B. Cohler

This course provides an introduction to the study of lives in context.  The nature of human development from infancy through old age will be explored through theory and empirical findings from various disciplines.  Reading and discussion will emphasize the interrelations of biological, psychological, sociocultural forces at different points of the life cycle. Autumn.

HUDV 20100. Human Development/Research Designs in Social Science

M. Keels

This course aims to expose students to a variety of examples of well-designed social research addressing questions of great interest and importance.  One goal is clarify what it means to do"interesting" research.  A second goal is to appreciate the features of good research design.  A third goal is to examine the variety of research methodologies in the social sciences, including ethnography, clinical case interviewing, survey research, experimental studies of cognition and social behavior, behavior observations, longitudinal research, and model building.   The general emphasis is on what might be called the aesthetics of well-designed research. Winter. 

B. Cohler

This discussion-style course considers the adolescent epoch in terms of the course of life. The course focuses in the adolescent's life, together with the transition from adolescence to youth.  These aspects of adolescent development are viewed within the context of historical, social and cultural perspectives, considering both ethnographic studies of youth in  cultures other than our own, and intra-cohort variation including social status, geography and ethnicit within our own society.  The course concludes with consideration of the impact of globalization and the media on the adolescent\'s experience of self and others.

STAT 20000.  Elementary Statistics

Staff

This course is an introduction to statistical concepts and methods for the collection, presentation, analysis, and interpretation of data. Elements of sampling, simple techniques for analysis of means, proportions, and linear association are used to illustrate both effective and fallacious uses of statistics. Winter.

C. Casey

The destruction and survival of indigenous societies often hinges upon ideas of tribe, ethnicity, religion, nation, sovereignty and belonging.  When ideas fail to incorporate people, essentialized categories of identity, historical memory, and accounts of extreme violence become interrelated, potent sources of destruction.  Slavery and exclusive ownership of resources leave people starving or living in perilously polluted environments.  Globalized cultural economies threaten indigenous systems and self-representation.  Indigenous societies are often critical "sites" of crises concerning the nation-state and other global processes.  In this course, we will explore concepts and forms of destruction and survival, and the differing processes that threaten indigenous societies.  We will focus upon prominent themes in studies of ethnocide, genocide, and refugees: the roles of ideology, identity, ethnicity, religion, colonization, de-colonization, re-colonization, globalization, disease, purification, pollution, scarcity, revenge, power, and domination.  Students will critique theoretical approaches and the methods used to explore ideas about the destruction and survival of indigenous societies, developing their own analyses of themes in the literature and of the sources and qualities of available information.  By focusing upon ethnocides, genocides and refugees in diverse societies around the world, students will understand the complexities of indigenous asylum, and the everyday lived places of terror. Autumn.

J.Lucy

This seminar surveys patterns of cultural continuity and discontinuity in the lowland Maya area of southeastern Mexico from the time of Spanish contact until the present.  The survey encompasses the dynamics of first contact, long term cultural accommodations achieved during colonial rule, disruptions introduced by state and market forces during the early postcolonial period, the status of indigenous communities in the twentieth century, and new social, economic, and political challenges being faced today by the contemporary peoples of the area.  A variety of traditional theoretical concerns of the broader Mesoamerican region will be stressed, for example, the validity of reconstructive ethnography, theories of agrarian community structure, religious revitalization movements, and the constitution of identity categories such as indigenous, Mayan, Yucatecan, etc.  In this respect, the course can serve as a general introduction to the anthropology of the region.  The relevance of these areal patterns for general anthropological debates about the nature of culture, history, identity, and social change will also be highlighted.

HUDV 20500/30501. Psychological Anthropology

T. Luhrmann.

Psychological anthropology is a field at the intersection of psychology and anthropology which looks at phenomena like self, intention, emotion, and psychopathology in cultural context. This course will introduce students to the tradition of work in this field, both early twentieth century (Sapir, Benedict, Mead, Kardiner) and more recent (Crapanzano, Obeyesekere, Spiro, Lutz and others). The course should provide a useful background for those who hope to explore psychological themes with the ethnographic method.

HUDV 21000/31000. Cultural Psychology

R. Shweder

There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning.

HUDV 21800.  Primate Behavior and Ecology

D. Maestripieri

This course explores the behavior and ecology of nonhuman primates with emphasis on their natural history and evolution.  Specific topics include methods for the study of primate behavior, history of primate behavior research, socioecology, foraging, predation, affiliation, aggression, mating, parenting, development, communication, cognition, and evolution of   human behavior. 

J.Lucy

This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion.

HUDV 21900/30400. Biological Psychology

L.Kay

What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course provides an introduction to the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavior, action, motivation, and emotion.

HUDV 23249. Animal Behavior

J.Mateo

PQ: Completion of the general education requirement for the biological sciences. This course provides an introduction to the mechanism, ecology, and evolution of behavior, primarily in nonhuman species, at the individual and group level. Topics include the genetic basis of behavior, developmental pathways, communication, physiology and behavior, foraging behavior, kin selection, mating systems and sexual selection, and the ecological and social context of behavior. A major emphasis is placed on understanding and evaluating scientific studies and their field and lab techniques.

HUDV 23700/31200. Education and Human Development

S. Stodolsky.

PQ: Second year or beyond.  The course provides an introduction to the connections between education and human development. Topics include the achievement and motivation of U.S. students from an international perspective, the development of literacy from a comparative perspective, equality and inequality in schools, issues of gender, ethnicity and race in relation to schooling, and historical and contemporary responses to immigration in educational institutions. The last part of the course is devoted to promising solutions to some of the educational problems exposed in the first part of the course. Possible solutions include preschool education, reducing class size, reforming the organization of schools, the development of professional communities, and family school connections. 

HUDV 23800/36400. Theories of Emotion and the Psychology of Well Being

N.Stein.

This course will review different approaches to the study of emotion and well being, different ways of measuring well being, the relationship between positive and negative well being, and the degree to which well-being can be changed.  We will discuss studies that focus on the mechanisms that control psychological well being, and the thinking, appraisals, and beliefs that lead to positive versus negative well being.  We will also investigate those conditions that produce irrevocable changes in psychological well being and those conditions that promote robustness.  

HUDV 23900. Introduction to Language Development

S. Goldin-Meadow, C. Johnson.

This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics).

HUDV 24100.  On Love: Classical and Modern Perspectives

K.Mitova, D. Orlinsky

 PQ: Third or fourth-year standing.  Two senior members of the faculty -- one a humanist, the other a social scientist -- will together explore the nature and character of love. First, as humanists, we will read Plato (Phaedrus, Symposium and Lysis); then, as social scientists, we will view love from an interdisciplinary perspective, focusing on its psychological, social, cultural, and developmental dimensions (Freud and other modern writers). Assignments may also include literary and cinematic materials. Finally, students will present their own research and reflections on the subject.

HUDV 24400. Observation of Child Behavior

S.Stodolsky.

This course, intended primarily for undergraduates, examines the use of direct observation as a research method to explore ways in which children behave in a variety of settings including preschools, schools, playgrounds, hospitals, and other public venues. Behavior is examined with an ecological perspective as well as a developmental one.  The course consists of readings on how to conduct observational studies, findings from developmental research, and field work.  Field work includes frequent brief assignments involving observing children; at least one assignment will be done with a classmate.  An independent project, resulting in a research paper is also required.

S. Stodolsky

This course is intended to provide a workshop setting in which students can advance their research projects on educational topics with other students doing research in the field of education. Typical participants are students working on a dissertation or MA thesis or an honors project.

HUDV 24600. Sexual Identity, Life-course, and Life Story

B. Cohler

This course considers gay, lesbian and bisexual lives from childhood through later life.  Beginning with study of the concept of sexual identity, the course explores what is known about biological factors presumed relevant to emergence of same gender sexual orientation, social circumstances and aspects of personal development salient among those persons whose self-identify is or becomes gay, lesbian, or bi-sexual across the years of childhood, adolescence, young adulthood, as well as in middle and later life, focusing on such issues as gender atypical interests, the contribution of familial circumstances, and the role of the “coming-out” story. The course also explores such issues as intimacy, partnership, parenthood, and aging among bi-sexual men and women and lesbians and gay men. The course concludes with considerations and limitations of “queer theory” to our understanding of sexual identity and life-story.

HUDV 25800. Psychiatric Patient and Life World

B. Cohler

PQ: Consent of Instructor.  This course provides students with an opportunity to work under the supervision of the instructors with psychiatrically ill adults presently living at Somerset House, a 405 bed "intermediate care facility" in the Uptown areas of the North side, and providing residential services and treatment for persistently ill adults through old age as an alternative to institutionalization.  Additionally students will have the opportunity to participate in both inpatient services in a public psychiatric hospital (Tinley Park). With about 450 residents, Somerset House includes a broad range of ages and types of disorder; students will spend time each week talking with residents assigned to them, take part in such activities with residents as social skills and workshops and neighborhood shopping trips, and act ivies taking place in the lounge such as games and crafts.  This clinical experience ship will be integrated with readings and class discussion regarding origin, course, and intervention for major mental disorders.  Additional consideration is given to public policy issues related to intervention among persistently troubled adults.  The course meets each Friday from 9:00 a.m. through late afternoon, with the last two hours of the day reserved for discussion of the day's events and assigned reading.  The work for the course will be a paper integrating the clinical experience with relevant literature.

HUDV 25900/30700. Introduction to Developmental Psychology

S. Goldin-Meadow, S. Hans

This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required. 

HUDV 26000/30600. Introduction to Social Psychology

N. Stein, T. Trabasso

This seminar course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role, personality, social cognition, and political psychology.

PSY 27000. Judgment and Decision Making

W. Goldstein

This course provides an overview of topics related to the psychology of decision making and judgment. Specific topics are drawn from three broad areas: the ends that people pursue (e.g., happiness, meaning), the means with which people pursue them (e.g., processes of self-regulation, strategies of management and coping, planning, problem-solving, evaluation, and choice), and limitations of deliberative decision making (e.g., lack of self-knowledge, unconscious or emotional processes that are difficult to control, external constraints).

P.Homans

This course focuses on the manner in which we make use of the past, the personal past, the collective past, and the place of social and historical change in retelling and rewriting life-history and history.  The course begins with a discussion of memory, conceptions of the personal and historic past, and such related issues as nostalgia, mourning, and the significance of commemoration in monument and ritual.  These issues are explored in a number of topics including 20th-century war memorials, the Vietnam Veterans Memorial, high school and college reunions, the Holocaust and its representation in contemporary European society, the construction of the Israeli notional tradition, and the construction of Abraham Lincoln as an American story of loss and renewal.  The course requirement is a paper designed in consultation with the instructors. 

HUDV 27700/31800. Modern Psychotherapies

D. Orlinsky

This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse therapeutic approaches will be examined, including psychodynamic, interpersonal, client-centered, gestalt, and cognitive-behavioral orientations. Couple and family therapy sessions, and sessions with younger clients, may also be viewed. Historical and conceptual models will be presented to deepen students' understandings of what is being viewed, but the main emphasis will be on experiential learning through observation and discussion. Most of the readings will be found in Regenstein Reserve. Grading will be based on class participation and writing assignments. 

HUDV 27800/31300. Freud: Human Development and Personality

D. Orlinsky

This course offers students the opportunity to make an intensive examination of Freud's writings on human development, personality, and psychological functioning. Careful consideration will be given to Freud's methods of inquiry, basic observations, and theoretical concepts in the areas of cognition, motivation, emotion, focusing on topics such as normal and abnormal 'nonrational' experiences and behaviors (dreams, jokes, symptoms, etc.), conscious and unconscious psychological processes, basic drives, psychological maturity and mental health. Emphasis will be placed on close critical reading and integration of Freud's writings, and short papers on the texts will be assigned.

HUDV 27900.  Self and Identity

W. Goldstein

This course provides an introduction to research and theory related to psychological aspects of self and identity.  Specific topics are drawn from the following broad areas: development of self (e.g., origins of selfhood), self-knowledge (e.g., organization of self-knowledge, motivational influences on self-knowledge), self and subjective experience (e.g., self-esteem, self and emotion), self- regulation (e.g., processes of self-control, willpower), self and interpersonal processes (e.g., self-presentation, role models), and culture and self. 

J. Lucy, Co-instructors: G. Bevington, S. Gaskins

Basic introduction to the modern Yucatec Maya language, an indigenous American language spoken by about 750,000 people in southeastern Mexico. Three consecutive quarters of instruction will be offered for those aiming at basic and intermediate proficiency. Students receiving FLAS support must take all three quarters. Others may elect to take only the first quarter or first two quarters.  Students wishing to enter the course midyear (e.g., those with prior experience with the language) must seek explicit permission from the Instructor.  Materials exist for a second year of the course; interested students should consult with the Instructor.  Students wishing to continue their training with native speakers in Mexico may apply for FLAS funding in the summer to support such efforts.

HUDV 28000/32800.  Advanced Psychoanalytic Theory

S. Fisher

This seminar will focus on present psychoanalytic theories and their relationship to one another.  Central to our inquiry is the dynamic unconscious of Freud and the ways in which it has been elaborated, modified or diminished in the views of Fairbairn, Klein, Winnicott, Kohut, Gedo and Modell.  In addition, we will examine the problems and uses of transference and countertransference and we will look at some aspects of feminism in psychoanalytic theory.

HUDV 28100.  Seminar:  Research on Psychotherapists

D. Orlinsky

PQ: Consent of instructor.

 This seminar is designed for advanced students interested in exploring research opportunities. It draws on data accumulated in a decade-long study of psychotherapists of different professions, theoretical orientations, and career levels that has been conducted collaboratively in more than a dozen countries. The methods and major findings to date will be reviewed, and students will then develop their own projects utilizing a data base of more than 5,000 therapists, which covers many aspects of their professional and personal characteristics. Special attention will be paid to developmental processes and to the problems involved in making cross-national and cross-cultural comparisons.

HUDV 28500/38500. Freud and Psychoansalysis

B.Cohler

This seminar focuses on the nature of the argument constructed by Freud in the Introductory-New Introductory Series, and three case studies (Dora, “Rat-Man” and Little Hans) and the role of this work for the emergence of psychoanalysis.  Study of the Introductory-New Introductory series provides an overview of Freud’s contribution, a coherent statement of the first-principles of psychoanalytic inquiry a portrayed by Freud, and a useful introduction to his work.  Each of the major sections of the work is illustrated by study of one of Freud’s case reports.  Much of the time will be spent in a careful analysis of the text.  The requirement for the course is a seminar paper using Freud’s ideas as related to topics of particular interest to students.  This paper may be worked out in consultation with the instructor.

D.Orlinsky

The wellbeing and mental health of individuals depends on psychobiological as well as sociocultural conditions. However, professional thinking about mental health and illness currently focuses almost exclusively on psychobiological factors. This course aims to broaden our concepts of mental health and wellbeing by examining the contributions of major social scientific theorists, such as Durkheim, Simmel, Freud, Mead, and other classic and contemporary writers who show the vital connection between individual personality and sociocultural context. The course will consist of lectures and discussion of required readings, with grades based on short paper assignments.

HUDV 29700. Undergraduate Reading and Research

Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades.

HUDV 29800. Senior Paper Seminar

Required of fourth-year concentrators. This seminar prepares concentrators for writing their required senior paper. Students work with their faculty adviser to design their paper, which may be a revision of a course paper or based on an entirely new topic. The mechanics of research and writing is supervised by a program preceptor. Students may wish to take a Reading and Research course in the Winter Quarter in order to complete work on their senior paper. Papers are due by the end of the second week of the quarter (typically Spring Quarter) in which a student plans to graduate.

HUDV 29900. B.A. Paper Preparation

Required of students who wish to be considered for honors in Human Development. Students are required to submit the College Reading and Research Course Form. Available for quality grades or for P/F grades.

Cohler, Bert

This discussion-style course considers the adolescent epoch in terms of the course of life. The course focuses in the adolescent's life, together with the transition from adolescence to youth.  These aspects of adolescent development are viewed within the context of historical, social and cultural perspectives, considering both ethnographic studies of youth in  cultures other than our own, and intra-cohort variation including social status, geography and ethnicit within our own society.  The course concludes with consideration of the impact of globalization and the media on the adolescent\'s experience of self and others.

C. Johnson

This course explores qualitative methods of language analysis for research in the social sciences. It will emphasize ideas and methods from linguistics and related fields that can be applied to the analysis of language (in texts, conversations, survey responses, etc.) or the elicitation of data through linguistic means (e.g. survey questions, experimental stimuli, etc.). The specific topics we cover will depend partly on student needs and interests, but may include: vocabulary classes, grammatical constructions and other meaningful non-words, pragmatic issues (topic and focus, presupposition, implicature, etc.), conceptual tropes (metaphor, metonymy, and blending), conversation analysis, and narrative analysis.

HUDV 30400.  Biological Psychology

M. McClintock.

What are the relations between mind and brain? How do brains regulate mental, behavioral, and hormonal processes; and how do these influence brain organization and activity? This course provides an introduction to the anatomy, physiology, and chemistry of the brain; their changes in response to the experiential and sociocultural environment; and their relation to perception, attention, behavioral action, motivation, and emotion.

T. Luhrmann.

Psychological anthropology is a field at the intersection of psychology and anthropology which looks at phenomena like self, intention, emotion, and psychopathology in cultural context. This course will introduce students to the tradition of work in this field, both early twentieth century (Sapir, Benedict, Mead, Kardiner) and more recent (Crapanzano, Obeyesekere, Spiro, Lutz and others). The course should provide a useful background for those who hope to explore psychological themes with the ethnographic method.

HUDV 26000/30600.  Social Psychology

N. Stein

This seminar course examines social psychological theory and research based on both classic and contemporary contributions. Among the major topics examined are conformity and deviance, the attitude-change process, social role and personality, social cognition, and political psychology.

HUDV 25900/30700. Introduction to Developmental Psychology

S. Goldin-Meadow, S. Hans

This course is an introduction to developmental psychology that stresses the development and integration of cognitive, social, and perceptual skills. Discussion section required.

J. Mateo

This course will explore the biological basis of mammalian sex differences and reproductive behaviors. We will consider a variety of species, including humans.  We will address the physiological, hormonal, ecological and social basis of sex differences. To get the most from this course, students should have some background in biology, preferably from taking an introductory course in biology or biological psychology.

HUDV 21000/31000. Cultural Psychology

R. Shweder

There is a substantial portion of the psychological nature of human beings that is neither homogeneous nor fixed across time and space.  At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of "normal" psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world.  Research findings in cultural psychology thus raise provocative questions about the integrity and value of alternative forms of subjectivity across cultural groups.  In this course we analyze the concept of "culture" and examine ethnic and cross-cultural variations in mental functioning with special attention to the cultural psychology of emotions, self, moral judgment, categorization and reasoning.

cope with in different ways. The Gouro (Ivory Coast), a society based on descent groups, reveals other processes of ontogenesis and maturation related in this case to the importance of patrilineal descent and ancestors cults. A last example will concern an Amazonian society (the Matis)  (4 weeks).  The last three weeks of the course will explore Western age-sets, old and new. In France for example, the criteria of age has been institutionalised by the State since the XVIth century and, nowadays, age limits are hotly debated in the political arena. The recently discovered example of the classards (French Alps) will illustrate how a traditional age institution has survived and adapted to modern circumstances.

The 11th week  is for the examinations. 

HUDV  31200 Education and Human Development

S. Stodolsky

PQ: Second year or beyond.  The course provides an introduction to the connections between education and human development. Topics include the achievement and motivation of U.S. students from an international perspective, the development of literacy from a comparative perspective, equality and inequality in schools, issues of gender, ethnicity and race in relation to schooling, and historical and contemporary responses to immigration in educational institutions. The last part of the course is devoted to promising solutions to some of the educational problems exposed in the first part of the course. Possible solutions include preschool education, reducing class size, reforming the organization of schools, the development of professional communities, and family school connections.

HUDV 27800/31300. Freud: Human Development and Personality

D. Orlinsky

PQ: Consent of instructor.

This course offers students the opportunity to make an intensive examination of Freud's writings on human development, personality, and psychological functioning. Careful consideration will be given to Freud's methods of inquiry, basic observations, and theoretical concepts in the areas of cognition, motivation, emotion, focusing on topics such as normal and abnormal 'nonrational' experiences and behaviors (dreams, jokes, symptoms, etc.), conscious and unconscious psychological processes, basic drives, psychological maturity and mental health. Emphasis will be placed on close critical reading and integration of Freud's writings, and short papers on the texts will be assigned.

HUDV 31600/41601. Introduction to Language Development

S. Goldin-Meadow, C. Johnson

 This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics)

HUDV 31700 Memory Techniques: The Construction and Reconstruction of Self and Society

J. Cole.

This course considers the social, psychological and cultural underpinnings of "memory," that elusive faculty that is central to the constitution of self and social life.  The course takes as its point of departure the assumption that memory is a simultaneously individual and social phenomenon, and thus provides a key site from which to examine the interplay of individual processes with shared cultural forms.  We will pay special attention to the role of memory in the construction and reconstruction of self and society following traumatic episodes of violence and cultural dislocation. Following the introductory session, the first five weeks of the class will examine different theoretical approaches to memory and remembering/forgetting.  We will examine memory as located in social structure (Halbwachs), cognitive schemas (Bartlett/Neisser), conversation and narrative (Middleton/Antze) and social practices (Bourdieu/Hutchins/Cole/Volosinov/Wertsch). Having established some theoretical tools for the study of memory, we will turn to a series of case studies including trauma and its impact on individual processes of remembering (Freud/Loftus/Herman/Kirmayer), how trauma affects group processes of reconstruction (Erikson/Scheper-Hughes/Daniels), and how "trauma" as an idea and set of medical practices has been socially constructed (Leys/Young).

HUDV 31800. Modern Psychotherapies

D. Orlinsky.

This course introduces students to the nature and varieties of modern psychotherapies by extensive viewing and discussion of video-taped demonstration sessions. Diverse treatment approaches will be studied, including client-centered, cognitive-behavioral, gestalt, interpersonal, and psychodynamic therapies. Couple and family therapy sessions may be viewed along with demonstrations of individual therapy with adults, adolescents, or children. Historical and conceptual models will be presented to deepen the student's understanding of what is being viewed, though the main emphasis of the course is on experiential learning through observation and discussion. Grading will be based primarily on writing assignments.

HUDV 31900. Language, Culture, and Thought

J. Lucy.

This is a survey course exploring the role of natural language in shaping human thought. The topic will be taken up at three levels: semiotic-evolutionary (the role of natural language in enabling distinctively human forms of thinking--the rise of true concepts and self-consciousness), structural-comparative (the role of specific language codes in shaping habitual thought--the "linguistic relativity" of experience), and functional-discursive (the role of specialized discursive practices and linguistic ideologies in cultivating specialized forms of thought--the pragmatics, politics, and aesthetics of reason and expression). Readings will be drawn from many disciplines but will emphasize developmental, cultural, and critical approaches. Class time will be divided between lecture and discussion.

M. McClintock

This graduate seminar is an introduction to the reciprocal interactions between psychology and biology, as well as fundamental principles of neural, endocrine and immune integration.  The course is taught with a developmental emphasis, including animal and clinical literature.

HUDV 32210. Intimate Politics in Africa

J.Cole

This course explores the intersection between ideas and practices around the body, reproduction, and intimate social relations and broader political and economic practices in contemporary Africa. Drawing on recent ethnographies as well as historical studies of diverse African societies, we will explore the nature of body and person in Africa, how ideas about the body and intimate social relations inform wider political formations and dynamics. We will also address the changing nature of intimate social relations in the context of neoliberal economic reform. Topics addressed include the body and the senses, models of aging, fashion and adornment, and the politics of reproduction. J. Cole, Winter  (C)

HD 32220. Youth: A Historical and Ethnographic Investigation

J.Cole

In recent years, in part in response to the visibility of youth across the globe in the context of globalization, youth have once again emerged as a major focus of anthropological analysis. Drawing on both historical studies of youth and recent anthropological analysis, this class addresses the question of how to conceptualize youth and what kinds of broader theoretical insights might be gained from studying then. The class will begin by addressing classic debates in the study of youth, including the notion of adolescence, and youth sub-culture. We will then attempt to work out an agenda for studying youth through our reading of contemporary articles and ethnographies. J. Cole. Spring (C) (B)

HUDV 33800. Family and Life Course

B. Cohler

Founded on Burgess’ portrayal of the family as a “unity of interacting personalities,” and recognizing the importance of life-time and historical time in the study of social life, this course provides an overview regarding the place of the family in contemporary society.  Starting with discussion of the American family in historical time, readings and class discussion will concern major roles within the family, marriage, divorce, adoption, and the reconstituted family, relations between generations, the place of both work and school in family life and family and caregiving.  The course will conclude with a discussion of family and social change, including family and an aging society, changing roles of men and women within the family society, and the significance of families of choice.

HUDV 34200. Evolution of Parenting

D. Maestripieri

This course explores parental behavior in nonhuman animals and humans from a comparative and evolutionary perspective. Specific topics include parental care systems in invertebrates and vertebrates, variation in parental investment in relation to costs and benefits, parent-offspring conflict, sex-biased parental investment, birth sex ratios, attachment theory, and cross-cultural patterns of parenting in humans.

HUDV 34300. Primate Behavior

D. Maestripieri.

This course explores the behavior and ecology of nonhuman primates. Specific topics include methods for the study of primate behavior, history of primate behavior research, socioecology, foraging, predation, affiliation, aggression, mating, parenting, development, communication, cognition, and evolution of human behavior. The course will involve visits to the Brookfield Zoo with observations of primate behavior.

HUDV 34401.  Sem: Research & Evaluation Projects in Education

S. Stodolsky

This course is intended to provide a workshop setting in which students can advance their research projects on educational topics with other students doing research in the field of education. Typical participants are students working on a dissertation or MA thesis or an honors project.

HUDV 34501(2)/48101(2).  Anthropology of Museums

R. Fogelson

Open to advanced undergraduates with consent of instructors. This course will consider museums from a variety of perspectives: as cultural phenomena with particular histories and structures and functions; as sites of entertainment and embodiments of popular culture; as institutions for cultural transmission; as total institutions with distinctive world views and ideologies; and as battlegrounds for past and present cultural wars.  After some introductory discussions, among the issues examined will be cultural presentation in the Columbian Exposition; the Native American Graves Protection and Repatriation Act; the image and imagination of African American culture as presented in two local museums; and museums as history and memorials as exemplified by Holocaust exhibitions. Included in the seminar are several on-site visits to Chicago-area museums.

HUDV 34600. Sexual Identify, Life-course and Life-story

B. Cohler.

This course considers gay, lesbian and bisexual lives from childhood through later life.  Beginning with study of the concept of sexual identity, the course explores what is known about biological factors presumed relevant to emergence of same gender sexual orientation, social circumstances and aspects of personal development salient among those persons whose self-identify is or becomes gay, lesbian, or bi-sexual across the years of childhood, adolescence, young adulthood, as well as in middle and later life, focusing on such issues as gender atypical interests, the contribution of familial circumstances, and the role of the “coming-out” story. The course also explores such issues as intimacy, partnership, parenthood, and aging among bi-sexual men and women and lesbians and gay men. The course concludes with considerations and limitations of “queer theory” to our understanding of sexual identity and life-story.

HUDV 34800. Kinship and Social Systems

J. Mateo

This course will use a biological approach to understanding how groups form and how cooperation and competition modulate group size and reproductive success.  We will explore social systems from evolutionary and ecological perspectives, focusing on how the biotic and social environments favor cooperation among kin as well as how these environmental features influence mating systems and inclusive fitness.  While a strong background in evolutionary theory is not required, students should have basic understanding of biology and natural selection.  Course will use combination of lectures and discussion.

HUDV 34900. Biopsychology of Attachment

D. Maestripieri

This course explores parent-child attachment from a bio social perspective. It consists of two parts: Part I will focus on mother-infant attachment and include discussion of such topics as neuroendocrinology of maternal behavior in animals and humans and mother-infant bonding in primates and humans. Part II will focus on infant-mother attachment in humans and include discussion of such topics as Bowlby's formulation of attachment theory, individual differences in attachment and the Strange Situation Test, internal working models attachment, cross cultural studies of attachment, attachment and adult romantic relationships, and attachment and psychopathology.

HUDV 35200. Social Context, Biology, and Health

M. McClintock, L. Waite

PQ: Fourth Year College Students only. Connections to and relationships with other people are so fundamental and ubiquitous that they may be taken for granted. Disruptions or the absence of stable social relationships, in contrast, blast our minds and biology as few other events can. Epidemiological studies have now clearly established a relationship between social isolation and both mental and physical health. This course adopts integrative interdisciplinary approach that span the biological to sociological levels of analysis to explore the interactions involved and possible mechanisms by which the social world gets under the skin to affect the mind, brain, biology, and health.

HUDV 35501. Cross Cultural Child Development

D. Freedman

This course treats child development within a “systems” view in which culture, politics, and ecology affect the family and thus the developing child.  In turn, the child‚s genotype (including gender) and its attachment experiences are shown to have lifelong effects via the child‚s development on an „internal working model‰ of its experienced social world.  The transmission of both pathology and normal, culture-specific behavior are seen as flowing from these processes.  Lectures will be supported by visual materials from the instructor‚s own research.  These include studies of developing twins, gender studies, and inquiries into the cross-cultural nature of child development in China, Iceland, and Israel (Kibbutzim and Arab enclaves).  American samples include Bengalis, Japanese, Koreans, and adopted Koreans.

D. Freedman

Recent developments in genomic archeology make clear that human DNA can be accurately designated as to its continent of origin; further, genomic differences and linguistic distances are shown to correlate well.  Other pertinent issues, e.g., the 'out of Africa' hypothesis, the East-West cognitive differences of Nisbett et al., and chimpanzee-human relatedness, will be considered. For each topic implications for the social sciences, human development in particular, will be addressed.

HUDV 35600. Topics in Conflict Understanding and Resolution

N. Stein

This course with focus on the nature, origins, and resolution of conflict. We will consider conflict across many domains:  intimate relationships, relationships between groups, and relationships between countries. Our goal is to understand how conflicts begin, how they are promoted, and ways in which they are resolved successfully and unsuccessfully. We will focus on ways in which conflict "talk" results in positive and negative outcomes with respect to mental health and long range behavior.

R.Taub

This course will focus on methods for collecting qualitative field data in urban settings from the ground up, so to speak, and to discuss some related methodological issues.  In addition to readings, there will be field assignments and students will discuss each other's notes.

HUDV 36400. Theory of Emotion and Psychology of Well Being

N. Stein

This course will review different approaches to the study of emotion and well being, different ways of measuring well being, the relationship between positive and negative well being, and the degree to which well-being can be changed.  We will discuss studies that focus on the mechanisms that control psychological well being, and the thinking, appraisals, and beliefs that lead to positive versus negative well being.  We will also investigate those conditions that produce irrevocable changes in psychological well being and those conditions that promote robustness.

HUDV 36500. Ethnographic Analysis

T. Luhrmann

The course discusses ethnography as a method of inquiry in the social sciences. It presents the pragmatic expectations of good ethnographic fieldwork (how you do it, and how experienced ethnographers identify good ethnographic work) and the epistemological constraints that this kind of method imposes upon those who use it. What kind of theory of the human condition can be supported by this kind of data? Students will be asked to do a (very short) ethnographic project, but the course will focus primarily on contemporary ethnographies to unpack the process of their construction and the persuasiveness of their claims.

HUDV 36700. Divinity and experience: anthropological, psychological and theological reflections on the nature of God

T. Luhrmann

Who is God to those who believe in God? Divinity is by its nature other: usually invisible, intangible and supernatural. Humans experience themselves in relationship with divinity, and often talk about that relationship as being like a relationship with a person. Yet such relationships would seen to be profoundly different. This course explores a variety of approaches from a variety of religious traditions as a means to explore this puzzle. Readings will include the observers' accounts of religious experience and participants' autobiographies.

HUDV 36800. Nonverbal Communication in Humans and Other Primates

S. Goldin-Meadow, D. Maestripieri

This seminar explores the communicative use of nonverbal behavior in human and nonhuman primates. Topics include: evolutionary, comparative, and cross-cultural aspects of facial expressions and gestures, comparative and cognitive aspects of eye gaze and pointing, the relation between nonverbal behavior and emotion, the development of nonverbal communication in children, the contextual usage and information content of nonverbal expressions, the relation between nonverbal gestures and speech, the neural control of facial expressions, and the perception and processing of nonverbal information in the brain.

J. Mateo

This graduate workshop involves weekly research seminars in animal behavior given by faculty members, post-docs, and advanced graduate students from this and other institutions. The seminars are followed by discussion in which students have the opportunity to interact with the speaker, ask questions about the presentation, and share information about their own work. The purpose of this workshop is to expose graduate students to current comparative research in behavioral biology and meet some of the leading scientists in this field. Students must register for this course in the Autumn quarter and will receive credit in the Spring, at the end of the 3-quarter sequence.

HUDV 37800. Evolutionary Social Psychology

Staff

PQ: Consent of Instructor. This course explores human social behavior from the perspective of a controversial new discipline: evolutionary psychology. In this course we will read and discuss articles in which evolutionary theory has been applied to different aspects of human behavior and social life such as: developmental sex differences, cooperation and altruism, competition and aggression, physical attractiveness and mating strategies, incest avoidance and marriage, sexual coercion, parenting and child abuse, language and cognition, and psychological and personality disorders.

HUDV 38000, 38100, 38200. Mind and Biology Proseminar

D. Maestripieri, L.Kay,  M. McClintock, J.Mateo

PQ: Permission of Instructor. The goal of this proseminar is to give graduate students the opportunity to be exposed to and discuss the research in biopsychology currently conducted at the Institute for Mind and Biology. The Mind and Biology Proseminar meets four times a quarter (plus an orientation meeting in Autumn quarter, each time for two hours.  A meeting consists of a 45 – 60 minute research presentation by an IMB faculty member (or a guest speaker) and 60 minutes of discussion. Students will earn 100 units in Spring quarter after completing the three-quarter sequence. Autumn, Winter, Spring

T. Luhrmann

Evidence increasingly suggests that psychiatric illnesses--even those thought of as primarily biomedical--look different in different settings. Their symptoms may change, their prognosis may vary and certainly, the way they "mean" may shift significantly. This course introduces the student to what we now know about the way the identification, experience and treatment of serious mental illness changes in different cultural settings, and the way ethnographic analysis can be used to capture and understand these changes.

HUDV 28500/38500. Freud and Psychoanalysis

B.Cohler

This seminar focuses on the nature of the argument constructed by Freud in the Introductory-New Introductory Series, and three case studies (Dora, “Rat-Man” and Little Hans) and the role of this work for the emergence of psychoanalysis.  Study of the Introductory-New Introductory series provides an overview of Freud’s contribution, a coherent statement of the first-principles of psychoanalytic inquiry a portrayed by Freud, and a useful introduction to his work.  Each of the major sections of the work is illustrated by study of one of Freud’s case reports.  Much of the time will be spent in a careful analysis of the text.  The requirement for the course is a seminar paper using Freud’s ideas as related to topics of particular interest to students.  This paper may be worked out in consultation with the instructor.

HUDV 38600. Theory and Ethnography of Self and Emotion

J. Cole

This course focuses on trying to understand the intersection between the individual and the social by examining the different ways in which people construct self and emotion in a variety of different situations.  The first two weeks are devoted to some classic attempts to understand self and society, first focusing on public aspects of culture, and then looking at the question of how individuals are constituted.  The rest of the course we will see if we can't theorize a middle ground between the two extremes.  We will do so by looking at a variety of different ways in which scholars have thought about questions of how emotions are constructed, how the self is made and the different cultural tools--like narratives, autobiography, or play--people draw on in constituting themselves.

D. Orlinsky

The wellbeing and mental health of individuals depends on psychobiological as well as sociocultural conditions. However, professional thinking about mental health and illness currently focuses almost exclusively on psychobiological factors. This course aims to broaden our concepts of mental health and wellbeing by examining the contributions of major social scientific theorists, such as Durkheim, Simmel, Freud, Mead, and other classic and contemporary writers who show the vital connection between individual personality and sociocultural context. The course will consist of lectures and discussion of required readings, with grades based on short paper assignments.

B. Cohler

HUDV 39200. Grammar/Cognition/Experience

C. Johnson.

This seminar surveys recent work that examines the influence of human experience and cognitive organization on grammatical structure.  In contrast to syntactic research that focuses on identifying abstract, formal properties of an innate mental module, this work regards the grammars of human languages as complex sign systems shaped by the interaction of cognitive, social, cultural, developmental, and historical phenomena. Topics includes human construal (not truth conditions) as the basis for linguistic meaning, the conceptual scenarios or "frames" underlying argument structure, the complex interdependence of grammar and lexicon, the conventional and symbolic properties of grammatical patterns, the relation between grammar and language use, and the implications of these other topics for the study of first language acquisition.

HUDV 39300. Qualitative Methods in the Social Sciences

B. Cohler.

This seminar explores the variety of qualitative methods used in social science study. Perspectives include field study, including the Chicago studies of social disorganization, “Grounded Theory," ethnography and study of culture, and narrative and life-story approaches to study of person and social life.  Attention is devoted to issues of method such as reliability and validity, implications for philosophy of social science study, portrayal of both person and context or setting, and to both the complex interplay of observer and observed and "reflexivity" in human sciences. The requirement for the seminar is paper related to some aspect of qualitative study in the human sciences.

HUDV 39900. Readings: Human Development

Staff

PQ. Permission of Instructor. Individual reading course with faculty member. Autumn, Winter, Spring.

HUDV 40000  Human Development Concepts

T.Luhrmann

This constitutes the required course for first year Human Development graduate students. The readings include classic texts which are central to the scholarly and scientific work carried out in this interdisciplinary program, among them works by Darwin, Durkheim, Freud, Piaget, James, and Evans-Pritchard.

HUDV 40100, 40200. Human Development Colloquium I & II

D. Orlinsky

Graduate students – 2-quarter sequence. Human Development faculty members present and discuss their research in Autumn and Winter quarters. This introduces new students to the range of research areas in the committee.

C.Casey

Interviewing techniques are important to all areas of the social sciences, but particularly to studies of human life that focus on the relations of individuals to their sociocultural communities.  Interviewing methods often determine the possible content of interviews as well as the tone or process of interviews and the relational styles that emerge.  Person-centered interviews, in that they are minimally structured, open-ended, and non-directive, offer unique perspectives on human development.  They allow others to order their worlds, to draw attention to important or salient aspects of their lives, and to venture into realms of experience that may be much beyond what you know or have experienced in other interviewing contexts.  In this course, you will conduct a series of in-depth, tape-recorded interviews with a single respondent. For this reason, your reading will be limited to the first couple of weeks, so that your taped interviews may be the main focus of our discussion and assessments of this interviewing method.  Our objectives will be: 1) to enhance your interviewing and listening skills by practicing and analyzing the process and content of your interviews, 2) to help you establish a level of comfort with interviewing that will facilitate your relations with respondents, 3) to establish the relevancy of this method for your ongoing or future research in relation to other potential methods, and finally, 4) to describe recording and documenting strategies.

HUDV 41601. Introduction to Language Development

S. Goldin-Meadow, C. Johnson

 This course addresses the major issues involved in first-language acquisition. We deal with the child's production and perception of speech sounds (phonology), the acquisition of the lexicon (semantics), the comprehension and production of structured word combinations (syntax), and the ability to use language to communicate (pragmatics).

M. McClintock

HUDV 42401 & 42402. Trial Research Seminar

Required of first and second year Human Development graduate students.  This course is taken in the Spring quarter of the first year, and again in the Autumn quarter of the second year.

The purpose of this seminar is to help students formulate and complete their trial research projects.

J.Lucy

This course examines influential theories of self formation and functioning especially with respect to how the theories handle social interaction and verbal communication. The course emphasizes close reading,  analysis, and discussion of basic texts representative of major approaches.

B.Goldstein

Processes of Judgment and Decision Making. This course offers a survey of research on judgment and decision making, with emphasis placed on uncertainty and (intrapersonal) conflict.  An historical approach is taken in which the roots of current research issues and practices are traced.  Topics are drawn from the following areas: evaluation and choice when goals are in conflict and must be traded off, decision making when consequences of the decision are uncertain, predictive and evaluative judgments under conditions of uncertain, incomplete, conflicting, or otherwise fallible information.

HUDV 44401. Sem: Research Projects in Education

S. Stodolsky.

This course is intended to provide a workshop setting in which students can advance their research projects on educational topics with other students doing research in the field of education. Typical participants are students working on a dissertation or MA thesis or an honors project.

S. Goldin-Meadow

HUDV 45600. When Cultures Collide

R. Shweder

M. McClintock

2 -part (2 quarter)  course:

After an overview of historical, ethical and philosophical perspectives on behavior genetics, Part 1 (Fall Quarter) presents current methods for behavioral assessment, including human systematic diagnostic instruments and behavioral methods in rodents.  Genetic methods include genome maps and infromatics.  Part 2 (Winter Quarter) will continue with techniques for identification of susceptibility variants, epigenetic phenomena, and gene manipulation.  These behavioral and genetic methods are then combined to elucidate the genetics and epidemiology of psychiatric disorders, complex traits and behavior, including schizophrenia, manic depression, childhood-onset disorders, diabetes and social behavior.

HUDV 34510(2)/48101(2).  Anthropology of Museums

R. Fogelson

Open to advanced undergraduates with consent of instructors. This course will consider museums from a variety of perspectives: as cultural phenomena with particular histories and structures and functions; as sites of entertainment and embodiments of popular culture; as institutions for cultural transmission; as total institutions with distinctive world views and ideologies; and as battlegrounds for past and present cultural wars.  After some introductory discussions, among the issues examined will be cultural presentation in the Columbian Exposition; the Native American Graves Protection and Repatriation Act; the image and imagination of African American culture as presented in two local museums; and museums as history and memorials as exemplified by Holocaust exhibitions. Included in the seminar are several on-site visits to Chicago-area museums.

HUDV 49900. Research: Human Development

Staff

PQ. Permission of Instructor. Individual research course with faculty member. Autumn, Winter, Spring

R.Taub

"What is honor?" Asks Falstaff.  "Can honor set to a leg?  No.  Or an arm?  No. Or Take away the grief of a wound?  No.  Who hath it?"  Honor makes men do strange things.  This course attempts both to answer Falstaff's question and to learn why Honor "pricks men on."

Topics in Psychological Anthropology:  Culture Bound Syndromes.

R. Fogelson

Culture-bound syndromes encompass those types of rare or seemingly exotic forms of mental disorder that appear to be exclusive to particular cultures separated in space and time.  In this course we will review some of the classic and contemporary descriptive and theoretical literature in this area in an effort to ascertain what role cultural factors play in the occurrence, incidence, etiology, symptomatology, treatment, and outcome of these disorders.  Attention will also be paid to classificatory issues in diagnosis and whether some disorders have disappeared with the passage of history and processes of globalization and whether new form have emerged in our classificatory systems.

HUDV 54000/54100 Statistical Research Methods I & II