Psychology 260:



Psychology 394:

Socio-Ecological Psychology (Summer, 2015)

Location: Stevenson Hall, Room 220

Time: Tuesdays and Thursdays from 1:30-4:00

Instructor: Dr. Matt Motyl

Office BSB 1062D

Office Hours: Mondays 10:00-11:00, & by appointment

Mailbox: BSB 1009

Phone: 413-5838

e-mail: motyl@uic.edu

Required Materials

Textbook: None

Readings: Available on Blackboard

Course Overview:

How do we change the communities in which we live? And, how do the communities in which we live change us? How do we choose where we want to live, work and play? How does the community around us shape our behaviors, feelings, and thoughts? What social ecologies promote civic engagement, cooperation, happiness, and overall health? What social ecologies promote anomie, competition, and frustration? How do small changes in communities have big effects on their inhabitants? These are some of the main questions asked in socio-ecological psychology. In this course, we will review research that aims to answer these questions and then explore practical applications of this research in areas such as architecture, health promotion, education, political participation, and urban planning. 

Course Prerequisite:

None

Course Objectives:

Students should leave this course with an understanding of:

- How the physical spaces in which we live shape our thoughts, feelings, and behaviors

- How theories of social ecology are translated into scientifically testable hypotheses

- How hypotheses are tested and evaluated by conducting experiments and observing behavior—appreciating these research methods and techniques will underscore the value of the scientific method and scientific reasoning in understanding our world

- How to use socio-ecological psychology to understand and improve everyday life (e.g., interactions with other people and groups, relationships, mind-body issues and health, political processes, law and policy and social processes more generally)

Course Format and Expectations:

We will meet twice a week for 180-minute interactive sessions that will include discussing past research and theory, developing research questions, examining our own social ecology, and yes, even the occasional lecture (although, I hope to keep these to a minimum). I will assume that you have completed the reading assignments before each class meeting. In class, we will discuss some—but not all—of the details from the assigned readings. Instead, we will use the class time to gain an in-depth understanding of selected topics. Because of the interactive nature of this class, it is important that you attend every class.

Attendance and Learning Environment:

Though, I will not take formal attendance, your class participation is part of your grade (see grading section below, for details).

I think of the classroom as a community, where success depends on all of our contributions and behaviors. The best classroom communities emerge when everyone comes to class prepared to contribute to the class discussion in a thoughtful manner. These classroom communities are not disrupted by phone calls, texting, Facebooking, Tweeting, Instagramming, emailing, reading newspapers, playing games, talking with others, or engaging in other distracting shenanigans. Over the semester, I promise that I will not stop mid-lecture to catch up on my Twitter feed or to check out recent LOLcats. Please do not do any of these things during class. If you do, you will be asked to leave.

If you do not understand something in class or the readings, please ask. If you feel uncomfortable asking during class, you may ask immediately following class, via email, or by requesting to meet with me or your TA.

Socio-ecological psychology studies some sensitive subjects, including body-image, conformity, prejudice, and violence. Thus, it is especially important to be respectful of each other. If something in the reading, lecture, or discussion makes you uncomfortable, please let me know. The material can be difficult but is important to understand.

Blackboard Page

Information about the course, including this syllabus, is on Blackboard. It is important that you check Blackboard regularly for announcements. I will post my PowerPoint slides on Blackboard so that you won’t need to worry about writing down everything on every slide and so that you’ll be able to review them. I will post supplemental readings, news articles, videos, cartoons, and other information / links to material that may help shed light on the course material. I encourage you to share similar material from your everyday life with the course in our supplemental materials page on Blackboard.

As you likely know, Blackboard includes a feature that allows students and faculty to communicate via email.  If you choose to use this feature, please keep in mind that you may only use it for purposes relating directly to this course.  Please do not use it for solicitations or advertisements of any products, services, or events not directly related to course content. If you do use it to solicit or advertise products, services, or events directly related to course content, please ask the permission of the instructor (Dr. Motyl) before doing so.

Exams

There are NO exams in this class.

Reaction Papers

After reading the assigned papers/articles/chapters, you should write a 1-page double-spaced reaction paper (12-point Times New Roman font, 1” margins all around). In your reaction paper, you may critique the perspectives from the day’s readings, develop a research question that is rooted in the day’s readings, integrate the ideas from the day’s readings, and/or apply the readings to understand an event happening in a particular social ecology (e.g., one neighborhood in Chicago).

Term Paper

There will be a single term paper. Details will provided in class.

Grading

Your final grade for the course will be determined as follows:

|Item |Possible |Earned |

| |Points |Points |

|Reaction 1 |10 points | |

|Reaction 2 |10 points | |

|Reaction 3 |10 points | |

|Reaction 4 |10 points | |

|Reaction 5 |10 points | |

|Reaction 6 |10 points | |

|Reaction 7 |10 points | |

|Reaction 8 |10 points | |

|Reaction 9 |10 points | |

|Reaction 10 |10 points | |

|Reaction 11 |10 points | |

|Reaction 12 |10 points | |

|Activity 1 |30 points | |

|Activity 2 |30 points | |

|Term Paper |150 points | |

|Participation |50 points | |

|Total Possible Points |380 points | |

|Grade |Percent |Raw Points |

|A |89.5 – 100 |340.1-380 |

|B |79.5 – 89.4 |302.1-340.09 |

|C |69.5- 79.4 |264.1-302.09 |

|D |59.5 – 69.4 |226.1-264.09 |

|E |0 – 59.4 |0-226.09 |

Email and Question-Answering Policy:

Ideally, I would like to get to know each of you individually. Unfortunately, with a class this large, that is not possible. Nor is it possible for me to have regular email conversations with all of you. Please do not email me or the TAs about matters that you can look up on the syllabus. If you miss a class, please do not expect us to answer questions about it over email. If you have questions about the material or the assignments, please see the instructor or TA after class, or go to the instructor or TA office hours. If you have questions or comments on the material, feel free to email the instructor or TA and include PSYCH 394 and YOUR NAME in the subject line. We receive hundreds of emails every day, so following this rule will help us to identify your email as important and related to class. Our policy is to respond to emails within two working days of receipt. Working days are Monday through Friday. So, if you send an email on Saturday, we might not get back to you until Tuesday. Please be aware of this and adjust your expectations accordingly. I am available to all of my students and encourage all of you to visit me during office hours, even if it’s to have a casual chat. However, given the large size of the class, I am less encouraging of email. If you have concerns or questions, you should check the course syllabus and Blackboard. If you cannot find your answer there, try posting a question in the discussion forum on Blackboard. If that doesn’t work, then come to office hours or arrange an appointment with your TA. If you send them to me, I will forward them to your TA and that will delay your response.

To reiterate, DO NOT SEND EMAILS REGARDING YOUR GRADES. The syllabus contains the point values for all grade entries and space for you to keep track of your own grade. If you have additional questions, please ask them after class or during office hours. Any email inquiries about grades will go without a response.

Grade Appeals:

If you feel strongly that your grade on an assignment or test was unfair, you have the right to appeal. In such cases, you must first talk with your TA to find out why your assignment or exam was graded the way that it was. Usually, you will be able to resolve things directly with your TA. If an issue remains, however, you may submit a word document stating (a) what test item you are questioning and (b) your rationale for the appeal. Email the document to Professor Motyl. When you request a grade appeal, Professor Motyl will re-grade the entire test or assignment—not just the single item or aspect that you are appealing. Thus, it is possible that your grade could go down on the basis of an appeal if an error that had initially favored you is caught on a second examination. An appeal of a test item or assignment MUST be submitted within two weeks of when the assignment was handed back / posted; there will be no exceptions to this rule.

Academic Integrity:

As an academic community, UIC is committed to providing an environment in which research, learning, and scholarship can flourish and in which all endeavors are guided by academic and professional integrity.  All members of the campus community–students, staff, faculty, and administrators–share the responsibility of insuring that these standards are upheld so that such an environment exists.  Instances of academic misconduct by students will be handled pursuant to the Student Disciplinary Policy:

In fairness to the vast majority of students who take their college career seriously, no form of cheating will be tolerated. If you cheat on any exam or assignment in this class, you will fail the entire class and I will file official judicial charges against you immediately with the Dean of Students, who will place a notice about the incident in your permanent record. There will be no exceptions to this policy.

Cheating includes, but is not limited to, looking on others' tests or letting them look on yours during a test, copying or giving others test answers, using your cell phone or other electronic devices during an exam without prior explicit permission to do so, and plagiarism which includes copying the words of a fellow student or any other author in your papers, copying even short phrases from written work that you are using as a reference (even if you cite it properly), handing in work that you have handed in for another class, and handing in papers you've gotten from the internet or from other students.

No form of reproduction or provision of exams or assignments, or any part thereof, including, but not limited to, copying for personal use, sharing with current or prospective students, or posting on the Internet in open access or restricted selective spaces is permitted without the written permission of the course instructor, Dr. Motyl.

All violations of student conduct or academic integrity will be handled according to UIC’s student conduct policy:

Students with Disabilities:

Students with disabilities who require accommodations for access and participation in this course must be registered with the Office of Disability Services (ODS).  Please contact ODS at (312) 413-2103 (voice) or (312) 413-0123 (TTY). More information about accommodations is available at .

Religious Holidays:

Campus Policy States: The faculty of the University of Illinois at Chicago shall make every effort to avoid scheduling examinations or requiring that student projects be turned in or completed on religious holidays. Students who wish to observe their religious holidays shall notify the faculty member by the tenth day of the semester of the date when they will be absent unless the religious holiday is observed on or before the tenth day of the semester. In such cases, the student shall notify the faculty member at least five days in advance of the date when he/she will be absent. The faculty member shall make every reasonable effort to honor the request, not penalize the student for missing the class, and if an examination or project is due during the absence, give the student an exam or assignment equivalent to the one completed by those students in attendance. If the student feels aggrieved, he/she may request remedy through the campus grievance procedure.

Incompletes:

University policy on incomplete grades is very strict. I will grant an incomplete grade only under the most extreme circumstances. Do not request an incomplete unless the following conditions apply (taken from the undergraduate catalogue):

Course work is incomplete when a student fails to submit all required assignments or is absent from the final examination; incomplete course work will normally result in a failing grade. The IN (incomplete) grade may be assigned in lieu of a grade only when all the following conditions are met: (a) the student has been making satisfactory progress in the course; (b) the student is unable to complete all course work due to unusual circumstances that are beyond personal control and are acceptable to the instructor; (c) the student presents these reasons prior to the time that the final grade roster is due. The instructor must submit an Incomplete report with the final grade roster for the IN to be recorded. This report is a contract for the student to complete the course work with that instructor or one designated by the department executive officer in the way described and by the time indicated on the report. In resolving the IN, the student may not register for the course a second time, but must follow the procedures detailed on the report. An IN must be removed by the end of the student's first semester or summer session in residence subsequent to the occurrence, or, if not in residence, no later than one calendar year after the occurrence. When the student submits the work, the instructor will grade it and change the IN to the appropriate grade. If an undergraduate fails to meet the stated conditions, the instructor will assign an E for the final grade.

Letters of Recommendation:

I am happy to provide letters of recommendation for students who have demonstrated excellence in my class. In order to write a good letter, I must know you. So, if you anticipate requesting a letter of recommendation from me, please ensure that you meet with me at least once to discuss your aspirations and plans. If I don’t know you, I cannot write a letter for you.

Legal Disclaimers

The content of this course is the intellectual property of the instructor and is covered by copyright law. The exams and handouts in this class are copyrighted. Any sale, reproduction, or re-transmission of course-related materials (including exams or exam questions) is a violation of US Copyright Law, and any parties (students or commercial enterprises) involved in such illegal activities are subject to both criminal and civil prosecution. Students are allowed to provide or lend notes to fellow students, provided they do not financially profit from doing so. The commercialization of class notes, however, is strictly prohibited; violators will be prosecuted.

Psych 394 Course Outline and Assigned Readings

|Date |Topic |Read and/or Do |

|16-June |Class introduction |Follow: @MattMotyl, @Richard_Florida, @CityLab |

| | |Sign up for: EveryBlock Chicago (go to Chicago. and sign up for 3 different zip codes in Chicago; perhaps your home zip code, school zip code, and |

| | |zip code of your favorite part of town to hang out in) |

| | |Read: |

| | |Oishi & Graham (2010). Social ecology: Lost and found in psychological science. Perspectives on Psychological Science, 5, 356-377. |

|18-June |Background |Read: |

| | |Bronfrenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 513-531. |

| | |Craik, K. H. (1973). Environmental psychology. Annual Review of Psychology, 24, 403-422. |

| | |Lewin, K. (1939). Field theory and experiment in social psychology: Concepts and methods. American Journal of Sociology, 44, 868-896. |

| | |Markus, H. & Kitayama, H. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, 224-253. |

| | |Laland, K. N., Odling-Smee, F. J., & Feldman, M. W. (1999). Evolutionary consequences of niche construction and their implications for ecology. Proceedings of |

| | |the National Academy of Sciences, 96(18), 10242-10247. |

|23-June |Research Methods |Explore: city- |

| | |Read: |

| | |Appleyard, D., & Lintell, M. (1972). The environmental quality of city streets: the residents' viewpoint. Journal of the American Institute of Planners, 38(2), |

| | |84-101. |

| | |Clarke, P., Alishare, J., Melendez, R., Bader, M., & Morenoff, J. (2010). Using Google Earth to conduct a neighborhood audit: Reliability of a virtual audit |

| | |instrument. Health & Place, 16, 1224-1229. |

| | |Rauthmann, J. F., Gallardo-Pujol, D., Guillaume, E. M., Todd, E., Nave, C. S., Sherman, R. A., & Funder, D. C. (2014). The Situational Eight DIAMONDS: A taxonomy|

| | |of major dimensions of situation characteristics. Journal of personality and social psychology, 107(4), 677-718. |

| | |Gosling, S. D., Ko, S. J., Mannarelli, T., & Morris, M. E. (2002). A room with a cue: personality judgments based on offices and bedrooms. Journal of personality|

| | |and social psychology, 82(3), 379. |

| | |Sampson, R. J., & Raudenbush, S. W. (1999). Systematic observation of public spaces: A new look at disorder in urban neighborhoods. American Journal of |

| | |Sociology, 105, 603-651. |

| | |Suminski, R. R., Petosa, R. L., & Stevens, E. (2006). A method for observing physical activity on residential sidewalks and streets. Journal of Urban Health, 83,|

| | |434-443. |

| | |Milgram, S. (1970). The experience of living in cities. Science, 167, 1461-1468. |

| | |Do: Reaction Paper 1 |

|25-June |Workplace and Classroom Ecology |Read: |

| | |Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: how stereotypical cues impact gender participation in computer science. |

| | |Journal of personality and social psychology, 97(6), 1045. |

| | |Purdie-Vaughns, V., et al. (2008). Social identity contingencies: How diversity cues signal threat or safety for African Americans in mainstream institutions. |

| | |Journal of Personality and Social Psychology, 94, 615-630. |

| | |Stephens, N. M., et al. (2012). Unseen disadvantage: How American Universities’ Focus on Independence undermines the academic performance of first-generation |

| | |college students. Journal of Personality and Social Psychology, 102, 1178-1197. |

| | |Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of minority students. Science, 331(6023), |

| | |1447-1451. |

| | |Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby peers. Computers & Education, 62, 24-31. |

| | |Heerwagen, J. H., & Orians, G. H. (1986). Adaptations to windowlessness: A study of the use of visual décor in windowed and windowless offices. Environment and |

| | |Behavior, 18, 623-639. |

| | |Do: Reaction Paper 2 |

|30-June |Ecology & Personality 1 |Read: |

| | |Rentfrow, P. J. (2010). Statewide differences in personality: toward a psychological geography of the United States. American Psychologist, 65(6), 548. |

| | |Rogers, K. H., & Wood, D. (2010). Accuracy of United States regional personality stereotypes. Journal of Research in Personality, 44, 704-713. |

| | |Jokela, M., Bleidorn, W., Lamb, M. E., Gosling, S. D., & Rentfrow, P. J. (2015). Geographically varying associations between personality and life satisfaction in|

| | |the London metropolitan area. Proceedings of the National Academy of Sciences, 112(3), 725-730. |

| | |Harrington, J. R., & Gelfand, M. J. (2014). Tightness–looseness across the 50 united states. Proceedings of the National Academy of Sciences, 111(22), 7990-7995.|

| | |DeVoe, S. E., House, J., & Zhong, C. B. (2013). Fast food and financial impatience: A socioecological approach. Journal of personality and social psychology, |

| | |105(3), 476. |

| | |Do: Reaction Paper 3 |

| | |Read: |

| | |Jokela, M. (2009). Personality predicts migration within and between US states. Journal of Research in Personality, 43(1), 79-83. |

| | |Oishi, S. (2010). The psychology of residential mobility implications for the self, social relationships, and well-being. Perspectives on Psychological Science, |

| | |5(1), 5-21. |

| | |de Vries, R., Gosling, S., & Potter, J. (2011). Income inequality and personality: Are less equal US states less agreeable?. Social Science & Medicine, 72(12), |

|2-July |Ecology & Personality 2 |1978-1985. |

| | |Park, N., & Peterson, C. (2010). Does it matter where we live?: The urban psychology of character strengths. American Psychologist, 65(6), 535. |

| | |Graham, L. T., Gosling, S. D., & Travis, C. K. (2015). The Psychology of Home Environments A Call for Research on Residential Space. Perspectives on |

| | |Psychological Science, 10(3), 346-356. |

| | |Do: Reaction Paper 4 |

| | | |

| | | |

|7-July |Ecology & Cognition |Read: |

| | |Bronzaft, A. L., & McCarthy, D. P. (1975). The effect of elevated train noise on reading ability. Environment and Behavior, 7, 517-528. |

| | |Proffitt, D. R. (2006). Embodied perception and the economy of action. Perspectives on psychological science, 1(2), 110-122. |

| | |Sampson, R. J., Sharkey, P., & Raudenbush, S. W. (2008). Durable effects of concentrated disadvantage on verbal ability among African-American children. |

| | |Proceedings of the National Academy of Sciences, 105, 845-852. |

| | |Sharkey, P., & Elwert, F. (2011). The legacy of disadvantage: Multigenerational neighborhood effects on cognitive ability. American journal of sociology, 116(6),|

| | |1934. |

| | |Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the National Academy of Sciences, 107(26), |

| | |11733-11738. |

| | |Talhelm, T., Zhang, X., Oishi, S., Shimin, C., Duan, D., Lan, X., & Kitayama, S. (2014). Large-scale psychological differences within China explained by rice |

| | |versus wheat agriculture. Science, 344, 603-608. |

| | |Uskul, A. K., Kitayama, S., & Nisbett, R. E. (2008). Ecocultural basis of cognition: Farmers and fishermen are more holistic than herders. Proceedings of the |

| | |National Academy of Sciences, 105(25), 8552-8556. |

| | |Do: Reaction Paper 5 |

|9-July |Ecology & Values |Read: |

| | |Gimpel, J. G., & Hui, I. S. (2015). Seeking politically compatible neighbors? The role of neighborhood partisan composition in residential sorting. Political |

| | |Geography, ##, 1-13. |

| | |Hassin, R. R., Ferguson, M. J., Shidlovski, D., & Gross, T. (2007). Subliminal exposure to national flags affect political thought and behavior. Proceedings of |

| | |the National Academy of Science, 104, 19757-19761. |

| | |Motyl, M., Iyer, R., Oishi, S., Trawalter, S., & Nosek, B. A. (2014). How ideological migration geographically segregates groups. Journal of Experimental Social |

| | |Psychology, 51, 1-14. |

| | |Rentfrow, P. J., Gosling, S. D., Jokela, M., Stillwell, D. J., Kosinski, M., & Potter, J. (2013). Divided We Stand: Three Psychological Regions of the United |

| | |States and Their Political, Economic, Social, and Health Correlates. Journal of Personality and Social Psychology, 105(6), 996-1012. |

| | |Schmitt, M. T., Davies, K., Hung, M., Wright, S. C. (2010). Identity moderates the effects of Christmas displays on mood, self-esteem, and inclusion. Journal of |

| | |Experimental Social Psychology, 46, 1017-1022. |

| | |Bilewicz, M., & Klebaniuk, J. (2013). Psychological consequences of religious symbols in public space: Crucifix display at a public university. Journal of |

| | |Environmental Psychology, 35, 10-17. |

| | |Sales, S. M. (1972). Economic threat as a determinant of conversion rates in authoritarian and nonauthoritarian churches. Journal of Personality and Social |

| | |Psychology, 23, 420-428. |

| | |Do: Reaction Paper 6 |

|14-July |Ecology & Social Relationships 1 |Read: |

| | |Lewis, K., Gonzalez, M., & Kaufman, J. (2012). Social selection and peer influence in an online social network. Proceedings of the National Academy of Science, |

| | |109, 68-72. |

| | |Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2014). The iPhone effect: The quality of in-person social interactions in the presence of mobile devices. |

| | |Environment and Behavior, 1-24. |

| | |Przybylski, A. K., & Weinstein, N. (2012). Can you connect with me now? How the presence of mobile communication technology influences face-to-face conversation |

| | |quality. Journal of Social and Personal Relationships, 30, 237-246. |

| | |Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6, 65-78. |

| | |Wilcox, B. L., & Holahan, C. J. (1976). Social ecology of the megadorm in university student housing. Journal of Educational Psychology, 68(4), 453. |

| | |Do: Reaction Paper 7 |

|16-July |Ecology & Social Relationships 2 |Read: |

| | |McDermott, R., Fowler, J. H., & Christakis, N. A. (2013). Breaking up is hard to do, unless everyone else is doing it too: Social network effects on divorce in a|

| | |longitudinal sample. Social Forces, 92, 491-519. |

| | |Durante, K. M., Griskevicius, V., Simpson, J. A., Cantú, S. M., & Tybur, J. M. (2012). Sex ratio and women's career choice: Does a scarcity of men lead women to |

| | |choose briefcase over baby?. Journal of personality and social psychology, 103(1), 121. |

| | |Griskevicius, V., Tybur, J. M., Ackerman, J. M., Delton, A. W., Robertson, T. E., & White, A. E. (2012). The financial consequences of too many men: sex ratio |

| | |effects on saving, borrowing, and spending. Journal of personality and social psychology, 102(1), 69. |

| | |White, A. E., Kenrick, D. T., Neel, R., & Neuberg, S. L. (2013). From the bedroom to the budget deficit: Mate competition changes men’s attitudes toward economic|

| | |redistribution. Journal of personality and social psychology, 105(6), 924. |

| | |Do: Reaction Paper 8 |

|21-July |Ecology & Attitudes |Read: |

| | |Li, Y., Johnson, E. J., & Zaval, L. (2011). Local warming daily temperature change influences belief in global warming. Psychological Science. |

| | |Risen, J. L., & Critcher, C. R. (2011). Visceral fit: While in a visceral state, associated states of the world seem more likely. Journal of personality and |

| | |social psychology, 100(5), 777. |

| | |Mooney, C. (2014, December 19). The troubling reason why whites in some states may show more hidden racial bias. Washington Post. |

| | |Rae, J. R., Newhiser, A., & Olson, K. R. (2015). Exposure to racial out-groups and implicit race bias in the United States. Social Psychological & Personality |

| | |Science, 6, 535-543. |

| | |Bramlett, B. H., Gimpel, J. G., & Lee, F. E. (2011). The political ecology of opinion in big-donor neighborhoods. Political Behavior, 33(4), 565-600. |

| | |DiFonzo, N., et al., Rumor clustering, consensus, and polarization: Dynamic social impact and self-organization of hearsay. Journal of Experimental Social |

| | |Psychology, 49, 378-399. |

| | |Sinclair, S., Lowery, B. S., Hardin, C. D., & Colangelo, A. (2005). Social tuning of automatic racial attitudes: the role of affiliative motivation. Journal of |

| | |personality and social psychology, 89(4), 583. |

| | |Do: Reaction Paper 9 |

|23-July |Ecology and Antisociality/Violence |Read: |

| | |Anderson, C. A. (2001). Heat and violence. Current directions in psychological science, 10(1), 33-38. |

| | |Cohen, D., Nisbett, R. E., Bowdle, B. F., & Schwarz, N. (1996). Insult, aggression, and the southern culture of honor: An experimental ethnography. Journal of |

| | |personality and social psychology, 70(5), 945. |

| | |Sampson, R. J. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918-924. |

| | |Vail, K. E., Arndt, J., Motyl, M., & Pyszczynski, T. (2012). The aftermath of destruction: Images of destroyed buildings increase support for war, dogmatism, and|

| | |death thought accessibility. Journal of Experimental Social Psychology, 48(5), 1069-1081. |

| | |Wilson, J. Q., & Kelling, G. L. (1982). Broken windows. Atlantic monthly, 249(3), 29-38. |

| | |Keizer, K., Lindenberg, S., & Steg, L. (2008). The spreading of disorder. Science, 322, 1681-1687. |

| | |Turner, C. W., Layton, J. F., & Stanely Simons, L. (1975). Naturalistic studies of aggressive behavior: Aggressive stimuli, victim visibility, and horn honking. |

| | |Journal of Personality and Social Psychology, 31, 1098-1107. |

| | |Hovland, C. I., & Sears, R. R. (1940). Minor studies of aggression: VI. Correlation of lynchings with economic indices. The Journal of Psychology, 9(2), 301-310.|

| | |Do: Reaction Paper 10 |

|28-July |Ecology & Prosociality |Read: |

| | |Fowler, J. H., & Christakis, N. A. (2008). Cooperative behavior cascades in human social networks. Proceedings of the National Academy of Science, 107, |

| | |5334-5338. |

| | |Mathews, K. E., & Canon, L. K. (1975). Environmental noise level as a determinant of helping behavior. Journal of Personality and Social Psychology, 32, 571-577.|

| | |O’Brien, D. T., Gallup, A. C., & Wilson, D. S. (2012). Residential mobility and prosocial development within a single city. American journal of community |

| | |psychology, 50(1-2), 26-36. |

| | |Macy, M. W., & Sato, Y. (2002). Trust, cooperation, and market formation in the US and Japan. Proceedings of the National Academy of Sciences, 99, 7214-7220. |

| | |Shariff, A. F., & Norenzayan, A. (2007). God is watching you priming God concepts increases prosocial behavior in an anonymous economic game. Psychological |

| | |science, 18(9), 803-809. |

| | |Levine, R. V., Norenzayan, A., & Philbrick, K. (2001). Cross-cultural differences in helping strangers. Journal of Cross-Cultural Psychology, 32(5), 543-560. |

| | |Do: Reaction Paper 11 |

|30-July |Ecology & Physical Health |Read: |

| | |Farley, T. A. et al. (2007). Safe play spaces to promote physical activity in inner-city children: Results from a pilot study of environmental intervention. |

| | |American Journal of Public Health, 97, 1625-1631. |

| | |Christakis, N. A., & Fowler, J. H. (2008). The collective dynamics of smoking in a large social network. The New England Journal of Medicine, 358, 2249-2258. |

| | |Christakis, N. A., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. The New England Journal of Medicine, 357, 370-379. |

| | |Ulrich, R. S. (1984). View through a window may influence recovery from surgery. Science, 224, 420-421. |

| | |Stokols, D. (1992). Establishing and maintaining healthy environments: toward a social ecology of health promotion. American Psychologist, 47(1), 6. |

| | |Oishi, S., & Schimmack, U. (2010). Residential mobility, well-being, and mortality. Journal of personality and social psychology, 98(6), 980. |

| | |Tyrväinen, L., Ojala, A., Korpela, K., Lanki, T., Tsunetsugu, Y., & Kagawa, T. (2014). The influence of urban green environments on stress relief measures: A |

| | |field experiment. Journal of Environmental Psychology, 38, 1-9. |

| | |Pesta, B. J., Bertsch, S., McDaniel, M. A., Mahoney, C. B., & Poznanski, P. J. (2012). Differential epidemiology: IQ, neuroticism, and chronic disease by the 50 |

| | |US states. Intelligence, 40(2), 107-114. |

| | |Do: Reaction Paper 12 |

|4-Aug |Ecology & Happiness |Read: |

| | |Diener, E., & Lucas, R. E. (2003). Explaining differences in societal levels of happiness: Relative standards, need fulfillment, culture, and evaluation theory. |

| | |Journal of Happiness Studies, 1, 41-78. |

| | |Fowler, J. H., & Christakis, N. A. (2008). Dynamic spread of happiness in a large social network: Longitudinal analysis over 20 years in the Framingham Heart |

| | |Study. BMJ. |

| | |Florida, R. Mellander, C., & Rentfrow, P. J. (2013). The happiness of cities. Regional Studies, 47, 613-627. |

| | |Hatzenbuehler, M. L., McLaughlin, K. A., Keyes, K. M., & Hasin, D. S. (2010). The impact of institutional discrimination on psychiatric disorders in lesbian, |

| | |gay, and bisexual populations: A prospective study. American Journal of Public Health, 100(3), 452-459. |

| | |House, J., DeVoe, S. E., & Zhong, C. B. (2013). Too Impatient to Smell the Roses Exposure to Fast Food Impedes Happiness. Social Psychological and Personality |

| | |Science. |

| | |Twenge, J. M. (2000). The Age of Anxiety? Birth Cohort Change in Anxiety and Neuroticism, 1952-1993. Journal of Personality and Social Psychology, 79(6), |

| | |1007-1021. |

| | |Bearman, P. S., & Moody, J. (2004). Suicide and friendships among American adolescents. American Journal of Public Health, 94, 89-96. |

| | |Fischer, R., & Van de Vliert, E. (2011). Does climate undermine subjective well-being? A 58-nation study. Personality and Social Psychology Bulletin, 37(8), |

| | |1031-1041. |

|6-Aug |Conclusion / Wrap-up |Read: Oishi, S. (2014). Socioecological psychology. Annual Review of Psychology, 65, 581-609. |

| | |Due: Term paper and presentation |

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