Introduction to Human Emotion Psychology 131E Summer 2013: Session A Online Course *Syllabus subject to change. Check course webpage for up-to-date information* Course Information When: Summer Session A, June 3-July 5 Where: Course preview: www.yalepeplab.com/teaching/psych131_summer2013 Course website (downloading materials, viewing lectures): http://yale.ecollege.com Instructor Information Dr. June Gruber Assistant Professor, Psychology Department Email: june.gruber@yale.edu Office Hours: Thurs, 10:00-11:30 AM EST Teaching Fellows Aleena Hay, M.S. Graduate Student, Psychology Department Email: aleena.hay@yale.edu Section Hours: Wed, 10:00-11:30 AM EST Hillary Devlin, M.S. Graduate Student, Psychology Department Email: hillary.devlin@yale.edu Section Hours: Wed, 10:00-11:30 AM EST Note: Please direct all course-related questions to the Teaching Fellows (TFs) at: psych131e.emotion@gmail.com. You will receive an answer or acknowledgement within 24 hours. If a TF is unable to answer your question, they will forward the email to Professor Gruber. Course Description Welcome! This course will introduce students to a diverse array of theoretical and empirical issues related to the study of human emotion. Some questions the course will address include: What are our emotions? What purpose do they serve? How do emotions relate to our thoughts, memories, and behaviors towards others? What happens when our emotional responses go awry? Although these questions date back to early philosophical texts, only recently have experimental psychologists begun to explore this vast and exciting domain of study. The course will begin by discussing the evolutionary origins of distinct emotions such as love, anger, fear, and disgust. We will ask how emotions might color our cognitive processes such as thinking and memory, the relationship between emotions and the brain, development of emotions in childhood, and how emotions shape our social relationships. We will also consider how these methods can be applied to studying mental illness in both children and adults. We conclude by studying the pursuit of happiness and well-being, trying to understand what makes us happy. This course is for both psychology majors and non-majors who want to gain exposure to this exciting branch of social science.
Course Structure 1. Videotaped Lectures: Conceptual Foundation in the Science of Emotion You will be required to watch a series of videotaped lecture by Professor Gruber. Each lecture video is approximately one-hour long, split up into smaller ~20-minute modules. Each week, you will be expected to watch 4 lectures (i.e., 12 brief modules) totaling approximately 4-5 hours per week of video lectures. There are a total of 20 lecture videos for the entire course. The videotaped lectures contain presentation of background material via slides, videos and exercises; and conclude with take-away questions at the end. Each lecture module has a corresponding expert interview (optional, see below for more information). Some of the videotaped lectures will be given by invited guest lectures that are distinguished scholars in the field of human emotion. It is critical that you view all videotaped lectures in order to do well in this course. Although lecture slides may be posted online, it is important that you take notes during each lecture to ensure successful comprehension of the material. 2. Discussion Sections: Live Discussion about Emotion You will also be required to participate in a weekly online discussion section in a virtual classroom lasting 1.5 hours. During the discussion section, you will actively engage in discussion about the course material (approximately ½ of each section) and engage in interactive exercises (approximately ½ of each section). The discussion section will be led by one of the course Teaching Fellows. Participation in discussion is required and will count towards your final grade. Prior to each discussion section, you will be expected to have done three things: (1) Completed all required readings, (2) Watched all corresponding videotaped lectures, and (3) Completed weekly written responses [see Course Requirements below for more information on these assignments]. 3. Background Readings: Scientific Exposure to the Study of Emotion To get the most out of this course, it is important that you understand the readings. The lectures will be coordinated to complement your readings. Please read the assigned chapters and/or articles before the online discussion section for that assigned date. This will allow for a better understanding of the lecture and also give you the opportunity to ask questions. Readings will be drawn from a textbook and empirical journal articles. Course Requirements & Grading 1. Two In-Class Exams (30% each x 2 exams = 60% total) There will be two non-cumulative exams in this course. Each exam will cover approximately 1/2 of the course material covered in lectures and readings. Exams may consist of multiple-choice, short-answer, and essay questions that involve critical thinking about concepts drawn from the readings and lectures. The purpose of the exams is two-fold. First, you should be able to demonstrate that you have read and watched the material and understood the factual points and arguments. Second, you should be able to synthesize and integrate the material such that this knowledge can be applied in a broader context. Exams will take place during Professor Gruber s normal office hours (Thurs from 10-11:30am EST) and will be closed book. There will be no exam make-ups. 2. Final Research Paper (20% total) You will be required to write a 10-page paper for this course, on an assigned topic to be discussed in class. Papers are to be completed outside of class. The paper will require critical thinking about the concepts drawn from the readings and lectures. Specific topics to select from will be provided at the time of paper assignment. Papers should be written in APA 6 th edition format. Papers are due the last day of class and must be emailed to psych131e.emotion@gmail.com with: (1) Psych 131 Final Paper in the subject line, (2) full name and discussion section time and TF on
document and in email body, (3) document attachment (.doc or.docx format), and (4) paste text of paper in email body. For each day the paper is turned in late, you will have 10% of your score deducted (weekends included). Your final paper is due on the last day of Summer Session A (Friday, July 5 th ) at 5:00pm EST. 3. Class Participation (5 weeks x 2% each = 10% total) Attendance and participation in the online discussion sections is mandatory. The success of this course depends on active participation, actively asking questions, and supporting your fellow class members. Each weekly discussion section will cover new topics and move quickly given the accelerated summer session timeline. Please keep up on the readings and assignments. In addition to counting as part of your final course grade, participation may also be used to enhance borderline grade decisions at the end of the course (e.g., B+ to A-, A- to A). Failure to attend weekly sections will result in a grade penalty for each week missed. 4. Weekly Written Responses (5 weeks x 2% each = 10% total) Written responses will be two pages (single-spaced), and are due no later than 2:00pm EST on the Tuesday before your discussion section that week. You will submit these via e-mail to psych131e.emotion@gmail.com with: (1) Human Emotion Weekly Response in the subject line, (2) full name and discussion section time and TF in the document and email body, and (3) document attachment (.doc or.docx format) titled LASTNAME_WeekXResponse.doc (e.g., GRUBER_Week1Response). These responses should include 2 components (with each component clearly labeled within the document): Part I. Take-away lecture question responses (1 page): The 1st page will include completed written responses to all take-away questions from each lecture section (approximately 9 per topic, split across 3 smaller 20 minute video segments). Each answer should be written below the question # and content (i.e., write out each question above your response). This portion of the written response should be 1 page max, single-spaced, 12-pt font, Times New Roman. Part II. Critical reading questions (1 page): The 2 nd page of the document should include 3 critical reading questions you should generate that correspond to the assigned weekly readings. These questions should raise thoughtful issues or questions that came up during the readings that you think would be interesting to cover with your TF and fellow students in discussion section. This portion of the written response should be 1 page max, single-spaced, 12-pt font, Times New Roman. 5. Videotaped Interviews: Conversation with Emotion Experts *EXTRA CREDIT* Each lecture module is accompanied by a 15-20 minute Experts in Emotion Interview containing a videotaped conversation with Professor Gruber and an expert in emotion from around the world! For extra credit, you can submit a 1-page single-spaced reaction to watching the video, discussing and critically analyzing all major themes discussed in each video. A handout detailing requirements for written extra credit assignments will be provided to interested students. For every 5 responses submitted, you will receive 1% extra credit point toward your final grade. Readings You should complete the assigned readings and watch the corresponding videotaped lectures before your weekly discussion section that week (i.e., before Wednesday). This will allow for a better understanding of the lecture and also give you the opportunity to ask questions. Readings will be drawn from two sources: Textbook: Understanding Emotions, 2 nd Edition. Keith Oatley, Dacher Keltner, & Jennifer M. Jenkins. Available for purchase online (e.g., www.amazon.com). Articles: Articles and chapters outside of the textbook available to download directly off the course website. NOTE: We recommend getting a head start on readings and videos for Week 1 (which can be found on the Class Preview Website ) before the term begins since you will be expected to have read/watched all materials for Week 1 Discussion Section by June 5 th.
TENTATIVE CLASS SCHEDULE * Check website for up-to-date information* Date Topic Video Lectures WEEK 1 Introduction 1.1 Lecture 1 Question: What is an 1.2 emotion? WEEK 1 Lecture 2 WEEK 1 Lecture 3 WEEK 1 Lecture 4 Lecture 5 Lecture 6 Lecture 7 Lecture 8 WEEK 3 Lecture 9 Manipulating & measuring emotions Question: How do you trigger emotions? Emotions in man and animals Question: Do monkeys and dogs have feelings like us? Evolution and emotion Question: Are emotions evolutionarily evolved? Culture, gender, and sex Question: Let s talk about sex (and culture)? *PAPER ASSIGNED* Emotional behavior Question: Why do we laugh, cry, and touch? Bodily Changes and Emotion Question: Blood and sweat = tears and fears? Emotions and the Brain Question: Is our brain really emotional? Emotions and the self Question: What are self- 2.1 2.2 2.3 3.1 3.2 3.3 4.1 4.2 4.3 5.1 5.2 5.3 6.1 6.2 6.3 7.1 7.2 7.3 8.1 8.2 8.3 9.1 9.2 9.3 Readings Chapter 1 (textbook) Ekman (1992). An argument for basic emotions. Barrett (2012). Emotions are real. James (1884). What is an emotion? Gross (2010). The future s so bright, I gotta wear shades. Mauss & Robinson. (2005). Measures of emotion: A review. Rottenberg, Ray, & Gross (2007). Emotion elicitation using films. Coan & Allen (2007). Organizing the tools and methods of affective science. Levenson (2007). Emotion elicitation with neurological patients. Chapter 2 (textbook) Parr (2003). Discrimination of faces and their emotional content by chimpanzees (Pan troglodytes). Darwin (1872). Emotional Expression in Man and Animals Panksepp (2005). Beyond a joke: From animal laughter to human joy? Chapter 3 (textbook) Ekman (1994). Strong evidence for universals in facial expressions. Nesse (2004). Natural selection and the elusiveness of happiness. Chapter 9 (textbook) Kring & Gordon (1998). Sex differences in emotion Tsai. (2007). Ideal affect: Cultural causes and behavioral consequences. Wong, Y. & Tsai, J. L. (2007). Cultural models of shame and guilt. Chivers et al. (2004). A sex difference in the specificity of sexual arousal. Chapter 4 (textbook) Rottenberg, J. et al. (2008). Is crying beneficial? Bachorowksi & Owren M. (2001). Not all laughs are alike. Keltner, D. (2009). Laughter from Born to Be Good Hertenstein et al. (2006). Touch communicates distinct emotions. Chapter 5 (textbook) Zajonc & McIntosh (1992). Emotions research: Some promising questions and some questionable promises. Levenson (2003). Blood, sweat, and fears: The autonomic architecture of emotion. Levenson et al. (1990). Voluntary facial activity generates emotion-specific autonomic nervous system activity. Dagleish (2004). The emotional brain LeDoux, J. (2000). Emotion circuits in the brain. Davidson et al. (1990). Emotional expression and brain physiology: approach/withdrawal and cerebral asymmetry Lieberman et al. (2007). Putting feelings into words: Affect labeling disrupts amygdala activity in response to affective stimuli. Rolls, E. T. (2000). Precis of the brain and emotion. Tangney (1996). Are shame, guilt, and embarrassment distinct emotions?
WEEK 3 Lecture 10 WEEK 3 Lecture 11 WEEK 3 Lecture 12 conscious emotions? Tracy & Robins. (2007). The self in self-conscious emotions: A cognitive appraisal approach. Keltner & Anderson. (2000). Saving face for Darwin: The function and uses of embarrassment. Tracy, J. L. & Robins, R. W. (2007). Emerging insights into Emotion & the social world Question: Living in a social world? Morality & Emotion Question: Do emotions make us moral? Cognition and Emotion Question: How does thinking affect feeling? 10.1 10.2 10.3 11.1 11.2 11.3 12.1 12.2 12.3 the nature and function of pride. Chapter 9 (textbook) Lieberman & Eisenberger (2009). Pains and pleasures of social life. Graham et al. (2004). Willingness to express negative emotions promotes relationships. Levenson & Gottman. (1983). Marital interaction: Physiological linkage and affective exchange. Haidt (2007). The new synthesis in moral psychology. Pizarro, Inbar & Helion (2011). On disgust and moral judgment. Haidt, J. (2003). The moral emotions. Greene et al (2001). An fmri investigation of emotional engagement in moral judgment. Wheatley, T. & Haidt, J. (2005). Hypnotic disgust makes moral judgments more severe. Chapter 10 (textbook) Clore et al (2000). Cognition in emotion: Always, sometimes, or never. Lazarus (1984). On the primacy of cognition. Zajonc (1984). On the primacy of affect. Ohman et al (2001). Emotion drives attention: Detecting the snake in the grass. EXAM #1 [During Professor Gruber s Office Hours: Thurs, 6/20, 10:00-11:30 AM EST] Lecture 13 Lecture 14 Lecture 15 Lecture 16 WEEK 5 Lecture 17 Judgment and Decision- Making Question: Does our wallet reflect our feelings? Emotion Regulation Question: Can we change our emotions? Emotional Development Question: How do emotions grow? Emotion and Physical Health Question: Is there a mindbody connection? Emotional Disorders: Question: When is emotion 13.1 13.2 13.3 14.1 14.2 14.3 15.1 15.2 15.3 16.1 16.2 16.3 17.1 17.2 17.3 Lerner (2004). Heart strings and purse strings: Carryover effects of emotions on economic decisions: Knutson et al (2007). Neural predictors of purchases. Han, S. et al. (2005). Feelings and consumer decisionmaking: The appraisal-tendency framework. Lowenstein & Lerner (2003). The role of affect in decisionmaking. Chapter 11 (pp. 292-295) Gross (1998). The emerging field of emotion regulation: An integrative review. Gross & Levenson (1993). Emotional suppression: Physiology, Self-report, and Expressive Behavior. Lewis, Zinbarg & Durbin (2010). Advances, problems, and challenges in the study of emotion regulation: A commentary Chapter 8 (textbook) Scheibe & Carstensen (2010). Emotional aging: Recent findings and future trends. Campos (1989). Emergent themes in the study of emotional development and emotion regulation. Kagan & Snidman, (1991). Temperamental factors in human development. Walker, M. P. & van der Helm, E. (2009). Overnight therapy? The role of sleep in emotional brain processing. Folkman & Moskowitz (2000). Stress, positive emotion, and coping. Stansbury, K. & Gunnar, M. R. (1994). Adrenocortical Activity and Emotion Regulation Gruber & Keltner (2007). Emotional behavior and psychopathology: A survey of methods and concepts.
WEEK 5 Lecture 18 too much? Kring (2008). Emotion disturbances as transdiagnostic processes in psychopathology. Rottenberg (2005). Mood and emotion in major depression. Kring & Moran (2008). Emotional response deficits in schizophrenia: Insights from affective science. Aldao et al. (2010). Emotion regulation strategies across Emotion and Mental Health Question: How to cultivate healthy feelings? 18.1 18.2 18.3 psychopathology: A meta-analytic review. Bonanno (2004). Loss, trauma and human resilience. Rottenberg & Gross (2007). Emotion and emotion regulation: A map for psychotherapy researchers. Greenberg & Safran (1989). Emotion in psychotherapy. WEEK 5 Lecture 19 WEEK 5 Lecture 20 Happiness Question: Don t worry, be happy? The Future of Emotion Question: What does the future hold? *FINAL PAPER DUE JULY 5 th at 5:00pm EST 19.1 19.2 19.3 Fredrickson (1998). What good are positive emotions? Gruber, Mauss, & Tamir (2011). A dark side of happiness? How, when, and why happiness is not always good. Myers & Diener (1995). Who is happy? Dunn et al. (2008). Spending money on others promotes happiness. Pennebaker (1997). Writing about emotional experiences as a therapeutic process. 20.1 None None EXAM #2 [During Professor Gruber s Office Hours: Thurs, 7/4, 10:00-11:30 AM EST] Academic Honesty All exams will be closed-book, which means all forms of written materials or collaboration and discussion other students is strictly prohibited. The final research paper must constitute the student s original writing and cannot include passages or phrases copied from any other sources. All suspected cases of academic dishonesty will be reported immediately to the Yale College Executive Committee. For additional information please see: http://yalecollege.yale.edu/content/cheatingplagiarism-and-documentation