Science of Happiness -1The Science of Happiness
Psych 122a
Brandeis University
Fall 2007
Course Time: Tuesdays and Fridays 1:30 – 3:00
Course Location: Brown 115
Professor: Heather A. Wadlinger
Office: Volen 304
Office Hours: Thursdays 1:30 – 3:30, and by appointment
Office Phone: 6-2797
Email: wadlinger@brandeis.edu
Course Description
This course will examine the current empirical literature in the domains of social, personality,
and clinical psychology on the science of happiness. What does it mean to be happy? We will
begin by defining and differentiating constructs of well-being as well as tracing the evolutionary
roots of happiness. Next, we will investigate the broad range of ways that positive emotions
influence cognition, health, wealth, and social relationships. In addition, we will then disentangle
different taxonomies of positive emotions (i.e. empathy, altruism, gratitude, humor, wisdom,
love, self-efficacy, hope). Finally we will explore literature on interventions that increase the
experience of positive emotions in daily life. Readings will examine contemporary dialogues on
the psychology of leading a fulfilling and flourishing life.
Required Readings
Required readings will be available for download on Latte.
Course Schedule
Date
F: Aug 31
T: Sept 4
F: Sept 7
T: Sept 11
T: Sept 18
F: Sept 21
Mini-Experiment Due
T: Sept 25
Topic
Reading
Introduction
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What does it mean to be happy?
Defining constructs of well-being.
What are the functions of positive
emotions?
How are we happy?
The neuro-correlates of positive affect
Does Success = Happiness and Who
is Happy?: A meta-analysis approach
Can we get happier?
The hedonic treadmill
Positive emotions and cognition
#1, 2
SL pp. 9-15, Chapter 7
# 3, 4, 5
--# 6, 7
--# 8, 9
--# 10, 11
--#12, 13
Science of Happiness -2-
F: Sept 28
Positive emotions and health
T: Oct 2
Positive emotions and
social relationships
Cultural findings in happiness
East vs. West
Can money buy happiness?
Positive emotions and capital
Guest Lecturer
F: Oct 5
F: Oct 12
Mini-Experiment Due
T: Oct 16
F: Oct 19
T: Oct 23
F: Oct 26
T: Oct 30
Mini-Experiment Due
F: Nov 2
T: Nov 6
F: Nov 9
T: Nov 13
Classifying and measuring positive
emotions
Psychological resiliency
Topic paper for proposal due
Empathy, altruism, gratitude, and
forgiveness
Humor
Wisdom and courage
Flow
Draft of literature review due
Love and attachment
F: Nov 16
I think; therefore, I can.
Self-efficacy and Hope
Spirituality and Mindfulness
T: Nov 20
Movie: Afterlife
T: Nov 27
Mini-Experiment Due
F: Nov 30
Clinical interventions in positive
psychology
Positive emotions in the workplace
T: Dec 4
F: Dec 7
Presentations I
Presentations II
Conclusions: Are we happy?
Research Proposal Due at 1PM
M: Dec 10
--# 14, 15
--# 16, 17
--#18, 19
SL pp. 34-35, 43-50
#20, 21, 22
----# 23, 24
SL pp. 53-73
# 25, 26
SL pp. 102-109
# 27, 28
SL pp. 265-284
#29, 30
--# 31
SL pp. 213-236
# 32, 33
SL pp. 252-259
# 34, 35
SL pp. 303-318
# 36, 37
SL pp. 173-194
# 38, 39
SL 243-252, 260-262
--# 40, 41
----SL Chapter 17
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Science of Happiness -3Course Requirements
I. Participation
Your class participation grade will be comprised of your attendance to class, but more
importantly your contributions to class discussions. Attendance is expected as all class topics
build upon and interrelate with each other, and will help you in the development of your
written assignments. Any class absence without an approved or documented reason will
result in a reduction of your participation grade. In addition, arriving consistently late to class
will result in a grade reduction.
Quality class participation will show a degree of insight into the literature for the current
class (demonstrating you have read the materials for that class), synthesis of the current
readings to past readings, as well as any other creative observations of the lecture topic.
Although some percentage of the class will include lecture, class discussion will be a primary
tool in investigating the assigned literature. It is expected that you will participate in every
class; however, extraneous and tangential talking will not necessarily improve your
participation grade.
Finally, although not mandatory, it is highly encouraged that you attend the instructor’s
office hours especially to discuss and finalize a topic for your research proposal. In addition,
the instructor is available to review one draft of the research proposal prior to their respective
due dates. This option is highly encouraged as it will most likely result in a better grade on
the assignment as well as a higher participation grade.
II. Discussion Questions
Completing the class readings are an integral part of understanding the discussion material.
Therefore, part of your grade (5%) will involve posting a discussion question or comment on
WebCT regarding that class’s readings at least 2 hours before class. Your question /
comment should be 3-5 sentences long. You posting should not be a summary of the
readings, but rather your rationale for posting your question or a comment integrating it with
other class material. You are required to complete 15 separate postings throughout the
semester. Any less will result in a reduction of your grade. If you complete more postings
then required, they may result in an increase of your participation grade (above). I will grade
the discussion questions on a scale of (1 = average-quality posting, 2 – good-quality posting,
3 = excellent-quality posting). An excellent post makes creative or insightful correlations
between class material. A good post shows that you clearly understood the material and/or
shows coherent rationale for a point that you didn’t understand or thought needed elaborated
on. An average post shows minimal effort to complete the assignment.
III. Personal Mini-Experiments
Throughout the semester you will be required to participate in several personal miniexperiments that put the empirical research you read in positive psychology articles to the
Science of Happiness -4test. These experiments involve implementing some of the interventions you read about in
your daily life and then writing up a 3 - 5 page evaluation of what happened. These
evaluations should include what specific intervention you employed, how you felt during and
after the process, and what observations the interventions had on your well-being. In
addition, you should discuss your experience with the intervention in relation to the current
literature discussed in class on empirical theories and causes of happiness.
You will be required to complete 4 of the 9 possible personal mini-experiments. These
assignments can be found on the Reading Schedule at the end of this syllabus. There are a
variety of interventions such as assessing your signature strengths and using them in a new
way, writing and delivering a gratitude letter, and performing a pleasurable and philanthropic
activity then comparing the two. Discussion papers will count towards 30% of your final
grade. Also, I will not accept emailed assignments. All mini-experiments must be turned in
printed out in physical form.
IV. Topic Paper
This paper will serve as the foundation for your future research proposal. This paper should
select within the broad domain of positive psychology, a specific topic that you are interested
in and synthesize current literature on that topic together in a cogent discussion. The paper
should be 4 – 6 pages in length and should incorporate five research articles with a references
page at the end. In addition, you should include a brief discussion (no more than one page) of
what your proposed experimental concept would entail. A handout detailing the format,
grading scheme, and points to discuss in the topic paper will be distributed later in class.
V. Research Proposal
This proposal should be between 10 – 20 pages in length. The paper will propose a research
experiment within the field of positive psychology for future study. The study should
synthesize the research you learned in the lecture material and either resolve a current debate
in positive psychology, or extend the current research on the science of happiness. This
research proposal will include a brief literature review, projected hypotheses, as well as the
intended methodology. A handout will be given later in the semester detailing the proposal’s
structure. In addition, it is required that you turn in a draft of your literature review (see
course schedule rubric for deadline). This will help me assess your progress and give you
valuable insights for the final proposal.
Science of Happiness -5Grading
The following components will comprise your final grade:
Research Proposal
Personal Mini-Experiments
Topic Paper
Discussion Questions
Participation
40 %
30 %
10 %
10 %
10 %
Your final grade in the course will be assigned based upon the following distribution (out of the
percentage of total possible points). Any grade falling above a 0.50 % score of a distribution
cutoff point will receive the grade on the next level (i.e. 92.50 = A; 92.49 = A-).
A+
A
AB+
B
BC+
C
CD
E
97 – 100 %
93 – 96 %
90 – 92 %
87 – 89%
83 – 86%
80 – 82%
77 – 79 %
73 – 76 %
70 – 72 %
60 – 69 %
60% and below
Late Work and Extensions
All assignments are due at the beginning of class. Late assignments for the personal miniexperiments will not be accepted. If the research proposal is turned in late, it will be penalized
15% the first day, and an additional 10% the second day, and an additional 10% the third day. I
will not accept any research proposals turned in after the third day. If an extenuating
circumstance (i.e. a personal emergency or documented illness) will prevent you from turning in
an assignment on time you must consult with the instructor before the assignment is due to make
appropriate adjustments in deadlines.
Students with Documented Disabilities
Any Brandeis students with documented disabilities must see the instructor immediately upon
receiving the syllabus (i.e. the first or second class) to discuss appropriate accommodations.
Retroactive accommodations will not be provided.
Science of Happiness -6Academic Honesty
Integrity, one of many human strengths and virtues, is of utmost importance in this course.
Academic honesty and integrity are crucial to the continued educational excellence at Brandeis
University. You are expected to take full and sole ownership and authorship of your work. It is
mandatory that any ideas, quotes, sentences, or phrases taken from other researchers, authors, or
other students must be properly cited and acknowledged (i.e. using quotation marks, footnotes,
or endnotes). All assignments for this course are to be completed independently.
Violation of any of the University’s policies on academic integrity (see Section 3, Rights and
Responsibilities) are subject to result in failure of the course, of the assignment, or ultimately
suspension from the University. If you are in doubt of any aspect of the assignments, it is
mandatory that you consult with the instructor for clarification.
Course Reading Schedule
What does it mean to be happy? Defining constructs of well-being.
1. Seligman, M. E. P. & Csikszentmihalyi, M. (2000). Positive psychology: An introduction.
American Psychologist, 55, 5 – 14.
2. Gable, S., & Haidt, J. (2005). Positive psychology. Review of General Psychology, 9, 103-110.
What are the functions of positive emotions?
3. Fredrickson, B. L. (2001). The role of positive emotions in positive psychology: The broadenand-build theory of positive emotions. American Psychologist, 56, 218-226.
4. Buss, D.M. (2000). The evolution of happiness. American Psychologist, 55, 15-23.
5. Carver, C. S. (2003). Pleasure as a sign you can attend to something else: Placing positive
feelings within a general model of affect. Cognition and Emotion, 17, 241-261.
How are we happy? The neurocorrelates of positive affect.
6. Urry, H. L., Nitschke, J. B., & Dolski, I. (2004). Making a life worth living: Neural correlates
of well-being. Psychological Science, 15, 367-372.
7. Kreiman, G., Koch, C., & Fried, I. (2000). Imagery neurons in the human brain. Nature, 408,
357-361.
Does success = happiness and Who is happy? A meta-analysis approach.
8. Diener, E. & Seligman, M.E.P. (2002). Very happy people. Psychological Science, 13, 80-83.
9. Lyubomirsky, S., King, L. A., & Ciener, E. (2005). The benefits of frequent positive affect:
Does happiness lead to success? Psychological Bulletin, 131, 803-855.
Can we get happier? The hedonic treadmill.
10. Diener, E., Lucas, R.E., & Scollon, C. N. (2006). Beyond the Hedonic Treadmill: Revising
Science of Happiness -7the Adaptation Theory of Well-Being. American Psychologist, 61, 305-314.
11. Aarts, H., & Dijksterhuis, A. (2000). Habits as knowledge structures: Automaticity in goal
directed behavior. Journal of Personality and Social Psychology, 78, 53-63.
Positive emotions and cognition
12. Lyubomirsky, S. (2001). Why are some people happier than others? : The role of cognitive
and motivavtional processes in well-being. American Psychologist, 56, 239-249.
13. Isen, A. M. (1999). Positive affect. Handbook of Cognition and Emotion, 521-539.
Positive emotions and health
14. Salovey, P., Rothman, A.J., Detweiler, J.B., & Steward, W.T. (2000). Emotional states and
physical health. American Psychologist, 55, 110-121.
15. Taylor, S. E., Kemeny, M.E., Reed, G.M., Bower, J.E., & Gruenewaldd, T.L. (2000).
Psychological resources, positive illusions, and health. American Psychologist, 55, 99109.
Positive emotions and social relationships
16. Gable, S. L., Reis, H.T., Impettt, E., & Asher, E.R. (2004). What do you do when things go
right? The intrapersonal and interpersonal benefits of sharing positive events. Journal of
Personality and Social Psychology, 87, 228-245.
17. Srivastava, S., McGonigal, K.M., Richards, J.M., Butler, E.A. & Gross, J.J. (2006).
Optimism in close relationships: How seeing things in a positive light makes them so.
Journal of Personality and Social Psychology, 91, 143-153.
Cultural findings in happiness: East vs. West
18. Schkade, D.A. & Kahneman, D. (1998). Does living in California make people happy? A
focusing illusion in judgments of life satisfaction. Psychological Science, 9, 340-346.
19. Wallace, B. A. & Shapiro, S. L. (2006). Mental balance and well-being: building bridges
between Buddhism and western psychology. American Psychologist, 61, 690-701.
Can money buy happiness? Cultural emotions and capital
20. Kahneman, D., Krueger, A.B., Schkade, D. (2006). Would you be happier if you were
richer? A focusing illusion. Science, 312, 1908-1910.
21. Csikszentmihalyi, M. (1999). If we are so rich, why aren’t we happy? American
Psychologist, 54, 821-827.
22. Nickerson, C., Schwarz, N., Diener, E. (2003). Zeroing on the dark side of the American
Dream: A closer look at the negative consequences on the goal for financial success.
Psychological Science, 14, 531-536.
Classifying and measuring positive emotions
Science of Happiness -823. Diener, E., Sandvik, E., & Pavot, W. (1991). Happiness is the frequency, not the intensity, of
positive versus negative affect. In F. Strack, M. Argyle, & N. Schwarz (Eds.), Subjective
well-being: An interdisciplinary perspective. Oxford, England: Pergamon Press.
24. Fredrickson, B. L. & Losada, M. F. (2005). Positive Affect and the Complex Dynamics
of Human Flourishing. American Psychologist, 60, Oct 2005. pp. 678-686.
Psychological resiliency
25. Tugade, M. M., & Fredrickson, B. L. (2004). Resilient Individuals Use Positive Emotions
to Bounce Back From Negative Emotional Experiences. Journal of Personality and
Social Psychology, 86, 320-333.
26. Gilbert, D. T., Pinel, E. C., Wilson, T.D., Blumberg, S.J., & Wheatley, T.P. (1998). Immune
Neglect: A Source of Durability Bias in Affective Forecasting. Journal of Personality
and Social Psychology, 75, 617-638.
Empathy, altruism, gratitude, and forgiveness
27. Emmons, R.A., & McCullough, M.E. (2003). Counting blessings versus burdens: An
experimental investigation of gratitude and subjective well-being in daily life. Journal of
Personality and Social Psychology, 88, 377-389.
28. Cialdini, R.B., Brown, S.L., & Lewis, B.P. (1997). Reinterpreting the empathy-altruism
relationship: When one into one equals oneness. Journal of Personality and Social
Psychology, 73, 481-494.
Humor
29. Martin, R. A., Puhlik-Doris, P., Larsen, G., Gray, J. & Weir, K. (2003). Individual
differences in uses of humor and their relation to psychological well-being: Development
of the humor styles questionnaire. Journal of Research in Personality, 37, 48-75.
30. Provine, R. R. (2004). Laughing, tickling, and the evolution of speech and self. Current
Directions in Psychological Science, 13, 215-218.
Wisdom and courage
31.
Baltes, P.B., & Staudinger, U.M. (2000). Wisdom: A metaheuristic (pragmatic) to
orchestrate mind and virtue toward excellence. American Psychologist, 55, 122-135.
Flow
32. Csikszentmihalyi, M. & LeFevre, J. (1989). Optimal experience in work and leisure. Journal
of Personality and Social Psychology, 56, 815-822.
33. Massimini, F. & Fave, A. D. (2000). Individual development in a bio-cultural perspective.
American Psychologist, 55, 24-34.
Love and attachment
Science of Happiness -934. Taylor, S.E., Klein, L.C., Lewis, B.P., Gruenewald, T.L., Gurung, R.A., & Updegraff, J.A.
(2000). Biobehavioral responses to stress in females: Tend-and-befriend, not fight-orflight. Psychological Review, 107, 411-429.
35. Hazan, C. & Shaver, P.R. (1987). Romantic love conceptualized as an attachment process.
Journal of Personality and Social Psychology, 52, 511-524.
I think; therefore, I can: Self-efficacy and Hope
36. Eden, D. & Aviram, A. (1993). Self-efficacy training to speed reemployment: Helping
people to help themselves. Journal of Applied Psychology, 78, 352-360.
37. Snyder, C.R. (2002). Hope theory: Rainbows in the mind. Psychological Inquiry, 13, 249275.
Spirituality and mindfulness
38. Keltner, D. & Haidt, J. (2003). Approaching awe: a moral, spiritual, and aesthetic emotion.
Cognition and Emotion, 17, 297-314.
39. Kabat-Zinn, J. (2003). Mindfulness-based interventions in context: Past, present, and
future. Clinical Psychology, 10, 144-156.
Clinical interventions in positive psychology
40. Seligman, M. E. & Steen, T. A. (2005). Positive Psychology Progress: Empirical validation
of interventions. American Psychologist, 60, 410-421.
41. Lyubomirksy, S., Sheldon, K.M., & Schkade, D. (2005). Pursuing happiness: The
architecture of sustainable change. Review of General Psychology, 9, 111-113.
Positive emotions in the workplace
Readings only in Snyder & Lopez.
Science of Happiness -10Personal Mini-Experiments
All of these interventions were developed by social and clinical psychologists to increase
individual’s well-being in their daily lives (see research by Seligman). You will be putting these
interventions to the empirical test, critically assessing the strengths and challenges of the
interventions as well as the personal response you felt while completing them. You will also
evaluate how the interventions integrate with current theories in the literature on happiness.
Mini-Experiment #1: Assess your signature strengths using the VIA Signature Strengths Survey.
This questionnaire can be accessed at www.authentichappiness.com. You will have to register on
the website. Print out your profile upon completion and write an interpretation of your signature
strengths (i.e. the top five). Do you feel this is an accurate assessment of yourself? How do you
use these strengths in your daily life? Next, select one of your signature strengths and use it in a
completely new way throughout your day. Try to use it often throughout the day in as many
ways as possible as you can think of. Write a summary of how you used your strength
differently, how you felt about the process, and if you found it an easy or rather difficult
intervention to perform.
Mini-Experiment #2: Go out and engage in two activities. For one activity, simply do something
you enjoy that brings you hedonic (i.e. sensory) pleasure. For the next activity, do something
philanthropic (i.e. altruistic) for someone (a friend or stranger). Write-up a summary of these
experiences, then compare and contrast the intensity and nature of happiness you felt from both.
Mini-Experiment #3: Change up your patterns of behavior. Do one completely novel thing (a
change in your routine) that you would never do. The more uncertain, novel, and complex, the
activity, the better. Examples: pick up a book on a topic you would never think to investigate and
read it for 30 min., attend a seminar on campus you normally wouldn’t go to, take a different
route around campus all day, go study somewhere you have never been, eat a food you would
normally not even consider trying. What did you chose and why? How did it feel when you were
doing it and after? Will you do it again? Really attempt to clearly pay attention while you are
doing the new activity to give a detailed response.
Mini-Experiment #4: Gift of Time – Think of a person you care about. What can you possibly do
for this person that entails nothing more than giving of your time (that indeed takes time). There
are always acts of kindness that require money or physical gifts, but for this exercise, the gift is
only your time. Plan a gift of time for someone and give it (whether it means doing something
with them or on your own). Spend as much time as you need to do the favor well without
shortcuts. Do not tell the recipient of the gift how much time you spent or what you are doing
(i.e. that you are giving them a gift). What time gift did you choose and why? How did you feel
during and after giving the gift? How were you received?
Mini-Experiment #5: Write and deliver a letter expressing your genuine gratitude towards
someone in your life (teacher, family member, friend, someone you encounter daily). How did
you feel writing the letter, was it difficult? How did it feel when you delivered the letter? Did
you get a response? Was it what you expected? Please include a copy of the letter.
Science of Happiness -11Mini-Experiment #6: Have you noticed how “screen time” affects your ability to immerse
yourself in your schoolwork? For 1 – 2 days, completely eliminate extraneous screen time in
your life. This means no television, no instant messaging, no aimless surfing on the net or
obsessive checking of email. Only use a computer when you absolutely have to, to complete
academic assignments. Do not text message on your phone unless you have absolutely have to.
Did your ability to concentrate increase or decrease? How did you feel during this process? Did
your happiness go up or down? Were you more effective academically or not?
Mini-Experiment #7: Do the mindfulness of eating and the mindfulness of breathing and sitting
meditation (do this particular one for at least 15 minutes) on page 250-251 of your textbook.
Report on your experiences with both and relate it to the current mindfulness intervention
research we discussed in class.
Mini-Experiment #8: After watching the movie “Afterlife,” write a summary on what one
memory you would chose as your defining life moment like the characters in the movie must
choose. How did you choose this moment over others? Did it demonstrate you using one of your
signature strengths? Was it an example of hedonic or eudaimonic happiness? Was it a difficult
choice? How does the event you chose integrate with the literature discussed in class?
Mini-Experiment #9: Participate in a day of compassion exercise. For a period of 24 hours be
mindful of doing your best to care for others, be considerate and respectful, and avoid causing
harm. Your challenge is to live each minute of the day in as compassionate a way as possible.
Leave no behavior unexamined, from talking on the phone to eating lunch to watching tv. In
other words don’t just limit yourself to opening a door for a stranger or petting a lonely dog;
rather, think about all the unnecessary suffering in the world, and strive for the greatest impact
and deepest level of compassion without being insincere. Do not tell others about the assignment
to limit biased social reactions. Define what compassion is for you and who were the recipients
of your efforts. If you noticed any differences in your day than any other day what psychological
factors do you believe made the difference? What are the psychological costs and benefits to
living this way? Did others notice a difference, what attributions did they make for your
behavior?