Psychology

This course conveys the idea that there are other ways of approaching the study of brain structure and function beyond the conventional focus of parsing cognitive, affective and others functions using standard tools, such as brain imaging. There is a very large amount of important and interesting research work being conducted at the intersection of the brain, other disciplines and society at large. These topics vary dramatically and can include the impact of the brain sciences on the courtroom to understanding the nature of the brain’s response during aesthetic experience, or neurobiology of poverty and adversity on development. The course explores topics of contemporary relevance and interest to the individual and society at large on the implications of discoveries about brain and cognitive function through the prism generated by the brain and cognitive sciences. The course is broad and deep, moving from the immediacy of the impact of the local familial environment, to the effects of poverty and adversity on brain development, structure and function, to considering the nature of the neuro-aesthetic response, to questions of ethics and law, and finally to extreme brain states (e.g. torture), and a consideration of principles-based counterfactual neuroscience analysis (‘impossible’ brains, such as the zombie brain).

This course offers a study of human development and the key psychological principles that scientifically explain the developmental process with a focus on children aged 6 to 12. It discusses important theories, current approaches, and scientific principles that explain human development. Student gain analytical skills to assess a child's developmental level including cognitive, language, physical, social, and emotional growth within their social contexts.

The course develops students’ professional orientation in the field of psychological counseling. It offers an opportunity to acquire the basic skills and abilities necessary for practical work as a psychologist-counselor, while also fostering the development of professionally and personally important qualities for future specialists. The course introduces the main structural levels within psychoanalytical psychodiagnostics, providing a deeper understanding of how to determine counseling strategies for individual clients.

The course deepens the understanding of how genetic factors and experience with the physical and social environment, acquired throughout development, interact in shaping the brain's neural circuits, as well as the mind and behavior. This course covers, the main theories of the development of the human mind and brain, behavioral and neuroimaging techniques and methods for developmental research, recent empirical findings on the development of perception, learning, social cognition, and other aspects of development, artificial intelligence models such as Large Language Models as models of learning (similarities and differences with human learning), and relevance of scientific findings for policy and decision-making in families and schools. Students should be familiar with General Psychology, Cognitive Developmental Psychology and the basics of Cognitive Neuroscience. 

Study the development of cognition through a neuroscientific lens, examine how the nervous system starts out wired for every possible contingency to eventually prune (tune) itself towards an efficient functioning for the environment it resides it, study the neural network structure and functioning of the brain, its common properties that support efficient cognitive functioning, and how disruptions to these networks can impair cognition. The course also covers the theory of neuroplasticity, focusing on the role of the brain’s lifelong ability to rewire itself. In addition, study mirror neurons, atypical developmental processes (including autism, schizophrenia, and trauma), and the intersection between developmental cognitive neuroscience and society. A mandatory field trip to Amsterdam is included, where the Van Gogh museum is visited to study Van Gogh’s art as a clinical case and experience immediate neuroplasticity first-hand by dining in complete darkness during a three-course meal. Motivated and dedicated students have the opportunity to co-author a paper with the course coordinator for potential publication in well-respected journals (topics of interest can be discussed). Students should have completed at least two Psychology courses and should be interested in brain development and neuroscientific methods that can be used to uncover developmental processes.

This course focuses on the identification and response to learning difficulties and developmental disorders with a specific emphasis on primary education. Topics include: difficulties in the development of language, in the learning of reading, writing, and math; problems of behavior and maladjustment to the school system; physical disabilities (visual, auditory, and motor)-- problems of development and learning; intellectual disability and giftedness; generalized developmental disorders; emotional disorders.

This course introduces students to the foundations of Behavioral Science: the science that explains and predicts how humans make decisions. Students are introduced to the way in which we make judgements and investigate strategies for decision making. Students study cognitive biases and aspects of context which influence how/what judgements and decisions we make. This course also delves into the dynamics of decision-making in groups, exploring topics such as how groups make decisions effectively and the common pitfalls that can impede their success. Additionally, students delve into the role of choice architecture in shaping group decision-making processes, and analyze various heuristics that individuals use, such as anchoring and receptiveness, which can impact group decision-making. Importantly, across both parts of the course, discussion of core concepts and examples are woven together with new advances and applications in the field. 

The course provides a foundational understanding of psychological principles applied to physical activity and sport. It explores key topics such as personality, motivation, emotion, attention, group dynamics, and mental health, with a focus on their impact on athletic performance.  It discusses the role of the sports psychologist, behavioral assessment techniques, and innovative approaches like neuromotricity to enhance performance. The course also addresses psychological intervention, coaching, and program design for diverse populations, from elite athletes to individuals with special needs.

This course provides a deeper understanding of the meaning of human behavior and considers human nature and social life as revealed by recent development in the behavioral and humanistic science. It examines perception, motivation, and stress which underlie human behavior.

We need to regulate our thoughts, feelings and behavior in order to achieve our goals and succeed in life. In this course, students consider the processes involved in self-regulation, the role of emotions in self-regulation, and the relationship between self-regulation and mental, physical, and social wellbeing. Students also discuss the factors that lead people to fail at self-regulation, and the interventions and techniques people can use to improve their regulation ability and thus achieve their goals. Students learn about controlling emotions, combating procrastination, forming good habits, and overcoming smoking, overeating, and overspending. Students gain theoretical and practical insights into how people successfully pursue their goals, and apply these insights to their own lives.