THE UNIVERSITY OF CHICAGO
Courses 2025-26
Please consult the Schedule of Classes for the current quarter's schedule. Class offerings are subject to change.
PSYC 30510. Computing for the Social Sciences. (MACS 30500). This is an applied course for social scientists with little-to-no programming experience who wish to harness growing digital and computational resources. The focus of the course is on learning the basics of programming and on generating reproducible research. Topics include coding concepts (e.g., data structures, control structures, functions, etc.), data visualization, data wrangling and cleaning, version control software, exploratory data analysis, etc. Students will leave the course with basic computational skills implemented through many methods and approaches to social science; while students will not become expert programmers, they will gain the knowledge of how to adapt and expand these skills as they are presented with new questions, methods, and data. The course will be taught in R. J. Clipperton, Autumn, Winter, Spring. Note: MACS students have priority.
PSYC 30550. From Data to Mansucript in R. (MAPS 30550). This course tackles the basic skills needed to build an integrated research report with the R programming language. We will cover every step from data to manuscript including: Using R's libraries to clean up and re-format messy datasets, preparing data sets for analysis, running statistical tools, generating clear and attractive figures and tables, and knitting those bits of code together with your manuscript writing. The result will be a reproducible, open-science friendly report that you can easily update after finishing data collection or receiving comments from readers. Never copy-paste your way through a table again! The R universe is large, so this course will focus specifically on: The core R libraries, the tidyverse library, and R Markdown. Students will also learn about the use of GitHub for version control. N. Dowling, Winter.
PSYC 30700. Sensation and Perception.What we see and hear depends on energy that enters the eyes and ears, but what we actually experience-perception-follows from human neural responses. This course focuses on visual and auditory phenomena, including basic percepts (for example, acuity, brightness, color, loudness, pitch) and also more complex percepts such as movement and object recognition. Biological underpinnings of perception are an integral part of the course. K. Ledoux, Winter.
PSYC 31116. Development of Social Cognition. Our species is notably social, with both positive and negative consequences: we thrive in groups, yet we often discriminate against those who are not like us. This course focuses on social cognitive development in childhood, with the goal of understanding the foundations of human nature in a social context. Topics include theories of mind, social learning, motivation and achievement, moral development, social categorization, and the origins and development of our tendency to divide the world into "us" versus "them." K. Kinzler, Winter.
PSYC 31900. The Neuroscience of Narratives. Narratives have a powerful hold over the human mind. People are more often convinced by a compelling story than by concrete facts. More broadly, people use narratives to organize their thoughts and communicate their ideas. Recent advances in natural language processing (NLP) tools and neuroscience methods provide exciting new opportunities to study how the brain understands and constructs narratives. The goal for this seminar is to provide an in-depth look into the cutting-edge research on the neuroscience of narratives. We will begin with a review of the burgeoning literature on the use of narratives in cognitive and social neuroscience. We will then introduce NLP approaches that provide a framework to model narratives computationally, and discuss how NLP models can be combined with neuroscience measures in a synergistic manner. Finally, we will discuss how studying the neuroscience of narratives can provide insights into people's mental models of the world. This class is designed as a graduate seminar, however, advanced undergraduate students with backgrounds in either cognitive neuroscience or natural language processing can register with instructor consent. Y.C. Leong, Spring
PSYC 32680. Computational Approaches to Social and Affective Neuroscience. This course explores the intersection of computational methods and social and affective neuroscience, offering students a cutting-edge perspective on how the brain processes social and emotional information. Approaches covered include intersubject correlation, intersubject representational similarity analysis, multivariate predictive modeling, graph theoretic analyses, computational cognitive models and neural networks. This class is designed as a graduate seminar, however, advanced undergraduate students with backgrounds in either cognitive neuroscience or machine learning can register with instructor consent. Y.C. Leong, Winter.
PSYC 33360. Methods in Gesture and Sign Language Research. In this course we will explore methods of research used in the disciplines of linguistics and psychology to investigate sign language and gesture. We will choose a set of canonical topics from the gesture and sign literature such as pointing, use of the body in quotation, and the use of non-manuals, in order to understand the value of various effective methods in current use and the types of research questions they are best equipped to handle. D. Brentari, S. Goldin-Meadow, Autumn.
PSYC 33000. Cultural Psychology. (CHDV 31000). There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space. At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups. In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization, and reasoning. R. Shweder, Winter.
PSYC 33165. Interdisciplinary Perspectives on Morality. Morality is essential for societal functioning and central to human flourishing. People across all cultures seem to have the same sense about morality. They simply know what morality is, often without being able to concretely define what exactly it means to label something as a moral kind. But when one tries to more precisely and scientifically define what morality is, things become less clear and more complex. As we'll see in the class, the field of morality is incredibly dynamic and characterized more by competing theories and perspectives than by scientific consensus. The past decades have seen an explosion of theoretical and empirical research in the study of morality. Amongst the most exciting and novel findings and theories, evolutionary biologists and anthropologists have shown that morality has evolved to facilitate cooperation and social interactions. Developmental psychologists came up with ingenious paradigms, demonstrating that some elements underpinning morality are in place much earlier than we thought in preverbal infants. Social psychologists and behavioral economists examine the relative roles of emotion and reasoning, as well as how social situations affect moral or amoral behavior. Social neuroscientists are mapping neural and hormonal mechanisms implicated in moral decision-making. The lesson from all this new knowledge is clear: moral cognition and behavior cannot be separated from biology, human development, culture, and social context. J. Decety, Spring.
PSYC 33662. The Disordered Mind. What are disorders of the mind? What are some of the theoretical and practical issues surrounding the identification, classification, and treatment of such disorders? What do mental disorders have to teach us about the typically-functioning mind? This seminar course will address these and other questions within biological, psychological, and sociocultural perspectives to attempt to understand the current and historical paradigms that have influenced our perception of what it means for the mind to be "disordered." Included will be discussion of behavioral, emotional, cognitive, and developmental disorders. K. Ledoux, Autumn.
PSYC 33830. Attention and Working Memory in the Mind and Brain. This course will provide a broad overview of current work in psychology and neuroscience related to attention and working memory. We will discuss evidence for sharp capacity limits in an individual's ability to actively monitor and maintain information in an "online" mental state. Readings will be primarily based on original source articles from peer-reviewed journals, with a focus on behavioral and neural approaches for measuring and understanding these basic cognitive processes. E. Vogel, Winter.
PSYC 36210 (CPNS 31000). Mathematical Models for Biological Sciences I. This course builds on the introduction to modeling course biology students take in the first year (BIOS 20151 or 152). It begins with a review of one-variable ordinary differential equations as models for biological processes changing with time, and proceeds to develop basic dynamical systems theory. Analytic skills include stability analysis, phase portraits, limit cycles, and bifurcations. Linear algebra concepts are introduced and developed, and Fourier methods are applied to data analysis. The methods are applied to diverse areas of biology, such as ecology, neuroscience, regulatory networks, and molecular structure.The students learn to implement the models using Python in the Jupyter notebook platform. D. Kondrashov, Autumn.
PSYC 36211 (CPNS 31100). Mathematical Models for Biological Sciences II. This course is a continuation of BIOS 26210. The topics start with optimization problems, such as nonlinear least squares fitting, principal component analysis and sequence alignment. Stochastic models are introduced, such as Markov chains, birth-death processes, and diffusion processes, with applications including hidden Markov models, tumor population modeling, and networks of chemical reactions. In computer labs, students learn optimization methods and stochastic algorithms, e.g., Markov Chain, Monte Carlo, and Gillespie algorithm. Students complete an independent project on a topic of their interest. D. Kondrashov, Winter
PSYC 37300. Experimental Design and Statistical Modeling I. This course covers topics in research design and analysis. Students will learn the intuitions behind basic statistical models, and learn how to apply them to programming analyses for real psychological data. We will also touch on methods becoming increasingly important in the field, such as machine learning, permutation testing, and data simulation. The class will also discuss the broader landscape of psychology research, including the shift to online experiments, open science, and the replication crisis. W. Bainbridge. Winter. This is a required course for PSYC PhD students. Consent only.
PSYC 37900. Experimental Design and Statistical Modeling II. In this course you will learn concepts of Bayesian Data Analysis that builds off of Experimental Design and Statistical Modeling I. The course will require knowledge of the R statistical programming language. The relationship between frequentist approaches and Bayesian approaches will be discussed. The course will cover topics such as causal modeling, generalized linear models, markov chain monte carlo, multilevel models (i.e., varying/random intercepts and slopes), and multivariate analysis. The course will be taught from a regression framework. The course will examine both experimental and observational designs and how one can potentially glean causal inferences from observational data. M. Berman. This is a required course for PSYC PhD students. Consent only.
PSYC 40450-40451-40452. Topics in Cognition I-II-III. Broadly speaking, this workshop will address fundamental topics in cognitive psychology such as attention, memory, learning, problem solving, and language. One unique aspect of this workshop is that we will not only explore topics central to the study of cognition, but we will also explore how the study of cognitive psychology can be used to enhance human potential and performance in a variety of contexts. These contexts range from an exploration of optimal teaching practices to enhance the acquisition of mathematical knowledge in the classroom, to issues regarding how individuals communicate best to foster the optimal exchange of information in, for instance, medical settings, to the optimal strategies older adults can use to help stave off the deleterious effects of aging on cognitive functioning and the performance of everyday activities. M. Rosenberg, Autumn, Winter, Spring.
PSYC 40851-40852-40853. Topics in Developmental Psychology I-II-III. Brown-bag discussion of current research in psychology. L. Bian, Autumn; S. Levine, Winter; A. Shaw, Spring.
PSYC 42100. Trial Research Seminar. PSYC 42100 is required of first-year Psychology graduate students. The purpose of this seminar is to assist students in formulating their trial research project. G. Norman, Spring.
PSYC 42350. Advanced Topics in Human Neuroimaging. This course will discuss advanced topics in human neuroimaging, reviewing recent papers using state-of-the-art methods, including multi-voxel pattern analysis, Big Data, connectivity analyses, and inter-subject correlations. We will discuss how these new methods fit into the current landscape of human neuroscience and support new theoretical ideas, and also conduct tutorials so students can use these methods in their own analyses. The course will be geared towards PhD students, but open to MAPSS students who receive instructor permission to enroll. W. Bainbridge, M. Rosenberg, Spring.
PSYC 42550. Cognitive Development. In the first years of life, children’s cognition undergoes dramatic qualitative and quantitative change. For nearly a century, experimental psychologists have sought to understand the nature and causes of these developmental changes. This course surveys classic and current approaches to the study of cognitive development in infants and children. S. Levine and A. Shaw, Winter
PSYC 43030. Introduction to Python Programming in the Behavioral Sciences. This course introduces you to basic computer programming principles and their application to common problems in Psychology research such as creating simple experiments, data acquisition, and basic analysis. We will focus on the high-level programming language Python. Over a series of lectures and try-it-yourself sessions, you will learn to use Python to display stimuli and record responses, process, analyze, and plot data. The course is designed for students with little to no background in computer programming but wish to take advantage of the power it affords to ask research questions in the behavioral and biological sciences. A. Bakkour, J. Yu, Autumn
PSYC 43200. Seminar in Language Development. Undergraduates should register for PSYC 23200. Psychology and Linguistics doctoral students should register for PSYC 43200. This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics). S. Goldin-Meadow, Winter.
PSYC 43921. Current Topics in Working Memory. 100 Units. This seminar will cover a broad range of topics in the literature on working memory. E. Awh, Autumn. Prerequisite(s): We strongly advise students without a prior background in these areas to consider auditing our undergraduate course "Attention and working memory in the mind and brain."
PSYC 44150. Psychology of Socioeconomic Status. Social class is one of the most consequential divides in modern society. Social class shapes who we are, how we relate to other people, and how we understand the world. In this graduate seminar, we will investigate the social psychological literature on how social class shapes psychology at four levels of analysis: ideas, institutions, interactions, and individuals. We will examine topics such as how social class shapes ideas about the self and morality; experiences in educational contexts and neighborhoods; how people form relationships with close others and think about strangers; and our thoughts and well-being. By the end of the course, students will be knowledgeable about the state of social class research and able to generate original research on the topic. L. Emery, Autumn.
PSYC 44600. Topics in Social Psychology. Discussion of current topics in Social Psychology. S. Oishi, Autumn; X. Bai, Winter; K. Henderson, Spring.
PSYC 44820. Structural Determinants of Inequality. In this graduate seminar, we will take an interdisciplinary approach to 1) uncover some of the origins of inequality in the United States, 2) identify factors that contribute to the maintenance of inequality, and 3) dissect possible remedies to inequality. In particular, this seminar will pay particular attention to structural factors that were designed to create and maintain inequality. K. Henderson, Winter.
PSYC 46800. Relationship Science. In 1999, Ellen Berscheid wrote that “relationships are both the foundation and the theme of the human condition.” In this advanced graduate seminar, we will explore theory and research on the science of romantic relationships: what makes them work, why they can encounter challenges, and how they underlie who we are as humans. We will examine topics such as attachment, interdependence, love, self-growth, and diversity in the context of close relationships. By the end of the course, students will be knowledgeable about the state of relationship science research and able to generate original research on the topic. L. Emery, Winter.
PSYC 47001-47002. Language in Culture I-II. This two-quarter course presents the major issues in linguistics of anthropological interest. These courses must be taken in sequence.
PSYC 47001. Language In Culture I. (ANTH 37201). The first quarter of the two-quarter Language in Culture sequence introduces a number of analytic concepts developed out of the study of "language" and its limits. We begin with the study of "interaction order" in its multifunctional complexity, teasing out its constitution through the real-time unfolding of indexical (pragmatic) and reflexive (metapragmatic) signs/functions as coherent "text." We use this attention to the dialectics of indexicality and its various implications to investigate various problematics in the philosophy of language (reference, performativity), linguistics (poetics, grammatical sense, variation, register), and sociocultural anthropology (racialization, relativity, subjectivity/identity, temporality, institutionality). C. Nakassis, Autumn.
PSYC 47002. Language in Culture II. (ANTH 37202). This is the second part of a two-quarter sequence on the role of language in social life. Building on the first quarter's focus on the interaction order, this quarter explores how ideologies regiment and reflexively mediate between discursive/expressive practices of the interaction order and the wider organization of social life. How are people's ideas about ways of speaking and modes of expression shaped by their social positions and values? And how do their ideas shape interaction and vice versa? How is difference, in language and in social life, made - and unmade? How and why are some differences persuasive as the basis for action, while other differences are ignored or erased? The course proposes that ideologies are neither true nor false, they are positioned and partial visions of the world, relying on comparison and perspective; they exploit differences in expressive features - linguistic and otherwise - to construct convincing images of people, spaces and activities in sociopolitical processes. S. Gal, Winter.
PSYC 48000. Proseminar in Psychology. Required of first-year Department of Psychology graduate students. Department of Psychology faculty members present and discuss their research. This introduces new students to the range of research areas in the department. L. Emery, Autumn.
PSYC 48001-48002-48003. Mind and Biology Proseminar I-II-III. Seminar series at the Institute for Mind and Biology meets three to four times per quarter. S. London, Autumn, Winter, Spring.