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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