Dear affiliates,
This is the webpage for information regarding UCl affiliates at the psychology department, year 2007/08. All the information that is sent out through email or given to you as hard copy are posted on this site. The previous posts contain contact details of Brad, Matthias, and Irma and other information that you've received on your induction pack.
Hopefully all of us will be able to utilise this forum as much as needed and feel free to post comments/questions here. For more prompt response, feel free to email one of us.
FIRST NEWS:
There are no seminars in the first week (week of Oct 1, 2007) of the term.
This hopefully allows you to make a final decision on what courses to take this term.
If you have done so, please email i.kurniawan@ucl.ac.uk with your list of courses before 1 p.m. on Oct 5, 2007.
We will assign you to a seminar group and announce the seminar schedule before Monday 8, 2007. The seminars will commence that week so please check your emails.
Cheers,
Irma
Thursday 27 September 2007
Summary List of courses
FIRST YEAR COURSES
PSYC1102 Methods and Approaches in Psychology
PSYC1103 Introduction to Psychological Experimentation
PSYC1104 Introduction to Statistical Methods in Psychology
SECOND YEAR COURSES
PSYC2203 Research and Quantitative Methods in Psychology
PSYC2204 Design and Analysis of Psychological Experiments
PSYC2205 Brain and Behaviour
PSYC2206 Health and Clinical Psychology
PSYC2207 Perception, Attention and Action
PSYC2208 Cognition and Language
PSYC2209 Developmental Psychology
PSYCHOLOGY SUBSIDIARY/AFFILIATES ONLY
PSYC2301 Computing for Psychologists
THIRD YEAR COURSES
PSYC3102 Social Psychology
PSYC3104 Psychology and Education
PSYC3106 Topics in Personality and Intelligence
PSYC3107 Topics in Clinical Psychology
PSYC3108 Organisational Psychology
PSYC3110 Topics in Developmental Psychology
PSYC3111 Human Computer Interaction
PSYC3201 Applied Decision Making
PSYC3203 Language and Cognition
PSYC3205 Speech
PSYC3207 Human Learning and Memory
PSYC3209 Cognitive Neuroscience
PSYC3210 The Brain in Action
PSYC3211 Attention and Awareness
PSYC3301 Advanced Multivariate Statistics
PSYC3303 Topics in Neurobiology
PSYC3306 Mathematical Cognition
PSYC3307 Genes and Behaviour
ANAT3045 Eye and Brain
PSYC1102 Methods and Approaches in Psychology
PSYC1103 Introduction to Psychological Experimentation
PSYC1104 Introduction to Statistical Methods in Psychology
SECOND YEAR COURSES
PSYC2203 Research and Quantitative Methods in Psychology
PSYC2204 Design and Analysis of Psychological Experiments
PSYC2205 Brain and Behaviour
PSYC2206 Health and Clinical Psychology
PSYC2207 Perception, Attention and Action
PSYC2208 Cognition and Language
PSYC2209 Developmental Psychology
PSYCHOLOGY SUBSIDIARY/AFFILIATES ONLY
PSYC2301 Computing for Psychologists
THIRD YEAR COURSES
PSYC3102 Social Psychology
PSYC3104 Psychology and Education
PSYC3106 Topics in Personality and Intelligence
PSYC3107 Topics in Clinical Psychology
PSYC3108 Organisational Psychology
PSYC3110 Topics in Developmental Psychology
PSYC3111 Human Computer Interaction
PSYC3201 Applied Decision Making
PSYC3203 Language and Cognition
PSYC3205 Speech
PSYC3207 Human Learning and Memory
PSYC3209 Cognitive Neuroscience
PSYC3210 The Brain in Action
PSYC3211 Attention and Awareness
PSYC3301 Advanced Multivariate Statistics
PSYC3303 Topics in Neurobiology
PSYC3306 Mathematical Cognition
PSYC3307 Genes and Behaviour
ANAT3045 Eye and Brain
Spring term courses
DEPARTMENT OF PSYCHOLOGY
Affiliate Student Information (Spring Term Only)
2007-2008
Introductory Psychology Courses
PSYC2205 BRAIN AND BEHAVIOUR ½ CU
Convenor: Dr Kate Jeffrey
Email: k.jeffrey@ucl.ac.uk
One of the big challenges in psychology is to understand how relatively "dumb" elements like neurons can co-operate to produce high-level mental operations like thinking and consciousness. The aim of this course is to introduce you to the study of the neurobiology of behaviour. It consists of two modules: one focusing on the principles of the study of animal learning, and the second focusing on the biological basis of various kinds of behaviour, using the aforementioned principles as a base. The animal learning module will cover issues related to the cognitive mechanisms that have been proposed to explain the acquisition of information by the brain: issues related to elicited behaviours, as well as Pavlovian and operant conditioning. We will examine how the findings and theories developed by students of animal learning may be used to explain a variety of animal learning effects. The neurobiology module will begin by looking at the architecture of the nervous system: the names, locations and approximate functions of the major brain areas and the basic workings of a typical neuron. It will look at some of the ways in which neurons are not as simple as was previously thought ‑ in particular, how they assimilate information and communicate it to other neurons, and how these communications can change (e.g. when learning occurs). It will then look at how ensembles of neurons, each processing its own set of stimuli; can collectively produce intelligent-looking behaviours such as memory formation or cognitive processing. By the end of the course you will, hopefully, have gained an insight into how knowing about low-level processes can constrain theories about how the high-level processes must operate (and of how this can make the life of a psychologist much easier!).
PSYC2209 DEVELOPMENTAL PSYCHOLOGY
Convenor: Dr Anne Schlottmann
Email: a.schlottmann@ucl.ac.uk
Description: This course aims to:
1) Give students an overview of the course of child development from infancy to middle childhood.
2) Examine core topics in contemporary research on cognitive development.
3) Discuss what may be learned about cognition by comparing the cognitive activities of children and adults.
Course Content: Basic issues and methods in developmental psychology. Piaget's theory of cognitive development and its evaluation in the light of contemporary research. Sensori-motor, perceptual and cognitive development in infancy. Language acquisition. Models of conceptual structure and its development. Pre- and concrete operational reasoning. Pre-schoolers' numerical understanding. Children's understanding of biology. Parental and newborn social factors. Attachment. Moral development. Face processing. Gender and mathematics. Please note that the contents of this course may alter due to a change in lecturer for parts of the teaching.
Advanced Psychology Courses
PSYC3102 SOCIAL PSYCHOLOGY ½ CU
Convenor: TBC
The content of this course has not yet been confirmed, as there will be a new lecturer running the course.
___________________________________________________________________________________
PSYC3104 PSYCHOLOGY AND EDUCATION ½ CU
Convenors: Dr Anne Schlottmann & Dr Jeremy Monsen
Email: a.schlottmann@ucl.ac.uk j.monsen@ucl.ac.uk
Aims:
To examine ways in which psychological theory and research can inform educational practice.
Objectives:
Students should 1) gain an appreciation of ways in which psychology has been applied to education, 2) be challenged to think about implications of psychological research for improving the effectiveness of teaching and learning, 3) develop an awareness of educational psychology practice in schools and with parents.
Summary of Course:
Topics have been selected to illustrate the typical application of a wide range of psychological theory and research to educational practice. Aspects of both normal learning and development and atypical performance and behaviour are sampled and examples are drawn where possible from the professional practice of educational and child psychologists.
The following areas are included:
Motivation in education, psycho-sexual development, rational emotive behaviour therapy, literacy and number skills, exclusion from school, parents and pre-school children with special needs, resilience and vulnerable children, inclusion of children with special educational needs, social skills in education, Specific Language Impairment.
____________________________________________________________________________________
PSYC3107 TOPICS IN CLINICAL PSYCHOLOGY ½ CU
Convenor: Dr Amanda Williams
Email: amanda.williams@ucl.ac.uk
Aims:
The course aims to introduce students to the current central academic concerns of British clinical psychology.
Objectives:
The course will equip students with knowledge concerning major child and adult mental health problems, therapeutic process, and the evidence base guiding the work of clinical psychologists in these areas.
Summary of Course:
This course builds on areas introduced and elaborated in B2206, either extending key areas or covering topics not covered in 2206. Lectures are single topics, likely to include:
from clinical psychology, attachment disorders, antisocial behaviour, childhood sexual abuse, memory & PTSD, borderline personality, early psychosis, depression, and clinical neuropsychology;
from clinical health psychology, models of disability, and rehabilitation in chronic illness;
common issues: helping and psychotherapy; evidence for effectiveness.
The lectures and assigned readings will be set by the clinically active teaching staff from the UCL DClinPsy course – the country’s largest.
PSYC3110 TOPICS IN DEVELOPMENTAL PSYCHOLOGY ½ CU
Convenor: Dr Anne Schlottmann
Email: a.schlottmann@ ucl.ac.uk
Aims:
To discuss a range of contemporary issues in cognitive and social development.
Objectives:
Students should gain appreciation for differing theoretical perspectives on child development and their impact on the evaluation of evidence. Students should become aware of the relations between models of child development and the adult mind.
Summary of Course Content:
Development of "higher" reasoning skills that have traditionally been associated with adolescence. Dr Schlottmann will discuss; formal operations, scientific reasoning, logical, causal and analogical reasoning. The second topic is memory development. Here we will consider the contributions of capacity, strategies, metacognition and the knowledge base to improvements in children's memory. The section on social development will focus on selected topics relating to social interaction and personality development from infancy to adulthood. This will include discussion of social progress related to self-produced locomotion (crawling), theory of mind, altruism, gender differences, attachment theory, and the developmental effects of parenting styles and day care. These topics will be covered through lectures and readings of current and classic journal articles.
There will be some changes in content of the 2nd section due to the appointment of a new lecturer TBA.
PSYC3201 APPLIED DECISION-MAKING ½ CU
Convenors: Prof Nigel Harvey
Email: n.harvey@ucl.ac.uk
Aims:
To discuss research that throws light on the psychological processes underlying decision making in a number of different applied domains.
Objectives:
Students should come to appreciate both processes that are common to decision making in different domains of application and those that are specific to each domain. They should be aware of recent developments in general theories of decision-making and of the manner in which these theories have been applied in different specific contexts.
Summary of Course:
The course covers major issues that are relevant to different domains (e.g., expertise; methods of improving decision making, advice giving and taking). Lectures on specific applied domains (e.g., medical decision-making, legal decision-making, policy making, financial decision making, consumer decision making) are also included.
PSYC3307 GENES AND BEHAVIOUR ½ CU
Convenor: Dr Essi Viding
Email: e.viding@ucl.ac.uk
Aims: This course will provide an overview of behavioural genetics in psychology.
Objectives:
Basic understanding of behavioural genetics methods, with the aim of being able to read and interpret relevant articles.
Good overall understanding of the contribution of behavioural genetics research to the understanding of psychopathology and cognitive development.
Good overall understanding of the contribution of genetically sensitive study designs to the understanding of environmental risk factors.
Summary of Course:
Lecture outline:
1) Introduction to history of behavioural genetics
2) Molecular genetic primer
3) Twin and adoption method
4) Environment – Non-shared
5) Gene – environment interplay (genetic correlation and interaction)
6) Twin and adoption studies of cognitive abilities and disabilities
7) Twin and adoption studies of psychopathology
8) Origins of co-morbidity, development, heterogeneity
9) Genetics of antisocial behaviour (with in depth reading)
i. In depth reading and problem sheet available over the intranet to help students to get a deeper understanding of genetic research
ii. Short lecture overview followed by class discussion
10) Environmental contributions to antisocial behaviour (with in depth reading)
i. In depth reading and problem sheet available over the intranet to help students to get deeper understanding of how genetic research informs understanding about the environment
ii. Short lecture overview followed by class discussion
11) Endophenotype research: Using ADHD as an example
12) Imaging genomics
13) Ethical concerns surrounding behavioural genetics research
14) How to communicate findings from behavioural genetic studies
i. Informing public and carriers
15) Student led question and answer session
PSYC3209 COGNITIVE NEUROSCIENCE ½ CU
Convenor: Dr Leun Otten
Email: l.otten@ucl.ac.uk
Aims:
This course aims to introduce students to the ideas, techniques, and current state of knowledge of the field of cognitive neuroscience. Through this course, students will become familiar with the brain mechanisms that underlie our ability to think, feel, and act.
Objectives:
The course will: (i) establish the conceptual framework of cognitive neuroscience, (ii) introduce the methods that are available to study brain structure and function, (iii) discuss theoretical issues that arise when trying to relate mental function to brain function, and (iv) provide an overview of the present understanding of the neural bases of several mental functions, such as memory, language, attention, and emotion.
Summary of Course:
The course consists of a series of 15 lectures on the neural underpinnings of mental functions, combined with assigned readings including a required course textbook. The lectures are given by the course convenor and other experts in the field of cognitive neuroscience. The first part of the course concentrates on explaining what cognitive neuroscience is, what it intends to study, and how it goes about studying it. Conceptual issues about relating mental functions onto physical brain activity will be discussed, along with the different techniques that are currently available to study the brain (e.g. MRI, EEG, MEG, and TMS).
The second part of the course concentrates on discussing what is currently known about how particular cognitive functions are supported by the brain. Functions that are covered may include perception, attention, learning and memory, language, emotion, executive functions, and development and aging. At the end of the course, you will be able to critically read and evaluate research in the area of cognitive neuroscience and be able to appreciate what can, and cannot, be inferred from methods available to study brain function.
PSYC3210: BRAIN IN ACTION
Convenor: Prof Patrick Haggard
Email: p.haggard@ucl.ac.uk
Delivering teaching: Sarah-Jayne Blakemore and a new member of staff – TBC. Patrick Haggard is on sabbatical and will be replaced by a substitute College Teacher, to be appointed from 1/1/2008.
Aims:
· Introduce key questions and theories in modern sensorimotor neuroscience
· Link these questions to psychological study of the human mind
· Familiarise students with diversity of methods and approaches in modern neuroscience.
Objectives:
· To critically read and evaluate neuroscience research
· To use data describing brain processes to tackle questions about the human mind
· To integrate and compare experimental results obtained by multiple scientific methods.
Summary of Course
1. Introduction and theoretical framework
2. Methods for studying the brain in action
3. Primary motor cortex, final common path, hemiplegia, anosognosia
4. Premotor cortex and action assignment
5. Visuomotor pathways
6. Supplementary motor area: physiology
7. Supplementary motor area: psychology. ‘Free will’
8. Apraxia and parietal lesions
9. Basal ganglia: physiology
10. Basal ganglia and movement disorders:
11. Self and action
12. Cerebellum: prediction, learning
13. Cerebellum: lesions and imaging studies in man
14. Mirror system and social cognition
15. Student-led question and answer session.
PSYC3211 ATTENTION AND AWARENESS ½ CU
Convenor: Prof Nilli Lavie
Email: n.lavie@ucl.ac.uk
Aims:
This course will cover contemporary research on attention and consciousness involving the different disciplines of Psychological experiments, Neuropsychology, Functional Imaging, and Transcranial Magnetic Stimulation (TMS).
Objectives
Attention and consciousness are separate but strongly related cognitive functions. In the course the students should obtain understanding of both empirical research and theoretical perspectives of attention and of consciousness as well their relationship.
Summary of Course:
The course starts with a general introduction to the theoretical perspectives on what defines mental processes as conscious and how should attention relate to consciousness. It then proceeds to discuss the classical experimental paradigms used to dissociate conscious and unconscious processes. An important focus is then made on the extent to which unconscious processes can control thought emotion and behaviour. The role of attention in inducing lack of awareness in paradigms such as “inattentional blindness” and “change blindness” are discussed followed by a discussion of the ways in which attention can shape our conscious experience. New studies relating load theory of attention to consciousness and “executive control” of behaviour are also covered, and the key findings regarding the neural correlates and mechanisms of attention and consciousness revealed with functional imaging and magnetic stimulation studies are then taught. In addition, the course will cover infant development and neuropsychological disorders of attention and awareness.
PSYC3306: MATHEMATICAL COGNITION ½ CU
Convenor: Prof Brian Butterworth
Email: b.butterworth@ucl.ac.uk
Aims:
The student should have an understanding of the evolutionary basis, typical and atypical individual development, and adult abilities in mathematical cognition, and also its neural and genetic bases.
Objectives:
The student should be able to see how distinct methodological approaches can jointly contribute to understanding mathematical cognition. Be able to critically read and evaluate the various approaches and the associated theories.
Summary of Course:
Lectures: This is a course that aims to integrate several diverse methodologies, including experimental cognitive psychology, developmental psychology, neuropsychology, animal behaviour and ethology, anthropology, archaeology, neuroimaging, and computational modelling.
1. Cultural context of mathematics.
2. Animal mathematical capacities.
3. Infant capacities.
4. Learning to count.
5. Learning arithmetic.
6. Adult skills.
7. Acalculic breakdown I – independence of number processes.
8. Acalculic breakdown II – transcoding and calculation.
9. Numbers in body and space.
10. Neuroimaging – imaging numerical processes.
11. Developmental dyscalculia.
12. Genetics of numerical abilities – identifying the endophenotype.
13. Maths anxiety – is it real?
14. Mathematical prodigies – expertise vs innate capacities.
15. Mathematics education – cultural differences and principles.
ANATOMY3045 EYE AND BRAIN ½ CU
Convenor: Prof Alan Johnston
Email: a.johnston@ucl.ac.uk
Aims:
The aim is to provide students with an understanding of the neurobiological basis of visual perception.
Objectives:
To provide students with core knowledge about the functional anatomy and physiology of the visual pathway from the retina to higher cortical areas and how this knowledge can be used to explain perceptual experience
To introduce students to a variety of methods of investigating visual neurobiology including psychophysics, single cell recording, brain imaging, and the experimental study of patients with brain damage.
Summary of Course:
The course presents a multidisciplinary approach to vision. It will cover anatomical, physiological and psychological approaches and treat the neurobiology of vision as an integrated subject. It will examine the physiology and anatomy of cells in the retina and central pathways, and show the cell's properties underlie the spatio‑temporal processing carried out by the visual system as revealed by psychophysical experimentation. The functions of higher visual cortical areas will be studied through lectures on cortical specialisation for the processing of motion and colour as indicated by data from anatomical, physiological and neuropsychology investigations.
___________________________________________________________________________________
PSYC9001B: ONE-TERM PSYCHOLOGY RESEARCH PROJECT ½ CU
Assessment: Project Report (2500-3500 words)
Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_________________________________________________________________________________
PSYC9002B: PSYCHOLOGY READINGS ½ CU
Assessment: Review Paper (approx 5000 words)
The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_____________________________________________________________________________________
Affiliate Student Information (Spring Term Only)
2007-2008
Introductory Psychology Courses
PSYC2205 BRAIN AND BEHAVIOUR ½ CU
Convenor: Dr Kate Jeffrey
Email: k.jeffrey@ucl.ac.uk
One of the big challenges in psychology is to understand how relatively "dumb" elements like neurons can co-operate to produce high-level mental operations like thinking and consciousness. The aim of this course is to introduce you to the study of the neurobiology of behaviour. It consists of two modules: one focusing on the principles of the study of animal learning, and the second focusing on the biological basis of various kinds of behaviour, using the aforementioned principles as a base. The animal learning module will cover issues related to the cognitive mechanisms that have been proposed to explain the acquisition of information by the brain: issues related to elicited behaviours, as well as Pavlovian and operant conditioning. We will examine how the findings and theories developed by students of animal learning may be used to explain a variety of animal learning effects. The neurobiology module will begin by looking at the architecture of the nervous system: the names, locations and approximate functions of the major brain areas and the basic workings of a typical neuron. It will look at some of the ways in which neurons are not as simple as was previously thought ‑ in particular, how they assimilate information and communicate it to other neurons, and how these communications can change (e.g. when learning occurs). It will then look at how ensembles of neurons, each processing its own set of stimuli; can collectively produce intelligent-looking behaviours such as memory formation or cognitive processing. By the end of the course you will, hopefully, have gained an insight into how knowing about low-level processes can constrain theories about how the high-level processes must operate (and of how this can make the life of a psychologist much easier!).
PSYC2209 DEVELOPMENTAL PSYCHOLOGY
Convenor: Dr Anne Schlottmann
Email: a.schlottmann@ucl.ac.uk
Description: This course aims to:
1) Give students an overview of the course of child development from infancy to middle childhood.
2) Examine core topics in contemporary research on cognitive development.
3) Discuss what may be learned about cognition by comparing the cognitive activities of children and adults.
Course Content: Basic issues and methods in developmental psychology. Piaget's theory of cognitive development and its evaluation in the light of contemporary research. Sensori-motor, perceptual and cognitive development in infancy. Language acquisition. Models of conceptual structure and its development. Pre- and concrete operational reasoning. Pre-schoolers' numerical understanding. Children's understanding of biology. Parental and newborn social factors. Attachment. Moral development. Face processing. Gender and mathematics. Please note that the contents of this course may alter due to a change in lecturer for parts of the teaching.
Advanced Psychology Courses
PSYC3102 SOCIAL PSYCHOLOGY ½ CU
Convenor: TBC
The content of this course has not yet been confirmed, as there will be a new lecturer running the course.
___________________________________________________________________________________
PSYC3104 PSYCHOLOGY AND EDUCATION ½ CU
Convenors: Dr Anne Schlottmann & Dr Jeremy Monsen
Email: a.schlottmann@ucl.ac.uk j.monsen@ucl.ac.uk
Aims:
To examine ways in which psychological theory and research can inform educational practice.
Objectives:
Students should 1) gain an appreciation of ways in which psychology has been applied to education, 2) be challenged to think about implications of psychological research for improving the effectiveness of teaching and learning, 3) develop an awareness of educational psychology practice in schools and with parents.
Summary of Course:
Topics have been selected to illustrate the typical application of a wide range of psychological theory and research to educational practice. Aspects of both normal learning and development and atypical performance and behaviour are sampled and examples are drawn where possible from the professional practice of educational and child psychologists.
The following areas are included:
Motivation in education, psycho-sexual development, rational emotive behaviour therapy, literacy and number skills, exclusion from school, parents and pre-school children with special needs, resilience and vulnerable children, inclusion of children with special educational needs, social skills in education, Specific Language Impairment.
____________________________________________________________________________________
PSYC3107 TOPICS IN CLINICAL PSYCHOLOGY ½ CU
Convenor: Dr Amanda Williams
Email: amanda.williams@ucl.ac.uk
Aims:
The course aims to introduce students to the current central academic concerns of British clinical psychology.
Objectives:
The course will equip students with knowledge concerning major child and adult mental health problems, therapeutic process, and the evidence base guiding the work of clinical psychologists in these areas.
Summary of Course:
This course builds on areas introduced and elaborated in B2206, either extending key areas or covering topics not covered in 2206. Lectures are single topics, likely to include:
from clinical psychology, attachment disorders, antisocial behaviour, childhood sexual abuse, memory & PTSD, borderline personality, early psychosis, depression, and clinical neuropsychology;
from clinical health psychology, models of disability, and rehabilitation in chronic illness;
common issues: helping and psychotherapy; evidence for effectiveness.
The lectures and assigned readings will be set by the clinically active teaching staff from the UCL DClinPsy course – the country’s largest.
PSYC3110 TOPICS IN DEVELOPMENTAL PSYCHOLOGY ½ CU
Convenor: Dr Anne Schlottmann
Email: a.schlottmann@ ucl.ac.uk
Aims:
To discuss a range of contemporary issues in cognitive and social development.
Objectives:
Students should gain appreciation for differing theoretical perspectives on child development and their impact on the evaluation of evidence. Students should become aware of the relations between models of child development and the adult mind.
Summary of Course Content:
Development of "higher" reasoning skills that have traditionally been associated with adolescence. Dr Schlottmann will discuss; formal operations, scientific reasoning, logical, causal and analogical reasoning. The second topic is memory development. Here we will consider the contributions of capacity, strategies, metacognition and the knowledge base to improvements in children's memory. The section on social development will focus on selected topics relating to social interaction and personality development from infancy to adulthood. This will include discussion of social progress related to self-produced locomotion (crawling), theory of mind, altruism, gender differences, attachment theory, and the developmental effects of parenting styles and day care. These topics will be covered through lectures and readings of current and classic journal articles.
There will be some changes in content of the 2nd section due to the appointment of a new lecturer TBA.
PSYC3201 APPLIED DECISION-MAKING ½ CU
Convenors: Prof Nigel Harvey
Email: n.harvey@ucl.ac.uk
Aims:
To discuss research that throws light on the psychological processes underlying decision making in a number of different applied domains.
Objectives:
Students should come to appreciate both processes that are common to decision making in different domains of application and those that are specific to each domain. They should be aware of recent developments in general theories of decision-making and of the manner in which these theories have been applied in different specific contexts.
Summary of Course:
The course covers major issues that are relevant to different domains (e.g., expertise; methods of improving decision making, advice giving and taking). Lectures on specific applied domains (e.g., medical decision-making, legal decision-making, policy making, financial decision making, consumer decision making) are also included.
PSYC3307 GENES AND BEHAVIOUR ½ CU
Convenor: Dr Essi Viding
Email: e.viding@ucl.ac.uk
Aims: This course will provide an overview of behavioural genetics in psychology.
Objectives:
Basic understanding of behavioural genetics methods, with the aim of being able to read and interpret relevant articles.
Good overall understanding of the contribution of behavioural genetics research to the understanding of psychopathology and cognitive development.
Good overall understanding of the contribution of genetically sensitive study designs to the understanding of environmental risk factors.
Summary of Course:
Lecture outline:
1) Introduction to history of behavioural genetics
2) Molecular genetic primer
3) Twin and adoption method
4) Environment – Non-shared
5) Gene – environment interplay (genetic correlation and interaction)
6) Twin and adoption studies of cognitive abilities and disabilities
7) Twin and adoption studies of psychopathology
8) Origins of co-morbidity, development, heterogeneity
9) Genetics of antisocial behaviour (with in depth reading)
i. In depth reading and problem sheet available over the intranet to help students to get a deeper understanding of genetic research
ii. Short lecture overview followed by class discussion
10) Environmental contributions to antisocial behaviour (with in depth reading)
i. In depth reading and problem sheet available over the intranet to help students to get deeper understanding of how genetic research informs understanding about the environment
ii. Short lecture overview followed by class discussion
11) Endophenotype research: Using ADHD as an example
12) Imaging genomics
13) Ethical concerns surrounding behavioural genetics research
14) How to communicate findings from behavioural genetic studies
i. Informing public and carriers
15) Student led question and answer session
PSYC3209 COGNITIVE NEUROSCIENCE ½ CU
Convenor: Dr Leun Otten
Email: l.otten@ucl.ac.uk
Aims:
This course aims to introduce students to the ideas, techniques, and current state of knowledge of the field of cognitive neuroscience. Through this course, students will become familiar with the brain mechanisms that underlie our ability to think, feel, and act.
Objectives:
The course will: (i) establish the conceptual framework of cognitive neuroscience, (ii) introduce the methods that are available to study brain structure and function, (iii) discuss theoretical issues that arise when trying to relate mental function to brain function, and (iv) provide an overview of the present understanding of the neural bases of several mental functions, such as memory, language, attention, and emotion.
Summary of Course:
The course consists of a series of 15 lectures on the neural underpinnings of mental functions, combined with assigned readings including a required course textbook. The lectures are given by the course convenor and other experts in the field of cognitive neuroscience. The first part of the course concentrates on explaining what cognitive neuroscience is, what it intends to study, and how it goes about studying it. Conceptual issues about relating mental functions onto physical brain activity will be discussed, along with the different techniques that are currently available to study the brain (e.g. MRI, EEG, MEG, and TMS).
The second part of the course concentrates on discussing what is currently known about how particular cognitive functions are supported by the brain. Functions that are covered may include perception, attention, learning and memory, language, emotion, executive functions, and development and aging. At the end of the course, you will be able to critically read and evaluate research in the area of cognitive neuroscience and be able to appreciate what can, and cannot, be inferred from methods available to study brain function.
PSYC3210: BRAIN IN ACTION
Convenor: Prof Patrick Haggard
Email: p.haggard@ucl.ac.uk
Delivering teaching: Sarah-Jayne Blakemore and a new member of staff – TBC. Patrick Haggard is on sabbatical and will be replaced by a substitute College Teacher, to be appointed from 1/1/2008.
Aims:
· Introduce key questions and theories in modern sensorimotor neuroscience
· Link these questions to psychological study of the human mind
· Familiarise students with diversity of methods and approaches in modern neuroscience.
Objectives:
· To critically read and evaluate neuroscience research
· To use data describing brain processes to tackle questions about the human mind
· To integrate and compare experimental results obtained by multiple scientific methods.
Summary of Course
1. Introduction and theoretical framework
2. Methods for studying the brain in action
3. Primary motor cortex, final common path, hemiplegia, anosognosia
4. Premotor cortex and action assignment
5. Visuomotor pathways
6. Supplementary motor area: physiology
7. Supplementary motor area: psychology. ‘Free will’
8. Apraxia and parietal lesions
9. Basal ganglia: physiology
10. Basal ganglia and movement disorders:
11. Self and action
12. Cerebellum: prediction, learning
13. Cerebellum: lesions and imaging studies in man
14. Mirror system and social cognition
15. Student-led question and answer session.
PSYC3211 ATTENTION AND AWARENESS ½ CU
Convenor: Prof Nilli Lavie
Email: n.lavie@ucl.ac.uk
Aims:
This course will cover contemporary research on attention and consciousness involving the different disciplines of Psychological experiments, Neuropsychology, Functional Imaging, and Transcranial Magnetic Stimulation (TMS).
Objectives
Attention and consciousness are separate but strongly related cognitive functions. In the course the students should obtain understanding of both empirical research and theoretical perspectives of attention and of consciousness as well their relationship.
Summary of Course:
The course starts with a general introduction to the theoretical perspectives on what defines mental processes as conscious and how should attention relate to consciousness. It then proceeds to discuss the classical experimental paradigms used to dissociate conscious and unconscious processes. An important focus is then made on the extent to which unconscious processes can control thought emotion and behaviour. The role of attention in inducing lack of awareness in paradigms such as “inattentional blindness” and “change blindness” are discussed followed by a discussion of the ways in which attention can shape our conscious experience. New studies relating load theory of attention to consciousness and “executive control” of behaviour are also covered, and the key findings regarding the neural correlates and mechanisms of attention and consciousness revealed with functional imaging and magnetic stimulation studies are then taught. In addition, the course will cover infant development and neuropsychological disorders of attention and awareness.
PSYC3306: MATHEMATICAL COGNITION ½ CU
Convenor: Prof Brian Butterworth
Email: b.butterworth@ucl.ac.uk
Aims:
The student should have an understanding of the evolutionary basis, typical and atypical individual development, and adult abilities in mathematical cognition, and also its neural and genetic bases.
Objectives:
The student should be able to see how distinct methodological approaches can jointly contribute to understanding mathematical cognition. Be able to critically read and evaluate the various approaches and the associated theories.
Summary of Course:
Lectures: This is a course that aims to integrate several diverse methodologies, including experimental cognitive psychology, developmental psychology, neuropsychology, animal behaviour and ethology, anthropology, archaeology, neuroimaging, and computational modelling.
1. Cultural context of mathematics.
2. Animal mathematical capacities.
3. Infant capacities.
4. Learning to count.
5. Learning arithmetic.
6. Adult skills.
7. Acalculic breakdown I – independence of number processes.
8. Acalculic breakdown II – transcoding and calculation.
9. Numbers in body and space.
10. Neuroimaging – imaging numerical processes.
11. Developmental dyscalculia.
12. Genetics of numerical abilities – identifying the endophenotype.
13. Maths anxiety – is it real?
14. Mathematical prodigies – expertise vs innate capacities.
15. Mathematics education – cultural differences and principles.
ANATOMY3045 EYE AND BRAIN ½ CU
Convenor: Prof Alan Johnston
Email: a.johnston@ucl.ac.uk
Aims:
The aim is to provide students with an understanding of the neurobiological basis of visual perception.
Objectives:
To provide students with core knowledge about the functional anatomy and physiology of the visual pathway from the retina to higher cortical areas and how this knowledge can be used to explain perceptual experience
To introduce students to a variety of methods of investigating visual neurobiology including psychophysics, single cell recording, brain imaging, and the experimental study of patients with brain damage.
Summary of Course:
The course presents a multidisciplinary approach to vision. It will cover anatomical, physiological and psychological approaches and treat the neurobiology of vision as an integrated subject. It will examine the physiology and anatomy of cells in the retina and central pathways, and show the cell's properties underlie the spatio‑temporal processing carried out by the visual system as revealed by psychophysical experimentation. The functions of higher visual cortical areas will be studied through lectures on cortical specialisation for the processing of motion and colour as indicated by data from anatomical, physiological and neuropsychology investigations.
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PSYC9001B: ONE-TERM PSYCHOLOGY RESEARCH PROJECT ½ CU
Assessment: Project Report (2500-3500 words)
Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_________________________________________________________________________________
PSYC9002B: PSYCHOLOGY READINGS ½ CU
Assessment: Review Paper (approx 5000 words)
The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_____________________________________________________________________________________
Fall term courses
DEPARTMENT OF PSYCHOLOGY
Affiliate Student Information (Fall Term Only)
2007-2008
Introductory Psychology Courses
PSYC1101A INTRODUCTION TO THE SCIENCE OF PSYCHOLOGY ½ CU
Convenor: Dr John Wattam-Bell
Email: j.wattam-bell@ucl.ac.uk
Description: Students will be introduced to some key issues and significant findings in scientific psychology, and the kinds of empirical evidence on which these findings are based. Students will be encouraged to think critically and evaluate their own understanding through quizzes and class discussion. A scientific approach will be developed through an appreciation of how empirical data can be used to test competing theories. The course will have six over-arching themes which reflect the current diversity of the discipline. The themes are (1) science of mind and behaviour, including conscious and unconscious mental processes (2) development, including interplay of nature and nurture (3) cognition, including memory, perception, language (4) the brain, including the effects of psychoactive drugs and mental illnesses (5) individual differences, including personality, intelligence and sexuality and (6) social and emotional behaviour, including aggression and relationships.
PSYC1102A METHODS AND APPROACHES IN PSYCHOLOGY ½ CU
Convenor: Dr Keith Langley
Email: k.langley@psychol.ucl.ac.uk
Description: This course aims to introduce students to the ways in which psychological questions can be investigated. Examples of the methods of investigation used in cognitive, abnormal, biological, and social psychology are presented as a foundation for using these methods in laboratory and project work later in the course. Students should appreciate how the concurrent practical laboratory exercises in course 1103 relate to the wider topic area to which they belong. The course consists of a series of modules, each containing 3-5 lectures or classes. Each laboratory class in course 1103 is linked to one of these modules, and each module also contains demonstration and workshop material. Modules will include: Analysing cognitive subsystems; Experiments with children (including class with live and/or video demonstrations of infant behaviour; Observational analysis of human interactions; Individual differences; Analysing psychological disorder; Measuring brain and behaviour (including class with interactive neuroanatomy software); Qualitative analysis of content.
PSYC2206A HEALTH AND CLINICAL PSYCHOLOGY ½ CU
Convenors: Prof Valerie Curran, Prof Susan Michie
Emails: v.curran@ucl.ac.uk, s.michie@ucl.ac.uk
Description: The first part of this course aims to introduce the major theories of the aetiology of psychological and psychiatric disorders, and review research on the treatment of these disorders. The second part examines the major theoretical perspectives and empirical research on the role of psychological and social factors in the aetiology of disease.
The course begins with two introductory lectures, one examining medical models and treatments of 'mental illness', the other examining psychological and social models of psychiatric disorders. The course includes a series of lectures on anxiety disorders, depression and schizophrenia. Individual lectures focus on eating disorders, PTSD, personality disorder, psychopathology which has no medical explanation and drug use/abuse. Themes running through most of the course include both theories and treatments of disorders from biological, cognitive-behavioural, social and psychoanalytic viewpoints.
Two overview lectures - one of psychological and social aspects of health, the other on beliefs and behaviour in health and illness - begin the second half of the course. Ten lectures address core topics in health psychology, including those relating to the causes and prevention of cancer and coronary heart disease. The course covers the role of psychological, social and behavioural factors in the onset and maintenance of disease. Individual lectures focus on pain, psychological responses to serious illness, the experience of hospitalisation, smoking and health, and psychological aspects of genetics.
PSYC2207A PERCEPTION, ATTENTION AND ACTION ½ CU
Convenor: Prof Alan Johnston
Email: a.johnston@ucl.ac.uk
Description: This course aims to provide a basic understanding of core theoretical issues and experimental findings in the study of a) information processing in the visual and auditory sensory systems, b) the control of complex motor behaviour and c) how attentional processes can mediate between perception and action. The course will cover the basic structure and function of the visual and auditory sensory pathways in the brain. This will include a description of the neural processing in the retino-striate pathway involved in the perception of colour and spatial pattern and a description of the anatomy of the peripheral auditory system in relation to the perception of pitch. The role of visual illusions in understanding visual processing will be examined as will the value of Gibson's ecological perspective on vision. The course will also examine how we perceive depth and distance and how we recognise objects. The role of attention in the perception of visual and auditory information will be examined. In particular, can we ignore irrelevant visual and auditory distractors? What are the effects of attention on mental representation of objects and space and what is the nature of attentional deficits following brain lesions? The course takes an information processing approach to the coordination and regulation of skilled movement covering the control of reaching and grasping, the representations used in the planning of motor behaviour and the role of sensory information in movement control. Speech perception and production will be examined as independent but related topics. Lectures will focus on speech as skilled behaviour and consider speech production problems leading to stuttering and other dysfluencies.
PSYC2301A COMPUTING FOR PSYCHOLOGISTS ½ CU
Convenor: Dr Keith Langley
Email: k.langley@psychol.ucl.ac.uk
Description: This course provides an introduction to computer programming with a bias towards psychological experimentation and research design. The aim is to provide students with a thorough grounding in the principles of programming, and to enable them to design and run psychological experiments on computer systems. Topics covered are: Rudiments of Visual Basic; Input/Output; Programming structures; File Handling; Basic Graphics; Modularity‑ Problem Solving Algorithms; Search Techniques, Random Number Generation, Real Time Control Data Analysis.
Advanced Psychology Courses
PSYC3106A TOPICS IN PERSONALITY AND INTELLIGENCE ½ CU
Convenor: Prof Adrian Furnham
Email: a.furnham@ucl.ac.uk
Aims:
The study of individual differences has a long and illustrious history dating back to Charles Darwin and, especially, Sir Francis Galton. Some of the greatest psychologists of all time have worked or are currently working in research areas that fall, partly or entirely, within the realm of individual differences. This course will offer an examination of fundamental issues in personality and intelligence theory from a psychometric perspective (London School tradition).
Objectives:
The lectures provide detailed coverage of all the basic issues in individual differences research, spanning a wide range of methodological and substantive areas, but also include specialist topics linked to the lecturer’s research programmes. Whilst there will be some review of earlier theories, most lectures will concentrate on issues and current research in the two fundamental pillars of differential psychology, namely personality traits and intelligence.
Summary of Course:
This course will cover around 10 topics in detail attempting to provide a current picture of research in the area.
PSYC3108A ORGANISATIONAL PSYCHOLOGY ½ CU
Convenor: Prof Adrian Furnham
Email: a.furnham@ucl.ac.uk
Aims:
The aim of this course is to give a critical, up to date overview of the theorising and research in organisational psychology. This course intends to introduce the student to the theories, techniques and current questions in the field of Organisational Psychology. The aim is to familiarise students with the literature on all aspects of behaviour in the work-place.
Objectives:
1. Provide an historical framework to understand what and why current questions are asked.
2. Introduce some of the major theories in the area and evaluate them independently.
3. Evaluate the old and new methodology for studying behaviour in the work place.
4. Consider, in detail, important recent studies and meta-analyses in some of the areas that are at the heart of organisational psychology like selection, motivation, leadership etc.
Summary of Course:
This course will cover in some detail theories and research on issues currently topical in Organisational Psychology from job motivation, leadership and stress to the future of work.
PSYC3111A: HUMAN-COMPUTER INTERACTION ½ CU
Convenor: Dr Anna Cox
Email: anna.cox@ucl.ac.uk
Aims:
To discuss a range of contemporary issues in Human-Computer Interaction (HCI).
Objectives:
There are three major objectives for this course.
The first objective is to familiarise students with some of the basic human and machine related factors that influence the design and development of interactive computing systems. Successful students will be aware of the implications of psychological research for improving the design and evaluation of computer systems and be able to explain the importance of interface design
A second objective is to familiarize students with current theory and research on the psychological factors to be considered in designing interactive computing systems.
The third objective for the course is to explore the interrelationships between psychological processes and the characteristics of computing systems being designed for human use, and, in so doing, to develop an appreciation for the ways in which theory and research can guide design and in which design experience can contribute to the development of theory and research. Successful students will be aware of the social and organizational impact of new technologies and be able to consider how new technologies such as virtual environments, WWW, internet, teleworking, impact on people and society.
Summary of Course Content:
HCI is the study of people, computer technology and the ways these influence each other. We study HCI to understand how we can make technology more usable by people.
This applied course is both a survey of HCI research and an introduction to the psychological and other behavioral science knowledge and techniques useful in the design of computing systems for human use. Particular emphasis is placed on developing knowledge of the basic psychological phenomena of human cognition, memory, problem solving and language, and on how those processes relate to and condition the interaction between humans and interactive computing systems.
Recommended reading:
The psychology of everyday things / Donald A. Norman (1998)
____________________________________________________________________________________
PSYC3203A LANGUAGE & COGNITION ½ CU
Convenor: Dr David Green
Email: d.w.green@ucl.ac.uk
Aims:To discuss current psychological issues and controversies in the area of language and cognition. Objectives:To help students think about the role of language in thinking both at an individual and a group level by illustrating key concepts and approaches. Students should be able to grasp and to apply fundamental representational and control concepts to questions about how humans make sense of their world and express that sense. Summary of Course:The coordination between speaker and hearer in word and gesture is used to illustrate the nature and dynamics of mental representation and mental control in social agents. Key to the coordination of action is informal argument as it provides a bridge between the world of individual thinking and the thinking of groups. We explore it in different contexts: writing an essay, forming an opinion, reaching a verdict, in scientific groups and in understanding consumer advertisements. In the second part of the course we examine the nature of individual and cultural differences in cognition. We examine the effects of social practices on thinking, the relationship between psychopathology and creativity, and the cognitive and affective aspects of bilingualism.
PSYC3205A SPEECH ½ CU
Convenor: Prof Peter Howell
Email: p.howell@ucl.ac.uk
Aims:
To understand the processes of speech production and perception as they operate normally and pathologically.
Objectives:
Students are taught the way the lungs, larynx and vocal tract operate to produce speech. The physical representation of speech and the way that this is represented in spectrograms is given. These are used as a basis for investigating models of speech production. The ways that speech production is affected in pathological cases is given. It is shown how speech synthesizers mimic the form of speech seen on spectrograms. The use of synthesis techniques in studying speech perception in humans and animals are given as well as theories that attempt to explain speech perception. It is shown how hearing impairment affects the perception of speech.
Summary:
Terminology from Phonetics. Pulmonary and laryngeal systems. Acoustic characteristics of phonation signal. Frequency response of vocal tract. Spectrographic representation of speech. Application to speech production: Levelt’s model of speech control and critique. The EXPLAN model of speech control Production: Speech timing –cerebellum, Wing-Kristofferson, STI, Parkinson’s speech. Coarticulation-phenomena and theories. Speaker differences. Dialogue interaction Ethics of experimental work on production. DSM-IV and classification of speech disorders Effects of hearing problems on speech control (otitis media and cochlear implants). Agrammatic aphasia speech.Stuttering its diagnosis and treatment. Speech perception; phenomena and theories. Categorical perception. Perception of accented speech. Auditory scene analysis and applications to speech perception. Motor theory of speech perception and mirror neurons.
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PSYC3207A: HUMAN LEARNING AND MEMORY
Convenor: Prof David Shanks
Email: d.shanks@ucl.ac.uk
Aims:
To provide an extensive overview of current understanding of learning and memory from behavioural, cognitive, and neural perspectives, with a particular emphasis on theoretical ideas about the ways in which different memory processes can be isolated and identified.
Objectives:
Students are introduced to the idea of a processing stream from initial encoding and storage in short-term memory to subsequent consolidation in long-term memory and retrieval. The elements of this stream are not independent but are linked via interactions among component processes occurring at different points in the stream (transfer-appropriate processing). A key objective of the course is to equip students with the ability to evaluate evidence for the existence of distinct memory processes in this stream. Detailed understanding of aspects of the neural basis and neuropsychology of memory are relevant to this objective, hence the characteristics of amnesia are discussed in depth. Students also learn about the multiple ways in which influences of memory can manifest themselves in behaviour. Applied topics such as aging and eyewitness memory are included in the course.
Summary of Course:
Short-term memory and encoding processes. Consolidation. Implicit learning. Reliability of long-term memory. Forgetting and retrieval. Aging and dementia. Direct and indirect memory tests. Transfer-appropriate processing. Memory systems and neuroscience of memory.
PSYC3301A MULTIVARIATE STATISTICAL METHODS IN PSYCHOLOGY ½ CU
Convenor: Prof Chris McManus
Email: i.mcmanus@ucl.ac.uk
It is recommended that you should only consider doing this course if you have done the equivalent of A-Level Maths and have also taken and enjoyed 1st and 2nd year level statistics courses at home. If you don’t meet these conditions, but still wish to take this course, please discuss this with the convenor.
Aims:
To understand a range of modern techniques used in the statistical analysis of multivariate data in psychology.
Objectives:
By the end of the course you should:
· Understand the principles of basic matrix algebra, including the concepts of an eigenvalue and a determinant, be able to manipulate simple matrix equations, recognise the applications of matrix algebra to multivariate statistics, and be able to carry out matrix calculations using MINITAB for Windows.
· Understand the basics of multiple regression, including its matrix formulation, the problems of multicollinearity, suppressor variables and missing values, the use of dummy variables, polynomial terms, interaction terms, the relationship to ANOVA, and the differences between forward and backwards stepwise models, and hierarchical models.
· Be able to use MINITAB for Windows to carry out multiple regression analyses, including the use of macros, and to be able to carry out a Monte Carlo analysis by using MINITAB for Windows to generate random variables of known distributions.
· Understand the basics of exploratory factor analysis, including its matrix representation, the use of principle component analysis for data reduction, the advantages and disadvantages of the eigenvalue>l and scree-slope criteria for the numbers of factors, and the nature of rotation, including Varimax and oblique rotations.
· Understand the difference between confirmatory and exploratory factor analysis and the advantages of each, the application of path analysis to understanding simple problems of test-retest correlations, etc., and the relationship of path analysis to matrix representations.
· Understand how factor scores can be used for reducing a complex set of dependent variables to orthogonal measures which can be used as dependent variables in regression or ANOVA, and how multiple regression can be generalised to multiple dependent variables as canonical correlation and similarly ANOVA can be generalised as MANOVA.
· Understand the basic form of structural equation modelling in the specific form of the LISREL model, and be able to describe the purposes of the various matrices in the formulation.
· Be able to use SPSS for Windows to carry out multiple regression, factor analysis, canonical correlation and MANOVA. Be able to interpret the various forms of output and to recognise the common options available for the various programs.
· Be able to use LISREL for Windows to carry out a simple confirmatory factor analysis, and recognise the various parts of the output from the program.
Summary of Course:
Most psychological datasets are inherently multivariate, and proper analysis requires that the subtleties of the interrelationships between multiple measures are taken into account. The advent of cheap computing power and sophisticated computer packages in the past couple of decades has transformed psychological statistics, and this course introduces a range of techniques which once were only for specialists and now are increasingly expected of all psychologists. The first half of the course concentrates on multiple regression, and the problems that can arise in what is effectively a paradigmatic case for all multivariate analysis, and the second half extends the analysis into properly multivariate techniques such as factor analysis, MANOVA, canonical correlation and path analysis. The examples classes are an integral part of the course, not only providing practical experience, but also supporting the lecture material.
PSYC3303A: TOPICS IN NEUROBIOLOGY ½ CU
Convenor: Dr Kate Jeffery
Email: k.jeffery@ucl.ac.uk
Aims:
To explore some of the biological bases of behaviour.
Objectives:
Students should be able to describe aspects of selected behaviours using multiple levels of description, ranging from molecules to behaviour.
Summary of course content:
The course is oriented around learning and memory, mainly using spatial and episodic memory as a model system with which to explore issues such as how neurons represent information, and how this representation is modified by experience. The course is divided into modules of 3-4 lectures each, each module dealing with a different aspect of learning and memory. We will use multiple levels of description ranging from the genes contained within the neurons, through the proteins they make, the dynamical functions carried out by neurons (e.g., synaptic transmission, modification of connections etc.), the interactions of groups of neurons in circuits to form cognitive representations, and all the way up to the animal's macroscopic behaviour and how this interacts with the environment. By the end of the course students should have an understanding of how (relatively!) simple low-level processes create and interact with high level processes to produce the complex behaviours exhibited by animals and humans.
PSYC9001A: ONE-TERM PSYCHOLOGY RESEARCH PROJECT ½ CU
Assessment: Project Report (2500-3500 words)
Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_________________________________________________________________________________
PSYC9002A: PSYCHOLOGY READINGS ½ CU
Assessment: Review Paper (approx 5000 words)
The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_____________________________________________________________________________________
Affiliate Student Information (Fall Term Only)
2007-2008
Introductory Psychology Courses
PSYC1101A INTRODUCTION TO THE SCIENCE OF PSYCHOLOGY ½ CU
Convenor: Dr John Wattam-Bell
Email: j.wattam-bell@ucl.ac.uk
Description: Students will be introduced to some key issues and significant findings in scientific psychology, and the kinds of empirical evidence on which these findings are based. Students will be encouraged to think critically and evaluate their own understanding through quizzes and class discussion. A scientific approach will be developed through an appreciation of how empirical data can be used to test competing theories. The course will have six over-arching themes which reflect the current diversity of the discipline. The themes are (1) science of mind and behaviour, including conscious and unconscious mental processes (2) development, including interplay of nature and nurture (3) cognition, including memory, perception, language (4) the brain, including the effects of psychoactive drugs and mental illnesses (5) individual differences, including personality, intelligence and sexuality and (6) social and emotional behaviour, including aggression and relationships.
PSYC1102A METHODS AND APPROACHES IN PSYCHOLOGY ½ CU
Convenor: Dr Keith Langley
Email: k.langley@psychol.ucl.ac.uk
Description: This course aims to introduce students to the ways in which psychological questions can be investigated. Examples of the methods of investigation used in cognitive, abnormal, biological, and social psychology are presented as a foundation for using these methods in laboratory and project work later in the course. Students should appreciate how the concurrent practical laboratory exercises in course 1103 relate to the wider topic area to which they belong. The course consists of a series of modules, each containing 3-5 lectures or classes. Each laboratory class in course 1103 is linked to one of these modules, and each module also contains demonstration and workshop material. Modules will include: Analysing cognitive subsystems; Experiments with children (including class with live and/or video demonstrations of infant behaviour; Observational analysis of human interactions; Individual differences; Analysing psychological disorder; Measuring brain and behaviour (including class with interactive neuroanatomy software); Qualitative analysis of content.
PSYC2206A HEALTH AND CLINICAL PSYCHOLOGY ½ CU
Convenors: Prof Valerie Curran, Prof Susan Michie
Emails: v.curran@ucl.ac.uk, s.michie@ucl.ac.uk
Description: The first part of this course aims to introduce the major theories of the aetiology of psychological and psychiatric disorders, and review research on the treatment of these disorders. The second part examines the major theoretical perspectives and empirical research on the role of psychological and social factors in the aetiology of disease.
The course begins with two introductory lectures, one examining medical models and treatments of 'mental illness', the other examining psychological and social models of psychiatric disorders. The course includes a series of lectures on anxiety disorders, depression and schizophrenia. Individual lectures focus on eating disorders, PTSD, personality disorder, psychopathology which has no medical explanation and drug use/abuse. Themes running through most of the course include both theories and treatments of disorders from biological, cognitive-behavioural, social and psychoanalytic viewpoints.
Two overview lectures - one of psychological and social aspects of health, the other on beliefs and behaviour in health and illness - begin the second half of the course. Ten lectures address core topics in health psychology, including those relating to the causes and prevention of cancer and coronary heart disease. The course covers the role of psychological, social and behavioural factors in the onset and maintenance of disease. Individual lectures focus on pain, psychological responses to serious illness, the experience of hospitalisation, smoking and health, and psychological aspects of genetics.
PSYC2207A PERCEPTION, ATTENTION AND ACTION ½ CU
Convenor: Prof Alan Johnston
Email: a.johnston@ucl.ac.uk
Description: This course aims to provide a basic understanding of core theoretical issues and experimental findings in the study of a) information processing in the visual and auditory sensory systems, b) the control of complex motor behaviour and c) how attentional processes can mediate between perception and action. The course will cover the basic structure and function of the visual and auditory sensory pathways in the brain. This will include a description of the neural processing in the retino-striate pathway involved in the perception of colour and spatial pattern and a description of the anatomy of the peripheral auditory system in relation to the perception of pitch. The role of visual illusions in understanding visual processing will be examined as will the value of Gibson's ecological perspective on vision. The course will also examine how we perceive depth and distance and how we recognise objects. The role of attention in the perception of visual and auditory information will be examined. In particular, can we ignore irrelevant visual and auditory distractors? What are the effects of attention on mental representation of objects and space and what is the nature of attentional deficits following brain lesions? The course takes an information processing approach to the coordination and regulation of skilled movement covering the control of reaching and grasping, the representations used in the planning of motor behaviour and the role of sensory information in movement control. Speech perception and production will be examined as independent but related topics. Lectures will focus on speech as skilled behaviour and consider speech production problems leading to stuttering and other dysfluencies.
PSYC2301A COMPUTING FOR PSYCHOLOGISTS ½ CU
Convenor: Dr Keith Langley
Email: k.langley@psychol.ucl.ac.uk
Description: This course provides an introduction to computer programming with a bias towards psychological experimentation and research design. The aim is to provide students with a thorough grounding in the principles of programming, and to enable them to design and run psychological experiments on computer systems. Topics covered are: Rudiments of Visual Basic; Input/Output; Programming structures; File Handling; Basic Graphics; Modularity‑ Problem Solving Algorithms; Search Techniques, Random Number Generation, Real Time Control Data Analysis.
Advanced Psychology Courses
PSYC3106A TOPICS IN PERSONALITY AND INTELLIGENCE ½ CU
Convenor: Prof Adrian Furnham
Email: a.furnham@ucl.ac.uk
Aims:
The study of individual differences has a long and illustrious history dating back to Charles Darwin and, especially, Sir Francis Galton. Some of the greatest psychologists of all time have worked or are currently working in research areas that fall, partly or entirely, within the realm of individual differences. This course will offer an examination of fundamental issues in personality and intelligence theory from a psychometric perspective (London School tradition).
Objectives:
The lectures provide detailed coverage of all the basic issues in individual differences research, spanning a wide range of methodological and substantive areas, but also include specialist topics linked to the lecturer’s research programmes. Whilst there will be some review of earlier theories, most lectures will concentrate on issues and current research in the two fundamental pillars of differential psychology, namely personality traits and intelligence.
Summary of Course:
This course will cover around 10 topics in detail attempting to provide a current picture of research in the area.
PSYC3108A ORGANISATIONAL PSYCHOLOGY ½ CU
Convenor: Prof Adrian Furnham
Email: a.furnham@ucl.ac.uk
Aims:
The aim of this course is to give a critical, up to date overview of the theorising and research in organisational psychology. This course intends to introduce the student to the theories, techniques and current questions in the field of Organisational Psychology. The aim is to familiarise students with the literature on all aspects of behaviour in the work-place.
Objectives:
1. Provide an historical framework to understand what and why current questions are asked.
2. Introduce some of the major theories in the area and evaluate them independently.
3. Evaluate the old and new methodology for studying behaviour in the work place.
4. Consider, in detail, important recent studies and meta-analyses in some of the areas that are at the heart of organisational psychology like selection, motivation, leadership etc.
Summary of Course:
This course will cover in some detail theories and research on issues currently topical in Organisational Psychology from job motivation, leadership and stress to the future of work.
PSYC3111A: HUMAN-COMPUTER INTERACTION ½ CU
Convenor: Dr Anna Cox
Email: anna.cox@ucl.ac.uk
Aims:
To discuss a range of contemporary issues in Human-Computer Interaction (HCI).
Objectives:
There are three major objectives for this course.
The first objective is to familiarise students with some of the basic human and machine related factors that influence the design and development of interactive computing systems. Successful students will be aware of the implications of psychological research for improving the design and evaluation of computer systems and be able to explain the importance of interface design
A second objective is to familiarize students with current theory and research on the psychological factors to be considered in designing interactive computing systems.
The third objective for the course is to explore the interrelationships between psychological processes and the characteristics of computing systems being designed for human use, and, in so doing, to develop an appreciation for the ways in which theory and research can guide design and in which design experience can contribute to the development of theory and research. Successful students will be aware of the social and organizational impact of new technologies and be able to consider how new technologies such as virtual environments, WWW, internet, teleworking, impact on people and society.
Summary of Course Content:
HCI is the study of people, computer technology and the ways these influence each other. We study HCI to understand how we can make technology more usable by people.
This applied course is both a survey of HCI research and an introduction to the psychological and other behavioral science knowledge and techniques useful in the design of computing systems for human use. Particular emphasis is placed on developing knowledge of the basic psychological phenomena of human cognition, memory, problem solving and language, and on how those processes relate to and condition the interaction between humans and interactive computing systems.
Recommended reading:
The psychology of everyday things / Donald A. Norman (1998)
____________________________________________________________________________________
PSYC3203A LANGUAGE & COGNITION ½ CU
Convenor: Dr David Green
Email: d.w.green@ucl.ac.uk
Aims:To discuss current psychological issues and controversies in the area of language and cognition. Objectives:To help students think about the role of language in thinking both at an individual and a group level by illustrating key concepts and approaches. Students should be able to grasp and to apply fundamental representational and control concepts to questions about how humans make sense of their world and express that sense. Summary of Course:The coordination between speaker and hearer in word and gesture is used to illustrate the nature and dynamics of mental representation and mental control in social agents. Key to the coordination of action is informal argument as it provides a bridge between the world of individual thinking and the thinking of groups. We explore it in different contexts: writing an essay, forming an opinion, reaching a verdict, in scientific groups and in understanding consumer advertisements. In the second part of the course we examine the nature of individual and cultural differences in cognition. We examine the effects of social practices on thinking, the relationship between psychopathology and creativity, and the cognitive and affective aspects of bilingualism.
PSYC3205A SPEECH ½ CU
Convenor: Prof Peter Howell
Email: p.howell@ucl.ac.uk
Aims:
To understand the processes of speech production and perception as they operate normally and pathologically.
Objectives:
Students are taught the way the lungs, larynx and vocal tract operate to produce speech. The physical representation of speech and the way that this is represented in spectrograms is given. These are used as a basis for investigating models of speech production. The ways that speech production is affected in pathological cases is given. It is shown how speech synthesizers mimic the form of speech seen on spectrograms. The use of synthesis techniques in studying speech perception in humans and animals are given as well as theories that attempt to explain speech perception. It is shown how hearing impairment affects the perception of speech.
Summary:
Terminology from Phonetics. Pulmonary and laryngeal systems. Acoustic characteristics of phonation signal. Frequency response of vocal tract. Spectrographic representation of speech. Application to speech production: Levelt’s model of speech control and critique. The EXPLAN model of speech control Production: Speech timing –cerebellum, Wing-Kristofferson, STI, Parkinson’s speech. Coarticulation-phenomena and theories. Speaker differences. Dialogue interaction Ethics of experimental work on production. DSM-IV and classification of speech disorders Effects of hearing problems on speech control (otitis media and cochlear implants). Agrammatic aphasia speech.Stuttering its diagnosis and treatment. Speech perception; phenomena and theories. Categorical perception. Perception of accented speech. Auditory scene analysis and applications to speech perception. Motor theory of speech perception and mirror neurons.
_________________________________________________________________________________
PSYC3207A: HUMAN LEARNING AND MEMORY
Convenor: Prof David Shanks
Email: d.shanks@ucl.ac.uk
Aims:
To provide an extensive overview of current understanding of learning and memory from behavioural, cognitive, and neural perspectives, with a particular emphasis on theoretical ideas about the ways in which different memory processes can be isolated and identified.
Objectives:
Students are introduced to the idea of a processing stream from initial encoding and storage in short-term memory to subsequent consolidation in long-term memory and retrieval. The elements of this stream are not independent but are linked via interactions among component processes occurring at different points in the stream (transfer-appropriate processing). A key objective of the course is to equip students with the ability to evaluate evidence for the existence of distinct memory processes in this stream. Detailed understanding of aspects of the neural basis and neuropsychology of memory are relevant to this objective, hence the characteristics of amnesia are discussed in depth. Students also learn about the multiple ways in which influences of memory can manifest themselves in behaviour. Applied topics such as aging and eyewitness memory are included in the course.
Summary of Course:
Short-term memory and encoding processes. Consolidation. Implicit learning. Reliability of long-term memory. Forgetting and retrieval. Aging and dementia. Direct and indirect memory tests. Transfer-appropriate processing. Memory systems and neuroscience of memory.
PSYC3301A MULTIVARIATE STATISTICAL METHODS IN PSYCHOLOGY ½ CU
Convenor: Prof Chris McManus
Email: i.mcmanus@ucl.ac.uk
It is recommended that you should only consider doing this course if you have done the equivalent of A-Level Maths and have also taken and enjoyed 1st and 2nd year level statistics courses at home. If you don’t meet these conditions, but still wish to take this course, please discuss this with the convenor.
Aims:
To understand a range of modern techniques used in the statistical analysis of multivariate data in psychology.
Objectives:
By the end of the course you should:
· Understand the principles of basic matrix algebra, including the concepts of an eigenvalue and a determinant, be able to manipulate simple matrix equations, recognise the applications of matrix algebra to multivariate statistics, and be able to carry out matrix calculations using MINITAB for Windows.
· Understand the basics of multiple regression, including its matrix formulation, the problems of multicollinearity, suppressor variables and missing values, the use of dummy variables, polynomial terms, interaction terms, the relationship to ANOVA, and the differences between forward and backwards stepwise models, and hierarchical models.
· Be able to use MINITAB for Windows to carry out multiple regression analyses, including the use of macros, and to be able to carry out a Monte Carlo analysis by using MINITAB for Windows to generate random variables of known distributions.
· Understand the basics of exploratory factor analysis, including its matrix representation, the use of principle component analysis for data reduction, the advantages and disadvantages of the eigenvalue>l and scree-slope criteria for the numbers of factors, and the nature of rotation, including Varimax and oblique rotations.
· Understand the difference between confirmatory and exploratory factor analysis and the advantages of each, the application of path analysis to understanding simple problems of test-retest correlations, etc., and the relationship of path analysis to matrix representations.
· Understand how factor scores can be used for reducing a complex set of dependent variables to orthogonal measures which can be used as dependent variables in regression or ANOVA, and how multiple regression can be generalised to multiple dependent variables as canonical correlation and similarly ANOVA can be generalised as MANOVA.
· Understand the basic form of structural equation modelling in the specific form of the LISREL model, and be able to describe the purposes of the various matrices in the formulation.
· Be able to use SPSS for Windows to carry out multiple regression, factor analysis, canonical correlation and MANOVA. Be able to interpret the various forms of output and to recognise the common options available for the various programs.
· Be able to use LISREL for Windows to carry out a simple confirmatory factor analysis, and recognise the various parts of the output from the program.
Summary of Course:
Most psychological datasets are inherently multivariate, and proper analysis requires that the subtleties of the interrelationships between multiple measures are taken into account. The advent of cheap computing power and sophisticated computer packages in the past couple of decades has transformed psychological statistics, and this course introduces a range of techniques which once were only for specialists and now are increasingly expected of all psychologists. The first half of the course concentrates on multiple regression, and the problems that can arise in what is effectively a paradigmatic case for all multivariate analysis, and the second half extends the analysis into properly multivariate techniques such as factor analysis, MANOVA, canonical correlation and path analysis. The examples classes are an integral part of the course, not only providing practical experience, but also supporting the lecture material.
PSYC3303A: TOPICS IN NEUROBIOLOGY ½ CU
Convenor: Dr Kate Jeffery
Email: k.jeffery@ucl.ac.uk
Aims:
To explore some of the biological bases of behaviour.
Objectives:
Students should be able to describe aspects of selected behaviours using multiple levels of description, ranging from molecules to behaviour.
Summary of course content:
The course is oriented around learning and memory, mainly using spatial and episodic memory as a model system with which to explore issues such as how neurons represent information, and how this representation is modified by experience. The course is divided into modules of 3-4 lectures each, each module dealing with a different aspect of learning and memory. We will use multiple levels of description ranging from the genes contained within the neurons, through the proteins they make, the dynamical functions carried out by neurons (e.g., synaptic transmission, modification of connections etc.), the interactions of groups of neurons in circuits to form cognitive representations, and all the way up to the animal's macroscopic behaviour and how this interacts with the environment. By the end of the course students should have an understanding of how (relatively!) simple low-level processes create and interact with high level processes to produce the complex behaviours exhibited by animals and humans.
PSYC9001A: ONE-TERM PSYCHOLOGY RESEARCH PROJECT ½ CU
Assessment: Project Report (2500-3500 words)
Students are required to produce an empirical, experimental piece of work on a psychological topic. Students will be responsible for conducting research under the supervision of a member of faculty. Students will meet with their supervisor to discuss the project at least once per week. This research project should culminate in a written report akin to a manuscript prepared for submission to a psychological journal. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_________________________________________________________________________________
PSYC9002A: PSYCHOLOGY READINGS ½ CU
Assessment: Review Paper (approx 5000 words)
The Psychology Readings is designed to give students an opportunity to earn credit for reading articles and books in a specified area of psychology. The readings course will be supervised by a member of the psychology faculty who will meet with the student a minimum of once per week to discuss progress. The readings can be used to explore an area of psychology not offered in other courses by the department. Or, it can be used to allow the student to learn more about a previously taught topic in greater depth. The readings must culminate in the production of a written review paper. Please note that students can only take this course if they are able to find a member of faculty to supervise them.
_____________________________________________________________________________________
Full Year Courses
DEPARTMENT OF PSYCHOLOGY
Affiliate Student Information (Full Year Only)
2007 – 2008
Full-year Affiliate Students may take the courses listed below in addition to any of the courses available to Fall Term and Spring Term Affiliates (please see additional information sheets for these).
FOR ANY COURSES YOU CHOOSE IN TERM 1, PLEASE ENSURE THAT YOU DO NOT ENTER THE “A” AT THE END OF THE COURSE CODE WHEN REGISTERING YOUR COURSES ON PORTICO (THIS CODE IS ADDED FOR THOSE WHO ARE ONLY HERE FOR 1ST TERM AND ARE ASSESSED DIFFERENTLY).
Introductory Psychology Courses
PSYC1104 INTRODUCTION TO STATISTICAL METHODS ½ CU
Convenor: Dr Alastair McClelland
Email: a.mclelland@ucl.ac.uk
Description: The aims of this course are to give students grounding in a variety of descriptive and inferential statistical methods commonly used in Psychology. The course also provides a foundation for the more advanced 2204 course, and gives students the necessary statistical knowledge required for the 1103 laboratory course. Students are also introduced to computer-based statistical analysis (Minitab). The topics covered in the course are: Basic Statistical Concepts; Scales of Measurement; Research Designs; Frequency Distributions, Bar Charts and Scattergrams; Measures of Central Tendency and Dispersion; Parameter Estimation; Linear Transformations and Standard Scores, The Normal Distribution and Z Scores; Probability; Contingency Tables; The Binomial Distribution; Hypothesis Testing; t-Tests; Analysis of Variance; Simple Linear Regression; Correlation; Chi-square.
PSYC1103 INTRODUCTION TO PSYCHOLOGICAL EXPERIMENTS ½ CU
Convenor: Prof Nilli Lavie
Email: n.lavie@ucl.ac.uk
Description: In this course students are introduced to the various experimental methods used in the different disciplines of Psychology, and learn techniques for designing and conducting experiments. In each session, students participate in experiments and then the experimental design and procedure are discussed and the data collected. The analysed data are provided to the students in a report-back session in the following week. There are laboratory classes within each of the following subject areas: Perception and speech, Memory and learning, Attention, Social and Occupational Psychology, Judgment and Decision Making, Emotion and Language. Students are required to write 8 laboratory reports and these form the basis for the assessment.
PSYC2208 COGNITION AND LANGUAGE ½ CU
Convenor: Dr David Green
Email: d.w.green@ucl.ac.uk
Description: This course aims to convey the results and implications of recent research on central cognitive processes in thinking and language and the brain systems involved and to discuss the relevant methodologies.
Lectures 1-10: Cognitive processes and language: aims to convey key ideas on the nature of human cognition and language and the main controversies in the field.Lectures 11-20 Language production and comprehension: aims to provide an overview of the main processes involved in producing and understanding single words and sentences and the dominant theories in the field. Lectures 20-25 Neuropsychological studies: aims to convey the use of neuropsychological data in understanding speech production, reading and numerical cognition.
The course objectives are to ensure that students both know, and can assess the evidence and theories and so improve their skills in formulating and evaluating psychological arguments.
Advanced Psychology Courses
PSYC2204 DESIGN AND ANALYSIS OF PSYCHOLOGICAL EXPERIMENTS ½ CU
Convenor: Dr Alastair McClelland
Email: a.mclelland@ucl.ac.uk
Description: This course aims to provide students with the knowledge required to design sound psychological studies and to apply appropriate analyses to the results. Additional aims are to furnish students with a sound theoretical understanding of the methods taught, as well as practical instruction in the use of computer packages (SPSS). The topics covered are: Non-parametric statistical tests; Introduction to Analysis of Variance (ANOVA); One‑Way ANOVA (Between and within subjects designs); Contrast and Trend Analysis in One‑Way ANOVA; Factorial ANOVA (Between and within subjects designs); Split‑plot (Mixed) ANOVA. Non‑linear Data Transformations; Correlation and Simple Regression (Revision); Multiple Regression; Hierarchical Regression; Forming New Variables for Existing Variables; The General Linear Model; Introduction to Factor Analysis.
PSYC2203 RESEARCH AND QUANTITATIVE METHODS IN PSYCHOLOGY ½ CU
Convenor: Prof Peter Howell
Email: p.howell@ucl.ac.uk
Description: The course builds on PSYC1103, the First Year laboratory course. The main aim of the course is to enable students to design and carry out a piece of experimental work, to analyse it, and to write a report. Students carry out four research projects, one in each of the following areas: Visual Perception, Language/Cognition, Body Awareness and Constructing and using Questionnaires. The fifth project (mini‑project) is carried out in an area selected by the student, and is supervised by an appropriate member of staff.
PSYC3901 INDEPENDENT RESEARCH PROJECT 1 CU
Description: This is an empirical, usually experimental, piece of research on a psychological topic of your own choice. Projects are completed under the supervision of a member of staff. There are two pieces of work which you need to complete for the Project. The first piece, the Research Proposal, is worth 10% of the total mark for the Project. The second piece of work is the Project itself, which should approximate to a paper that you would see in a journal. This piece of work is worth 90% of the total mark for the Course Unit.
Affiliate Student Information (Full Year Only)
2007 – 2008
Full-year Affiliate Students may take the courses listed below in addition to any of the courses available to Fall Term and Spring Term Affiliates (please see additional information sheets for these).
FOR ANY COURSES YOU CHOOSE IN TERM 1, PLEASE ENSURE THAT YOU DO NOT ENTER THE “A” AT THE END OF THE COURSE CODE WHEN REGISTERING YOUR COURSES ON PORTICO (THIS CODE IS ADDED FOR THOSE WHO ARE ONLY HERE FOR 1ST TERM AND ARE ASSESSED DIFFERENTLY).
Introductory Psychology Courses
PSYC1104 INTRODUCTION TO STATISTICAL METHODS ½ CU
Convenor: Dr Alastair McClelland
Email: a.mclelland@ucl.ac.uk
Description: The aims of this course are to give students grounding in a variety of descriptive and inferential statistical methods commonly used in Psychology. The course also provides a foundation for the more advanced 2204 course, and gives students the necessary statistical knowledge required for the 1103 laboratory course. Students are also introduced to computer-based statistical analysis (Minitab). The topics covered in the course are: Basic Statistical Concepts; Scales of Measurement; Research Designs; Frequency Distributions, Bar Charts and Scattergrams; Measures of Central Tendency and Dispersion; Parameter Estimation; Linear Transformations and Standard Scores, The Normal Distribution and Z Scores; Probability; Contingency Tables; The Binomial Distribution; Hypothesis Testing; t-Tests; Analysis of Variance; Simple Linear Regression; Correlation; Chi-square.
PSYC1103 INTRODUCTION TO PSYCHOLOGICAL EXPERIMENTS ½ CU
Convenor: Prof Nilli Lavie
Email: n.lavie@ucl.ac.uk
Description: In this course students are introduced to the various experimental methods used in the different disciplines of Psychology, and learn techniques for designing and conducting experiments. In each session, students participate in experiments and then the experimental design and procedure are discussed and the data collected. The analysed data are provided to the students in a report-back session in the following week. There are laboratory classes within each of the following subject areas: Perception and speech, Memory and learning, Attention, Social and Occupational Psychology, Judgment and Decision Making, Emotion and Language. Students are required to write 8 laboratory reports and these form the basis for the assessment.
PSYC2208 COGNITION AND LANGUAGE ½ CU
Convenor: Dr David Green
Email: d.w.green@ucl.ac.uk
Description: This course aims to convey the results and implications of recent research on central cognitive processes in thinking and language and the brain systems involved and to discuss the relevant methodologies.
Lectures 1-10: Cognitive processes and language: aims to convey key ideas on the nature of human cognition and language and the main controversies in the field.Lectures 11-20 Language production and comprehension: aims to provide an overview of the main processes involved in producing and understanding single words and sentences and the dominant theories in the field. Lectures 20-25 Neuropsychological studies: aims to convey the use of neuropsychological data in understanding speech production, reading and numerical cognition.
The course objectives are to ensure that students both know, and can assess the evidence and theories and so improve their skills in formulating and evaluating psychological arguments.
Advanced Psychology Courses
PSYC2204 DESIGN AND ANALYSIS OF PSYCHOLOGICAL EXPERIMENTS ½ CU
Convenor: Dr Alastair McClelland
Email: a.mclelland@ucl.ac.uk
Description: This course aims to provide students with the knowledge required to design sound psychological studies and to apply appropriate analyses to the results. Additional aims are to furnish students with a sound theoretical understanding of the methods taught, as well as practical instruction in the use of computer packages (SPSS). The topics covered are: Non-parametric statistical tests; Introduction to Analysis of Variance (ANOVA); One‑Way ANOVA (Between and within subjects designs); Contrast and Trend Analysis in One‑Way ANOVA; Factorial ANOVA (Between and within subjects designs); Split‑plot (Mixed) ANOVA. Non‑linear Data Transformations; Correlation and Simple Regression (Revision); Multiple Regression; Hierarchical Regression; Forming New Variables for Existing Variables; The General Linear Model; Introduction to Factor Analysis.
PSYC2203 RESEARCH AND QUANTITATIVE METHODS IN PSYCHOLOGY ½ CU
Convenor: Prof Peter Howell
Email: p.howell@ucl.ac.uk
Description: The course builds on PSYC1103, the First Year laboratory course. The main aim of the course is to enable students to design and carry out a piece of experimental work, to analyse it, and to write a report. Students carry out four research projects, one in each of the following areas: Visual Perception, Language/Cognition, Body Awareness and Constructing and using Questionnaires. The fifth project (mini‑project) is carried out in an area selected by the student, and is supervised by an appropriate member of staff.
PSYC3901 INDEPENDENT RESEARCH PROJECT 1 CU
Description: This is an empirical, usually experimental, piece of research on a psychological topic of your own choice. Projects are completed under the supervision of a member of staff. There are two pieces of work which you need to complete for the Project. The first piece, the Research Proposal, is worth 10% of the total mark for the Project. The second piece of work is the Project itself, which should approximate to a paper that you would see in a journal. This piece of work is worth 90% of the total mark for the Course Unit.
Affiliate FAQs
DEPARTMENT OF PSYCHOLOGY
Information for
Psychology Affiliate Students
FALL TERM ARRIVALS 2007-8
Important Contact Information
Dr. Brad Duchaine
Affiliate Tutor
Alexandra House
Room 208
X21005
b.duchaine@ucl.ac.uk
Irma Kurniawan
Affiliate Demonstrator
Bedford Way
Room 204C
Matthias Gruber
Affiliate Demonstrator
Alexandra House
Alastair McClelland
Departmental Tutor
26 Bedford Way
Room 204d
X25384
a.mclelland@ucl.ac.uk
Diane Cheung
Affiliate Program Secretary
26 Bedford Way
Room 314
X25333
d.cheung@ucl.ac.uk
Jo Strange
Undergraduate Administrator
26 Bedford Way
Room 303
x25334
joanna.strange@ucl.ac.uk
John Draper
Departmental Administrator
26 Bedford Way
Room 306
x25338
j.draper@ucl.ac.uk
International Office
South Wing, Main College, Room 19
x37765
international@ucl.ac.uk
Internal Extension Numbers can be dialled on any UCL office telephone or called from outside UCL by omitting the first digit and prefixing the last 4 digits with 0207 679
Frequently Asked Questions
Where can I find more information on the affiliate program?
Please check this site frequently:
http://www.psychol.ucl.ac.uk/courses/affiliate/index.htm
This site will be updated often with important announcements. Also, a link to a discussion board where you can ask questions will be implemented will be added soon.
How many psychology classes should I take?
If Psychology is your primary department, you must take at least two psychology classes. Beyond these two courses, you can take additional courses in psychology or in another department.
If Psychology is your secondary department, you must take at least one psychology class.
How many courses should I take in total?
You need to sign up for 2 course units per term. So, if you are here just for the fall term, you need 2 course units. If you are here for the full academic year you need four. Half of your course units must be in your home department.
I need to register RIGHT NOW or I won’t get into my psych classes and I will totally freak out…
There is absolutely no rush to register for psychology classes (as long as you register by 5th October). However, courses in other departments may fill up. So, if there is a course you really want to take in another department, it would be wise to check with their affiliate tutor soon to see if you can register.
Where can I find information about the courses offered?
You have been given a guide with course descriptions. Additional information (e.g., past lecture notes) on most courses can be found at:
https://www.online.psychol.ucl.ac.uk/courses/courselisting.aspx
Note: To see lecture slides you must access this page from within the UCL campus and have a psychology site password, which will be given to you shortly by Andrew King.
How do I register for courses?
To register for Psychology courses follow the following steps:
1) Fill in a PSYCHOLOGY COURSE APPROVAL FORM.
2) Have it approved by and turn it in to the affiliate tutor or the affiliate demonstrators.
3) Enter your courses into the PORTICO system.
Other departments have different procedures for registration. Some departments may allow students to simply sign up for a class using PORTICO. Most, however require that you speak with their affiliate tutor first. The safe thing is to see the relevant affiliate tutor right away. Courses in other departments can and do fill up.
When is the best time to find the Affiliate Tutor to get his initials/signature?
Brad Duchaine will be available 2-4pm on Tuesday 25th September to discuss / approve course choices.
When is the deadline for Registration?
The deadline for entering your final course choices into the PORTICO system is 5th October 2007. However, if necessary, changes can be made by Jo Strange (Undergraduate Administrator) up until 19th October 2007.
Where is the International Office?
Room 19, South wing, Main College – Ref: E4, Map 2.
Where can I find individual course instructors?
Contact details are in your course information sheet.
Why do some courses run for the whole term while others run for only half a term?
The advanced courses (3rd year courses) generally run for only half a term. However, this does NOT mean that they require only half the work! On the contrary, although they meet fewer times you are expected to do a great deal more independent reading for these classes. Simply attending the lectures and doing only the core readings will not adequately prepare you for the examinations.
What are “Seminars” and do I need to register for them?
If you are taking 2 or more psychology classes, then you are required to attend a weekly seminar meeting. For those of you from the United States, think of these as recitations or discussion sections for all of your courses combined into one weekly meeting. These seminars serve as a basis for discussion of material arising in lecture courses, and as a forum to help students prepare for their final assessments or end-of-year examinations. Seminar leaders will prepare standard appraisal forms that include remarks on attendance, oral participation, and % grades on three brief essays. Copies of these appraisal forms will be made available to students’ home universities as evidence of our general policy that small-group teaching is integral to affiliate students’ experience in the Psychology Dept., and as specific evidence of each student’s performance in the small-group learning experience.
The seminars are led by the Affiliate Program Demonstrators. You do not need to register for your seminar; you will automatically be assigned to a group.
What about exams?
Fall-term only students generally do not sit exams. Instead, you will turn in two 2000-word essays per course by the end of the term. Details on the essay topics will be available by around mid-term.
If you are here for the entire academic year, you sit final exams with the regular degree students. The final exams are in the “third term” – “term” is the UK word for semester. Examination schedules will be available sometime in the spring term.
If I am here for the year, can I write essays instead of sitting exams?
No.
I am here for the year and but want to leave London early; can I make alternative arrangements for the exams?
Almost certainly not. The International Office has strict guidelines that the departments must adhere to. You should ascertain your exam schedule before making any plans to leave before the 10 June. And, even then, be aware that occasionally exams must be rescheduled and that a rescheduled exam is not a valid excuse for absence.
How should I prepare for the essays/exams?
This is precisely the kind of question that the demonstrators will be able to help you with at your weekly seminars. If you are only taking one psychology class and are not going to seminars, you can still ask your assigned demonstrator for assistance.
Information for
Psychology Affiliate Students
FALL TERM ARRIVALS 2007-8
Important Contact Information
Dr. Brad Duchaine
Affiliate Tutor
Alexandra House
Room 208
X21005
b.duchaine@ucl.ac.uk
Irma Kurniawan
Affiliate Demonstrator
Bedford Way
Room 204C
Matthias Gruber
Affiliate Demonstrator
Alexandra House
Alastair McClelland
Departmental Tutor
26 Bedford Way
Room 204d
X25384
a.mclelland@ucl.ac.uk
Diane Cheung
Affiliate Program Secretary
26 Bedford Way
Room 314
X25333
d.cheung@ucl.ac.uk
Jo Strange
Undergraduate Administrator
26 Bedford Way
Room 303
x25334
joanna.strange@ucl.ac.uk
John Draper
Departmental Administrator
26 Bedford Way
Room 306
x25338
j.draper@ucl.ac.uk
International Office
South Wing, Main College, Room 19
x37765
international@ucl.ac.uk
Internal Extension Numbers can be dialled on any UCL office telephone or called from outside UCL by omitting the first digit and prefixing the last 4 digits with 0207 679
Frequently Asked Questions
Where can I find more information on the affiliate program?
Please check this site frequently:
http://www.psychol.ucl.ac.uk/courses/affiliate/index.htm
This site will be updated often with important announcements. Also, a link to a discussion board where you can ask questions will be implemented will be added soon.
How many psychology classes should I take?
If Psychology is your primary department, you must take at least two psychology classes. Beyond these two courses, you can take additional courses in psychology or in another department.
If Psychology is your secondary department, you must take at least one psychology class.
How many courses should I take in total?
You need to sign up for 2 course units per term. So, if you are here just for the fall term, you need 2 course units. If you are here for the full academic year you need four. Half of your course units must be in your home department.
I need to register RIGHT NOW or I won’t get into my psych classes and I will totally freak out…
There is absolutely no rush to register for psychology classes (as long as you register by 5th October). However, courses in other departments may fill up. So, if there is a course you really want to take in another department, it would be wise to check with their affiliate tutor soon to see if you can register.
Where can I find information about the courses offered?
You have been given a guide with course descriptions. Additional information (e.g., past lecture notes) on most courses can be found at:
https://www.online.psychol.ucl.ac.uk/courses/courselisting.aspx
Note: To see lecture slides you must access this page from within the UCL campus and have a psychology site password, which will be given to you shortly by Andrew King.
How do I register for courses?
To register for Psychology courses follow the following steps:
1) Fill in a PSYCHOLOGY COURSE APPROVAL FORM.
2) Have it approved by and turn it in to the affiliate tutor or the affiliate demonstrators.
3) Enter your courses into the PORTICO system.
Other departments have different procedures for registration. Some departments may allow students to simply sign up for a class using PORTICO. Most, however require that you speak with their affiliate tutor first. The safe thing is to see the relevant affiliate tutor right away. Courses in other departments can and do fill up.
When is the best time to find the Affiliate Tutor to get his initials/signature?
Brad Duchaine will be available 2-4pm on Tuesday 25th September to discuss / approve course choices.
When is the deadline for Registration?
The deadline for entering your final course choices into the PORTICO system is 5th October 2007. However, if necessary, changes can be made by Jo Strange (Undergraduate Administrator) up until 19th October 2007.
Where is the International Office?
Room 19, South wing, Main College – Ref: E4, Map 2.
Where can I find individual course instructors?
Contact details are in your course information sheet.
Why do some courses run for the whole term while others run for only half a term?
The advanced courses (3rd year courses) generally run for only half a term. However, this does NOT mean that they require only half the work! On the contrary, although they meet fewer times you are expected to do a great deal more independent reading for these classes. Simply attending the lectures and doing only the core readings will not adequately prepare you for the examinations.
What are “Seminars” and do I need to register for them?
If you are taking 2 or more psychology classes, then you are required to attend a weekly seminar meeting. For those of you from the United States, think of these as recitations or discussion sections for all of your courses combined into one weekly meeting. These seminars serve as a basis for discussion of material arising in lecture courses, and as a forum to help students prepare for their final assessments or end-of-year examinations. Seminar leaders will prepare standard appraisal forms that include remarks on attendance, oral participation, and % grades on three brief essays. Copies of these appraisal forms will be made available to students’ home universities as evidence of our general policy that small-group teaching is integral to affiliate students’ experience in the Psychology Dept., and as specific evidence of each student’s performance in the small-group learning experience.
The seminars are led by the Affiliate Program Demonstrators. You do not need to register for your seminar; you will automatically be assigned to a group.
What about exams?
Fall-term only students generally do not sit exams. Instead, you will turn in two 2000-word essays per course by the end of the term. Details on the essay topics will be available by around mid-term.
If you are here for the entire academic year, you sit final exams with the regular degree students. The final exams are in the “third term” – “term” is the UK word for semester. Examination schedules will be available sometime in the spring term.
If I am here for the year, can I write essays instead of sitting exams?
No.
I am here for the year and but want to leave London early; can I make alternative arrangements for the exams?
Almost certainly not. The International Office has strict guidelines that the departments must adhere to. You should ascertain your exam schedule before making any plans to leave before the 10 June. And, even then, be aware that occasionally exams must be rescheduled and that a rescheduled exam is not a valid excuse for absence.
How should I prepare for the essays/exams?
This is precisely the kind of question that the demonstrators will be able to help you with at your weekly seminars. If you are only taking one psychology class and are not going to seminars, you can still ask your assigned demonstrator for assistance.
INDUCTION WEEK 2007
DEPARTMENT OF PSYCHOLOGY
TIMETABLE FOR INDUCTION WEEK 2007
PROGRAMME FOR AFFILIATE STUDENTS
(Induction Week Co-ordinators: Dr Hélène Joffe, Dr Brad Duchaine and Miss Jo Strange)
Monday, 24th September – Friday, 28th September
MONDAY, 24th SEPTEMBER
1.30-3.30
DEPARTMENTAL PHOTOGRAPHS
Room 315 Mr Nico Preston
All students should report to Room 315 (3rd Floor, Bedford Way Building) today to be photographed - to avoid congestion please attend at the times indicated below.
1.30 - 2.10 students with surnames beginning A to I
2.10 – 2.50 students with surnames beginning J to R
2.50 – 3.30 students with surnames beginning S to Z
5.00
RECEPTION
PSYCHOLOGY DEPARTMENT COMMON ROOM
3rd Floor, Bedford Way
You are all invited for free drinks in the Common Room
TUESDAY, 25th SEPTEMBER
12.00 - 1.00
Buddy Scheme Lunch
Common Room (308) and Room 305, Third Floor, Bedford Way Building.
Please check the badge in your Induction pack to see whether you have been invited to the lunch today or tomorrow. This is a great chance for you to meet other Affiliate students and 1st, 2ndand 3rd years.
2.00 – 4.00
During this time please drop in to see your affiliate tutor, Dr Brad Duchaine, in Room 311 to discuss your course choices.
WEDNESDAY, 26th SEPTEMBER
10.00
Information Systems Induction Talk Darwin Lecture Theatre (Map 2, E7)
Please note that access to this lecture theatre is no longer possible from Gower Street. The easiest point of access is from Malet Place, behind the DMS Watson Library (Map 2 E7).
Please allow plenty of time to get to this session, as you will be refused entry if you arrive more than 5 minutes after the start time.
12.00 - 1.00
Buddy Scheme Lunch
Common Room, 308 and Room 305, Third Floor, Bedford Way Building.
Please check the badge in your Induction pack to see whether you have been invited to the lunch on Tue or Wed. This is a great chance for you to meet other affiliate students, intercalated students and 1st, 2nd and 3rd years.
1.40 – 1.55
Health and Safety – Lower Ground Lecture Theatre Mr George Joseph
INTRODUCTION TO COMPUTER FACILITIES and LIBRARY TOURS
The Computer Facilities sessions last for about an hour and will take place in Lab 1 (room 312). These sessions run today and on Friday, 28th September. They take the form of an interactive tutorial that will enable you to use the departmental computing facilities during your stay at UCL. Attendance at these sessions is essential as you will be issued your departmental username and password. It important that you attend only the session that you have been assigned to.
PLEASE REPORT TO THE DEPARTMENTAL COMPUTING OFFICER, ANDREW KING IN LAB 1 (ROOM 312) 3rd FLOOR, BEDFORD WAY BUILDING, AT THE TIME SHOWN BELOW FOR YOUR GROUP'S SESSION.
The library tours also run today and on Friday, 28th September. They last about 30 minutes and include a brief talk outlining the Library Services available to you, followed by a walkabout from the Psychology Library down to the periodical stacks, the cluster room, the short loan collection, and finally to the issue desk. It is important that you attend the slot assigned to your seminar group.
PLEASE REPORT TO MISS KATE CHENEY IN THE PSYCHOLOGY LIBRARY ON THE FIRST FLOOR OF THE DMS WATSON BUILDING (SEE MAP 2, E-F7) AT THE TIME SHOWN BELOW FOR YOUR GROUP'S TOUR.
2.00
Introduction to Computer Facilities Affiliate Groups 4, 5 & 6
2.45
Library Tour Affiliate Groups 1 & 2
THURSDAY, 27th SEPTEMBER
3.00 – 6.00 Online Course Registration Drop-In Session
Room 113 (Public Cluster), 1-19 Torrington Place (Map 2, A8)
If you have not already completed your Online Course Registration, please drop in between the times indicated to do this. There will be staff to provide technical support at this session.
FRIDAY, 28th September
10.00
Library Tour Affiliate Groups 3 & 4
11.15
Library Tour Affiliate Groups 5 & 6
12.00 – 12.50
Professor Steve Jones
will give the following talk:
“What Sex Really Means”
In
CRUCIFORM LECTURE THEATRE 1 (Map 2, D3)
always very popular: there’s a short delay at the start to get everyone seated – so arrive early if possible to avoid the crush!
2.00
Introduction to Computer Facilities Affiliate Groups 1, 2 & 3
THE FRESHERS’ FAYRE: 10.00a.m. – 4.00 p.m.
This takes place today in the North and South Cloisters, the Main Quadrangle, the JBR (Jeremy Bentham Room - formerly Upper Refectory), The Garden Room and Wilkins Roof Garden - all located in the Main College Building (close to the main entrance in Gower Street).
This is an opportunity to find out about (and possibly join) the UCL Union's Clubs, Societies and Voluntary Organisations, as well as to collect free gifts and information from a variety of commercial companies.
TIMETABLE FOR INDUCTION WEEK 2007
PROGRAMME FOR AFFILIATE STUDENTS
(Induction Week Co-ordinators: Dr Hélène Joffe, Dr Brad Duchaine and Miss Jo Strange)
Monday, 24th September – Friday, 28th September
MONDAY, 24th SEPTEMBER
1.30-3.30
DEPARTMENTAL PHOTOGRAPHS
Room 315 Mr Nico Preston
All students should report to Room 315 (3rd Floor, Bedford Way Building) today to be photographed - to avoid congestion please attend at the times indicated below.
1.30 - 2.10 students with surnames beginning A to I
2.10 – 2.50 students with surnames beginning J to R
2.50 – 3.30 students with surnames beginning S to Z
5.00
RECEPTION
PSYCHOLOGY DEPARTMENT COMMON ROOM
3rd Floor, Bedford Way
You are all invited for free drinks in the Common Room
TUESDAY, 25th SEPTEMBER
12.00 - 1.00
Buddy Scheme Lunch
Common Room (308) and Room 305, Third Floor, Bedford Way Building.
Please check the badge in your Induction pack to see whether you have been invited to the lunch today or tomorrow. This is a great chance for you to meet other Affiliate students and 1st, 2ndand 3rd years.
2.00 – 4.00
During this time please drop in to see your affiliate tutor, Dr Brad Duchaine, in Room 311 to discuss your course choices.
WEDNESDAY, 26th SEPTEMBER
10.00
Information Systems Induction Talk Darwin Lecture Theatre (Map 2, E7)
Please note that access to this lecture theatre is no longer possible from Gower Street. The easiest point of access is from Malet Place, behind the DMS Watson Library (Map 2 E7).
Please allow plenty of time to get to this session, as you will be refused entry if you arrive more than 5 minutes after the start time.
12.00 - 1.00
Buddy Scheme Lunch
Common Room, 308 and Room 305, Third Floor, Bedford Way Building.
Please check the badge in your Induction pack to see whether you have been invited to the lunch on Tue or Wed. This is a great chance for you to meet other affiliate students, intercalated students and 1st, 2nd and 3rd years.
1.40 – 1.55
Health and Safety – Lower Ground Lecture Theatre Mr George Joseph
INTRODUCTION TO COMPUTER FACILITIES and LIBRARY TOURS
The Computer Facilities sessions last for about an hour and will take place in Lab 1 (room 312). These sessions run today and on Friday, 28th September. They take the form of an interactive tutorial that will enable you to use the departmental computing facilities during your stay at UCL. Attendance at these sessions is essential as you will be issued your departmental username and password. It important that you attend only the session that you have been assigned to.
PLEASE REPORT TO THE DEPARTMENTAL COMPUTING OFFICER, ANDREW KING IN LAB 1 (ROOM 312) 3rd FLOOR, BEDFORD WAY BUILDING, AT THE TIME SHOWN BELOW FOR YOUR GROUP'S SESSION.
The library tours also run today and on Friday, 28th September. They last about 30 minutes and include a brief talk outlining the Library Services available to you, followed by a walkabout from the Psychology Library down to the periodical stacks, the cluster room, the short loan collection, and finally to the issue desk. It is important that you attend the slot assigned to your seminar group.
PLEASE REPORT TO MISS KATE CHENEY IN THE PSYCHOLOGY LIBRARY ON THE FIRST FLOOR OF THE DMS WATSON BUILDING (SEE MAP 2, E-F7) AT THE TIME SHOWN BELOW FOR YOUR GROUP'S TOUR.
2.00
Introduction to Computer Facilities Affiliate Groups 4, 5 & 6
2.45
Library Tour Affiliate Groups 1 & 2
THURSDAY, 27th SEPTEMBER
3.00 – 6.00 Online Course Registration Drop-In Session
Room 113 (Public Cluster), 1-19 Torrington Place (Map 2, A8)
If you have not already completed your Online Course Registration, please drop in between the times indicated to do this. There will be staff to provide technical support at this session.
FRIDAY, 28th September
10.00
Library Tour Affiliate Groups 3 & 4
11.15
Library Tour Affiliate Groups 5 & 6
12.00 – 12.50
Professor Steve Jones
will give the following talk:
“What Sex Really Means”
In
CRUCIFORM LECTURE THEATRE 1 (Map 2, D3)
always very popular: there’s a short delay at the start to get everyone seated – so arrive early if possible to avoid the crush!
2.00
Introduction to Computer Facilities Affiliate Groups 1, 2 & 3
THE FRESHERS’ FAYRE: 10.00a.m. – 4.00 p.m.
This takes place today in the North and South Cloisters, the Main Quadrangle, the JBR (Jeremy Bentham Room - formerly Upper Refectory), The Garden Room and Wilkins Roof Garden - all located in the Main College Building (close to the main entrance in Gower Street).
This is an opportunity to find out about (and possibly join) the UCL Union's Clubs, Societies and Voluntary Organisations, as well as to collect free gifts and information from a variety of commercial companies.
People to contact
Affiliate Tutor
Dr. BradDuchaine
email:b.duchaine@ucl.ac.uk
Institute of Cognitive Neuroscience
University College London
Room 208, 17 Alexandra House
QueenSquare
London WC1N 3AR
phone: +44 (0)20 7679 100517
fax: +44(0)20 7916 8517
website: www.faceblind.org
Affiliate demonstrators
Mr. Matthias Gruber
email: m.gruber@ucl.ac.uk
Institute of Cognitive Neuroscience
University College London
Room 110, 17 Alexandra House
QueenSquare
London WC1N 3AR
phone: X21128
Ms. Irma Kurniawan
email: i.kurniawan@ucl.ac.uk
Dept. of Psychology
University College London
Room 204c, 26 Bedford way
phone: X25364
Dr. BradDuchaine
email:b.duchaine@ucl.ac.uk
Institute of Cognitive Neuroscience
University College London
Room 208, 17 Alexandra House
QueenSquare
London WC1N 3AR
phone: +44 (0)20 7679 100517
fax: +44(0)20 7916 8517
website: www.faceblind.org
Affiliate demonstrators
Mr. Matthias Gruber
email: m.gruber@ucl.ac.uk
Institute of Cognitive Neuroscience
University College London
Room 110, 17 Alexandra House
QueenSquare
London WC1N 3AR
phone: X21128
Ms. Irma Kurniawan
email: i.kurniawan@ucl.ac.uk
Dept. of Psychology
University College London
Room 204c, 26 Bedford way
phone: X25364
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