The Ph.D. program in Behavior, Cognition, and Neuroscience provides a rigorous and flexible graduate education. Students can get in-depth training in one of these traditional areas in a largely apprenticeship style. However, if they wish, they can also combine any of these focus areas or even design their individually tailored focus area with one or more faculty mentors. In all cases, the objective is to achieve academic expertise in a specific content area through research and core coursework while broadening the scope of knowledge and research skills through electives and laboratory rotations.
The strengths of our program lie in our eclectic approach, affiliations with prestigious area institutions such as NIH, Walter Reed, Georgetown Medical School, quality teaching opportunities, and flexibility in training. BCAN members from other disciplines besides Psychology enhance each of our focus areas by offering their expertise and supervision in diverse research topics in Biology, Chemistry, Linguistics, Computer Science, and Physics. Indeed , in addition to psychology majors, we welcome students whose undergraduate or masters degrees are in other fields such as computer science or biology, as well. Please feel free to contact the director for more general information or any of the BCAN faculty for more specific information.
Department of Psychology
American University
4400 Massachussetts Ave., N.W.
Washington D.C., 20016
Tel: (202) 885-1710
E-mail: psychology@american.edu
Areas of Focus
Students in the BCAN program who wish to follow a more standard regimen can choose to concentrate on one of the traditional areas of behavior, cognition, or neuroscience. The descriptions for each of these areas are spelled out in their respective pages. However, students do not officially declare an area of focus and indeed can combine portions of two or more of these areas for a regimen that is specifically suited to their interests. In all cases, consistent with our apprenticeship style of education, the regimen is designed by the advisor and the student in a joint effort.
Behavioral
In the Behavioral focus, students are expected to become proficient in research, theory, and behavioral principles along with the traditional topics associated with the Experimental Analysis of Behavior. These include conditioning and learning, stimulus control, incentive-motivation, behavioral economics, choice, biological-constraints-on-learning and animal models of drug abuse. Students are able to focus on a particular topic of interest through specialized seminars and in-depth laboratory research. Students pursuing the Behavioral specialization need to take any 6 of the core courses related to this area to enhance their fundamental background knowledge. Note that other courses (either at AU or any of the consortium schools) may be substituted for one or more of these core courses, but only with the approval of the academic advisor. In addition, we appreciate individual interests and highly encourage students to follow up these core courses with even more specialized seminars for depth and more integrative courses for a broader perspective. We place a special emphasis on research at all stages of graduate training. Students are expected to be an integral part of a laboratory throughout their graduate training, thereby augmenting their course learning through apprenticeship in research as well as contributions to science. Laboratory rotations ensure that different research skills are learned along with more content. With practical research experience and course work, students develop skills in the Experimental Analysis of human and animal behavior. For additional information about this focus area, please contact Dr. Stanley J. Weiss.
Cognitive
In the Cognition focus, students are expected to become proficient in many of the traditional topics associated with Cognitive Psychology, such as attention, perception, language and thought, and memory. Our program's main strengths, however, lie in the areas of memory, sensation and perception, language, AI, intelligent systems, and neural networks. Students pursuing a topic in any area need to take any 6 of the core courses to enhance their fundamental background knowledge. Note that other courses (either at AU or any of the consortium schools) may be substituted for one or more of these core courses, but only with the approval of the academic advisor. In addition, we cater to individual interests and highly encourage students to follow up these core courses with even more specialized seminars for depth and more integrative courses for a broader perspective. We also place a special emphasis on research at all stages of graduate training. Students are expected to be an integral part of a laboratory from Day 1 and augment their course learning through apprenticeship in research as well as contribute to science. Laboratory rotations ensure that different research skills are learned along with more content. The overarching goal at all times is the pursuit of answers from Mother Nature.
Neuroscience
In the Neuroscience focus, students are expected to become proficient in many of the traditional topics associated with the basic neurosciences, such as neuropharmacology, neurobiology, neuropsychology, behavior genetics and neurochemistry. Within each of these general areas, students are able to focus further on topics of interest via specialized seminars and classes and in-depth laboratory research. Students pursuing a topic in any area need to take any 6 of the core courses to enhance their fundamental background knowledge. Note that other courses (either at AU or any of the consortium schools) may be substituted for one or more of these core courses, but only with the approval of the academic advisor. In addition, we highly encourage students to follow up these core courses with even more specialized seminars for depth and more integrative courses for a broader perspective. We also place a special emphasis on research at all stages of graduate training. Students are expected to be an integral part of a laboratory and to augment their course learning through apprenticeship in research. Laboratory rotations ensure that different research skills are learned along with more content.
Individualized
Students can combine different focus areas or design their own individualized focus area together with their advisor. For instance, they may explore animal cognition such as decision making in pigeons, child neuropsychology, vision/behavior/biology, or addiction from a clinical perspective. The overall degree requirements are the same for all students, but students pursuing a combined or individualized focus area will need to determine the applicable core courses in conjunction with their advisors.
Requirements
(72 Credits Total)
A. Core Courses (18 Credits)
Each student must take a minimum of six content courses that provide a foundation in the area of behavior, cognition, and neuroscience.
B. Statistics (6 Credits)
Each student must take a minimum of two courses in statistics (STAT-515 through STAT-524)
C. Specialized Seminars (6 Credits)
Each student must take a minimum of two specialized seminars (PSYC-598, which can be repeated for credit). The topics of the seminars will vary from semester to semester but will focus on issues in behavior, cognition, and neuroscience. Some examples include courses on “Emerging Plagues”, “Neuropsychological Aspects of Psychiatric Disorders”, “Intensity Coding in Sensory and Perceptual Systems”, “Bilingualism”, and “Music Cognition.”
Note that seminars offered in other departments at AU or consortium universities may be substituted with the approval of the academic advisor.
D. Laboratory Research (24 Credits)
Each student is expected to participate in research every semester, whether he/she receives academic credit for it or not. In addition, a minimum of 24 credits must be earned through such research participation for the degree. Note that credits from Masters Thesis Seminar, Doctoral Dissertation Seminar, and laboratory rotations (if done for credit) can be used to fulfill this requirement.
E. Electives (12 Credits)
Each student must take a minimum of four elective courses. These courses can be additional content or laboratory-based courses within the department. They can also be taken in other departments at AU as well as at consortium universities if approved by the academic advisor.
F. PSYC-796 Master's Thesis Seminar (3 Credits)
G. PSYC-798 Doctoral Dissertation Seminar (3 Credits)
H. Additional Requirements:
1. Two (2) Lab Rotations
In addition to being active in one’s primary laboratory, each student must engage in research in a minimum of two other laboratories. These laboratory rotations may be done in any core BCAN faculty’s laboratory, other AU laboratories, or any research affiliation approved by the academic advisor (e.g., Armed Forces Radiation Research Institute, Georgetown University, National Institutes of Health, Walter Reed.) Students may elect to sign up for research credit for participating in these rotations. Note that a contract between the student and the host laboratory director, which specifies the activities and goals of the rotation, is necessary before beginning each rotation.
2. Two (2) Tools of Research
Each student must complete two tools (See the General Information Section of the Graduate Student Handbook for details). The tools are expected to be completed in an area relevant to the student’s research focus.
3. Four (4) Comprehensive Examinations
Each student must complete four comprehensive examinations:
1) General Written Comprehensive Examination (Details specified in the General Information Section of the Graduate Student Handbook).
2) Written Area Specialty Comp:
Prerequisite: Masters degree and successful completion of Written Comprehensive Exam 1. Deadline: At least one semester before the dissertation defense. Suggested time is before the approval of the dissertation proposal.
A student, with the help of his/her advisor, will choose a topic to fully specialize in and form a committee of at least 4 faculty members (including the advisor), at least two of whom are full time psychology faculty at American University. This committee may or may not later comprise the dissertation committee. A broad-based research and reading list on this topic will be compiled by the student with input from every member of the committee. The student will then be given a personalized written examination on this topic prepared and scored by the committee members. The format of the examination is up to each advisor and the committee members. The advisor may also require an oral examination by the committee. If the student is not successful, he/she will be allowed up to 2 more attempts. The topic and committee members may remain the same or may change at every attempt.
3) and 4) Two other comprehensive examinations, one of which must be an oral presentation (please see "other" comprehensive section under clinical psychology requirements).
4. Master's Thesis
MA requirements for students in the BCAN program:
33 credits, including
3 credits of Masters Thesis Seminar
3 credits of Directed Research or Thesis Research
3 credits of Statistics (STAT 515 through 524)
24 credits of graduate electives, which must be approved by the student's advisor
Students must also pass the general written comprehensive examination and complete a masters thesis.
Note that if any BCAN student applies for a terminal masters degree and wants to switch over to the non-thesis option, the above no longer applies since an approved (i.e., successfully defended) thesis is part of the requirements in this setting.
5. Doctoral Dissertation
BCAN Faculty
These faculty members all accept Ph.D. and Master's students and have active research programs. Note that even though some of the faculty are in Biology, Linguistics, Computer Science and Physics departments, the degree that will be received will be in Psychology. If you have any questions or need more information, please feel free to contact any core faculty member directly.
Naomi Baron
Language and Foreign Studies Computer-mediated communication (linguistics of email, IM and text messaging; multitasking while online; cross-cultural mobile phone usage patterns) nbaron@american.edu
202-885-2455
Clara Cheng
Psychology Social cognition, particularly the use of priming techniques to examine the effects of unconscious processes on mood, cognition, judgment, and behavior. cheng@american.edu
202-885-1711
Vikki Connaughton
Biology Relation between visually-guided behaviors in larval teleosts and maturation of retinal neurons, circuits, and receptor mechanisms. Development of neural connections and alterations due to mutations or drugs. vconn@american.edu
202-885-2188
Kristine Erickson
NIH (Psychologist in Residence at AU) Neuropsychology of mood and anxiety disorders, pediatric neuropsychology, emotional processing in depression, fMRI, stress hormones and their relationship to emotion and cognition uerickson@american.edu
Bryan Fantie
Psychology Cognitive & clinical neuropsychology; neural mechanisms & correlates of behavior, cognition, language, and emotion; neurological & psychiatric disorders; closed head injury, epilepsy, bipolar disorder, schizophrenia, autism, & Williams syndrome.
Behavioral genetics in humans, drosophila, & other species bfantie@american.edu
202-885-1790
Laura Juliano
Psychology Smoking, caffeine, drug expectancies, placebo effects, anxiety juliano@american.edu
202-885-1715
Monika Konaklieva Chemistry Microbial Resistance mkonak@american.edu
202-885-1777
Deborah Norris
EPA (Psychologist in Residence at AU) Alternative Medicine, Mind-Body-Spirit therapies, Mindfulness Meditation and Awareness Training, Behavioral Medicine, healing arts and sciences, Psychopharmacology and Neurotoxicology dnorris@american.edu
Scott Parker
Psychology Psychophysics; statistical and quantitative methods; perception sparker@american.edu
202-885-1719
Zehra Peynircioglu
Psychology Human memory and cognition peynir@american.edu
202-885-1713
Tony Riley
Psychology Behavioral pharmacology, neurotoxicology, conditioned food aversions, feeding, prenatal drug effects. alriley@american.edu
202-885-1720
Cathy Schaeff
Biology Conservation biology, molecular ecology and behavior. schaeff@american.edu
202-885-2175
Alan Silberberg
Psychology Experimental analysis of behavior, autoshaping, choice behavior, microstructural choice asilber@american.edu
202-885-1709
Stan Weiss
Psychology Stimulus Control of Behavior; Incentive Motivation; Drugs and Behavior; Animal Models of Drug Abuse;
Biological Constraints on Learning; Two-Process Learning Theory;
Appetitive-Aversive Interaction Theory of Motivation sweiss@american.edu
202-885-1724
BCAN Affiliated Faculty and Scientists
These faculty members provide a range of valuable services and resources that include such activities as research supervision, course instruction and thesis/dissertation committee memberships. Please check with the director if you are interested in working primarily with one of them.
Name Institution or AU Department Relevant Interests
Robin Barr Language and Foreign Studies (linguist in residence) Psychology of Language; Phonology; Language Acquisition
Barbara Bayer Georgetown Univ. Neuroscience and Immunology
Fernando Benadon Performing Arts (Music) Music Perception
Allen Braun NIH Language, Music, Neuroimaging
David Carlini Biology
Steve Casey Math/Stat Complex and Harmonic Analysis, Geometry, and Applications to Signal and Image Processing
Karen Gale Georgetown Univ. GABA and Seizures
David Haaga Psychology (clinical) Addiction
Eric Kothari Psychology (psychologist in residence) Forensic Psychology
Esther Sternberg NIH Immunology and Mind-Body Interaction
Cora Lee Wetherington NIDA Gender Issues and Drug Abuse
Brian Yates Psychology Health Psychology
Funding
We try to fund all our Ph.D. students in the BCAN program. These funds are based on merit and come from American University or personal grants. They cover full tuition as well as a stipend of about $17,000, which includes a Teaching Assistantship, or a fellowship of $10,000 to $12,000 without a Teaching Assistantship. All funding is for four years. After four years, if needed, students can apply for extended funding or find their own funding.
The criteria for being eligible for funding are as follows: A GPA of 3.5 from an undergraduate institution (or 3.75 from a graduate program) or a combined (verbal and quantitative) GRE score of 1330 and Analytic GRE score of 5.5.
Admissions
In making our admissions decisions, we consider applicants' grades and academic record, GRE's, statement of purpose, letters of recommendation, and programmatic fit. We select a subset of applicants for interviews and make final decisions after considering the interviews. We typically conduct these interviews on two separate dates, one in mid-February, the other in late February.
Students need to submit transcripts, results from both the General and Psychology GRE's, a statement of purpose, three letters of recommendation, and the university application form.
Minimum requirements for admission include a 3.0 grade point average (GPA; on a 4-point scale) in the undergraduate program, calculated on the last 60 credit hours of course work completed and available at the time of consideration of application for admission. Also, students must have maintained a cumulative grade point average of at least 3.0 (on a 4.00 scale) in all relevant graduate work for which a grade has been awarded. An applicant may be admitted without the 3.0 undergraduate GPA if he or she (a) has maintained either a 3.3 cumulative GPA in a master's degree program at an accredited institution; or (b) has maintained a 3.5 cumulative GPA in the last 12 credit hours which are part of a master's or doctoral program still in progress at such an institution at the time of evaluation of the application or in graduate work taken in nondegree status at American University and applicable to the degree program for which he or she is applying. This GPA is a minimum requirement. Visit Graduate Admissions for more information.
