EDUCATION - PSYCHOLOGY
310. CHILD AND ADOLESCENT GROWTH AND DEVELOPMENT. (4) The physical, mental, emotional, social and spiritual growth and de velopment of the individual during childhood and adolescence . Techniques of studying these ages applied. Special consideration giv en to the social forces affecting behavior and to the mental hygiene and personality development of the individual. Prerequisite: Psych. 205. 401. COMPARATIVE PSYCHOLOGY. (3) A course designed to acquaint the student with the sensory and neuro logical equipment and behavioral capacities of animals at various levels. 402. SYSTEMATIC PSYCHOLOGY. (3) Consideration of psychological systems and present trends: e.g., be haviorism, Gestalt psychology, psychoanalysis, and others. Some con sideration of the historical backgrounds of modern psychology. 403. THE EXCEPTIONAL CHILD. (2) Problems connected with the understanding and training of the exceptional child. 405. SOCIAL PSYCHOLOGY. (3) A study of the individual as a social entity and as a member of a group. Some attention given to the various theories explanatory of group be havior and of social control. 408. MENTAL HYGIENE. (3) An introduction to the field of mental hygiene as it relates to the basis for mental health; a discussion of deviations . The prevention of such abnormalities, with special reference to the needs of children and adolescents. 409. PSYCHOLOGY of PERCEPTION. (2) A survey of the organic and psychic aspects of sensation and their interpretation with reference to the perceptual processes . 410. PSYCHOLOGY of MOTIVATION. (2) A study of human motivation and some of the more significant related theories. 411. THEORIES OF PERSONALITY. (3) A c ritical comparison of current theories about the development and organ ization of personality. Allport, Murray, Lewin, social psycholog ical theori es, psychoanalytic theories. 415. PHYSIOLOGICAL PSYCHOLOGY. (3) Survey course to introduce student to physiological basis of behavior with emphasis on nervous system. 416. LEARNING THEORIES. (3) A c ritical evaluation of the stimulus-response theories of Thorndike, Guthrie, Skinner, and Hull and of the cognitive theories of Tolman, Lewin, and others of the Gestal t school. 420. RESEARCH PROBLEMS. (2) Group discussion based on problems of individual and group research.
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