* PSYC 375b / CGSC 375b / LING 375b, Linguistic Meaning and Conceptual Structure Staff Students also have an opportunity to explore their own experiences in learning and memory (including experiential assignments, e.g., asking them to memorize certain things and report on the experience, as well as opportunities to reflect on their experiences of and access to forms of collective, communal memory). Questions explored in the course include: What is memory and how does it work? How has memory been conceptualized over time in both culture and science? What are the various media through which we process memories, including collective and individual forms? What can we learn from moments of mnemonic failure? What new technologies of memory are on the horizon? How is our vision of the future influenced by the content and processes of memory? In wrestling with these questions, we encounter a wide selection of narratives, art objects, films, and scientific data. We aim to bring traditional philosophies, narratives, and histories of memory into conversation with both long established and cutting-edge research findings on the neuroscience of memory. This is an FAS-sponsored cross-divisional course. This course offers a comparative and interdisciplinary approach to the science and culture of memory. * PSYC 320a / ENGL 382a / FILM 280a, The Science and Culture of Memory John Williams and Samuel McDougle Priority given to juniors, seniors, Ed Study students.

For a portion of class meetings, the class will divide into small supervisory discussion groups. If this is not possible, students will be expected to arrange on their own to do a weekly observation in-person or virtually of a child under the age of 6. In the past students have done weekly in-person classroom observations at a Yale affiliated childcare program. Students will have the opportunity to see how programs for young children use psychodynamic and interactional theories to inform the development of their philosophy and curriculum. The course will give an overview of the major theories in the field, focusing on the complex interaction between the developing self and the environment, exploring current research and theory as well as practice. An assumption of this course is that it is not possible to understand children – their behavior and development-without understanding their families and culture and the relationships between children and parents. The seminar will consider aspects of cognitive, social, and emotional development.

This course provides students a theoretical base in child development and behavior and tools to sensitively and carefully observer infants and young children. This course is first in a sequence including Theory and Practice of Early Childhood Education (CHLD127/PSYCH 127/ EDST 127) and Language Literacy and Play ( CHLD 128/PSYCH 128/ EDST 128). * PSYC 125a / CHLD 125a / EDST 125a, Child Development Ann Close and Carla Horwitz

Words of wonder level 127