Course subject: Psychology (PSYCH)

The purpose of this course is to review contemporary perspectives on assumptions, procedures, and implications of analysis of variance. The course follows a model testing approach in which parameters for full and restricted models are predicted, and the adequacy of the models compared. Concepts such as power, effect size, error rates, contrasts, trend analyses, nonorthogonality, and so forth are discussed for higher-order, between and within -subjects designs. Special attention is given to analyses with multiple dependent variables (MANOVA). Finally, the application of randomization tests is presented as an alternative to theoretical distributions of test statistics, and the relationships of ANOVA and multiple regression techniques are also examined for simple and complex designs.

This course will introduce students to classic and contemporary perspectives in research in social development. The instructor may cover a range of topics and perspectives in social development or social cognition.

Seminars dealing with theoretical issues and research findings in the area of social psychology.

This course will introduce students to classic and contemporary perspectives related to pragmatic language development in both early and later childhood. This course will focus on aspects of language development that take into account multiple interactants (family, pets, teachers) and settings outside the home. This course will also consider language development from a broader social and multicultural perspective.

Ownership of property is an important determinant of human behaviour. It is especially important in development because most of young children's social conflicts concern the possession and use of objects and these conflicts often involve reasoning about ownership. This class will examine the development of reasoning about ownership. Although the main approach will be developmental, a multidisciplinary approach will be taken. Readings will include papers from other areas of psychology and from philosophy, anthropology, law, and ethology.

This is a weekly seminar including both student and faculty presentations of current research and student proposals for MA or PhD work. The format of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research members of the group.

This is a weekly seminar including both student and faculty presentations of current research and student proposals for MA or PhD work. The format of the seminars may vary from term to term depending on the availability of invited speakers, topics of interest to students and faculty, and the research of members of the group.

This course will deepen students' understanding of important concepts, theory, and research in adult psychopathology. Students will familiarize themselves with basic diagnostic information for the major mental disorders, including clinical presentation and course. They will also learn to explain, evaluate, and apply a range of empirical and theoretical perspectives on the etiology and maintenance of mental disorders.

This course continues the topics introduced in PSYCH 717, including systems of clinical interviewing and observation, clinical use of self-report inventories and ability tests, principles of test interpretation and report writing, theories and measurement of intelligence, the conceptualization and assessment of learning disabilities and other academic problems, and basic neuropsychology, as they apply to the clinical assessment of both children and adults. This course is a requirement for all first-year clinical graduate students. Only students in the Clinical Psychology program are permitted to take this course.

This fall practicum develops basic clinical skills in interviewing, the administration and scoring of intelligence tests and other cognitive assessment techniques, the integration and interpretation of test information, and report-writing and client-feedback skills. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This fall course is a weekly practicum during which students are exposed to diagnostic assessment, decision making, and practice. This course includes didactic learning, reading, case conferencing and supervised practice. Students will develop a diagnostic knowledge base that includes the DSM diagnostic categories and differential diagnoses, as well as diagnostic mindset about how to approach diagnostic interviewing. Students will be trained under supervision to screen for, identify, and develop working hypotheses about differential diagnoses. They will also begin developing proficiency in communicating diagnostic impressions to both colleagues (via participation in weekly intake meeting and the preparation of diagnostic summary sheets/reports) as well as clients (via observation of/participation in diagnostic feedback sessions). Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This spring practicum offers 400 hours of training in assessment and/or treatment procedures in a clinical setting that are accrued by working 4 days per week. This practicum can be completed by working 4 days a week in one setting or splitting the 4 days across two settings. Clinical students would enrol for this course in the spring of their first, second or third year of the program. Prior to undertaking the placement, the student must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This course provides a survey of important theories of personality and a review of recent developments in personality research, with particular emphasis on current and emerging personality assessment methodologies and their application to clinical work. The course also covers classical test theory and SEM-based measurement models. Only students in the Clinical psychology program are permitted to take this course.

This fall course provides advanced practicum training in the integrated assessment of children, adolescents, and adults. It extends the experiences provided through Psych 720A & B, Practicum in Interviewing & Cognitive Assessment, by increasing student responsibility for integration of assessment information, case conceptualization, report preparation and feedback, consultation, and supervision of junior students. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This spring course continues Psych 726B, providing further advanced practicum training in the integrated assessment of children, adolescents, and adults. It extends the experiences provided through Psych 720A & B, Practicum in Interviewing & Cognitive Assessment, by increasing student responsibility for integration of assessment information, case conceptualization, report preparation and feedback, consultation, and supervision of junior students. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This course will introduce students to influential theoretical perspectives, empirical studies, and intervention techniques in adult psychotherapy. Students will learn and apply theories on common transdiagnostic issues in psychotherapy (e.g., client shame and resistance) and interpersonal aspects of treatment (e.g., the therapeutic alliance, psychotherapy process). Only students in the Clinical Psychology program are permitted to take this course.

This is a winter practicum in which third-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

This is a fall practicum in which third-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum in which third-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with individual supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a fall practicum in which fourth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum in which fourth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a winter practicum in which fourth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

The students in this fall course will serve as the primary supervisor for a case being seen by a junior therapist. Class will meet weekly to discuss assigned readings and to discuss the cases the students are supervising. The course instructor will also be following the supervised cases of the student therapists, although most of the supervision will be left to the senior trainee. Clinical students are required to take the course in their fourth or fifth year. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

The students in this spring course will serve as the primary supervisor for a case being seen by a junior therapist. Class will meet weekly to discuss assigned readings and to discuss the cases the students are supervising. The course instructor will also be following the supervised cases of the student therapists, although most of the supervision will be left to the senior trainee. Clinical students will be required to take the course in their fourth or fifth year. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a winter practicum in which fifth-year clinical students see child and adolescent clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a fall practicum in which fifth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a spring practicum in which fifth-year clinical students see adult clients with various disorders for cognitive-behaviour therapy (CBT) or other modes of psychotherapy. Students will meet with clinical supervisors every week. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This is a winter practicum that involves closely supervised assessment and intervention with couples experiencing relationship distress. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This fall practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the second or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This spring practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the second or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This winter practicum offers advanced training in assessment and treatment procedures in a clinical setting. Students in the third or successive year of the program may enrol in this second four-month block placement in a community agency. A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This fall practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This spring practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This winter practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This fall practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This spring practicum offers students in the fifth or successive year of the clinical program advanced training in assessment and treatment procedures in a four-month block placement in either a private practice setting or in our on-site clinical setting at the Center for Mental Health Research (CMHR). A student wishing to pursue this possibility must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a Cr/NCr basis.

This seminar introduces grad students to theories, ideas, and findings in modern personality research, with an emphasis on the interplay between the person and the social psychological situation. Readings and class discussion focus on these questions: What influences behavior: the person or the situation he or she is in? Although the obvious answer is "both," how exactly do the person and the situation interact? What forms can interactionism take? What features of people are important in which situations? What features of situations are influential, and for whom?

Since the dawn of psychology as a science, conceptual and methodological questions have accompanied research at the intersection of culture and psychology. In the past, studying the relationship between culture and psychology has been difficult due to sampling restrictions and response biases. Since these challenges have been mastered, a wealth of research has accumulated on how culture influences cognition, emotion, and the self. We will first review and discuss this work. We will next discuss a set of new challenges for culture and psychology. Such challenges include questions about conceptual clarity, within-cultural and sub-cultural variations (e.g., variations due to social status, class, religion, or political affiliation), differentiation and integration of processes at the group vs. individual level of analysis, modeling of how cultural processes unfold over time, and integration of insights from etic and emic methodological approaches. The final goal of this seminar will be to propose ways to address these challenges, ideally in a form of mini-research projects presented at the end of the class.

This seminar provides an overview of classic and contemporary social psychological approaches to the study of self-regulation and motivation. We will spend some time trying to answer the questions that necessarily begin any study of self-regulation and motivation, "what is motivation? What is it that people really want?," examining several major theories that have suggested different answers to those questions. We will also examine major theories of goal structure and the dynamics of goal pursuit. We'll use this foundation to think broadly about what social psychological research has to say about how people manage (and mismanage) life's opportunities and challenges, especially how individuals respond to success and failure, persist in the face of challenge, and resist temptation.

Principles derived from research in cognitive psychology are widely used in applied contexts. As such training in cognitive psychology opens a number of doors for non-academic career paths. The goal of this course is to provide students with experience in this domain. To this end, students will work in an industry position related to cognitive psychology. Through this course, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks.

Research in cognitive psychology is comprised of a wide array of methods and approaches. Researchers able to effectively use this diverse toolkit are better positioned to solve important problems in cognitive psychology. The goal of this course is to provide students with novel experiences conducting research in cognitive psychology. To this end, contingent on the availability of appropriate opportunities, students will work in a laboratory outside that of their primary research advisor on an independent research project relevant to cognitive psychology. Through this course, students will gain experience applying new methods and approaches in cognitive psychology, learn new research skills, and expand their professional networks.

A seminar in which major methods and theoretical arguments in contemporary cognitive psychology will be examined through the reading and evaluation of significant papers of the past several decades.

A seminar covering classical psychophysics and more recent psychophysical scaling techniques. Topics include theory and methods of classical psychophysics (Weber, Fechner), direct and indirect scaling, multidimensional scaling, and signal detection theory. Contextual effects and sequential effects may be included.

A seminar on the cognitive processes involved in problem solving, judgment and decision making. Representative topics include reasoning, traditional and artificial intelligence approaches to problem solving, heuristics and biases in judgment, and theories of choice behaviour.

A seminar dealing with aspects of attention in humans. The processes involved in selective attention and the various theories of attention will be considered. Additional topics may include a consideration of preattentive processes and the analysis of nonattended sensory input.

A seminar dealing with current research in human neuropsychology. Topics will include object agnosia, coloragnosia, prosopagnosia, and anosognosia, as well as other consequences of brain damage on human cognitive functions.

Memory is intimately involved in most, if not all, domains of human cognition, from the ability to temporarily remember a phone number to the acquisition of language, to defining who we are. This course will consider the cognitive and neural organization of memory, the basis of remembering and forgetting, and the nature of false memories, with an emphasis on the consequences of brain changes associated with normal and pathological aging. Throughout, cognitive theory and behavioural evidence will be integrated with data from neuropsychology and functional brain imaging.

Students will learn fundamental aspects of various neuroimaging techniques as they relate to broad areas of cognition including vision, attention, language, memory and executive control.

This course will take students through the dominant theories of attention over the past century before exploring what various brain imaging techniques have added to these theories. For the latter portion of the course students will present key contributions to our understanding of attention from neuroimaging techniques covering the full range of dominant techniques and used in the field (ERP, fMRI, TMS, tDCS). In groups, students will then devise changes to the experimental designs as presented with an eye to improving the study. These 'brainstorming' sessions will then be shared with the rest of the class. The aims of the course are threefold: first, to expose students to the dominant theories of attention, second, to expose students to the pros and cons of a wide variety of neuroimaging techniques and third to develop their skills in experimental design within the constraints of those techniques.

This course will review recent studies of mind-wandering and inattention. The primary focus will be on empirical and theoretical journal articles. The topic will be considered primarily from the cognitive neuroscience perspective though other approaches to the topic will also be considered.

Topics will include spatial cognition, wayfinding and navigation with a special emphasis on how the use of virtual reality methods might contribute to novel experimental approaches in these domains. In addition to seminars, students will have opportunities to learn to use VR methods in a hands-on environment to design and write scripts for VR studies. (Because of limitations on the capacity of the virtual reality lab, enrolment in the course will be limited to 10 students).

The human face is one of the most important social stimuli we encounter every day. Multiple aspects of the face such as its identity, age, race, gender, emotion or gaze direction need to be extracted and processed rapidly and accurately by the brain to allow efficient social interactions. This seminar offers a multidisciplinary approach to the study of face perception. We will cover major aspects of face processing including the perception and recognition of identity, emotions and gaze direction, their neural bases and their links to social cognition and theory of mind. We will discuss chapters and fundamental papers integrating the most recent findings from neuropsychology, neuroimaging and cognitive psychology. This course is most suited for students interested in brain-behaviour relationships. Basic Cognitive Neuroscience knowledge is required.

The first part of the course introduces classical test theory and test construction principles, and addresses issues in interpreting test scores. The second part covers exploratory and confirmatory factor analysis and structural equation modeling. The last part of the course examines important measurement issues that arise in the analysis of experimental and nonexperimental data.

Meta-analysis refers to the quantitative synthesis of relationships that have been studied in the research literature. Meta-analyses integrate and synthesize effect sizes that are reported in prior studies. This course focuses on how to conduct a meta-analysis and interpret its results. To this end we will (a) go through the process of conducting a meta-analysis, (b) read and critique applications of meta-analysis, (c) conduct original meta-analysis in student teams in areas of interest to students, and (d) read and discuss primary research that applies, develops, or critiques meta-analysis.

This winter practicum offers 200 hours of training in assessment and/or treatment procedures in a clinical setting, which are accrued by working in that setting 2 days per week. Clinical students would enrol for this course in the winter of their second or third year of the program. Must be taken with either PSYCH 811A or PSYCH 811C. Prior to undertaking the placement, the student must submit to the Director of the Clinical Program a proposal that outlines the plans for the practicum (e.g., the nature and quantity of clinical work) and the arrangements for supervision. Only students in the Clinical Psychology program are permitted to take this course. Graded on a CR/NCR basis.

The student will be placed in the Early Childhood Education Centre (ECEC) or one of several community locations, depending on availability and at their discretion following an interview in September with interested students. The practicum will comprise 1 half day a week for the duration of the term. In each location, students will work 'in program' alongside the educators and/or professionals and/or staff. The Community Practicum will serve to provide students with 'hands-on' experience in an applied setting relevant to their educational and professional goals and provide an opportunity to witness children's learning as it relates to what students have learned, and are currently investigating, in the field of child development science and communicative development.

The student will be placed in the Early Childhood Education Centre (ECEC) or one of several community locations, depending on availability and at their discretion following an interview in September with interested students. The practicum will comprise 1 half day a week for the duration of a term. In each location, students will work 'in program' alongside the educators and/or professionals and/or staff. The Community Practicum will serve to provide students with 'hands-on' experience in an applied setting relevant to their educational and professional goals and provide an opportunity to witness children's learning as it relates to what student have learned, and are currently learning and investigating, in the field of child developmental science and communicative development.

Intended for students who will be seeking further studies at the Ph.D. level, this research apprenticeship will provide a student with a more advanced laboratory research project over two terms and requiring approximately an extra 3.5 hours per week in addition to the 10 hours per week required of the Research Lab Internship required of all MASc DCS students. The particular project that the student will be engaged in, and the ultimate end project of the Apprenticeship at the end of the two terms, will be determined by the student and advisor together.

Principles derived from research in developmental psychology are widely used in applied contexts. As such, training in developmental psychology opens a number of doors for non-academic career paths. This graduate practicum offers an advanced experiential learning opportunity that complements the student¿s interests with respect to research and/or possible career paths be they in academia or outside academia. The practicum setting is to be proposed by the student to the faculty head of the developmental area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Some assistance may be available from the area in locating a possible practicum setting. Via this practicum, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Developmental.

Research in developmental psychology is comprised of a wide array of methods, analyses, and approaches. Researchers able to effectively use this diverse toolkit are better positioned to solve important problems in developmental psychology. The goal of this practicum is to provide students with novel experiences conducting research in developmental psychology or a complementary interdisciplinary area to their research. To this end, contingent on the availability of appropriate opportunities, students will work in a laboratory outside that of their primary research advisor on an independent research project relevant to their research in developmental psychology. The practicum setting is to be proposed by the student to the faculty head of the developmental area and the time spent in this setting should be a minimum of 50 hours per term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Via this practicum, students will gain experience applying new methods and approaches in developmental psychology, learn new research and analytical skills, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Developmental.

Training in industrial/organizational (I/O) psychology follows the scientist-practitioner model, and careers after graduation for students in our program can include non-academic career paths (e.g., consulting, applied research). Therefore, it is beneficial that students have the opportunity to practice applying principles derived from research in I/O and to develop their practitioner skills in more applied organizational contexts. The practicum setting is to be proposed by the student to the faculty head of the I/O area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. This practicum does not count towards the breadth requirement for students in the I/O program. Additionally, this practicum is meant to complement rather than replace the internship requirement for I/O MASc students.

Principles derived from research in social psychology are widely used in applied contexts. As such, training in social psychology opens a number of doors for non-academic career paths. This graduate practicum offers an advanced experiential learning opportunity that complements the student¿s interests with respect to research and/or possible career paths be they in academia or outside academia. The practicum setting is to be proposed by the student to the faculty head of the social area and the time spent in this setting should be a minimum of 50 hours over the term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic or professional goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Some assistance may be available from the area in locating a possible practicum setting. Via this practicum, students will gain experience applying their research skills in an applied context, learn new skills relevant to applied research and/or knowledge translation, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Social. Students can enroll only after completing PSYCH 828A (Applied Practicum in Social Psychology I).

Research in social psychology comprises a wide array of methods, analyses, and approaches. Researchers able to effectively use this diverse toolkit are better positioned to solve important problems in social psychology. The goal of this practicum is to provide students with novel experiences conducting research in social psychology or a complementary interdisciplinary area to their research. To this end, contingent on the availability of appropriate opportunities, students will work in a laboratory outside that of their primary research advisor on an independent research project relevant to their research in social psychology. The practicum setting is to be proposed by the student to the faculty head of the social area and the time spent in this setting should be a minimum of 50 hours per term (approximately 1 morning or afternoon a week). This proposal should outline the planned location for the practicum, a primary contact, and the nature of practicum and its relation to the student¿s academic goals, and the proposed time. The plans for evaluation will be determined, on a case-by-case basis, in consultation with the student¿s advisor and the head of the area. Via this practicum, students will gain experience applying new methods and approaches in social psychology, learn new research and analytical skills, and expand their professional networks. This practicum does not count towards the breadth requirement for students in Social. Students can enroll only after completing PSYCH 829A (Research Practicum in Social Psychology I).

This course concerns research design and the operationalization of variables in psychological research. Among the topics covered are these: research designs (experimental, correlational, and quasi-experimental), internal validity, external validity, construct validity, reliability, sources of bias and artifact, strategies for ruling out confounds, mediations, effect sizes, and ethical issues in research. Non-psychology student require permission of the instructor to enroll.

This doctoral seminar will examine historic and contemporary psychological theories and research on justice with a focus on understanding the dynamics of justice in the work setting.

The primary focus of this course will be job performance and related issues. Readings will cover job analysis, performance appraisal, and the "criterion problem" in I/O psychology. The definition, measurement, and operationalization of job performance will be emphasized.

An introduction to the theories and techniques for improving organizational effectiveness. This course is open to students, with instructor consent, who have sufficient background in human resource management or organizational behaviour.

A seminar including both student an faculty presentations of current research and student proposals for MASc/MA or PhD work. The seminar is held weekly or biweekly depending on availability of speakers, and the format may vary, depending on the research topics of members of the group.

Topics will include experimental and non-experimental research design; internal, external, and construct validity; psychometrics including reliability and factorial structure; statistical inference; and practical considerations in measurement and evaluation in I/O Psychology. Non-psychology students require permission of the instructor to enroll.