phd in psychology john hopkins university

Investigate the most fundamental questions of behavior, mind, and brain.

You’ll gain a breadth of understanding and knowledge in the study of psychology through thoughtful relationships with advisors, engaged interactions with researchers, and involvement with the brain sciences community. Because the field and its related disciplines extend beyond the Department of Psychological and Brain Sciences to other organizations, you can take advantage of diverse opportunities for research and collaboration, including the Mind-Brain Institute, School of Medicine, Bloomberg School of Public Health, Peabody Institute, and Applied Physics Laboratory. 

CLASSES YOU MIGHT TAKE

FYS: Why'd Your Brain Sign You up for This?

This First-Year Seminar will explore the neuroscience of choice. In addition to the neurobiology of choice, we’ll dabble with philosophical ideas of free will and determinism. We’ll also touch on questions related to culpability. For example, are people who break the law but suffer from brain damage responsible for their actions?

Personality

This is a survey course focused on theory and research on human personality. Topics include personality traits, motivation, unconscious processes, self-regulation, cognitive and behavioral aspects of personality, biological and evolutionary influences on personality, and dysfunctional manifestations of personality.

Happiness and Psychological Well-Being

This course covers advances in the field of research on positive psychology, happiness, and well-being, including perspectives on motivational and emotional wellness, cognitive processes, social-interpersonal dynamics, and sociocultural variables. We’ll explore topics like hobbies and leisure, mindfulness and meditation, money/income, ethics and religion, social media, marriage, friendship, economic institutions, school, the workplace, and more.

Faculty Spotlight

Prof. Chaz Firestone

Assistant Professor, Department of Psychological and Brain sciences

Image: Johns Hopkins Magazine

Science Sheds Light on Shaking Your Holiday Presents

Watching people shake presents reveals little-known quirk of human cognition.

JANICE CHEN

Assistant Professor, Department of Psychological and Brain Sciences

PROF. IAN PHILLIPS

Bloomberg Distinguished Professor, Department of Psychological and Brain Sciences, Department of Philosophy

Unscrambling Our Memories in the Wake of COVID-19

Recent research highlights the pandemic’s impact on our perception of time and memory. Can we jumpstart new memories, or is this shift permanent?

Join the Club

Hopkins students are eager to pursue their interests outside the classroom. With 450+ student-led organizations, here are just a few you could join:

• Undergraduate Steering Committee – Psychology Department
• Hopkins Psychedelic Science Club
• A Place To Talk
• Psi Chi Honor Society
• Psychology Mentor Program

Hopkins Insider

Anne C. ’10

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• Hopkins Pathways to PhD Initiative [PDF]

Hopkins Pathways to PhD

This initiative creates innovative, well-mentored, sustainable pathways programs in non-stem fields to contribute to the excellence and diversity of  JHU PhD programs across the university. More information about this initiative and the application can be found on the links to the right.

I. Background

Johns Hopkins University was founded as the nation’s first research university.  It continues to be the home for several thousand doctoral students, across more than 60 fields of study, pursuing an independent, scholarly PhD degree.  In its ongoing commitment to excellence, JHU seeks to ensure that it is attracting the most talented and best prepared students to all of its PhD programs.  One strategy for doing so is to create “pathways programs”.  Pathways programs can identify highly curious, creative, and motivated students, can excite them to continue their education at the graduate level, can connect them with JHU faculty in fields of interest, and can contribute to their readiness for the graduate student application process and graduate level research and scholarship.    While slots in pathways programs in STEM fields at Johns Hopkins are included as part of the Vivien Thomas Scholars Initiative , there has not previously been centralized support for programs providing pathways to non-STEM PhD fields.  The Hopkins Pathways to PhD Programs initiative is designed to address that gap. 

II. The Opportunity

To further the identification, excitement, network building, and experience of students from backgrounds underrepresented in non-STEM graduate academic programs, Johns Hopkins University is making funds available, on a competitive basis, to create attractive, impactful, engaging, and sustainable summer and post-bac programs in non-STEM academic fields.  

• Funding may be used to support summer programs, post-bac programs, or programs that provide a combination of these types of training. 
• Post-bac programs may be coupled with the awarding of a master’s degree in a relevant field, or they may be standalone training and/or research experiences. 
• Programs should be designed to expose, prepare, engage, and excite students toward consideration of the PhD degree as a foundational orientation of the pathways program.  
• We expect that programs generally will be designed to prepare students for a “family” of related PhD programs, but with justification may be related to a single PhD program area. 
• Non-STEM is defined here as any PhD program area that is not included under the Vivien Thomas Scholars Initiative . 
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Psychological and Brain Sciences

Zanvyl krieger school of arts and sciences.

Department website: http://pbs.jhu.edu/

The psychological and brain sciences are concerned with understanding the biological and psychological processes underlying animal and human behavior at all stages of development.

The undergraduate program leading to the baccalaureate degree is intended to provide students with a sound background in psychological and brain sciences and, at the same time, to prepare them for advanced study.

The program for doctoral students in psychological and brain sciences has a strong empirical focus and emphasizes research methodology. The broad aim of the graduate program is to train students to become scientists rather than practitioners.

Members of the department have access to MARCC high-performance computing systems for computational studies, simulations and data analysis.

The cognitive psychology and cognitive neuroscience laboratories contain a wide range of computer equipment and special-purpose research equipment, including image-processing and large-format graphics systems, eye-movement monitors, speech recognition and analysis systems, stereoscopic graphic systems, video equipment, EEG, Transcranial Magnetic Stimulation, and other stimulus-presentation and response-collection devices.

The biopsychology laboratories have a host of facilities necessary to conduct modern behavioral neuroscience research, including equipment for behavioral and operant testing, elctrophysiology, calcium imaging (2p and endoscopic), opto- and chemogenetics, histology, surgery, neurochemistry, and systems for the analysis of behavioral gestures as well as neural data.

Psychological and Brain Science faculty conduct anatomical and functional MRI studies on human physiology and cognition at the F.M. Kirby Research Center for Functional Brain Imaging at Kennedy Krieger Institute ( https://www.kennedykrieger.org/kirby-research-center ).

• Psychology, Bachelor of Arts
• Psychology, Minor
• Psychology, PhD

For current course information and registration go to  https://sis.jhu.edu/classes/

Behavioral Biology

Cognitive science, first year seminars, history of science, medicine, and technology, neuroscience.

Do we all see colors the same way? How did so many 'good' people support the Nazi party? Do crossword puzzles really stave off Alzheimer's Disease? This course tries to answer these questions and many others, providing a comprehensive overview of the scientific study of the mind. We'll explore topics such as perception, language, memory, decision-making, creativity, love, sex, art, politics, religion, dreams, drugs, brain damage and mental illness, grappling with deep and long-standing controversies along the way: differences between the sexes, the relationship between mind and brain, causes and consequences of racism, human uniqueness (or not) within the animal kingdom, nature vs. nurture, good and evil, consciousness. Appropriate for anyone wanting to know who and what we are as human beings (or who noticed that psychology is now on the MCAT).

Area: Natural Sciences, Social and Behavioral Sciences

Introductory survey of current research and theory on topics in cognitive psychology. The course will cover a range of topics in perception, attention, learning, reasoning, and memory, emphasizing relationships among mind, brain, and behavior.

An introductory survey of human development from the prenatal period through adolescence. The developing child is examined in terms of cognitive, social, emotional, motor, and language development.

Area: Social and Behavioral Sciences

An introductory survey of social psychology. Topics include social perception, social cognition, attitudes, prejudice, attraction, social influence, altruism, aggression, and group behavior.

A survey of neuropsychology relating the organization of behavior to the integrative action of the nervous system. Cross-listed with Behavioral Biology and Neuroscience.

In this seminar we discuss evolutionary psychology—the idea that the mind can be understood as an adaptation to our ancestral environment by means of natural selection. Topics range from nature vs. nurture and freewill vs. determinism to the exploration of how evolutionary principles speak to broad social issues such sexuality, gender, social class, and violence. Note: This course does not count towards the Psychology major.

This course examines the psychological disorders that are usually first diagnosed prior to adulthood. Some of the specific disorders that will be discussed are Attention-Deficit and Disruptive Behavior Disorders, Neurodevelopmental Disorders, Learning Disorders and Intellectual Disability.Students will become familiar with various diagnoses, etiologies, and methods of treatment. Note: This course does not count toward the Psychology Major

Examine an overview of abnormal psychology (i.e., psychopathology), including its development, etiological/theoretical perspectives, diagnosis, and treatment. Broadly cover the DSM categories, with a focus on understanding the major features of the common disorders and the evidence-based treatment of these conditions.

The goal of this course is to introduce how psychological scientists develop and test research questions about the mind and behavior. We will explore how empirical investigation differs from other ways of making discoveries and learning about the world, and how psychologists employ various methodologies to tackle their phenomena of interest. We will examine the relationships between research questions and research designs, the benefits and drawbacks of differing measurement and sampling approaches, the ethical implications of various research paradigms, and best practices in communicating research findings clearly and engagingly. You will have the opportunity to engage “hands-on” with the research process through interactive labs and demonstrations. Over the course of the semester, you will develop and receive feedback on a research proposal, which will serve as a foundation for the spring course “Design and Analysis for Experimental Psychology”.

Area: Quantitative and Mathematical Sciences, Social and Behavioral Sciences

Writing Intensive

The goal of this course is to expose you to the processes of data collection, analysis, and dissemination in psychology. This course is the follow-up to “Research Methods in Experimental Psychology,” and therefore will draw on the methodological principles and practices covered in the Fall semester. This course will cover a wide array of analytical techniques (i.e., statistics) that you will apply to data collected as part of a semester-long group research project. The course will also include extensive coverage of the R programming language for use in data management, analysis, and visualization. With your group members, you will collect primary research data, carry out appropriate statistical tests, compose individual research manuscripts, and collectively present a poster at an on-campus research symposium. In combination with the Fall course, this class will serve as strong preparation for those considering honors theses, joining research labs at Homewood and/or JHMI, conducting independent research projects, and ultimately pursuing careers/graduate work in experimental psychology.

Prerequisite(s): AS.200.200 (was AS.200.207)

The field of forensic psychology is focused on answering legal questions about the causes of human behavior. This survey course will explore the work that forensic psychologists do; their research, assessment, and clinical methods; and how their work influences lawyers, judges, and other legal practitioners. Specific topics will include mental capacity assessment, psychopathy, claims of mental distress, child custody evaluations, juvenile delinquency, forensic treatment, and forensic neuropsychological assessments.

“Psychological Profiling” focuses on strengths and limitations of psychological methods employed by forensic professionals who assist police in criminal investigations. Clinical cases of serial offenders, spree killers, disgruntled employees, police profiling, and terrorists will be studied. Legal and ethical issues will be explored, especially racial profiling controversies. We anticipate visits to the FBI Behavioral Sciences Unit at Quantico, Virginia; Baltimore County Forensic Crime Lab (with emphasis on crime scene analysis), and the Baltimore Police Profiling Program.This course does not count towards the psychology major.

This course examines how and why animal behaviors are produced across the animal kingdom. Neurobiological, hormonal and developmental mechanisms and adaptive function of behaviors are examined in an evolutionary context. Behaviors include survival, acquiring food, reproduction, communication, parental care, and cooperation. Students will also learn how to develop hypotheses and predictions for scientific questions and interpret graphical results.

Prerequisite(s): AS.200.141 OR Permission of Instructor.

This is a survey course focused on theory and research on human personality. Topics include personality traits, motivation, unconscious processes, self-regulation, cognitive and behavioral aspects of personality, biological and evolutionary influences on personality, and dysfunctional manifestations of personality.

This course surveys how stimuli from the environment are transformed into neural signals, and how the brain processes those signals to interpret the objects and events in the world. A primary focus will be on the visual system, with additional coverage of hearing, touch, taste, and smell.

A survey of the major syndromes of psychological disorders. Research and theory about the mechanisms, development, and diagnosis of psychopathology are emphasized.

Why is there evil in the world? Are some born evil, or do social, environmental and cultural forces create evil? What makes otherwise good people do evil things? The scientific study of evil epitomizes the fundamental challenge that psychology faces in dissecting the role of biology (nature) and the social context (nurture). Credit earned through this course counts toward the 120-credit degree requirement but does not count towards the Psychology major/minor. Students must be aged 18 or older to enroll, due to the sensitive nature of the material in this course (e.g., research on violence).

The course will review the growing field of positive psychology and will review the research on positive human attributes such as optimism, happiness, hope, resiliency, self-esteem, altruism, empathy, and forgiveness. This course will explore the research on how such positive attributes are developed and how they relate to psychological and physical well-being.

Humans are unique in many ways but we are also members of the Primate order. As a result, we share rich foundations of our psychology with the other living primates, foundations we inherited from our common evolutionary ancestors. This course will explore the minds and mental lives of our closest primate relatives. What does the world look like from the perspective of a chimpanzee, or a lemur? How do they think, reason, and make decisions? How has their cognition evolved? We’ll cover basic aspects of primate biology, sociality, evolution, and cognitive representation, and then survey the many foundations of human thought that we share with other primates—from memory and planning to social intelligence and physical problem-solving. Psychology, behavioral biology & cog sci majors are preferred, but other majors are welcome.

Prerequisite(s): AS.200.141 OR AS.200.101 OR AS.200.110 OR AS.200.132 OR AS.200.133 OR AS.050.102 OR AS.050.105 OR AS.150.245 OR Instructor Approval.

This course provides a survey of the field of Industrial and Organizational Psychology, a scientific discipline that studies human behavior in the workplace. The course focuses on understanding the psychological bases of work behaviors, cognitions, and emotions and practices that can be implemented to create a good fit between employees' characteristics and work demands. A number of topics are addressed in the scientist-practitioner model, including the structure/characteristics of jobs, techniques for assessing and supporting employee performance, selecting and training a workforce, and the various mechanisms that influence employee motivation and attitudes, among other topics. Real-world applications and research are emphasized throughout the course.

Behavioral neuroscience is the study of the neural basis of behavior of animals, including humans. This course will introduce the student to this field using a traditional lecture format. We will cover fundamental properties of brain structure and function, mechanisms of psychoactive drug action, and brain mechanisms of perception, homeostatic drives, learning and memory, and cognition. Along the way, we will touch on the biological bases for social interactions, as well as for behavioral and mental illnesses, such as addiction, depression and schizophrenia. A key focus will be understanding how behavioral neuroscientific research, past and present, leads to knowledge in this area.

Area: Natural Sciences

A survey of leading figures, schools, and systems in the history of psychology. The course will emphasize the development of experimental psychology in late 19th century Germany and its establishment in America at Johns Hopkins, Harvard, Chicago, and Columbia. Special topics will include the development of clinical and applied psychology and psychological testing. Enrollment limited to Juniors and Seniors only. Sophomores with instructor approval. Recommended Course Background: two prior Psychology courses.

Area: Humanities, Social and Behavioral Sciences

This course will survey the neural mechanisms of decision-making. Current experimental research and theory concerning selection, control, and evaluation of actions are examined in humans and animals. Topics will range from simple perceptual judgements to complex social behavior. The course involves a weekly lecture about a specific topic followed by a student presentation of a current research paper. Cross-listed with Neuroscience.

Prerequisite(s): AS.080.306 or instructor permission

Forensic psychologists determine clinical diagnoses and offer expert opinions to assist court decision makers who must employ legal tests to make case determinations. This course will explore how forensic psychologists communicate with the courts via consultation, report writing, and expert testimony. Students will write forensic analyses on a variety of controversial, cutting edge forensic topics (e.g., for competence to stand trial, child abuse, civil commitment, compensation for mental injuries, sex offender commitment, insanity, fitness for duty, child custody). Prerequisites: AS.200.202 OR AS.200.212

Prerequisite(s): AS.200.202 OR AS.200.212

Medical Psychology is a specialization within clinical psychology that focuses on the application of psychological theories, research, and techniques to physical health problems and health promotion. Students will learn about the consultation process and interventions used in medical psychology practice to improve the physical and psychological health of medical patients, including those with chronic conditions (e.g., chronic pain, heart disease) and those with acute illnesses and injuries. Enrollment limited to Junior & Senior Psychology Majors & Minors or with instructor approval. Prerequisite: AS.200.212

Prerequisite(s): AS.200.212

In this course we will explore the ways in which information from vision, hearing, touch, smell, and taste is encoded in the brain. We will compare and contrast different representation schemes and their computational advantages in order to uncover some overarching organizing principles of sensory processing in the brain. Class meetings will consist of lectures plus group discussions of classic papers in cognitive neuroscience, computational modeling, and neurophysiology. Enrollment limited to Juniors & Seniors.

Prerequisite(s): AS.200.211 OR AS.080.203 OR AS.050.203 OR AS.200.141 OR AS.020.312

This course focuses on the intersection of substance use and mental health. Topics will include substance use disorders, the co-morbidity of substance use disorders and other mental health diagnoses, and substance use as a form of self-medication for mental health symptoms. We will explore abuse of substances including synthetic drugs, "street" drugs, and commonly abused prescription medications. We will review etiological factors, including psychological, neurobiological, genetic, and trauma-related factors, as well as evidenced-based treatments. We will also explore controversies about the diagnosis and conceptual models of substance use disorders and addiction and controversial treatments, such as methadone and suboxone. Psychology majors & minors or by permission of the instructor. Pre-requisite: AS.200.212 Abnormal Psychology, or by instructor permission.

This is a seminar surveying computational approaches to understanding mental and neural processes, including sensory and conceptual representation, categorization, learning and memory. The course will also develop familiarity with computational tools such as numerical simulation, linear transformation and data visualization. Enrollment limited to Juniors and Seniors. Recommended Course Background: AS.110.106 / Calculus I OR AS.110.108 Calculus I, AS.050.101 / Cognition OR AS.200.211 / Sensation & Perception OR AS.080.105 / Introduction to Neuroscience OR other introductory coursework in cognitive & neural sciences. Some basic experience with computer programming (any language) is recommended, although not required.

This course will investigate interpersonal processes ranging from attraction and courtship to relationship functioning and distress. Enrollment limited to Psychology majors and Psychology minors.

Prerequisite(s): AS.200.133

This course focuses on mental disorders in children and adolescents. The course begins with an exploration of the general models and theories for why psychopathology occurs in childhood. The second portion of the course provides a systematic review of the symptoms, course, risk factors, theories, and treatments for specific disorders, including mood disorders, anxiety disorders, autism, ADHD, feeding disorders, and behavioral disorders. Restricted to Junior & Senior Psychology Majors & Minors, or permission of the instructor.

Clinical Neuropsychology is a clinical psychology specialty focused on assessment and treatment of acquired or developmental disorders of the nervous system, including dementia, neurodegenerative disorders, traumatic brain injury, learning disabilities, and neurodevelopment disorders. This course will focus on research findings and techniques used by psychologists in the assessment, treatment, and rehabilitation processes. Recommended Course Background: AS.200.141 / Foundations of Brain Behavior Cognition.

Prerequisite(s): AS.200.141

This course explores modern-day social media use (e.g., Facebook, Match.com) through multiple theoretical lenses within psychology. Through weekly student-led discussions and readings, it will accomplish 3 aims: 1) applying psychology of identity, motivation, and communication to social media (e.g., self-presentation, intergroup dynamics), 2) investigating clinical/health implications of social media use (e.g., addiction, loneliness), and 3) exploring social media as data-gathering environments (e.g., user experience research from already committed guest-speakers who work in social media industries). Recommended Course Background: at least 1 course in introductory psychology, developmental psychology, social psychology and/or clinical psychology.

Have you ever wondered how babies, who appear to have little knowledge and limited abilities, manage to grow into adults capable of riding a bike, reading a novel, or mastering algebra? Are humans the only creatures capable of complex thought, or do other animals think like we do? And what about non-biological "minds" like Google and Siri; will they ever become as smart as? or smarter than? humans? In this course, we will tackle these questions and more. To explore the origins of human intelligence, we will examine early cognitive abilities in human infants. To better understand what makes human thinking similar to and different from that of other complex systems, we will dive into research on non-human animals and artificial intelligence. We will start with philosophical and psychological discussions of topics such as “What is a mind?” and “What counts as intelligence?” Then we will consider how different minds might work by exploring five central domains known to be important for human thought: intuitive physics, causal reasoning, numerical abilities, social cognition, and language. Course recommends that students to have taken introductory courses in psychology, cognitive science, and/or neuroscience ( AS.200.141 and/or AS.080.305 ) before enrolling.

An introduction to applications of psychological research in policy analysis. Special emphasis is given to the use and misuse of psychology in Supreme Court advocacy and decision making in the areas of children’s rights, adult sexuality, and educational and employment opportunity. Recommended Course Background: Statistics & Regression Analysis

Experiments in human cognition typically involve careful manipulation and control of variables in order to answer specific questions about the mind or brain. However, digital devices now provide an ocean of incidental human data: information collected continuously about our behavior and physiological states as we go about our lives. These incidental datasets are often large and noisy, and pose different analysis and visualization challenges from more traditional manipulated experiments. In this course students will learn computational tools and qualitative approaches for exploring, visualizing and interpreting large human data. The course emphasizes computer-based analysis of open-source human behavioral and neuroimaging datasets. Analyses will be conducted in MATLAB. Instructor will grant approval as long as you have previous programming experience (roughly equivalent to material covered in an introductory-level programming course). Self-taught or real-world experience can be applicable in lieu of previous formal classroom instruction.

The class will discuss a variety of original papers and book chapters on the following topics:1. What is intelligence?2. Origin and evolution of intelligence?3. Human brain and intelligence4. Machine intelligence5. Neural networkRecommended course background: neurobiology.

This course develops a theoretical understanding of the large-scale anatomical and functional organization of the human brain. We will discuss, present, and write about primary literature in the areas of theoretical and computational neuroscience, with connections to machine learning. The principles to be explored will include: hierarchy; normalization; pattern completion; prediction; gradient-based learning; and conjunctive representation. We will consider the broader motivation for each of these computational principles, and we will ask how successfully they organize the empirical data about our brains. Specific questions include: What are the functional benefits of a hierarchical anatomical organization of the cerebral cortex? Do neocortical circuits generically implement a normalization operation? How and why is pattern completion implemented in the neocortex and the hippocampus? Can gradient-based representational learning occur in the cerebral cortex without supervision or reinforcement signals? How is the flow of information between brain regions regulated? How can distinct cortical representations be "bound" into joint representations? Cal 1; Programming is not required, but students should be willing to engage with computational concepts. Course Prerequisites: a) AS.110.106 / Calculus I OR AS.110.108 Calculus I b) AS.050.101 / Cognition OR AS.200.211 / Sensation & Perception OR AS.080.105 / Introduction to Neuroscience OR AS.050.203 OR instructor permission.

Prerequisite(s): ( AS.110.106 OR AS.110.108 ) OR (AS.050.101 OR AS.200.211 OR AS.080.105 OR AS.050.203 )

The class is designed as a seminar including discussion of primary readings of social psychology articles ranging in topics from interpersonal relationship to behavior in large groups. Rising junior & senior Psychology majors only.

This class will survey the behavioral and biological science of human memory. Historical perspectives as well as modern controversies will be discussed. Intersections with other fields such as law, education, medicine, and technology will be highlighted. The course will be a mixture of lectures and group discussions.

Humans possess remarkable capacities for morality, politics, and culture. But where do these capacities come from and what cognitive mechanisms support them? In this seminar, we will take comparative and developmental perspectives to understand the origins of the social mind. We’ll explore how nonhuman animals, especially primates, represent and navigate their social worlds, and what makes the human mind unique. We’ll also explore the earliest manifestations of social intelligence that are present in human infancy, allowing babies to richly experience the social world long before they develop language. We’ll cover a range of topics, such as the abilities to remember other individuals and keep track of their social relationships and social groups, theory of mind, self-awareness, precursors of politics and morality, and the question of whether animals have culture. Enrollment limited to Junior & Senior Psychology, Neuroscience or Behavioral Biology majors/minors. Prerequisite: 200.132 Intro to Dev. Psych OR 200.133 Intro Social Psych OR 200.110 Intro Cog. Psych OR 200.141 Foundations of BBC OR instructor approval

Prerequisite(s): AS.200.132 OR AS.200.133 OR AS.200.110 OR AS.200.141

This course presents an overview of the nature of human diversity in psychology and fosters the critical examination of major diversity issues in psychology. Conceptual, historical, philosophical, and theoretical issues and empirical research are reviewed. Students develop sensitivity and critical thinking regarding issues in psychology research and professional practice that may be influenced by factors such as age, generational influence, ethnicity, race, religion and spirituality, gender, socioeconomic class, sexual orientation, national origin, disability and other cultural diversity topics. Current issues will be highlighted. Students will also be introduced to public health paradigms regarding the changing roles of psychology researchers and practitioners. This course is limited to Senior Psychology Majors and Minors. Junior Psychology Majors and Minors can request to enroll by instructor permission.

This course examines both the evolution and mechanisms of hormonal effects on behavior across animals, including humans. Topics will include the effects of hormones on sexual differentiation, reproductive behavior, parental behavior, stress and social behavior. Additionally, this course emphasizes developing skills in hypothesis testing and critically assessing the scientific literature. Cross-listed with Behvioral Biology and Neuroscience.

Prerequisite(s): ( AS.200.141 OR AS.080.306 ) OR ( AS.020.152 ) or instructor's permission

In what ways and why is human cognition limited? This seminar will focus on understanding and explaining the limitations and capabilities of human cognition through deep dives into a number of subtopics. Possible topics include: What is ‘intelligence,’ does it have quantifiable units and/or a substance-like underpinning. Why does thinking feel hard, why and how do we experience mental effort? What limits visual attention and working memory? Where does insight come from? Why do we forget things? What is creativity? What makes some concepts hard to learn? Why do we misunderstand science? How do we evaluate our own knowledge and understanding?

Prerequisite(s): AS.200.110

Topics in applied probability and statistical inference; analysis of variance; experimental design. Recommended Course Background: one statistics course.

Prerequisite(s): AS.200.200 AND AS.200.201

Second half of statistics sequence, covering complex research design and analysis. Recommended Course Background: AS.200.357 . Enrollment limited to seniors by instructor approval.

Prerequisite(s): AS.200.357

Psychological tests and measures are used in several settings including research, clinical, business, forensic, school and other applied settings. This course will consider the methodological and practical issues involved in test construction, the evaluation of instruments, and the uses of psychological tests across settings and for different purposes. Examples of assessments that may be discussed are aptitude and achievement tests; personality and behavioral inventories; neuropsychological tests, observations and interviews; and tests for employment and forensic use. Enrollment limited to Junior & Senior Cognitive Science & Psychology Majors, or instructor approval.

Prerequisite(s): AS.200.201

This course examines the general organizing principles of the anatomy of the human central nervous system and how this anatomical organization relates to function, from the level of neural circuits, to systems, to behavior. Students will learn to identify neuroanatomical structures and pathways in dissections and MRI images through computerized exercises. Readings and lectures will emphasize general structure-function relationships and an understanding of the functional roles of particular structures in sensory, motor, and cognitive systems. Recommended Course Background in addition to pre-requisite AS.080.305 : AS.080.306 OR AS.050.203 OR AS.080.250

Prerequisite(s): AS.080.305

This course will cover advances in the field of research on positive psychology, happiness, and well-being, including perspectives on motivational and emotional wellness, cognitive processes, social-interpersonal dynamics, and sociocultural variables. We will explore topics including hobbies and leisure, mindfulness and meditation, money/income, ethics and religion, social media, marriage, friendship, economic institutions, school, the workplace, and more. Coursework includes reflection exercises, discussions, research proposals, fact-checking analyses, and presentations. Restricted to Senior & Junior Psychology majors & minors. Prerequisite: ( AS.200.133 OR AS.200.101 ) AND ( AS.200.212 OR 200.382) AND 200.222 or by instructor permission.

Prerequisite(s): AS.200.222

Designed to provide information about how drugs affect the brain and behavior. The course focuses on biological concepts underlying structures and functions of the brain that relate to mental states. An introduction to neurobiology and brain function is presented as it applies to the interaction of various classes of drugs with the individual neurotransmitter systems in the brain. A brief historic review is followed by a discussion of clinical relevance. Cross-listed with Behavioral Biology and Neuroscience. Enrollment limited to juniors and seniors.

Prerequisite(s): AS.200.141 OR AS.080.306 OR ( AS.020.306 AND AS.020.312 )

A comparative and evolutionary approach to understanding the neural underpinnings of biologically relevant behaviors in vertebrate and invertebrate animals. Enrollment limited to Juniors, Seniors or by instructor approval. Recommended course background: AS.200.141

The complexity of human behavior surpasses even our closest primate relatives. Only humans communicate through language, build complex technology, devise legal system and wage war. What neurobiological capacities set humans apart from other animals? This course will explore the neurobiology of cognition, focusing on cognitive domains that are particularly developed in the human species: language, social cognition, number, executive function and concepts. The course format will consist of lectures and in class workshops.

Prerequisite(s): AS.200.141 OR AS.200.312 OR AS.080.105 OR AS.080.203 OR AS.050.203 OR AS.050.312

This course reviews the major models of psychotherapy, including psychodynamic, cognitive, behavioral, interpersonal, and family therapy, with a focus on modern and empirically supported treatments. The application of the models through the analysis of clinical case studies is emphasized. Restricted to Junior & Senior Psychology Majors. Instructor permission required to enroll.

How do nature and nurture shape the human mind? How does experience contribute to the development of visual perception, language and social reasoning? This course explores insights into these age-old questions from neuroscience and psychology. Studies of infant behavior reveal rich knowledge about objects and people in the first months of life. At the same time, experience has profound effects on behavior and neurobiology. For example, temporary absence of vision (i.e. blindness) during development permanently alters visual perception and the visual cortex. Key evidence also comes from studies of naturally occurring variation in human experience (e.g. blindness, deafness, socioeconomic and cultural differences). We will discuss what such studies of cognitive and neural function tell us about the origins of human cognition. This is a writing intensive course with weekly lectures and seminar style discussion of primary sources. Students will be required to write weekly responses to readings and a term paper.

Prerequisite(s): Students who have taken AS.200.363 are not eligible to take AS.200.385 .; AS.200.141 OR AS.050.105 OR AS.080.105 OR AS.050.203 OR AS.080.306

Occupational Health Psychology (OHP) concerns the application of psychology to improving the quality of work life, and to protecting and promoting the safety, satisfaction, health, and well-being of workers. This course will consider a broad range of topics in OHP including the role of work on well-being, job stress and burnout, diversity and work, safety climate, work-family balance, conflict, and counterproductive work behaviors. The emphasis will be on drawing connections between OHP theory and OHP practice and at the relationship between individual and organizational health and well-being. This class should be of interest to students interested in industrial/organizational psychology, social psychology, health psychology, clinical psychology, human factors, public health, preventive medicine, and industrial engineering.

Prerequisite(s): AS.200.240 or instructor permission

An introduction to the varied career paths offered across the field of psychology, hosting a diverse representation of speakers from various Johns Hopkins institutions and the local Baltimore community.

Discussion of research activities in the Neural Systems and Behavior Lab. Discussion of research activities in the Neural Systems and Behavior Lab. This course is only available for undergraduate students currently working on research projects in the Moss Lab.

Qualified students can serve as undergraduate Teaching Assistants for psychology courses they have already taken at Hopkins (by faculty instructor invitation only). Each individual faculty instructor will determine TA responsibilities based upon departmental policy. Upon invitation, potential Teaching Assistants should forward the instructor invitation to the co-Director of Undergraduate Studies (Dr. Drigotas) and make a request in SIS to add the course using the instructor’s section number (e.g., 200.450 section 2). Dr. Drigotas will be approving requests in SIS.

Prerequisite(s): You must request Independent Academic Work using the Independent Academic Work form found in Student Self-Service: Registration, Online Forms.

The student chooses a research problem with the advice and approval of a faculty member. S/U grading only.

S/U grading only.

Psychological Readings represents an in-depth analysis of a psychological subject area not typically covered in departmental course offerings.  Students must have the support of a full time faculty sponsor and work with them to plan a curated set of readings and activities for the semester.

This is a required course for all first year PhD students in the Department of Psychological and Brain Sciences. The course covers foundational concepts and methods in neurobiology and cognitive neuroscience.

This is a required course for all first year PhD students in the Department of Psychological and Brain Sciences. The course covers foundational concepts and methods in cognition.

This course is designed to introduce students to core topics in psychological and brain sciences. Students will read seminal and contemporary papers in topics that cover the breadth of the field. Graduate students in Psychological and Brain Sciences.

This course is designed to introduce students to core topics in psychological and brain sciences. Students will read seminal and contemporary papers in topics that cover the breadth of the field. Graduate Students in Psychological & Brain Sciences.

Topics in applied probability and statistical inference; analysis of variance; experimental design. Intended for graduate students. Recommended Course Background: one statistics course.

Prerequisite(s): Statistics Sequence restriction: students who have completed any of these courses may not register: EN.550.211 OR EN.550.230 OR AS.280.345 OR EN.550.310 OR EN.550.311 OR EN.560.435 OR EN.550.420 OR EN.550.430 OR EN.560.348

Second half of graduate statistics sequence, covering complex research design and analysis. Recommended Course Background: AS.200.657 . Enrollment limited to seniors by instructor approval and graduate students.

Area: Quantitative and Mathematical Sciences

Focuses on frequently used quantitative methods in the study of brain sciences. Course goals include gaining conceptual understanding of analysis techniques, application of techniques to datasets, and learning the use of MATLAB. Topics will include dimensionality reduction, information theory, clustering and classification, optimization and model selection, and frequency domain methods. Enrollment is limited to graduate students and undergraduate seniors; seniors must receive permission from the instructor to enroll. Recommended (but not required) Course Background: Probability & Statistics, Linear Algebra, MATLAB programming.

An introduction to postdoctoral activities (e.g., grant applications, journal article submission, meeting presentations, the politics of psychology and American science) for Ph.D. candidates in psychology.

Professional development seminar for graduate students in Psychological & Brain Sciences. Topics include teaching, preparing a curriculum vita, types of employment, finding a job, writing and reviewing scientific papers, presenting work at professional meetings, preparing grant proposals, professional ethics, and care of animal and human subjects. Graduate students only.

This seminar will cover advanced topics in vision from the perspectives of several disciplines.Topics include human visual psychophysics, perception and cognition, and computational vision. Graduate students only.

In this seminar, we meet as a group to discuss current issues in our research, foundational topics in the study of the mind, as well as the challenges that arise in doing academic science.

Research Seminar on current research related to Psychological and Brain Science, presented by graduate students and post-doctoral fellows. Graduate students only.

Graduate students only.

Guided independent readings. The class is designed as a seminar including discussion of primary research articles of cognitive aging. Specific topics include human imaging and animal models of memory, aging, and neurodegenerative disease.

Students plan and execute original research under guidance of advisers. Results are usually prepared in a form suitable for publication. Graduate students only.

Advanced seminar covering topics related to cognitive research. Graduate Students only.

Research seminar covering current issues and ongoing research in cognition & biopsychology. Graduate students only.

Introduces advanced research topics to graduate students (as well as faculty) through a series of speakers and discussions.

All PhD candidates are required to obtain special experience in various aspects of undergraduate teaching. Graduate students only.

All PhD candidates are required to obtain advanced experience in various aspects of undergraduate teaching. This course is required for Teaching Assistants in order to satisfy graduate degree TA requirements. Graduate students only.

Preparation for the writing of research results into a final PhD dissertation form and other research publications. Graduate students only.

Advanced preparation for the writing of research results into a final PhD dissertation form and other research publications. Graduate students only.

Cross Listed Courses

This course is required concurrently with research in the Comparative Neural Systems Research and Behavior lab. During the scheduled meetings we will discuss scientific papers, policies and procedures, research ethics and other information related to activities in the lab. At the end of the semester, students will present their research in groups. This course is only open to students doing research in the Neural Systems and Behavior Lab.

This course is an advanced seminar and research practicum course. It will provide the opportunity to learn about fMRI methods used in the field of vision science and for students to have hands-on experience to develop, design and analyze a research study on topics in the cognitive neuroscience field of high-level vision. In the first part of the course students will read recent fMRI journal papers and learn about common fMRI designs and analysis methods; in the second part of the course students will conduct a research study to address a research question developed from readings. Students are expected to write a paper in a short journal article format at the end of the course and to present their results in front of the class. Research topics will vary but with special focus on topics in high-level visual processing.

Prerequisite(s): AS.050.105 OR AS.050.116 OR AS.050.203 OR AS.050.315 OR AS.050.332 OR AS.200.110

This is a survey course in developmental psychology designed for individuals with some basic background in psychology or cognitive science, but little or none in development. The course is strongly theoretically oriented, with emphasis on issues of nature, and development psychology as well as relevant empirical evidence. The principle focus will be early development, i.e., from conception through middle childhood. The course is organized topically, covering biological and prenatal development, perceptual and cognitive development, the nature and development of intelligence, and language learning. Also offered as AS.050.639 .

Have you ever wondered about the relationships between language and thought? Philosophers, linguists, psychologists, evolutionary theorists and cognitive scientists have too and this course will survey the current thinking on this matter. Classical papers such as those by Whorf and Sapir, more recent philosophical papers by people such as Fodor and Dennett, and recent empirical work by linguists and psycholingists on the relationship between language and thinking in development and in adults will be covered. Discussions will focus on the theoretically possible relationships between language and thought and the empirical data that speak to these. Juniors and seniors only. Freshmen and sophomores by permission of instructor only.

Prerequisite(s): AS.050.102 OR AS.050.320 OR AS.050.325 or instructor permission.

Area: Humanities, Natural Sciences, Social and Behavioral Sciences

The course gives an introduction to computational models of the mammalian visual cortex. It covers topics in low-, mid-, and high-level vision. It briefly discusses the relevant evidence from anatomy, electrophysiology, imaging (e.g., fMRI), and psychophysics. It concentrates on mathematical modeling of these phenomena taking into account recent progress in probabilistic models of computer vision and developments in machine learning, such as deep networks. Also offered as EN.601.485 .Required Background: Calculus I and experience in a programming language (Python preferred).

Prerequisite(s): Students who have taken EN.601.485 / EN.601.685 are not eligible to take AS.050.375 .; AS.110.106 OR AS.110.108

The course gives an introduction to computational models of the mammalian visual cortex. It covers topics in low-, mid-, and high-level vision. It briefly discusses the relevant evidence from anatomy, electrophysiology, imaging (e.g., fMRI), and psychophysics. It concentrates on mathematical modeling of these phenomena taking into account recent progress in probabilistic models of computer vision and developments in machine learning, such as deep networks. Also offered as EN.601.685 .Required Background: Calculus I and experience in a programming language (Python preferred).

Prerequisite(s): Students who have taken EN.601.485 / EN.601.685 are not eligible to take AS.050.675 .

This First-Year Seminar will explore the neuroscience of choice. In addition to exploring the neurobiology of choice, we will dabble with philosophical ideas of free will and determinism. We will also touch on questions related to culpability. For example, are people who break the law but suffer from brain damage responsible for their actions? Sound interesting? Well, why stop there? Let’s sit back, eat some popcorn and take a look at how popular culture depicts the neuroscience of choice in the movies. Yes, with your help, we can do it all – but will you choose to???

Most people think the strongest kind of evidence in a criminal case is a confident eyewitness. Most students think re-reading textbook materials or class notes is the best way to prepare for an exam. And all too many people think that measles vaccines cause autism. All three of these ideas are wrong. In this First-Year Seminar, we will explore what modern psychology has uncovered about how our intuitions concerning human nature deceive us, and lead to incorrect ideas such as the ones just mentioned. We will discuss a wide variety of topics including “the attention economy,” groupthink, and subliminal perception.

In this unique, 1-credit First-Year Seminar, we discuss evolutionary psychology—the idea that the mind can be understood as an adaptation to our ancestral environment by means of natural selection. Topics range from nature vs. nurture and freewill vs. determinism to the exploration of how evolutionary principles speak to broad social issues such sexuality, gender, social class, and violence.

This First-Year Seminar will explore seminal ideas in macroevolutionary theory through both classic and cutting-edge studies. Topics would include the relationship between evolution and development, how fossils shape our understanding of biological systems, and the logical basis of evolutionary inference. Students will also gain an appreciation for the historical development of these ideas and their application in modern science and beyond.

This First-Year Seminar looks at the deeper psychological motivations of the American electorate. We begin by discussing the meaning of democracy and establishing a common understanding of American democracy specifically, placing the current moment into historical and international context. We then gradually dismantle the "folk theory" of democracy that assumes all voters are rational and economically-minded. Instead, we apply theories from social psychology to understand some essential questions about voter behavior. Why do people vote? How do they understand politics? How are their feelings and judgments affected by their own identities, biases, information sources, and by the messages they hear from leaders? Why have Americans grown so polarized? What role do racial and gender-based prejudice play? Is American politics headed toward a more violent future? We use evidence-based research from political science, sociology, and psychology to answer these questions.

This First-Year Seminar will explore diverse aspects of how we see and fail to see the world. We’ll discuss questions such as: What can we learn about vision from illusions and hallucinations? What explains why we sometimes miss things even though we’re looking right at them? Does what we believe and desire affect what we see? What happens to our visual experience when the brain is damaged, for example in conditions such as “blindsight,” “neglect” and “visual form agnosia”? And: Is there such a thing as subliminal or unconscious perception? Though primarily psychological, the course will draw on other disciplines, especially the philosophy of perception. We’ll also think about some of the ways visual artists and magicians exploit the workings of our visual systems to achieve their aims. This will likely involve at least one outing to a local art gallery to look for examples of what we’ve learned, an in-class screening, and hopefully a guest speaker or two.

Animals have evolved a vast array of sensory systems that support a rich repertoire of natural behaviors. Some animals live in dark environments and use tactile, chemical, electrical and auditory sensors that allow them to operate in the absence of light. Other animals rely heavily on vision and take advantage of colors that humans cannot see. In this First-Year Seminar, we will explore extraordinary adaptations of sensory systems in animals that live on land and under water. Our focus will be on sensory systems that guide navigation and foraging behaviors in species as diverse as star-nosed moles, weakly electric fish, honeybees, and echolocating bats. As we delve into understanding the extraordinary sensory systems of selected species, we will also consider how these animals have inspired literary and visual artists. We aim to introduce students to a rich interdisciplinary experience that opens their eyes to new areas of inquiry as they take advantage of local resources, such as the National Aquarium, Baltimore Zoo, Wyman Park, Peabody School of Art, and Baltimore Museum of Art.

In recent decades, much has been done in the United States to destigmatize mental illness and incorporate psychiatric services into broader systems of healthcare and welfare. As clinicians, policy makers, social scientists, activists, and other stakeholders have collaborated to promote mental health and reintegrate people with behavioral disorders into society, they have often contrasted their efforts with those made in the past, portraying community-based approaches as more efficacious and humane. Narratives like these, however, deemphasize many important continuities in the history of American psychiatry. In this discussion-based course, students will explore how concerns about citizenship and social control have shaped the organization and provision of mental healthcare in the United States from the early nineteenth century to the present day. They will also complete various assignments designed to hone their ability to evaluate historical arguments, conduct independent and collaborative research on primary sources, and communicate the results of their scholarship to professional and lay audiences.

This course is an advanced survey of the scientific study of learning and memory. Different perspectives will be used to review the science of learning and memory including the cellular-molecular basis of synaptic plasticity, the functional circuitry involved in learning and memory and memory systems in the brain. The course is designed to provide a deep understanding of the issues and current debates in learning and memory research and focuses specifically on animal models of memory and memory impairment. This is an interactive lecture course with a strong emphasis on student participation.

Prerequisite(s): AS.200.141 OR AS.080.306 OR ( AS.020.312 AND AS.020.306 ) or instructor permission.

Every day decisions often require us to weigh the costs and benefits of engaging in a particular course of action in order to obtain some expected outcome. Unfortunately, we often lack the information necessary to obtain our desired goal with complete certainty. Economists have long been interested in understanding human decision-making under these circumstances. In parallel, neuroscientists have made great strides at describing the underlying neural basis of simple decision-making. However, despite much progress in both fields, our understanding of how the brain makes decisions is incomplete. In order to strengthen and further research in both fields, the interdisciplinary field of Neuroeconomics arose. This course will survey the field of Neuroeconomics focusing on theoretical concepts developed by economists and the role these theories are playing in guiding current experimental neuroscience.

Prerequisite(s): AS.080.306 OR AS.200.141 OR AS.020.312

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A Johns Hopkins postdoc, Herbert Baxter Adams, brought the seminar method of teaching from Germany, where he earned a PhD in 1876. The idea: That students would learn more by doing than by listening to lectures and taking exams.

That spirit of inquiry , of challenging the way things are done, lives on today in our nine academic divisions, all of which offer full-time graduate programs.

More information about our graduate programs is available below

School of Advanced International Studies

Students get global perspectives on today’s critical issues, with programs in international affairs , international studies , economics and finance , and public policy

Krieger School of Arts & Sciences

More than 60 full-time and part-time graduate programs spanning the arts , humanities , and natural and social sciences

Also see:   Part-time graduate options via Advanced Academic Programs

Carey Business School

Offers a Global MBA and other masters programs, with an emphasis on health care management , real estate and infrastructure, financial businesses , and enterprise risk management

School of Education

One of the nation’s top schools of education, according to U.S. News & World Report , with degree and certificate programs in teaching , special education , counseling , administration , and leadership

Whiting School of Engineering

Programs in fields of critical importance to the future, health, and safety of our world, including robotics , biomedical engineering , cybersecurity , and systems engineering

Also see: Part-time and online options via Engineering for Professionals

School of Medicine

Since 1893, Johns Hopkins Medicine has trained the next generation of great medical leaders and is widely regarded as one of the best med schools and hospitals in the world, with top programs in internal medicine , women’s health , HIV/AIDS , geriatrics , drug/alcohol abuse , and pediatrics

School of Nursing

The U.S. News & World Report top-ranked school prepares graduate level pre-licensure students and current BSN or advanced practice nurses to be health care leaders through a variety of MSN, DNP, and PhD programs. Students can focus on a wide range of advanced practice specialty areas – including health care organizational leadership , nurse anesthesiology , pediatric , adult/Gerontological , family , or critical care .

Peabody Institute

Founded in 1857, this world-renowned conservatory offers degrees in composition , computer music , conducting , performance , jazz , music education , music theory , and recording arts and sciences

Bloomberg School of Public Health

The Bloomberg School, U.S. News & World Report ‘s top-ranked graduate school of public health for more than two decades, offers programs in health administration , health science , and public policy

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APA-ACCREDITED DOCTORAL INTERNSHIP IN HEALTH SERVICE PSYCHOLOGY

Letter from the training director.

Dear Prospective Intern,

Welcome to the Johns Hopkins University Counseling Center Doctoral Internship website! We are so pleased that you are considering our program for your capstone training year. Choosing an internship site is both exciting and overwhelming and we are fully aware that so many factors, both personal and professional, go into making this decision. We hope that the following pages will guide you in making your decision. Additionally, I wanted to highlight some important information about our program that may not come through as clearly in the materials.

The Doctoral internship has been accredited by the American Psychological Association (Office of Program Consultation and Accreditation, 750 First Street, NE, Washington, D.C. 20002-4242; 202-336-5979) since 2003. The Counseling Center is accredited by the International Association for Counseling Services and is a member of the Association of Psychology Postdoctoral and Internship Centers and the Association of the Counseling Center Training Agencies.

The Counseling Center is located on the Homewood campus of the Johns Hopkins University. We serve graduate and undergraduate students of the Krieger School of Arts and Sciences, the Whiting School of Engineering, the School of Education, the Peabody Institute of Johns Hopkins University, and the Carey Business School, totaling approximately 9000 students.

We take pride in our program and the staff’s commitment to training and mentoring a new generation of psychologists. Our training program subscribes to a practitioner-scholar model that emphasizes interns working in apprenticeship relationships with staff who value scientifically guided professional practice. Our model emphasizes training as a process through which interns develop not only the requisite knowledge and skills, but also the sense of professional identity necessary for becoming professional psychologists. Infused throughout the service delivery and training activities is a commitment to multiculturalism, diversity and social justice. We believe in celebrating and honoring our multiple social identities and recognize the importance of challenging biases and learning from each other. We strive to inculcate and live these values in our work with students, community and each other.

We hope that through your review of the materials, you determine that what our program has to offer is an ideal match for your training needs. Should you have any questions, please contact us at [email protected] or 410-516-8278.

Susana Ferradás, Ph.D. Senior Associate Director of Training & Senior Staff Psychologist

Department of Cognitive Science

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Jump to Application Phase I | Application Phase II | Tuition & Financial Aid

There are two MA tracks: a Research Track and a Course Track. The tracks, while similar in structure, differ slightly in both admissions and degree requirements. Refer to the program requirements , sample programs , and minimum qualifications to help determine which track is right for you.

Please note: Fewer research track students are accepted than course track students due to space and time limitations in our departmental labs. Also, this MA program is not a pathway to our PhD program . 

We strongly encourage candidates from traditionally marginalized or underrepresented groups to apply. Our department is committed to supporting diversity and Johns Hopkins offers professional development, fellowships and resources to support graduate students from diverse backgrounds and experiences.

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A 50%, one-year reduction in fall/spring tuition is offered to students with JHU undergraduate degrees.

Tip:  If your faculty of interest does not post on their lab website whether they are accepting new students, consider emailing them. There is a lot to gain and not much to lose by doing so.

Minimum Qualifications

Applicants should have a 3.0 GPA and an undergraduate degree in a field relevant to cognitive science. Applicants interested in the Research Track should have at least 3 credits of undergraduate research or equivalent.

Application Deadlines

Two application phases, phase i: application.

Review both the  Krieger School graduate application instructions  and the program-specific instructions on this page. Applicants are responsible for reading and for meeting the requirements in both. Questions may be directed to our  admissions coordinator .

A separate application is required for each program at Johns Hopkins. The PhD in Cognitive Science and the  MA in Cognitive Science  are distinct programs and require separate applications.

Faculty and Areas of Interest

On the Program Information page, applicants should list which core cognitive science faculty with whom they are most interested in working. Other faculty, including joint / secondary faculty, do not admit students to our program; although applicants may express interest in collaborations. Applicants should also identify their top two areas of interest in this section. Additional areas of interest may be detailed in the Statement of Purpose.

Areas of Interest

• architecture of the grammar
• cognitive development
• cognitive neuropsychology
• cognitive neuroscience
• cognitive psychology
• computation in cognition
• computational linguistics
• computational neuroscience
• deep learning
• functional neuroimaging
• language acquisition
• language and thought
• language learning in aging, stroke, and neurodegenerative disease
• language processing
• machine learning
• neurocognitive mechanisms of language recovery
• neurocognitive mechanisms of word learning
• optimality theory
• orthographic processing
• philosophy of mind
• psycholinguistics
• reading and writing
• representation
• scene perception
• semantics/pragmatics
• spatial cognition
• special populations (Williams Syndrome)
• speech perception
• theoretical linguistics
• visual cognition

Required Application Materials

All application materials must be submitted online, on time, and in English to be reviewed for admission.

• Unofficial Transcripts
• Resume or CV. Include relevant background and research experience.
• Applicants with no previous background in cognitive science should describe their formal background, previous exposure to issues in cognitive science, particular interests in the field, and why this program is an appropriate program of study and/or research for them.
• 8.5″ x 11″ document, 1″ margins, 11-12 pt font, double-spaced, and standard font style such as Times New Roman or Arial. If citations are necessary, use the style of your chosen field.
• Two Letters of Recommendation . Detailed letters that address the applicant’s suitability for study and/or research in cognitive science, and—if relevant—provide an evaluation of the candidate’s previous research experience and future promise.
• TOEFL/IELTS Scores (international applicants)
• Application Fee is required. The fee may be waived for applicants with documented registration/participation in  certain programs . If an applicant believes they may be eligible for waiver, but does not fit the fee-waiver criteria on that website, contact our  admissions coordinator  with a justification for review.

Optional Materials: Personal Statement , GRE Scores , and Sample of Work

Phase 2: Program Proposal

Select applicants will be invited to develop and submit a Program Proposal. These applicants are expected to consult with the faculty member who has expressed an interest in their application. Proposals will be reviewed before a final admissions decision is made. The proposal requirements are dictated by the intended program track of the applicant.

Research Proposal Requirements

• Front Page: Title, abstract (200 words), applicant’s full name, proposed faculty mentor, date of submission
• Scientific Aims: (1 page) Specify the research project’s purpose.
• Background and Significance: (~3 pages) Explain the current state of knowledge and how knowledge will be advanced by the project.
• Preliminary Data: (~2 pages) Describe any of your previous research that relates to the project or that reviews relevant findings from mentor’s prior research.
• Research Design and Methods: (~3 pages) Detail the theoretical framework, experiments or other data sources, and methods of analysis that will be used in the research; propose a timetable for conducting the research.
• Expected Outcome: (~1 page) Anticipate possible discoveries of the research and their theoretical significance.
• References: Format in the style relevant for the proposed faculty mentor’s field.

Course Proposal Requirements

Course Track applicants may derive their own proposal format or use the MA Course-Track checklist from the MA Requirements page . Proposals should include the planned areas of study and a list of courses to be taken during the time of study in the program. Include in the proposal classes that would best develop breadth and depth of knowledge in specific areas of interest. Most courses will be from within the Department of Cognitive Science, but it may be appropriate to take courses offered by affiliated departments, such as Neuroscience, Computer Science, Psychological and Brain Sciences, Philosophy, etc.

Applicants should reference the course track description and sample program when developing their course proposal as well as the course catalog and published course offerings in SIS . (Note that courses are posted only one semester in advance.)

If admitted, it is understood that if any of the originally proposed courses are not offered while a student is enrolled, the student will consult with their mentor to choose appropriate substitutions.

Tuition and Financial Aid

Departmental funding is not available for students in this program, though a 50%, one-year reduction in fall/spring tuition is offered to students with JHU undergraduate degrees. Students are encouraged to seek funding from internal and external sources. Here are some resources to start your search.

• Cost of Attendance
• RDT Grad S t u d e n t Funding Opportunities
• RDT Underrepresented Minority & Low-income Grad Student Funding Opportunities
• Financial Aid Information
• JH National Fellowships Program

Graduate Student Resources

• Cognitive Science Graduate Handbook
• Graduate & Postdoctoral Affairs Website topics include academic policies, credit hours, student services, professional development, Hopkins life, graduation guide

Degree Checklists

• MA Course Track Checklist
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MSU’s Gadke receives national Trainers of School Psychologists Presidential Appreciation Award

Contact: Bethany Shipp

STARKVILLE, Miss.—Professor Daniel Gadke, head of Mississippi State’s Department of Counseling, Higher Education Leadership, Educational Psychology, and Foundations, is the recipient of the national Presidential Appreciation Award from the Trainers of School Psychologists.

Daniel Newman, president of TSP, surprised Gadke with the award during the organization’s 50th annual conference in New Orleans as an expression of appreciation for his “outstanding leadership, tireless dedication and exceptional service to the field.”

TSP fosters the professional development of school psychology trainers and faculty around the world. Gadke has served on the executive board for more than six years and as treasurer for the last four years, leading the organization to greater fiscal management and planning for the future.

“I am immensely proud of Dr. Daniel Gadke for receiving the prestigious Presidential Appreciation Award from the Trainers of School Psychologists,” said Teresa Jayroe, dean of MSU’s College of Education. “This award is a testament to his exceptional leadership, dedication and service to the field of school psychology. I look forward to his continued success in shaping the future of school psychology.”

Gadke also serves as associate dean of research for the College of Education and co-director of the university’s Autism and Developmental Disabilities Clinic. He holds bachelor’s and master’s degrees in psychology and a doctoral degree in school psychology from Illinois State University. He completed his postdoctoral fellowship at Johns Hopkins University School of Medicine/Kennedy Krieger Institute in its Department of Behavioral Psychology.

MSU’s College of Education is home to five academic departments, a division of education, one research unit and numerous service units. Learn more at  www.educ.msstate.edu .

Mississippi State University is taking care of what matters. Learn more at  www.msstate.edu .

Wednesday, March 27, 2024 - 10:54 am

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Strategies for Effective Community Engagement: Critical Service-Learning Seminar

Come join us in a rich community engagement talk with Dr. Tyler Derreth, an assistant professor in the Department of Health, Behavior and Society and an associate Director of SOURCE.  Dr. Derreth will share with BSPH community tools and resources on how public health professionals can engage in community by building authentic relationships, learning through service, redistributing power, and promoting social change during their time here at Hopkins and beyond.

Lunch included.

Part of Public Health Week 2024, hosted by the Anna Baetjer Society for Public Health Practice and sponsored by the Johns Hopkins Bloomberg School of Public Health Student Assembly.

Dr. Tyler Derreth (SOURCE)

Tyler Derreth, PhD is an assistant teaching professor in the Department of Health, Behavior, and Society. He is also the Associate Director of SOURCE, the community engagement and service-learning center at Johns Hopkins. His work concentrates on urban community-university partnerships that work toward social change.  He frequently engages in educational practices to advance community goals around various social justice issues. The majority of his work centers on collaboration with Baltimore communities.

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Marina Bedny

Associate professor.

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• Research Interests:  Brain development and plasticity, cognitive neuroscience, concepts

Janice Chen

Assistant professor.

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Susan Courtney

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Howard Egeth

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Lisa Feigenson (She/ her/ hers)

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• Research Interests:  Cognitive development, numerical cognition
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Chaz Firestone (He/him/his)

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Jason Fischer

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• Research Interests:  Visual scene understanding using fMRI, psychophysics, computational modeling

Jonathan Flombaum

Associate professor and director of graduate studies.

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• Ames 200A | Lab: Ames 150/142
• 410-516-8111
• Research Interests:  Visual perception, attention, cognition

Michela Gallagher

Krieger-eisenhower professor, psychology & neuroscience.

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• 410-516-0167
• Research Interests:  Learning and memory, neurobiology of aging

Justin Halberda

Professor; co-director of undergraduate studies psi-chi liaison.

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• Research Interests:  Interaction of vision, cognition, and language

Christopher Honey

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• Research Interests:  Computational Cognitive Neuroscience

Richard Huganir

Bloomberg distinguished professor, department of neuroscience, school of medicine and department of psychological and brain sciences, krieger school of arts and sciences.

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• School of Medicine, Hunterian 1001
• 410-955-4050
• Research Interests:  molecular and cellular mechanisms that regulate neurotransmitter receptors and synapse function
• Education: PhD, Cornell University

Patricia Janak

Bloomberg distinguished professor department of psychological and brain sciences; department of neuroscience, johns hopkins school of medicine.

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• Ames 216 A | Dunning Hall 246
• 410-516-7981
• Research Interests:  Behavioral & neurobiological mechanisms of associative learning, addiction
• Education: PhD, University of California, Berkeley

Christopher Krupenye (He/him/his)

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• Research Interests:  comparative cognition–especially theory of mind, social and physical knowledge, and mental time travel–in humans, nonhuman apes, and dogs
• Education: Ph.D., Duke University

Kishore Kuchibhotla

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• 410-516-8976
• Research Interests:  neural circuits; attention, learning and decision-making; audition; neural circuit dysfunction; computational modeling

Daeyeol Lee

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• 253 Krieger Hall
• 410-516-8640
• Research Interests:  Neural mechanisms of decision making, planning, and numerical cognition
• Education: Ph.D., University of Illinois at Urbana-Champaign

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• Research Interests:  cognitive development, cognitive neuroscience, infant cognition, social cognition
• Education: Ph.D., Harvard University

Cynthia Moss

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• 410-516-6483
• Research Interests:  Sensory coding of natural stimuli, spatial perception, attention, learning, memory and adaptive motor control

Shreesh Mysore (He/him/his)

• [email protected]
• Research Interests:  Neural circuits for behavior (attention, decision-making), computational neuroscience, comparative approach to the design of neural circuits

Ian Phillips

Bloomberg distinguished professor, department of philosophy and department of psychological and brain sciences.

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• Research Interests:  nature of perception; its relations to memory, imagination and belief; the scientific study of consciousness; and our experience of time
• Education: Ph.D.

Leslie Bauman

Junior lecturer.

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• 410-516-0727
• Research Interests:  Clinical Psychology; Research Methods; Resilience, Well-Being, and Mental Health in University Settings
• Education: M.A., Clinical Psychology; Ph.D., Higher Education

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• 410-516-0319
• Research Interests:  close relationships, social psychology, self-regulation, mental representation, and psycholinguistics

Stephen Drigotas

Teaching professor & co-director of undergraduate studies.

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• 410-516-6703
• Research Interests:  Social psychology, interpersonal relationships, friendship networks, intergroup behavior, social dilemmas
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• Research Interests:  Clinical Psychology

Nicole Keller

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• Ames Hall, room 132

Alison Papadakis (She/her/hers)

Teaching professor; director of clinical psychological studies.

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• 410-516-4124
• Research Interests:  Clinical psychology, adolescent psychopathology, depression, stress & coping

Dylan Selterman

Associate teaching professor.

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• Research Interests:  Interpersonal Relationships, Attraction & Dating, Morality & Ethics, Dreaming
• Education: PhD Stony Brook University, Social/Health Psychology, 2011; BA Johns Hopkins University, Psychological and Brain Sciences, 2006

Drew Sonnenberg

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Hita Adwanikar

Associate research professor.

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• 418 Dunning Hall
• 410-516-6852

Steven Gross

Professor, philosophy.

• [email protected]
• 410-516-4763
• Research Interests:  Philosophy of language, philosophy of mind, metaphysics

Barbara Landau

Dick and lydia todd professor; director, science of learning institute.

• [email protected]
• Krieger 241A
• 410-516-5255
• Research Interests:  Human knowledge of language and space, typical and atypical development

Hanna Pickard

Bloomberg distinguished professor, department of philosophy and berman institute of bioethics.

• [email protected]
• Research Interests:  philosophy of mind, philosophy of psychiatry, moral psychology and clinical ethics
• Education: DPhil, All Souls College, University of Oxford

Brenda Rapp

Professor and chair, cognitive science.

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• Krieger 135
• Research Interests:  Cognitive neuropsychology, attention, reading and writing

Arnold Bakker

Assistant professor; school of medicine, psychiatry.

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• Phipps 300C
• 410-502-6944
• Education: psychiatric neuroimaging

Kirsten (Kisi) Bohn

Assistant research professor and director of undergraduate studies, behavioral biology program.

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• 410-516-8876
• Research Interests:  evolution of vocal complexity
• Education: Ph.D., University of Maryland College Park

Erin N. Etzel

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• Research Interests:  Health psychology, especially evidence-based treatment of chronic pain and sleep disorders
• Education: Ph.D., University of Miami

Heather Roberts Fox

Senior lecturer.

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• 410-516-2835
• Research Interests:  Industrial/organizational psychology

Deborah Haskins (She/ her/ hers)

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• Research Interests:  counseling, diversity and multicultural matters, community-based mental health efforts
• Education: Ph.D., LCPC, ACS, MAC, ICGC-II, CCGSO, BACC

Adjunct Associate Professor; U.S. Sentencing Commission

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• 410-516-7055
• Research Interests:  Law and Psychology

Chelsea Howe

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• Research Interests:  Forensics, abnormal psychology, dual diagnosis, therapy, assessment

Claudette Kirkman

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• Research Interests:  Diversity in Psychology; Counseling Psychology

Tyler Rickards

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• Research Interests:  Licensed Clinical Psychologist

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• 410-516-0429

Susanne Sterbing-D’Angelo

Assistant research professor.

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• 22C Ames Hall
• 410-516-6459

Jason Trageser

Senior lecturer and director of undergraduate studies, neuroscience program.

• [email protected]
• Dunning 418
• 410-516-8877
• Research Interests:  Neuroscience

Marilyn Albert

Professor and director; school of medicine, division of cognitive neuroscience.

• [email protected]
• Reed Hall 227
• 410-614-3040
• Research Interests:  aging, cognition, memory

Frederick Barrett, Ph.D

Associate professor of psychiatry and behavioral sciences, behavioral pharmacology research unit, johns hopkins school of medicine, and department of psychological and brain sciences.

• [email protected]
• 410-550-9777

Charles (Ed) Connor

Professor; director mind/brain institute.

• [email protected]
• Krieger 371
• Research Interests:  neurophysiology of visual perception & object recognition

Mounya Elhilali

Charles renn faculty scholar and professor.

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• Barton Hall 307
• 410-516-8185
• Research Interests:  computational audio perception

Christopher Fetsch

Assistant professor, mind/brain institute.

• [email protected]
• Krieger 353
• 410-516-0704
• Research Interests:  neurobiology of perceptual decision making and multisensory integration

Barry Gordon

Director, cognitive neurology/neuropsychology division professor of neurology.

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• 1629 Thames Street, Ste 350
• 410-955-3407

Alfredo Kirkwood

Professor, mind/brain institute.

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• Dunning 350
• 410-516-6410
• Research Interests:  Mechanisms of cortical modification

James Knierim

• [email protected]
• Krieger 337
• 410-516-5170
• Research Interests:  Behavioral neurophysiology of the hippocampal formation

Hey-Kyoung Lee

• [email protected]
• Dunning 348
• 410-516-5712
• Research Interests:  Cellular/molecular mechanisms of synaptic plasticity underlying memory formation

Michael McCloskey

Professor, cognitive science.

• [email protected]
• Krieger 147C
• 410-516-5325
• Research Interests:  Cognitive neuropsychology, visual perception, reading and spelling, foundations of cognitive science

Ernst Niebur

Professor of neuroscience.

• [email protected]
• Krieger 335A
• 410-516-8643
• Research Interests:  Computational neuroscience

Kristina Nielsen

• [email protected]
• Krieger 352
• 410-516-5833
• Research Interests:  Function and development of higher level visual cortex

Senior Investigator Chief, National Institute on Aging

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• Bayview Campus<br>Suite 100 Rm 09C224</br>
• Research Interests:  Laboratory of Experimental Gerontology

Veit Stuphorn

• [email protected]
• Krieger 338 | Lab: Krieger 362
• 410-516-7089 | Lab: 410-516-7963
• Research Interests:  Neurophysiological studies of decision-making

Joshua Vogelstein

Assistant professor, biomedical engineering.

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• Clark Hall, 317C
• 410-516-8775
• Education: Ph.D., Johns Hopkins University School of Medicine
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Linda Gorman

Teaching professor emeritus, department of psychological and brain sciences.

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Ernie Bates, renowned neurosurgeon and barrier-breaking Johns Hopkins alum, dies at 87

Bates, the first black student to graduate from the university's krieger school of arts and sciences, went on to a distinguished career as a physician and entrepreneur.

By Dave Alexander

Highly respected neurosurgeon and entrepreneur Ernest A. Bates, who in 1958 became the first Black student to graduate from Johns Hopkins University's Krieger School of Arts and Sciences and later served on the university's board of trustees for nearly two decades, died on March 19. He was 87.

Image caption: Ernie Bates

Bates led a thriving medical practice in the San Francisco area and was the founder, CEO, and chairman of American Shared Hospital Services, a publicly traded company founded in 1977 that leases state-of-the-art medical equipment to hospitals and medical centers in the U.S. and around the world. He was also a partner in Black Coyote Chateau, a winery in Napa, California.

In 2021, Bates received a Johns Hopkins honorary degree , the university's highest honor, "for being a pioneering force for change and champion of equity at Johns Hopkins and beyond," according to the degree citation.

"I was lucky—I had a room directly across the hall from his room as a freshman," said Jack Ruffle, a fellow member of the Johns Hopkins Class of 1958 and later a partner in Bates' winery venture as well as lead director of the American Shared Hospital Services board for 25 years. "So I met him in September 1954 and he became a friend, and we were friends for life.

"He was always so thoughtful—he really cared about his friendships. You could always count on Ernie giving you good advice when you needed it. Everything about Ernie I respected. I think the world of Ernie."

Bates began pursuing his dream of becoming a doctor by studying biology on a full academic scholarship at Hopkins, where he was also a member of the football and track teams. When he arrived on the Homewood campus from his hometown of Peekskill, New York, he was one of just a few Black students at JHU, and the first to live in a campus residence hall. He was initially disappointed to discover that he hadn't been assigned a roommate—an effort by the university to avoid subjecting him or his roommates to any discrimination they might encounter from other students. Such concerns were unfounded: Within a day, Bates had heard from 20 white students who eagerly volunteered to be his roommate.

"That wonderful and welcoming response from my fellow students set the tone for my entire college experience at Hopkins," Bates said in remarks delivered in 2003 upon being honored by the university with a Heritage Award for his many achievements and contributions. "I saw the compassion, sincerity, and goodwill of Hopkins students. It was the first of countless acts of goodwill that have been repeated over and over again during the last 50 years."

Rather than accept an offer from any prospective roommate, he turned his room into a haven for Black students from Baltimore, giving them a place to meet; leave their books, lunches, and coats between classes; or even sleep over the night before a big exam. It was a practice he kept up for all four years at Hopkins, even when he later had roommates.

"Within days of arriving on campus, you became a unifying presence among your fellow students, opening doors to those who came behind you," JHU President Ron Daniels said in remarks recognizing Bates during the 2021 Commencement ceremony. "That spirit carried you far in your life of service as an airman, neurosurgeon, entrepreneur, philanthropist, and champion of equitable medical care for those in underserved communities."

In his 2003 remarks, Bates recalled traveling by bus with the football team to play a game in the Jim Crow South. On the way home, the team stopped to eat at a restaurant, where they were told Bates could not come inside. The team captain spoke up, Bates said, saying "Ernie is our teammate. He goes where we go. If he can't go into the restaurant, we don't eat here."

Image caption: Ernest A. Bates as a Johns Hopkins undergraduate, circa 1958

Image credit : Johns Hopkins University, Sheridan Libraries, Ferdinand Hamburger University Archives photograph collection

The team drove another two hours before finding an integrated restaurant where everyone could eat together.

"This is the kind of morally correct attitude that makes Hopkins and its students great," Bates said.

After receiving his bachelor's degree from Hopkins, Bates earned his medical degree at the University of Rochester School of Medicine & Dentistry in 1962 and completed an internship at Albert Einstein College of Medicine, Bronx Municipal Hospital Center, in 1963. He then joined the Air Force and served in Japan for three years. Following his service, Bates completed his neurosurgery residency at the University of California, San Francisco, becoming one of the first three Black board-certified neurosurgeons in the United States.

Even after leaving campus, Bates remained closely connected to his alma mater throughout his life. He served on the board of trustees from 1988 to 2006, including stints as vice chair and as chair of the annual fund. He also was an honorary member of the Krieger School advisory board as well as a member of the Johns Hopkins Medicine and Johns Hopkins Neurosurgery advisory boards. His legacy includes significant philanthropic support to JHU over the years, including to the Donlin M. Long, M.D., Professorship in Neurosurgery at the School of Medicine. In 2021, the university recognized Bates by naming a residential tower in his honor.

Bates established the Ernest Bates Foundation in 2004 to support nonprofit health care organizations serving African American and Latino communities. The foundation created the Sally Bates Endowed Chair in Health Disparities at the UCSF School of Nursing in honor of his mother, who at age 70 returned to school to become a licensed vocational nurse after having worked for years as a janitor.

"I credit my Johns Hopkins education with giving me the tools to have a successful career and develop lifelong friendships," Bates said in 2003. "The intellectual curiosity and character traits hammered into us by our Hopkins professors helped me continue being a pioneer and innovator throughout my life."

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