Introduction to Human Emotion – Psychology 131E
Summer 2013: Session A
Online Course
*Syllabus subject to change. Check course webpage for up-to-date information*
Course Information
When:
Summer Session A, June 3-July 5
Where:
Course preview: www.yalepeplab.com/teaching/psych131_summer2013
Course website (downloading materials, viewing lectures): http://yale.ecollege.com
Instructor Information
Dr. June Gruber
Assistant Professor, Psychology Department
Email: june.gruber@yale.edu
Office Hours: Thurs, 10:00-11:30 AM EST
Teaching Fellows
Aleena Hay, M.S.
Graduate Student, Psychology Department
Email: aleena.hay@yale.edu
Section Hours: Wed, 10:00-11:30 AM EST
Hillary Devlin, M.S.
Graduate Student, Psychology Department
Email: hillary.devlin@yale.edu
Section Hours: Wed, 10:00-11:30 AM EST
Note: Please direct all course-related questions to the Teaching Fellows (TFs) at:
psych131E.emotion@gmail.com. You will receive an answer or acknowledgement
within 24 hours. If a TF is unable to answer your question, they will forward the email
to Professor Gruber.
Course Description
Welcome! This course will introduce students to a diverse array of theoretical and
empirical issues related to the study of human emotion. Some questions the course will
address include: What are our emotions? What purpose do they serve? How do
emotions relate to our thoughts, memories, and behaviors towards others? What
happens when our emotional responses go awry? Although these questions date back
to early philosophical texts, only recently have experimental psychologists begun to
explore this vast and exciting domain of study. The course will begin by discussing the
evolutionary origins of distinct emotions such as love, anger, fear, and disgust. We will
ask how emotions might color our cognitive processes such as thinking and memory,
the relationship between emotions and the brain, development of emotions in
childhood, and how emotions shape our social relationships. We will also consider how
these methods can be applied to studying mental illness in both children and adults. We
conclude by studying the pursuit of happiness and well-being, trying to understand
what makes us happy. This course is for both psychology majors and non-majors who
want to gain exposure to this exciting branch of social science.
Course Structure
1. Videotaped Lectures: Conceptual Foundation in the Science of Emotion
You will be required to watch a series of videotaped lecture by Professor Gruber.
Each lecture video is approximately one-hour long, split up into smaller ~20-minute
modules. Each week, you will be expected to watch 4 lectures (i.e., 12 brief modules)
totaling approximately 4-5 hours per week of video lectures. There are a total of 20
lecture videos for the entire course. The videotaped lectures contain presentation of
background material via slides, videos and exercises; and conclude with take-away
questions at the end. Each lecture module has a corresponding expert interview
(optional, see below for more information). Some of the videotaped lectures will be
given by invited guest lectures that are distinguished scholars in the field of human
emotion. It is critical that you view all videotaped lectures in order to do well in this
course. Although lecture slides may be posted online, it is important that you take
notes during each lecture to ensure successful comprehension of the material.
2. Discussion Sections: Live Discussion about Emotion
You will also be required to participate in a weekly online discussion section in a
“virtual classroom” lasting 1.5 hours. During the discussion section, you will
actively engage in discussion about the course material (approximately ½ of each
section) and engage in interactive exercises (approximately ½ of each section). The
discussion section will be led by one of the course Teaching Fellows. Participation
in discussion is required and will count towards your final grade. Prior to each
discussion section, you will be expected to have done three things: (1) Completed all
required readings, (2) Watched all corresponding videotaped lectures, and (3)
Completed weekly written responses [see Course Requirements below for more
information on these assignments].
3. Background Readings: Scientific Exposure to the Study of Emotion
To get the most out of this course, it is important that you understand the readings.
The lectures will be coordinated to complement your readings. Please read the
assigned chapters and/or articles before the online discussion section for that
assigned date. This will allow for a better understanding of the lecture and also give
you the opportunity to ask questions. Readings will be drawn from a textbook and
empirical journal articles.
Course Requirements & Grading
1. Two In-Class Exams (30% each x 2 exams = 60% total)
There will be two non-cumulative exams in this course. Each exam will cover
approximately 1/2 of the course material covered in lectures and readings. Exams may
consist of multiple-choice, short-answer, and essay questions that involve critical
thinking about concepts drawn from the readings and lectures. The purpose of the
exams is two-fold. First, you should be able to demonstrate that you have read and
watched the material and understood the factual points and arguments. Second, you
should be able to synthesize and integrate the material such that this knowledge can be
applied in a broader context. Exams will take place during Professor Gruber’s normal
office hours (Thurs from 10-11:30am EST) and will be closed book. There will be no
exam make-ups.
2. Final Research Paper (20% total)
You will be required to write a 10-page paper for this course, on an assigned topic to
be discussed in class. Papers are to be completed outside of class. The paper will
require critical thinking about the concepts drawn from the readings and lectures.
Specific topics to select from will be provided at the time of paper assignment.
Papers should be written in APA 6th edition format. Papers are due the last day of
class and must be emailed to psych131E.emotion@gmail.com with: (1) “Psych 131
Final Paper” in the subject line, (2) full name and discussion section time and TF on
document and in email body, (3) document attachment (.doc or .docx format), and
(4) paste text of paper in email body. For each day the paper is turned in late, you
will have 10% of your score deducted (weekends included). Your final paper is due
on the last day of Summer Session A (Friday, July 5th) at 5:00pm EST.
3. Class Participation (5 weeks x 2% each = 10% total)
Attendance and participation in the online discussion sections is mandatory. The
success of this course depends on active participation, actively asking questions, and
supporting your fellow class members. Each weekly discussion section will cover
new topics and move quickly given the accelerated summer session timeline. Please
keep up on the readings and assignments. In addition to counting as part of your
final course grade, participation may also be used to enhance borderline grade
decisions at the end of the course (e.g., B+ to A-, A- to A). Failure to attend weekly
sections will result in a grade penalty for each week missed.
4. Weekly Written Responses (5 weeks x 2% each = 10% total)
Written responses will be two pages (single-spaced), and are due no later than
2:00pm EST on the Tuesday before your discussion section that week. You will
submit these via e-mail to psych131E.emotion@gmail.com with: (1) “Human
Emotion Weekly Response” in the subject line, (2) full name and discussion section
time and TF in the document and email body, and (3) document attachment (.doc or
.docx format) titled ‘LASTNAME_WeekXResponse.doc’ (e.g.,
GRUBER_Week1Response). These responses should include 2 components (with
each component clearly labeled within the document):
Part I. Take-away lecture question responses (1 page): The 1st page will include completed
written responses to all “take-away” questions from each lecture section (approximately 9 per
topic, split across 3 smaller 20 minute video segments). Each answer should be written below
the question # and content (i.e., write out each question above your response). This portion of
the written response should be 1 page max, single-spaced, 12-pt font, Times New Roman.
Part II. Critical reading questions (1 page): The 2nd page of the document should include 3
critical reading questions you should generate that correspond to the assigned weekly
readings. These questions should raise thoughtful issues or questions that came up during the
readings that you think would be interesting to cover with your TF and fellow students in
discussion section. This portion of the written response should be 1 page max, single-spaced,
12-pt font, Times New Roman.
•
•
5. Videotaped Interviews: Conversation with Emotion Experts *EXTRA CREDIT*
Each lecture module is accompanied by a 15-20 minute “Experts in Emotion
Interview” containing a videotaped conversation with Professor Gruber and an
expert in emotion from around the world! For extra credit, you can submit a 1-page
single-spaced reaction to watching the video, discussing and critically analyzing all
major themes discussed in each video. A handout detailing requirements for written
extra credit assignments will be provided to interested students. For every 5
responses submitted, you will receive 1% extra credit point toward your final grade.
Readings
You should complete the assigned readings and watch the corresponding videotaped
lectures before your weekly discussion section that week (i.e., before Wednesday). This
will allow for a better understanding of the lecture and also give you the opportunity to ask
questions. Readings will be drawn from two sources:
•
•
Textbook: Understanding Emotions, 2nd Edition. Keith Oatley, Dacher Keltner, &
Jennifer M. Jenkins. Available for purchase online (e.g., www.amazon.com).
Articles: Articles and chapters outside of the textbook available to download directly off the
course website.
NOTE: We recommend getting a head start on readings and videos for Week 1 (which can be found on the
“Class Preview Website”) before the term begins since you will be expected to have read/watched all materials
for Week 1 Discussion Section by June 5th.
TENTATIVE CLASS SCHEDULE
* Check website for up-to-date information*
Date
Topic
WEEK 1
Introduction
Lecture 1
Question: What is an
emotion?
WEEK 1
Lecture 2
Manipulating &
measuring emotions
Question: How do you
trigger emotions?
WEEK 1
Lecture 3
Emotions in man and
animals
Question: Do monkeys and
dogs have feelings like us?
WEEK 1
Evolution and emotion
Lecture 4
Question: Are emotions
evolutionarily evolved?
WEEK 2
Culture, gender, and sex
Lecture 5
Question: Let’s talk about
sex (and culture)?
Video
Lectures
1.1
1.2
2.1
2.2
2.3
3.1
3.2
3.3
4.1
4.2
4.3
5.1
5.2
5.3
*PAPER ASSIGNED*
WEEK 2
Emotional behavior
Lecture 6
Question: Why do we laugh,
cry, and touch?
WEEK 2
Lecture 7
Bodily Changes and
Emotion
Question: Blood and sweat =
tears and fears?
WEEK 2
Emotions and the Brain
Lecture 8
Question: Is our brain really
emotional?
WEEK 3
Emotions and the self
Lecture 9
Question: What are self-
6.1
6.2
6.3
7.1
7.2
7.3
8.1
8.2
8.3
9.1
9.2
9.3
Readings
Required
§
Chapter 1 (textbook)
§
Ekman (1992). An argument for basic emotions.
Optional
§
Barrett (2012). Emotions are real.
§
James (1884). What is an emotion?
§
Gross (2010). The future’s so bright, I gotta wear shades.
Required
•
Mauss & Robinson. (2005). Measures of emotion: A
review.
Optional
•
Rottenberg, Ray, & Gross (2007). Emotion elicitation
using films.
•
Coan & Allen (2007). Organizing the tools and methods
of affective science.
•
Levenson (2007). Emotion elicitation with neurological
patients.
Required
•
Chapter 2 (textbook)
Optional
§
Parr (2003). Discrimination of faces and their emotional
content by chimpanzees (Pan troglodytes).
§
Darwin (1872). Emotional Expression in Man and Animals
§
Panksepp (2005). Beyond a joke: From animal laughter to
human joy?
Required
•
Chapter 3 (textbook)
Optional
§
Ekman (1994). Strong evidence for universals in facial
expressions.
§
Nesse (2004). Natural selection and the elusiveness of
happiness.
Required
§
Chapter 9 (textbook)
§
Kring & Gordon (1998). Sex differences in emotion
Optional
§
Tsai. (2007). Ideal affect: Cultural causes and behavioral
consequences.
§
Wong, Y. & Tsai, J. L. (2007). Cultural models of shame
and guilt.
§
Chivers et al. (2004). A sex difference in the specificity of
sexual arousal.
Required
§
Chapter 4 (textbook)
§
Rottenberg, J. et al. (2008). Is crying beneficial?
Optional
§
Bachorowksi & Owren M. (2001). Not all laughs are alike.
§
Keltner, D. (2009). “Laughter” from Born to Be Good
§
Hertenstein et al. (2006). Touch communicates distinct
emotions.
Required
§
Chapter 5 (textbook)
§
Zajonc & McIntosh (1992). Emotions research: Some
promising questions and some questionable promises.
Optional
§
Levenson (2003). Blood, sweat, and fears: The autonomic
architecture of emotion.
§
Levenson et al. (1990). Voluntary facial activity generates
emotion-specific autonomic nervous system activity.
Required
§
Dagleish (2004). The emotional brain
Optional
§
LeDoux, J. (2000). Emotion circuits in the brain.
§
Davidson et al. (1990). Emotional expression and brain
physiology: approach/withdrawal and cerebral
asymmetry
§
Lieberman et al. (2007). Putting feelings into words:
Affect labeling disrupts amygdala activity in response to
affective stimuli.
§
Rolls, E. T. (2000). Precis of the brain and emotion.
Required
•
Tangney (1996). Are shame, guilt, and embarrassment
distinct emotions?
Optional
conscious emotions?
•
•
•
WEEK 3
Lecture 10
Emotion & the social
world
Question: Living in a social
world?
WEEK 3
Morality & Emotion
Lecture 11
Question: Do emotions make
us moral?
WEEK 3
Cognition and Emotion
Lecture 12
Question: How does
thinking affect feeling?
10.1
10.2
10.3
11.1
11.2
11.3
12.1
12.2
12.3
Tracy & Robins. (2007). The self in self-conscious
emotions: A cognitive appraisal approach.
Keltner & Anderson. (2000). Saving face for Darwin: The
function and uses of embarrassment.
Tracy, J. L. & Robins, R. W. (2007). Emerging insights into
the nature and function of pride.
Required
§
Chapter 9 (textbook)
Optional
§
Lieberman & Eisenberger (2009). Pains and pleasures of
social life.
§
Graham et al. (2004). Willingness to express negative
emotions promotes relationships.
§
Levenson & Gottman. (1983). Marital interaction:
Physiological linkage and affective exchange.
Required
§
Haidt (2007). The new synthesis in moral psychology.
Optional
§
Pizarro, Inbar & Helion (2011). On disgust and moral
judgment.
§
Haidt, J. (2003). The moral emotions.
§
Greene et al (2001). An fMRI investigation of emotional
engagement in moral judgment.
§
Wheatley, T. & Haidt, J. (2005). Hypnotic disgust makes
moral judgments more severe.
Required
§
Chapter 10 (textbook)
•
Clore et al (2000). Cognition in emotion: Always,
sometimes, or never.
Optional
•
Lazarus (1984). On the primacy of cognition.
•
Zajonc (1984). On the primacy of affect.
•
Ohman et al (2001). Emotion drives attention: Detecting
the snake in the grass.
EXAM #1
[During Professor Gruber’s Office Hours: Thurs, 6/20, 10:00-11:30 AM EST]
WEEK 4
Lecture 13
Judgment and DecisionMaking
13.1
13.2
13.3
Question: Does our wallet
reflect our feelings?
WEEK 4
Emotion Regulation
Lecture 14
Question: Can we change
our emotions?
WEEK 4
Emotional Development
Lecture 15
Question: How do emotions
grow?
WEEK 4
Lecture 16
Emotion and Physical
Health
14.1
14.2
14.3
15.1
15.2
15.3
16.1
16.2
16.3
Question: Is there a mindbody connection?
WEEK 5
Emotional Disorders:
Lecture 17
Question: When is emotion
17.1
17.2
17.3
Required
•
Lerner (2004). Heart strings and purse strings: Carryover
effects of emotions on economic decisions:
Optional
•
Knutson et al (2007). Neural predictors of purchases.
•
Han, S. et al. (2005). Feelings and consumer decisionmaking: The appraisal-tendency framework.
•
Lowenstein & Lerner (2003). The role of affect in decisionmaking.
Required
•
Chapter 11 (pp. 292-295)
•
Gross (1998). The emerging field of emotion regulation:
An integrative review.
Optional
•
Gross & Levenson (1993). Emotional suppression:
Physiology, Self-report, and Expressive Behavior.
•
Lewis, Zinbarg & Durbin (2010). Advances, problems,
and challenges in the study of emotion regulation: A
commentary
Required
§
Chapter 8 (textbook)
•
Scheibe & Carstensen (2010). Emotional aging: Recent
findings and future trends.
Optional
•
Campos (1989). Emergent themes in the study of
emotional development and emotion regulation.
•
Kagan & Snidman, (1991). Temperamental factors in
human development.
Required
§
Walker, M. P. & van der Helm, E. (2009). Overnight
therapy? The role of sleep in emotional brain processing.
§
Folkman & Moskowitz (2000). Stress, positive emotion,
and coping.
Optional
•
Stansbury, K. & Gunnar, M. R. (1994). Adrenocortical
Activity and Emotion Regulation
Required
•
Gruber & Keltner (2007). Emotional behavior and
psychopathology: A survey of methods and concepts.
too much?
WEEK 5
Lecture 18
WEEK 5
Emotion and Mental
Health
Question: How to cultivate
healthy feelings?
18.1
18.2
18.3
Happiness
19.1
19.2
19.3
Lecture 19
Question: Don’t worry, be
happy?
WEEK 5
•
The Future of Emotion
Lecture 20
Question: What does the
future hold?
20.1
Kring (2008). Emotion disturbances as transdiagnostic
processes in psychopathology.
Optional
•
Rottenberg (2005). Mood and emotion in major
depression.
•
Kring & Moran (2008). Emotional response deficits in
schizophrenia: Insights from affective science.
•
Aldao et al. (2010). Emotion regulation strategies across
psychopathology: A meta-analytic review.
Required
•
Bonanno (2004). Loss, trauma and human resilience.
§
Rottenberg & Gross (2007). Emotion and emotion
regulation: A map for psychotherapy researchers.
Optional
§
Greenberg & Safran (1989). Emotion in psychotherapy.
Required
•
Fredrickson (1998). What good are positive emotions?
•
Gruber, Mauss, & Tamir (2011). A dark side of
happiness? How, when, and why happiness is not always
good.
Optional
•
Myers & Diener (1995). Who is happy?
•
Dunn et al. (2008). Spending money on others promotes
happiness.
•
Pennebaker (1997). Writing about emotional experiences
as a therapeutic process.
Required
§
None
Optional
•
None
*FINAL PAPER DUE
JULY 5th at 5:00pm EST
EXAM #2
[During Professor Gruber’s Office Hours: Thurs, 7/4, 10:00-11:30 AM EST]
Academic Honesty
All exams will be closed-book, which means all forms of written materials or
collaboration and discussion other students is strictly prohibited. The final research
paper must constitute the student’s original writing and cannot include passages or
phrases copied from any other sources. All suspected cases of academic dishonesty will
be reported immediately to the Yale College Executive Committee.
For additional information please see: http://yalecollege.yale.edu/content/cheatingplagiarism-and-documentation