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Dr. Heather Looy

Dr. Heather Looy

Associate Professor of Psychology

    N134, 780-465-3500 x8065
    Our email addresses are First Name dot Last Name at kingsu.ca.

Education

Ph.D. in Psychology, McMaster University, 1992
B.A. (Honors) in Psychology, Queen's University, 1986 M.A. in Psychology, Queen's University, 1988

 

Courses I teach:

PSYC 250 - Basic Psychological Processes
PSYC 351 - Childhood and Adolescence
PSYC 352 - Adult Development and Aging
PSYC 375/Biol 364 - Brain and Behavior
PSYC 473 - Sensation and Perception
PSYC 477 - Evolution, Genes and Behavior
PSYC 494 - Advanced Topics in Psychology: Neuroscience, the person, and Christian theology
PSYC 497 - Research Practicum in Psychology
PSYC 499 - Directed Studies in Psychology

Research Interests

I am interested in several related but diverse areas of research:

  • The relation between disgust and food choice (especially in relation to eating insects) Read my article, "My Ant Is Coming to Dinner."
  • Taste perception and human eating behavior
  • Disgust, attitudes toward sexual variations, and human morality
  • The biology of sexual orientation, sex, and gender, including intersexuality
  • Evolutionary psychology/behavior genetics: Christian perspectives on its strengths, limitations, implications and applications
  • Ecopsychology - human embeddedness (physical, psychological, spiritual) in a natural world.
Recent Publications:

Looy, H. & Wood, J.R. "My Ant Is Coming to Dinner." Proteus: A Journal of Ideas, Volume 17, Issue 1, pp. 52-56

Campbell, H.A. & Looy, H. (in press, Feb. 2009).  A Science and Religion Primer.  Grand Rapids, MI: Baker Academic.

Looy, H. & Wood, J.R. (2006).  Attitudes toward invertebrates: Are educational "bug banquets" effective?  The Journal of Environmental Education, 37(2), 37-48.

Looy, H. & Bouma, H. (2005).  The nature of gender: Gender identity in persons who are intersexed or transgendered.  Journal of Psychology and Theology, 33(3), 166-178.

Looy, H. (2005).  Gender and sexual identity: A critical exploration of gender inversion theories of sexual orientation.  Journal of Psychology and Christianity, 24(4), 317-331.

Looy, H. (2005).  The body of faith: Genetic and evolutionary considerations. Journal of Psychology and Christianity, 24(2), 113-121.

Looy, H. (2004).  Embodied and embedded morality: Divinity, identity, and disgust.  Zygon, 39(1), 219-235.

Related Links

Psychology Major Program | Psychology Minor Program | Course Schedule | Academic Calendar

 
Basic Psychological Processes, Every Year, Fall 3(3-0-0)
Principles and development of perception, motivation, learning and thinking and their relationship to the psychic functioning of the person. Initial attempt to evaluate various approaches to psychology. Students with credit in PSYC 255 cannot receive credit in PSYC 250.
Childhood and Adolescence, Every Year, Fall 3(3-0-0)
This course examines the psychology of human development and change during infancy, early, middle and late childhood, and early and late adolescence. The dimensions of development to be investigated include the physical, cognitive, emotional, social, academic, moral and religious aspects. Students with credit in EDUC 263 or PSYC 350 cannot receive credit in PSYC 351. Same as EDUC 363.
Prerequisites: PSYC 250 or 251
Adult Development and Aging, 2009-10, Winter 3(3-0-0)
This course examines the psychology of human development and change from early adulthood to death. Specifically, development is considered chronologically in the sequence of early, middle and late adulthood. Along with the physical, cognitive, social, emotional, moral and religious changes that occur in these years, we will also examine developmental responses to the challenges of changing careers, family structures, social tasks, psychological functions and faith commitments. Students with credit in PSYC 350 cannot receive credit in PSYC 352.
Prerequisites: PSYC 250 or 251
Brain and Behavior, Every Year, Winter 3(3-0-0)
A study of the relation between biology and behavior in humans. Topics include mind/brain issues, brain development, genes and behavior, structure and function of the nervous system, brain disorders, biopsychology of motivated disorders, drug abuse and lateralization. Foundational issues as well as biological details will be emphasized. Same as BIOL 364.
Prerequisites: One of BIOL 200, 210, 211, PSYC 250 or 251
Sensation and Perception, 2009-10, Winter 3(3-0-3)
An examination of the processes by which humans receive, select, analyze and interpret sensory information, and the factors which influence what is ultimately perceived. Topics include psychophysical methods, the visual system, the auditory system, the chemical senses, skin senses and perceptual development. Laboratory exercises include demonstrations of perceptual phenomena, application of psychophysical methods and the development of scientific report-writing skills.
Prerequisites: PSYC 250 or 251, and 301 Corequisites: PSYC 302
Evolution, Genes and Behavior(formerly PSYC 377), 2010-11, Fall 3(3-0-0)
This course examines how evolutionary psychology and behavior genetics can illuminate our embodied nature, and explores the strengths, limitations and implications of these approaches for understanding the human cycle. This course also examines how research and theorizing in these two areas are influencing culture, via the media.
Prerequisites: PSYC 250 or 251, and PSYC 301 or at least 6 credits in biology at the senior level
Advanced Topics in Psychology, Every Year, Fall or Winter 3(3-0-0)
In-depth examination and discussion of a specific topic in psychology. Specific topic(s) for the year will be posted prior to the spring registration period, and earlier if possible. This course is intended for students in the third or fourth year of a four-year psychology program and will build on previous courses in the program.
Prerequisites: PSYC 250 or 251, and 305; some topics may have more specific prerequisites
Research Practicum in Psychology, Every Year, Fall and Winter 3(0-0-3)
This course is designed for students with an interest in conducting an independent research project in psychology. This project may be an independent study conducted at the University College, a cooperative project with a community group or agency, or a collaborative project with a senior investigator. Each student is required to submit a proposal for a project, and receive approval for the project, before being enrolled in the course. Students with credit in PSYC 496 cannot receive credit in PSYC 497.
Prerequisites: A minimum of 18 credits in psychology at the 300- and 400-level including PSYC 301 and 302
Directed Studies in Psychology, Every Year,1 to 3 (varies)
An opportunity to do intensive study of a special topic of particular interest to a student. Students work closely with a faculty member in tutorial meetings. Students must apply in advance to the faculty member.
Prerequisites: Six credits in psychology at the 300-level, and consent of instructor