Best Universities offering Graduate Programs in Psychology - Updated 2019

The program is designed to prepare students for attaining the degree of Doctor of Philosophy (Ph.D.) and a career of productive scholarship in psychology.Students are required to take the proseminar, PSY 500 501, which covers several basic areas of psychology, in the first year. By the end of the second year, students should have demonstrated basic competence in quantitative methods by having successfully completed PSY 503: Quantitative Analysis in Psychological Research. First year students should consult their advisors enrolling in seminars in addition to Psychology 500, 501, and 503. In any case, students will be appointed as assistants in instruction and paid for any hours that they teach.PSY 500 Proseminar in Basic Problems in Psychology: Social Psychology Social Proseminar: Introduction to graduate level social psychology for first year graduate students in psychology. PSY 501 Proseminar in Basic Problems in Psychology: Cognitive Psychology Introduction to cognitive psychology for first-year graduate students. This course will serve as the basis for advanced graduate courses on specific topics in this area.PSY 543 Research Seminar in Cognitive Psychology Current research and issues in sensation, perception, and cognition. Ongoing research by seminar participants, research methodology, and current issues in the literature are discussed.PSY 551 Design and Interpretation of Social Psychological Research An advanced seminar that considers current research in social psychology. Required of all first and second year graduate students in the Psychology.

Philosophical, psychological, and engineering models of the human processor. This course holds up to scientific scrutiny the strong beliefs people have how women and men are similar to and different from each other, examining major theories and empirical findings in psychological research on gender. Topics include the development of gender identity, empirical comparisons of men and women, gender stereotypes and their perpetuation, and the role of gender and gendered beliefs in achievement, interpersonal relationships, and physical and psychological well-being. Prerequisite: any course in psychology. This course will provide an introduction to the use of connectionist models (also known as neural network or parallel distributed processing models) as a tool for exploring how psychological functions are implemented in the brain, and how they go awry in patients with brain damage. Required of all first and second year graduate students in the Psychology.

The Department of Psychology offers a rich and dynamic environment for those interested in postdoctoral research. Several Postdoctoral Fellows come to Harvard with their own fellowship awards. These Fellows are usually divided into two groups. One group has fellowships that are administered through Harvard (e.g., NRSA awards and other U.S. Federal awards) with one of the Harvard faculty members acting as the Principal Investigator. The other group has fellowships (usually through foreign institutions) that are paid directly to the Postdoctoral Fellow and are not administered through Harvard.

Departmental Requirements for the PhD in Psychology Section I. Requirements for Non-Clinical Students The non-clinical PhD program in Psychology can and should be completed in five years. Psychology Department Proseminar (PSY 2010) must be completed by the end of the first year. One of the statistics courses must be PSY 1950 (Intermediate Statistical Analysis in Psychology) which must be completed by the end of the spring semester of the first year. Requirements for Clinical Students The clinical PhD program in Psychology can and should be completed in six years (prior to internship). PSY 2010 (Contemporary Topics in Psychological Research) must be completed by the end of the fall semester of the first year PSY 1950 (Intermediate Quantitative Methods) or PSY 1950 (Intermediate Statistical Analysis in Psychology) must be completed by the end of the fall semester of the first year. PSY 2050 (History of Psychology) must be completed by the end of the spring semester of the fourth year. Students must complete a six-hour general examination covering in considerable depth the literature in the area of psychopathology and clinical psychology during the summer preceding the fall semester of the third year. In accordance with American Psychological Association guidelines for the accreditation of clinical psychology programs, clinical students also receive consultation and supervision within the context of clinical practica in psychological assessment and treatment beginning in their second semester of their first year and running through their third year. They receive further exposure to additional topics (e.g., human development) in the Developmental Psychopathology seminar and in the twice-monthly clinical psychology brown bag speaker series.

The Psychology department offers course work and research opportunities in the fields of clinical, cognitive, developmental, neuroscientific, and social psychology. These courses represent major content areas of psychology students should sample broadly from them before specializing. Courses numbered from 210 to 299 teach general methodology or data collection in various areas of psychology. Two of these courses must be from the social science point of view in psychology and two must be from the natural science point of view. Students may take the examination only one time, and an additional course in psychology should be taken if the examination substitutes for PSYC 200. Such students are considered Psychology majors for whom the requirements have been modified to accommodate their interests, and to reflect the multidisciplinary nature of modern neuroscience and psychology. For questions concerning credits for courses taken at other institutions or at Yale but outside the Psychology, students should consult with the DUS. Students who major in Psychology often differ widely in their reasons for choosing the major and in their post-graduation plans. Some students go on to graduate training in Psychology, while others enter professional schools (e.g., medicine and law) or choose from a variety of professions such as education or business and finance. The extent to which Yale University complex psychology is unique to mature humans the relative richness of a mental life without language or culture. Exploration of both basic research questions as well as implications of cognitive approaches towards emotions for domains such as emotional disorders and psychological resilience and well-being. Focus on questions the philosophical significance of psychological findings. Interdisciplinary course highlighting research from cognitive neuroscience, psychology, behavioral economics, finance, marketing, computer science, and public health. Psychological, biological, and sociocultural factors within the family that contribute to variations in behavior.

The primary goal of graduate education in psychology at Yale University is the training of researchers, for academic and applied settings, who will broaden and deepen the knowledge base on which the science of psychology rests. The Department has an illustrious history, but, more important, continues to reinvigorate itself by recruiting the most outstanding scholars we can identify in clinical psychology, cognitive psychology, developmental psychology, neuroscience, and social-personality psychology, with special efforts to attract those whose interests bridge these areas. A primary objective of Yale University graduate program is to encourage research that follows from an understanding of the substantive and methodological bases of scientific psychology as well as from other social and biological sciences.

At the heart of the discipline of cultural psychology is the tenet of psychological pluralism, which states that the study of normal psychology is the study of multiple psychologies and not just the study of a single or uniform fundamental psychology for all peoples of the world. Research findings in cultural psychology thus raise provocative questions the integrity and value of alternative forms of subjectivity across cultural groups. In this course we will explore how and why human beings have the moral intuitions that they do and also where these intuitions come from-what University of Chicago moral intuitions are built in and how are these intuitions shaped by experience To achieve these goals, we will discuss literature from developmental, social, and evolutionary psychology, as well as some literature from behavioral economics and experimental philosophy. We will examine how current psychological theories conceptualize wisdom and consider whether, and how, wisdom can be studied scientifically that is, can wisdom be measured and experimentally manipulated to illuminate its underlying mechanisms and understand its functions Finally, we will explore how concepts of wisdom can be applied in business, education, medicine, the law, and in the course of University of Chicago everyday lives. Students will be introduced to research in neuroscience, psychology, economics, sociology, and public policy as it bears on questions what develops critical periods in development, the nature vs. In this course we examine the structure of different negotiations and the psychology that governs the processes and outcomes of a negotiation. We see how the psychology of trust, reciprocity, fairness, cooperation, and competition can affect University of Chicago ability to benefit from an exchange or contribute to the escalation of conflict. The course begins with a description and discussion of the nature of psychological problems.

The Department of Psychology does not have a terminal Masters degree program. However, the Division of the Social Sciences offers two Masters degrees that may be of interest to prospective psychology students. In lieu of an MA in Psychology offered by the Department, the Master of Arts Program in the Social Sciences (MAPSS) allows for a concentration in psychology. Students interested in psychology, for example, may take 3 courses in mathematical and statistical methods for neuroscience. Students concentrate in anthropology, economics, history, political science, psychology, sociology, or in interdisciplinary research. DOCTORAL PROGRAM For over a century, the Department of Psychology at the University of Chicago has been a leading center of scholarship, research and teaching in psychology and related fields. Doctoral study in the University of Chicago's Department of Psychology typically spans five years and includes a common curriculum of eight courses with other requirements set by the student's area of specialization.

The curriculum prepares majors for graduate education in these fields and also provides a relevant background for social work, education, medicine, law, and business.

The Department of Psychology offers courses in the science of psychology, experimental psychology, the brain and behavior, cognition, decision making, drugs and behavior, personality development, social cognition, evolution and behavior, psychopathology, consciousness, cognitive neuroscience, relationships, statistics for behavioral scientists, perception, animal behavior, abnormal behavior, child development. The department also offers seminars and individualized research.

This is achieved through completion of courses, in the primary field as well as related areas, and experience with independent work and specialization.

It will identify the known psychological hallmarks of these scarcities and explore their implications for psychological functioning, well-being and education--as well as, how they can be dealt with by individuals and in education. Drawing from psychological research, we will examine topics at the intersection of self and society, including: the role of stress, stigma and blame in shaping health and wellbeing, cultural processes contributing to health disparities, attitudes the proper role of government in shaping public health, and the erosion of trust in medical authority (e.g. anti-vaccination attitudes). We will immerse ourselves in the methods of cognitive neuroscientists, tinkering with models linking brain signals with behavior, learning how those signals are recorded (e.g. fMRI and EEG) and perturbed (e.g. TMS), and fine-tuning Stanford University ability to design psychological experiments. Though drawing mainly from psychology, we will tour sociology, conflict resolution, technology, the humanities, and neuroscience as well. Readings will draw from psychology, sociology, education, and popular press. Topics: historical antecedents, conceptual foundations, autonomic and neural bases, individual differences, developmental and cultural aspects, implications for psychological and physical health. For instance, looking-time methods for studying infants or response time (RT) measures in cognitive psychology have been enabled by the use of computers and video cameras. Why Students in this course will tackle this complicated question from a psychological perspective. A critical component of this class will be to practice writing psychological research and social issues for the general audience. Throughout this course, you will familiarize yourself with the psychological perspectives, methods, and findings that help explain racial inequality, and we will explore ways to promote racial equality. Together, we will broaden Stanford University knowledge base on the subject and explain, from a psychological perspective, the pervasiveness of racial inequality.

The Moral Psychology course is an examination of philosophical theories of action and motivation in the light of empirical findings from social psychology, sociology, and neuroscience. Topics include belief, desire, and moral motivation; sympathy and empathy; intentions and other committing states; strength of will and weakness of will; free will; addiction and compulsion; guilt, shame and regret; evil; self-knowledge and self-deception; and, virtues and character traits.

Graduate training leading to a Ph.D. in the Department of Psychology and Neuroscience is offered through a unique program that merges social sciences and natural sciences in the study of brain, behavior, and cognition in humans and animals. For psychology majors, it is not necessary to take the subject test. No other area within Psychology and Neuroscience requires the subject test.

Duke's Department of Psychology and Neuroscience embraces this approach, using a broad range of methods and interacting with researchers in many different fields.

The Department also includes past presidents of the American Psychological Association, the Society for Judgment and Decision Making, and of the Linguistics Society of America.

The Graduate Group has an APA accredited clinical psychology PhD program, the purpose of which is to train research investigators, rather than training practicing clinicians. Although the Psychology Subject Test is not required for non-clinical applicants, applicants who are admitted to the clinical program must take the Psychology Subject Test before they matriculate in order to demonstrate that they have acquired foundational, discipline-specific knowledge. This will fulfill several important American Psychological Association requirements and will allow for greater flexibility in choosing coursework at the graduate level. The Department also includes a past president of the American Psychological Association. The first-year program is divided between courses that introduce various areas of psychology and a focused research experience. The Institute is an interdisciplinary organization of 120 scientists from 14 departments in the four schools Arts and Sciences (11 from Psychology), Engineering, Medicine and Veterinary Medicine who are active in neuroscience research. The Institute for Research in Cognitive Science at the University of Pennsylvania is an interdisciplinary organization comprising many scholars from the Departments of Computer Information Sciences, Linguistics, Philosophy and Psychology, and is especially known for its depth in the areas of formal analysis of natural and artificial languages and language acquisition. The Psychology Department GRE code is 2016 the institutional code is 2926. Likewise, many psychology labs have both psychology and neuroscience students. Apartment hunting can usually be done in a few days and the Psychology Department graduate students can sometimes assist incoming students by providing a place to stay while hunting. Although a substantial exposure to psychology is desirable, it is not necessary. In particular, students with interdisciplinary interests might have a stronger background in the other field than in psychology.

Beginning with a historical of computationalism (the thesis that mental states are computational states), the course will examine how psychological explanation may be understood in computational terms across a variety of levels of description, from sub-neuronal and single neuroncomputation to circuit and network levels. Specific issues will include: whether computation provides unifying psychological principles across species whether specific mental states such as pain are computational states digital analog computation, dynamical systems, and mental representation whether conscious experience can be understood as a computational process. This course will cover philosophy of mind, cognitive psychology, and cognitive neuroscience in a mixture of lectures and in-class discussion.