PSY 155 EMOTION. by response to readings, weekly discussions, exams, and writing assignments (PLO 1, 2, 3)

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1 PSY 155 EMOTION Professor Eric Walle Office: SSM 304B Office hours: Teaching Assistant: Office: Office Hours: Course Description: This is an upper level undergraduate course surveying emotion. Topics include: emotion theory, emotional development, emotion regulation, cross-cultural emotion research, and current topics in the field of emotion. This course addresses the Psychology Program Learning Outcomes of Core Knowledge, Statistics and Methods, and Writing. Course Goals: 1. Acquire in-depth knowledge of the major concepts, theoretical perspectives, and empirical findings in the field of emotion. 2. Demonstrate familiarity with the methods and tools used in the study of human emotion. 3. Develop the ability to critique and meaningfully communicate about emotion and psychology research. Course Learning Outcomes: 1. Students will demonstrate knowledge of major concepts, theories, and findings in emotion psychology, measured by written responses to readings, weekly discussion, essay exams, and final paper (PLO 1, 2, 4). 2. Students will display an understanding of the functioning of emotion in everyday life, measured by response to readings, weekly discussions, exams, and writing assignments (PLO 2, 4). 3. Students will be able to apply and analyze the methods used in psychological research, measured by response to readings, weekly discussions, exams, and writing assignments (PLO 1, 2, 3) 4. Students will provide cogent critiques of theoretical and empirical work in the field of emotion, measured by response to readings, weekly discussions, exams, and writing assignments (PLO 1, 2, 3, 4). Program Learning Outcomes: 1. Show knowledge of the key substantive content of the field of psychology, including memory and thinking, sensory psychology and physiology, developmental psychology, clinical and abnormal psychology, and social psychology 2. Demonstrate understanding of the basic principles of and correctly interpret applications of the designs and methods that psychologists use to gather data 3. Understand and correctly interpret the statistical analyses that psychologists use to analyze data 4. Understand and apply the writing style used in psychological literature (APA style) Readings: There is no required textbook for this course. Readings will consist of major empirical and theoretical papers in developmental psychology. Articles will be distributed online via CatCourses. Format and procedures: Class meetings will feature a blend of instructor-guided lecture and student-led discussion. Specific formatting for each class will depend on the topic being covered. Attendance and participation are essential for student learning. Students are expected to attend all classes, read all designated articles prior to class meetings, and to actively participate in discussion.

2 Course Requirements: 1) Participation in class discussion (15%): Students are expected to participate regularly in class discussion of the readings. It is assumed that students will read all assigned readings carefully and come to class prepared to discuss them. Assignment of points for participating in class discussions will be at the discretion of the instructor. 2) Weekly Reading Reflections (15%): Students will submit reflections and questions relating to the readings each Tuesday by 11:59pm to the Assignments section on CatCourses. Responses should clearly indicate that the student has read all assigned article and include critical questions relating to the material and/or lecture. 3) Research Paper (30%): Students will be asked to write a research paper on a topic of their choosing relevant to the field of emotion. I am happy to discuss possible topics and selection of authors and articles. The paper writing process will progress in three stages. First, students will submit a research paper proposal in which the topic of the paper is described and outlined (5% of grade). Second, students will submit a list of research articles that focus on the topic of interest (5% of grade). Third, students will submit a final research paper (20% of grade), no longer than 4 double-spaced pages and APA formatted. The list of references does not count toward the page limit. Additional instructions regarding the research paper assignment will be provided in class. 4) Exams (40%): There will 2 non-cumulative exams. Each exam will consist of short answer questions and 1 long response essay. The exams will cover all assigned material, including lectures, articles, and in-class videos. Questions will test basic factual knowledge, ability to apply concepts to novel situations, and interpretation of research findings. Grading Policy: Grades will be assigned based on the following scale: A+ : % A : % A- : % B+ : % B : % B- : % C+ : % C : % C- : % D+ : % D : % D- : % F: less than 60% Policy on Academic Integrity: The UC Merced code of academic conduct can be found at Any form of plagiarism or cheating is a serious offense. Plagiarism involves claiming someone else s ideas as your own. If you use any outside sources (e.g., articles, books, websites) when writing an assignment, you must be sure to include a reference to that source. Words that are directly copied from another source must be in quotation marks. Cheating on any assignment or exam will lead to a 0, and may lead to failure of the course and/or disciplinary action on the part of the University. Accommodations for students with disabilities: UC Merced provides accommodations for individuals with disabilities. Students requiring accommodations should contact the UC Merced Disability Services Center located in Room 107 of the Kolligian Library ( ). If you will require accommodations, please notify me as soon as possible. Classroom conduct: Students are expected to show a high degree of respect towards instructors, as well as towards fellow classmates. There may be times when there are differences in opinions and perspectives

3 between members of the class. Although diverse opinions are encouraged, expression of those ideas should always be done in a respectful fashion. In addition, behaviors that are disruptive to class, including, but not limited to, loud side conversations, interrupting, checking , and using aggressive language, will be subject to disciplinary action. Course Schedule (note that this schedule can be revised at any time): Week Topic and readings 1/18 Introduction & Organization 1/25 Foundations of Emotion Research 2/1 Emotion Theory Darwin, C. (1872). The Expression of Emotions in Man and Animals. New York: Philosophical Library. Pages James, W. (1884). What is an emotion? Mind, 9, Dewey, J. (1895). The theory of emotion. Psychological Review, 2, Barrett, K. C., & Campos, J. J. (1987). Perspectives on emotional development II: A functionalist approach to emotions. In J. D. Osofsky (Ed.), Handbook of Infant Development (2 nd ed.) (pp ). New York: Wiley-Interscience. Lazarus, R. C. (1991). Emotion and Adaptation (pp ). New York: Oxford University Press. Ekman, P. (1992). An argument for basic emotions. Cognition and Emotion, 6, Optional: Roseman, I. J. (1984). Cognitive determinants of emotion: A structural theory. Review of Personality & Social Psychology, 5, /8 Emotion Theory Cognition & Appraisal Lazarus, R. S. (1991). Cognition and motivation in emotion. American Psychologist, 46, Smith, C. A., & Ellsworth, P. C. (1985). Patterns of cognitive appraisal in emotion. Journal of Personality and Social Psychology, 48, Parkinson, B. (2001). Putting Appraisal in Context. In K. R. Scherer, A. Schorr, & Johnstone, T. (Eds.), Appraisal processes in emotion: Theory, methods, research (pp ). New York, NY: Oxford University Press. 2/15 Emotion Communication & Responding Ekman, P. (1998). Universality of emotional expression? A personal history of the dispute. In C. Darwin. The Expression of the Emotions in Man and Animals (3 rd ed.) (p ). New York: Oxford University Press. Ekman, P., & Friesen, W. V. (1971). Constants across cultures in the face of emotion. Journal of Personality and Social Psychology, 17, Scherer, K. R. (1986). Vocal affect expression: A review and a model for future research. Psychological Bulletin, 99, Hertenstein, M. J., Keltner, D., App, B., Bulleit, B. A., & Jaskolka, A. R. (2006). Touch communicates distinct emotions. Emotion, 6, /22 Emotional Development Part I Cosmides, L., & Tooby, J. (2000). Evolutionary psychology and the emotions. In M. Lewis & J. M. Haviland-Jones (Eds.), Handbook of Emotions (2 nd ed.) (pp ). New York: Guilford Press. Oatley, K. (1993). Social construction in emotion. In M. Lewis & J. M. Haviland, (Eds.), Handbook of

4 Emotions (pp ). New York: Guilford. Saarni, C. (2008). The Interface of Emotional Development with Social Context. In M. Lewis, J. M. Haviland, & L. F. Barrett (Eds.), Handbook of Emotions (pp ). New York: Guliford Press. Optional: Pollak, S. D., Messner, M., Kistler, D. J., Cohn, J. F. (2009). Development of perceptual expertise in emotion recognition. Cognition, 110, /29 Emotional Development Part II Klinnert, M., Campos, J., Sorce, J., Emde, R., & Svejda, M. (1983). Emotions as Behavior Regulators: Social Referencing in Infancy. In R. Plutchik & H. Kellerman (Eds.), Emotions: Theory, research, and experience. Vol. 2. Emotions in early development (pp ). New York: Academic. Thompson, R. A. (1991). Causal attributions and children s emotional understanding. In C. Saarni & P. L. Harris (Eds.), Children s understanding of emotion (pp ). New York, NY: Cambridge University Press. 3/7 Review Session (Tuesday, March 8 th ) Exam 1 (Thursday, March 10 th ) 3/14 Emotion Regulation Gross, J. (1998). The emerging field of emotion regulation: An integrative review. Review of General Psychology, 2, Campos, J. J., Frankel, C. B., & Camras, L. (2004). On the nature of emotion regulation. Child Development, 75, Campos, J. J., Walle, E. A., Dahl, A., & Main, A. (2011). Reconceptualizing emotion regulation. Emotion Review, 3, Gross, J. J., Sheppes, G., & Urry, H. L. (2011). Emotion generation and emotion regulation: A distinction we should make (carefully). Cognition and Emotion, 25, /21 SPRING BREAK [NO CLASS] 3/28 Emotion in Interpersonal Contexts Walle, E. A., & Campos, J. J. (2012). Interpersonal responding to discrete emotions: A functionalist approach to the development of affect specificity. Emotion Review, 4, Keltner, D., & Haidt, J. (1999). Social functions of emotions at four levels of analysis. Cognition and Emotion, 13, Keltner, D., & Kring, A. M. (1998). Emotion, social function, and psychopathology. Review of General Psychology, 2, Optional: Levenson, R. W., & Gottman, J. M. (1983). Marital interaction: Physiological linkage and affective exchange. Journal of Personality and Social Psychology, 45, *** Research Paper Proposal DUE (Tuesday, March 28 th )*** 4/4 Self -conscious Emotions Lagattuta, K. H., & Thompson, R. A. (2007). The development of self-conscious emotions: Cognitive processes and social influences. In J. L. Tracy, R. W. Robins, and J. P. Tangney (Eds.), The Selfconscious Emotions: Theory and Research (pp ). New York: Guilford Press. Lewis, M. (2008). Self-conscious emotions. In M. Lewis, J. M. Haviland-Jones, and L. F. Barrett (Eds.), Handbook of Emotions (pp ). New York: Guilford Press. Keltner, D., Young, R. C., & Buswell, B. N. (1997). Appeasement in human emotion, social practice, and

5 personality. Aggressive Behavior, 23, Optional: Beer, J. S., Heerey, E. A., Keltner, D., Scabini, D., & Knight, R. T. (2003). The regulatory function of self-conscious emotion: Insights from patients with orbitofrontal damage. Journal of Personality and Social Psychology, 85, /11 Culture and Emotion Markus, H. R., & Kitayama, S. (1991). Culture and the self: Implications for cognition, emotion, and motivation. Psychological Review, 98, Masuda, T., Ellsworth, P. C., Mesquita, B., Leu, J., Tanida, S., & Van de Veerdonk, E. (2008). Placing the face in context: Cultural differences in the perception of facial emotion. Journal of Personality and Social Psychology, 94, Tsai, J. L., Louie, J. Y., Chen, E. E., & Uchida, Y. (2007). Learning what feelings to desire: Socialization of ideal affect through children s storybooks. Personality and Social Psychology Bulletin, 33, /18 Student Selected Topic: Readings TBD ***Research Paper References DUE (Thursday, April 20 th )*** 4/25 Student Selected Topic: Readings TBD 5/2 Review Session & Exam 5/9 Final Paper DUE May 10 th at 5pm Appendix A1 Psychology Program Learning Outcomes Program learning outcomes for the Psychological Sciences Major include: Core Knowledge: Students will demonstrate advanced knowledge in a specialized area of Psychological Sciences of their choosing. Statistics and Methods: Students will demonstrate skills in the use the basic data gathering methods statistical techniques used for typical analyses in conducting research in the Psychological Sciences. Writing: Students will produce written communications of the quality and in the style expected in Psychological Science. Professionalism: Students know and participate in the intellectual and organizational aspects of the profession of psychology. Independent Research: Students will conduct independent research resulting in an original contribution to knowledge in Psychological Sciences, including all steps from generating an original question to writing a manuscript describing all aspects of the study. This course is designed to contribute to breadth needed for understanding background literature relevant to specific projects and for writing comprehensive literature reviews, analyzing and critiquing academic literature, and understanding the application of various statistical approaches and research methods.