Adolescence is often thought of as a time of great change and upheaval as children navigate the transition into adulthood. Raging hormones, changing social expectations and relationships, and developing autonomy all contribute to this tumultuous time. This course will examine the biological, cognitive, and social changes that occur during adolescence to develop a better understanding of this unique period of development.

Genetic programming is a computational technique that harnesses the mechanisms of natural evolution -- including genetic recombination, mutation, and natural selection -- to synthesize computer programs automatically from input/output specifications. It has been applied to a wide range of problems spanning several areas of science, engineering, and the arts. In this course students will explore several variations of the genetic programming technique and apply them to problems of their choosing.

Do new media change the world? Nearly every modern medium of communications has been heralded for its utopian potential, from the nineteenth century telegraph through tomorrow's 4G cell phones. This course will examine several case studies in the history of electrical and electronic communications to understand the complex process of introducing and adopting new media, including issues of technology forecasting, technology standards-setting, the role of the state in fostering media development and the invention of unpredicted media uses by media users.

This course explores the mechanisms of plasticity within the brain from conception through childhood and the factors that influence them. The goal of the course is to provide students with an understanding of how the brain can be shaped through biological development and experience and how these processes are reflected in behavior. For example, topics will include reorganization of the brain following injury, effects of environmental toxins on the brain, as well as how these changes in the brain affect behavior.

This course is a seminar for any student who is pursuing, or plans to purse, a Division II concentration in Cognitive Science. The course examines different theories of mind and their methodological and conceptual implications. We will look at computer minds and animal minds, along with adult and child human minds, with the aim of pulling out questions and ideas that unite and drive the cognitive sciences. This is a writing intensive course and students will pursue independent projects.

What are the sources of knowledge? Can perception, memory, consciousness and reason or reasoning be trusted? Can we know anything? Scepticism. Might we be stuck in the Matrix? How would we ever know? What is knowledge? How is it related to mere belief and truth? Contextualism. What is a justification of a claim to knowledge, and how can justifications be justified? Does this lead to an endless regress of justification? What must the structure of knowledge be if there is to be no infinite regress?

This course is intended for concentrators and advanced students whose work involves mind, brain, behavior, or intelligent machines and who are studying disciplines such as cognitive science, psychology, neuroscience, philosophy, linguistics, computer science, animal behavior, education, and so on. The students in the course will select a number of current issues in this broad area, choosing recent journal articles, essays, or books in each area for discussion.

How do animals adapt to anthropogenic changes in the environment? Urbanization and climate change are causing dramatic and rapid modifications in the environment. Animals must adapt to environmental change in order to survive. In this upper-level seminar we will read the current academic literature in this field. We will review both theoretical and empirical research, covering a variety of taxa and environments. Students will present and discuss research articles in the format of a graduate level seminar, and will write a literature-based review.

This seminar is designed for students pursuing a Division III project on a topic related to childhood, youth, or learning, and is appropriate for students whose primary work is in any of the five schools. We will begin the semester by considering the assumptions, perspectives, and methodologies involved in different disciplinary approaches to work related to childhood, young people, and/or education. Students will help select readings by selecting texts relevant to their area of focus.

The Chorus is a performing ensemble in which students will learn skills of choral singing and sight-singing. They will be exposed to a wide variety of choral literature through rehearsal and performance, including a cappella and accompanied music, medieval through 20th century, ethnic, world music and folk. Several performances are given throughout the year, both on campus and off, including The Five College Choral Festival in late February.