University of California, Berkeley

About the Program

Bachelor of Arts (BA)

Psychology as a scientific discipline aims to describe, understand, and predict the behavior of living organisms. In doing so, psychology embraces the many factors that influence behavior — from sensory experience to complex cognition, from the role of genetics to that of social and cultural environments, from the processes that explain behavior in early childhood to those that operate in older ages, and from normal development to pathological conditions. The Psychology Department at UC Berkeley reflects the diversity of our discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Despite the existence of these specialization areas, the program learning goals focus on fostering methodological, statistical, and critical thinking skills that are not tied to any one particular content area in psychology but are relevant for all of them.

The major serves three purposes:

  1. For the liberal arts student, the study of psychology provides an avenue for increased self-understanding and insight into the behavior of others. The objective study of behavior is one of the major themes of intellectual history in the last hundred-plus years.
  2. For students preparing for training in such professions as medicine, law, education and business, psychology provides important basic knowledge and principles.
  3. For students who plan on pursuing graduate work in psychology, the undergraduate major seeks to establish a sound foundation of research principles and knowledge of a variety of content areas.

Declaring the Major

Psychology is a capped (impacted) major at UC Berkeley. This means that due to high demand, the program unfortunately cannot accommodate every student who wishes to major in Psychology. As part of the terms of being a capped major, all students who apply to the major and meet the following criteria are guaranteed admission:

  1. Have a 3.2 grade point average (GPA) in the prerequisite courses. (Note: GPA is not rounded up.)
  2. Students who entered UC Berkeley as a freshman must declare the major by their 5th semester OR prior to the accumulation of 80 semester units including work in progress (AP or college credit obtained in high school do not count towards the 80 units). Those who entered Berkeley as a junior level transfer must declare the major no later than their first semester at UC Berkeley.
  3. Submit the application to the major by the posted deadline. Please refer to the department website for exact deadlines. 

If any of the above criteria are not met, students may still be admitted to the major. However, there is no guarantee. Please understand that applications will not be approved until all prerequisite courses are complete and final grades have been posted. This may mean that students will not technically be admitted to the major until the beginning of the following semester.

Honors Program

Students with a 3.5 GPA in their major and 3.3 GPA overall at the time of graduation may earn honors distinction in Psychology. In order to earn honors, students must apply for admission to the honors program. For students interested in the honors program, it is required to participate in the Undergraduate Research Apprentice Program (URAP) or departmental research prior to applying for the honors program. This will prepare them for experimental research and design necessary for completing their own project.

Students are required to complete the following courses, none of which count toward major requirements:

  • UGIS 192B  or PSYCH 199  Students applying to the honors program will be research apprentices in the laboratory of their intended faculty sponsors. To prepare for this, students must have a minimum of 2 units of UGIS 192 or Psych 199 on their transcript prior to applying for the honors program. It is recommended that students begin as a research assistant in their sophomore or junior year.
  • PSYCH 102 Statistics for Psychological Research is a 3 unit upper division course that is designed to introduce students to the data analysis techniques researchers using the field of psychology. This course is only offered in fall and may be taken as early as the junior year. This course must be taken for a letter grade (P/NP grading not accepted). Completion of PSYCH 10/PSYCH 101 is a required prerequisite to this course. 
  •  PSYCH H194A / PSYCH H194B Honors students are required to concurrently enroll in Psychology H194A-B (2 units per semester), the honors seminar, in their senior year. This course provides excellent supplemental background and support for preparing the thesis. 
  •  PSYCH H195A / PSYCH H195B Psychology H195A-B is offered for 1-3 units per semester and is mandatory in order to receive honors in the major. The course is sequential with a grade of In Progress or “IP” for the "A" portion and the final grade assigned for both semesters at the end of the "B" portion. 

Minor Program

There is a Summer Minor program offered through Psychology called "The Developing Child."

Visit Department Website

Major Requirements

In addition to the University, campus, and college requirements, listed on the College Requirements tab, students must fulfill the below requirements specific to their major program.

General Guidelines

  1. All courses taken to fulfill the major requirements below must be taken for graded credit, other than courses listed which are offered on a Pass/No Pass basis only. 
  2. No more than one upper division course may be used to simultaneously fulfill requirements for a student's major and minor programs.
  3. No more than two upper division course may be used to simultaneously fulfill the double major requirements or simultaneous degree programs. 
  4. A minimum grade point average (GPA) of 2.0 must be maintained in both upper and lower division courses used to fulfill the major requirements.

For information regarding residence requirements and unit requirements, please see the College Requirements tab.

**Please contact the students services offices or make an appointment with your student services adviser for any questions related to these requirements.** 

Lower Division Prerequisites

Students must complete eight prerequisite courses in the following areas: General Psychology (1 course), Biological Sciences (2 courses), Social Sciences (2 courses), and Quantitative (3 courses including Psychology 101). Students will follow a specific curriculum depending on when they were accepted to the university. For more information on which specific courses satisfy the prerequisite requirements, please visit the Psychology website:

Upper Division Requirements

Students must complete eight upper division Psychology courses separated into two tiers. Tier II consists of 5 courses with at least one in each of the following categories: Biological, Cognitive & Developmental, Social/Personality, and Clinical. The remaining three courses make up Tier III and can be satisfied by using any excess Tier II courses or any Psychology course numbered 104-182. For more information on which specific courses satisfy the prerequisite requirements, please visit the Psychology website:

Summer Minor Requirements

The Developing Child is a Summer Minor offered through Early Development & Learning Science (ED&LS). A growing body of evidence from diverse fields (e.g., neuroscience, child development, economics, public policy, psychology) demonstrates that young children’s “foundational” years influence later education, health and life-long outcomes. Undergraduates and visiting students can now pursue our summer-only minor or certificate program: The Developing Child. Please visit the program website to access the application form.

Minor Requirements

  1. The minor degree or certificate consists of a minimum of 15 units (five 3-unit courses).

  2. All courses taken to fulfill the minor requirements must be taken for graded credit.

  3. A minimum grade point average (GPA) of 2.0 is required for courses used to fulfill the minor requirements.

  4. The minor is open to enrollment for all Berkeley students; the certificate is available to visiting students.

  5. No more than one upper division course may be used to simultaneously fulfill requirements for a student's major and minor programs.

Required Coursework

The Developing Child consists of five core, required 3-unit courses:

PSYCH 142Applied Early Developmental Psychology3
PSYCH 149Early Development & Learning Science Core Seminar3
PSYCH 149AThe Developing Child Practicum: Linking Research and Practice3
PSYCH 149BContexts of Early Development3
PSYCH 149DEarly Childhood Policy3

Learning Goals

ED&LS weaves together foundational knowledge and practice from various disciplines to ensure that students understand early development from a variety of different perspectives and practices.

Students in the ED&LS Summer Minor and Certificate will:

  1. Gain a complex understanding of the theoretical bases and empirical science of early development and learning, from the prenatal period to 8-years-old. Emphasis is on the interaction of biological, psychological, and socio-cultural mechanisms that shape young children’s health, development, and learning.

  2. Develop an interdisciplinary approach to research, practice, and policy issues across early development and learning science domains (e.g., psychology, education, social welfare, public health, and public policy).

  3. Become reflective and critical thinkers who are familiar with hands-on problem-solving to address crucial issues related to early development and learning.

  4. Understand how to establish and foster effective partnerships with families, schools, social service agencies, and communities to create more responsive systems to serve culturally and linguistically diverse young children and their families.


College Requirements

Undergraduate students must fulfill the following requirements in addition to those required by their major program.

For detailed lists of courses that fulfill college requirements, please review the College of Letters & Sciences page in this Guide. For College advising appointments, please visit the L&S Advising Pages. 

University of California Requirements

Entry Level Writing

All students who will enter the University of California as freshmen must demonstrate their command of the English language by fulfilling the Entry Level Writing requirement. Fulfillment of this requirement is also a prerequisite to enrollment in all reading and composition courses at UC Berkeley. 

American History and American Institutions

The American History and Institutions requirements are based on the principle that a US resident graduated from an American university, should have an understanding of the history and governmental institutions of the United States.

Berkeley Campus Requirement

American Cultures

All undergraduate students at Cal need to take and pass this course in order to graduate. The requirement offers an exciting intellectual environment centered on the study of race, ethnicity and culture of the United States. AC courses offer students opportunities to be part of research-led, highly accomplished teaching environments, grappling with the complexity of American Culture.

College of Letters & Science Essential Skills Requirements

Quantitative Reasoning

The Quantitative Reasoning requirement is designed to ensure that students graduate with basic understanding and competency in math, statistics, or computer science. The requirement may be satisfied by exam or by taking an approved course.

Foreign Language

The Foreign Language requirement may be satisfied by demonstrating proficiency in reading comprehension, writing, and conversation in a foreign language equivalent to the second semester college level, either by passing an exam or by completing approved course work.

Reading and Composition

In order to provide a solid foundation in reading, writing, and critical thinking the College requires two semesters of lower division work in composition in sequence. Students must complete parts A & B reading and composition courses by the end of their second semester and a second-level course by the end of their fourth semester.

College of Letters & Science 7 Course Breadth Requirements

Breadth Requirements

The undergraduate breadth requirements provide Berkeley students with a rich and varied educational experience outside of their major program. As the foundation of a liberal arts education, breadth courses give students a view into the intellectual life of the University while introducing them to a multitude of perspectives and approaches to research and scholarship. Engaging students in new disciplines and with peers from other majors, the breadth experience strengthens interdisciplinary connections and context that prepares Berkeley graduates to understand and solve the complex issues of their day.

Unit Requirements

  • 120 total units

  • Of the 120 units, 36 must be upper division units

  • Of the 36 upper division units, 6 must be taken in courses offered outside your major department
Residence Requirements

For units to be considered in "residence," you must be registered in courses on the Berkeley campus as a student in the College of Letters & Science. Most students automatically fulfill the residence requirement by attending classes here for four years. In general, there is no need to be concerned about this requirement, unless you go abroad for a semester or year or want to take courses at another institution or through UC Extension during your senior year. In these cases, you should make an appointment to meet an adviser to determine how you can meet the Senior Residence Requirement.

Note: Courses taken through UC Extension do not count toward residence.

Senior Residence Requirement

After you become a senior (with 90 semester units earned toward your BA degree), you must complete at least 24 of the remaining 30 units in residence in at least two semesters. To count as residence, a semester must consist of at least 6 passed units. Intercampus Visitor, EAP, and UC Berkeley-Washington Program (UCDC) units are excluded.

You may use a Berkeley Summer Session to satisfy one semester of the Senior Residence requirement, provided that you successfully complete 6 units of course work in the Summer Session and that you have been enrolled previously in the college.

Modified Senior Residence Requirement

Participants in the UC Education Abroad Program (EAP), Berkeley Summer Abroad, or the UC Berkeley Washington Program (UCDC) may meet a Modified Senior Residence requirement by completing 24 (excluding EAP) of their final 60 semester units in residence. At least 12 of these 24 units must be completed after you have completed 90 units.

Upper Division Residence Requirement

You must complete in residence a minimum of 18 units of upper division courses (excluding UCEAP units), 12 of which must satisfy the requirements for your major.

Plan of Study

Students are encouraged to familiarize themselves with the Psychology major requirements before making a program plan. For more detailed information regarding the courses listed below (e.g., elective information, GPA requirements, etc.,), see the College Requirements and Major Requirements tabs.

PSYCH 1 (Social and Behavioral Sciences Breadth)3PSYCH C61 (Biological Science Breadth)3 
Reading and Composition A4
MATH 10A4  
L&S Breadth3Reading and Composition B4 
Freshman Seminar1MATH 10B4 
 L&S Breadth3 
 Freshman Seminar1 
 15 15
PSYCH 104SOCIOL 3AC (American Cultures Requirement)4Internship 
MCELLBI 323Language Course5OR 
Language Course5L&S Breadth3Study Abroad 
PHILOS 3 (Philosophy and Values Breadth)4L&S Breadth3 
 16 15 0
Upper Division Psychology Tier 2 (1 of 5)3Upper Division Psychology Tier 2 (3 of 5)3Internship 
Upper Division Psychology Tier 2 (2 of 5)3Upper Division Psychology Tier 2 (4 of 5)3OR 
Lower or Upper Division Elective3Lower or Upper Division Elective4Study Abroad 
Lower or Upper Division Elective4Upper Division Elective Outside Major Department3 
Research (1-3)2Research (1-3)2 
 15 15 0
Upper Division Psychology Tier 2 (5 of 5)3Upper Division Psychology Tier 3 (2 of 3)3 
Upper Division Psychology Tier 3 (1 of 3)3Upper Division Psychology Tier 3 (3 of 3)3 
Upper Division Elective Outside Major Department3Lower or Upper Division Elective4 
Upper Division Elective4Upper Division Elective3 
Research (1-3)2Research (1-3)2 
 15 15
Total Units: 121

This is a sample program plan. This plan assumes that the student has completed the Entry Level Writing and American History and Institutions requirements prior to admission requirements prior to admission.


Students are strongly advised to work with an academic adviser to determine a personal program plan. Your program plan will differ depending on previous credit received, your course schedule, and available offerings.


Declare major the spring term of second year.


Students should also understand that while L&S Breadth requirements can be shuffled around within the plan, that is not the case for the lower-division prerequisites for the major. For majors with additional requirements for declaration, there is a limited window of eligibility for guaranteed admission.


All courses are subject to change every semester. Students must check the Online Schedule of Classes for the most up-to-date course offerings.

Accelerated Program Plans

For students considering graduating in less than four years, it's important to acknowledge the reasons to undertake such a plan of study. While there are advantages to pursuing a three-year degree plan such as reducing financial burdens, they are not for everyone and do involve sacrifices; especially with respect to participating in co-curricular activities, depth of study,  and summer internships, which typically lead to jobs upon graduation. All things considered, please see the tables for three and three and a half year degree options.

3.5 Year Plan

3 Year Plan

Student Learning Goals


The Psychology Department at Berkeley reflects the diversity of the discipline's mission covering six key areas of research: Behavioral and Systems Neuroscience; Clinical Science; Cognition; Cognitive Neuroscience; Developmental, and Social-Personality Psychology. Despite the existence of these specialization areas, the program learning goals focus on fostering methodological, statistical, and critical thinking skills that are not tied to any one particular content area in psychology but are relevant for all of them.

Most of the program level goals are introduced in PSYCH 1 These goals are extended and reinforced in a majority of the core courses. These include PSYCH 101, required of all majors, and the upper division Tier II courses that survey the major fields of psychology. There are several options to fulfill core coursework in each area and the following is a sampling of courses that fulfill the Tier II requirements: PSYCH 110; PSYCH C120, PSYCH 130, PSYCH 140 PSYCH 150 PSYCH 160. The program is designed to ensure that all students gain broad exposure to the field of psychology. In addition, students are encouraged to develop a deeper understanding of at least one major content area in psychology.

Learning Goals for the Major

1.    Understand basic concepts that characterize psychology as a field of scientific inquiry, and appreciate the various subfields that form the discipline as well as things that differentiate it from other related disciplines
2.    Develop an understanding of the central questions/issues in contemporary psychology as well as a historical perspective of psychological theories and key empirical data
3.    Develop a thorough understanding of one of the major content areas of psychology (i.e., Social/Personality, Developmental, Clinical, Cognitive, Biological)
4.    Develop skills to critically evaluate the presentation of scientific ideas and research in original scientific papers as well as in the popular media.
5.    Become familiar with research methods used in psychological research, and become proficient in basic concepts of statistical analyses and familiar with more advanced methods in data analyses and modeling
6.    Learn to develop, articulate, and communicate, both orally and in written form, a testable hypothesis, or an argument drawing from an existing body of literature.
7.    Apply a psychological principle to an everyday problem, or take an everyday problem and identify the relevant psychological mechanisms/issues



Faculty and Instructors

+ Indicates this faculty member is the recipient of the Distinguished Teaching Award.


Ozlem Ayduk, Professor. Violence, developmental psychology, psychology, depression, self-control, emotion regulation, social-cognition in interpersonal relationships.
Research Profile

Sonia Bishop, Associate Professor.

Silvia Bunge, Professor. Cognition, human brain function, development.
Research Profile

Serena Chen, Professor. Close relationships, social cognition, social psychology, Self and identity, relational self, collective self, social power.
Research Profile

Anne Collins, Assistant Professor. Human learning, decision-making and executive functions; Computational modeling at multiple levels (cognitive and neuroscience); Behavioral, EEG, drug and genes studies in healthy or patient populations.Human learning, decision-making and executive functions; Computational modeling at multiple levels (cognitive and neuroscience); Behavioral, EEG, drug and genes studies in healthy or patient populations.
Research Profile

Mark T. D'Esposito, Professor. Cognitive neuroscience, psychology, working memory, frontal lobe function, functional MRI, neurology, brain imaging, dopamine.
Research Profile

Arianne Eason, Assistant Professor.

Jan Engelmann, Assistant Professor.
Research Profile

Aaron Fisher, Assistant Professor. Anxiety, depression, personalized medicine, psychotherapy, psychophysiology.
Research Profile

Jack L. Gallant, Professor. Vision science, form vision, attention, fMRI, computational neuroscience, natural scene perception, brain encoding, brain decoding.
Research Profile

Alison Gopnik, Professor. Learning, philosophy, psychology, cognitive development, theory of mind, young children, children's causal knowledge, Bayes Net formalism.
Research Profile

Allison Harvey, Professor. Sleep, insomnia, comorbidity, bipolar disorder, cognition and emotion.
Research Profile

Erik David Hesse, Associate Adjunct Professor.

Stephen Hinshaw, Professor. Psychology, child clinical, developmental psychopathology, risk factors for attentional, conduct disorders, child psychopharmacology, multimodality interventions, diagnostic validity of disorders, peer relationships, stigma of mental illness.
Research Profile

Rich Ivry, Professor. Cognitive neuroscience, behavior, cognition, brain, attention, coordination, psychology, motor and perceptual processes in normal and neurologically impaired populations, temporal processing, executive control.
Research Profile

Lucia F. Jacobs, Professor. Cognitive and brain evolution, adaptive patterns in spatial memory, spatial navigation, cognitive sex differences and decision making.
Research Profile

Oliver P. John, Professor. Research methods, personality, measurement, emotion regulation, personality structure, personality development, traits, Big Five model, individual differences, emotion expression, self-concept, accuracy, bias, self-knowledge, personality assessment.
Research Profile

Sheri Johnson, Professor. Bipolar disorder, social dominance.
Research Profile

Dacher Keltner, Professor. Culture, conflict, behavior, love, psychology, emotion, social interaction, individual differences in emotion, negotiation, embarrassment, desire, juvenile delinquency, laughter, anger, social perception, negotiating morality.
Research Profile

Celeste Kidd, Assistant Professor.

Robert Thomas Knight, Professor. Cognitive neuroscience, language, physiology, memory, attention, psychology, working memory, neuropsychology, human prefrontal cortex, neural mechanisms of cognitive processing, sensory gating, sustained attention, ad novelty detection.
Research Profile

Lance Kriegsfeld, Professor. NeuroendocrinologyCircadian Biology, Neuroimmunology, cancer biology, animal behavior.
Research Profile

Ann M. Kring, Professor. Schizophrenia, emotion, gender, mental illness, psychology, psychopathology, emotion in social interaction, emotion and cognition, facial expression.
Research Profile

Robert W. Levenson, Professor. Aging, gender, culture, brain, psychology, emotion, psychophysiology, marriage, clinical science, interpersonal interactions, dementia, relationships, neurodegenerative disease.
Research Profile

Mary Main, Professor.

Iris Mauss, Associate Professor. Social psychology, personality psychology, affective science, psychophysiology, individual differences, emotion, emotion regulation, health psychology, happiness, well-being, psychological health.
Research Profile

+ Rodolfo Mendoza-Denton, Professor. Diversity, intergroup relations, education, prejudice, stigma.
Research Profile

Jason Okonofua, Assistant Professor. Mindsets; Large-scale psychological intervention; Relationships, Stereotyping, Prejudice, Stigma, Education, Interactional Justice; School-to-prison pipeline.

Steven Piantadosi, Assistant Professor.

Mahesh Srinivasan, Assistant Professor. Development, Language development, cognition.

Frank J. Sulloway, Adjunct Professor.

Frederic Theunissen, Professor. Behavior, cognition, brain, psychology, birdsong, vocal learning, audition, neurophysiology, speech perception, computational neuroscience, theoretical neuroscience.
Research Profile

Matthew P. Walker, Professor. Plasticity, learning, memory, fMRI, emotion, sleep, EEG.
Research Profile

Joni Wallis, Professor. Prefrontal cortex, neurophysiology, executive control, decision making.
Research Profile

David Whitney, Professor. Cognitive neuroscience, cognition, attention, visual perception, vision, visually guided action.
Research Profile

Linda Wilbrecht, Associate Professor. Neuroscience, addiction, early life adversity, adolescence.
Research Profile

Fei Xu, Professor. Conceptual development, developmental psychology, cognitive development, language development, social cognition in infants and children, learning in infants and young children, statistical learning and statistical inference, psychology and philosophy, computational models of cognitive development.
Research Profile

Qing Zhou, Associate Professor. Culture, family, child development, developmental psychopathology, immigrants.
Research Profile

Emeritus Faculty

Joseph J. Campos, Professor Emeritus. Social-emotional development in infancy, emotional communication, perception of emotion, relation of motor development to cognitive and social and emotional development.
Research Profile

+ Martin V. Covington, Professor Emeritus.

Carolyn Pape Cowan, Professor Emeritus. Child development, psychology, couple relationships, parenting styles, family transitions, preventive intervention.
Research Profile

+ Philip Cowan, Professor Emeritus. Couple relationships, family factors in children's development, parenting, fatherhood, preventive intervention with families.
Research Profile

Karen K. De Valois, Professor Emeritus. Psychophysics and electrophysiology of color vision, spatial vision and visual motion.
Research Profile

Susan M. Ervin-Tripp, Professor Emeritus. Sociolinguistics, psychologist, pragmatics, child language, bilingualism.
Research Profile

David Foster, Professor Emeritus. Behavioral and Systems Neuroscience , keywords: behavioral neurophysiology of spatial learning and memory; hippocampal replay; computational models of reinforcement learning and navigation.

+ Stephen E. Glickman, Professor Emeritus. Animal behavior, physiological substrates of behavior, hormonal substrates, spotted hyenas, sexual differentiation, vertebrate behavior.
Research Profile

Ervin R. Hafter, Professor Emeritus.

Ravenna M. Helson, Professor Emeritus. Personality, psychology, adult development, psychology of women, creativity, enduring affective-cognitive styles, life choices, roles, retirement, changes in the self, the development of wisdom, gender issues.
Research Profile

John F. Kihlstrom, Professor Emeritus. Personality, behavior, memory, psychology, cognition in personal, social contexts, unconscious mental processes, hypnosis, social cognition, experimental psychopathology, health cognition, unconscious mental life.
Research Profile

Jonas Langer, Professor Emeritus.

+ Christina Maslach, Professor Emeritus. Health psychology, individuation, burnout and job stress.
Research Profile

+ Gerald A. Mendelsohn, Professor Emeritus.

Charlan Jeanne Nemeth, Professor Emeritus. Decision making, jury decision making, influence and persuasion, creativity in small groups, managing innovation in organizations, psychology of creative scientists and entrepreneurs, corporate cultures, diversity of team members, brainstorming, psychology and law.
Research Profile

Stephen E. Palmer, Professor Emeritus. Psychology, visual perception, visual processing.
Research Profile

Kaiping Peng, Professor Emeritus. Psychology, East Asian studies, social cultural sychology, reasoning and judgment across cultures and domains, inter-ethnic, racial relations, cross-cultural communication and understanding.
Research Profile

William Prinzmetal, Adjunct Professor Emeritus. Behavior, cognition, brain, attention, psychology, visual perception.
Research Profile

Donald A. Riley, Professor Emeritus. Behavior, learning, memory, cognition, brain, psychology.
Research Profile

Lynn C. Robertson, Adjunct Professor Emeritus. Cognitive neuroscience, attention, psychology, representations of objects and space, visual search, binding mechanisms, perceptual organization in normal and neurological populations, functional hemisphere asymmetries, spatial deficits.
Research Profile

Eleanor Rosch, Professor Emeritus. Cognition, psychology, concepts, Eastern psychologies, psychologies of religion, cross cultural, causality.
Research Profile

Arthur P. Shimamura, Professor Emeritus. Cognitive neuroscience, behavior, cognition, brain, psychology, frontal lobe function, basic memory research.
Research Profile

Dan I. Slobin, Professor Emeritus. Sociolinguistics, behavior, cognition, brain, psycholinguistics, psychology, language and cognitive development, sign language, cross-cultural.
Research Profile

Anne Treisman, Professor Emeritus.

John S. Watson, Professor Emeritus. Psychology, development in infancy, evolution of psychological processes in artificial life.
Research Profile

+ Rhona Weinstein, Professor Emeritus. Community psychology, educational inequality and the achievement gap, teacher expectations and self-fulfilling prophecies, classroom and school reform.
Research Profile

Sheldon Zedeck, Professor Emeritus. Statistics, organization, psychology, research methodology, industrial, social psychology, personnel, cross-cultural work values, decision-making research, work and family issues, the work values of Chinese employees.
Research Profile

Irving Zucker, Professor Emeritus. Biological rhythms, seasonality, behavioral endocrinology, melatonin, suprachiasmatic nucleus, reproductive physiology, behavior, ultradian rhythms, sex differences.
Research Profile

Contact Information

Department of Psychology

3210 Tolman Hall

Phone: 510-642-5292

Fax: 510-642-5293

Visit Department Website

Department Chair

Ann Kring, PhD

3210 Tolman Hall

Department Vice Chair

Rodolfo Mendoza-Denton, PhD

3210 Tolman Hall

Department Vice Chair

Lance Kriegsfeld, PhD

3139 Tolman Hall

Student Services Director

Harumi Quinones

3313 Tolman Hall

Phone: 510-642-7097

Undergraduate Student Services Adviser

Emilie Dandan

3305 Tolman Hall

Phone: 510-643-8114

Undergraduate Student Services Adviser

Christine Mullarkey

3305 Tolman Hall

Phone: 510-643-8114

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