Psychology

This course develops an understanding of the basic concepts and issues related to the scientific study of human sexuality. This includes basic genital anatomy, sexual function and dysfunction, the biology and neuroscience of sexual response, social and relational aspects of human sexuality, and treatment of sexual dysfunction. Emphasis is placed on what we do and do not understand, and what future research is needed to fill the gap. The course discusses topics including: sexual anatomy, models of sexual response (e.g., Master & Johnson model, Basson’s model, the Dual Control Model, etc.), sexual function and dysfunction (with a reference to the DSM-IV and DSM-5), development of sexuality and sexual identity (with a focus on sexual orientation and gender identity), and research tools to investigate human sexual response (fMRI, EEG, photopletismography, physiological tools, etc.). The course recommends students have a basic understanding of psychological concepts and research as a prerequisite.

This course introduces students to current psychological research and theories within the field of sport and performance psychology. These can help students to understand and explain how people consistently produce high levels of performance at an elite level.

Topics include theories of stress and coping, resilience, thriving, leadership, group cohesion, and organizational sport psychology.

This crouse introduce the definition and history of abnormal psychology; Also include medical science, psychodynamic, model of behaviour and society; The expression of mintal disorder: perception, attention, memory, schizophrenia, obsessive-compulsive disorder, phobias, anxiety disorders; personality disorders, sexual and gender identity disorders, etc.

This course examines the past three decades' explosive surge in neuroscientific explanations of human nature, promising clear-cut biological answers to commonplace philosophical questions concerning rationality, emotion, behavior, values, and ethics. It explores to what extent such a promise is warranted, in particular concerning existential questions such as anxiety, responsibility, and religious faith.

Neuroeconomics, sometimes also known as Decision Neuroscience, is an emerging field combining insights from economics, psychology, and neuroscience to understand how (healthy) humans make decisions and how these are related to underlying cognitive and neural processes. The ultimate goal of Neuroeconomics is to integrate knowledge from the different parent disciplines to answer the fundamental question of how our brain makes us decide. This course provides an introduction to Neuroeconomics by discussing examples showing the limitations of viewing decision-making merely through the lens of the traditional fields of economics, psychology, and neuroscience. The course reviews various methods used in Neuroeconomics research for measuring and influencing brain activity. An important part of the course is devoted to learning the foundations and models of Neuroeconomics such as the basics of neuroscience. Seminal and recent studies in Neuroeconomics are read, discussed, and critically evaluated. This interdisciplinary and challenging course consists of lectures and group work. It uses formal concepts from economics and neuroscience. Prerequisites include sufficient quantitative skills and basic knowledge of microeconomics.

This course examines attention research and theory from an individual differences perceptive. Students learn about a wide range of factors that can influence the ability to focus and maintain attention. Topics covered include the relationship between IQ, cognitive control and attention; attentional effects of individual differences in perception; age-related changes in attention; mind wandering; attentional biases associated with depression, addiction, and anxiety; clinical syndromes associated with attention problems (e.g. Attention Deficit Hyperactivity Disorder). This course also covers key measures and methods used, and provides training in the critical analysis of research studies in the field.

This course provides an introduction into epidemiological and public health perspectives on mental health and wellbeing. The course focuses on theoretical and empirical accounts of how wellbeing and common mental health problems (including symptoms of anxiety and depression, weight/eating problems, conduct problems, alcohol and other drug use) are understood in an epidemiological and public health perspective. Cultural, individual differences, and lifespan approaches to mental health and wellbeing are an integrated part of the course.

This course focuses on mental processes such as memory, problem solving, and decision making. It discusses the ideas and experiments of major psychologists who studied cognition, such as Ivan Pavlov and Albert Bandera. The main focus of the course is learning about cognition and internal mental processes. It studies the birth of scientific psychology, behavorism to cognitivism, memory, and metacognition.

This course provides a systematic review of the basic principles, models, and methods of Psychophysiology research. The association between body and mind is scientifically analyzed by studying cognitive and emotional processes, and considering both physiological and behavioral variables, measured using electrophysiological and neuroimaging techniques. As much as possible, practical (brief) training sessions in the psychophysiology lab are carried out. The course discusses topics including an introduction to functioning principles and methodology of psychophysiological research; biosignal classification, and their application as marker of psychological processing; activation and resting state: peripheral and central (i.e., EEG and fMRI) indices; cognitive activation in healthy adults; and application of psychophysiological techniques to clinical research: evidence from studies on neurological and psychiatric patients. The course requires students to have an adequate knowledge of cognitive processes and anatomo-physiological bases of the central and peripheral nervous system as a prerequisite for the course.

In this course, students learn about the benefits as well as the challenges of building diverse and inclusive (D&I) organizations. The course is grounded in social and organizational psychology. In addition, students are introduced to a multidisciplinary approach to D&I (e.g., drawing on economics, law, gender studies, media studies, and sociology to name a few) to gain a multilevel understanding of how to promote D&I at the institutional level (e.g., which laws, organizational structures, AI systems promote or limit D&I?), the experiential level (e.g., why do people resist D&I policies? What is it like to not feel included at work?) and the symbolic level (e.g., how is power and status in organizations symbolized? How diverse is an organization’s board and why does that matter?). In work groups, existing D&I initiatives are analyzed and a theoretically sound and evidence-based approach to change these is developed.