PSY 601 Ethical and Professional Topics in Educational Psychology

 The psychologist's ethical code related to applied psychology will be discussed. Ethical dilemmas (double relationships, presents, confidentiality, duty to protect), and legislative issues regarding assessment, treatment and special education will be presented. Other issues include legislature regarding the profession, professional endorsement, cooperation with other professionals and organization of Educational Psychology as a field.

 
PSY 602 Graduate Seminar: Advanced Issues in Psychology
 
This is a seminar focused on in–depth examination of theory, application and research issues in Educational and Cognitive Psychology. The content will be adjusted according to the interests and specializations of each lecturer. The goal is to have distinguished visitors or specialized scholars/scientists who will work with the Psychology Department to provide lectures for this seminar.
 
PSY 604 Multivariate Statistics for the Behavioral Sciences

The course is designed to provide an integrated, in-depth and applied approach to multivariate data analysis and linear statistical models in psychological research. The focus will be on practical issues such as selecting the appropriate measures of analysis, preparing data for analysis, performing the analysis with SPSS, interpreting output and presenting research results. This course will provide an overview of some of the most common multivariate methods, namely: exploratory factor analysis, analysis of variance and covariance, multivariate analysis of variance and covariance, multiple regression, meditation and moderation. The course will strongly emphasize the applications of multivariate methods, rather than their theoretical derivation. All multivariate procedures will be discussed with reference to research designs and interpreted in a practical manner.

PSY 605 Psychometrics

This course is an overview of psychological tests and test construction, psychometric theories of intelligence, educational achievement, personality assessment and specific symptom assessment. It focuses on how to develop the assessment question and select the strategies and measures to answer it. The course also examines the impact of cultural diversity on assessment and identifies strategies to screen student populations for common issues, such as learning difficulties and emotional disorders. It includes topics on testing specific populations and for specific problems, and explains how test materials are integrated with clinical interviews and other assessment data.

PSY 607 Memory and Executive Functions
 
The course focuses on various important issues in the field of human memory research. More specifically, traditional and contemporary theoretical perspectives will be analyzed, as well as the implementation of cognitive, social, neuroimaging and neuropsychological methods on memory research. Moreover, there will be discussions focused on how information is coded and recalled, the various types of memory and the use of different measuring tools for these issues. In addition, the issue of how memory loss develops, the biological changes accompanying it and therapy potential will be discussed. At a later stage, the focus will shift to the role of executive functions contributing to memory behaviors, with special reference to brain areas participating in higher cognitive functions, e.g. decision making and problem analysis.
 
PSY 608 Attention and Perception
 
The goal of this course is the thorough study of the nature of perceptual experience. The course will examine how the senses are used to gather information from the world and how the brain uses sensory signals to construct interpretations of what is out there. Although research on all senses will be discussed, vision will be examined more extensively. Research findings on topics such as the perception of color, depth, shape and motion will be reviewed from the perspective of cognitive-experimental psychology and neuroscience.
 
PSY 609 Developmental Learning Disabilities
 
This course offers comprehensive information on developmental disorders. Developmental disorders reduce the person's functioning, since they affect cognitive, motor, adjusting and social skills. Some of these disorders partly affect the person's functioning, while others seriously affect social adjustment and functioning, in such a way that supportive equipment is required. During the course, there will be discussions on the diagnostic features of specific learning difficulties, mental disorders and autism, with emphasis on intervention strategies in school.
 
PSY 610 Psychology of Education
 
This course presents the contribution that psychological research can make to educational practice and discusses relevant issues that concern classroom educators. It critically examines contemporary theories of human development and learning in order to apply this knowledge in educational settings and situations. Additionally, it examines topics such as individual differences, home/school relations and cooperation among the educational psychologist, teachers and parents.
 
PSY 616 Mental Representations
 
Knowledge representation in an intelligent system, whether it be a brain or a computer, is a major concern in the Cognitive Sciences, as it pertains to the basic functional "units" of the system. Thus, any attempt to understand and analyze the way an intelligent system functions begins with the analysis and understanding of the way information is stored and represented in the system, and of the repercussions of a particular way of knowledge representation on the function and potentialities of the system. The problem of representation is primarily an epistemological problem, and as such it has both philosophical and psychological dimensions. But it is of major interest in Artificial Intelligence (AI) as well. Since the approach to the problem from the perspective of AI draws heavily on philosophical and psychological discussions about representations, and since an introduction to the problem in the context of AI cannot succeed without an expert's knowledge of philosophy and psychology, this approach will be adopted in analyzing the problem of knowledge representation. In this context the problem of knowledge representation amounts to the following: which programming language is the most appropriate given a specific knowledge domain that the intelligent system must master?
 
PSY 619 Intelligence: Development and Evaluation
 
This course will inform students of the current research and theory in the area of cognitive development. Theories and models of cognitive change will be taught, as well as methods for determining conceptual change. Students will be required to study the relevant bibliography and present reports on relevant topics of the bibliography both orally and in written form. For practical experience, students will also be asked to participate in small-scale experiments with the models taught.
 
PSY 620 Learning and Cognition
 
The content of this course will include selected="true"="true" topics in Cognitive Psychology and Cognitive Science with an emphasis on their implications for learning. Reference will be made to cognitive structures as well as processes such as knowledge acquisition, conceptual change, transfer, induction, analogical and deductive reasoning. The primary objective is to provide the solid theoretical basis that is necessary for research in this area. Coursework will involve reading, discussions, and extending previous research.
 
PSY 701 Psychology of Instruction
 
This course is designed for graduate students in Educational Psychology who are interested in applied research and/or practice that aims to support and improve the instruction and the learning that takes place in schools. Learning is examined as a function of instructional practices in specific educational contexts and contents, and in relation to factors that have been found to influence it. Specific topics are organized into themes that include: (a) nature and conditions of classroom learning; (b) models of instruction, domain-specific instructional approaches, instructional effectiveness; (c) aptitude – treatment/method interactions; (d) alternative instructional and assessment approaches; (e) teacher knowledge and beliefs, expertise in teaching; (f) evaluation and intervention at the level of the school, the classroom, and the teacher. The course is supported by a selection of empirical articles in applied research and case studies on evaluation and intervention.
 
PSY 703 Modelling cognitive processes
 
The course will provide students with an in-depth analysis of the methodology and the main concepts underlying the cognitive modelling approach. Students will learn how to design and evaluate computational models of the mental processes involved in attention, perception, memory, and language. By reviewing published research students will learn how computational models can inform psychological theories of cognition. Through in-class assignments they will also gain hands-on experience in the design of such models.
 
PSY 706 Neurophysiology
 
Human behavior results both from natural (biological) as well as exogenous (psycho-social) factors. This course will examine the basic structure, organization and function of the human nervous system particularly as these affect or modify behavior. We will specifically study the following topics: anatomy of the brain, spinal cord, peripheral nerves and muscles; structure and function of neurons; the effect of neuro-transmitters, hormones, and other endocrinological factors. We will also examine the interactions of these biological systems and their effects on behavior. The neuro-physiological basis of specific behaviors such asleep, reproduction, memory, aggression, communication as well as mental disorders will be studied in detail. In addition we will review current research projects and findings that relate to the above.
 
PSY 712 Cognitive Science
 
One of the most important scientific achievements of the past decades is the generation of a new research field, i.e., Cognitive Science. Cognitive Science is better understood as a wide research field, utilizing data from psychology, philosophy, linguistics, artificial intelligence and neuroscience. These research areas, although partly differentiated in the methods they use, their theories and results, are united by the convergence of the questions they ask and by their common perspective of the brain as an information processing system. Researchers in these fields have realized that they posited many common questions about the human brain nature, and that they have developed complementary and potentially cooperative research methods. The term "cognitive" refers to the functions of perception and knowledge. Consequently, cognitive science is the science of the brain. Cognitive scientists study perception, thought, memory, language comprehension, learning and other cognitive phenomena. The research methods used are numerous, and they include adults and children observation, computer programming for executing complex problems, examination of the nature of meaning and giving meaning to languages, examination of the way a brain functions etc. The aim of this course is to familiarize students with this new admirable world.
 
PSY 713 Experimental Psychology
 
This course aims to offer students advanced knowledge and practice in designing, preparing and conducting psychology experiments using computers. It will offer theoretical background on the rationale behind experimental designs, as well as in-depth knowledge of experimental designs that are widely used today in psychological research. In addition, students will be taught the basic principles of programming and they will learn how to prepare experiments with the software that is commonly used today to collect empirical data in various psychology areas. Through individual assignments and a final project, students are expected to acquire experience in all phases of conducting research using computers.
 
PSY 715 Language Development and Language Disorders
 
Human language is a dynamic and complex function. The purpose of this advanced course is to discuss the theoretical and scientific bases for language acquisition and development, and the language disorders caused by developmental, organic, and neurological etiologies. The course will cover the spectrum of ages beginning with infancy and will conclude with the aging process. Disorders like aphasia, specific language impairment, language learning disabilities, as well as language impairments resulting from brain injuries and dementia and the relationship between language, cognition, and other psychological functions will be presented. Assessment techniques and intervention strategies based on contemporary theoretical, research, and clinical models will be included.
 
PSY 719 Topics in Neuroscience
 
An important area of study in Cognitive Science is the way knowledge is represented in the brain and mind. The study of this topic requires familiarity with the basic methods of knowledge representation, such as propositional representation, semantic nets, frames, the distributed representations of neural networks, etc. To understand these methods, as well as their critical appraisal, requires knowledge of both symbolic logic and basic connectionist theory. This course will introduce students to the fundamentals of symbolic logic and connectionist theory and discuss the various means of knowledge representation.
 
PSY731 Cognitive Neuroscience: Understanding the Biology of the Mind
 
Cognitive neuroscience is the study of the biological underpinnings of the mind. This course will be an introduction to the field and will cover a range of techniques/methods as well as demonstrate applications of those techniques to a wide array of cognitive, social, emotional, and developmental processes. Aside from summarizing key research and methods in the field, the course will aim to sharpen student's ability to think critically about topics in the field so they can apply such skills in their own research.
 
PSY 746 Social Psychology of Education
 
This course will discuss the socio-psychological bases of crosscultural education. Students will learn the main theories on the generation and reduction of prejudice, stereotypes and discrimination, as well as their application in educational settings. There will be discussions on the phenomenon of immigration, looking at the issue from the perspectives of the minority and the majority. The course will also discuss the topic of national conflicts, as well as the role that the educational system may play in peace consolidation through the application of the discussed theories.

PSY 749 Qualitative research methods in Psychology

This course will introduce and familiarize students with qualitative research methods in psychology through a theoretical review and empirical applications. The course will involve the study of qualitative research projects in the areas of social, developmental, educational, cognitive and clinical psychology. The course will include study of: 1) the epistemological principles of qualitative and quantitative methodology; 2) principles and application of methods of data collection; 3) analytical theoretical models; 4) organization, management and class presentation of an original small research project.

PSY 788 Advanced Research Methods ΙΙ
 
Research Design, Review of Regression Analysis, Basic Functions of Structural Equation Modelling and Exploratory Factor Analysis, Confirmatory Factor Analysis (First-order CFA model, CFA models with Higher-Order factors), Multitrait-Multimethod model, The Full Latent Variable model, Growth Modelling, Multiple-Group Analyses(Testing for invariant factorial structure of a theoretical construct, Testing for invariant latent mean structure, Testing for Invariant Causal Structure), Item Response Theory, Rasch measurement models. Emphasis will be placed on application, analysis and interpretation of latent variable models analyzed with appropriate software.