more submission info

Dear Psychology fall term affiliate students,

the submission box for fall term essays and research reports has been set up in the General Office (3rd floor, Bedford Way).

Feel free to submit your essays/ reports from now on until 12 December.

You are required to submit ONE hard copy for an essay and TWO hard copies for a research report.
Also, please make sure to send all your essays/ reports as an electronic version to your seminar leader.

all the best,
Matthias

PSYC 9001 and PSYC 9002 submissions

18 November 2008
Below is information regarding research report and literature review submissions (PSYC 9001 and PSYC 9002)

Deadlines:
12 Dec 4.30 pm at General office on 3rd floor
One hard copy with a cover sheet (found at General office)
13 Dec 1 pm
One .doc file via email to i.kurniawan@ucl.ac.uk (with the subject title "name, course code"
(e.g., kurniawan, 9001A)

PSYC 9001:
The word limit is between 2500 - 3500 words excluding references.
The general guidelines for writing are the same as any APA formatted reserah report, with
tables and figures included within the text (not at the end of the
text). This should include title, abstract, introduction, method, results,
discussion, acknowledgement, and references sections.

PSYC 9002:
The word limit is 5000 words excluding references.
Citations and references should compy with APA style.





Best,
Irma Kurniawan

Information about essay submission for Fall-term students

5 November 2008

Below are some information for Fall-term students.

Just to remind you again that all Fall-term students who are taking a psychology course have to submit two essays with 2000-words MAXIMUM length for each course. (Some course convenors have agreed that you can submit one 4000 words essay instead, but you need to check that this is the case for your particular course). The essay needs to roughly conform with APA guidelines. Please contact your seminar demonstrator if you have any doubts about the APA format.

All essays need to be handed in at the General Office, Bedford Way level 3 on
*12th December 2008 at 4.30 p.m. *
You need to submit ONE hard copy of each essay with a signed seminar essay declaration form which can be found at the General Office. You'll also need to email the electronic version of the essays to i.kurniawan@ucl.ac.uk with your surname, course code, and 'essay1' or 'essay 2' as the email subject. Please do this by 13th December 2008 at 1 p.m. (e.g., kurniawan, 2207,essay1).

Remember to put the course name and code and the name of the course convenor on the declaration form - not Brad's, Irma's, Matthias' name, or the name of the person who gave the lecture that the essay is on.


Best,
Irma

Essay questions for health part of PSYC 2006

Here are some suggested questions for affiliate essays on the health part of the Clinical and Health Psychology course (2206).

Structural and functional social support have been identified as a risk factor for illness. Discuss this statement with reference to behavioural and biological mechanisms.

Describe and critique two social cognition models in relation to predicting health-related behaviour.

'There is no such thing as pure pain without emotion.' Discuss.

What determines how a person copes with chronic illness and hospitalization?

What factors should be considered when developing a theory-based intervention to change health professional behaviour?

Best wishes,

Ben Gardner & Susan Michie

More essay titles for 2207

More essay titles for 2207 from Dr. Martina Rieger :

1. 'Motor output is guided by sensory input". Discuss.
2. Discuss the involvement of the action system in social functions.
3. Discuss how tool use enables the motor system to overcome inherent
limitations.

Essay questions to clinical part of PSYC2206

Essay questions to clinical part of PSYC2206 (Health and Clinical PSychology) from Prof. Val Curran:

• "Depression is simply a normal response to abnormal circumstances". Say if you agree or disagree with this statement, fully explaining your reasons.
• Evaluate the relative strengths and weaknesses of biological accounts of the causes of schizophrenia.
• Why do some people develop posttraumatic stress disorder and others not when faced with the same traumatic event?

Essay titles for PSYC 2207

Essay titles for PSYC 2207:

Discuss how the visual system achieves object constancy.

Describe the properties of neurones and their organisation within the retino-cortical pathway.

How do we see movement?

Prof. Alan Johnston

Essay topics for PSYC3203

Dear affiliates,

Dr. David W. Green who's coordinating PSYC 3203 (Language and Cognition) is happy to agree on individual essay titles for fall-term students taking the course. Feel free to get in touch with him after class or via email ( d.w.green@ucl.ac.uk).

Best,
Irma

Affiliate 2008-2009: Essay titles for Human Learning and Memory course (PSYC 3207)

These are the same essay titles as those for last year:

You can choose two essay topics from all the topics below:

• Why do we become forgetful as we get older?
• Write an essay on the neuroscience of memory.

Critically evaluate some of the theories that have been proposed to
explain age-related memory decline.

Describe some of the ways in which fluent processing affects memory.

What evidence is there that memories are often blocked or inhibited at
retrieval?

Compare the episodic/semantic and transfer-appropriate processing
theories of memory.

Compare and contrast the roles of the hippocampus, amygdala, and
frontal lobes in memory.

What have neuropsychological and/or brain imaging studies revealed
about short-term memory?

Are memories consolidated after their initial formation?

What would your advice be to someone who has just witnessed a road
accident and wants to provide accurate eyewitness evidence?

What is the relationship between implicit leaming and implicit memory?

Affiliate 2008-2009: Essay questions for Topics in neurobiology (PSYC3303)

Below are the questions from 2006. If there are any you're not covering, pulling a question or two out of nine will still leave plenty of options.

1. What is the evidence for there being multiple memory systems in the brain?
Discuss with particular reference to the 'place' and 'response' systems.

2. . It is thought that after having been formed, memories are then 'consolidated'
over a long period of time. What is the neuropsychological and
neurobiological evidence for consolidation, AND where might such
consolidation take place?

3. What factors modulate how well memories are made and retained? Use
neurobiological evidence to support your answer.

4. What is 'path integration' and what is known about the underlying
neurobiology?

5. What are the properties of the CA3 subfield of the hippocampus that make it
useful as a memory storage device? Support your answer with experimental
evidence where relevant.

6. What are the factors that determine where place cells fire? Discuss with
reference to both external stimuli and internal 'attractor' dynamics of the
place cell network.

7. What have human imaging studies revealed about the neural systems that
underlie navigation? Discuss the similarities and differences between the
human and animal findings.

8. What is thought to be the neural basis of the 'sense of direction'?

9. Is there a 'geometric module' for spatial information in the brain? Discuss.

seminar groups

Dear Affiliates,

we have sent you the seminar groups with times and places.
Please email us if you did not receive this.

Best,
Irma and Matthias

seminars start on the week of 6th Oct 08

Dear affiliates,

Just to keep you updated with the seminar arrangements.
As you may all know the PORTICO registration deadline is this Friday, so please remember to register online and email me/Matthias if you made any changes to the courses you're enrolling in by then. All students who enroll in 2 courses this term will have to attend the seminars. On Friday, Matthias and I will be splitting all of you into different seminar groups, depending on your own individual schedules and will send out an email about the groups, places and times of these seminars. They might well start next Monday (6 Oct) so make sure you check your email or the blog (http://uclaffiliates.blogspot.com/).
Finally, I've moved my office to room 201 in bedford way, but as you may see on the induction sheets, it's easier to contact me through email.

Feel free to email if should you have further questions.

Best wishes,

Irma Kurniawan
Affiliate demonstrator

Fall term 2008 course list

Undergraduate Psychology

Division of Psychology and Language Sciences

Affiliate Student Information (Fall Term Only)

2008-2009

Introductory Psychology Course

PSYC1105A CONCEPTS AND METHODS IN PSYCHOLOGY ½ CU

Convenor: Dr John Wattam-Bell

Email: j.wattam-bell@ucl.ac.uk

Description: Students will be introduced to key conceptual issues, methodological approaches and significant findings in scientific psychology, their historical background, 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

Intermediate Psychology Courses

PSYC2206A HEALTH AND CLINICAL PSYCHOLOGY ½ CU

Convenors: Prof Chris Brewin, Prof Valerie Curran, Prof Susan Michie

Emails: c.brewin@ucl.ac.uk, 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.

An overview lecture, explaining the meaning of 'health psychology', introduces the second half of the course. Eleven lectures address core topics in health psychology, including an overview of social psychological influences on health behaviour, and applications of psychological models to the understanding, prevention and treatment of ill-health. 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 the behaviour of health professionals within the NHS.

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 MATLAB programming language will be used throughout the course. 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 Computer Programming; Input/Output; Programming structures; File Handling; Basic Graphics; Modular Program Design, Problem Solving Algorithms; Search Techniques, Random Number Generation, The Psychophysical ToolBox. The course is assessed by one examination (40%) and one project (60%) due in the second term.

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Advanced Psychology Courses

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.

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PSYC3111A: HUMAN-COMPUTER INTERACTION ½ CU

Convenor: Dr Jennifer Rode

Email: tbc

Aims:
By the end of the course, students should:

• be aware of the implications of psychological research for improving the design and evaluation of computer systems
• be able to explain the importance of user-centred design
• consider how technologies should be designed to support communication and collaboration, and how their design can affect these processes
• consider how technologies can affect user experience and how they can encourage changes in behaviour
• be aware of a number of paradigms for interactive systems, including virtual environments and the internet, and how these have an impact on people and society

Objectives:
Knowledge and understanding of:

• Major theories in cognitive and social psychology and how these theories can be applied to the design of computer systems

Intellectual (thinking skills) – able to:

• Apply theories to practical case studies
• Present arguments relating theory to practice
• Devise a method for evaluation of an interactive system

Practical skills:

• Be able to use a number of design techniques and know their relative advantages and disadvantages
• Be able to apply a number of evaluation methods and know the benefits and limitations of each

Transferable skills:

• Communicate ideas and research findings by written means
• Group work

Summary:
The course will consist of two lectures per week. The first (two-hour lecture) will examine what psychology has to contribute to the field of Human-Computer Interaction, covering topics such as how technology can support communication and collaboration, how technologies can be used to influence behaviour, how they might affect mood, and how an understanding of human error can inform design.

The second (one-hour) lecture will explore the process of designing interactive systems, from requirements analysis to evaluation, and the importance of inclusive design (i.e. designing to cater for a range of users, including those with disabilities and reduced cognitive ability).

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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 and to help participants think about these issues creatively and constructively.

Objectives: Participants 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. By the end of the course you should be able to:

1. Appraise cognitive theories

2. Consider the relationship between speaking and listening

3. Grasp the concept of a mental model and explore its value in various areas

4. Be able to discuss the nature of informal reasoning and the processes of discovery in social agents

5. Appreciate and debate the factors giving rise to individual and cultural differences in cognition

6. Assess evidence for the role of psychopathology in creativity

7. Identify and critique the effects of bilingualism on a person’s sense of self

8. Discuss the cognitive and neural basis of recovery patterns in bilingual aphasics

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 (stuttering, Down syndrome, other genetic disorders, etc) 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, Down syndrome, 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 distinct 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. Memory and the self. Forgetting and retrieval. Aging and dementia. Transfer-appropriate processing. Memory systems and the neuroscience of memory.

PSYC3301A MULTIVARIATE STATISTICAL METHODS IN PSYCHOLOGY ½ CU

Convenor: Prof Chris McManus

Email: i.mcmanus@ucl.ac.uk

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 Matlab.

· 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 Matlab to carry out multiple regression analyses, including the use of macros, and to be able to carry out a Monte Carlo analysis using Matlab 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.

Note: In previous years this course has used Minitab for carrying out matrix algebra. From 2008-9 we will be using the program Matlab, which is more powerful and is easier for carrying out matrix manipulations (and is also used extensively elsewhere in psychology for running experiments).

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 (such as navigation) exhibited by animals and humans.

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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.

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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.

UNIVERSITY COLLEGE LONDON – UNDERGRADUATE PSYCHOLOGY

Lecture Times and Locations: Fall Semester 2008

All courses are ½ course units unless otherwise specified

Introductory and Intermediate Psychology Courses Timetable
Code	Title	Course Convenor	Dates	Day	Time	Lecture Room
1105A	Concepts and Methods in Psychology	Convenor: John Wattam-Bell Email: j.wattam-bell@ucl.ac.uk Room: BW405	1st half of Semester 1st half of Semester 1st half of Semester 2nd half of Semester 2nd half of Semester	Tues Wed Thurs Tues Wed	10-11 10-11 11-12 12-1 10-11	CICLT RobG06 AVH DLT RobG06
2206A	Health & Clinical Psychology	Conveners: Chris Brewin, Valerie Curran, Susan Michie Emails: c.brewin@ucl.ac.uk v.curran@ucl.ac.uk s.michie@ucl.ac.uk Room: TP449, TP358, TP347	All Semester All Semester 1st half of Semester	Mon Wed Thu	10-11 12-1 3-4	JZY RobG06 RobG06
2207A	Perception, Attention & Action	Convenor: Alan Johnston Email: a.johnston@ucl.ac.uk Room: BW209	All Semester 1st half of Semester 2nd half of Semester	Wed Fri Thu	11-12 1-3 1-2	LG LG RobG06
2301A	Computing for Psychologists	Convener: Keith Langley Email: k.langley@ucl.ac.uk Room: BW444	All Semester	Mon	2-5	LAB1

Lecture Rooms: DLT = Darwin Lecture Theatre, Darwin Building; LAB1 = Room 312, 26 Bedford Way; LG = Lower Ground Floor Lecture Theatre, 26 Bedford Way; BHMLT = Bentham House Main Lecture Theatre, Bentham House; JZY = J Z Young Lecture Theatre, Anatomy Building; CICLT = Christopher Ingold Lecture Theatre, Christopher Ingold Building; RobG06 = Roberts G06 Sir Ambrose Fleming Lecture Theatre, Roberts Building;

AVH = A V Hill Lecture Theatre, Medical Sciences Building.

PLEASE TURN OVER THE PAGE

Advanced Psychology Courses Timetable
Code	Title	Contact details	Dates	Day	Time	Lecture Room
3108A	Organisational Psychology	Convenor: Adrian Furnham Email: a.furnham@ucl.ac.uk Room: BW432	1st half of Semester (1st 4 weeks only)	Mon Tue Thu	1-2 11-1 9-11	LG
3111A	Human-Computer Interaction	Convenors: Anna Cox Email: anna.cox@ucl.ac.uk Room: RH406	2nd half of Semester	Mon Mon Fri	10-11 1-2 11-12	305
3203A	Language & Cognition	Convener: David Green Email: d.w.green@ucl.ac.uk Room: BW438	2nd half of Semester	Tue Thu	1-2 10-12	305
3205A	Speech	Convenor: Peter Howell Email: p.howell@ucl.ac.uk Room: BW441	1st half of Semester	Mon Thu	3-5 12-1	448
3207A	Human Learning & Memory	Convener: David Shanks Email: d.shanks@ucl.ac.uk Room: BW301	2nd half of Semester	Mon Tue Fri	2-3 11-12 10-11	LG
3301A	Multivariate Statistical Methods in Psychology	Convener: Chris McManus Email: i.mcmanus@ucl.ac.uk Room: BW437	All Semester	Fri Fri	12-1 2-4	305
3303A	Topics in Neurobiology	Convenor: Kate Jeffery Email: k.jeffery@ucl.ac.uk Room: BW505	1st half of Semester	Mon Mon Fri	11-12 2-3 11-12	305

Lecture Rooms: 305 = Room 305, 26 Bedford Way; 448 = Room 448, 26 Bedford Way Building; LG = Lower Ground Floor Lecture Theatre, Bedford Way Building.