman Assistant Professors Paula Duarte-Guterman, William Hall, Scott Neufeld, Charlis Raineki, Sabrina Thai Professors Emeriti Jack Adams-Webber, Kathryn Belicki, John G. Benjafield, Nancy DeCourville, David DiBattista, Stefan M. Brudzynski, Jane Dywan, Carolyn Hafer, Harry T. Hunt, Dorothy Markiewicz, John Mitterer, Robert D. Ogilvie, Edward W.G. Pomeroy, Joan Preston, Linda Rose Krasnor, Stanley W. Sadava, Sidney J. Segalowitz, Paul D. Tyson Participating Faculty Associate Faculty Gary Libben (Applied Lingulistics), Gary Pickering (Biology), Danielle Sirianni Molnar (Child and Youth Studies), Tony Volk (Child and Youth Studies) Adjunct Professors Sherri Bieman-Copland (BCA Neuropsychology Group), Megan Earle (Canadian Centre for Housing Rights), Marie Good (Redeemer University), Matthew Green (Verdient Science LLC), Parker Holman (Brock University), Christine Lackner (Mount Saint Vincent University), Don McCreary (Donald McCreary Scientific Consulting) Graduate Program Director Karen Campbell General inquiries Graduate Administrative Coordinator Lindsay Grifa 905-688-5550, extension 3543 Mackenzie Chown B329 https://brocku.ca/psychology |
||
|
||
|
The Psychology Department offers MA and PhD programs. Students may select Behavioural and Cognitive 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 methods courses and a choice of electives, including apprenticeships and independent study courses. |
||
|
||
|
||
|
The Behavioural and Cognitive Neuroscience graduate program at Brock University reflects the multidisciplinary nature of the neurosciences. Behavioural and Cognitive Neuroscience integrates concepts and methods from biology, chemistry, physiology, pharmacology, cognitive science, and psychology, in the study of the neurological underpinnings of behaviour and cognition. The basic tenet of the field is that behaviour ultimately reflects brain function and that understanding brain function helps us to understand behaviour. Research may be on a number of levels of analysis, ranging from the single cell to the whole organism. Individual students working in the field at Brock will usually specialize in a particular area, but they must also learn to appreciate the concepts and methods related to other issues and other levels of analysis. Research involves the use of a wide range of modern neuroanatomical, neurophysiological, and neuropharmacological techniques and behavioural measures in studies of humans and other animals. Brock researchers use a variety of electrophysiological, and behavioural techniques to investigate, for example, the physiological basis of sleep and the consequences of sleep deprivation, the neural correlates of normal and disrupted attention and memory processes, individual differences in attention and cognitive control, psychophysiological measures of developmental changes in cognitive and emotional function, neurophysiological correlates of personality, EEG/ERP measures of cross-cortical connectivity, electrophysiological and behavioural investigations of visual information processing, the impact of early experience on perceptual and cognitive development, 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. |
||
|
||
|
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 in children and older adults, 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 and Cognitive 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) and other multidisciplinary research initiatives. These research initiatives provide unique opportunities for research and thesis collaboration. |
||
|
||
|
The Social/Personality psychology group at Brock is involved in a broad range of research based on a situational approach to human behaviour, relatively enduring individual difference factors, and 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. Several members of the group, for example, are involved in the study of social issues. Faculty conducting social issues research are focused on topics such as: forgiveness and forgiveness seeking; stereotyping, prejudice, and discrimination; immigration and group threat; social justice; trauma; and well-being. Faculty are also currently pursuing research in the structure of personality, psychopathy and forensic psychology, gender and sexuality, altruism and emotion regulation, perception of emotion, and differential attention towards and recognition of in- versus out-group members. This diversity of research topics is complemented by an array of methodologies for investigating social/personality issues, including observational methods, self-report questionnaires and interviews (in labs and via the internet), experimental procedures, eye-tracking technology, etc. Students are encouraged to collaborate with multiple members of faculty to develop and strengthen their research experience. |
||
|
||
|
||
|
The objectives are to provide intensive research training in the fields of Behavioural and Cognitive 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. All MA students have the opportunity to serve as teaching assistants in each year of their program. For full-time students the program is normally six terms (two years). |
||
|
||
|
Successful completion of an Honours Bachelor's degree, or equivalent, in Psychology or Neuroscience, including courses in research methods and statistics, with a minimum average of 78%. Successful applicants typically have achieved an average of at least 80% in each of their last two years of undergraduate study. Normally, applicants will have completed an Honours thesis (where possible). In the absence of an Honours thesis, applicants must provide evidence of research experience that includes conceptual contributions to a research project (e.g., proposal, paper, poster). Scores on the Graduate Record Examination (GRE) General Test are recommended but not required for applicants with a background in Psychology or Neuroscience. Please see the list of faculty members who recommend submitting a GRE score with your application. 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, applicants from fields outside Psychology and Neuroscience 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 and must submit the Graduate Record Examination (GRE) General Test and the GRE Psychology Subject Test scores. |
||
|
||
|
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. All MA students, full-time and part-time, must take PSYC 5F01 in the first year of their program. Electives may be selected from courses numbered PSYC 5(alpha)00 or PSYC 7(alpha)00 or graduate level courses from outside Brock Psychology with approval of the Graduate Program Director. Behavioural and Cognitive Neuroscience Elective Lifespan Development Elective Social/Personality Elective |
||
|
||
|
||
|
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 Behavioural and Cognitive Neuroscience, Lifespan Development, and Social/Personality. 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, training in advanced statistics and research methods, and his or her thesis research. Breadth and integration are achieved through a comprehensive examination and attendance at the Departmental colloquium series. The acquisition of applied and job-related skills is facilitated through elective courses, including apprenticeships in teaching, research, and community organizations. 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). |
||
|
||
|
Successful completion of a Master's degree, or equivalent, in Psychology or Neuroscience. Students must have achieved an average of at least 80% in the previous two years of graduate study and must provide evidence of research competence, normally demonstrated by an empirical Master's thesis. Scores on the Graduate Record Examination (GRE) General Test are recommended but not required for applicants with a background in Psycholoy or Neuroscience. Please see the list of faculty members who recommend submitting a GRE score with your application. 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 PhD 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 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 from the Graduate Record Examination (GRE) General Test and the GRE Psychology Subject Test. |
||
|
||
|
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 or graduate level courses from outside Brock Psychology with approval of the Graduate Program Director. Behavioural and Cognitive Neuroscience Half credit course in advanced statistics/research methods (e.g., One of PSYC 5P02, 5P12, 7P01, 7P02, 7P04, 7P05, 7P11) Elective 1 (half-credit course) Elective 2 (half-credit course) PSYC 7P80 Comprehensive examination (written plus oral) Lifespan Development Half credit course in advanced statistics/research methods (e.g., One of PSYC 5P02, 5P27, 7P01, 7P02, 7P04, 7P05, 7P11) Elective 1 (half-credit course) Elective 2 (half-credit course) PSYC 7P80 Comprehensive examination (written plus oral) Social/Personality Half credit course in advanced statistics/research methods (e.g., One of PSYC 5P02, 5P37, 7P01, 7P02, 7P04, 7P05, 7P11) Elective 1 (half-credit course) Elective 2 (half-credit course) PSYC 7P80 Comprehensive examination (written plus oral) Completion of Degree Requirements PhD students will normally complete all required coursework within their first three years of full-time study. The comprehensive examination will typically take place no sooner than Spring of year 1 of PhD, and must be completed no later than Summer of year 3 of PhD. |
||
|
||
|
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 three-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; a 3-dimensional camera for creating ecologically valid face stimuli; eye trackers for recording fixation patterns in child and adult participants; a 4-dimensional camera (3D plus motion) for recording and analyzing facial movements; separate rooms for individual and group testing; a computer lab housing multiple computers in separate cubicles, each machine equipped with software for administering questionnaires and collecting reaction time data; 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 provides online access to a substantial number of scientific databases and journals that are relevant to the three areas of specialization. In addition, students have in-person borrowing privileges at most Canadian university libraries, subject to the policies of the lending library. 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 children and older adults; 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. |
||
|
||
|
Note that not all courses are offered in every session. Refer to the applicable timetable for details. Students must 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 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. Computer Programming for Experimental Psychology Introduction to one or more general purpose programming languages commonly used in experimental psychology (e.g., MATLAB, Python). Topics include programming fundamentals, data analysis and plotting, model fitting, stimulus delivery. Behavioural and Cognitive Neuroscience Overview of current issues in behavioural neuroscience. Directed Study in Behavioural and Cognitive Neuroscience Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Behavioural and Cognitive Neuroscience faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Note: open to students outside Behavioural Neuroscience only with special permission. Directed Reading in Behavioural and Cognitive Neuroscience Selected topics in Behavioural and Cognitive Neuroscience. The prime objective is to master a particular literature; data collection is optional. Supervised by Behavioural and Cognitive Neuroscience faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P10 or permission of the instructor. The Concept of Development 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). Directed Reading in Lifespan Development Selected topics in Lifespan Development. The prime objective is to master a particular literature; data collection is optional. Supervised by Lifespan Development faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P20 or permission of the instructor. Directed Study in Lifespan Developmental Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Lifespan Development faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Restriction: open to students outside Lifespan Development only with special permission. 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. Directed Reading in Social/Personality Selected topics in Social/Personality. The prime objective is to master a particular literature; data collection is optional. Supervised by Social/Personality faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P30 or permission of the instructor. Directed Study in Social and Personality Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Social/Personality faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Restriction: 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 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. Master's Behavioural and Cognitive 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 and Cognitive 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 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. 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 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. Longitudinal Data Analysis Analysis of longitudinal panel data in psychological research Prerequisite(s): PSYC 5F01 or equivalent Using R for Reproducible Research An introduction to data cleaning, exploration, and visualization using the programming language R Prerequisite(s): PSYC 5F01 or equivalent 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 are subject to approval by the Graduate Program Director, Advisor, Chair and Focal Area Representative. To be completed within 1 or 2 terms (i.e., within duration of the taught course). Restriction: Open to Psychology PhD students only. Note: this course will be evaluated as Credit/No-Credit. Research Apprenticeship Students will take a major "hands on" role in an empirical research project, under the supervision of a faculty member other than the thesis supervisor. The student will work toward an acceptable first draft of a publication style (and quality) 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 are subject to approval by the Graduate Program Director, Advisor, Chair, and Focal Area Representative. To be completed within 1 term. Restriction: Open to Psychology PhD students only. 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 are subject to approval by the Graduate Program Director, Advisor, Chair, and Focal Area Representative. Normally completed within 1 term. Restriction: Open to Psychology PhD students only. 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. Directed Study in Behavioural and Cognitive Neuroscience Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Behavioural and Cognitive Neuroscience faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Note: open to students outside Behavioural and Cognitive Neuroscience only with special permission. Directed Reading in Behavioural and Cognitive Neuroscience I Selected topics in Behavioural and Cognitive Neuroscience. The prime objective is to master a particular literature; data collection is optional. Supervised by Behavioural and Cognitive Neuroscience faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P10 or permission of the instructor. Directed Reading in Behavioural and Cognitive Neuroscience II Selected topics in Behavioural and Cognitive Neuroscience. The prime objective is to master a particular literature; data collection is optional. Supervised by Behavioural and Cognitive Neuroscience faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P10 or permission of the instructor. Directed Reading in Lifespan Development I Selected topics in Lifespan Development. The prime objective is to master a particular literature; data collection is optional. Supervised by Lifespan Development faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P20 or permission of the instructor. Directed Reading in Lifespan Development II Selected topics in Lifespan Development. The prime objective is to master a particular literature; data collection is optional. Supervised by Lifespan Development faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P20 or permission of the instructor. Directed Study in Lifespan Development Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Lifespan Development faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Note: open to students outside Lifespan Development only with special permission. Directed Reading in Social/Personality I Selected topics in Social/Personality. The prime objective is to master a particular literature; data collection is optional. Supervised by Social/Personality faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P30 or permission of the instructor. Directed Reading in Social/Personality II Selected topics in Social/Personality. The prime objective is to master a particular literature; data collection is optional. Supervised by Social/Personality faculty other than advisor. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Prerequisite(s): PSYC 5P30 or permission of the instructor Directed Study in Social and Personality Research Techniques Prime objective is to master a research technique, outside of the thesis area, carried out under the supervision of a Social/Personality faculty member. Written output and data collection are optional (not required). Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Restriction: open to students outside Social/Personality only with special permission. Advanced Study in Psychology I 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, under the supervision of a faculty member other than the student's thesis supervisor. Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. Advanced Study in Psychology II 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, under the supervision of a faculty member other than the student's thesis supervisor. Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. Advanced Study in Psychology III 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, under the supervision of a faculty member (who can be the student's thesis supervisor, but need not be). Note: Completion of this course will replace previous assigned grade and credit obtained in PSYC 7F50. PhD Comprehensive Examination Two-part processes, comprising written and oral examinations. The student will be required to demonstrate sufficient breadth of knowledge across the discipline and depth of knowledge within the student's area of specialization. Note: This course will be evaluated as Credit/No-Credit. Restriction: Open only to Psychology PhD students Special Topics in Psychological Measurement and Analyses Qualitative or quantitative data collection and analysis; can include both statistical and specialized methodological techniques. Specific requirements and evaluation criteria will be determined by the course instructor and the student prior to course registration, and are subject to approval by the Graduate Program Director and student’s advisor. Prior to course, all parties sign a form outlining expectations of task, timeframe, and assessment criteria. Note: To be completed within 1 term. Doctoral Behavioural and Cognitive Neuroscience Research Seminar I Readings and discussion of contemporary issues in Behavioural and Cognitive Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Doctoral Behavioural and Cognitive Neuroscience Research Seminar II Readings and discussion of contemporary issues in Behavioural and Cognitive Neuroscience. Note: this course will be evaluated as Credit/No-Credit. Doctoral Behavioural and Cognitive Neuroscience Research Seminar III Readings and discussion of contemporary issues in Behavioural and Cognitive 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. |
||
 |
||
2024-2025 Graduate Calendar
Last updated: March 22, 2024 @ 09:27AM