This is a review of the NOBA Project Introduction to Psychology:  https://louis.oercommons.org/courses/introduction-to-psychology-the-full-noba-collection completed by Bill McCown, Ph.D., the University of Louisiana at Monroe for Child Psychology CPSY 2313. This is not a review of the entire NOBA collection but is limited to relevant child and adolescent chapters. 

Relationship between computer representation of knowledge and the structure of natural language. Emphasizes development of the analytical skills necessary to judge the computational implications of grammatical formalisms, and uses concrete examples to illustrate particular computational issues. Efficient parsing algorithms for context-free grammars; augmented transition network grammars. Question answering systems. Extensive laboratory work on building natural language processing systems. 6.863 is a laboratory-oriented course on the theory and practice of building computer systems for human language processing, with an emphasis on the linguistic, cognitive, and engineering foundations for understanding their design.

People have a deep intuition about what has been called the “nature–nurture question.” Some aspects of our behavior feel as though they originate in our genetic makeup, while others feel like the result of our upbringing or our own hard work. The scientific field of behavior genetics attempts to study these differences empirically, either by examining similarities among family members with different degrees of genetic relatedness, or, more recently, by studying differences in the DNA of people with different behavioral traits. The scientific methods that have been developed are ingenious, but often inconclusive. Many of the difficulties encountered in the empirical science of behavior genetics turn out to be conceptual, and our intuitions about nature and nurture get more complicated the harder we think about them. In the end, it is an oversimplification to ask how “genetic” some particular behavior is. Genes and environments always combine to produce behavior, and the real science is in the discovery of how they combine for a given behavior.

The course focuses on the problem of supervised learning within the framework of Statistical Learning Theory. It starts with a review of classical statistical techniques, including Regularization Theory in RKHS for multivariate function approximation from sparse data. Next, VC theory is discussed in detail and used to justify classification and regression techniques such as Regularization Networks and Support Vector Machines. Selected topics such as boosting, feature selection and multiclass classification will complete the theory part of the course. During the course we will examine applications of several learning techniques in areas such as computer vision, computer graphics, database search and time-series analysis and prediction. We will briefly discuss implications of learning theories for how the brain may learn from experience, focusing on the neurobiology of object recognition. We plan to emphasize hands-on applications and exercises, paralleling the rapidly increasing practical uses of the techniques described in the subject.

This course highlights the interplay between cellular and molecular storage mechanisms and the cognitive neuroscience of memory, with an emphasis on human and animal models of hippocampal mechanisms and function. Class sessions include lectures and discussion of papers.

Surveys general principles and specific examples of motor control in biological systems. Emphasizes the neural mechanisms underlying different aspects of movement and movement planning. Covers sensory reception, reflex arcs, spinal cord organization, pattern generators, muscle function, locomotion, eye movement, and cognitive aspects of motor control. Functions of central motor structures including cerebellum, basal ganglia, and cerebral cortex considered. Cortical plasticity, motor learning and computational approaches to motor control, and motor disorders are discussed.

Understanding the brain's remarkable ability for visual object recognition is one of the greatest challenges of brain research. The goal of this course is to provide an overview of key issues of object representation and to survey data from primate physiology and human fMRI that bear on those issues. Topics include the computational problems of object representation, the nature of object representations in the brain, the tolerance and selectivity of those representations, and the effects of attention and learning.

Neural structures and mechanisms mediating the detection, localization, and recognition of sounds. Discussion of how acoustic signals are coded by auditory neurons, the impact of these codes on behavorial performance, and the circuitry and cellular mechanisms underlying signal transformations. Topics include temporal coding, neural maps and feature detectors, learning and plasticity, and feedback control. General principles are conveyed by theme discussions of auditory masking, sound localization, musical pitch, speech coding, and cochlear implants, and auditory scene analysis.

Roles of neural plasticity in learning and memory and in development of invertebrates and mammals. An in-depth critical analysis of current literature of molecular, cellular, genetic, electrophysiological, and behavioral studies. Discussion of original papers supplemented by introductory lectures.

Lectures and discussions explore the clinical, behavioral, and molecular aspects of brain aging processes in humans. Topics include: loss of memory and other cognitive abilitites in normal aging; neurodegenerative conditions such as Parkinson's and Alzheimer's diseases. Based on lectures, readings taken from the primary literature, and discussions. Students are expected to present topics based on their readings. One written mid-term test and one final examination. Alternate years.

In this course, the student will explore neuropsychology, or the study of the structure and function of the brain as it relates to psychological processes. This course will begin with a brief history of neuropsychology. The student will then study the nervous system and the structure of the brain, identifying its different lobes and cortices, before concluding with a discussion of how the brain provides us with higher functioning abilities (i.e., learning, remembering, and communicating). Upon successful completion of this course, the student will be able to: explain the development course of the science of neuropsychology; describe the basic organization of the nervous system; explain the mechanisms of communication within the nervous system; explain the mechanisms of communication between the nervous system and other parts of the body; describe historical and modern research techniques for investigating nervous system structure and function; describe the basic operation of each of the five (5) primary sensory systems; describe the basic operation of the motor system; discuss the importance and role of asymmetry in cerebral structure and function; describe the basic functions of each of the four (4) lobes of the cerebral cortex; discuss the neuropsychology of higher behavioral functions, such as language, emotion, learning, and consciousness. (Psychology 402)

Relation of structure and function at various levels of neuronal integration. Topics include: functional neuroanatomy and neurophysiology, sensory and motor systems, centrally programmed behavior, sensory systems, sleep and dreaming, motivation and reward, emotional displays of various types, "higher functions" and the neocortex, and neural processes in learning and memory. In order to improve writing skills in describing experiments and critiquing published research in neuroscience, students are required to complete four homework assignments and one literature review with revision.

Noba is a high-quality, flexibly structured digital introduction to psychology resource for higher-ed classrooms and virtual classrooms. Noba consists of nearly 90 short (2500-4000 word) chapters authored by leading instructors and researchers including 7 winners of the William James Award. Chapters are organized in familiar categories (Development, Learning & Memory, Personality, etc.) for easy reference. All Noba materials are licensed through Creative Commons under the CC BY-NA-SA license terms.

The Noba website allows anyone to combine chapters in any order to create unique psychology textbooks to suit virtually any curriculum. In addition to allowing users to build their own customized collections, Noba provides a series of "Ready-Made" digital textbooks curated from the Noba chapters to conform to the scope and sequence of some of the most commonly taught 100/200-level psych courses (Intro-to-Psych, Psych as a Biological Science, Psych as a Social Science, etc.). The Ready-made books can also be edited to add or remove chapters, or sections so that they better conform to the specific course an instructor will teach.

Custom-made books, Ready-made books, or even individual chapters can be used online, downloaded as PDFs or shared withe learners via email and social media using easy-share tools built in to the website.

This resource was created for Introduction to Psychology students at the University of Maryland, and is designed to help you explore psychological theory, research, and practical applications of psychological science. After completing a course in psychology, you will be able to:

Explain patterns of thought and behavior in the context of psychological theories and provide scientific evidence to support your ideas.
Describe the basic ethical principles that should guide scientific research on the thought and behavior of living organisms.
Demonstrate analytical skills by critiquing psychological claims and designing valid research that could test your hypotheses.
Apply psychological concepts and research findings in a way that improves your own academic, personal, and professional life.

Each module is structured around key prompts - Learning Objective Questions - and followed by the links to articles, videos, and interactive demonstrations you will need to answer those questions. After studying the readings, videos, and presentations you should be able to answer the learning objective questions in detail without any notes in front of you. If you practice doing that regularly, you are well prepared for any assessment that your instructor can give you!

Table of Contents:
Home
01 - Success in PSYC 100
02 - Cognition, Intelligence & Memory
03 - Scientific Research & Ethics
04 - Behaviorism
05 - Biological Foundations
06 - Sensation & Perception
07 - States of Consciousness
08 - Sex & Relationships
09 - Psychopathology
10 - Personality & Social Influence
11 - Social Thought
12 - Lifelong Development

The following open course for Organismal Biology was created under an Affordable Learning Georgia Textbook Transformation Grant:

https://oer.galileo.usg.edu/biology-collections/14/

Included are four units containing a comprehensive set of learning modules with outcomes listed:

Biodiversity
Growth and Reproduction
Chemical and Electrical Signals
Nutrition, Transport, and Homeostasis

Examines theory and research on the relationship of organizations to each other and to their economic, political, and social environments. Classic and contemporary approaches to complex social systems, the dynamics of inertia and change, the role of legitimacy, and the production of change as an intended or unintended consequence. Considers the relative roles of voluntarism and determinism in the pursuit of organizational agendas and in the shaping of organizational environments, for example, with respect to changing employment relationships and environmentalism. Primarily for doctoral students. The goal of this doctoral course is to familiarize students with major conceptual frameworks, debates, and developments in contemporary organization theory. This is an inter-disciplinary domain of inquiry drawing primarily from sociology, and secondarily from economics, psychology, anthropology, and political science. The course focuses on inter-organizational processes, and also addresses the economic, institutional and cultural contexts that organizations must face. This is an introduction to a vast and multifaceted domain of inquiry. Due to time limitations, this course will touch lightly on many important topics, and neglect others entirely; its design resembles more a map than an encyclopedia. Also, given the focus on theoretical matters, methodological issues will move to the background. Empirical material will be used to illustrate how knowledge is produced from a particular standpoint and trying to answer particular questions, leaving the bulk of the discussion on quantitative and qualitative procedures to seminars such as 15.347, 15.348, and the like.

Our course includes an in-depth study of 15 major topics. Resources for your study can be found on the tabs at the top of this page. Each topic is organized in the following way:

Focus: A MindMap graphically organizes information about the topic and Focus Questions to guide your study.
Read: text resources
View: video resources
Listen: audio resources
Additional Resources: links to a variety of other resources

Topic 1: Why Study Death and Dying?
Topic 2: Theoretical Perspective on Death and Dying
Topic 3: Cultural Beliefs in Death
Topic 4 : American Healthcare System
Topic 5 : Bioethics, Euthanasia, and Physician-Assisted Suicide
Topic 6: Patient/Caregiver Relationship and Responsibilities
Topic 7: End-of-Life Issues
Topic 8: Psychosocial Aspects of Death and Dying
Topic 9: Grief and the Process of Grieving
Topic 10: Modern Society View of Death - Coping with unexpected events
Topic 11 : How Children and Adolescents View Death
Topic 12: How Adults View and Represent Death
Topic 13: Death-Related Tasks and Decisions
Topic 14: The Funeral Business and Disposal of the Body
Topic 15 : What comes after?

Welcome to behavioral statistics, a statistics textbook for social science majors!

Table of Contents
Unit 1: Description
1: Introduction to Behavioral Statistics
2: What Do Data Look Like? (Graphs)
3: Descriptive Statistics
4: Distributions
5: Using z
6: APA Style
Unit 2: Mean Differences
7: Inferential Statistics and Hypothesis Testing
8: One Sample t-test
9: Independent Samples t-test
10: Dependent Samples t-test
11: BG ANOVA
12: RM ANOVA
13: Factorial ANOVA (Two-Way)
Unit 3: Relationships
14: Correlations
15: Regression
16: Chi-Square
Unit 4: Wrap Up
17: Wrap Up

This OER packet contains the course materials for PSY410: Paranormal Psychology. Although often dismissed as a pseudoscience, there are many things we can learn about human beliefs, attitudes, and behaviors by studying phenomena that our current science cannot explain. The course begins with a history of real scientific studies that have been conducted to try and determine whether things like extrasensory perception, telepathy, and telekinesis are real phenomena, with a particular emphasis on what those studies can teach us about the scientific method more generally. This is followed by an examination of things related to the afterlife (e.g., ghosts, mediums, near death experiences, reincarnation claims) and things related to extraterrestrial life, with a particular focus on the psychological (and other) explanations for these phenomena and the implications of believing in these phenomena. Then we focus on belief systems and their implications, including astrology, superstitions, rituals, and cults. We end by focusing on witches, monsters, haunted places, and haunted objects, again focusing on the reasons people believe and the implications of those beliefs on daily life. The purpose of the course is not to change your beliefs. Rather it is to expose you to the scientific perspective related to those beliefs. Remember, paranormal phenomena are simply things we cannot yet explain...

The applications of pattern recognition techniques to problems of machine vision is the main focus for this course. Topics covered include, an overview of problems of machine vision and pattern classification, image formation and processing, feature extraction from images, biological object recognition, bayesian decision theory, and clustering.