Psychology

As for other species, many abilities and behaviors that we take for granted - from perception to learning, communication, handedness and sexual preferences - are the result of our evolutionary history. Our history has shaped our psychology and influences our daily behavior. Are we the only species that is deceived by visual illusions? Who is the most intelligent species? Are we the only ones that exhibit handedness? Which are the mechanisms of learning? To understand what makes as human, we have to look at ourselves from a broader perspective. In this course, students explore differences and similarities between humans beings and other species. Students learn how to access and compare the mind and behavior of individuals that do not possess language such as human neonates, newly-hatched chicks and other models currently used in understanding of healthy and pathological behavior.

This course examines the main theoretical models of personality and the current criteria for establishing the normality or abnormality of behavior. It discusses normal and pathological human diversity, the advantages and disadvantages of diagnostic systems, the main clinical manifestations of psychopathology, and main areas of action of the clinical psychologist. The course provides an opportunity for practical work in personality analysis, psychopathological exploration, and therapeutic skills.

This course introduces the study of the psychological and neurobiological factors that enable humans to acquire, use, and understand language. Modern psycholinguistic research makes use of biology, neuroscience, cognitive science, and information theory to study how the brain processes language. Topics covered include the biological bases of language including methodologies used to study brain processes underlying language comprehension and use, the time course of linguistic processing, infant language acquisition, speech processing and production, and developmental language disorders and aphasia.

This module elaborates on the psychological consequences of brain damage and dysfunction; several neurological and neuropsychological diseases are discussed. The main objective is the reciprocal relation between (dis)functioning of the brain, cognitions, emotions, and behavior. Looking at patients not only provides information about dysfunctioning, but also informs the students about the normal functions of the brain. The approach is multidisciplinary covering both biomedical and psychological aspects of neuropsychological functioning. The following topics are covered: neuroanatomy of the brain (central nervous system), functions of several brain areas/circuits, neuropsychological disorders after brain damage, causes of neuropsychological disorders, diagnosis of neuropsychological disorders, treatment of neuropsychological disorders, theoretical models concerning brain functioning, biomedical, neurological and psychosocial factors associated with neuropsychological disorders.

This research internship program offers selected students the opportunity to participate in research projects or work as an intern in research centers or organizations at Yonsei University. Students are expected to participate in research projects for approximately 20 hours per week throughout the program. Projects will vary depending on placement. Graded Pass/No pass only.

This course aims to explain the relationship between mental health and disease, as well as the impact of stress on physical and mental diseases. The purpose of the course is to promote self-reflection on physical and mental health issues among college students and learn care for oneself (self-care) and others (social care). The introduction covers the causes and treatment of insomnia, anxiety, depression, and even suicide, and strengthens students' concepts of stress management and mental health promotion. The course also covers understanding the role of suicide prevention gatekeepers; mental health communication skills and their importance to suicide prevention; the use of screening tools to identify needs, and how to communicate and respond to high-risk groups for subsequent referral to the medical system or further treatment. Self-study, group discussion, peer interactive learning, and teacher lectures are utilized throughout the course.

The purpose of this course is to explore how interpersonal relationships during childhood and adolescence and the brain interact to shape individuals’ psychosocial adjustment. Key concepts of brain development related to interpersonal relationships and brain plasticity will be discussed. Students will be able to understand the close link between individuals’ interpersonal relationships and our brain development. Topics include social brain structures, social and emotional self-regulation, brain plasticity, neurobiology of love, power of relationships, impact of early adversity, impact of interpersonal trauma, social phobia, psychopathy, and autism.