Western University PsychologyFaculty of Social Science

Psychology Graduate Courses

Psychology Graduate Students are encouraged to visit the Program Information page and Research Areas pages for MSc and PhD degree and course requirements.

Previous course listings are available here.

Any discrepancies between the information listed below and the official course listings found at the Psychology Graduate Office the latter shall prevail.

Psychology 9040A. (Fall 2016). Scientific Computing with MATLAB. P. Gribble.  The goal of this one-semester graduate seminar is to provide you with skills in scientific computing---tools and techniques that you can use in your own research. We will focus on learning to think about experiments and data in a computational framework, and we will learn to implement specific data processing and analysis algorithms using a high-level programming language. We will use MATLAB although if you wish to use another language such as Python, R or C you are free to do so. Learning how to program will significantly enhance your ability to conduct scientific research today and in the future. Programming skills will provide you with the ability to go beyond what is available in pre-packaged analysis tools, and code your own custom data processing, analysis and visualization pipelines. Half course (0.5); one term. Monday & Wednesday 1:30-2:30 pm, P&AB 150  

Psychology 9041B (Winter 2017). Introduction to Statistics Using R. P. Gribble. The goal of this one-semester graduate seminar is to provide you with a deep understanding of the logic behind statistical analyses of data, to learn a set of standard statistical techniques, and to gain hands-on experience using the R language for statistical computing and graphical display of data. We will cover an initial set of core topics including sampling distributions, t-tests, ANOVA (and its variants), multiple comparisons & post-hoc tests, and multiple regression. We also cover a set of advanced topics pertinent to modern research in psychology and neuroscience such as maximum-likelihood estimation and bayesian approaches to data analysis and modelling. Monday & Wednesday 1:30-2:30 pm, P&AB 150  

Psychology 9540 (Fall, 2016 & Winter, 2017). Research Design and Statistical Modeling. P. Tremblay. We will cover the main univariate and multivariate statistical and modeling procedures with the objective of developing a solid conceptual understanding and ability to use the methods correctly and efficiently in independent research. The lab exercises will provide hands-on training at the conceptual/hypothesis, design, and statistical analysis levels by using data examples that simulate realistic and often challenging research situations (e.g., missing data, non-normal distributions, unbalanced designs, and confounding variables). The course topics are organized into four general units: I. Foundational Statistics (sampling distributions, inferential statistics, confidence intervals, effect size, and power), II. ANOVA, ANCOVA and MANOVA (including experimental and quasi experimental designs), III. Multiple Regression and Extensions (including mediation, moderation, multilevel modeling, and models for categorical outcomes such as logistic regression), and IV. Factor Analysis and Structural Equation Modeling. Full course (1.0); two terms. The course textbook is Warner, R. M. (2013). Applied Statistics. From Bivariate Through Multivariate Techniques. Second Edition. Los Angeles: Sage.  Wednesdays,  9:00 – 12:00 pm  SSC 7405/09

Psychology 9558A. (Fall 2016) Qualitative Research Methods.  P. Tremblay.   An overview and in-class practice of qualitative research methods including in-depth interviewing, focus groups, naturalistic observation, content analysis, and thematic analysis of textual information. The course includes an introduction to five qualitative research perspectives: grounded theory, phenomenology, narrative psychology, ethnography, and case studies. Students will conduct individual projects. These methods are valuable for collecting rich textured data and discovering themes and categories from textual or visual data, meaning from experience and the stories we tell, ways in which language is used for communicating different underlying motives, and in-depth views of human behaviour and social interaction. I present these methods within a larger framework of mixed qualitative and quantitative methods. The need for mixed methods is best captured by Creswell (see course textbook) who describes two sports commentators describing the season performance of an athlete using both descriptive statistics on the one hand and video clips describing agility and finesse on the other.  Thursdays 1:30-4:30 pm HSB Rm 11

Psychology 9559A. (Fall 2016) Research in Test Construction.  D. Saklofske.   An introduction to the foundations and methods for developing psychological tests, questionnaires and surveys. Main topics include methods of measurement, psychometric criteria, test construction and standardization with a focus on survey design. Students may participate in the development of surveys for community partner agencies.  Tuesdays 9:30 -12:30pm UCC 53

Psychology 9101A. (Fall 2016). Language and Concepts. M. Joanisse. This course will familiarize students with fundamental issues and controversies inthe areas of language and concepts, especially from the perspective of cognitive psychology. Of interest are the broad classes of models and theories of language and concept processing, and how these can be investigated using experimental data in areas such as perception, phonology, morphology, syntactic processing, semantics, working memory, first- and second-language learning, neurological disorders and neuroimaging. Half course (0.5); one term. Thursdays 12:00 -3:00 pm NSC 245A

Psychology 9207Y. (Fall 2016 and Winter 2017). Research Seminar in Behavioural and Cognitive Neuroscience. S. Köhler. Faculty and students in Behavioural and Cognitive Neuroscience and related areas meet every week for one hour to report on ongoing research. Some didactic topics are also covered. Half course (0.5); two terms.  Thursdays 12:30 -2:00 pm Location SSC 3006


Psychology 9223A. (Fall 2016) Neuroimaging of Cognition. J. Culham.  Brain imaging, particularly functional magnetic resonance imaging (fMRI), has become a common tool to study specialized human brain regions involved in cognitive functions. Lectures and demonstrations will cover brain imaging technology, data quality and preprocessing, experimental design and analysis (including multivariate analyses and brain connectivity approaches), and discussion of the merits and limitations of neuroimaging as a tool for cognitive neuroscientists. The course will emphasize the development of skills that are important for a career in academia: grant-writing, oral presentations, and critical thinking. By the end of the class, students should be able to read, understand, and critique papers in brain imaging.The course is intended for graduate students in Psychology, Neuroscience and related disciplines but is also open to upper-level undergraduates with the instructor's permission. There are no prerequisites and no prior neuroimaging experience is required, although some advanced material will be discussed for the benefit of more senior students with prior fMRI experience. Half course (0.5); one term.  Mondays 9:30 am-12:30 pm Location SSC 3010/Lab SSC 1032

Psychology 9300. (Fall, 2016) Professional Foundations of Clinical Psychology. I. Nicholson. The course serves as an orientation to professional issues relevant to all areas of clinical psychology. Ethics, standards of practice, legislation, and other professional issues will be considered. This course is restricted to Clinical Students. Half course (0.5); one term.  Mondays 6:00- 9:00 pm Location TBC

Psychology 9301B. (Winter, 2017). Clinical Skills Pre-practicum. N. Kuiper. This course is designed to provide clinical psychology students with an initial orientation to fundamental issues and skills that underlie assessment, intervention, and evaluation. Substantial practice in basic interviewing techniques, using a programmed micro-skills approach, will be one of the major components of this course. Students may also receive some preliminary practice using several standard cognitive-behavioral techniques. Examples of other topics that may be covered include therapist issues, the therapeutic relationship, client issues, assessment, and goal-setting procedures. The course will focus on helping each student developing a framework for understanding practical concerns and issues relating to clinical work. Pre-requisites: Successful completion of Psychology 9300 and current enrolment in the clinical psychology graduate program. Half course (0.5); one term. Thursdays, 1:30-3:00pm, WH 20E

Psychology 9311A. (Fall, 2016). Adult Psychopathology and Diagnosis. P. Hoaken. The purpose of this course is to examine the scientific and clinical literatures relevant to normal and pathological behavior in adults. Early sessions will focus on nosological systems for categorizing psychopathology, with particular attention to the DSM-IV-TR. Seminars will then focus on each of the major categories of psychological disorders occurring in adults. Issues relevant to etiology, differential diagnosis, and treatment planning will also be considered. This course is restricted to students in the clinical program. Half course (0.5); one term.  Tuesdays 1:00 - 4:00 pm 

Psychology 9321B. (Winter, 2017). Cognitive-Behavioral Therapy. D. Dozois. Cognitive-behavioural therapies figure prominently among the empirically supported treatments currently recognized in psychotherapy. These approaches have demonstrated significant growth and have been applied successfully to an array of clinical disorders. The main objectives of this course are to (1) provide students with an overview of the history, theory, research, and practice of various cognitive-behavioural therapies; (2) foster motivation in students to be informed by the empirical literature; and, (3) promote the development of clinicians who critically evaluate and utilize research to guide their approaches to treatment. Through discussion, lectures, and presentations, students will become familiar with the theoretical rationale underlying different cognitive therapeutic approaches, the empirical data supporting various techniques, and the psychotherapy outcome literature regarding the efficacy of cognitive therapy for different disorders. With hands-on demonstrations, exercises, role-playing activities, and videos, students will learn session-by-session techniques and strategies for treating various disorders and difficulties. The treatment of major depressive disorder, panic disorder, social phobia, obsessive-compulsive disorder, generalized anxiety disorder, specific phobia, posttraumatic stress disorder, couple distress, and borderline personality disorder will be emphasized. Toward the end of the term, we will also focus on special issues in cognitive-behavioural therapy such as dealing with unmotivated clients, managing suicidal clients, preparing for treatment termination, and preventing relapse. Enrolment is restricted to clinical psychology students. This course is most beneficial for students who have at least some therapy experience. Thus, because enrolment is limited to eight (8), preference will be given to senior clinical students. Half course (0.5); one term.  Tuesdays, 9:00 -12:00 WH 36

Psychology 9322A. (Fall, 2016). Intervention with Children. G. Reid. This course offers an overview of interventions for psychosocial problems in children. The focus will be on individual therapeutic interventions with children with a systems perspective. Exposure to parent and family interventions will be provided along with an understanding of environmental systems that impact on interventions with children (e.g., schools, physicians, mental health system). Major types of interventions, and treatments for most common disorders of children will be covered. Knowledge of developmental factors in intervention and empirical support for interventions will be highlighted throughout. Prerequisite or Co-requisite: Psychology 621a/9310: Child Psychopathology. Also, course enrolment is strictly limited to no more than 10 students and preference will be given to senior clinical students. If the pre-registration figure exceeds 10, the instructor will make the final decision about the students in the class. The instructor will notify students by late June about who will be allowed to enroll. Half course (0.5); one term  Tuesdays, 9:00 -12:00 WH 36

Psychology 9343A. (Fall, 2016). Mathematical Modeling of Group and Individual Differences. R. W. J. Neufeld. Emphasis is on analytic modeling, where predictions emanate from mathematical derivations. Models are structured around specific psychological content, and substantive issues, such as information processing, cognitive-workload capacity, decision and choice, memory processes, concept-learning, and perceptual organization. Advantages of formal modeling include the provision of measurement methods surmounting issues encountered with multi-item inventories, and model-prescribed empirical self-diagnostics. Utility in individual-difference psychology is the focus. Although many examples are taken from clinical psychology, procedures are general, and presentation is tailored to students' specific quantitative backgrounds . Considered are methods of model development and evaluation; "mixture-model" provision for individual differences in model expression; Bayesian customization of group level findings to individual participants; cognitive- and statistical-science disciplined monitoring of changes in individual cognitive functioning, and in evaluating efficacy of cognition-directed treatment programs; extensions of analytical, process modeling to connectionist modeling; and implications of analytical modeling for neuro-imaging (e.g., fMRI) studies, including specification of intra-trial times of measurement interest, complementing brain regions of interest, along with preferred methods of imaging-data analysis. Chaos-theoretic and game-theoretic topics are considered depending on student interest. Students present seminars on topics in their research domains. Resources include 2 special-section tutorials of Psychological Assessment, an APA Publications volume ( which also serves as the text ; each edited by the instructor), supplemented by a special issue of the Journal of Mathematical Psychology (co-edited by the course instructor), along with the forthcoming Oxford Handbook of Mathematical and Computational Psychology. Relevant software resources are addressed. The course is open to all students. Pre-requisite: Psychology 9540, or equivalent. Half course (0.5); one term.  Thursdays, 9:00 -12:00 WH 20

Psychology 9441B. (Winter 2017) Open Neuroimaging Hackathon. R. Cusack  Many important questions about the brain and mind can be answered from enormously valuable open neuroimaging datasets that have recently become available. These datasets are often of extremely high quality, as a result of the tremendous resources invested into them (e.g., the $40-million Human Connectome Project). They bring together cutting-edge equipment and analysis methods from the best laboratories worldwide with the enormous logistical effort of scanning 500+ subjects. This graduate course will survey the available datasets, how they can be applied, and the tools for analysing them. Students will pitch to the class a project that will address an important question that speaks to their research interests. The best ideas will then be selected and implemented by small groups in a coding hackathon. At the conclusion of the project, each group will give a presentation and produce a website describing their findings, which will in time generate a hub of open analyses that will complement the open data and inspire future projects. Thursdays 9:30-12:30 SSC 7405/09 - cancelled

Psychology 9442BA. (Winter, 2017) How Changeable are we?  D. Ansari.   In this course we will take a fresh look at the nature vs. nurture debate by considering topics such as brain plasticity, intelligence, brain training, education and behavioural genetics. We will consider the tensions between evidence suggesting the human abilities and traits can be altered and findings suggesting that a large percentage of variance is explained by genetic factors and that traits are stable across the lifespan. We will discuss societal and educational implications of such evidence.  Thursdays 12:30-3:30 pm Location TBC (WH)

Psychology 9380Y. Clinical Psychology Proseminar (Fall 2016 and Winter 2017). D. Dozois This proseminar course consists of a series of workshops, brownbags and two clinical program meetings (1 in the fall and 1 in the spring). Typically, there are two workshops and six brownbags per year. Presentations focus on various clinically relevant topics, and are made by adjunct clinical faculty, core faculty, or other guest speakers. Workshops are typically a half-day or day-long, with each providing in-depth coverage of a specific topic of interest to clinical students. The proseminar series is a requirement of the clinical program, with all students (except those completed or on internship) expected to attend all of the events that are part of the proseminar series. This course is limited to clinical students. Zero weighted course; three terms.

Psychology 9800. (Fall 2016 and Winter 2017). Clinical Assessment Practicum. R.W.J. Neufeld and D. Saklofske. This course is designed to provide clinical students with basic skills in the administration, scoring, interpretation, and integration of several major psychological assessment instruments currently used in clinical practice with adults and children. Supervised practical experience assessing adults and children in clinical settings is included. Emphasis is also placed on the integration of assessment data, case conceptualization, and report writing. There will also be discussions of current issues in clinical assessment, ranging from basic issues of psychometrics, to contemporary quantitative developments in assessment technology. Prerequisites: Limited to clinical students who have already taken Psychology 9300, 9301. A course in psychopathology, either Psychology 9310 or 9311 are required as either prerequisites or corequisites. Full course (1.0); two terms. Monday 1:00 p.m. - 4:00 p.m.

Psychology 9801U, 9802U, 9803U:  Initial Intervention Practicum.
This  course will entail a placement at Western's  Student Development Center, typically in the Summer of the MScI year. Designed to help student ease into their roles as clinicians, there will  be ample opportunities to observe, be observed by and/or  conduct co-therapy sessions with a senior clinician. This senior clinician will either be an SDC Staff Psychologist or a London Clinical Psychology Consortium Resident. The amount to time committed to this placement is to be agreed upon by the student, his/her research supervisor  and the SDC placement  coordinator. Enrolment is restricted to students in Western's Clinical Psychology Program.  Quarter course; one term.

Psychology 9805Y, 9806Y, 9807Y, 9808Y, 9809Y, 9810Y, 9811Y, 9812Y, 9813Y or 9814Y. Clinical Practicum. L. Swartzman. This clinical practicum involves placement of clinical students with an adjunct clinical faculty supervisor in one of our clinical settings (adult or child). Prerequisites: For clinical students who have completed Psychology 9300, 9301, 9800, and 9310 or 9311. Clinical students will complete 9805Y before using 9806Y for the next practicum placement, complete 9806Y before using 9807Y for the subsequent practicum placement and so on. Half-course (0.5 or 180 hours)=9805Y to 9819Y; two or more terms. Quarter-course (0.25 or 90 hours)=9820U to 9839U; two or more terms.

Psychology 9850, 9851, 9852, 9853 or 9854. Applied Research Practicum. L. Swartzman. This applied research practicum involves placement of clinical students in any one of a range of local service delivery settings (including physical and mental health delivery settings, community agencies, etc.) where they undertake and/or serve as consultants for on-site research projects. "Research" in this context is broadly defined. Students work under the supervision of the course instructor and, when appropriate, may also be co-supervised by an on-site psychologist or other researcher. Those interested in taking this course are encouraged to speak with the course instructor as soon as possible, so that their particular interests, abilities and time constraints can be matched with the research needs of the service setting. NOTE: Enrolment in this course is limited to PhD clinical students. Prerequisites: Permission of instructor, and, preferably, successful completion of a graduate level applied research course or its equivalent (e.g., Clinical Research Methods (9340), Program Development, Evaluation, and Marketing (9341); Psychotherapy Research (9342); Quantitative Clinical Cognitive Science and Assessment (9343)). Clinical students will complete 9850 before using 9851 for the next practicum placement, complete 9851 before using 9852 for the subsequent practicum placement and so on. Half-course (0.5 or 180 hours)=9850 to 9854; two or more terms. Quarter-course (0.25 or 90 hours)=9855U to 9859U; two or more terms. 

Psychology 9860Y, 9861Y, 9862Y, 9863Y, 9864Y, 9865Y, 9866Y, 9867Y, 9868Y, or 9869Y. Clinical Supervision Praciticum. L. Swartzman. Clinical students will complete 9860 before using 9861 for the nex practicum placement, complete 9861 before using 9862 for the subsequent practicum placement and so on. Half-course (0.5 or 180 hours) = 9860Y to 9865Y; two or more terms. Quarter-course (0.25 or 90 hours) = 9870U to 9879U; two or more terms.

Psychology 9880U, 9881U or 9882U. Clinical Practicum in Community Mental Health. F. Otchet. Offered through the Department of Psychology's Clinical Program, this clinical practicum course will be taught by community-based registered clinical psychologists who are Adjunct Clinical faculty within the Department of Psychology. It will afford clinical graduate students, typically during their MSc I and/or II year, the opportunity to provide basic supportive counselling to adults presenting with a range of personal concerns, in a transdisciplinary community setting. Students will be supervised by clinical psychologyresidents or senior clinical psychology students as well as by registered psychologists. Enrolment is restricted.

Psychology 9890. Clinical Internship. (Fall 2016 and Winter 2017). D. Dozois. This course is a full-year (2000-hour) internship for clinical students who have completed all course and practicum requirements, and have made substantial progress on their dissertation. Typically, students are expected to submit a first draft of their dissertation prior to leaving on internship. The internship must be carried out at an approved setting, and written permission is required from both the supervisor and the Director of the Clinical Psychology Program.

Psychology 9555B (Winter 2017). Structural Equation Modeling. P. Tremblay. This course serves as an introduction to structural equation modeling (SEM). No prior experience with SEM is required; however, experience in multiple linear regression, factor analysis, and psychometric principles of reliability and construct validity is recommended. My overall objective is to help you develop a solid conceptual and theoretical understanding and ability to use SEM and its extensions correctly and effectively in your own independent research. The course topics include the foundational concepts of the measurement and structural models, confirmatory factor analysis (CFA), traditional path analysis, and basic principles of model building including specification, identification, estimation, hypothesis testing, and modification. Topics also include applications and extensions of SEM such as scale construction and validation, mediation and moderation, multi-group analyses, measurement invariance and latent growth modeling. Students will have the opportunity to work on projects tailored to their research interests and needs. Software packages demonstrated in the course will include Mplus and AMOS but students are free to use other programs such as R or EQS. The course textbook is Kline, R. B. (2016). Principles and Practice of Structural Equation Modeling. FourthEdition. New York: Guilford Press. Prerequisite: must have taken Psychology 9540 (Research Design) or obtained the permission of the instructor. Tuesday 9:00 a.m. – 12:00 p.m., SSC 8438/8440.

Psychology 9557A. (Fall 2016) Theory, Research & Measurement. D. Saklofske.  The focus of this course is on an examination of the theoretical foundations, methods of research, and measurement of personality.  Theoretical models that describe the foundations and structure as well as the causes and correlates of personality will be reviewed from a historical and contemporary perspective. The course also examines the research used to advance hypotheses and theories that in turn underlie the measurement and assessment of personality.  The course will consist of lectures, discussions, student presentations drawing from a reading list of selected journal articles and book chapters. Students will be graded on their weekly participation and a critical review paper.  Mondays, 9:00-12:00 pm, SSC 7429

Psychology 9566B. (Winter 2017) Decision-Making and Uncertainty. P. Minda. This seminar will cover historic and current theories of decision making and uncertainty. The primary focus of this course is on the cognitive psychology of decision-making, although we will draw from research in economics, political science, management, and neuroscience. Some of the specific topics we will cover include normative decision making, probability estimation, heuristics and biases, risk assessment, economic choice, social dilemmas, game theory, and neuroeconomics. Class size is limited to 20. Thursdays, 9:30 -12:30, SSC 8440

Psychology 9623A. (Fall 2016). Work Groups and Teams. N. Allen. The purpose of this course is to examine psychological issues associated with work groups (or teams) in organizational settings. Particular attention will be given to the implications, for work attitudes and performance, of the design, structure and composition of groups, as well as the congruence between structure/process variables associated with the group and those of the organization in which it is embedded. Throughout the course, emphasis will be placed on methodological issues associated with work group / team research. Eligibility: Students in the I/O area or with special permission. This course is limited to ten (10) registrants only. Half course (0.5); one term. Tuesday 1:30-4:30, SSC 8409

Psychology 9631B. (Winter, 2017). Research Methods in I/O Psychology. J. Meyer. The purpose of this course is to familiarize students with research methods used in the science and practice of industrial and organizational psychology. We will begin with a discussion of how to develop research questions and to select the research methodology best suited to answering these questions. We will then discuss a number of specific research strategies and techniques use by I/O psychologists along with their strengths and limitations. We will also address a number of critical issues that arise in I/O research (e.g., common method variance, missing data, level of analysis) and discuss strategies for dealing with them. Upon completion of the course, students should be in a better position to critically evaluate research in which these methods have been applied and to assess whether, and how, they can be applied in their own research. Eligibility: Students in the I/O area or with special permission. Half course (0.5); one term. Tuesdays, 1:30 - 4:30 pm, SSC 8438/40.

Psychology 9648A. (Fall, 2016). Advanced Topics in Industrial-Organizational Psychology: Fundamental Competencies for IO Professionals. R. Goffin.

I designed this course to help students prepare for a career in IO psychology. It covers important, but often-neglected, topics, that I wish I had known more about when I was a graduate student. Some of the topics to be covered are: paving the way for career success by developing effective practitioner-oriented, and academic, CVs; writing effectively for a non-academic audience (e.g., practitioners); writing successful grant proposals; reviewing papers that have been submitted for publication and responding to the reviews of papers that you have submitted for publication. The course will be discussion-based, but it will also include several practical exercises designed to give you first-hand appreciation of the topics. The course is open to all IO graduate students who are at the MSc, Year 2, stage, and all IO Ph.D. students. If you are a non-IO graduate student who is interested in the course, please contact the instructor.  Thursdays, 1:30-4:30, SSC 8409

Psychology 9731A. (Fall, 2016). The Psychology of Human Sexual Behaviour. W. Fisher.  Psychologists are committed to the scientific study of human sexual behavior for both theoretical and applied reasons. From a theoretical perspective, generalizable psychological theory may be developed and tested in research concerning sexual behavior. From an applied perspective, psychological knowledge may be applied to ameliorate problematic aspects of sexual behavior and accentuate positive aspects of such behaviour. In accord with these theoretical and practical concerns, and across the subdisciplines of our field, psychologists have worked to develop conceptual models of factors that influence sexual behavior and to apply psychological knowledge to reduce sex-related problems and increase sex-related positive outcomes.   This seminar on the psychology of human sexual behavior will involve lectures, readings, class discussions, video presentations, and student presentations focusing on history, ethics, methodology, theory, and selected content areas that are significant in this field of study. Acquisition of foundational knowledge, based upon readings of primary sources, in selected areas of the psychology of sexual behaviour, is a primary objective of this course.  Mondays, 2:30 - 5:30 pm, SSC 7429

Psychology 9732B. (Winter 2017) Special Topics in Psychology:  Decisions in the Social World. E. Heerey The nature and process of human decision-making is a major branch of a number of disciplines including economics, law, medicine, business and cognitive psychology/neuroscience. This work has taught us much about the neurocognitive architecture of decision-making and the processes, heuristics and biases that shape people’s choices. However, many of our decisions are made in social contexts, meaning that they are influenced by interpersonal as well as intrapersonal factors. The goal of this course is to explore how interpersonal factors shape the landscape of decision space, enhance or detract from the quality of a decision process, and how social factors interact with personal factors to affect people’s choices. We will consider different sorts of decision models (e.g., normative, prescriptive, and descriptive) and examine evidence from a broad range of sources including observations of choice behaviour, cognitive models, and brain activity. We will conduct some of our own experiments in the context of the class to develop a firsthand perspective on the nature of social decision-making. Mondays, 1:30-3:30 (SSC 7405/09), Tuesdays 1:00-2:00 pm (SSC 7429)