Love is deeply biological. It pervades every aspect of our lives and has inspired countless works of art. Love also has a profound effect on our mental and physical state. A “broken heart” or a failed relationship can have disastrous effects; bereavement disrupts human physiology and may even precipitate death. Without loving relationships, humans fail to flourish, even if all of their other basic needs are met. As such, love is clearly not “just” an emotion; it is a biological process that is both dynamic and bidirectional in several dimensions. Social interactions between individuals, for example, trigger cognitive and physiological processes that influence emotional and mental states. In turn, these changes influence future social interactions. Similarly, the maintenance of loving relationships requires constant feedback through sensory and cognitive systems; the body seeks love and responds constantly to interactions with loved ones or to the absence of such interactions. The evolutionary principles and ancient hormonal and neural systems that support the beneficial and healing effects of loving relationships are described here.

The human brain is responsible for all behaviors, thoughts, and experiences described in this textbook. This module provides an introductory overview of the brain, including some basic neuroanatomy, and brief descriptions of the neuroscience methods used to study it.

An advanced course covering anatomical, physiological, behavioral, and computational studies of the central nervous system relevant to speech and hearing. Students learn primarily by discussions of scientific papers on topics of current interest. Recent topics include cell types and neural circuits in the auditory brainstem, organization and processing in the auditory cortex, auditory reflexes and descending systems, functional imaging of the human auditory system, quantitative methods for relating neural responses to behavior, speech motor control, cortical representation of language, and auditory learning in songbirds.

Survey of principles underlying the structure and function of the nervous system, integrating molecular, cellular, and systems approaches. Topics: development of the nervous system and its connections, cell biology or neurons, neurotransmitters and synaptic transmission, sensory systems of the brain, the neuroendocrine system, the motor system, higher cortical functions, behavioral and cellular analyses of learning and memory. First half of an intensive two-term survey of brain and behavioral studies for first-year graduate students. Open to graduate students in other departments, with permission of instructor.

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!

Surveys the molecular and cellular mechanisms of neuronal communication. Covers ion channels in excitable membrane, synaptic transmission, and synaptic plasticity. Correlates the properties of ion channels and synaptic transmission with their physiological function such as learning and memory. Discusses the organizational principles for the formation of functional neural networks at synaptic and cellular levels.

This is a review of  Child Growth and Development https://louis.oercommons.org/courses/child-growth-and-development completed by Bill McCown, Ph.D., the University of Louisiana at Monroe for Child Psychology CPSY 2313.

Table of Contents:
I. Faculty Resources
II. Module 1: The Field of Child Psychology
III. Module 2: The Dawn of a Person
IV. Module 3: Physical Development
V. Module 4: Cognitive Development
VI. Module 5: Emotional and Self Development
VII. Module 6: Social Development
VIII. Attributions

This course will cover the basic concepts of clinical psychology -- the study of diagnosing, treating, and understanding abnormal and maladaptive behaviors. Much of the information in this course is based on the Diagnostic Statistical Manual IV-TR (DSM), which is the industry standard for both clinical psychologists and psychiatrists. Few issues in the field have hard-and-fast answers. As such, rather than providing you with step-by-step directions, this course has been designed to assist you in making educated decisions when diagnosing and treating a mental disease. Upon successful completion of this course, students will be able to: Describe the historical context of the emergence of clinical psychology; Demonstrate an awareness of the differences between mental health professionals in the broad field of clinical psychology; Identify the subspecialty areas within clinical psychology (i.e., community psychology, health psychology, and neuropsychology); Define the main tasks of the clinical psychologist and explain how the contributions of this subspecialty fit into or relate to the broader field of psychology; Define the criteria for what is considered 'abnormal' versus 'normal' and explain how these definitions fit into the notion that psychopathology exists on a continuum; Compare/contrast the different types of psychotherapy treatments; Discuss the ethical considerations related to the practice of psychotherapy; List the main diagnostic features of a variety of mental disorders (i.e., mood disorders, schizophrenia, etc.); Identify the potential factors that may contribute to the instigation and persistence of mental illness for individuals across the lifespan (i.e., children, adults, and older adults). (Psychology 205)

This course explores the cognitive and neural processes that support attention, vision, language, motor control, navigation, and memory. It introduces basic neuroanatomy, functional imaging techniques, and behavioral measures of cognition, and discusses methods by which inferences about the brain bases of cognition are made. We consider evidence from patients with neurological diseases (Alzheimer's disease, Parkinson's disease, Huntington's disease, Balint's syndrome, amnesia, and focal lesions from stroke) and from normal human participants.

For undergraduates taking Course 9 IAP subjects for credit. See IAP Guide for details.

An introduction to human information processing and learning; topics include the nature of mental representation and processing; the architecture of memory; pattern recognition; attention; imagery and mental codes; concepts and prototypes; reasoning and problem solving.

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.

This course will introduce you to cognitive psychology. Memory, along with attention, perception, language, and decision making, are among the most prominent topics within this broad and diverse field. Upon successful completion of this course, students will be able to: Identify underlying theoretical considerations in the field of cognitive psychology; Describe the historical context in which cognitive psychology emerged as a field; Define cognitive psychology as is was historically defined and is now defined; Identify the main academic fields and other subdisciplines of psychology to which cognitive psychology is tied; Describe the main findings in the primary areas of scientific research within cognitive psychology; Compare and contrast the theories associated within the primary areas of scientific research in cognitive psychology (e.g., models of memory, attention, etc.). (Psychology 206)

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.

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.

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 course is designed to equip students with the basic academic, professional, and personal skills they will need to be successful in college. Each student will have a different skill set when he or she starts this course. The point of this course is to give students, a new college student or a person considering a college education, a purposeful, thorough overview of the many tools and skills needed for undergraduate success, as well as to help students understand how they can improve each of these skills over time. Furthermore, having a sense of purpose that motivates you and a lifestyle that supports your ability to focus on your academic goals are the basic building blocks of success in college and beyond.This text was adapted by Lumen Learning under a Creative Commons Attribution 4.0 International (CC BY 4.0) License with attribution as requested by the work’s original creator or licensee. 

This course is an introduction to computational theories of human cognition. Drawing on formal models from classic and contemporary artificial intelligence, students will explore fundamental issues in human knowledge representation, inductive learning and reasoning. What are the forms that our knowledge of the world takes? What are the inductive principles that allow us to acquire new knowledge from the interaction of prior knowledge with observed data? What kinds of data must be available to human learners, and what kinds of innate knowledge (if any) must they have?

Basic principles of learning are always operating and always influencing human behavior. This module discusses the two most fundamental forms of learning -- classical (Pavlovian) and instrumental (operant) conditioning. Through them, we respectively learn to associate 1) stimuli in the environment, or 2) our own behaviors, with significant events, such as rewards and punishments. The two types of learning have been intensively studied because they have powerful effects on behavior, and because they provide methods that allow scientists to analyze learning processes rigorously. This module describes some of the most important things you need to know about classical and instrumental conditioning, and it illustrates some of the many ways they help us understand normal and disordered behavior in humans. The module concludes by introducing the concept of observational learning, which is a form of learning that is largely distinct from classical and operant conditioning.