PSYC 312: THEORIES OF PERSONALITY
Meeting Times: Tuesdays & Thursdays 8:20-9:50AM
Office Hours: Mondays 12:40-1:40PM
Thursdays 10:00-11:00AM
Instructor: Michelle Schoenleber, Ph.D.
Email: michelle.schoenleber@snc.edu
Office: 2099 Gehl Mulva Science Center
COURSE OBJECTIVES
By engaging in and completing this course and all its required activities, students will:
 Acquire knowledge of and distinguish among the major theoretical approaches to
understanding personality psychology
 Demonstrate awareness of the influence of these theoretical approaches on current
research in the area of personality psychology
 Enhance their critical thinking skills and demonstrate an ability to apply these skills in
professional group settings
 Participate actively in and apply knowledge about the process of psychological science
 Understand how personality psychology relates to important issues in their own lives
and in the lives of those around them
COURSE WEBSITE
A copy of this syllabus and other important course information and documents can be
found at www.peprlab.com.
REQUIRED LITERATURE
A majority of the literature used in this class includes peer-reviewed articles from psychological
journals or, in some cases, specific chapters from books that you are not required to buy. For
your convenience, I have already obtained these articles and chapters. They are available on
the course website.
That said, you will need to purchase the text below:
John, O. P., Robins, R. W., & Pervin, L. A. (2008). Handbook of Personality: Theory and
Research (3rd Edition). New York: Guilford Press.
In addition, the class will collaboratively choose a biography or autobiography, from among a
set of options provided by the instructor. The life of the individual in the book will be used
throughout the course to promote applied discussions of content covered. You will need to
purchase the chosen biographical work.
1
IMPORTANCE OF PREPAREDNESS
This course relies heavily on in-class discussions, based on the assigned readings and the
students’ thoughts/questions about those readings. Although a small amount of course
time will involve more traditional “lecture,” your learning in this course depends greatly on
you and your fellow classmates. This format is far more consistent with the majority of
professional settings – which you will soon be part of – than a lecture-based format.
ANNOUNCEMENTS
You are responsible for all announcements made in class. If you miss class, I expect you to
contact a classmate to find out what you have missed. I will also try to send announcements
via email whenever possible; as such, please ensure that your inbox is not full and try to
check your email daily. You are responsible for adhering to all announcements, even if you
do not receive them because your inbox is full.
OFFICE HOURS
You are encouraged to come see me during office hours. Please come see me – sooner,
rather than later – if you have a question about anything from the readings or class
meetings, if you miss a meeting, to discuss study techniques for the tests, to review your
tests after they have been graded, or to discuss anything else related to the course or your
short- and long-term goals. If you are unable to attend my regular office hours due to a
conflict, please email me and we can set up another time to meet. If you have a brief
question, you can also talk to me before or after class or contact me via email. In fact, email
is often the best way to get a quick answer to a question, usually within 24 hours.
CLASSROOM ENVIRONMENT
It is essential that our classroom be a place where people feel comfortable expressing their
thoughts without fear of unduly critical or judgmental responses. All students are expected
to be respectful of the widely varied experiences and backgrounds presented by one
another. You may expect the same level of respect from me. Disrespect or discrimination
on any basis, including but not limited to ethnicity, sex, sexual orientation, physical ability,
class, religion, or value system, will not be tolerated.
Similarly, disruptive behavior (e.g., lateness, using your phone) is not acceptable, and I may
excuse you from class if your behavior is disrupting the rest of the class’ ability to learn. You
may not use your computer unless it is solely for class purposes. Checking email or
Facebook, working on other tasks, etc. is both disrespectful and detrimental to your
learning and the learning of others. If I notice you are using your computer inappropriately
during class, I reserve the right to refuse to allow you, in particular, to bring your computer
back to class. I will stop the class and ask you to put it away. This is a “one-strike, your
computer is out” policy.
2
DEADLINES
To ensure fairness across all students in this class, I will generally not reschedule tests or
extend deadlines for activities or assignments for individual students. All important dates
are on this syllabus, and any changes made will be announced and pertain to all members of
this class. I recognize, however, that crisis or emergency situations can and do arise, rarely
when they are “convenient.” If something happens in your life so as to make it impossible
for you to adhere to a deadline for this course, please contact me as soon as possible. You
must contact me prior to the deadline; do not assume I have been reached until you receive
some acknowledgement from me that I have received the information. Additionally, do not
assume that my acknowledgement of receiving your information means I have found your
rationale acceptable. Unless I explicitly provide you with an alternative deadline, you are
expected to meet the current deadline to which the rest of the class is expected to adhere.
WRITING POLICY
Consistent with the general writing policy of the College, all written work is expected to
demonstrate respect for the subject matter, the reader, language, fellow students, and self.
Such respect requires that students devote the necessary time and effort to planning,
shaping, writing, revising, editing, and proofreading their work. Please refer to the current
College Catalog, for the General Writing Policy of St. Norbert College.
ACADEMIC INTEGRITY
All work that you submit is expected to be your original work. The policies of the St. Norbert
College Honor Code will be actively enforced in this course. Your completion and
submission of any and all forms of work (e.g., activities, assignments, tests) is your
acknowledgement that you are aware of and have compiled with this Honor Code. As such,
students are encouraged to review this code as needed (see The Citizen student handbook).
In addition, please note that a student suspected of cheating during an test is considered to
have cheated; it is your responsibility to avoid any behavior that, however innocent, may
appear suspicious to a reasonable observer. Inappropriate use of the work of others or of
unauthorized aides can constitute grounds for failing this course.
MEDICAL, MENTAL HEALTH, & PERSONAL EMERGENCIES
If you must miss multiple classes or will be repeatedly prevented from completing activities,
assignments, or tests due to a medical or personal emergency, discuss your situation with
me as soon as possible; I may ask you to supply me with some form of documentation. Do
not wait until the end of the semester or until the problem has been resolved before
contacting me. A significant portion of your performance in this course depends on your
ability to attend classes and complete regular activities. Thus, if you know that you will need
to miss several classes, please discuss with me the likelihood that you will be able to
successfully complete this course at this time.
3
SERVICES TO STUDENTS WITH DISABILITIES
Consistent with the St. Norbert College mission to help students develop their full potential,
and in compliance with the Americans with Disabilities Act, the College provides supportive
services to students with disabilities. For inquiries and further details, please:
 Visit the Academic Support Services Office (Todd Wehr Hall 211)
 Contact Karen Goode-Bartholomew, Coordinator of Services to Students with
Disabilities (920-403-1321)
 Visit the office’s website: http://www.snc.edu/academicsupport
CONCERNS
Students are strongly encouraged and welcome to contact me to discuss any concerns
pertaining to class. If you have worries about the course or have questions about my
teaching style, please talk to me in person. I am more than willing to discuss any issues you
may have related to the course.
COURSE REQUIREMENTS BY AREA
POINTS POSSIBLE
PARTICIPATION
Discussion Questions
50
It is critical that everyone actively participates in this course. Accordingly, you are required to
carefully read the GROUP READING and/or BIOGRAPHY READING in advance and post a
minimum of two questions about these reading(s). You must post your questions on the
course website (www.peprlab.com) by noon the day before the class. Please review the
“Guidelines for Posting Discussion Questions” provided on the website. Note that you are also
welcome to respond to, or build off of, questions that your classmates have already posted –
though you will not receive credit if all you have done is restate a classmate’s question.
Although you are not required to read the other readings for each meeting unless you will be
co-leading, I encourage you to consider doing so. Many topics are very interesting. If you do
complete these readings, 1 of your questions may focus on these readings instead of the
Group or Biography reading.
Grading for this Requirement:
You will receive 1 point for each question (2 points maximum per set of readings) that
conforms to the Guidelines. Although there are 27 class meetings this semester, “full credit”
for this requirement is 50 points; this means you can earn 4 points worth of Extra Credit by
completing this assignment in full over the course of the semester. Note that you are
expected to complete the readings and contribute Discussion Questions even if you are
unable to attend a given class. To ensure you are able to do so, the Discussion Board is
always “open” for the next 4 class meetings.
4
CONTINUED:
Active Contributions to Discussions:
POINTS POSSIBLE
25
Everyone is expected to speak in each class. In fact, I will directly ask you to contribute if class
time is drawing to a close and you have not yet spoken (preferably, I don’t need to ask). The
discussions in this class center around people – who they are and what they do. You know
people, and so I am confident there will always be something thoughtful you can say.
Grading for this Requirement:
You will receive 1 point per class for contributing to the in-class discussion. Note that there
are 27 class meetings but a maximum of 25 points earned for this requirement. This ensures
that you will not be penalized for an occasional missed class (e.g., due to illness). In addition,
by attending all 27 class meetings, you can earn 2 points of Extra Credit.
Facilitation of Discussions:
20
On 2 occasions during the semester, you will be required to co-lead the in-class discussion.
You have two primary responsibilities:
(1) To provide an accurate “five minute” summary of the core themes and findings reported
in the article/chapter assigned to you.
(2) To contribute to organizing and facilitating discussion of the questions provided by the
rest of the class.
Leading discussions is an important and often collaborative skill, so please take this
requirement seriously. Note that there will be 2-3 co-leaders for each discussion (and, yes, I
will be there to help!); it is therefore necessary for you to work with the other co-leaders to
organize the available questions prior to class. How you choose to organize them is entirely
up to your group of co-leaders (e.g., by most common question, based on what you found
most intriguing). All questions should be available to you by noon the day before the class
meeting. Each co-leader is expected to assist in facilitating the in-class discussion (i.e., each
co-leader is expected to talk). Some helpful guidelines for leading in-class discussions are on
the course website. Articles/chapters are randomly assigned, with the exception of the
second class meeting, which can be non-randomly assigned if there are volunteers to go first.
Grading for this Requirement:
 0 points = Student does not provide an accurate, thorough summary of the assigned
article/chapter and does not contribute sufficiently to facilitating the discussion
 4 points = Student does not provide an accurate, thorough summary of the assigned
article/chapter or does not contribute sufficiently to facilitating the discussion
 8 points = Student both provides and accurate, thorough summary of the assigned
article/chapter and contributes sufficiently to facilitating the discussion
In addition, each co-leader for that day will be asked to provide feedback on the
contributions made by the other co-leaders in organizing and preparing the in-class
discussion. A copy of this feedback form can be found on the course website. You will earn
2 additional points for completing the feedback form(s). Further, you will lose points if your
co-leaders indicate that your contribution was inadequate.
5
CONTINUED:
ASSIGNMENTS
Engaging in Personality Psychology Methods
POINTS POSSIBLE
40
Throughout the semester, you will be asked to engage with methodologies frequently used by
personality psychologists. Some of these methods will require you to explore your own
personality, while others will require you to explore the personalities of others. Many, though
not all, of these activities are already available on the course website. Unless otherwise
noted, all activities are due by the start of class on the due date (responses are timestamped). You can receive half-credit if you complete activities no more than 48 hours late.
Grading for this Requirement:
Points possible for each activity (see “Personality Methods Activities” handout) range from 4
to 6, with a total of 47 points possible. This means you can earn 7 points of Extra Credit by
completing all activities during the semester. At the end of each activity, you will be asked to
submit your SNC Student ID, documenting that you completed the activity (many of which will
be completed online between classes). You will not be able to submit your ID unless you have
completed the activity. You cannot receive points unless you submit your ID.
Please note that we will only discuss responses to these activities in aggregate (i.e., for the
class as a whole; I will not specifically discuss your responses at any time).
Application Paper
65
As a demonstration of your ability to apply the knowledge you have gained in this course, you
will prepare a paper that demonstrates your critical thinking in the context of personality
psychology as a scientific endeavor.
Further information about each of these options and regarding grading can already be found
on the course website; this detailed description of the assignment will be discussed in class at
a later date. Please note that you will need to begin thinking about this paper by midsemester in order to ensure you do not miss associated deadlines. You are also welcome to
speak with me sooner if you would like to begin your work on this paper in advance.
This assignment is your “Applied Final Exam,” and it is therefore due by the end of this
course’s scheduled exam time (which is determined by the Registrar’s Office).
TESTS
100
There are 2 tests for this course. Multiple question formats will be used (e.g., multiple choice,
free recall). Tests will only cover content provided in the GROUP READING and BIOGRAPHY
READING materials.
6
GRADING
Concerns regarding the grade of any class participation, activity, assignment, or test grade
must be raised with me within 1 week of the grade’s posting. Requests for reconsideration
of a grade will not be granted after 1 week has elapsed. Thus, it is important that you
check your grades regularly. I will often send an email and announce in class when
assignment or test grades are posted. Class participation and activities grades are posted on
a weekly basis, usually by Saturday. You should therefore check your grades at least once a
week, especially if you have concerns (e.g., are unsure an assignment was received).
There will be a maximum of 300 points for this course:
Discussion Questions:
Active Class Contributions:
Discussion Facilitation:
Engagement in Methods:
Application Paper:
Tests:
Possible Extra Credit:
50 pts
25 pts
20 pts
40 pts
65 pts
100 pts
Total = 300 pts
13 pts
Your final letter grade will be based out of 300 points, though with extra credit you can earn
up to 313 points in this course. In other words, extra credit could boost your grade by
approximately 4.3%.
Note that we use point totals when recording your final grade. This means that grades will
not be rounded up for any class assignment, test, etc. However, standard rounding rules
will apply to final point totals. At the end of the semester only, point totals ending in
decimals of .5 or higher (e.g. 275.5) will be rounded up (e.g. to 276). Point totals ending in
decimals below .5 (e.g. 275.49) are rounded down (e.g. to 275). Final grades for this course
will not be curved under any circumstances.
FINAL GRADING SCALE
Grade
A
AB
B
BC
C
CD
D
F
Point Total
276+
267-275
246-266
237-245
216-236
207-215
195-206
0-194
Percentage
92.0%-100.0%
89.0%-91.9%
82.0%-88.9%
79.0%-81.9%
72.0%-78.9%
69.0%-71.9%
65.0%-68.9%
0.0%-64.9%
7
TENTATIVE SCHEDULE
Date Readings
Introduction to Personality Psychology
 GROUP READING: Funder, D. C. (2001). Personality. Annual Review of Psychology, 52, 1979/1
210. (Note: You are not required to read the sections on Basic Research Issues or
Institutional Issues.)
 GROUP READING: McAdams, D. P., & Pals, J. L. (2006). A new Big Five. American
Psychologist, 61, 204-217.
 Mayer, J. D. (2007). Asserting the definition of personality. P: The online newsletter for
9/3
personality science, 6.
 Association for Research in Personality. (2010). The grand challenges of personality and
individual differences for social, behavioral, and economic science.
Psychoanalytic/Psychodynamic Perspectives on Personality
 GROUP READING: Westen, D., Gabbard, G. O., & Ortigo, K. M. (2008). Psychoanalytic
approaches to personality. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of
personality: Theory & research. New York: Guildford.
9/8
 Ainsworth, M. D. S. (1979). Infant-mother attachment. American Psychologist, 34, 932-937.
 Heffernan, M. E., Fraley, R. C., Vicary, A. M., & Brumbaugh, C. C. (2012). Attachment
features and functions in adult romantic relationships. Journal of Social and Personal
Relationships, 29, 671-693.
 BIOGRAPHY READING:
 Sheets, P., Domke, D. S., & Greenwald, A. G. (2011). God and country: The partisan
psychology of the presidency, religion, and the nation. Political Psychology, 32, 459-484.
9/10
 Grumm, M., & von Collani, G. (2007). Measuring Big-Five personality dimensions with the
implicit association test – Implicit personality traits or self-esteem? Personality & Individual
Differences, 43, 2205-2217.
Notes/Deadlines
Biography identified
Activity 1 due
Activity 2 due
8
Trait Perspectives of Personality
 GROUP READING: John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the Big
Five trait taxonomy: History, measurement, and conceptual issues. In O. P. John, R. W.,
Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory & research. New York:
Guildford. (Note: You are not required to read the section on Measurement: Comparing
Three Big Five Instruments; pp. 130-138.)
9/15
 Allport, G. W. (1929). What is a trait of personality? Presented at the 9th International
Congress of Psychology, New Haven, CT.
 Funder, D. C. (1991). Global traits: A Neo-Allportian approach to personality. Psychological
Science, 2, 31-39.
 BIOGRAPHY READING:
 Park, G., Schwartz, H. A., Eichstaedt, J. C., Kern, M. L., Kosinski, M., Stillwell, D. J., …
Seligman, M. E. P. (in press). Automatic personality assessment through social media
language. Journal of Personality and Social Psychology.
9/17
 Roberts, B. W., Bogg, T., Walton, K. E., Chernyshenko, O. S., & Stark, S. E. (2004). A lexical
investigation of the lower-order structure of conscientiousness. Journal of Research in
Personality, 38, 164-178.
 Widiger, T. A., & Presnall, J. R. (2013). Clinical application of the Five-Factor Model. Journal
of Personality, 81, 515-527.
Biological & Evolutionary Influences on Personality
 GROUP READING: Buss, D. M. (2008). Human nature and individual differences: Evolution
of human personality. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of
personality: Theory & research. New York: Guildford.
 Miller, G. (2009). The genius of marketing. In Spent: Sex, evolution, and consumer behavior.
(pp. 19-36). New York: The Penguin Group.
9/22
 Ponzi, D., Henry, A., Kubicki, K., Nickels, N., Wilson, M. C., & Maestripieri, D. (2015).
Morningness-eveningness and intrasexual competition in men. Personality & Individual
Differences, 76, 228-231.
 Shane, S., Nicolaou, N., Cherkas, L., Spector, T. D. (2010). Genetics, the Big Five, and the
tendency to be self-employed. Journal of Applied Psychology, 95, 1154-1162.
Activity 3 due
Activity 4 due
9


BIOGRAPHY READING:
Miller, G. (2009). Flaunting fitness. In Spent: Sex, evolution, and consumer behavior. (pp. 90111). New York: The Penguin Group.
 Wood, D., & Brumbaugh, C. C. (2009). Using revealed mate preferences to evaluate market
force and differential preference explanations for mate selection. Journal of Personality and
9/24
Social Psychology, 96, 1226-1244. (Note: Focus on the portions of this paper that address
dispositional characteristics.)
 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,
379-398.
 GROUP READING: Weinstein, T. A. R., Capitanio, J. P., & Gosling, S. D. (2008). Personality in
animals. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory
& research. New York: Guildford.
 Eckardt, W., Steklis, H. D., Steklis, N. G., Fletcher, A. W., Stoinski, T. S., & Weiss, A. (2015).
9/29
Personality dimensions and their behavioral correlates in wild Virunga mountain gorillas
(Gorilla beringei beringei). Journal of Comparative Psychology, 129, 26-41.
 Jalongo, M. R., (in press). An attachment perspective on the child-dog bond:
Interdisciplinary and international research findings. Early Childhood Educational Journal.
Personality as Behavior
 GROUP READING: Buss, D. M., & Craik, K. H. (1983). The act frequency approach to
personality. Psychological Review, 90, 105-126.
 Block, J. (1989). Critique of the act frequency approach to personality. Journal of Personality
and Social Psychology, 56, 234-245.
 Jonason, P. K., Tost, J., & Koenig, B. L. (2012). Sex differences and personality correlates of
10/1
spontaneously generated reasons to give gifts. Journal of Social, Evolutionary, and Cultural
Psychology, 6, 181-192.
 Jackson, J. J., Wood, D., Bogg, T., Walton, K. E., Harms, P. D., & Roberts, B. W. (2010). What
do conscientious people do? Development and validation of the Behavioral Indicators of
Conscientiousness (BIC). Journal of Research in Personality, 44, 501-511.
Activity 5 due
10


10/6


BIOGRAPHY READING:
Lambert, N. M., Mulder, S., & Fincham, F. (2014). Thin slices of infidelity: Determining
whether observers can pick out cheaters from a video clip interaction and what tips them
off. Personal Relationships, 21, 612-619.
Fowler, K. A., Lilienfeld, S. O., & Patrick, C. J. (2009). Detecting psychopathy from thin slices
of behavior. Psychological Assessment, 21, 68-78.
Vazire, S., & Mehl, M. R. (2008). Knowing me, knowing you: The accuracy and unique
predictive validity of self-ratings and other-ratings of daily behavior. Journal of Personality
and Social Psychology, 95, 1202-1216.
10/8
Alternative Motivations as Personality: Humanistic Perspectives
 GROUP READING: Maslow, A. H. (1943). A theory of human motivation. Psychological
Review, 50, 370-396.
 Emmons, R. A. (2002). Personal goals, life meaning, and virtue: Wellsprings of a positive life.
In C. L. Keyes & J. Haidt (Eds.) Flourishing: Positive psychology and the life well-lived.
10/13
American Psychological Association: Washington, DC.
 Hudson, N. W., & Roberts, B. W. (2014). Goals to change personality traits: Concurrent links
between personality traits, daily behavior, and goals to change oneself. Journal of Research
in Personality, 53, 68-83.
10/15
 BIOGRAPHY READING:
 Hardin, E. E., & Larsen, J. T. (2014). Distinct sources of self-discrepancies: Effects of being
who you want to be and wanting to be who you are on well-being. Emotion, 14, 214-226.
10/20
 Niemiec, C. P., & Ryan, R. M., & Deci, E. L. (2009). The path taken: Consequences of
attaining intrinsic and extrinsic aspirations in post-college life. Journal of Research in
Personality, 43, 291-306.
Application Paper
Discussed
** Fall Break **
Activity 6
** No Class **
Test 1
(45 Minutes)
11
The Person-Situation Debate
 GROUP READING: Funder, D. C. (2008). Persons, situations, and person-situation
interactions. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality:
Theory & research. New York: Guildford.
 Kenrick, D. T., & Funder, D. C. (1988). Profiting from controversy: Lessons from the person10/22
situation debate. American Psychologist, 43, 23-34.
 Sarason, I., Smith, R. E., & Diener, E. (1975). Personality research: Components of variance
attributable to the person and the situation. Journal of Personality and Social Psychology,
32, 199-204.
 BIOGRAPHY READING:
 Roberts, B. W., & Pomerantz, E. M. (2004). On traits, situations, and their integration: A
developmental perspective. Personality and Social Psychology Review, 8, 402-416.
 Lynam, D. R., Caspi, A., Moffitt, T. E., Wikström, P. H., Loeber, R., & Novak, S. (2000). The
10/27
Activity 7
interaction between impulsivity and neighborhood context on offending: The effects of
impulsivity are stronger in poorer neighborhoods. Journal of Abnormal Psychology, 109,
563-574.
 Vicary, A. M. & Fraley, R. C. (2007). Choose your own adventure: Attachment dynamics in a
simulated relationship. Personality & Social Psychology Bulletin, 33, 1279-1291.
Reconciling the Debate: Social-Cognitive Perspectives of Personality
 GROUP READING: Mischel, W., & Shoda, Y. (2008). Toward a unified theory of personality:
Integrating dispositions and processing dynamics within the Cognitive-Affective Processing
System. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory &
research. New York: Guildford.
Note: Research
 Ayduk, O., & Gyurak, A. (2008). Applying the cognitive-affective processing systems
Questions for “Conduct
10/29
approach to conceptualizing rejection sensitivity. Social & Personality Psychology Compass,
Analyses” Application
2, 2016-2033.
Papers due 11/1
 Shoda, Y., Wilson, N. L., Chen, J., Gilmore, A. K., & Smith, R. E. (2013). Cognitive-affective
processing system analysis of intra-individual dynamics in collaborative therapeutic
assessment: Translating basic theory and research into clinical applications. Journal of
Personality, 81, 554-568.
12


11/3


BIOGRAPHY READING:
Williams, K. E., Ciarrochi, J., & Heaven, P. C. L. (2015). Relationships between valued action
and well-being across the transition from high school to early adulthood. Journal of Positive
Psychology, 10, 127-140.
Cruwys, T., Bevelander, K. E., & Hermans, R. C. (2015). Social modeling of eating: A review
of when and why social influence affects food intake and choice. Appetite, 86, 3-18.
Duckworth, A., & Gross, J. J. (2014). Self-control and grit: Related but separable
determinants of success. Psychological Science, 23, 319-325.
11/5
Personality Development across the Lifespan: Stability and Change
 GROUP READINGS: Rothbart, M. K., Ahadi, S. A., & Evans, D. E. (2000). Temperament and
personality: Origins and outcomes. Journal of Personality and Social Psychology, 78, 122135. AND Rothbart, M. K. (2007). Temperament, development, and personality. Current
Directions in Psychological Science, 16, 207-212.
 Reitz, A. K., Zimmerman, J., Hutteman, R., Specht, J., & Neyer, F. J. (2014). How peers make
11/10
a difference: The role of peer groups and peer relationships in personality development.
European Journal of Personality, 28, 279-288.
 Vollrath, M. E., Stene-Larsen, K., Tonstad, S., Rothbart, M. K., & Hampson, S. E. (2012).
Associations between temperament at age 1.5 years and obesogenic diet at ages 3 and 7
years. Journal of Developmental & Behavioral Pediatrics, 33, 721-727.
 GROUP READING: Roberts, B. W., Wood, D., & Caspi, A. (2008) The development of
personality traits in adulthood. In O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook
of personality: Theory & research. New York: Guildford.
 Allemand, M., Hill, P. L., & Lehmann, R. (2015). Divorce and personality development across
middle adulthood. Personal Relationships, 22, 122-137.
11/12
 Trucco, E. M., Wright, A. G. C., & Colder, C. R. (2014). Stability and change of social goals in
adolescence. Journal of Personality, 82, 379-389.
 Zimmerman, J., & Neyer, F. J. (2013). Do we become a different person when hitting the
road? Personality development of sojourners. Journal of Personality & Social Psychology,
105, 515-530.
Activity 8
** No Class **
Activity 9
13


BIOGRAPHY READING:
Stephan, Y., Sutin, A. R., & Terracciano, A. (2014). Physical activity and personality
development across adulthood and old age: Evidence from two longitudinal studies. Journal
11/17
of Research in Personality, 49, 1-7.
 Le, K., Donnellan, M. B., & Conger, R. (2014). Personality development at work: Workplace
conditions, personality changes, and the corresponsive principle. Journal of Personality, 82,
44-56.
Using Life Narratives to Understand the Self
 GROUP READING: McAdams, D. (2008). Personal narratives and the life story. In O. P. John,
R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory & research. New York:
Guildford.
 Hudson, J., Day, M. C., & Oliver, E. J. (2015). A ‘new life’ story or ‘delaying the inevitable’?
Exploring older people’s narratives during exercise uptake. Psychology of Sport & Exercise,
11/19
16, 112-120.
 Lodi-Smith, J., Geise, A. C., Roberts, B. W., & Robins, R. W. (2009). Narrating personality
change. Journal of Personality and Social Psychology, 96, 679-689.
 McAdams, D. (2013). Life authorship: A psychological challenge for emerging adulthood, as
illustrated in two notable case studies. Emerging Adulthood, 1, 151-158.
Personality, Culture, and Socialization
 GROUP READING: Benet-Martínez, V., & Oishi, S. (2008). Culture and personality. In O. P.
John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory & research. New
York: Guildford.
 Hong, Y-Y., & Mallorie, L. M. (2004). A dynamic constructivist approach to culture: Lessons
11/24
learned from personality psychology. Journal of Research in Personality, 38, 59-67.
 Mendoza-Denton, R., Ayduk, O. N., Shoda, Y., & Mischel, W. (1997). Cognitive-affective
processing system analysis of reactions to the O.J. Simpson criminal trial verdict. Journal of
Social Issues, 53, 563-581.
11/26
Activity 10
** Thanksgiving **
14


BIOGRAPHY READING:
Jonkmann, K., Thoemmes, F., Lüdtke, O., & Trautwein, U. (2014). Personality traits and
living arrangements in young adulthood: Selection and socialization. Developmental
12/1
Psychology, 50, 683-698.
 Bardi, A., Buchanan, K. E., Goodwin, R., Slabu, L., & Robinson, M. (2014). Value stability and
change during self-chosen life transitions: Self-selection versus socialization effects. Journal
of Personality & Social Psychology, 106, 131-147.
More Real-Life Outcomes of Personality
 GROUP READING: Morf, C. C., & Rhodewalt, F. (2001). Unraveling the paradoxes of
narcissism: A dynamic self-regulatory processing model. Psychological Inquiry, 12, 177-196.
 Lüdtke, O., Roberts, B. W., Trautwein, U., & Nagy, G. (2011). A random walk down
12/3
university avenue: Life paths, life events, and personality trait change at the transition to
university life. Journal of Personality and Social Psychology, 101, 620-637.
 Lönnqvist, J-E., & Itkonen, J. V. A. (2014). It’s all about Extraversion: Why Facebook friend
count doesn’t count towards well-being. Journal of Research in Personality, 53, 64-67.
 GROUP READING: Widiger, T. A., & Smith, G. T. (2008). Personality and psychopathology. In
O. P. John, R. W., Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory & research.
New York: Guildford.
12/8
 Tragesser, S. L., & Benfield, J. (2012). Borderline personality disorder and features of mate
retention tactics. Journal of Personality Disorders, 26, 334-344.
 Magee, C. A., Heaven, P. C. L., & Miller, L. M. (2013). Personality change predicts selfreported mental and physical health. Journal of Personality, 81, 324-334.
 BIOGRAPHY READING:
 Miller, G. (2009). Conscientiousness. In Spent: Sex, evolution, and consumer behavior. (pp.
225-240). New York: The Penguin Group.
 Hill, P. L., Nickel, L. B., & Roberts, B. W. (2014). Are you in a healthy relationship? Linking
12/10
conscientiousness to health via implementing and immunizing behaviors. Journal of
Personality, 82, 485-492.
 Turiano, N. A., Chapman, B. P., Gruenewald, T. L., & Mroczek, D. K. (2015). Personality and
the leading behavioral contributors of mortality. Health Psychology, 34, 51-60.
** Application Papers due by the end of the scheduled Final Exam time. **
Test 2
(45 Minutes)
Activity 11
15