CLASS OUTLINE PSY 401 Fall, 2006



Psy 401 Junior Seminar Fall, 2006

Dell Rhodes Psy 130, 517-7400 dell.rhodes@reed.edu

Office hours: Usually Tues and Wed 4-5:30. (Depends on TBA lab time for this class.) I post office hour sign-up sheets for the following week each Thurs. I am usually not on campus on Monday until late afternoon and all day Friday – but can be reached by e-mail.

Overview of the Course:

This course explores important theories and empirical paradigms across different areas of psychology, focused on a topic of current high interest in the field. The topical focus for this semester will be “Affects and Emotions.”

Research on affects, including moods, emotions, and temperament, appear in journals as diverse as Nature Neuroscience, Cognition & Emotion, Journal of Experimental Psychology, Developmental Psychology, Journal of Personality & Social Psychology, Journal of Abnormal Psychology, and Psychological Science. This research employs techniques across all “levels of analysis” in psychology, e.g., electrophysiological recordings, neuroimaging in humans, studies of patients with brain damage or clinical diagnoses, the measurement of reaction times and of performance accuracy, preferential looking and habituation paradigms in infants, observation of adults and/or children in group situations, analyses of open-ended and structured self-reports and of personality inventories. In addition, there are serious disagreements across investigators about how to conceptualize what “emotions” are (and, thus, how to study them). As a consequence, the subject matter of this course will provide ample opportunities to compare and contrast methodological and conceptual approaches within psychology, emphasizing both analysis and synthesis.

Given the breadth of materials covered in this course, I will know more about some content areas than others. In a few class sessions we will have the able assistance of a faculty colleague. In others, I anticipate that the knowledge you bring to this class from your previous upper division coursework will help to guide our explorations.

Specific Goals of the Course

1. To encourage an appreciation of the methodological and conceptual diversity that exists within the field of psychology. To demonstrate the advantages of a global perspective that incorporates this diversity into one’s understanding of a topic. And to provide some contact with allied disciplines such as philosophy, anthropology, biology, and the arts.

2. To provide opportunities to acquire or exercise skills that may be helpful in the senior thesis project. These will include library research skills, paper writing and formatting, experience in the assessment of experimental design and the interpretation of statistical analyses, the ability to propose new research, and a more detailed understanding of particular research methods. In addition, there may be instruction in elementary computer programming skills.

3. To facilitate engagement with the materials of the course via short writing assignments, class presentations, a research paper, and class discussion.

4. And, of course, to convince you of the value of an understanding of affective processes, both in the academic study of psychology and in your personal lives.

Class preparation

There will be a hand-out for most classes, usually distributed on the previous Thursday. In some cases, the hand-out will provide background information; in all cases, the hand-out will help you to allocate your class preparation time and update assignments as necessary. Extra copies of the hand-out will be available in the box outside my office door, in the Psy 401 folder on the Courses Server (as Word documents), and (soon) from a link on my faculty web page (as .pdf documents).

Except where otherwise indicated, conference readings should be prepared according to the “Conference Preparation Guidelines” distributed during the first week of class. I expect you to have a copy of the articles to be discussed with you in class, as we will often refer to specific passages, Tables, or Figures.

Evaluated assignments

Conference preparation (30% total)

One worksheet-based article analysis (due Sept 5). This exercise will be largely diagnostic.

Two written conference preparations (10% each). You’ll sign up for these in advance, and serve as a conference facilitator for the sessions in which these papers are discussed.

Conference preparation & participation throughout the semester (10%).

One topical essay (due Sept 12, 15%)

Methods preparations and (possible) laboratory exercises (30% total)

Two methods preparations and in-class presentations (10% each)

Computer software use/programming project (5%)

Career description (5%)

NB: One or both of the latter two projects may be replaced by a diary-based project.

Research proposal (25%)

A longer (12-15 page) paper on a specific emotion domain. The first stage of this project will be a paper proposal due Oct 12. There will be a (mandatory) first draft (due Nov 16) and a feedback-based revision of the paper (due at noon, Dec 13).

Peer review comments on first draft of the paper of two of your colleagues (due Nov 28).

Readings

There will be no textbook for this course. Except where otherwise indicated, class readings will be available electronically. The syllabus (at present only the first half) is linked to the readings via the E-Reserves link on the library web page (instructions for use and password distributed separately.) There are some required readings from The Nature of Emotions: Fundamental Questions (1994, Ekman & Davidson, Eds). There are three copies of this book on library reserve.

Books on library reserve (designated LR in syllabus and suggested readings):

Cornelius, R.R. The Science of Emotion. Prentice Hall, 1996.

Davidson, R.J., Scherer, K. & Goldsmith, H. Handbook of Affective Sciences, Oxford University Press, 2002.

Ekman, P. & Davidson, R.J. The Nature of Emotion: Fundamental Questions, Oxford University Press, 1994 (3 copies).

Lewis, M. & Haviland, J.M. (Eds). Handbook of Emotions, Guilford Press, 1993.

Lewis, M. & Haviland-Jones, J.M. (Eds)., Handbook of Emotions, 2nd ed, Guilford Press, 2000.

Panksepp, J. Affective Neuroscience, Oxford University Press, 1998.

Ray, W.J. Methods toward a Science of Behavior and Experience, 1996.

Journals of primary interest:

Cognition & Emotion

Cognitive, Affective & Behavioral Neuroscience

Developmental Psychology

Emotion

Journal of Abnormal Psychology

Journal of Personality & Social Psychology

Personality & Social Psychology Bulletin

Psychological Review

Psychological Science

SUMMARY OF DUE DATES

Psy 401 Junior Seminar Fall, 2006

Tues, Sept 5 Worksheet-based analysis of Schachter & Singer

Thurs, Sept 7 Copies of a one paragraph summary of selected theoretical paper

Tues, Sept 12 Essay on basic emotions

Thurs, Oct 12 Proposal for Research Paper

Thurs, Nov 16 First draft of Research Paper

Tues, Nov 28 Peer reviews of Research papers

Wed, Dec 13 (noon) Revised Research Paper

Variable: Two written conference preparations

Two methods preparations

Short lab exercises

CLASS TOPICS AND READING ASSIGNMENTS PSY 401 Fall, 2006

*Primary reading(s) for conference discussion.

**Primary reading(s) and candidate(s) for written conference preparation

LR: book available on library reserve

NOTES: Reading assignments subject to change (usually a decrease in number of assigned papers or a “dividing up” of reading responsibilities among class members). PLEASE monitor class hand-outs.

“Methods focus” refers to the methodological topic(s) that will receive particular attention during the indicated week. Assuming we find a time for a lab meeting, this will be the topic of that meeting. If we do not find a time for a lab meeting, the methods focus will be worked into normal class meetings.

Tues, Aug 29 Exploration of pre-existing conceptions

Thurs, Aug 31 Affects, moods, emotions, sentiments, and temperament – generating a consensual terminology

Assigned Reading:

Frijda, N.H. (1994). Varieties of affect: emotions and episodes, moods, and sentiments. In Ekman, P. & Davidson, R.J. (Eds). The Nature of Emotions: Fundamental Questions, NJ: Lawrence Erlbaum, pp. 59-67. (LR)

Watson, D. & Clark, L.A. (1994). Emotions, moods, traits, and temperament, In Ekman, P. & Davidson, R.J. (Eds). The Nature of Emotions: Fundamental Questions, NJ: Lawrence Erlbaum, pp.89-93 AND The vicissitudes of mood, pp. 400-405. (LR)

Russell, J.A. (2003). Core affect and the psychological construction of emotion, Psychological Review, 110(1), 145-172. (Note: this reading also central to next two classes, Sept 5 & 7).

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Tues, Sept 5 Components and dimensions of affects

Assigned Reading (due: worksheet-based analysis):

*Schachter, S. & Singer, J.S. (1962). Cognitive, social, and physiological determinants of emotional state, Psychological Review, 69, 379-399.

For this class and the next one, plus for the position paper due Sept 12, you should read at least one of the following. (You’ll be asked to sign up for one):

Ellsworth, P. & Scherer, K. (2002). Appraisal processes in emotion, In Davidson, R.J., Scherer, K. & Goldsmith, H. (2002). Handbook of Affective Sciences, Oxford University Press, pp. 572-595. (LR).

Feldman Barrett, L. (2006). Solving the emotion paradox: Categorization and the experience of emotion, Personality & Social Psychology Review, 10(1), 20-46.

Panksepp, J. (2000). Emotions as natural kinds in the brain. In Lewis, M. & Haviland-Jones, J.M. (Eds). Handbook of Emotions, 2nd ed., NY: Guilford Press, pp. 137-156. (LR)

Methods focus: statistics & experimental design

Thurs, Sept 7 “Basic” emotions

Debate: are there basic emotions?

Assigned reading:

Averill, J.R. (1994). In the eyes of the beholder. In Ekman, P. & Davidson, R.J. (Eds). The Nature of Emotions: Fundamental Questions, NJ: Lawrence Erlbaum, pp. 7-14. (LR)

*Shaver, P. et al. (1987). Emotion knowledge: Further exploration of a prototype approach, Journal of Personality & Social Psychology, 52, 1061-1086.

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Tues, Sept 12 Self-report and subjective awareness

Due: essay on basic emotions

Assigned reading:

Schwarz, N. (1999). Self-reports: how the questions shape the answers, American Psychologist, 54, 93-105.

Robinson, M.D. & Clore, G.L. (2002). Belief and feeling: evidence for an accessibility model of emotional self-report. Psychological Bulletin, 128(6), 934-960.

*Fredrickson, B.L. & Kahneman, D. (1993). Duration neglect in retrospective evaluations of affective episodes. Journal of Personality & Social Psychology, 65, 45-55.

Methods focus: induction procedures and demand characteristics, emotion scales (including PANAS, LEAS), FACS, facial EMGs

Thurs, Sept 14 Facial expressions: read-outs or social signals?

Assigned reading:

Russell, J.A., Bachorowski, J.-A., & Fernandez-Dols, J.-M. (2003). Facial and vocal expressions of emotion, Annual Review of Psychology, 54, 329-349.

*Carroll, J.M. & Russell, J.A. (1997). Facial expressions in Hollywood’s portrayal of emotion, Journal of Personality & Social Psychology, 72(1), 164-176.

**Marsh, A.A., Ambady, N. & Kleck, R.E. (2005). The effects of fear and anger facial expressions on approach- and avoidance-related behaviors, Emotion, 5(1), 119-124.

*Dimberg, U., Thunberg, M. & Elmehed, K. (2000). Unconscious facial reactions to emotional facial expressions, Psychological Science, 11, 86-89.

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Tues, Sept 19 Physiological studies I: the autonomic nervous system and somatic reflexes

Assigned Reading:

Levenson, R.W. (1994). The search for autonomic specificity. In Ekman, P. & Davidson, R.J. (Eds). The Nature of Emotions: Fundamental Questions, New Jersey: Lawrence Erlbaum, pp. 252-257. (LR)

Lang, P.J. (1995). The emotion probe: studies of motivation and attention, American Psychologist, 50, 372-385.

*Ax, A.F. (1953). The physiological differentiation between fear and anger in humans, Psychosomatic Medicine, 15(5), 433-442.

**Levenson, R.W., Ekman, P. & Friesen, W.V. (1990). Voluntary facial action generates emotion-specific autonomic nervous system activity, Psychophysiology, 27(4), 363-384.

Methods focus: physiological methods (autonomic nervous system measures, neuroimaging, electrical recordings)

Thurs, Sept 21 Physiological studies II: recording brain activity

Assigned Reading:

Feldman Barrett, L. & Wager, T.D. (2006). The structure of emotion: evidence from neuroimaging studies, Current Directions in Psychological Science, 15(2), 79-83.

Whalen, P.J. (1998). Fear, vigilance, and ambiguity: Initial neuroimaging studies of the human amygdala, Current Directions in Psychological Science, 7, 177-188.

**Hamann. S.B. et al. (2002). Activation of the human amygdala in positive and negative emotion, Psychological Science, 13, 135-141.

**Davidson, R.J. et al. (1990). Approach/withdrawal and cerebral asymmetry: Emotional expression and brain physiology, Journal of Personality & Social Psychology, 58, 330-341.

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Tues, Sept 26 Physiological studies III: Seeking the modules

Assigned reading:

Calder, A.J., Lawrence, A.D. & Young, A.W. (2001). Neuropsychology of fear and loathing, Nature Reviews Neuroscience, 2(5), 352-363.

**Bechara, A. et al. (1999). Different contributions of the human amygdala and ventromedial prefrontal cortex to decision-makiing. Journal of Neuroscience, 19(13), 5473-5481.

Methods focus: Introduction to SuperLab

Thurs, Sept 28 The somatovisceral self: William James, facial feedback, and visceral perception

Assigned Reading:

Ellsworth, P.C. (1994). William James and emotion: is a century of fame worth a century of misunderstanding? Psychological Review, 101(2), 222-229.

**Strack, F., Stepper, S. & Martin, L.L. (1988). Inhibiting and facilitating conditions of the human smile: a nonobtrusive test of the facial feedback hypothesis, Journal of Personality & Social Psychology, 54, 768-777.

**Katkin, E.S., Wiens, S. & Ohman, A. (2001). Nonconscious fear conditioning, visceral perception and the development of gut feelings, Psychological Science, 12(5), 366-370.

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Tues, Oct 3 Individual differences: personality, temperament, and emotional intelligence

Assigned reading:

Hamann, S. & Canli, T. (2004). Individual differences in emotion processing, Current Opinion in Neurobiology, 14, 233-238.

Salovey, P. & Grewal, D. (2005). The science of emotional intelligence, Current Directions in Psychological Research, 14(6), 281-285.

*Diener, E., Smith, H. & Fujita, F. (1995). The personality structure of affect, Journal of Personality & Social Psychology, 69(1), 130-141.

**Gross, J.J. et al. (1998). Relations between affect and personality: Support for the affect-level and affective-reactivity views, Personality & Social Psychology Bulletin, 24, 279-288.

Methods focus: data analysis (Excel)

Due: SuperLab program

Thurs, Oct 5 The cognitive self: modes of processing and appraisal dimensions

Assigned reading:

Frederickson, B.L. (2003). The value of positive emotions, American Scientist, 91, 330-335.

Introductory pages from Wegener, D.T. (1995), Scherer (1997), Forgas & Locke (2005). Distributed.

*Mauro, R., Sato, K. & Tucker, J. (1992). The role of appraisal in human emotions: a cross-cultural study, Journal of Personality & Social Psychology, 62(2), 301-317.

**Lerner, J.S. et al. (2003). Effects of fear and anger on perceived risks of terrorism: A national field experiment, Psychological Science, 14, 144-150.

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week-end of Oct 7/8 Affects and stereotyping meet with Kathy’ Oleson’s class, White Salmon

Assigned reading:

**DeSteno, D. et al. (2004). Prejudice from thin air: The effect of emotion on automatic intergroup attitude, Psychological Science, 15(5), 319-324.

Half read each, to present to class:

*Bodenhausen, G.V., Sheppard, L.A. & Kramer, G.P. (1994). Negative affect and social judgment: the differential impact of anger and sadness, European Journal of Social Psychology, 24(1), 45-62.

*Keltner, D., Ellsworth, P & Edwards, K. (1993). Beyond simple pessimism: Effects of sadness and anger on social perception, Journal of Personality and Social Psychology, 64, 740-752.

Tues, Oct 10 Animal affects

Assigned reading:

Bekoff, M. (2000). Animal emotions: Exploring passionate natures, BioScience, 50, 861-870.

Dawkiins, M.S. (2000). Animal minds and animal emotions, American Zoologist, 40, 883-888.

Methods focus: writing (in-class analysis of samples)

Thurs, Oct 12 NO CLASS Paper proposal due

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FALL BREAK

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Tues, Oct 24 The unaware self: diffuse affect and nonconscious attributions

Assigned reading:

Clore, G.L. (1994). Why emotions are never unconscious. In Ekman, P. & Davidson, R.J. (Eds). The Nature of Emotions: Fundamental Questions, NJ: Lawrence Erlbaum, pp. 285-290. (LR)

Winkielman, P. & Berridge, K.C. (2004). Unconscious emotion, Current Directions in Psychological Science, 13(3), 120-123.

**Monahan, J.L., Murphy, S.T. & Zajonc, R.B. (2000). Subliminal mere exposure: specific, general, and diffuse effects, Psychological Science, 11(6), 462-466.

*Stapel, D.A., Koomen, W. & Ruys, K.I. (2002). The effects of diffuse and distinct affect, Journal of Personality & Social Psychology, 83(1), 60-74.

Methods focus priming, cognitive paradigms

Thurs, Oct 26: Affects and memory (Dan Reisberg will join us)

Assigned reading:

Levine, L.J. & Safer, M.A. (2002). Sources of bias in memory for emotions, Current Directions in Psychological Science, 11(5), 169-173.

**Kensinger, E.A. & Corkin, S. (2004). Two routes to emotional memory: distinct neural processes for arousal and valence, Proceedings of the National Academy of Sciences, 101, 3310-3315.

*Storbeck, J. & Clore, G.L. (2005). With sadness comes accuracy, with happiness, false memory, Psychological Science, 16(10), 785-791.

**Safer, M.A., Levine, L.J. & Drapalski, A.L. (2002). Distortion in memory for emotions: the contributions of personality and post-event knowledge, Personality & Social Psychology Bulletin, 28(11), 1495-1507.

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Tues Oct 31 The social self: Social roles, culture

Assigned reading:

Lutz, C. & White, G.M. (1986). The anthropology of emotions. Annual Review of Anthropology, 15,405-436.

**Cohen, D. et al. (1996). Insult, aggression, and the Southern culture of honor: An experimental “ethnography,” Journal of Personality & Social Psychology, 70, 945-960.

Half read each, to present to class:

*Tiedens, L.Z,, Ellsworth, P.C. & Mesquita, B. (2000). Sentimental stereotypes: emotional expectations for high- and low-status group members, Personality & Social Psychology Bulletin, 26(5), 560-575.

*Kring, A.M. & Gordon, A.H. (1998). Sex differences in emotion: expression, experience, and physiology, Journal of Personality & Social Psychology, 74(3), 686-703.

Methods focus: field and lab, testing infants/children, ecological validity, ethics

Tues, Oct 31 Self and others: Affective development (Jennifer Corpus will join us)

Assigned reading:

Tronick, E.Z. (1989). Emotions and emotional communication in infants, American Psychologist, 44(2), 112-119.

**Barna, J. & Legerstee, M. (2005). Nine- and twelve-month-old infants relate emotions to people’s actions, Cognition & Emotion, 19(1), 53-67.

*Dunn, J. & Hughes, C. (1998). Young children’s understanding of emotions within close relationships, Cognition & Emotion, 12(2), 171-190.

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Tues, Nov 7 Self and others: contagion, empathy and sympathy

Assigned reading:

Goldman, A.I. & Sripada, C.S. (2005). Simulationist models of face-based emotion recognition, Cognition, 94, 193-213.

Half the class read each:

**Marangoni, C. et al. (1995). Empathic accuracy in a clinically relevant setting. Journal of Personality & Social Psychology, 68(5), 854-869.

*Levenson, R.W. & Reuf, A.M. (1992). Empathy: A physiological substrate, Journal of Personality & Social Psychology, 63, 234-246.

Focus: careers in psychology Due: description of a career

Thurs, Nov 9 Self-regulation

Assigned reading:

Gross, J.J. (2001). Emotion regulation in adulthood: timing is everything, Current Directions in Psychological Science, 10(6), 214-219.

Moses, E.B. & Barlow, D.H. (2006). A new unified treatment approach for emotional disorders based on emotion science, Current Directions in Psychological Science, 15(3), 146-150.

**Bonanno, G.A. et al. (2004). The importance of being flexible: the ability to both enhance and suppress emotional expression predicts long-term adjustment, Psychological Science, 15(7), 482-487.

*Kross, E. et al. (2005). When asking “why” does not hurt: distinguishing rumination from reflective processing of negative emotions. Psychological Science, 16(9), 709-715.

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Tues, Nov 14 Fear & anxiety (Ken Abrams will join us)

Assigned reading:

Rosen, J.B. & Schulkin, J. (1998). From normal fear to pathological anxiety, Psychological Review, 105(2), 325-350.

**Kahsdan,T.B. & Steger, M.F. (2001). Expanding the topography of social anxiety: An experience-sampling assessment of positive emotions, positive events, and emotion suppression, Psychological Science, 17(2), 120-128.

*Zvolensky et al. (2005). Acute nicotine withdrawal symptoms and anxious responding to bodily sensations: a test of incremental predictive validity among young adult smokers, Behaviour Research & Therapy, 43, 1683-1700.

Methods focus: Diary methods

Thurs, Nov 16 NO CLASS: First draft of paper due

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Tues, Nov 21 Sadness, grief, depression

Assigned reading:

Davidson, R. J. et al. (2002). Depression: Perspectives from affective neuroscience, Annual Review of Psychology, 53, 545-574.

**Rottenberg, J. et al. (2002). Sadness and amusement reactivity differentially predict concurrent and prospective functioning in major depressive disorder, Emotion, 2(2), 135-146.

*Bonanno, G.A. & Keltner, D. (1997). Facial expressions of emotion and the course of conjugal bereavement, Journal of Abnormal Psychology, 106(1), 126-137.

Thurs, Nov 23 Thanksgiving

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Tues, Nov 28 Love & jealousy

Peer reviews due

Assigned reading:

Fisher, H. (2000). Lust, attraction, attachment: biology and evolution of three primary emotion systems for mating, reproduction, and parenting, Journal of Sex Education & Therapy, 25(1), 96-102.

Harris, C.R. (2004) . The evolution of jealousy, American Scientist, 92(1), 62-71.

*Aron, A. & Westbay, L. (1996) Dimensions of the prototype of love, Journal of Personality & Social Psychology, 70(3), 535-551.

**Harris, C.R. (2000).. Psychophysiological responses to imagined infidelity: the specific innate modular view of jealousy reconsidered, Journal of Personality & Social Psychology, 78(6), 1082-1091.

Thurs, Nov 30 The moral emotions

Assigned reading:

Greene, J. & Haidt, J. (2002). How (and where) does moral judgment work? Trends in Cognitive Sciences, 6(12), 517-523.

*Rozin, P et al. (1999). The CAD hypothesis: A mapping between three moral emotions (contempt, anger, disgust) and three moral codes (community, autonomy, divinity). Journal of Personality & Social Psychology, 76(4), 574-586.

**Rozin, P. et al. (1997). Moralization and becoming a vegetarian: the transformation of preferences into values and the recruitment of disgust, Psychological Science, 8(2), 67-73.

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Tues, Dec 5 TBA

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Wed, Dec 13 at noon: Revised research paper due

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