Apr 30, 2011

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100

Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100


Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100


Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Strategies for Success in PSYC100


Suggestions for Doing Well in PSYC100


Here are some suggestions for doing well in the remainder of the class:
·         The first and most important step is to schedule a meeting with one of our course teaching assistants who are available to help you review your approach to the course and answer any general questions that you have going forward. 
·         If you haven’t already, I’d also like to encourage you to attend the Guided Study Sessions (GSS) that help review material from the course (see the announcements on Blackboard). 
·         As you study, make sure you focus on the information in the exam review guides as well as the learning outcomes for the individual chapters.
·         You should know the information well enough that you can do the following:
o   Define a term. Example: “Classical Conditioning is when you pair a natural response to an unnatural stimulus”
o   Distinguish it from a similar term. Example: “Classical Conditioning is different from Operant Conditioning because Operant Conditioning teaches a person or animal to perform a completely new (unnatural) behavior.”
o   Give an example that can show the distinction. Example: “Teaching a dog to drool at the sound of a bell is Classical Conditioning because it is natural to drool (when food is present) but it is not natural to drool when hearing a bell (a new stimulus).  Teaching a dog to waterski is Operant Conditioning because nothing naturally causes a dog to waterski.”
·         Finally, if you feel that you are devoting the necessary effort to master the material and yet are not seeing the results you expect, I would strongly suggest that you schedule an appointment with an academic counselor to discuss some general strategies for getting more out of your study time (http://www.counseling.umd.edu/LAS).

Apr 27, 2011

PSYC Career Fair & Award Ceremony Photos

First, a big thank you to everyone that came out for our first annual Department of Psychology Career Fair today... and a special thank you to the employers and panelists who helped make it such a success and to Psi Chi and the Black Psychology Association for helping to organize the day.  We're already looking forward to next year!












We'd also like to congratulate the students who were honored at this year's Awards ceremony:

Mark S. Harper Award for Excellence in Psychology - Juan Duque


Department of Psychology Excellence in Student Leadership Award - Emily Johnson 

Department of Psychology Commencement Speaker - Rachel Micol 


[Photo coming soon]
Department of Psychology Gonfalon Carrier - Laya Dachman 

Apr 25, 2011

Cognitive Science Colloquium - Th, 4/28 (Perspective-Taking in Great Apes)

Date: Thursday, April 28
Speaker: Josep Call (Max Planck Institute for Evolutionary Anthropology, Leipzig)
Time: 3.30 pm in Bio-Psych 1208

Title: Perspective-Taking in Great Apes

Abstract: Being able to analyze an object or event from different perspectives is a major achievement of human cognition. Studies on children and our closest primate living relatives, the great apes, can inform us about the development and evolution of this cognitive ability. In this talk, I will explore how apes (and children) deal with physical and social problems in the following three situations: when their own perspective differs from that of others, when they possess conflicting perspectives on a particular object, and when they face unreliable information. To illustrate each of these situations, I will present data on social competition and spatial encoding, the appearance-reality distinction, and meta-memory.

Those wishing to meet with Dr Call during the day should contact pcarruth@umd.edu

Interns Wanted for PG County-based Behavioral Health Program

Ben Ijomah (currently the Program Director at Safe Journey House in Hyattsville, MD) is searching for interns to work with a non-profit organization in the mental health field. Mr. Ijomah is in the process of establishing a non-profit organization, New Vision Behavioral Healthcare (NVBH). The purpose of this new organization is to provide accessible, comprehensive, high quality, behavioral health services for residents of Prince George’s county.

REQUIREMENTS:
· Seniors expecting to graduate in Spring 2011 with a degree in social sciences or related field.

Contact: Please email resumes to emeka62@msn.com

CourseEvalUM is Now Open! Evaluate your courses!

CourseEvalUM (www.CourseEvalUM.umd.edu) is open now through Wednesday, May 11th for you to submit online evaluations of your courses. Providing this feedback is an important responsibility you hold as a member of our academic community.

* Completing each of your evaluations should take you no more than about 5 minutes.

* Information submitted to CourseEvalUM is confidential so that instructors and college administrators can only view numeric summaries of evaluations for each course, plus all comments you submit, without attributing responses to you.

* By submitting all of your evaluations through CourseEvalUM, you will also be able to access the searchable student-view summary reports for courses with at least a 70% submission rate once they are posted at the URL above by early June.

* Your feedback helps improve teaching and learning at Maryland. Results are also used for promotion and tenure decisions.

* Please note that course sections with fewer than 5 students enrolled are excluded from the CourseEvalUM process for confidentiality reasons. Courses considered Individual Instruction (e.g., internships, student teaching) and those marked as No Evaluation by the scheduling unit are also excluded.

More information is available at CourseEvalUM (www.CourseEvalUM.umd.edu) to assist you in this process.

Many thanks for your support of this important effort!

Best wishes for the end of term,

Ann Wylie
Senior Vice President and Provost

Asian American Psychology Course this Summer

Course: Asian American Psychology (EDCP498D)
Term: SUMMER I, 2011 (05/31/11-07/10/11)
Time: TUESDAY/THURSDAY 1:00 – 4:00PM
Instructor: Matthew Miller, Ph.D. (Assistant Professor, Department of Counseling and Personnel Services)

COURSE OBJECTIVE:
Asian Americans have been the fastest-growing racial/ethnic group in
the United States. However, Asian Americans have historically been
underrepresented in the psychological literature. Therefore, the primary
purpose of this course is to review relevant theory and research in
order to gain a nuanced understanding of psychological processes salient
to Asian Americans.

COURSE TOPICS:
Diversity of Asian American ethnic groups, Asian American racial and
ethnic identity, culture, acculturation, enculturation, generational
status, acculturative stress, gender, relationships, racism, model
minority myth, mental and physical health.

Apr 21, 2011

Smithsonian Institute Needs Volunteers!

CALL FOR VOLUNTEERS!

The Department of Outreach and Education at the Smithsonian Institution's National Museum of Natural History seeks creative, energetic and outgoing people to become volunteer Exhibition Facilitators for the RACE: Are We So Different? exhibition. NMNH will host the exhibition from June 18, 2011 through January 1, 2012.

RACE: Are We So Different? is a project of the American Anthropological Association funded by the Ford Foundation and the National Science Foundation. It brings together the everyday experience of living with race, the history of race as an idea, the role of science in that history, and the findings of contemporary science that are challenging the foundations of the idea of race.

The numerous museums and institutions that have hosted RACE: Are We So Different? since it was launched in 2007 have all met with positive responses from their audiences and communities. In every case, volunteers have been central to that success.

Exhibition Facilitators will engage visitors in the exhibition hall and encourage them in dialogue, interaction, and reflection. In doing so, they will enhance visitors' experience of the exhibition's interactive and informative elements and enable thoughtful conversation and exchange about the many topics it raises.

The ideal Exhibition Facilitator is an effective communicator who enjoys listening to and talking with people of all ages, cultures, and backgrounds. As an NMNH volunteer, you will receive specialized training from museum educators, scientists, and other staff. Training will cover the content and resources of the exhibition, styles of learning and interaction suited to museum visitors, and methods for facilitating respectful, informed, and even challenging conversations about race, identity, history, and humanity. Training will be on evenings and weekends beginning in early May and ending in mid-June.

For detailed information and to apply online, visit:
http://www.mnh.si.edu/education/race.html

or contact David LaCroix, Volunteer Recruitment and Training Coordinator, at:
RaceExhibitFacilitat@si.edu

To learn more about RACE: Are We So Different? see the exhibition home page:
http://www.understandingrace.org

'Health Psychology' Summer Course Offerings

Dr. Robert Feldman will be teaching two Health Psychology courses this summer.

1) HLTH 430: Health Education in the Workplace - an occupational health psychology perspective for undergraduates

2) HLTH 665: Health Behavior I - an health psychology course for graduate students which includes doctor-patient communication

If you have any questions about the course offerings, please contact:


Robert H. Feldman, Ph.D., FAAHB
Professor of Health Behavior
Department of Behavioral and Community Health
Affiliate Professor of Environmental Health
School of Public Health
University of Maryland
College Park, MD 20742
Telephone: 301.405.2519
FAX: 301.314.9167
Email: rfeldman@umd.edu

'Health Disparities' Lecture & Discussion

Health Disparities in Our Own Backyard

Time: 3:30pm Thursday, April 21
Where: Department of Family Science, SPH, 1142A
Refreshments will be served.

The School of Public Health, Honors College, and Health Leads UMD are pleased to host a lecture and discussion featuring the executive director of D.C. Health Leads LaToya White. Ms. White has an extensive public health background in HIV, community and minority health, social justice, and health disparities. Please join us for an interactive and open discussion on the health disparities plaguing D.C., Prince George's County, and Montgomery County. Find out how much you really know about these issues!

Apr 19, 2011

Special Needs Tutoring Opportunity This Summer

Special Needs Tutor needed for summer!

Be trained to educate an autistic 18 year old boy. Curriculum includes Applied Behavioral Analysis, augmentative communication, Intellitools computer programs, Adapted Reading books, and life skills.

Training can begin immediately or in May. Coverage needed starting in June. Flexible weekend hours and weekday afternoon to evening hours. Located in Potomac, so all applicants must have a car. $14/hour. Preference will be given to individuals who are able to continue in fall. Contact Rochelle at rbobroff@verizon.net for more information.

BPA Presents: 'Business Behavior' Workshop

Black Psychology Association Presents:

Title: Professional Practices: Business Behavior

Date: Thursday, April 21, 2011
Time: 5:00 PM
Place: 1142 Bio/Psych

All are welcome. If this is your first event, you can expect to learn valuable information about interviews and proper business behavior. If you came out to the Resume & Cover Letter Workshop, this event is the next step.

Surprised the employer called you back for an interview...Now what?

What do you wear? How do you act? What questions can you expect? What questions are inappropriate? How will you seal the deal? How will you leave that lasting impression and make that dream job your real job?

Come This Week and Find Out!

Light refreshments will be provided

If you have any questions, please contact: 

Nazish M. Salahuddin, Ph.D
Lecturer
Department of Psychology
2143 Biology/Psychology Building
University of Maryland
College Park, MD 20742
301.405.4892

Summer Internship Financial Need-Based Scholarships

Have you been offered a wonderful unpaid summer internship and are concerned about finances?

The University Career Center and The President's Promise are accepting applications for financial need-based scholarships to help offset expenses while furthering your academic and career goals through a summer internship. This scholarship is open to all majors.  Awards will be based on financial need and will average between $500 - $1,000.

Eligible Candidates:
All registered University of Maryland, College Park undergraduate students who are returning to campus in September 2011 are eligible to apply. Graduating seniors (May 2011) are not eligible. Preference will be given to rising juniors and seniors and to those who have not previously received an award.

Application Procedures
1. Fill out the application form: 
https://umd-csm.symplicity.com/events/InternSchol11
2. Submit a Supervisor Statement of Agreement to verify your internship experience. 
http://www.careercenter.umd.edu/userfiles/file/Supervisor_Statement_Form.pdf

Visit the website at 
http://www.careercenter.umd.edu/scholarships. The deadline for submission is Monday, May 2nd at 5pm.

Awardees will be notified during Finals Week.

If you have questions, contact:


Megan O'Rourke
Program Director for Experiential Education, Internships
University Career Center and The President's Promise
3100 Hornbake Library, South Wing
University of Maryland
College Park, MD 20742
301.314.0362 | 301.314.9114 (fax)
morourk2@umd.edu
http://www.CareerCenter.umd.edu

http://www.PresidentsPromise.umd.edu

Neuroscience and Cognitive Science (NACS) Colloquium Series

Speaker: Dr. Nicole Rust (Psychology, UPenn)
Title: 
"Deciphering the Neural Representation of Objects Using Population-Based Approaches"
Date: 
April 21
Time: 
3:30pm
Place: 
1208 Bioscience Research Building (BRB) 

[Note: this colloquium is coordinated with the NACS colloquium on April 22, at which the speaker will be Alan Stocker from UPenn.]

Abstract:
While popular accounts suggest that neurons at the highest stages of the visual system are selective for particular objects, the average neuron at the highest stage of purely visual processing, inferotemporal (IT) cortex, is in fact broadly tuned for natural images. Exactly how the IT population represents objects remains little-understood. In this talk, I will begin by presenting evidence that IT neurons are in fact more selective for conjunctions of visual features than neurons at earlier stages. However, these increases in selectivity are offset by increases in invariance to identity-preserving transformations (e.g. shifting, scaling) of those features such that IT neurons erroneously appear to be no more selective than neurons at earlier stages of visual processing (e.g. V4). Moreover, these results suggest that the neural representation of objects is highly distributed across the IT population. In the second portion of the talk, I will describe how we use population-based approaches to understand the nature of the object representation in IT. As time permits, I will also explain how IT object representations are modulated by cognitive factors, such as the act of searching for a particular object (such as a face in a crowd).


Those wishing to meet with Dr Rust before the seminar on Thursday or during Friday are invited to contact <pcarruth@umd.edu>

The seminar schedule is available at 
http://www.nacs.umd.edu/news/seminars.cfm

Upcoming seminars and events:
April 22: Dr. Alan Stocker, University of Pennsylvania
April 29: Dr. Ranulfo Romo, University of Mexico

Introducing: Transfer Terps!

Being a new transfer student isn't easy...

This spring Tau Sigma, the National Honor Society for Transfer Students, is launching a 'Transfer Terps;' a peer mentor program whose goal is to match successful transfer students with incoming transfer students and to help new students adjust to campus life at UMD. In keeping with Tau Sigma's mission and traditions, the program aims to "recognize and promote the academic excellence and involvement of transfer students," by easing the adjustment for incoming transfers and creating leadership opportunities for Tau Sigma members.

This service will be indispensable for new transfers and a rewarding experience for mentors! Any transfer student ca nrequest to have a Tau Sigma mentor through Transfer Terps!

Interested? Visit http://www.ugst.umd.edu/tausigma/ to learn more,
or email us at: tau.sigma.umcp@gmail.com

Apr 16, 2011

Introducing the New PSYC Terps Logo

The New PSYC Terps Logo

Design credits: Laura Sherman & Scott Roberts

Apr 14, 2011

Neuroscience and Cognitive Science (NACS) Colloquium Series

Speaker: Dr. Thomas Insel, NIMH, NIH (RIVAS MEMORIAL LECTURER)
Title: "Rethinking Mental Illness"
Date: April 15
Time: 10:15am
Place: 1103 Bioscience Research Building (BRB) Coffee & cookies
outside of 1103 BRB at 10:00am.
Host: Dr. Nathan Fox

Abstract:
Mental disorders (depression, schizophrenia, bipolar disorder, etc.) are the leading source of medical disability in the developed world (WHO, 2008) In addition to high disability, the major mental disorders are a source of early mortality. People with these disorders have a life expectancy of 56 years, with more than two decades lost to suicide and various medical illnesses, especially cardio-pulmonary diseases. After a century of focusing on the psychological causes of mental disorders, we can now begin to address these mysterious behavioral and cognitive syndromes as brain disorders. Genetics and neuroscience are leading us to reconceptualize these disorders in terms of developmental brain processes that go off track due to the combined influences of genomic risk and early experience. The next decade will likely see a revolution in our approach to mental disorders with a new understanding of their biology and new opportunities for treatments.

The seminar schedule is available at 
http://www.nacs.umd.edu/news/seminars.cfm

Upcoming seminars and events:
April 22: Dr. Alan Stocker, University of Pennsylvania
April 29: Dr. Ranulfo Romo, University of Mexico

Apr 13, 2011

P.R.E.P. Program at the University of New Mexico

The Post-baccalaureate Research and Education Program (PREP) at the University of New Mexico, under the direction of Dr. Richard Cripps, is currently recruiting nationwide and accepting applications for the 2011-2012 cohort. PREP is a National Institutes of Health (NIH) funded program designed to enhance the ability of underrepresented minority post-baccalaureate students in the biomedical sciences to gain entry to, and succeed in, nationally-recognized Ph.D. programs.

We anticipate to begin the 2011-2012 program in June 2011.  We are seeking recent (or May 2011) college graduates to fill 9 PREP trainee/scholar openings. The scholars are required to perform research for one full year with their faculty mentor. In addition to lab research, scholars are expected to

• prepare and take the GRE
• seek and apply to Biomedical graduate programs
• attend professional meetings
• enroll in a Research Ethics course
• present research
• attend weekly meetings
• attend seminars
• and other recommended activities.
The program is an intensive one-year program. Although it
is time consuming, PREP provides scholars with great
number of tools, skills, and knowledge to succeed in
graduate school.

Please visit the PREP website found below for additional information and for instructions on how to apply. There is no official deadline, however we highly encourage applicants to submit their application by April/May of 2011. For additional questions, please feel free to contact the Program Coordinator, Antonio Bañuelos at prep@unm.edu or at 505-610-1725.

For more information please view attachment and/or view the link below.
http://biology.unm.edu/prep

Apr 12, 2011

Cognitive Science Colloquium - Thurs, April 14 (Genetics & Generalization)

Speaker: Dr. Sarah-Jane Leslie (Philosophy, Princeton)
Time/Place:  Thursday, April 14th  - 3:30-5:30 pm in Bio-Psych 1208.
Title: Generics and Generalization

Abstract: Generics are sentences such as "tigers are striped" and "ravens are black". They are truth-conditionally complex: e.g. "ducks lay eggs" is judged true while "ducks are female" is rejected as false, despite the fact that only female ducks lay eggs. Similarly, "mosquitoes carry malaria" is accepted but "books are paperbacks" is rejected, yet over 80% books are paperbacks, while less than 1% of mosquitoes carry malaria. Despite their seeming complexity, I argue that generics give voice to cognitively primitive generalizations, while quantified statements give voice to more cognitively sophisticated and taxing ones. Further, the puzzling truth-conditional behavior of generics can be explained by an empirically plausible characterization of these primitive generalizations. I present recent experimental evidence in support of these hypotheses.

Undergraduate Office Updates

Like PSYC?

The Department of Psychology has a new Facebook page, and we'll be using that to post announcements, photos and events. There are even a few surveys on there right now from your fellow students, including one on a new course offering and another on a PSYC student space. Take a moment to visit the page and be sure to click "Like" and help get all of our PSYC-Terps in one place.

www.facebook.com/umdpsyc


IMPORTANT: To expedite responses, please remember to include your name and UID’s on all emails sent to the Undergraduate Office! Also, we typically try to respond to emails within 48 hours (not including weekends).


As a reminder, if you follow the “old” Area requirements (started prior to Fall 2009) you DO NOT NEED PSYC300 as a prerequisite for PSYC 400 level courses. 

Career Fair - April 27th

Career Fair - Wed 4/27 

Whether you're in your Freshman year or about to graduate, Psi Chi and the Black Psychology Association are co-sponsoring a great opportunity to learn about different career and internship opportunities in psychology and hear from former UMD students about their transition from school to the "real world."

10:00am - 11:15am in BPS 1142
Panel Discussion: Jobs & Grad School in Psychology

11:15am - 11:30am in BPS 1142
Department of Psychology Awards Ceremony

11:30am - 2:00pm in the BRB Colonnade
Meet employers and representatives

For more information, and a list of some of the panelists and organizations:

https://sites.google.com/site/psichiumcp/forms/PSYC2011CareerFairFlyer.pdf

Please help ensure we'll keep employers coming back to recruit UMD PSYC majors by attending the panel discussion and visiting employers in the colonnade. 

Motivated Cognition Lab

The Motivated Cognition Laboratory is currently recruiting heterosexual University of Maryland students for a research on Speed Dating and Attraction. The first part of the Study consists of a short lab study that will probably take less than 15 minutes. Then, participants will be given the opportunity to participate in a Speed Dating session to meet new people. Four prizes of $100 each will be raffled off and refreshments will be provided during the event!"

To participate

1) please go to : http://umpsychology-paid.sona-systems.com/

2) register

3) sign up on the speed dating event at a time that is convenient for you, dress sharply and you may find true love!!! 

Psi Chi Autism Speaks 5K Race

Psi Chi is spreading information about the Autism Speaks 5K Race!

When: Saturday, April 16th

Time: 9:00am (Registration), 10:00am (Race)

Where: Comcast Center Parking Lot

Registration Fee: $15 before April 1st and $20 after April 1st until Race Day

Anyone can join the Psi Chi Autism Speaks Team and help us raise money to help further research, causes and prevention of Autism by visiting the link: http://tinyurl.com/psichi-5k-april16

And, for more information about the Autism Speaks 5K Race, those interested can visit:

http://events.autismspeaks.org/faf/home/default.asp?ievent=451423&lis=1&kntae451423=810BEAD2E9F2405CA47D5F9B9C4DC30E 

NAMI Maryland Walk

Please join the University of Maryland Department of Psychology’s team for the 2011 National Alliance of Mental Illness (NAMI) Walk.  Anyone can join the University of Maryland Department of Psychology’s team or donate.

Date: May 15, 2011 - Check in 10:00AM
Location: Veteran’s Plaza (downtown Silver Spring, MD)

To join or donate:
1. Sign up as a team member here: http://tinyurl.com/umdcp-may15
2. Help raise $10 (or more) to support NAMI’s work
3. If you can, meet
up with the team and walk to show PSYC’s support 

CASL Paid Study

“Can You Hear Me Now?” EEG study is looking for a few more participants! 

University of Maryland Center for Advanced Study of Language (CASL) invites students to participate in an auditory language study. This section of the study investigates a person‟s ability to hear speech with distortion while undergoing electroencephalography (EEG) brain scanning. Several cognitive and language tasks will be administered in addition to the use of EEG. All eligible students and community members are welcome. 

Research participants must be fluent speakers of American English, right-handed, between 18 and 35 years of age, have good reading, listening, speaking, and writing skills in English, have normal or corrected-to-normal vision (eyeglasses and contact lenses are fine), and normal hearing. Research participants should NOT have any of the following: history of neurological and psychological disorders, or learning disabilities.

Compensation: $20 per hour for up to 2 1/2 hours. 

For more information please email the CASL Neuroimaging Team at neuroimaging@casl.umd.edu. 

Apr 11, 2011

LAS Guided Study Session Leader

Do you like to help others learn material in the sciences? Do you want to make a difference in the lives of UM students? Do you want to enrich your own knowledge of science in preparation for the MCAT's? Do you want to develop your teaching skills? If so, why not apply to become a Guided Study Session Leader in the Fall 2011 Semester?

The Learning Assistance Service of the University of Maryland Counseling Center is seeking applications for Guided Study Session leaders for BSCI105, 106, 201, 202, 207, and 222; CHEM131, 135, 231, and 241; MATH 111; PHYS121 and122 for the Fall 2011 semester. Application material can be found at http://www.counseling.umd.edu/LAS/html/gssleader.html. For best consideration students should apply by May 2, 2011.

GSS Leaders facilitate group study sessions for selected UM courses. The leader, who has previously performed well in the course (B+ or better), functions as a "model student." GSS leaders need to be able to attend the Biology, Chemistry, Math or Physics course for which they would be a session leader. The leader holds review sessions for all interested students to formulate and discover answers to their questions by using collaborative and group study strategies. Training is provided to GSS leaders throughout their time with the program.

First semester GSS leader requirements:


  • attend the course connected with the GSS (e.g., CHEM131) 
  • facilitate 2, 1-hour GSS review sessions per week 
  • prepare for each GSS session and submit weekly lesson plans 
  • enter GSS session attendance in computerized database 

After completing the requirements of EDCP318N, GSS leaders are eligible to receive a paid stipend in their second semester of GSS service.

For more information, contact Dr. Marcy Marinelli, Director, Learning Assistance Service at marcym@umd.edu<mailto:marcym@umd.edu> or 301-314-7693.

Student Health Advisory Committee

The Student Health Advisory Committee (SHAC) is now accepting applications for new members for the 2011-2012 academic years! SHAC is a coalition of students working closely with the University Health Center to promote health across the campus community as the student voice of the health center. As a SHAC member, not only would you get to interact behind the scenes with University Health Center staff, but you will also have opportunities to work behind-the-scenes to promote health at outreach events like First Look Fair, Late Night Maryland, and Maryland Day. As a member of SHAC, you will have the opportunity to not only help improve the services of the Health Center, but work to improve the health and well being of the University of Maryland. To apply, please follow this link for the application:


The Center for Advanced Hindsight Research at Duke University

The Center for Advanced Hindsight at Duke University is accepting applications from students interested in conducting experiments in behavioral economics in our summer research internship. The 5-week program begins on July 7th, 2011 and ends on August 11th, 2011. For more about the C4AH team at the Center for Behavioral Economics, see http://becon.duke.edu, and for more about Dan Ariely see http://danariely.com

From studies on the consumption vocabulary of vegetables to the effect of eye gaze on trust, there is never a dull moment in the Center for Advanced Hindsight. The CAH summer internship will be valuable for students who are interested in gaining experience with experiments in behavioral economics. Our lab includes researchers with training in social and cognitive psychology, behavioral economics, marketing, design, and general judgment and decision-making. Interns will spend approximately 20 hours each week working in collaboration with CAH research assistants, faculty and graduate students and will be involved with planning and conducting experiments in the lab and field, as well as some data entry and analysis. At the end of the five weeks,

Interns will propose a project of their own (a 2-page report) stemming from the research they carry out over the summer. Interns will be provided with a stipend to cover living expenses, with details to be determined. To apply, please submit the following as a single pdf document by April 20th, 2011:

1. A resume or curriculum vitae. Please include your university, major, relevant courses, research experience, GPA, and email address.

2. A one-page cover letter describing your research interests, as well as your specific areas of strength and weakness. What experience do you have with the behavioral sciences? Why would you like to attend the program, and what do you hope to gain from your internship experience?

3. A letter of reference from a member of your academic community (a graduate student, post-doctoral researcher, or professor).

Materials should be submitted to advancedhindsight@gmail.com

Applicants will be notified of their status by May 20th, 2011 

CMSC 2891

A course titled "Rise of the Machines" (CMSC 289I) is being offered this coming Fall. This course introduces the basic ideas underlying attempts to produce machine intelligence, including logic, search, cognitive modeling, brain modeling, and artificial life. We consider what it means to say that a machine can be intelligent, and the implications/dangers of AI in general. We also examine how existing AI technology differs from that presented in science fiction literature and film. The material is presented at a level that would be appropriate for undergraduates in psychology. No previous computer programming experience is needed, but we do assume students know how to use a computer (Windows, Mac OS/X, or Linux), a browser, email, and basic word processing (e.g., MS Word). High school algebra and a basic knowledge of probabilities are also needed.

The course satisfies CORE requirements in Mathematics or Formal Reasoning. A syllabus and further information will be available soon under Class Web Pages Fall 2011 off of the computer science department's web page (
http://www.cs.umd.edu). 

SOCY Summer Course

SOCY Summer Course Offering!

SOCY230 Sociological Social Psychology; (3 credits) Grade Method: REG/P-F/AUD.

Theoretical perspectives and their applications. Socialization through the life course, the self-concept, attitudes, emotion, attribution, interpersonal relations, group processes, deviance, and social change.

0101(22237) STAFF (Seats=30, Open=29, Waitlist=0) Books
Meets 05/31/11-07/10/11
MTuWThF... 1:00pm- 2:40pm (ASY 3203)

0601(22236) STAFF (Seats=30, Open=28, Waitlist=0) Books
Meets 08/01/11-08/19/11
MTuWThF... 1:00pm- 4:00pm (ASY 3207)



UCSD Research

Gregory Aarons, Ph.D. of the University of California San Diego Psychiatry Department and Child & Adolescent Services Research Center (CASRC) is currently seeking a research assistant to work on his research studies regarding implementation of evidence-based practice. The implementation of evidence-based practice into real-world human service settings is an important priority for improving the quality of services and outcomes for families. However, little is known about what factors facilitate or impede implementation, and how implementation of an evidence-based practice affects organizations and staff. Our lab investigates what it takes to effectively implement clinical practices in community-based settings. We focus on organization and policy factors that affect whether clinical interventions are used effectively with clients and patients. Our studies aim to identify and support the organizational factors that improve evidence-based practice implementation, including organizational culture, organizational climate, and leadership. The research also focuses on adaptation of evidence-based practice for health, mental health, and social service settings. Data is collected from mental health and social service agencies in the states of Oklahoma and California. Study participants include administrators, supervisors, service providers, and their clients. Under supervision, the incumbent will work as a Research Assistant for the Child & Adolescent Services Research Center (CASRC) in the Department of Psychiatry. The main duties and responsibilities will include: coordinating research participant retention and tracking, preparing and administering survey instruments, managing longitudinal data using SPSS and web-based data collection programs, conducting data coding and analysis, and assisting with preparing reports and presentations. Other duties will be assigned as needed.


The ideal candidate will have completed college level coursework completed in psychology, psychiatry, or a related field or equivalent knowledge or experience, possess knowledge of public sector mental health and social service organizations, and have demonstrated experience managing survey data and performing basic descriptive analyses using SPSS or SAS software.


The position is full-time, starting salary ranging from $2,484 - $2,703 per month. Full benefits available. Interested applicants should send their resume to nshapiro@ucsd.edu and apply using the following link:
http://jobs.ucsd.edu/bulletin/job.aspx?cat=search&sortby=rank&jobnum_in=56990&search=56990

Federal Semester

Federal Semester - Internships in Public Service 

It's not too late to get your foot in the federal door! Apply now to Federal Semester, a year-long program that bridges academics and real-world experience. The program includes: 
  • A fall seminar on public policy (Topics are health care, homeland security, diplomacy and development, or energy and environment) 
  • A spring D.C. internship 
  • Professional development workshops on writing resumes, cover letters & mastering interviews 
  • Field trips, speakers series and networking events 
Admission is rolling; please apply by Thursday, April 28. 

Public Policy Program

PROGRAM OF THE MARYLAND SCHOOL OF PUBLIC POLICY 

Program Structure: 
The Fellowship Program will consist of a consecutive, two semester experience. Students will apply to be Fellows in the Spring of each year and a new cohort will be admitted each Fall. Participants will begin the program with an inaugural event at the State House in Annapolis, Maryland. A series of specialized activities and experiences have been designed to give students the opportunities learn about leadership and advocate on behalf of something they are passionate about. Participants will work towards a Certificate of Completion and will be recognized at an annual ceremony at the School of Public Policy. 

(FALL) Semester One: Fellows will take a three-credit leadership course, PUAF 202 - “Contemporary Issues in Leadership and Public Policy,” which introduces them to public policy and social justice issues. This course will be structured as a 15-week lecture series where students hear from local elected officials, leaders of non-profit organizations, members of state and county agencies, and faculty from the School of Public Policy. The course will also include weekly journals/ reflection papers and a final project outlining the Fellows‟ interest in a specific policy issue. 

(SPRING) Semester Two: Fellows will take a three-credit PUAF Political Internship course, PUAF 348. Fellows have the choice of an internship in Annapolis during the legislative session OR in a Public Leadership internship with a recognized not-for-profit entity dedicated to „the public good.‟ Fellows will either work closely with delegates and other elected officials OR they would work within an approved Public Leadership internship toward the goal expanding upon the student‟s chosen interest with related field experience. 

Students will earn an additional three credits for each 135 hours spent at their internship and will register for PUAF 349 for three or six-credits. While in the program, Fellows will attend monthly meetings where they will be developed and mentored by local public leaders; complete their own Community Action Projects (CAP), attend field trips to Washington, DC and Annapolis; and attend student leadership development conferences and workshops. To exhibit collaborative leadership and the ability to defend a position on a significant public policy issue, Fellows will have a team debate; judged by a panel, at the end of the spring semester. 

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