This class is the second half of an intensive survey of cognitive science for first-year graduate students. Topics include visual perception, language, memory, cognitive architecture, learning, reasoning, decision-making, and cognitive development. Topics covered are from behavioral, computational, and neural perspectives.

This course explores the problem of intelligence—its nature, how it is produced by the brain and how it could be replicated in machines—using an approach that integrates cognitive science, which studies the mind; neuroscience, which studies the brain; and computer science and artificial intelligence, which study the computations needed to develop intelligent machines. Materials are drawn from the Brains, Minds and Machines Summer Course offered annually at the Marine Biological Laboratory in Woods Hole, MA, taught by faculty affiliated with the Center for Brains, Minds and Machines headquartered at MIT. Elements of the summer course are integrated into the MIT course, 9.523 Aspects of a Computational Theory of Intelligence.
Contributors
This course includes the contributions of many instructors, guest speakers, and a team of iCub researchers. See the complete list of contributors.

This course is an intensive one-week introduction to leadership, teams, and learning communities. The class meets daily for five days. The class serves as an introduction of concepts and uses a variety of experiential exercises to develop individual and team skills, as well as supportive relationships within the Leaders for Manufacturing class. As part of the focus on leadership, it discusses the idea of the "Universe Within", the images, thoughts, and experiences that are internal to all leaders.

We are a group of volunteer CSD scientists and clinicians passionate about bridging the gap between scientific research and clinical practice.
​
While there are many ways to increase research access and awareness, our 2020–2021 goal centers squarely on self-archiving and "green" open access options.
​
WHY? Our field relies on high-quality, peer-reviewed research to support evidence-based practice. Yet, much of our work remains inaccessible to practitioners, researchers, and people in the community who are not affiliated with universities or national organizations.
​
By teaching CSD scientists how to self-archive, and providing them with the support needed to make it happen, we can empower our colleagues to make research accessibility the norm in our field. Because when free, legal versions of our field's best research is made available to the public, it can improve the sustainable value of all of our work.

This free online (OER) textbook demonstrates the work and impact of community psychologists and allies by showcasing actual projects conducted in partnership with communities. The book displays cases in a dynamic and interactive format that will ignite students' desire and passion to study and become future community psychologists or those whose heart beats with the beloved community. You can find community psychologists and allies partnering with communities to change racist policies, end health disparities, create alternate settings for youth, foster community-based models to heal trauma, evaluate programs, and much more!

By the end of this section, you will be able to:Distinguish between the two major cell types of the nervous system, neurons and gliaIdentify the basic parts of a neuron

Students carry into class pre-conceptions based on stories they've heard, articles they've read and experiences they've had. One of the best opportunities to teach metacognition is at a 'gotcha' moment when they come to realize their pre-conception is amiss.

Welcome to Child Growth and Development. This text is a presentation of how and why children grow, develop, and learn. We will look at how we change physically over time from conception through adolescence. We examine cognitive change, or how our ability to think and remember changes over the first 20 years or so of life. And we will look at how our emotions, psychological state, and social relationships change throughout childhood and adolescence.

Breaking Continuous Flash Suppression (bCFS) has been adopted as an appealing means to study human visual awareness, but the literature is beclouded by inconsistent and contradictory results. Although previous reviews have focused chiefly on design pitfalls and instances of false reasoning, we show in this study that the choice of analysis pathway can have severe effects on the statistical output when applied to bCFS data. Using a representative dataset designed to address a specific controversy in the realm of language processing under bCFS, namely whether psycholinguistic variables affect access to awareness, we present a range of analysis methods based on real instances in the published literature, and indicate how each approach affects the perceived outcome. We provide a summary of published bCFS studies indicating the use of data transformation and trimming, and highlight that more compelling analysis methods are sparsely used in this field. We discuss potential interpretations based on both classical and more complex analyses, to highlight how these differ. We conclude that an adherence to openly available data and analysis pathways could provide a great benefit to this field, so that conclusions can be tested against multiple analyses as standard practices are updated.

This course is designed to provide an understanding of how the human brain works in health and disease, and is intended for both the Brain and Cognitive Sciences major and the non-Brain and Cognitive Sciences major. Knowledge of how the human brain works is important for all citizens, and the lessons to be learned have enormous implications for public policy makers and educators.
The course will cover the regional anatomy of the brain and provide an introduction to the cellular function of neurons, synapses and neurotransmitters. Commonly used drugs that alter brain function can be understood through a knowledge of neurotransmitters. Along similar lines, common diseases that illustrate normal brain function will be discussed. Experimental animal studies that reveal how the brain works will be reviewed.
Throughout the seminar we will discuss clinical cases from Dr. Byrne's experience that illustrate brain function; in addition, articles from the scientific literature will be discussed in each class.

This Open Educational Resource text has been created from a combination of original content and materials compiled and adapted from a number of open text publications.Attributions are more clearly delineated in the License and Attributions area of this textbook, including descriptions of which sections were edited prior to their inclusion.This Open Textbook is designed to be a comprehensive coverage of Psychopathology and Abnormal behavior in a clinical context, reflecting past and current research, including coverage of the DSM-5.  Note from the author* : The variability of the in text citations and the absence of foot notes, reflect the very nature of this compilation of various source materials. We hope that this will not distract the reader. Original texts can be found by following the attribution url, for those interested in original authors, especially when a reference to research has been made.*Dr. Sonja Miller is a Clinical Psychologist and Visiting Assistant Professor at Suny Albany and Adjunct Professor of Psychology at Hudson Valley Community College (at the State University of New York at Albany). 

Clinical Psychology Reading List. Reading/video list for upper-division seminar in clinical psychology.

Psychology 407: Seminar in Clinical Psychology

Cocaine afflicts many individuals and is potently addictive. Originally hailed as a wonder-drug in the late 19th century, cocaine is now considered an illegal substance. Cocaine’s addictive properties can be attributed to changes in the dopamine reward pathway of the Ventral Tegmental Area and Substantia Nigra, Prefrontal Cortex, Dorsal Striatum, Nucleus Accumbens, Amygdala, Globus Pallidus, and Hippocampus. This drug affects the brain in two processes: binge and crave. The binge process highlights cocaine’s ability to block dopamine reuptake from the synapse resulting in hyperstimulation of the postsynaptic neuron in the dopamine reward pathway. The crave process promotes drug-seeking behavior through conditional and contextual cues. Understanding the effects of cocaine in the brain may grant insight in creating future medication and therapies to treat individuals addicted to this drug.

How genetics can add to our understanding of cognition, language, emotion, personality, and behavior. Use of gene mapping to estimate risk factors for psychological disorders and variation in behavioral and personality traits. Mendelian genetics, genetic mapping techniques, and statistical analysis of large populations and their application to particular studies in behavioral genetics. Topics also include environmental influence on genetic programs, evolutionary genetics, and the larger scientific, social, ethical, and philosophical implications.

Cognitive Psychology is a psychological science which is interested in various mind and brain related subfields such as cognition, the mental processes that underlie behavior, reasoning and decision making.

Explores the theory and research related to information processing, focusing on attention, perception, memory storage and information retrieval. Also highlights work in artificial intelligence and cognitive neuroscience which serves to describe and explain cognitive processes.

What cognitive styles do we use to interact with technology? The GenderMag Project has identified five cognitive facets we bring to our use of technology.

How do individuals and families interface with larger systems, and how do therapists intervene collaboratively? How do larger systems structure the lives of individuals and families? Relationally-trained practitioners are attempting to answer these questions through collaborative and interdisciplinary, team-focused projects in mental health, education, the law, and business, among other fields. Similarly, scholars and researchers are developing specific culturally responsive models: outreach family therapy, collaborative health care, multi-systemic school interventions, social-justice-oriented and spiritual approaches, organizational coaching, and consulting, among others. This course explores these developments and aims at developing a clinical and consulting knowledge that contributes to families, organizations, and communities within a collaborative and social-justice-oriented vision.

This resource aims to gather tools, exercises, and skills for instructors to utilize in order to prepare students for college success. College preparation programs in high schools are also recommended to use these resources.