- Acknowledging Bard's Origins
- History of Bard
- Learning at Bard
- Academic Calendar
- Division of the Arts
- Division of Languages and Literature
- Division of Science, Mathematics, and Computing
- Division of Social Studies
- Interdivisional Programs and Concentrations
- The Bard College Conservatory of Music
- Bard Abroad
- Additional Study Opportunities and Affiliated Institutes
- Civic Engagement
- Open Society University Network
- Campus Life and Facilities
- Graduate Programs
- Educational Outreach
- Levy Economics Institute of Bard College
- The Bard Center
- Scholarships, Awards, and Prizes
- Honorary Degrees and Bard College Awards
- Boards and Administration of Bard College
- Bard College Contact Information
- Bard Campus Map and Travel Directions
Bard College Catalogue 2022-23
Justin C. Hulbert (director), Justin Dainer-Best, Sarah Dunphy-Lelii, Thomas Hutcheon, Elena Kim, Kristin Lane, Frank M. Scalzo
The mission of Bard’s Psychology Program is to serve a foundational role in engaging the College and broader community with the science of human behavior. The program provides a thorough foundation in empirical methodology and analysis, and offers opportunities to participate in meaningful research and laboratory experiences.
The Psychology Program cultivates an environment where teaching and research mutually inform one another by providing opportunities for students to become engaged in research during the academic year and summer; supporting faculty research; encouraging students to gain internships and externships; and hosting speakers from other institutions. Courses strive to introduce students to foundational content in psychology’s subfields (social, cognitive, developmental, and abnormal psychology, as well as neuroscience); take a multilevel approach to answering psychological questions; engage students in integrative, critical thinking about the mechanisms underlying human thought and behavior; educate students in the process of science as it applies to human behavior; and prepare students to excel in their chosen place in an interdependent global society.
Areas of Study
The program provides grounding in the areas of abnormal psychology, cognitive psychology, developmental psychology, neuroscience, and social psychology. In brief, abnormal psychology is both an applied discipline and a research-oriented science that pertains to the study of psychopathology (psychological disorders, atypical development) and personality. Cognitive psychology is the scientific study of how our minds receive, store, and utilize information (e.g., how we perceive the world, acquire and later remember new information, make plans, reason, and use language) through careful observation of behavior and, increasingly, neurophysiological measurements. Developmental psychology involves the study of change (growth and decline) over the life span, including changes in cognition, social interaction, and brain development. Neuroscience focuses on understanding the structure and function of the central and peripheral nervous systems as it investigates questions of brain and behavioral development, normal brain function, and disease processes. Social psychology is the scientific study of people in their social contexts, emphasizing the empirical study of behavior and social thought, preferences, and feelings about oneself, one’s social groups, and others.
In order to sit for Moderation in psychology, students must take the following courses at minimum: Psychology 141, Introduction to Psychological Science (although a score of 5 on the AP Psychology exam may fulfill the requirement); Psychology 201, Design and Analysis in Psychology I; and at least two additional 200-level courses in psychology. Psychology 202, Design and Analysis II, must be taken before the Senior Project begins.
Psychology students must complete the following requirements to graduate: two additional 200-level courses in psychology (for a total of four, not including 201 and 202); two 300-level psychology courses (at least one, and preferably both, completed before the Senior Project begins); one 4-credit course in biology, chemistry and biochemistry, computer science, mathematics, or physics; and the Senior Project. At least one 200-level course must be completed from each of the following course clusters: in Cluster A, a core course in individual differences or abnormal psychology (courses numbered 210–219); in Cluster B, a core course in developmental or social psychology (220–229); in Cluster C, a core course in cognitive psychology or neuroscience (230–239).
All requirements for the major (including the nonpsychology Science, Mathematics, and Computing course) must be completed for a letter grade (i.e., not P/D/F).
Although the Psychology Program is housed in the Division of Science, Mathematics, and Computing, students decide at the time of Moderation whether they will pursue their degree in psychology from either the Division of Science, Mathematics, and Computing (SM&C) or the Division of Social Studies (SSt). These divisional degrees are distinguished by two features: an SSt degree entails at least two courses in one or more related disciplines in the Social Studies Division (decided individually in consultation with the adviser); and the Senior Project for an SM&C degree must have an empirical focus, in which the student collects and analyzes data, or presents a detailed plan for doing so. The SSt Senior Project does not carry this requirement, though it may of course do this. Students should choose a division based on their interests, their Senior Project type, and in conversation with their adviser. .
Recent Senior Projects in Psychology
- “A bilingual advantage for children with autism: Effect of a bilingual education on set shifting in children with Autism Spectrum Disorder”
- “Cultural taxation and college students: Undergraduate college students and their experiences with unfair cultural and identity taxation”
- “Only girls play with those”: An analysis of preschoolers’ gender schema development through gender stereotype knowledge and recognition of gendered information
- “The role of a polyrhythm’s pitch interval in music-dependent memory”
The course descriptions that follow are listed numerically, from introductory 100-level courses to 300-level Upper College courses and seminars.
Data and Democracy: Statistics and Data Science for Engaged Citizenship in the 21st Century
CROSS-LISTED: HUMAN RIGHTS
DESIGNATED: OSUN COURSE
Today, merely being informed about current events is no longer adequate. With the pervasive influence of misinformation on social media, many facts that should not be controversial are called into question or discredited. This not only creates tension among individuals but also a systematic threat to democratic institutions and ideas across the globe. This course focuses on these concepts across a wide range of topics, and on the cognitive biases that can short-circuit rational thinking as well as ways to mitigate the influence of these biases.
History and Systems in Psychology
Theoretical insights and conceptual attempts to understand human behavior are traced from speculations within the ancient world to current scientific thinking. Students are also introduced to the lives, times, and ideas of individuals who have made significant contributions to psychology. Particular attention is given to James, Pavlov, Freud, Skinner, and Asch, and to correspondence between and among pivotal figures in the field.
There is an urgent need to reduce early life inequalities in opportunities for education, income, health, professional success, and self-advocacy; children who start behind tend to stay behind. Developmental science reveals both the vital importance of supportive social interactions and enriching environments for healthy child outcomes. Through the lens of developmental psychology, this course examines the impact of persistent childhood inequalities based on gender, disability, race, and poverty. The focus is on the United States, with some emphasis on other industrialized and developing countries.
Introduction to Psychological Science
How does the mind create the reality we perceive? How do experiences shape the brain, and how do processes in the brain influence thought, emotion, and behavior? This course investigates these and similar questions by studying the science of the human mind and behavior. Topics covered include memory, perception, development, psychopathology, personality, and social behavior. A focus is on the biological, cognitive, and social/cultural roots that give rise to human experience. The course also considers how behavior differs among people and across situations.
Design and Analysis in Psychology
This two-part sequence introduces the research designs and data analyses central to psychological science. Featuring hands-on laboratory experiences designed to illuminate experimental psychology for intended majors, the courses provide a strong foundation for designing, conducting, analyzing, interpreting, and communicating empirical research in the discipline. Psychology 201 must be taken before 202. Prerequisites: Psychology 141 and sophomore status at the College.
Statistics for Psychology
An introduction to the concepts and methods of statistics, aimed at helping students gain a fundamental grasp of the tools needed to understand and conduct research in psychology. Topics include frequency distributions and probability, descriptive statistics, simple correlation and regression, sampling distributions, t-tests, and basic analysis of variance. Prerequisite: Psychology 141 or its equivalent.
Research Methods in Psychology
Students gain an understanding of research methods and design through a combination of readings, lectures, class discussions, and hands-on laboratory experience. They work individually and in groups to design and conduct observational studies, surveys, and experiments. Ethical issues are discussed at each stage of the research process, and students develop the ability to assess research critically. Prerequisite: Psychology 203 or the equivalent.
Methods of Qualitative Inquiry in Psychology
This course provides an overview of qualitative research perspectives and methods within psychological science. It focuses on paradigms such as thematic analysis, grounded theory, phenomenological methods, case studies, discursive psychology, and narrative psychology. Students get hands-on experience as they engage in the entire process of a qualitative study, from formulating a research question to interpreting data and reporting on their analysis. They also acquire skills in interpreting and managing qualitative data using specific software (MAXQDA).
Adult Abnormal Psychology
This course examines various forms of adult psychopathology (i.e., psychological disorders) within the contexts of theoretical conceptualizations, research, and treatment. Potential causes of psychopathology, diagnostic classifications, and treatment applications are addressed. Adult forms of psychopathology that receive the primary emphasis of study include the anxiety, mood, eating, and substance-related disorders.
Child Abnormal Psychology
This course investigates the factors contributing to psychopathology emerging in childhood, as well as the diagnostic and treatment standards now in practice. Students work from an empirically based developmental psychopathology perspective, with an emphasis on the risk and protective factors that shape abnormal and normal developmental trajectories. The course explores various models for understanding maladaptive development through the examination of current research and diagnostic practices in specific areas.
CROSS-LISTED: HUMAN RIGHTS
What does it mean to experience, deal with, and overcome trauma? This course investigates the psychological factors that contribute to trauma; symptoms relating to trauma; and the etiology, diagnosis, consequence, and treatment of trauma- related disorders, including post-traumatic stress disorder (PTSD). Topics also include intimate partner violence and the physiological impacts of trauma, transgenerational trauma, and race-based trauma. Readings include nonfiction accounts, empirical and review articles, clinical case studies, and sections from treatment manuals. Prerequisite: Psychology 141 or permission of the instructor.
Emotions influence what we pay attention to, what we remember, and how we behave. This course explores the psychological process and experience of emotion; theories of emotion, including evolutionary accounts, categorical theories, and dimensional approaches; the neural and physiological processes underlying emotions; and the psychological processes that affect emotional perception, expression, and regulation. Also discussed is how the dysregulation of emotions can result in psychopathology. Prerequisite: Psychology 141.
CROSS-LISTED: GSS, SOCIOLOGY
Social psychology is the scientific study of human thought, behavior, and feelings in their social contexts. This course surveys many of the processes that influence and are influenced by our interactions with others. Students use principles of social psychology to understand the ordinary origins of benevolent (e.g., altruism) and malevolent (e.g., aggression) aspects of human behavior. The course emphasizes the influence of culture, race, and gender on the topics addressed. Prerequisite: Psychology 141.
What environments promote optimum development for children? This specialized course prepares students to understand the biological, motor, perceptual, cognitive (including intelligence), language, emotional, social, and gender development of children, from conception through early adolescence. Child development history, theory, and research strategies are discussed, as are the effects of family, peers, media, and schooling.
Cognitive psychology is the study of mind: how we perceive the world, remember, represent knowledge, acquire new information, become aware of our emotions, make plans, reason, and use language. This course examines the empirical foundations that determine our understanding of mind, including classic research designs, recent advances in computational modeling, philosophical perspectives, and changes in cognition throughout the life span. Also considered is the neural underpinning of these topics. Prerequisite: Psychology 141 or Computer Science 131.
The ability to express thoughts and emotions and to interact with the environment largely depends on the function of the nervous system. This course examines basic concepts and methods in the study of brain, mind, and behavior. Topics include the structure and function of the central nervous system, brain development, learning and memory, emotion, sensory and motor systems, the assessment of human brain damage, and clinical disorders such as schizophrenia, epilepsy, and Parkinson’s disease.
The field of social neuroscience aims to elucidate the links between the mind, brain, and social behaviors. This course focuses on recent theorizing and methodologies from neuroscience that have identified the psychological processes at play as we go about our dynamic and complex social lives. Specifically, the class examines the brain bases of social judgments, the experience and regulation of emotions, embodied cognition, empathy, attachment, theory of mind, sexual attraction, romantic love, and neuroeconomics. Prerequisite: Psychology 141, an introductory biology course, or permission of the instructor.
Sensation and Perception
As we read a line of text our eyes make a series of short, rapid movements followed by brief pauses. Yet we experience reading as a continuous flow of information. So how does our brain construct a stable representation of the world when provided with ever-changing sensory information? In this course, students consider the anatomy and physiology of sensory structures; the cognitive processes that turn raw sensory information into our perception of the world; and how the same information can lead to different perceptions across individuals and cultures.
Learning and Memory
Memory is fundamental to all aspects of learning and behavior. It reminds us to pick up a friend after class, acts as a repository for driving skills, and can also incite flashbacks to an earlier car crash. How does the brain support memory? How do these capacities develop across the life span, and what can we do to improve our memory? The class evaluates theories and evidence from behavioral experiments, brain imaging methods, and cases of impaired memory. Prerequisite: a 100-level course in psychology.
Drugs and Human Behavior
CROSS-LISTED: MBB, STS
An exploration of the biological bases for the behavioral effects of several psychoactive substances, including therapeutic compounds, such as antipsychotics and antidepressants, and drugs of abuse. The course focuses on mechanisms of drug action and physiological and behavioral effects. Broader societal issues such as drug addiction, drug policies and testing, and controversial therapeutic interventions are discussed in relation to selected compounds. Prerequisite: an introductory psychology or biology course, or permission of the instructor.
CROSS-LISTED: COMPUTER SCIENCE, EXPERIMENTAL HUMANITIES, MBB
The field of Human-Computer Interaction (HCI) sits at the intersection of computer science and cognitive psychology. The guiding question is how to leverage what we know about human information processing to design efficient interfaces between humans and computers. Students gain theoretical knowledge and practical experience in fundamental aspects of human perception, cognition, and learning as they relate to the design, implementation, and evaluation of human-computer interfaces. Prerequisite: Psychology 141 or Computer Science 141.
Judgment and Decision Making
John F. Kennedy once noted, “The essence of ultimate decision remains impenetrable to the observer—often, indeed, to the decider himself.” As this quote reminds us, conscious reflection and verbal report often lead to inaccurate descriptions of the causes of our judgments and decisions. In this course, students strive to ascertain the underlying causes of these mental processes by relying on contemporary research in fields such as psychology, neuroscience, economics, and political science.
Current Treatments of Psychological Disorders
Psychotherapy has changed significantly over the past 50 years. Newer therapies, grounded in clinical psychological science, place a greater emphasis on the biopsychological bases of behavior, present functioning, achieving change within shorter time periods, and demonstrating treatment efficacy. This course focuses on common treatments for common mental illnesses, including anxiety and mood disorders, personality disorders, and substance use disorders. Prerequisites: Moderation in Psychology and a course in either adult or child abnormal psychology, or permission of the instructor.
Human Visual Perception
In 2015, the world was divided into two groups: those who looked at “The Dress” on the internet and saw it as black and blue, and those who saw it as white and gold. This division highlights a fundamental question in the study of visual perception: how can the same visual stimulus lead to such different perceptual experiences? This seminar addresses this and related questions by studying the anatomy and physiology of the visual system along with the cognitive processes that turn raw sensory information into our perception of the world.
The Science of Goal Pursuit
CROSS-LISTED: EXPERIMENTAL HUMANITIES, MBB
How much truth is there in the saying “old habits die hard?” This seminar explores the science of goal pursuit and behavior change, discussing both the promise and challenges of this area of study. Foundational readings from the psychological and brain sciences cover important theoretical models of self-regulation and goal pursuit as well as the empirical evidence of these respective models to date. Open to moderated psychology and MBB students, or with permission of the instructor.
Science of Forgetting
From tip-of-the-tongue moments to more serious lapses, forgetting is a regular occurrence. But we still have a lot to learn about how and why these episodes occur. Do memories simply decay over time or is interference to blame? Can memories be repressed, only later to be recovered? How do drugs, alcohol, and traumatic injuries affect memory consolidation? This seminar considers leading psychological and neuroscientific theories of forgetting as it addresses these and other questions. Prerequisite: Psychology 230, 231, or 243; or permission of the instructor.
Prejudice and Stereotyping
CROSS-LISTED: HUMAN RIGHTS
This course focuses on the empirical study of intergroup relations and provides an overview of the social psychological study of issues in prejudice and stereotyping. The class considers the cognitive, affective, and motivational processes that underlie manifestations of stereotyping and prejudice as well as the consequences of being a target of prejudice and stereotypes. Source material includes empirical readings from social, cognitive, and developmental psychology and neuroscience as well as videos and articles written for a general audience. Prerequisite: Moderation into psychology or MBB, or permission of the instructor.
One of the primary goals of the science of psychology is to understand and predict human behavior. Linear regression is an important statistical tool as it allows for the estimation of the relationship between two or more continuous variables and the translation of this relationship into prediction. In this seminar, students are introduced to the development, theory, and use of simple and multiple linear regression in the context of psychological research, and get hands-on experience conducting their own regression analyses on existing data sets.
Recent Developments in Pharmacotherapies
This seminar examines newly discovered drug treatments for several mental illnesses. Initial class meetings focus on readings that provide a background for understanding the methods used for identifying and testing potential new therapies. Subsequent meetings consist of student-led discussions of topics of interest. This course is open to moderated psychology students and other students at the discretion of the instructor.
No Train, No Gain: Using Brain Training to Prevent Cognitive Decline
The finding that the brain changes as a function of experience and that this neuroplasticity extends beyond critical periods in development raises the possibility that behavioral interventions might be able to improve cognitive processes such as attention and memory. This course evaluates the evidence in favor of so-called “brain training,” with an emphasis on behavioral interventions designed to delay or prevent cognitive declines associated with dementia and healthy aging.
The Work and Legacy of Stanley Milgram
CROSS-LISTED: HUMAN RIGHTS, STS
It has been more than 50 years since the work of Stanley Milgram demonstrated that large numbers of individuals, in multiple samples of men and women studied, were willing to punish another person when ordered to do so by an experimenter. This seminar considers the prominence of Milgram’s work and its continued relevance to the study of social psychology.
Race and the Law: A Psychological Perspective
Recent high-profile deaths of African Americans have brought issues about how race interacts with the law to the forefront of national dialogue. This seminar explores how cognitive and social psychology, as well as neuroscience, contribute to the conversation. The class considers how research on ordinary human tendencies can help answer questions such as: Why are we more likely to mistakenly “see” a weapon in the hand of an African American than a European American? How and why does sentencing differ based on racial factors?
People spend roughly one-third of their lives asleep. All too many spend the rest of their lives chronically underslept. What are the benefits of sleep and the risks of not sleeping enough? This seminar attempts to answer such questions by reviewing the empirical literature and designing studies to better understand how to get the most out of sleep. Open to moderated students who have the instructor’s permission or have completed Psychology 230, 231, 234, or Biology 162.
Preschoolers’ Thinking: Cognitive Development between 2 and 5 Years of Age
The primary focus of the course is on the cognitive developmental underpinnings of children’s burgeoning concepts about the social and biological world around them. For instance, does a 3-year-old understand that two people can have different perceptions of the same experience? When do children realize that thoughts and dreams can’t be touched, the way a toy can? Readings are drawn from empirical papers, theoretical essays, and other publications.
Wild Chimpanzees: Social Behavior in an Evolutionary Context
DESIGNATED: THINKING ANIMALS INITIATIVE
As our closest living phylogenetic relative, the chimpanzee is one of the best tools we have for understanding our own evolution. This course explores the methods and findings of research devoted to chimpanzee natural social ecology, collected from the field over the past 60 years. Readings on the complex behavior of nonhuman apes living in the wild are augmented with studies reporting competencies of these animals living in captivity. Prerequisite: Psychology 141 or Biology 202.
Science and Identity
DESIGNATED: ELAS+ COURSE
Who does science, and why? How do stereotypes and beliefs affect participation in science? How do children engage with science over the course of development? Why are women underrepresented in some fields of science but not others? The course takes a social-psychological approach to understanding the dynamics that shape how people participate in and construct science, technology, engineering, and mathematics. Students develop skills in scientific writing, data analysis, research design, and analysis of media representations of science.
Diverse Voices in Psychology: The Gender Gap and Beyond
This course critically examines and engages critiques of psychological science as being andro- and ethnocentric. It prompts discussions about systematic biases toward those who were historically seen as ‘nuisance variables’ (e.g., women, underrepresented genders, diverse ethnic groups) in knowledge production and as research subjects. Prerequisite: an introductory course in psychology, cultural anthropology, or sociology; or the consent of the instructor.
Podcasts: Disordered Experience
CROSS-LISTED: EXPERIMENTAL HUMANITIES
Despite the history of the term “talking cure,” the focus of most courses on psychological disorders are based almost entirely on the written word. The rise of podcasts, however, increases our ability to learn about mental illness and treatment directly from people who are willing to share their experiences. Each class meeting revolves around a podcast episode that provides insight into some aspect of mental illness, accompanied by reading primary source research articles and theory. Topics include cognitive processing therapy, gender identity, major depression, couples therapy, and opiate addiction.
Psychobiology of Stress and Mental Illness
Recent advances in the understanding of the neurobiology and physiology of stress have changed the way stress is viewed, both as a primary phenomenon and as a secondary factor that precipitates or causes a variety of psychiatric disorders. The latter include phobias, obsessive-compulsive disorder, post-traumatic stress disorder, panic disorder, depression, and schizophrenia. This research conference examines recent findings on the mechanisms and biological consequences of stress, and explores links between these effects and psychiatric disorders as reported in journal articles.
The 1-credit Junior Conference helps majors develop the skills needed to complete a successful Senior Project and build community among their cohort. In this collaborative endeavor, students hone their abilities to specify research questions and identify relevant literature; reinforce data analytic and research design concepts; and learn about the many resources at Bard that support the Senior Project. Professional development and preparing for life after Bard are also emphasized.
Abnormal Psychology: Advanced Methodology
Students work in the laboratory on research projects relevant to understanding eating disorders and the basic psychological and physiological processes associated with disordered eating. Enrollment is open to first-, second-, and third-year students with permission of the instructor.
Clinical Psychology: Advanced Methodology
Students in the course participate in laboratory research related to clinical psychology. Specifically, they work on projects relevant to understanding the relationship between mood and cognition. In addition to rotating weekly presentations, students have the opportunity to participate in all levels of the research process.
Cognitive Psychology: Advanced Methodology
In this course, students gain experience working in a cognitive neuroscience laboratory. The class uses controlled experiments and brainwave recordings to investigate the cognitive processes that allow for the adaptive encoding, consolidation, retrieval, and forgetting of associative memories. Students participate in all phases of the research process, including experiment design, stimulus development, programming, data collection, analysis, and presentation.
Developmental Psychology: Advanced Methodology
Students participate in laboratory research in child developmental psychology. Special emphasis is placed on 3- to 5-year-olds’ social cognition, perspective taking, and memory in the context of games. The bulk of the course is taken up by independent laboratory work and research, and students work with young children, parents, and members of the community to initiate research protocols.
Neuroscience: Advanced Methodology
The course involves laboratory research in developmental psychopharmacology, neurochemistry, neuroanatomy, and/or neurobehavioral teratology using the zebrafish as an animal model. Within these general fields, specific roles of neurotransmitter systems in normal behavioral development and the neurobehavioral effects of chemical insults during early development are investigated.
In this 2-credit course, students gain experience working in a cognitive psychology laboratory, participating in all phases of the research process, including experiment design, development of stimuli, programming studies, and collecting and analyzing data. They work individually and in groups on projects related to perception and attention, with a primary focus on face perception.
REACH Lab: Advanced Methodology
Students conduct supervised research in the Regulation of Everyday Affect, Craving, and Health (REACH) Lab. Specifically, they employ multiple methods, including personality assessment, behavioral paradigms, ecological momentary assessment, and recordings of peripheral physiology (e.g., heart rate variability), to observe and/or alter cognitive and motivational processes that promote successful self-regulation and goal pursuit. Students participate in all stages of the research process: idea generation and theory development, experiment design, recruiting and running participants, data wrangling, statistical modeling and analysis, and interpreting and disseminating research findings.
Social Psychology: Advanced Methodology
This course provides hands-on experience in the practice of social psychology. Students work individually and in teams on ongoing research projects. Topics include the roots of unconscious bias, gender disparity in the sciences, and behavior change. Students participate in all phases of the research process, including developing stimuli, programming studies, conducting experimental sessions, and coding and analyzing research data.