PSY 3341 - 1
Texas Tech University | Department of Psychological Sciences
PSY 3341: Close Relationships | Fall 2014
Section 003 | CRN 32351
Professor
Dr. Molly E. Ireland
Contact: molly.ireland@ttu.edu (preferred) or 806-742-0818
Office hours: W 1-3 pm and by appointment in PSY 452F
Meetings: TR 12:30-2 pm in ENG/PHL 001 (see http://www.ttu.edu/map/)
Teaching Assistant
Ms. Emily Branscome
Contact: emily.branscome@ttu.edu
Office hours: TH 11-noon, 2-3 pm, and by appointment in PSYC 451B
Textbook
Miller, Rowland. (2011). Intimate Relationships (6th Ed.). New York: McGraw-Hill.
Course Description & Goals
Close relationships are at the heart of social-personality psychology. Every aspect of our health and well-being
is impacted by intimate relationships or their absence. Over the course of the next few months, we’ll discuss
research on each type and stage of close relationships, ranging from immediate attraction to long-term
commitment or divorce, and work collaborations to passionate love. Through this course you will (1) become
familiar with state-of-the-art research on how close relationships affect and are affected by health, individual
differences, power, sex, and culture, among other variables, (2) critically evaluate journal articles on intimate
relationships, and (3) interact with academic researchers through guest visits from experts in several
departments across Texas Tech, including Communication, Human Development and Family Sciences, and
Business. Talking with these experts should give you a better idea of how you might become personally
involved in behavioral research yourself.
The main goal of this class is to help you become a contributing member of the behavioral science community.
As such, there will be an equal focus on learning, communication, and critical thinking. By the end of the
course, you should be able to separate fact from wool-pulling in journal articles and news media, interact
comfortably with senior researchers, and generate your own research ideas about close relationships.
Grades
1.
2.
3.
4.
Exams = 50%
Discussion questions = 20%
Quizzes = 15%
Class participation (attendance and engagement) = 15%
A+ = 100% - 97%
A = 96% - 94%
A- = 93% - 90%
B+ = 89% - 87%+
B = 86% - 83%
B- = 82% - 80%
C+ = 79% - 77%
NOTE: Syllabus is subject to change. Last revised 8/25/14
C = 76% - 73%
C- = 72% - 70%
D+ = 69% - 67%
D = 66% - 63%
D- = 62% - 60%
F = <6
PSY 3341 - 2
Exams
There will be four (4) non-cumulative exams. We will not have a cumulative final. Each exam will focus on the
newest information taught since the previous exam. Exams will be composed of multiple choice, true/false,
short-answer, and essay questions. Anything covered in the lectures and readings (including both textbook
chapters and journal articles) will be fair game.
Assignments
Quizzes. Testing improves retention, and exposure is one of the best ways to get over anxiety. To help you
retain the course material and extinguish any test anxiety you might have, we’ll have a short 10-question
Blackboard quiz over each chapter. Quizzes will be due by 12 midnight on the day that chapters are assigned
(see Schedule below) and will be submitted online through Blackboard. I will post the link for each quiz the
night before they’re due, meaning that you’ll have at least 24 hours to complete them. You should not use your
book while taking these quizzes, but of course that’s on the honor system. Keep in mind that each quiz is worth
about 1 percent of your final grade, so there’s should be fairly low motivation to break the rules.
Discussion Questions. About once per week, I will ask you to read a brief research article over the topics
covered in that week’s textbook readings. You’re expected to read that article and post at least two discussion
questions about the paper on Blackboard’s discussion board by the time class starts on the day it’s assigned.
Questions are intended to encourage you to read and stimulate class discussion. They should demonstrate
critical thinking and prove that you read the paper. Be skeptical but diplomatic. Please avoid basic clarification
or definition questions (look those up yourself, or ask me before class). Your grade for discussion questions
will be credit/no credit – meaning that if you submit fewer than two questions that meet the criteria listed above,
you will not earn any points for that reading. Each set of discussion questions will be worth 2 percent of your
final grade.
Make-Up Assignments. I realize that sometimes good students miss deadlines and have good reasons for
doing so. Instead of individually vetting everybody’s reasons for missing deadlines for either quizzes or
discussion questions, I’ll allow two free passes for each. You can make up missed discussion questions by
writing a 1-page reflection paper (double-spaced, Arial or Times New Roman) about the article you missed,
and you can submit two quizzes up to a day late.
Extra Credit. Occasionally there will be talks or events on campus that are relevant to psychology. You can
earn extra credit by proving that you attended these events (usually by signing a sign-up sheet and emailing
me). There will be at least six (6) extra credit opportunities this semester. Each will be announced in class and
via Blackboard notifications. Each event will be worth ½ percent of your final grade. Feel free to let me know if
you know of an event on campus that might qualify.
Class Participation & Attendance
Participation. Be as engaged as you can manage during class discussion. Answer and ask questions. Start
and participate in debates. Bottom line: Keep your eyes open, and be ready to talk or argue if I call on you.
Attendance. Your TA will take attendance daily. If you arrive more than 10 minutes late or leave more than 10
minutes early, you will be counted as absent. Attendance counts as half of your class participation grade.
Perhaps more importantly, if you miss three classes or fewer you earn the right to drop one exam grade.
That means that you can skip the last exam or just take all of the exams and get rid of your lowest. All
absences count toward your running total with the exception of verified medical or similar emergencies. I’ll also
excuse some major, immovable events such as graduate school interviews and parents’ weddings. But don’t
push it, and always bring proof that the event happened and you were there.
NOTE: Syllabus is subject to change. Last revised 8/25/14
PSY 3341 - 3
Etiquette. I will not tolerate disruptions, including but not limited to cell phone use, headphones, talking, and
sleeping. If you are bothered by another student’s conduct in class, let me know (outside of class if possible).
I’ll keep our conversation confidential and will take care of the problem. Any etiquette problems will be reflected
in deductions from the disruptive student’s participation grade.
Plagiarism and Academic Misconduct
As stated in the Texas Tech University Statement of Academic Integrity,
Texas Tech promotes an ethical standard that does not condone academic misconduct and strives to
instill values that uphold academic integrity. … Academic misconduct includes cheating, plagiarism,
and any other activity that a student may participate in that prevents an honest representation of his or
her academic performance. … Cheating and plagiarism are the most common forms of academic
misconduct and are defined, in accordance with the Code of Student Conduct from the Student Affairs
Handbook (Part IX, Section B.19).
It is your responsibility as a student to be familiar with Texas Tech's Code of Student Conduct, and policies on
academic integrity and academic misconduct. These materials can be found in the Student Affairs Handbook,
Part IX, and at the following website: http://www.depts.ttu.edu/dos/handbook/.
Students with Special Needs
Any student who, because of a disability, may require special arrangements in order to meet the course
requirements should contact the instructor as soon as possible to make any necessary arrangements.
Students should present appropriate verification from Student Disability Services during the instructor’s office
hours. Please note instructors are not allowed to provide classroom accommodations to a student until
appropriate verification from Student Disability Services has been provided. For additional information, you
may contact the Student Disability Services office in 335 West Hall or 806-742-2405.
Holy Days
A student shall be allowed to observe Religious Holy Days without penalty, subject to the following conditions:
(1) “Religious Holy Day” means a holy day observed by religion whose places of worship are exempt from
property taxation under Section 11.20, Vernon’s Texas Codes Annotated, Tax Code. (2) A student may be
excused from attending classes or other required activities, including examinations, for the observance of a
religious holy day, including travel for that purpose. A student whose absence is excused for this purpose may
not be penalized for that absence and shall be allowed to take an examination or complete an assignment from
which the student is excused.
Library Resources
Brian Quinn is your personal psychology subject librarian. He can help you with finding the sources that you
need to be successful and will answer any questions that you may have related to the library or conducting
library research. His contact information is: Brian Quinn, Reference Room Mezzanine #113, Texas Tech
Library, brian.quinn@ttu.edu, 806-834-2148.
Readings
Exam 1 (building blocks, methods, attraction):
Eastwick, P. W., & Finkel, E. J. (2012). The Evolutionary Armistice Attachment Bonds Moderate the Function
of Ovulatory Cycle Adaptations. Personality and Social Psychology Bulletin, 38(2), 174-184.
NOTE: Syllabus is subject to change. Last revised 8/25/14
PSY 3341 - 4
*Eastwick, P. W., & Finkel, E. J. (2008). Sex differences in mate preferences revisited: Do people know what
they initially desire in a romantic partner? Journal of Personality and Social Psychology, 94, 245.
*Karremans, J. C., Verwijmeren, T., Pronk, T. M., & Reitsma, M. (2009). Interacting with women can impair
men’s cognitive functioning. Journal of Experimental Social Psychology, 45, 1041-1044.
Whitchurch, E. R., Wilson, T. D., & Gilbert, D. T. (2010). “He Loves Me, He Loves Me Not...” Uncertainty Can
Increase Romantic Attraction. Psychological Science.
Exam 2 (person perception, communication, interdependency, friendship):
Deters, G. F. & Mehl, M. R. (2013). Does posting Facebook status updates increase or decrease loneliness?
An online social networking experiment. Social Psychology and Personality Science, 4, 579-586.
*Ireland, M. E., & Pennebaker, J. W. (2010). Language style matching in writing: Synchrony in essays,
correspondence, and poetry. Journal of Personality and Social Psychology, 99, 549.
*Rohrbaugh, M. J., Mehl, M. R., Shoham, V., Reilly, E., & Ewy, G. A. (2008). Prognostic significance of spouse
we talk in couples coping with heart failure. Journal of Consulting and Clinical Psychology, 76, 781-786.
Rule, N. O., Rosen, K. S., Slepian, M. L., & Ambady, N. (2011). Mating interest improves women’s accuracy in
judging male sexual orientation. Psychological Science, 22, 881-886.
*Slatcher, R. B., & Pennebaker, J. W. (2006). How Do I Love Thee? Let Me Count the Words The Social
Effects of Expressive Writing. Psychological Science, 17, 660-664.
Toma, C. L., & Hancock, J. T. (2012). What lies beneath: The linguistic traces of deception in online dating
profiles. Journal of Communication, 62, 78-97.
Exam 3 (love, sex, stress, conflict):
*Fisher, T. D., & McNulty, J. K. (2008). Neuroticism and marital satisfaction: The mediating role played by the
sexual relationship. Journal of Family Psychology, 22, 112.
*Kiecolt-Glaser, J. K., & Newton, T. L. (2001). Marriage and health: His and hers. Psychological Bulletin, 127,
472.
*Levenson, R. W., & Gottman, J. M. (1983). Marital interaction: physiological linkage and affective exchange.
Journal of Personality and Social Psychology, 45, 587.
Lorenz, T. A., Harte, C. B., Hamilton, L. D., & Meston, C. M. (2012). Evidence for a curvilinear relationship
between sympathetic nervous system activation and women's physiological sexual arousal.
Psychophysiology, 49(1), 111-117.
Schoenfeld, E. A., & Loving, T. J. (2013). I do… do you? Dependence and biological sex moderate daters'
cortisol responses when accommodating a partner's thoughts about marriage. International Journal of
Psychophysiology, 88, 325-333.
Exam 4 (power, breakups, maintenance/repair):
Finkel, E. J., Hui, C. M., Carswell, K. L., & Larson, G. M. (2014). The suffocation of marriage: Climbing Mount
Maslow without enough oxygen. Psychological Inquiry, 25, 1-41.
Inesi, M. E., Gruenfeld, D. H., & Galinsky, A. D. (2012). How power corrupts relationships: Cynical attributions
for others' generous acts. Journal of Experimental Social Psychology, 48, 795-803.
*Josephs, R. A., Sellers, J. G., Newman, M. L., & Mehta, P. H. (2006). The mismatch effect: When
testosterone and status are at odds. Journal of Personality and Social Psychology, 90, 999.
McNulty, J. K. (2010). Forgiveness increases the likelihood of subsequent partner transgressions in marriage.
Journal of Family Psychology, 24, 787.
*Rusbult, C. E., Finkel, E. J., & Kumashiro, M. (2009). The Michelangelo phenomenon. Current Directions in
Psychological Science, 18, 305-309.
*Recommended but not assigned. I will cover them in lecture and may add to this list as the semester goes on.
NOTE: Syllabus is subject to change. Last revised 8/25/14
PSY 3341 - 5
Schedule
Week
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Date
8/26
8/28
9/2
9/4
9/9
9/11
9/16
9/18
9/23
9/25
9/30
10/2
10/7
10/9
10/14
10/16
10/21
10/23
10/28
10/30
11/4
11/6
11/11
11/13
11/18
11/20
11/25
11/27
12/2
12/4
Topic
Introduction
Building blocks
Methods
Attraction
Wrap-up & review
Exam 1
Person perception
Communication
Interdependency
Friendship
Wrap-up & review
Exam 2
Love
Sex
Stress & health
Conflict
Wrap-up & review
Exam 3
Power & violence
Breaking up
Maintenance & repair
Holiday - no class
Wrap-up & review
Exam 4
Readings Due
Syllabus
Ch. 1; Eastwick & Finkel (2010)
Ch. 2
Ch. 3
Whitchurch, Wilson, & Gilbert (2010)
Assignment Due
Ch. 4; Rule…& Ambady (2011)
Ch. 5
Toma & Hancock (2012)
Ch. 6; Rusbult, Finkel, & Kumashiro (2009)
Ch. 7
Quiz 4; DQ 3
Quiz 5
DQ 4
Quiz 6; DQ 5
Quiz 7
Ch. 8
Ch. 9
Lorenz, Harte, Hamilton, & Meston (2012)
Ch. 10
Schoenfeld & Loving (2013)
Ch. 11
Quiz 8
Quiz 9
DQ 6
Quiz 10
DQ 7
Quiz 11
Ch. 12
Inesi, Gruenfeld, & Galinsky (2010)
Ch. 13
McNulty (2010)
Ch. 14
Quiz 12
DQ 8
Quiz 13
DQ 9
Quiz 14
Finkel et al. (2014)
DQ 10
Quiz 1; DQ 1
Quiz 2
Quiz 3
DQ 2
Note: DQ = Discussion questions. Readings and discussion questions should be completed by the time class
starts on the day they’re assigned. Blackboard quizzes are due by midnight on the day they’re assigned.
NOTE: Syllabus is subject to change. Last revised 8/25/14