GRADUATE SEMINAR: EMOTIONS ACROSS THE LIFECOURSE Course Objectives

GRADUATE SEMINAR: EMOTIONS ACROSS THE LIFECOURSE
Fall 2012
Mondays 9-11:30
Dewey 238
3 credits
Professor: Jamie L. Abaied, PhD
Office: Dewey 210B (to the right of the Psych 1 TA office)
Phone: 656-4032
Email: [email protected] (email is the best way to contact me)
Office Hours: Tuesdays 2-3:45, or by appointment
Course Objectives
This course will provide a broad overview of key areas of theory and research on human emotions,
as well as delve into some selected subtopics of interest. Although we will draw heavily from
developmental perspectives on emotion, our ultimate goal will be to explore emotions and emotionrelated processes across the lifespan. This course is intended for graduate students in psychology
and related fields.
Required Readings
Most weeks, we will read a chapter from the Handbook of Emotions:
Lewis, M., Haviland-Jones, J. M., & Barrett, L. F. (Eds.). (2010). Handbook of emotions (3rd edition).
New York, NY: Guilford.
Additional readings will be posted on Blackboard.
Class Format
This class will follow a seminar format, with an emphasis on discussion and active learning. Each
week I will provide a brief lecture to begin our class meeting. I will also occasionally bring videos or
other materials to illustrate concepts from the readings for that week.
Course Evaluation
1. Class Participation (25%) and Thought Papers (25%)
Critiquing and engaging in intellectual discussions of theory and research is a critical component
of a career as a psychologist. Students must come to class alert and ready to engage with the
material for that week; that means completing all readings before class. Active participation is
essential for the success of this course. This includes listening attentively and responding to
others as well as making contributions regarding your own thoughts and ideas. If you aren’t
comfortable in discussions yet, our class meetings will provide you with the opportunity to
Emotions Seminar Fall 2012
1
practice. Remember that the purpose of our class meetings is to develop skills as well as
knowledge.
To facilitate class discussion, you will write weekly thought papers. Thought papers should be
approximately one single-spaced page (1 inch margins, 12 point font) and are due to me
via email by 5 PM on Fridays. You must complete a total of 10 response papers. You do not
need to complete a response paper on the day of your class presentation; this will give you one
“free” day of your choosing on which you do not need to hand in a paper. Use it wisely!
Your thought papers should NOT simply request clarification on minor points in the readings,
but rather should demonstrate that you are reflecting on the material in a meaningful way. Your
thought papers might include but are not limited to the following: synthesis across readings
(within the topic or across topics); critiques of the conceptualization, methodology, statistical
analyses, or interpretations of the readings; or reflection on applications to research, policy, or
intervention. I will read everyone’s papers before our class meetings. Should I call on you in
class, you should be prepared to elaborate on points raised in your thought paper and to lead the
class discussion based on your thoughts.
2. In-Class Presentation (25%)
You will give a presentation and lead a class discussion on an empirical article (NOT a review)
related to the primary topic being covered on the day they present. You will be allowed to
select your own article, but I will need to approve it beforehand. Please bring your top 3
choices for presentation dates to class on 9/10. Dates eligible for presentations are starred on
the schedule.
First, you must have your selected reading approved by me no later than two weeks before
your presentation. Second, you must read 3-4 additional articles on the assigned topic, prepare
a brief presentation of the topic (10 minutes), develop a list of discussion questions based on the
reading you selected, and facilitate class discussion for approximately 30 minutes. Your brief
presentation should integrate ideas from the additional readings that you completed along with
the assigned reading and provide a broader framework for the group discussion. It is then your
job to effectively facilitate a scholarly discussion amongst your classmates. We will discuss
strategies for accomplishing these goals in class.
On the day of your presentation, please hand in: 1) a list of the additional articles that you read,
and 2) a list of discussion questions/talking points that you developed for your presentation.
Examples of reputable journals that often publish original research related to emotions:
Biological Psychology
Brain and Cognition
Child Development
Developmental Psychology
Cognition and Emotion
Development and Psychopathology
Emotion
Journal of Abnormal Psychology
Journal of Abnormal Child Psychology
Journal of Clinical Child and Adolescent Psychology
Journal of Experimental Child Psychology
Journal of Personality and Social Psychology
Motivation and Emotion
Personality and Social Psychology Bulletin
Psychological Science
Psychophysiology
Emotions Seminar Fall 2012
2
3. Take-home Final Exam (25%)
On Monday 12/3, I will distribute a list of essay questions, from which you will select two.
These questions are intended to assess your ability to synthesize research, integrate course
materials with your own ideas, and present clear, articulate arguments. Each response should be
approximately 5 pages (double-spaced, 12-point font) not including references. Your answers are
due on 12/10 (printed copies only).
Class Schedule
This schedule is subject to change at the instructor’s discretion.
9/10/12: Theories of Human Emotion
DUE: TOP 3 PRESENTATION DATES!
1) Gendron, M. & Barrett, L. F. (2009). Reconstructing the past: A century of ideas about
emotion in psychology. Emotion Review, 4, 316-339.
2) Barrett, L. F. (2009). Variety is the spice of life: A psychological construction approach to
understanding variability in emotion. Cognition and Emotion, 23, 1284-1306.
3) HoE Chapter 39: Appraisal theories
4) Ekman, P. & Cordaro, D. (2011). What is meant by calling emotions basic. Emotion Review, 3,
364-370.
9/17/12: Structure and Measurement of Emotions
1) HoE Chapter 36: Emotion concepts
2) Mauss, I. B. & Robinson, M. D. (2009). Measures of emotion: A review. Cognition and
Emotion, 23, 209-237.
3) HoE Chapter 12: Vocal expressions of emotions.
4) Mehu, M., Mortillaro, M., Banziger, T., & Scherer, K. R. (2012). Reliable facial muscle
activation enhances recognizability and credibility of emotional expression. Emotion, 12, 701715.
5) Simon-Thomas, E. R., Keltner, D. J., Sauter, D., Sinicropi-Yao, L., & Abramson, A. (2009).
The voice conveys specific emotions: Evidence from vocal burst displays. Emotion, 9, 838846.
9/24/12: Evolutionary Perspectives
1) HoE Chapter 8: Evolutionary psychology of emotions
2) Nesse & Ellsworth (2009). Evolution, emotions, and emotional disorders. American
Psychologist, 64, 129-139.
3) De Waal, F. B. M. (2008). Putting the altruism back into altruism: The evolution of empathy.
Annual Review of Psychology, 59, 279-300.
Emotions Seminar Fall 2012
3
4) Maner, J. K., Rouby, D. A., & Gonzaga, G. C. (2008). Automatic inattention to attractive
alternatives: The evolved psychology of relationship maintenance. Evolution and human
behavior, 29, 343-349.
10/1/12: Emotional Development I**
1) HoE Chapter 18: The emergence of human emotions
2) HoE Chapter 19: Children’s understanding of emotion
3) Schultz, D., Izard, C. E., Ackerman, B. P., & Youngstrom, E. A. (2001). Emotion knowledge
in economically disadvantaged children: Self-regulation antecedents and relations to social
difficulties and withdrawal. Development and Psychopathology, 13, 53-67.
4) Lewis, M., & Ramsay, D. (2005). Infant emotional and cortisol responses to goal blockage.
Child Development, 76, 518-530.
10/8/12: Emotional Development II**
1) HoE Chapter 20: The interface of emotional development with social context
2) HoE Chapter 21: Young children’s understanding of others’ emotions
3) Dunsmore, J. C., Her, P., Halberstadt, A., & Perez-Rivera, M. B. (2009). Parents’ beliefs
about emotions and children’s recognition of parents’ emotions. Journal of Nonverbal Behavior,
33, 121-140.
4) Fivush, R., & Wang, Q. (2005). Emotion talk in mother-child conversations of the shared
past: The effects of culture, gender, and event valence. Journal of Cognition and Development, 6,
489-506.
10/15/12: Self-Conscious Emotions**
1) HoE Chapter 46: Self-conscious emotions
2) Heerey, E. A., Keltner, D., & Capps, L. M. (2003). Making sense of self-conscious emotion:
Linking theory of mind and emotion in children with autism. Emotion, 3, 394-400.
3) Schmader, T., & Lickel, B. (2006). The approach and avoidance function of guilt and shame
emotions: Comparing reactions to self-caused and other-caused wrongdoing. Motivation and
Emotion, 30, 43-56.
4) Ashton-James, C. E., & Tracy, J. L. (2012). Pride and prejudice: How feelings about the self
influence judgments of others. Personality and Social Psychology Bulletin, 38, 466-476.
10/22/12: Social Emotions**
1)
2)
3)
4)
HoE Chapter 26: Intergroup emotions
HoE Chapter 27: Empathy and prosocial behavior
HoE Chapter 28: Social functions of emotions
Feinberg, M., Willer, R., & Kletner, D. (2012). Flustered and faithful: Embarrassment as a
sign of prosociality. Journal of Personality and Social Psychology, 102, 81-97.
5) van der Schalk, J., Fischer, A., Doosje, B., Wigboldus, D., Hawk, S., Rotteveel, M., & Hess,
U. (2011). Convergent and divergent responses to emotional displays of ingroup and
outgroup. Emotion, 11(2), 286-298.
Emotions Seminar Fall 2012
4
10/29/12: Emotion Regulation**
1) HoE Chapter 31: Emotion regulation
2) Thompson. R. A. (2011). Emotion and emotion regulation: Two sides of the developing
coin. Emotion Review, 3, 53-61.
3) Sheppes, G., Sheibe, S., Suri, G., & Gross, J. J. (2011). Emotion regulation choice.
Psychological Science, 25, 1-6.
4) Cole, P. M., Dennis, T. A., Smith-Simon, K. E., & Cohen, L. H. (2009). Preschoolers’
emotion regulation strategy understanding: Relations with emotion socialization and child
self-regulation. Social Development, 18, 324-352.
11/5/12: Gender and Emotions**
1) HoE Chapter 24: Gender and Emotion in Context
2) Nolen-Hoeksema, S., & Aldao, A. (2011). Gender and age differences in emotion regulation
strategies and their relationship to depressive symptoms. Personality and Individual Differences,
51, 704-708.
3) Fischer, A., Mosquera, P. M. R., van Vianen, A. E. M., & Manstead, A. S. R. (2004). Gender
and culture differences in emotion. Emotion, 4, 87-94.
4) Cassano, M. C., & Zeman, J. L. (2010). Parental socialization of sadness regulation in middle
childhood: The role of expectations and gender. Developmental Psychology, 46, 1214-1226.
11/12/12: Cultural Perspectives**
1) HoE Chapter 25: The cultural psychology of the emotions
2) Halberstadt, A. G., & Lozada, F. T. (2011). Emotion development in infancy through the
lens of culture. Emotion Review, 3, 158-168.
3) Matsumoto, D., Willingham, B., & Olide, A. (2009). Sequential dynamics of culturally
moderated facial expressions of emotion. Psychological Science, 20, 1269-1274.
4) Burger, L. K., & Miller, P. J. (1999). Early talk about the past revisited: Affect in workingclass and middle-class children’s co-narrations. Journal of Child Language, 26, 133-162.
11/19/12: THANKSGIVING BREAK
11/26/12: Topic to be selected by the class, readings TBA
12/3/12: Topic to be selected by the class, readings TBA
Emotions Seminar Fall 2012
5