Psychology - Winter 1999

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[PSYC-080D-01][PSYC-100D-01][PSYC-123-01][PSYC-163-01][PSYC-184-01]

Psychology 80D: Culture and Human Development

Professor: Barbara Rogoff
Office: 307 SocSci II
Phone: 9-3762

The course examines theory and research on the cultural basis of human development, and on cultural variations and similarities in development in different communities around the world. The approach is interdisciplinary, drawing especially on psychology, anthropology, linguistics, sociology, and history, to examine varying and universal goals of development and participation of children and their families in cultural practices and institutions. Ethnographic films during class give a more in-depth idea of human development in varying communities (historical and current) around the world.

Topics covered include:

Big Ideas, Goals, Ways of Studying Cultural Aspects of Development

Concepts relating Culture and Human Development

Children in Families, Neighborhoods, and Communities

Developmental Transitions of Individuals' Roles in their Communities

Culture and Cognition

Socialization and Learning Processes

Gender Roles

Social Relations of Individual and Community

Cultural Change and Relations Among Communities

Lab sections are required.

The course includes lab exercises focusing on methods for learning about cultural aspects of human development through interviews and observations.

The format includes a great deal of writing, presentations and discussion led by the professor and TAs, and student presentations. Students also exchange comments on each others' writing. This course fulfills the T and E requirements, and also can count as a Writing Intensive course for the W requirement. (All students have the same writing assignments, whether they are taking the course for the W requirement or not.)

Readings
(available at the copy center or bookstore, and on reserve)

Rogoff, Culture and Human Development - Book Draft (at UCSC Copy Center)

Collected Readings for Psych 80D (at UCSC Copy Center)

Briggs, Never in Anger (at Bookstore)

Comer, Maggie's American Dream (at Bookstore)

**This course requires students to attend and participate in class and required lab section meetings, keep up with the reading and complete several writing assignments per week, make an oral presentation, be willing to be interviewed by classmates on cultural practices of their own community, and exchange comments on their writing with classmates.**

PSYCHOLOGY 100D: CULTURAL PERSPECTIVES ON DEVELOPMENTAL PSYCHOLOGY

Professor: Per F. Gjerde

The goal of this 30 student seminar is to evaluate the role of "culture and ethnicity" in human
development. Psychologists often see the world as a mosaic of non-overlapping "cultures"
and census-defined "ethnic" groups. But to bestow cultural communities and ethnic groups
with internally homogeneous and externally distinguishing qualities is problematic in a world
increasingly characterized by migration, globalization, and transnational links. New cultural forms
are developing linking previously isolated "traditions." Knowledge of globalizing influences should be
familiar even to those who have not frequented Tibet's animated karaoke bars or participated in
Oslo's white middle class youth cliques emulating African-American culture.

Thus, the usefulness of the term "culture(s)" itself is being challenged. For example, what is the
"culture" of a Mexican migrant spending six months in the US and six months in Mexico?
What is the cultural identity of Turks living in Germany versus Turks living in Turkey or Demnark?
Or individuals inhabiting the "borderlands?"

While these globalizing processes are not new, they are occurring with accelerating speed, partly as
a consequence of the rapid spread of global capitalism and transnational media organizations,
developments which permit individuals -- even in the most "remote" corners of the world -- to explore
very different ways of being. For some individuals, this exploration leads to migration; for others,
it changes their "hometurf" behavior. This course encourages participants to engage in critical thinking
about the
meaning and role of "culture" in shaping human lives in view of these recent social developments.
How should we think about "cultural processes"in psychology as we are approaching the
Millennium? This seminar emphasizes cultural change and within-cultural variation.

The first part examines relationship among cultural identity, place, and culture, the relation between
culture and ethnicity, how images of "cultural selves" and "cultural others" are produced and
"naturalized," and the impact of globalization on children's lives -- in particular how children
increasingly are becoming the focus of political struggles over "cultural identity," partly due to
the economic ambitions of nation-states in a world increasingly dominated by global capitalism.

The second part examines how children and youth develop in various "cultures," including
Chinese, Japanese, Korean, Mexican, Norwegian, and Islamic "cultures." Both psychological and
anthropological readings are included.

We will examine the topics referred to above by focusing on the following six core questions:
1. What constitute culture and ethnicity?
2. What does it mean to belong to a culture?
3. How do people learn to become member of a culture?
4. What is cultural identity? How do people "know" they belong to a culture?
5. How do psychological development and culture shape each other?
6. Can individuals belong to more than one culture?

Grading Criteria: Class participation: 40%; Group Project Presentation 20%; and Final Paper 40%

PS. Please note that there is NO lab section associated with this class during the Winter Quarter '99.
There is no 100 E Lab. The catalog information is wrong!!!!

PSYCHOLOGY 123

Time: T, TH 10:00
Location: 75 SS2

Instructor: Bruce Bridgeman
E-Mail: bruceb@ucsc.edu

TA: Aaron Sutter
E-Mail: asutter@ucsc.edu

Office: 343 Social Sciences II
Phone: 9-4005
Office Location: 202 Social Sciences II
Office Hours: Tues. 1-3 or by appt.

Text: Carlson, Physiology of Behavior

Readings:

I. UNDERLYING STRUCTURES

Th 1/7 1. Introduction 2. Evolution of the human condition
Tu 1/9 1. A 2-process view of neurophysiology 2. Information flow in nervous systems Ch. 1, 2
Th 1/14 1. Neurotransmitters 2. Neuroanatomy from cells to souls Ch. 3;
Ch. 4, 78-99

II. SENSORY AND MOTOR SYSTEMS

Tu 1/16 1. Receptors and transduction 2. Retinal organization Ch. 5;
Ch. 6, 143-149
Th 1/21 1. Subcortical processing and efferent control 2. Thalamus&emdash; Ch. 6, 150-165
the "pearly gates" to the cortex
Tu 1/23 1. Primary sensory cortex 2. Beyond primary sensory cortex Ch. 6, 166-180
Th 1/28 1. The act of perceiving: scanpaths 2. Audition Ch. 7, 182-200
Tu 1/30 1. Tuning the brain to its environment 2. Other senses Ch. 7, 201-223
Th 2/4 1. Reflexes&emdash;a "cooperative hierarchy" 2. Spinal cord organization Ch. 8, 225-234
Reflex as feedback Abstracts due in class
Tu 2/6 1. Motor cortex and cerebellum 2. Acts and action Ch. 8, 235-251
Th 2/11 FIRST EXAM &emdash; MAKING SENSE OF THE SENSES REVIEW EVERYTHING

III. CONTROL SYSTEMS

Tu 2/13 1. Homeostasis and internal receptors 2. Motivation and "drives" Ch. 12, 371-383; Ch. 13
Tu 2/18 Exchange day &emdash; No Class
Th 2/20 1. Sleep 2. Attention and orienting Ch. 9
Th 2/25 1. Drugs and sex 2. Emotion Ch. 10, 11
Tu 2/27 1. Rhe coding of memory 2. Ablations and memory Ch. 14
Th 3/4 Field Trip&emdash;Dominican Hospital

IV. APPLICATIONS AND IMPLICATIONS

Tu 3/6 1. Electrophysiology and biochemistry of learning 2. Artificial intelligence Ch. 15
Th 3/11 1. The neurology of language 2. Frontal lobes and consciousness Ch. 16
Tu 3/13 1. Neurological disease 2. Mental illness Ch. 17
W 3/19 SECOND EXAM &emdash; THE PHYSIOLOGY OF MEMORY, OR, THE MEMORY OF PHYSIOLOGY
(9-11 am)

Abstract: a 300-word abstract of your paper is due in class Feb. 4.. Write it carefully to make every word count,like an abstract of a journal article.

Paper: Due Thursday, March 13, in class. Length: about ten pages, typed double-spaced or by email or Mac/IBM disc. We stop reading at 14 pages. Optional rough drafts will be accepted on or before Feb.27; they will be returned with comments, and you will be evaluated only on the final version.

Format:
1. Review Papers: Limit your topic to something that can be handled in a few weeks and define the area of inquiry carefully. Form a hypothesis or generalization and evaluate it on the basis of evidence for and against it before reaching a conclusion. Try to organize around ideas rather than papers.

2. Theoretical Papers: Originate your own theory of some aspect of brain-behavior relationships or neurophysiology, cite evidence for and against it from the literature, and propose experiments which might test it further. Compare your theory with others in the same area, if any.
Cite references with parentheses in the text (Aardvark, 1976) and list them alphabetically at the end of the paper.
Evaluation will be on the basis of the two exams, the abstract, the paper, problem sets, and section participation.
Sections: on 1/15, 1/29 and 2/5 the sections will meet in computer labs for web-based neuroanatomy and physiology labs.

Philosophy & Psychology 163: THE DEVELOPMENT OF FREUD'S CONCEPT OF MIND

Instructor: J. Neu

All volume references are to The Standard Edition of the Complete Psychological Works of Sigmund Freud (all 24 volumes of which are on reserve); separate references to the paperback editions and supplement are given where necessary. FR* refers to pages in The Freud Reader, ed. Peter Gay (Norton, 1989).

I. INTRODUCTION

II. FIRST FORMULATIONS: ABREACTION, CONFLICT, AND DEFENCE

Studies on Hysteria: Standard Edition Vol. II, 'Preliminary Communication,' and cases of Anna O., Lucy R., and Katharina--pp. 3-47, 106-134.
('Preliminary Communication' in Supplement. Anna O. in FR*60-78.
Lucy R. in Supplement. Katharina in FR*78-86.)
'The Neuro-Psychoses of Defence': SE Vol. III, pp. 45-61 (in Supplement).

III. THE ORIGINS OF THE THEORETICAL FRAMEWORK: THE 'PROJECT'

The Complete Letters of Sigmund Freud to Wilhelm Fliess: 1887-1904, pp. 127-140.
'Project for a Scientific Psychology' : SE Vol. 1, pp. 295-302, 347-359 (in Suppl.).

IV. THE BIRTH OF PSYCHOANALYTIC THEORY

Freud-Fliess Letters: pp. 116-127 and pp. 140-281.

V. PHANTASY AND MEMORY

VI. THE INTERPRETATION OF DREAMS

The Interpretation of Dreams: SE Vol. IV, Chs. II, III, IV, V A, Db, VI A, B, C; SE Vol. V, Chs. VI I, VII B, C, E, F. (Same chapters in paperback edition.)

VII. INTERPRETING DREAMS

VIII. THE ANALYSIS OF HYSTERIA--THE CASE OF DORA

Fragment of an Analysis of a Case of Hysteria: SE Vol. VII, pp. 3-122 (FR*172-239).

Recommended:
Erik Erikson, 'Reality and Actuality'
Steven Marcus, 'Freud and Dora: Story, History, Case History'
Both included in C. Bernheimer and C. Kahane, eds. In Dora's Case: Freud-Hysteria-Feminism.

MIDTERM

IX. THE THEORY OF SEXUALITY

Three Essays on the Theory of Sexuality: SE Vol. VII, pp. 125-243 (FR*239-293).

Recommended:
Thomas Nagel, 'Sexual Perversion,' in Mortal Questions.

X. UNCONSCIOUS PHANTASY AND NEUROSIS: MEANING AND CAUSALITY

'Types of Onset of Neurosis': SE Vol. XII, pp. 231-238 (in Supplement).
"'Civilized" Sexual Morality and Modern Nervous Illness': SE Vol. IX, pp. 181-204 (in Supplement).
'On the Universal Tendency to Debasement in the Sphere of Love': SE Vol. XI, pp. 179-190 (FR*394-400).

XI. SYMPTOM, CHARACTER & CULTURAL PRACTICE:
EVIDENCE & EXPLANATION

'Character and Anal Eroticism': SE Vol. IX, pp. 167-175 (FR*293-297).
'Obsessive Actions and Religious Practices': SE Vol. IX, pp. 117-127 (FR*429-436).

XII. THE ANALYSIS OF PHOBIAS--THE CASE OF LITTLE HANS

Analysis of a Phobia in a Five-Year-Old Boy: SE Vol. X, pp. 5-149. (The Sexual Enlightenment of Children, pp. 47-183.)

Recommended:
Wolpe and Rachman, 'Psychoanalytic Evidence: A Critique Based on Freud's Case of Little Hans,' in Critical Essays on Psychoanalysis, ed. S. Rachman.

XIII. THE ANALYSIS OF OBSESSIONAL NEUROSIS--THE CASE OF THE RAT MAN

Notes Upon a Case of Obsessional Neurosis: SE Vol. X, pp. 153-250. (Three Case Histories, pp. 15-102.)

Recommended:
'Original Record': SE Vol. X, pp. 259-318 (FR*309-350).

XIV. THE NATURE OF PSYCHOANALYTIC THERAPY

'The Dynamics of the Transference': SE Vol. XII, pp. 99-108 (in Supplement).
'Remembering, Repeating and Working Through': SE Vol. XII, pp. 147-156 (in Supplement).
'Observations on Transference Love': SE Vol. XII, pp. 159-171 (FR*378-387).

Recommended:
Lévi-Strauss, 'The Sorcerer and His Magic' and 'The Effectiveness of Symbols,' in Structural Anthropology.

XV. METAPSYCHOLOGY

'Formulations on the Two Principles of Mental Functioning': SE Vol. XII, pp. 218-226 (FR*301-306).
'The Unconscious': SE Vol. XIV, pp. 166-204 (FR*572-584).
'Mourning and Melancholia': SE Vol. XIV, pp. 243-258 (FR*584-589).

Recommended:
'On Narcissism': SE Vol. XIV, pp. 69-102 (FR*545-562).
Sartre, 'Bad Faith,' Part One, Ch. 2 in Being and Nothingness.

XVI. FREUDIAN ANTHROPOLOGY

Totem and Taboo: SE Vol. XIII, Part IV (FR*481-514).

XVII. INSTINCT THEORY AND THE DEATH INSTINCT

Beyond the Pleasure Principle: SE Vol. XVIII, pp. 3-66 (FR*594-626).

XVIII. THE STRUCTURAL THEORY

The Ego and the Id: SE Vol. XIX, pp. 12-59 (FR*628-658).

XIX. THE NEW THEORY OF ANXIETY

'Anxiety and Instinctual Life': SE Vol. XXII, pp. 81-111. (New Introductory Lectures, Lecture XXXII; FR*773-783).

XX. THE SEXUALITY OF WOMEN

'Some Psychical Consequences of the Anatomical Distinction Between the Sexes': SE Vol. XIX, pp. 248-260 (FR*670-678).
'Femininity': SE Vol. XXII, pp. 112-135. (New Introductory Lectures, Lecture XXXIII.)

XXI. FREUDIAN SOCIAL THEORY

Civilization and Its Discontents: SE Vol. XXI, pp. 64-145 (FR*722-772).

The above numbered topics do not correspond to either weeks or particular sessions--we will spend varying amounts of time on each. The list is meant to indicate only the order in which the topics will be treated. Also, while readings are recommended for topics after no. XVI, it is not to be expected that they will be reached in class. They are meant simply as a guide to independent reading for those who are interested.

It should be noted that the reading load for this course is quite heavy (averaging 200 pages a week) and that all of the required reading is by Freud. There is not much point in taking the course if you will not be able to do the reading.

There will be a midterm and a final examination.

Recommended Secondary Sources:
Peter Gay, Freud: A Life for Our Time (Norton).
Laplanche and Pontalis, The Language of Psychoanalysis (Norton).
Jerome Neu (Editor), The Cambridge Companion to Freud (Cambridge U.P.).
Richard Wollheim, Freud (Cambridge University Press).

Psychology 184: Myth and Symbols

Instructor: Barry McLaughlin

This course explores the ways in which meaning has been constructed through
the use of myth and symbol in religion, art, and literature. It will
involve the study of classic theorists, especially Jung, as well as the
investigation of the uses of myth and symbol in art, in literature, and in
the history of religious ideas. The theme of the course is the role of myth
and symbol in the process of meaning-making in personal consciousness and
human culture.

Instructional Strategy:
This course will require student engagement and initiative. Student
involvement will be essential to the success of the course. Students will
be expected to keep up on the readings. To provide structure and motivation
to do so, there will be quizzes every Monday and Friday on the readings.
These quizzes will serve in lieu of a final examination.

There will also be student in-class reports. The reports are intended to
expand on the readings. There will be one or two reports each Monday and
Friday. A 5 -8 page write-up of the report will be due within 10 days after
the report is given in class.

Required Readings:
May, R. The Cry for Myths
Storr (Ed.), The Essential Jung
Campbell, Myths to Live by.
Pagels, The Gnostic Gospels.
Bettelheim, The Uses of Enchantment
Bruner, Acts of Meaning

Revised 7/28/04.