CENTRAL MICHIGAN UNIVERSITY GLOBAL CAMPUS COURSE SYLLABUS
I. IDENTIFYING INFORMATION Course: PSY 340 Course Title: Studies in Personality EPN: 22234597 Term: Fall II Location: Online Course Dates: 10/21, 12/13/2013 Course Days and Times: N\A
Prerequisites: Psychology 100
Blackboard: Blackboard is a web-based learning management system licensed by CMU. Within Blackboard, a course website, also known as a shell, is automatically created for every CMU course. Face-to-face courses may or may not incorporate Blackboard, whereas Blackboard course shells are always used for online courses and will be available to you prior to the course start date. Seeing the course shell listed in Blackboard with unavailable adjacent to its title is an indication that your instructor has not made it available and is in no way indicative of registration status. To access Blackboard, open a web browser and enter http://www.cmich.edu/blackboard. After the site loads, enter your CMU Global ID and password in the respective spaces provided. Click the "login" button to enter Blackboard and then the link to the appropriate course to enter the course's Blackboard shell. If you need assistance, contact the IT Helpdesk at 989-774-3662 / 800-950-1144 x. 3662. Self-guided student tutorial resources are also available at http://www.cmich.edu/blackboard.
Instructor: Terry Libkuman Primary Phone Number: (941) 201-5521 Secondary Phone Number: N\A E-Mail Address: [email protected] Availability: By appointment Academic Biography:
Academic Background:
I received my Ph.D. in Experimental Psychology from the University of Oklahoma. The major focus of my doctoral training was in the areas of cognition and behavioral neuroscience. I have taught introductory psychology, behavioral neuroscience, history and systems, learning and memory, motivation, personality, statistics, research methods, sport psychology, and psychology and the law. My earlier research interests were largely concerned with laboratory investigations of human learning and memory, and the role of individual differences (i.e., personality) in these processes. Since this time, my interests have expanded to include emotion and memory, sport psychology, and psychology and the law. The research in emotion and memory is concerned with understanding the basic mechanisms involved in the emotion-memory relationship. The research in sport psychology involves the application of principles of personnel psychology to the selection and evaluation of athletes. The present focus of the psychology and law research has been the development of an instrument that can be used to evaluate attorney performance in court.
Recent Publications:
Otani, H., Jaffa, M., , Libkuman, T. M., Goernert, P., & Kato, K. (In Press). Does source memory impairment associated with emotionally arousing stimuli occur at encoding or retrieval? Journal of Cognitive Psychology.
Otani, H. Libkuman, T. M., Goernert, P. N., Kato, K., Mai, M.,Freehafer, S. E., & Landow, M. P. (In Press). Emotion, directed forgetting, and source memory. British Journal of Psychology.
Pfeiffelmann, B. Wagner, S., & Libkuman, T. M. (2010). Personalitybased PO fit, work environment congruence, and job seekers’ attraction to organizations: Assessing fit through recruitment information communicated via corporate web sites. International Journal of Selection and Assessment.
Janosky, J. E., Leninger, S. L., Hoerger, M. P, & Libkuman, T. M. (2009). Single subject designs in Biomedicine. New York: Springer.
Novak, N. M., & Libkuman, T. M. (2009). Community sentiment and the juvenile offender: Should juveniles charged with felony murder be waived into the criminal justice system? Behavioral Sciences and the Law, 27, 553-575.
Kern, R., Libkuman, T. M., & Temple, S. R. (2007). Domestic violence and sentencing decisions. Journal of Interpersonal Violence, 22, 1515-1535.
Libkuman, T. M., Otani, H., Kern, R., Viger, S. G., & Novak, N. (2007). Multidimensional normative ratings for the International Affective Picture System. Behavior Research Methods, 39, 326-334.
Kern, R., Libkuman, T. M., & Otani, H. (2005). Emotional stimuli, divided attention, and memory. Emotion, 5, 408-417. Pederson, S. L., Libkuman, T. M., Love, K. G., & Donn, P. D. (2005). Validation of player characteristics for the prediction of collegiate basketball performance. International Journal of Sport Management, 6, 365-387.
Libkuman, T. M., Stabler, C. L. & Otani, H. (2004). Arousal, valence and memory for detail. Memory, 12, 237-247.
Landau, J. D., Libkuman, T. M., & Wildman, Jr., J. C. (2002). Mental simulation inflates performance estimates. Memory & Cognition, 30, 372-379.
II. TEXTBOOKS AND INSTRUCTIONAL MATERIALS Order books from MBS at http://bookstore.mbsdirect.net/cmu.htm Textbooks and Course Materials: Title: Personality Puzzle Author: Funder Edition: 6th 13 ISBN: 978-0-393-91311-8 Publisher: WW Norton & Co Required: Yes
Course Reserves: N\A Required Materials: N\A Recommended Materials: N\A
III. COURSE DESCRIPTION
A survey of the major theories and principles that are used to describe/explain the individual. The primary focus will be on evaluating and testing theories via research findings.
IV. COURSE GOALS AND OBJECTIVES
After completing this course, the student will be able to:
1. Define personality and discuss the nature of the concept. 2. Describe the appropriate methodology for basic research in personality. 3. Discuss results of the empirical literature as it relates to each of the major theoretical views of personality. 4. Contrast the various theoretical approaches to personality. 5. Identify the similarities among the different personality theories. 6. Identify for each personality approach the major theoretical dimension. 7. Link the specific theory about how the personality functions to the cultural value system present at the time of its development.
V. METHODOLOGY
In general, there will be topic reading assignments for each week, writing assignments, and quizes/exams. You will have access to the course material in a variety of formats. These include chapter summaries and powerpoint lecture slides. You will also have access to practice test for each week.
Required components of the course can be broken up into four types:
1. Completing a scavenger hunt and getting to know your classmate's assignments 2. Completing, describing, and interpreting threee personality inventories 3. Completing three assignents dealing with Psersonalty Psychology in the news
4. Completing 6 quizzes and 2 proctored exams.
VI. COURSE OUTLINE/ASSIGNMENTS Pre-Class Assignment: Pre-class Assignment: None. Course Outline:
Schedule and Outline for Eight Week course The course is divided into eight units, typically including 2 or 3 chapters from the book. You will need to follow along with the structure laid out here in the syllabus. Each unit corresponds to a week of the 8 week session. Assignments are described following the schedule.
Pre-class Assignment: None Outline of Session Topics and Activities:
Week One: What is Personality? How is Personality Studied and Assessment.
Chapter 1: Introduction: The Study of the Person
Chapter 2: Clues to Personality: The Basic Sources of Data
Chapter 3: Personality Psychology as Science: Research Methods
Assignments: scavenger hunt, discssion board, and personality self-description inventory
Quiz 1
Week Two: Trait Approaches to Personality. Personality Assessment Part I
Chapter 4: Personality Traits and Behavior
Chapter 5: Personality Assessment I: Personality Testing and Its Consequences
Assignment: Personality in the News
Quiz 2
Week Three: Personality Assessment Part II
Chapter 6: Personality Assessment II: Personality Judgment in Daily Life
Chapter 7: Using Personality Traits to Understand Behavior
Assignment: Meyers-Briggs
Quiz 3
Week Four: Psychoanalytic Models and the Unconscious
Chapter 10: Basics of Psychoanalysis
Chapter 11: The Workings of the Unconscious Mind: Defenses and Slips
Midterm exam (on-line, proctored)
Week Five: Biological and Genetic Approaches. Gender Differences
Chapter 8: The Anatomy and Physiology of Personality
Chapter 9: The Inheritance of Personality: Behavioral Genetics and Evolutionary Theory
Assignment: Personality in the news
Quiz 4
Week Six: Humanistic, Existential, Cultural and Ethnic Differences
Chapter 13: Experience, Existence, and the Meaning of Life
Chapter 14: Cultural Variation in Experience, Behavior, and Personality
Assignment: Evaluation of the Big Five Quiz 5
Week Seven: Behaviorist, Cognitive, and Learning Approaches to Personality
Chapter 15: Learning to Be a Person: Behaviorism and Social Learning Theories
Chapter 16: Personality Processes: Perception, Thought, Motivation, and Emotion
Assignment: Personality in the News
Quiz 6
Week Eight: Integrative Cognitive Model and Course Summary
Chapter 17: What You Know About You: The Self
Chapter 19: Conclusion: Looking Back and Looking Forward
Final exam (proctored)
Assignment Due Dates:
A class week is from Monday-Sunday.
Week 1( Due Sunday) - Read chapters 1, 2, and 3
scavenger hunt
discussion board
personality self-description
quiz 1
Week 2 (Due Sunday) -Read chapters 4 and 5
Personality in the news: Do dogs have personality?
quiz 2
Week 3 ( Due Sunday) - Read chapters 6 and 7
Myer's-Briggs personality assessment
Quiz 3
Week 4 ( Due Sunday) - Read chapters 10 and 11
Mid-term exam
Week 5 (Due Sunday) - Read chapters 8 and 9
Personality in the News: Shy Brains
quiz 4
Week 6 (Due Sunday) - Read chapters 13 and 14
Evaluation of the Big Five
Quiz 5
Week 7 (Due Sunday) - read chapters 15 and 16
Personality in the News: Forgetting Fear
Quiz 6
Week 8 (Due Sunday) - Read chapters 17 and 19 Final Exam
Post-Class Assignment: No post class assignmetns. Student Involvement Hours: Although it is difficult to determine because of individual differences, it would be best to assume that about 15-25 hours/week would be sufficient for most students
VII. CRITERIA FOR EVALUATION Evaluation Criteria:
Quizes and exams-number of correct items
Writing Assignments -Evaluated on the basis of content ( reviewing, integrating, and applying the appropriate concepts) and writing (spelling, grammar and writing style).
Grading Scale:
Grades and Grading Policy
Your final grade is determined by your score on the scavenger hunt (20 points), Discusson Board (10 points), Personality assignments (three, 30 points each), personality in the news assignments (three, 20 points each), six quizzes (20 points each) and two exams (midterm and final, 100 points each) ).
Grading scale.:
460-450= A (92%)
450-459=A- (90%)
440-449=B+(88%)
410-439=B(82%)
400-409=B-(80%)
390-399=C+(78%)
360-389=C(72%)
350-359=C-(70%)
340-349=D+(68%)
310-339=D(62%)
300-309=D-(60%)
<300=E (<60%)
Late Assignments: Late/Missing Assignment Policy
You are expected to complete all assignments on time. The total number of possible points you could earn for any unexcused late assignments (including exams) will be reduced by 20%. If the assignments are later than one week, you will receive zero points. Always contact me via e mail if you expect to be late for submitting an assgnment Make-ups and Rewrites:
Exams-there are no make-ups.
Rewrites-Students may submit papers for an initial evaluation.
VIII. EXPECTATIONS Attendance and Participation: There is no formal attendance policy.. However, students are expected to stay engaged with the course throughout the entire semester. Academic Integrity:
Because academic integrity is a cornerstone of the University's commitment to the principles of free inquiry, students are responsible for learning and upholding professional standards of research, writing, assessment, and ethics in their areas of study. Written or other work which students submit must be the product of their own efforts and must be consistent with appropriate standards of professional ethics. Academic dishonesty, which includes cheating, plagiarism and other forms of dishonest or unethical behavior, is prohibited. A breakdown of behaviors that constitute academic dishonesty is presented in the CMU Bulletin (https://bulletins.cmich.edu/).
Student Rights and Responsibilities:
Each member of the Central Michigan University community assumes an obligation regarding self conduct to act in a manner consistent with a respect for the rights of others and with the University's function as an educational institution. As guides for individual and group actions within this community, the University affirms the general principles of conduct described in the Code of Student Rights, Responsibilities and Disciplinary Procedures at https://centrallink.cmich.edu/services/student_services/dean/Pages/Code-of-Student-Rights.aspx.
IX. SUPPORT SERVICES AND OTHER REQUIREMENTS Global Campus Library Services (GCLS)
CMU offers you a full suite of library services through its Global Campus Library Services (GCLS) department. Reference librarians will assist you in using research tools and locating information related to your research topic. The library's Documents on Demand office will help you obtain copies of the books and journal articles you need. Check out the GCLS website at http://gcls.cmich.edu for more information.
Reference librarian contact information: 1. By phone: (800) 544-1452. 2. By email: [email protected] 3. By online form: http://www.cmich.edu/library/gcls/Pages/Ask-a-Librarian-Request-Form.aspx
Documents on Demand office contact information: 1. By phone: (800) 274-3838 2. By email: [email protected] 3. By fax: (877) 329-6257 4. By online form: http://www.cmich.edu/library/gcls/Pages/Documents-on-Demand.aspx
Writing Center
The CMU Writing Center is a free online service for all CMU students, providing help with grammar, citations, bibliographies, drafts, and editing of academic papers. Suggestions and feedback are typically provided within two business days. For additional information and to submit work, visit http://webs.cmich.edu/writingcenter/
Mathematics Assistance Center
The CMU Mathematics Assistance Center provides free tutoring in mathematics and statistics to students enrolled in select courses. Tutoring is available online and via telephone. To see what courses qualify and to register with the Math Assistance Center, visit http://global.cmich.edu/mathcenter/tutoring-request.aspx.
ADA
CMU provides individuals with disabilities reasonable accommodations to participate in educational programs, activities and services. Students with disabilities requiring accommodations to participate in class activities or meet course requirements should contact Susie Rood, Director of Student Disability Services at (800) 950-1144, extension 3018 or email her at [email protected], at least 4 weeks prior to registering for class. Students may find additional ADA information and forms at http://go.cmich.edu/support_services/academic/StudentDisabilityServices/Pages/default.aspx
Note to faculty: CMU Administration will notify you if applicable; otherwise, the student will provide a "Notification Letter to the Instructor" outlining the accommodations the student is approved to receive.
X. BIBLIOGRAPHY
Balay J., & Shevrin, H. (1988). The subliminal psychodynamic activation method: A critical review. American Psychologist, 44, 161-174.
Bem, D. J., & Allen, A. (1974). On predicting some of the people some of the time: The search for cross-situational consistencies in behavior. Psychological Review, 81, 506-520.
Bernstsen, D. (2010). The unbidden past: Involuntary authbiographical memories as a basic mode of remembering. Current Directions in Psychological Science, 19(3), 138-142 Block, J. (1995a). A contrarian view of the five-factor approach to personality description. Psychological Bulletin, 117(2), 187-215.
Buss, D. (1991). Evolutionary Personality Psychology. Annual Review of Psychology, 42, 161-190.
Costa, P. T., Jr., & McCrae, R. R. (1985). The NEO Personality Inventory Manual. Odessa, FL: Psychological Assessment Resources.
Giancola, P. R., Josephs, R. A., Parrott, D. J. & Duke, A. A. (2010). Alcohol yopia revisited: Clarifying aggression and other acts of disinhibition through a distorted lens. Perspectives on Psychological Science, 5(3), 265-278.
Hertel, P. T., & Brozovich, F. (2010). Cognitive habits and memory distortions in anxiety and depression. Current Directions in Psychological Science,19(3), 155-160.
James, L. R., & LeBreton, J. M. (2010). Assessing aggression using conditional reasoning. Current Directions in Psychological Science, 19(1), 30-35.
Kashdan, T. B., & McKnight, P. E. (2010). The darker side of social anxiety: When aggressive impulsivity prevails over shy inhibition Current Directions in Psychological Science, 19(1), 47-50.
Kay, A. C., Moscovitch, D. A., & Laurin, K. (2010). Randomness, attribution of arousal and belief in God. Psychological science, 21(2), 216-218.
Kendrick, D. T., Griskevicius, V., Neuberg, S. L., & Schaller, M. (2010). Renovating the pyramid of needs: Contemporary extensions built upon ancient foundations. Perspectives on Psychological Science, 5(3), 292-314.
Pacheco-Unguetti, A. P., Acosta, A., Callejas, A., & Lupianez, J. (2010). Attention and anxiety: Different attentional functioning under state and trait anxiety. Psychological Science, 21(2), 298-304.
Premack, D. (2010). Why humans are unique: Three theories. Perspectives in Psychological Science, 5(1), 22-32.
Saudino, K. J. (1997). Moving beyond the heritability questions: New directions in behavioral genetic studies of personality. Current Directions in Psychological Science, 6, 86-90.
Scarr, S. (1969). Social introversion-extraversion as a heritable response. Child Development, 40, 823-832.
Shadish, W. R., Cook, T. D., & Campbell, D. T. (2003). Experimental and quasi-experimental designs for generalized causal inference. Boston: Houghton Mifflin
Trzesniewsky, K. H., & Donnellan, B. (2010). Rethinking "generation me": A study of cohort effects from 1976-2006. Perspectives on Psychological Science, 5(1), 58-75.
Uziel, L. (2010). Rethinking social desirability scales: From impression management to interpersonnality oriented self-control. Perspectives on Psychological Science, 5(3), 243-262.
Waytz, A., Cacioppo, J., & Epley, N. (2010). Who sees human? The stability and importance of individual differences in anthropomorphism. Perspectives on Psychological Science, 5(3), 219-232.
Waytz, A., Epley, N., & Cacioppo, J. T. (2010). Social cognition unbound: Insights into anthropomorphism and dehumanization. Current Directions in Psychological Science, 19(1), 58-62. Center Information
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Inquiries about the application of Title IX can be made to CMU’s Title IX Coordinator, the US Department of Education’s Assistant Secretary, or both.
CMU’s Title IX Coordinator can be reached at: Office: 103 E. Preston St. Bovee University Center, suite 306 Mount Pleasant, MI 48858 Email: [email protected] Phone: 989-774-3253
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