PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Course Goals
This course is designed to help you:
 Develop a thorough grasp of the basic concepts of personality psychology including its methods, theories,
experimental findings, and their applicability to your world.

Give you a full understanding of the person as a whole in terms of structure, organization, and development.

Improve your skills in reading primary psychological research articles.

Develop your ability to understand and describe the competing perspectives, contributions, and limitations of
different psychological theories.
Class Meetings: MTWThF 12:45 pm- 2:20 pm, MUEN E131
Instructor: Dr. Geoffrey Urland
Office: Muenzinger D356A
Office Hours:
 T 2:30 pm-3:30 pm (Muenzinger D356A)

W 11:30 am – 12:30 pm (Muenzinger D356A)
Email: Geoffrey.Urland@colorado.edu
Please include the course number (“PSYC 4456”) in your email title! I will make a reasonable effort to answer
your emails as quickly as possible, but I do not regularly check my CU email after 5pm on weekdays or anytime on the weekend.
Teaching Assistants:
 Erin McPherson (erin.mcpherson@colorado.edu) Office hours: M 10 am – 12 pm (Muen. D350)
Grading Scale Grades will be assigned based on the following percentages:
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A: 100%-93%
C: 77.4%-73%
A-: 92.4%-90%
C-: 72.4%-70%
B+: 89.4%-88%
D+: 69.4%-68%
B: 87.4%-83%
D: 67.4%-63%
B-: 82.4%-80%
D-: 62.4%-60%
C+: 79.4%-78%
F: Below 60%
PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Policies
Disabilities
If you qualify for accommodations because of a disability, please submit a letter from Disability Services to
me in a timely manner (for exam accommodations provide your letter at least one week prior to the exam) so that
your needs can be addressed. Disability Services determines accommodations based on documented disabilities.
Contact Disability Services at 303-492-8671 or by e-mail at dsinfo@colorado.edu.
If you have a temporary medical condition or injury, see guidelines at
http://disabilityservices.colorado.edu/general-information/temporary-injuries
Religious Observance
Campus policy regarding religious observances requires that faculty make every effort to deal reasonably and
fairly with all students who, because of religious obligations, have conflicts with scheduled exams, assignments or
required attendance. In this class, requests for special accommodations need to be presented in a timely manner: at
least one week prior to scheduled exams or other deadlines. See full details at
http://www.colorado.edu/policies/fac_relig.html.
Class Behavior
Students and faculty each have responsibility for maintaining an appropriate learning environment. Those
who fail to adhere to such behavioral standards may be subject to discipline. Faculty members have the professional
responsibility to treat all students with understanding, dignity and respect, to guide classroom discussion and to set
reasonable limits on the manner in which they and their students express opinions. Professional courtesy and
sensitivity are especially important with respect to individuals and topics dealing with differences of race, color,
culture, religion, creed, politics, veteran’s status, sexual orientation, gender, gender identity and gender expression, age,
disability, and nationalities
This classroom will thrive on respect. I promise to respect your time, intelligence, curiosity, and
investment in your education by preparing and delivering the best, most thorough, and most interesting course that I
can. In turn, please respect your fellow classmates, your TAs, your university, and me. To ensure that our class
functions, please participate in class discussions respectfully and calmly and do not disrupt the class (with cell phones,
conversations, obvious internet surfing, continuous texting, personal grooming, newspaper or book reading, indiscreet
eating, or any other behaviors that will disrupt the class or others' ability to pay attention).
Class rosters are provided to the instructor with the student's legal name. I will gladly honor your request to
address you by an alternate name or gender pronoun. Please advise me of this preference early in the semester so that
I may make appropriate changes to my records. See policies at http://www.colorado.edu/policies/classbehavior.html
and at http://www.colorado.edu/studentaffairs/judicialaffairs/code.html#student_code
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PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Academic Integrity
All students of the University of Colorado at Boulder are responsible for knowing and adhering to the
academic integrity policy of this institution. Violations of this policy may include: cheating, plagiarism, aid of academic
dishonesty, fabrication, lying, bribery, and threatening behavior. All incidents of academic misconduct shall be
reported to the Honor Code Council (honor@colorado.edu; 303-735-2273). Students who are found to be in
violation of the academic integrity policy will be subject to both academic sanctions from the faculty member and
non-academic sanctions (including but not limited to university probation, suspension, or expulsion). Other
information on the Honor Code can be found at http://www.colorado.edu/policies/honor.html and at
http://honorcode.colorado.edu
Discrimination & Harassment
The University of Colorado Boulder (CU-Boulder) is committed to maintaining a positive learning, working, and
living environment. The University of Colorado does not discriminate on the basis of race, color, national origin, sex,
age, disability, creed, religion, sexual orientation, or veteran status in admission and access to, and treatment and
employment in, its educational programs and activities. (Regent Law, Article 10, amended 11/8/2001). CU-Boulder
will not tolerate acts of discrimination or harassment based upon Protected Classes or related retaliation against or by
any employee or student. For purposes of this CU-Boulder policy, "Protected Classes" refers to race, color, national
origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, or veteran
status. Individuals who believe they have been discriminated against should contact the Office of Discrimination and
Harassment (ODH) at 303-492-2127 or the Office of Student Conduct (OSC) at303-492-5550. Information about the
ODH, the above referenced policies, and the campus resources available to assist individuals regarding discrimination
or harassment can be obtained athttp://hr.colorado.edu/dh/
Final Exam Policy
If you have three or more final exams scheduled on the same day, you are entitled to arrange an alternative exam time
for the last exam or exams scheduled on that day. To qualify for rescheduling final exam times, you must provide
evidence that you have three or more exams on the same day, and arrangements must be made with your instructor
no later than the end of the sixth week of the semester (Friday, February 21, 2014). For the complete final
examination policy, see the University of Colorado at Boulder Catalog. For the Spring 2014 Final Exam Schedule,
please see
http://www.colorado.edu/registrar/sites/default/files/forms/Spring%202014%20Final%20Exam%20Schedule_0.pd
f
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PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Assessment
Writing Assignment (10%)
There will be one written assignment in this class which will count for 10% of your grade. Essays are
expected to be original work (please refer to academic integrity policy above). Details of the assignment will be
discussed during class.
Midterm Examination (35%)
There will be one midterm. Examination questions will come from lecture and assigned readings and the
examination format will consist of short answer and short essay questions. Exams are generally not cumulative. Other
than for reasons outlined in the policies above [religious accommodation reasons (agreed upon ahead of time in
writing) or short term disabilities approved by disability services] make up examinations will not be given.
Final Examination (35%)
The final examination will consist of short answer and short essay questions. The final will not be cumulative.
The final exam will cover all lectures and readings after the second midterm through the end of the term.
Final Exam Date and Time: Thursday, July 3rd in class.
Survey Assignment (5%)
Before the end of the semester you will be required to complete an online survey. This survey, consisting of
several personality measures, will be used during the semester to help illustrate several course concepts with real data
and to advance personality research. By the end of the semester you will also receive a copy of your results for many
of the measures. The survey should take around an hour to complete.
Online Discussion Questions (15%)
Your course participation grade will come from your completion of discussion and other activities on the
course D2L site on a weekly basis.
Optional Term Paper (Can replace either the midterm examination grade or the final examination grade)
You may choose to replace your score on one of the exams by writing an optional term paper instead. If you
choose to do the paper, it is due on Tuesday, June 24 (at 11:59pm) in the course dropbox. No papers will be accepted
after Tuesday, June 24. Specific guidelines for the paper will be discussed later in the course.
Extra Credit (Up to 4%)
Attending and participating in class will provide an opportunity for you to earn up to 4% extra credit toward
your final grade. Lectures are designed to complement the readings and will often cover and emphasize different
material. Although lecture slides will be posted online, the slides serve as a guideline to the lecture and do not capture
everything I will talk about. Therefore, they will probably not be very useful if you miss class. Attendance and
participation credit will be measured with periodic clicker questions. Clickers can be purchased at the CU bookstore.
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PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Theme
What is
Personality?
Parts &
Processes
Week
One
Dates
Topic
Mon. June 2 Tues. June 3
Introduction (part 1): What is
personality?
Funder (2013), chap. 1
Greenhalgh (1997)
Twenge et al. (2008)
Trzesniewski et al. (2008)
Weds. June 4
Introduction (part 2): How do you
measure personality?
Funder (2013), chap 2
Thurs. June 5
Fri. June 6
Personality Traits
Mon. June 9
The Five Factor Model
Tues. June 10
Two
Dispositional
&
Environmental
Determinants
of Personality
Weds. June 11 Thurs. June 12
Fri. June 13
Mon. June 16
The Big Five
Model in
Detail
Focused
Applications of
Personality
Psychology
Essay due
Motivation
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DeYoung et al. (2010)
Gosling & John (1999)
Ryan & Deci (2000)
Steel (2007)
Survey Due
DeSteno, Gross, & Kubzansky (2013)
O’Boyle et al. (2010)
Emotion
MIDTERM
Personality Disorders
Thurs. June 19
Personality Development
Fri., June 20 Mon., June 23
How are Personalities Perceived?
Extraversion, Openness, and
Conscientiousness
Leichsenring & Leibing (2003)
Funder (2013) chap. 18 pp. 645-673
Harris (1995)
Caspi, Roberts, & Shiner (2005)
Funder (1995)
Gosling et al. (2002)
Hoyle, Fejfar, & Miller (2000)
Optional Term Paper due
Four
Lahey (2009)
Weds., June 25
Agreeableness and Neuroticism
Thurs., June 26
Personality and Health
Personality & Crime / Personality &
Work
Peterson et al. (1998)
Mon. June 30 Tues., July 1
Personality and Relationships
Fletcher & Kerr (2010)
Weds., July 2
Humor
Greengross & Miller (2009)
Gelkopf (2011)
Fri., June 27 –
Five
Heine et al. (2008)
Terracciano (2005)
Personality, Genetics, Neuroscience, and
Evolution
Weds., June 18
Tues., June 24
NO CLASS
Dar-Nimrod et al. (2012)
Ozer & Benet-Martinez (2006)
John, Naumann, & Soto (2008)
Ashton & Lee (2007)
Personality and Culture
Tues. June 17
Three
Readings
(readings in italics are optional)
Alison et al. (2002)
PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Thurs., July 3
FINAL EXAM
Readings
Weekly readings include selections from primary journal articles and a textbook. The journal article readings are
available on the course D2L site. The full citations for the readings appear below.
Alison, L., Bennell, C., Mokros, A., & Ormerod, D. (2002). The personality paradox in offender profiling: A
theoretical review of the processes involved in deriving background characteristics from crime scene actions.
Psychology, Public Policy, and Law, 8, 115.
Dar-Nimrod, I., Hansen, I. G., Proulx, T., Lehman, D. R., Chapman, B. P., & Duberstein, P. R. (2012). Coolness: An
empirical investigation. Journal of Individual Differences, 33, 175-185.
DeSteno, D., Gross, J. J., & Kubzansky, L. (2013). Affective science and health: The importance of emotion and
emotion regulation. Health Psychology, 32, 474-486.
Fletcher, G. J., & Kerr, P. S. (2010). Through the eyes of love: reality and illusion in intimate relationships.
Psychological bulletin, 136(4), 627.
Funder, D. C. (1995). On the accuracy of personality judgment: A realistic approach. Psychological review, 102, 652670.
Funder, D.C. (2013) The Personality Puzzle (6th ed.). New York, NY: Norton.
Greengross, G., & Miller, G. F. (2009). The Big Five personality traits of professional comedians compared to
amateur comedians, comedy writers, and college students. Personality and Individual Differences, 47, 79-83.
Greenhalgh, T. (1997). How to read a paper: Papers that summarise other papers (systematic reviews and metaanalyses). British Medical Journal, 315, 672-675.
Harris, J. R. (1995). Where is the child's environment? a group socialization theory of development. Psychological
Review, 102, 458-489.
John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big five trait taxonomy. In O. P.
John, R. W. Robins, & L. A. Pervin (eds.): Handbook of personality: Theory and research, 3rd. ed. (114-158).
New York, NY: Guilford.
Lahey, B. B. (2009). Public health significance of neuroticism. American Psychologist, 64, 241.
Leichsenring, F., & Leibing, E. (2003). The effectiveness of psychodynamic therapy and cognitive behavior therapy in
the treatment of personality disorders: A meta-analysis. American Journal of Psychiatry, 160, 1223-1232.
Peterson, C. P., Seligman, E. P., Yurko, K. H., Martin, L. R., Friedman, H. S. (1998). Catastrophizing and Untimely
Death. Psychological Science, 9, 127-130.
Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social
development, and well-being. American Psychologist, 55, 68-78.
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PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Optional Readings
Ashton, M. C., & Lee, K. (2007). Empirical, theoretical, and practical advantages of the HEXACO model of
personality structure. Personality and Social Psychology Review, 11(2), 150-166.
Caspi, A., Roberts, B. W., & Shiner, R. L. (2005). Personality development: Stability and change. Annual Review of
Psychology, 56, 453-484.
DeYoung, C. G., Hirsh, J. B., Shane, M. S., Papademetris, X., Rajeevan, N., & Gray, J. R. (2010). Testing Predictions
From Personality Neuroscience Brain Structure and the Big Five. Psychological Science, 21, 820-828.
Gelkopf, M. (2011). The use of humor in serious mental illness: A review. Evidence-based Complementary and
Alternative Medicine, 2011. 1-8.
Gosling, S.D., Ko, S.J., Mannarelli, T., & Morris, M.E. (2002). Room with a cue: Personality judgments based on
offices and bedrooms. Journal of Personality and Social Psychology, 82, 379-398.
Gosling, S.D. & John, O.P. (1999). Personality dimensions in non-human animals: A cross-species review. Current
Directions in Psychological Science, 8, 69–75.
Heine, S. J., Buchtel, E. E., & Norenzayan, A. (2008). What do cross-national comparisons of personality traits tell us?
The case of conscientiousness. Psychological Science, 19, 309-313.
Hoyle, R. H., Fejfar, M. C., & Miller, J. D. (2000). Personality and sexual risk taking: A quantitative review. Journal of
Personality, 68, 1203-1231.
O'Boyle, E. H., Humphrey, R. H., Pollack, J. M., Hawver, T. H., & Story, P. A. (2011). The relation between
emotional intelligence and job performance: A meta‐analysis. Journal of Organizational Behavior, 32(5), 788818.
Ozer, D. J., & Benet-Martinez, V. (2006). Personality and the prediction of consequential outcomes. Annual Review
of Psychology, 57, 401-421.
Steel, P. (2007). The nature of procrastination: A meta-analytic and theoretical review of quintessential self-regulatory
failure. Psychological Bulletin, 133, 65-94.
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PSYC 4456: Psychology of Personality
Summer 2014 Syllabus
Terracciano, A., Abdel-Khalek, A.M., Ádám, N., Adamovová, L., Ahn, C.-k., Ahn, H.-n., Alansari, B.M., Alcalay, L.,
Allik, J., Angleitner, A., Avia, M.D., Ayearst, L.E., Barbaranelli, C., Beer, A., Borg-Cunen, M.A., Bratko, D.,
Brunner-Sciarra, M., Budzinski, L., Camart, N., Dahourou, D., De Fruyt, F., de Lima, M.P., del Pilar, G.E.H.,
Diener, E., Falzon, R., Fernando, K., Ficková, E., Fischer, R., Flores-Mendoza, C., Ghayur, M.A., Gülgöz, S.,
Hagberg, B., Halberstadt, J., Halim, M.S., Hebíková, M., Humrichouse, J., Jensen, H.H., Jocic, D. D.,
Jónsson, F.H., Khoury, B., Klinkosz, W., Kneevi, G., Lauri, M.A., Leibovich, N., Martin, T.A., Marušic, I.,
Mastor, K.A., Matsumoto, D., McRorie, M., Meshcheriakov, B., Mortensen, E.L., Munyae, M., Nagy, J.,
Nakazato, K., Nansubuga, F., Oishi, S., Ojedokun, A. O., Ostendorf, F., Paulhus, D.L., Pelevin, S., Petot, J.M., Podobnik, N., Porrata, J.L., Pramila, V.S., Prentice, G., Realo, A., Reátegui, N., Rolland, J.-P., Rossier, J.,
Ruch, W., Rus, V.S., Sánchez-Bernardos, M.L., Schmidt, V., Sciculna-Calleja, S., Sekowski, A., ShakespeareFinch, J., Shimonaka, Y., Simonetti, F., Sineshaw, T., Siuta, J., Smith, P.B., Trapnell, P.D., Trobst, K.K.,
Wang, L., Yik, M., Zupani, A., & McCrae, R.R. (2005). National character does not reflect mean personality
trait levels in 49 cultures. Science, 310, 96-100.
Trzesniewski, K.H., Donnellan, M.B., & Robins, R. W. (2008). Is ‘Generation Me’ Really More Narcissistic Than
Previous Generations? Journal of Personality, 76, 903–918.
Twenge, J. M., Konrath, S., Foster, J. D., Keith Campbell, W., & Bushman, B. J. (2008). Egos Inflating Over Time: A
Cross-Temporal Meta-Analysis of the Narcissistic Personality Inventory. Journal of Personality, 76, 875-902.
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