Psychology 394:
Socio-Ecological Psychology (Summer, 2015)
Location: Stevenson Hall, Room 220
Time: Tuesdays and Thursdays from 1:30-4:00
Instructor: Dr. Matt Motyl
Office BSB 1062D
Office Hours: Mondays 10:00-11:00, & by appointment
Mailbox: BSB 1009
Phone: 413-5838
e-mail: motyl@uic.edu
Required Materials
Textbook: None
Readings: Available on Blackboard
Course Overview:
How do we change the communities in which we live? And, how do the communities in which we
live change us? How do we choose where we want to live, work and play? How does the
community around us shape our behaviors, feelings, and thoughts? What social ecologies promote
civic engagement, cooperation, happiness, and overall health? What social ecologies promote
anomie, competition, and frustration? How do small changes in communities have big effects on
their inhabitants? These are some of the main questions asked in socio-ecological psychology. In
this course, we will review research that aims to answer these questions and then explore practical
applications of this research in areas such as architecture, health promotion, education, political
participation, and urban planning.
Course Prerequisite:
None
Course Objectives:
Students should leave this course with an understanding of:
- How the physical spaces in which we live shape our thoughts, feelings, and behaviors
- How theories of social ecology are translated into scientifically testable hypotheses
- How hypotheses are tested and evaluated by conducting experiments and observing behavior—
appreciating these research methods and techniques will underscore the value of the scientific
method and scientific reasoning in understanding our world
- How to use socio-ecological psychology to understand and improve everyday life (e.g.,
interactions with other people and groups, relationships, mind-body issues and health, political
processes, law and policy and social processes more generally)
Course Format and Expectations:
We will meet twice a week for 180-minute interactive sessions that will include discussing past
research and theory, developing research questions, examining our own social ecology, and yes,
even the occasional lecture (although, I hope to keep these to a minimum). I will assume that you
have completed the reading assignments before each class meeting. In class, we will discuss
some—but not all—of the details from the assigned readings. Instead, we will use the class time to
gain an in-depth understanding of selected topics. Because of the interactive nature of this class, it
is important that you attend every class.
Attendance and Learning Environment:
Though, I will not take formal attendance, your class participation is part of your grade (see
grading section below, for details).
I think of the classroom as a community, where success depends on all of our contributions and
behaviors. The best classroom communities emerge when everyone comes to class prepared to
contribute to the class discussion in a thoughtful manner. These classroom communities are not
disrupted by phone calls, texting, Facebooking, Tweeting, Instagramming, emailing, reading
newspapers, playing games, talking with others, or engaging in other distracting shenanigans. Over
the semester, I promise that I will not stop mid-lecture to catch up on my Twitter feed or to check
out recent LOLcats. Please do not do any of these things during class. If you do, you will be asked
to leave.
If you do not understand something in class or the readings, please ask. If you feel uncomfortable
asking during class, you may ask immediately following class, via email, or by requesting to meet
with me or your TA.
Socio-ecological psychology studies some sensitive subjects, including body-image, conformity,
prejudice, and violence. Thus, it is especially important to be respectful of each other. If something
in the reading, lecture, or discussion makes you uncomfortable, please let me know. The material
can be difficult but is important to understand.
Blackboard Page
Information about the course, including this syllabus, is on Blackboard. It is important that you
check Blackboard regularly for announcements. I will post my PowerPoint slides on Blackboard so
that you won’t need to worry about writing down everything on every slide and so that you’ll be
able to review them. I will post supplemental readings, news articles, videos, cartoons, and other
information / links to material that may help shed light on the course material. I encourage you to
share similar material from your everyday life with the course in our supplemental materials page
on Blackboard.
As you likely know, Blackboard includes a feature that allows students and faculty to communicate
via email. If you choose to use this feature, please keep in mind that you may only use it for
purposes relating directly to this course. Please do not use it for solicitations or advertisements of
any products, services, or events not directly related to course content. If you do use it to solicit or
advertise products, services, or events directly related to course content, please ask the permission
of the instructor (Dr. Motyl) before doing so.
Exams
There are NO exams in this class.
Reaction Papers
After reading the assigned papers/articles/chapters, you should write a 1-page double-spaced
reaction paper (12-point Times New Roman font, 1” margins all around). In your reaction paper,
you may critique the perspectives from the day’s readings, develop a research question that is
rooted in the day’s readings, integrate the ideas from the day’s readings, and/or apply the readings
to understand an event happening in a particular social ecology (e.g., one neighborhood in
Chicago).
Term Paper
There will be a single term paper. Details will provided in class.
Grading
Your final grade for the course will be determined as follows:
Item
Possible
Points
Reaction 1
10 points
Reaction 2
10 points
Reaction 3
10 points
Reaction 4
10 points
Reaction 5
10 points
Reaction 6
10 points
Reaction 7
10 points
Reaction 8
10 points
Reaction 9
10 points
Reaction 10
10 points
Reaction 11
10 points
Reaction 12
10 points
Activity 1
30 points
Activity 2
30 points
Term Paper
150 points
Participation
50 points
Total Possible Points 380 points
Earned
Points
Grade
Percent
A
89.5 – 100
Raw Points
340.1-380
B
C
D
E
79.5 – 89.4
69.5- 79.4
59.5 – 69.4
0 – 59.4
302.1-340.09
264.1-302.09
226.1-264.09
0-226.09
Email and Question-Answering Policy:
Ideally, I would like to get to know each of you individually. Unfortunately, with a class this large,
that is not possible. Nor is it possible for me to have regular email conversations with all of you.
Please do not email me or the TAs about matters that you can look up on the syllabus. If you miss a
class, please do not expect us to answer questions about it over email. If you have questions about
the material or the assignments, please see the instructor or TA after class, or go to the instructor or
TA office hours. If you have questions or comments on the material, feel free to email the
instructor or TA and include PSYCH 394 and YOUR NAME in the subject line. We receive
hundreds of emails every day, so following this rule will help us to identify your email as important
and related to class. Our policy is to respond to emails within two working days of receipt.
Working days are Monday through Friday. So, if you send an email on Saturday, we might not get
back to you until Tuesday. Please be aware of this and adjust your expectations accordingly. I am
available to all of my students and encourage all of you to visit me during office hours, even if it’s
to have a casual chat. However, given the large size of the class, I am less encouraging of email. If
you have concerns or questions, you should check the course syllabus and Blackboard. If you
cannot find your answer there, try posting a question in the discussion forum on Blackboard. If that
doesn’t work, then come to office hours or arrange an appointment with your TA. If you send them
to me, I will forward them to your TA and that will delay your response.
To reiterate, DO NOT SEND EMAILS REGARDING YOUR GRADES. The syllabus contains the
point values for all grade entries and space for you to keep track of your own grade. If you have
additional questions, please ask them after class or during office hours. Any email inquiries about
grades will go without a response.
Grade Appeals:
If you feel strongly that your grade on an assignment or test was unfair, you have the right to
appeal. In such cases, you must first talk with your TA to find out why your assignment or exam
was graded the way that it was. Usually, you will be able to resolve things directly with your TA. If
an issue remains, however, you may submit a word document stating (a) what test item you are
questioning and (b) your rationale for the appeal. Email the document to Professor Motyl. When
you request a grade appeal, Professor Motyl will re-grade the entire test or assignment—not just
the single item or aspect that you are appealing. Thus, it is possible that your grade could go down
on the basis of an appeal if an error that had initially favored you is caught on a second
examination. An appeal of a test item or assignment MUST be submitted within two weeks of
when the assignment was handed back / posted; there will be no exceptions to this rule.
Academic Integrity:
As an academic community, UIC is committed to providing an environment in which research,
learning, and scholarship can flourish and in which all endeavors are guided by academic and
professional integrity. All members of the campus community–students, staff, faculty, and
administrators–share the responsibility of insuring that these standards are upheld so that such an
environment exists. Instances of academic misconduct by students will be handled pursuant to
the Student Disciplinary Policy:
http://www.uic.edu/depts/dos/docs/Student%20Disciplinary%20Policy.pdf
In fairness to the vast majority of students who take their college career seriously, no form of
cheating will be tolerated. If you cheat on any exam or assignment in this class, you will fail the
entire class and I will file official judicial charges against you immediately with the Dean of
Students, who will place a notice about the incident in your permanent record. There will be no
exceptions to this policy.
Cheating includes, but is not limited to, looking on others' tests or letting them look on yours
during a test, copying or giving others test answers, using your cell phone or other electronic
devices during an exam without prior explicit permission to do so, and plagiarism which includes
copying the words of a fellow student or any other author in your papers, copying even short
phrases from written work that you are using as a reference (even if you cite it properly), handing
in work that you have handed in for another class, and handing in papers you've gotten from the
internet or from other students.
No form of reproduction or provision of exams or assignments, or any part thereof, including, but
not limited to, copying for personal use, sharing with current or prospective students, or posting on
the Internet in open access or restricted selective spaces is permitted without the written permission
of the course instructor, Dr. Motyl.
All violations of student conduct or academic integrity will be handled according to UIC’s student
conduct policy: http://www.uic.edu/depts/dos/studentconduct.html
Students with Disabilities:
Students with disabilities who require accommodations for access and participation in this course
must be registered with the Office of Disability Services (ODS). Please contact ODS at (312) 4132103 (voice) or (312) 413-0123 (TTY). More information about accommodations is available at
http://www.uic.edu/depts/oaa/disability_resources/faq/accommodations.html.
Religious Holidays:
Campus Policy States: The faculty of the University of Illinois at Chicago shall make every effort
to avoid scheduling examinations or requiring that student projects be turned in or completed on
religious holidays. Students who wish to observe their religious holidays shall notify the faculty
member by the tenth day of the semester of the date when they will be absent unless the religious
holiday is observed on or before the tenth day of the semester. In such cases, the student shall
notify the faculty member at least five days in advance of the date when he/she will be absent. The
faculty member shall make every reasonable effort to honor the request, not penalize the student
for missing the class, and if an examination or project is due during the absence, give the student an
exam or assignment equivalent to the one completed by those students in attendance. If the student
feels aggrieved, he/she may request remedy through the campus grievance procedure.
Incompletes:
University policy on incomplete grades is very strict. I will grant an incomplete grade only under
the most extreme circumstances. Do not request an incomplete unless the following conditions
apply (taken from the undergraduate catalogue):
Course work is incomplete when a student fails to submit all required assignments or is absent
from the final examination; incomplete course work will normally result in a failing grade. The
IN (incomplete) grade may be assigned in lieu of a grade only when all the following
conditions are met: (a) the student has been making satisfactory progress in the course; (b) the
student is unable to complete all course work due to unusual circumstances that are beyond
personal control and are acceptable to the instructor; (c) the student presents these reasons
prior to the time that the final grade roster is due. The instructor must submit an Incomplete
report with the final grade roster for the IN to be recorded. This report is a contract for the
student to complete the course work with that instructor or one designated by the department
executive officer in the way described and by the time indicated on the report. In resolving the
IN, the student may not register for the course a second time, but must follow the procedures
detailed on the report. An IN must be removed by the end of the student's first semester or
summer session in residence subsequent to the occurrence, or, if not in residence, no later than
one calendar year after the occurrence. When the student submits the work, the instructor will
grade it and change the IN to the appropriate grade. If an undergraduate fails to meet the
stated conditions, the instructor will assign an E for the final grade.
Letters of Recommendation:
I am happy to provide letters of recommendation for students who have demonstrated excellence in
my class. In order to write a good letter, I must know you. So, if you anticipate requesting a letter
of recommendation from me, please ensure that you meet with me at least once to discuss your
aspirations and plans. If I don’t know you, I cannot write a letter for you.
Legal Disclaimers
The content of this course is the intellectual property of the instructor and is covered by copyright
law. The exams and handouts in this class are copyrighted. Any sale, reproduction, or retransmission of course-related materials (including exams or exam questions) is a violation of US
Copyright Law, and any parties (students or commercial enterprises) involved in such illegal
activities are subject to both criminal and civil prosecution. Students are allowed to provide or lend
notes to fellow students, provided they do not financially profit from doing so. The
commercialization of class notes, however, is strictly prohibited; violators will be prosecuted.
Psych 394 Course Outline and Assigned Readings
Date
Topic
16-June
Class introduction
18-June
Background
23-June
Research Methods
25-June
Workplace and Classroom
Ecology
Read and/or Do
Follow: @MattMotyl, @Richard_Florida, @CityLab
Sign up for: EveryBlock Chicago (go to Chicago.everyblock.com and sign up for 3 different zip codes in Chicago;
perhaps your home zip code, school zip code, and zip code of your favorite part of town to hang out in)
Read:
Oishi & Graham (2010). Social ecology: Lost and found in psychological science. Perspectives on Psychological
Science, 5, 356-377.
Read:
Bronfrenbrenner, U. (1977). Toward an experimental ecology of human development. American Psychologist, 513-531.
Craik, K. H. (1973). Environmental psychology. Annual Review of Psychology, 24, 403-422.
Lewin, K. (1939). Field theory and experiment in social psychology: Concepts and methods. American Journal of
Sociology, 44, 868-896.
Markus, H. & Kitayama, H. (1991). Culture and the self: Implications for cognition, emotion, and motivation.
Psychological Review, 98, 224-253.
Laland, K. N., Odling-Smee, F. J., & Feldman, M. W. (1999). Evolutionary consequences of niche construction and
their implications for ecology. Proceedings of the National Academy of Sciences, 96(18), 10242-10247.
Explore: www.city-data.com
Read:
Appleyard, D., & Lintell, M. (1972). The environmental quality of city streets: the residents' viewpoint. Journal of the
American Institute of Planners, 38(2), 84-101.
Clarke, P., Alishare, J., Melendez, R., Bader, M., & Morenoff, J. (2010). Using Google Earth to conduct a neighborhood
audit: Reliability of a virtual audit instrument. Health & Place, 16, 1224-1229.
Rauthmann, J. F., Gallardo-Pujol, D., Guillaume, E. M., Todd, E., Nave, C. S., Sherman, R. A., & Funder, D. C. (2014).
The Situational Eight DIAMONDS: A taxonomy of major dimensions of situation characteristics. Journal of
personality and social psychology, 107(4), 677-718.
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(3), 379.
Sampson, R. J., & Raudenbush, S. W. (1999). Systematic observation of public spaces: A new look at disorder in urban
neighborhoods. American Journal of Sociology, 105, 603-651.
Suminski, R. R., Petosa, R. L., & Stevens, E. (2006). A method for observing physical activity on residential sidewalks
and streets. Journal of Urban Health, 83, 434-443.
Milgram, S. (1970). The experience of living in cities. Science, 167, 1461-1468.
Do: Reaction Paper 1
Read:
Cheryan, S., Plaut, V. C., Davies, P. G., & Steele, C. M. (2009). Ambient belonging: how stereotypical cues impact
gender participation in computer science. Journal of personality and social psychology, 97(6), 1045.
Purdie-Vaughns, V., et al. (2008). Social identity contingencies: How diversity cues signal threat or safety for African
Americans in mainstream institutions. Journal of Personality and Social Psychology, 94, 615-630.
Stephens, N. M., et al. (2012). Unseen disadvantage: How American Universities’ Focus on Independence undermines
the academic performance of first-generation college students. Journal of Personality and Social Psychology, 102,
1178-1197.
Walton, G. M., & Cohen, G. L. (2011). A brief social-belonging intervention improves academic and health outcomes of
minority students. Science, 331(6023), 1447-1451.
Sana, F., Weston, T., & Cepeda, N. J. (2013). Laptop multitasking hinders classroom learning for both users and nearby
peers. Computers & Education, 62, 24-31.
Heerwagen, J. H., & Orians, G. H. (1986). Adaptations to windowlessness: A study of the use of visual décor in
windowed and windowless offices. Environment and Behavior, 18, 623-639.
Do: Reaction Paper 2
30-June
2-July
Ecology & Personality 1
Ecology & Personality 2
Read:
Rentfrow, P. J. (2010). Statewide differences in personality: toward a psychological geography of the United States.
American Psychologist, 65(6), 548.
Rogers, K. H., & Wood, D. (2010). Accuracy of United States regional personality stereotypes. Journal of Research in
Personality, 44, 704-713.
Jokela, M., Bleidorn, W., Lamb, M. E., Gosling, S. D., & Rentfrow, P. J. (2015). Geographically varying associations
between personality and life satisfaction in the London metropolitan area. Proceedings of the National Academy of
Sciences, 112(3), 725-730.
Harrington, J. R., & Gelfand, M. J. (2014). Tightness–looseness across the 50 united states. Proceedings of the National
Academy of Sciences, 111(22), 7990-7995.
DeVoe, S. E., House, J., & Zhong, C. B. (2013). Fast food and financial impatience: A socioecological approach.
Journal of personality and social psychology, 105(3), 476.
Do: Reaction Paper 3
Read:
Jokela, M. (2009). Personality predicts migration within and between US states. Journal of Research in Personality,
43(1), 79-83.
Oishi, S. (2010). The psychology of residential mobility implications for the self, social relationships, and well-being.
Perspectives on Psychological Science, 5(1), 5-21.
de Vries, R., Gosling, S., & Potter, J. (2011). Income inequality and personality: Are less equal US states less
agreeable?. Social Science & Medicine, 72(12), 1978-1985.
Park, N., & Peterson, C. (2010). Does it matter where we live?: The urban psychology of character strengths. American
Psychologist, 65(6), 535.
Graham, L. T., Gosling, S. D., & Travis, C. K. (2015). The Psychology of Home Environments A Call for Research on
Residential Space. Perspectives on Psychological Science, 10(3), 346-356.
Do: Reaction Paper 4
7-July
Ecology & Cognition
9-July
Ecology & Values
14-July
Ecology & Social
Relationships 1
Read:
Bronzaft, A. L., & McCarthy, D. P. (1975). The effect of elevated train noise on reading ability. Environment and
Behavior, 7, 517-528.
Proffitt, D. R. (2006). Embodied perception and the economy of action. Perspectives on psychological science, 1(2),
110-122.
Sampson, R. J., Sharkey, P., & Raudenbush, S. W. (2008). Durable effects of concentrated disadvantage on verbal
ability among African-American children. Proceedings of the National Academy of Sciences, 105, 845-852.
Sharkey, P., & Elwert, F. (2011). The legacy of disadvantage: Multigenerational neighborhood effects on cognitive
ability. American journal of sociology, 116(6), 1934.
Sharkey, P. (2010). The acute effect of local homicides on children's cognitive performance. Proceedings of the
National Academy of Sciences, 107(26), 11733-11738.
Talhelm, T., Zhang, X., Oishi, S., Shimin, C., Duan, D., Lan, X., & Kitayama, S. (2014). Large-scale psychological
differences within China explained by rice versus wheat agriculture. Science, 344, 603-608.
Uskul, A. K., Kitayama, S., & Nisbett, R. E. (2008). Ecocultural basis of cognition: Farmers and fishermen are more
holistic than herders. Proceedings of the National Academy of Sciences, 105(25), 8552-8556.
Do: Reaction Paper 5
Read:
Gimpel, J. G., & Hui, I. S. (2015). Seeking politically compatible neighbors? The role of neighborhood partisan
composition in residential sorting. Political Geography, ##, 1-13.
Hassin, R. R., Ferguson, M. J., Shidlovski, D., & Gross, T. (2007). Subliminal exposure to national flags affect political
thought and behavior. Proceedings of the National Academy of Science, 104, 19757-19761.
Motyl, M., Iyer, R., Oishi, S., Trawalter, S., & Nosek, B. A. (2014). How ideological migration geographically
segregates groups. Journal of Experimental Social Psychology, 51, 1-14.
Rentfrow, P. J., Gosling, S. D., Jokela, M., Stillwell, D. J., Kosinski, M., & Potter, J. (2013). Divided We Stand: Three
Psychological Regions of the United States and Their Political, Economic, Social, and Health Correlates. Journal of
Personality and Social Psychology, 105(6), 996-1012.
Schmitt, M. T., Davies, K., Hung, M., Wright, S. C. (2010). Identity moderates the effects of Christmas displays on
mood, self-esteem, and inclusion. Journal of Experimental Social Psychology, 46, 1017-1022.
Bilewicz, M., & Klebaniuk, J. (2013). Psychological consequences of religious symbols in public space: Crucifix
display at a public university. Journal of Environmental Psychology, 35, 10-17.
Sales, S. M. (1972). Economic threat as a determinant of conversion rates in authoritarian and nonauthoritarian
churches. Journal of Personality and Social Psychology, 23, 420-428.
Do: Reaction Paper 6
Read:
Lewis, K., Gonzalez, M., & Kaufman, J. (2012). Social selection and peer influence in an online social network.
Proceedings of the National Academy of Science, 109, 68-72.
Misra, S., Cheng, L., Genevie, J., & Yuan, M. (2014). The iPhone effect: The quality of in-person social interactions in
the presence of mobile devices. Environment and Behavior, 1-24.
Przybylski, A. K., & Weinstein, N. (2012). Can you connect with me now? How the presence of mobile communication
16-July
Ecology & Social
Relationships 2
21-July
Ecology & Attitudes
technology influences face-to-face conversation quality. Journal of Social and Personal Relationships, 30, 237246.
Putnam, R. D. (1995). Bowling alone: America’s declining social capital. Journal of Democracy, 6, 65-78.
Wilcox, B. L., & Holahan, C. J. (1976). Social ecology of the megadorm in university student housing. Journal of
Educational Psychology, 68(4), 453.
Do: Reaction Paper 7
Read:
McDermott, R., Fowler, J. H., & Christakis, N. A. (2013). Breaking up is hard to do, unless everyone else is doing it
too: Social network effects on divorce in a longitudinal sample. Social Forces, 92, 491-519.
Durante, K. M., Griskevicius, V., Simpson, J. A., Cantú, S. M., & Tybur, J. M. (2012). Sex ratio and women's career
choice: Does a scarcity of men lead women to choose briefcase over baby?. Journal of personality and social
psychology, 103(1), 121.
Griskevicius, V., Tybur, J. M., Ackerman, J. M., Delton, A. W., Robertson, T. E., & White, A. E. (2012). The financial
consequences of too many men: sex ratio effects on saving, borrowing, and spending. Journal of personality and
social psychology, 102(1), 69.
White, A. E., Kenrick, D. T., Neel, R., & Neuberg, S. L. (2013). From the bedroom to the budget deficit: Mate
competition changes men’s attitudes toward economic redistribution. Journal of personality and social
psychology, 105(6), 924.
Do: Reaction Paper 8
Read:
Li, Y., Johnson, E. J., & Zaval, L. (2011). Local warming daily temperature change influences belief in global warming.
Psychological Science.
Risen, J. L., & Critcher, C. R. (2011). Visceral fit: While in a visceral state, associated states of the world seem more
likely. Journal of personality and social psychology, 100(5), 777.
Mooney, C. (2014, December 19). The troubling reason why whites in some states may show more hidden racial bias.
Washington Post.
Rae, J. R., Newhiser, A., & Olson, K. R. (2015). Exposure to racial out-groups and implicit race bias in the United
States. Social Psychological & Personality Science, 6, 535-543.
Bramlett, B. H., Gimpel, J. G., & Lee, F. E. (2011). The political ecology of opinion in big-donor neighborhoods.
Political Behavior, 33(4), 565-600.
DiFonzo, N., et al., Rumor clustering, consensus, and polarization: Dynamic social impact and self-organization of
hearsay. Journal of Experimental Social Psychology, 49, 378-399.
Sinclair, S., Lowery, B. S., Hardin, C. D., & Colangelo, A. (2005). Social tuning of automatic racial attitudes:
the role of affiliative motivation. Journal of personality and social psychology, 89(4), 583.
23-July
Ecology and
Antisociality/Violence
Do: Reaction Paper 9
Read:
Anderson, C. A. (2001). Heat and violence. Current directions in psychological science, 10(1), 33-38.
Cohen, D., Nisbett, R. E., Bowdle, B. F., & Schwarz, N. (1996). Insult, aggression, and the southern culture of honor:
28-July
Ecology & Prosociality
30-July
Ecology & Physical Health
An experimental ethnography. Journal of personality and social psychology, 70(5), 945.
Sampson, R. J. (1997). Neighborhoods and violent crime: A multilevel study of collective efficacy. Science, 277, 918924.
Vail, K. E., Arndt, J., Motyl, M., & Pyszczynski, T. (2012). The aftermath of destruction: Images of destroyed buildings
increase support for war, dogmatism, and death thought accessibility. Journal of Experimental Social Psychology,
48(5), 1069-1081.
Wilson, J. Q., & Kelling, G. L. (1982). Broken windows. Atlantic monthly, 249(3), 29-38.
Keizer, K., Lindenberg, S., & Steg, L. (2008). The spreading of disorder. Science, 322, 1681-1687.
Turner, C. W., Layton, J. F., & Stanely Simons, L. (1975). Naturalistic studies of aggressive behavior: Aggressive
stimuli, victim visibility, and horn honking. Journal of Personality and Social Psychology, 31, 1098-1107.
Hovland, C. I., & Sears, R. R. (1940). Minor studies of aggression: VI. Correlation of lynchings with economic indices.
The Journal of Psychology, 9(2), 301-310.
Do: Reaction Paper 10
Read:
Fowler, J. H., & Christakis, N. A. (2008). Cooperative behavior cascades in human social networks. Proceedings of the
National Academy of Science, 107, 5334-5338.
Mathews, K. E., & Canon, L. K. (1975). Environmental noise level as a determinant of helping behavior. Journal of
Personality and Social Psychology, 32, 571-577.
O’Brien, D. T., Gallup, A. C., & Wilson, D. S. (2012). Residential mobility and prosocial development within a single
city. American journal of community psychology, 50(1-2), 26-36.
Macy, M. W., & Sato, Y. (2002). Trust, cooperation, and market formation in the US and Japan. Proceedings of the
National Academy of Sciences, 99, 7214-7220.
Shariff, A. F., & Norenzayan, A. (2007). God is watching you priming God concepts increases prosocial behavior in an
anonymous economic game. Psychological science, 18(9), 803-809.
Levine, R. V., Norenzayan, A., & Philbrick, K. (2001). Cross-cultural differences in helping strangers. Journal of CrossCultural Psychology, 32(5), 543-560.
Do: Reaction Paper 11
Read:
Farley, T. A. et al. (2007). Safe play spaces to promote physical activity in inner-city children: Results from a pilot study
of environmental intervention. American Journal of Public Health, 97, 1625-1631.
Christakis, N. A., & Fowler, J. H. (2008). The collective dynamics of smoking in a large social network. The New
England Journal of Medicine, 358, 2249-2258.
Christakis, N. A., & Fowler, J. H. (2007). The spread of obesity in a large social network over 32 years. The New
England Journal of Medicine, 357, 370-379.
Ulrich, R. S. (1984). View through a window may influence recovery from surgery. Science, 224, 420-421.
Stokols, D. (1992). Establishing and maintaining healthy environments: toward a social ecology of health promotion.
American Psychologist, 47(1), 6.
Oishi, S., & Schimmack, U. (2010). Residential mobility, well-being, and mortality. Journal of personality and social
psychology, 98(6), 980.
4-Aug
Ecology & Happiness
6-Aug
Conclusion / Wrap-up
Tyrväinen, L., Ojala, A., Korpela, K., Lanki, T., Tsunetsugu, Y., & Kagawa, T. (2014). The influence of urban green
environments on stress relief measures: A field experiment. Journal of Environmental Psychology, 38, 1-9.
Pesta, B. J., Bertsch, S., McDaniel, M. A., Mahoney, C. B., & Poznanski, P. J. (2012). Differential epidemiology: IQ,
neuroticism, and chronic disease by the 50 US states. Intelligence, 40(2), 107-114.
Do: Reaction Paper 12
Read:
Diener, E., & Lucas, R. E. (2003). Explaining differences in societal levels of happiness: Relative standards, need
fulfillment, culture, and evaluation theory. Journal of Happiness Studies, 1, 41-78.
Fowler, J. H., & Christakis, N. A. (2008). Dynamic spread of happiness in a large social network: Longitudinal analysis
over 20 years in the Framingham Heart Study. BMJ.
Florida, R. Mellander, C., & Rentfrow, P. J. (2013). The happiness of cities. Regional Studies, 47, 613-627.
Hatzenbuehler, M. L., McLaughlin, K. A., Keyes, K. M., & Hasin, D. S. (2010). The impact of institutional
discrimination on psychiatric disorders in lesbian, gay, and bisexual populations: A prospective study. American
Journal of Public Health, 100(3), 452-459.
House, J., DeVoe, S. E., & Zhong, C. B. (2013). Too Impatient to Smell the Roses Exposure to Fast Food Impedes
Happiness. Social Psychological and Personality Science.
Twenge, J. M. (2000). The Age of Anxiety? Birth Cohort Change in Anxiety and Neuroticism, 1952-1993. Journal of
Personality and Social Psychology, 79(6), 1007-1021.
Bearman, P. S., & Moody, J. (2004). Suicide and friendships among American adolescents. American Journal of Public
Health, 94, 89-96.
Fischer, R., & Van de Vliert, E. (2011). Does climate undermine subjective well-being? A 58-nation study. Personality
and Social Psychology Bulletin, 37(8), 1031-1041.
Read: Oishi, S. (2014). Socioecological psychology. Annual Review of Psychology, 65, 581-609.
Due: Term paper and presentation