<!doctype html public "-//w3c//dtd html 4.0 transitional//en"><div class=Section1>Psychology 238

<div class="MsoNormal">Syllabus for Psychology 238:</div>

Instructor: <div class="MsoNormal">Dr. John A. Johnson </div>

<div class="MsoNormal">Introduction to Personality Psychology</div>

<div class="MsoNormal">Office 172 Smeal</div> 375-4774

<div class="MsoNormal">Spring Semester, 2013</div>

Office <div class="MsoNormal">Hours: MWF 10-10:50</div>

<div class="MsoNormal">MWF 1:30-2:20 111 Swift Building</div>

<div class="MsoNormal">Email: j5j@psu.edu</div>

Required Textbook:

<div class="MsoNormal">Funder, D. C. (2012). The Personality Puzzle, 6th edition. New York: W W. Norton & Co.

[Available as an e-book. See: http://books.wwnorton.com/nortonebooks/]</div>

<span style='font-size:18.0pt'><span style='mso-bidi-font-size: 10.0pt'>Course Materials on the Web:</span></span>

The syllabus and other course materials are available on ANGEL, https://angel.psu.edu/ , for students who are registered in the course.

<span style='font-size:18.0pt'><span style='mso-bidi-font-size: 10.0pt'>Cancellations due to Weather:</span></span>

<span style='font-size:12.0pt'><span style='mso-bidi-font-size: 10.0pt'>Please read the campus procedures concerning delay or cancellation of classes due to weather conditions at: http://www.ds.psu.edu/weather.htm . <span style="mso-spacerun: yes"></span><span style='mso-tab-count:1'></span>If the campus announces a delay due to weather, this will not affect our class because the shortened class periods occur only before noon. Obviously, if the campus announces cancellation due to weather, we will not be meeting. If the weather is bad but the campus does not announce a cancellation, and you believe that driving conditions are too dangerous for you, please do not risk your life for the sake of class. This is a valuable class, but your life is more important! </span></span>
<span style='font-size:18.0pt;mso-bidi-font-size:10.0pt; font-family:"Times New Roman";mso-fareast-font-family:"Times New Roman"; color:black;mso-ansi-language:EN-US;mso-fareast-language:EN-US;mso-bidi-language: AR-SA;layout-grid-mode:line;font-weight:bold'></span> 

Course Description:

Personality psychology, or personology, is the scientific study of the whole person. Through lecture and discussion, this course <span style='color:black'>compares and contrasts the major views of personality according the root ideas in the personological tradition: motivation, personality development, self-knowledge, unconscious processes, psychological adjustment, and the relationship between the individual and society.<o:p></o:p></span>

<span style='color:black'>This course is organized into four parts that follow the structure of the textbook. After each of the four parts there will be an exam that focuses on the material covered in that part.

Part I of the course covers the goals of personality psychology, the kinds of data gathered in personality research, and personality research<o:p></o:p></span> methods.

<span style='color:black'><span style="mso-spacerun: yes"></span>Part II of the course covers the trait approach to personality. This section considers what kind of consistency is necessary to ascribe a personality trait to someone and examines behavioral consistency and inconsistency across situations. It also looks at how personality psychologists measure traits with tests and how ordinary people make judgments about personality traits in everyday life. Finally, this section reviews representative research on personality traits and types.<o:p></o:p></span>

<span style='color:black'>Part III of the course begins with the biological approach to personality, specifically genetics and evolution. Due to time limitations, Chapter 8 on the brain will not be covered. Next, Part III turns to what is called psychoanalytic or depth psychology. Psychoanalysis—the school of thought founded by Sigmund Freud—emphasizes irrational influences from the hidden part of the mind called the unconscious. The more general term for personality theories that emphasize influences hidden deep within the unconscious is depth psychology. Important depth psychologists after Freud include Alfred Adler, Carl Jung, Karen Horney, Erik Erikson, and the ego psychologists. Modern research on the unconscious and on attachment relationships arose in part because of psychoanalysis.

Part IV of the course covers the phenomenological approach and learning approach to personality. These two approaches move away from biological and unconscious influences. In contrast, these approaches consider the influences of awareness and experience with the environment on personality. Part IV begins by explaining the role of the European existential philosophers on the study of awareness and freedom. Next it moves on to American psychologists who emphasized awareness, including the humanists (Gordon Allport, Carl Rogers, Abraham Maslow), cognitive theorist George Kelly, and the modern positive psychologists.

Part IV next turns to the role that learning about the environment has on personality. Due to time constraints, we will skip Chapter 16 on personality processes and Chapter 17 on the self. Part IV next looks at personality disorders. It ends with a review of the major ideas in the course.



<div class="MsoNormal"> As you work through this course, you will be expected to become familiar enough with personality research and the five basic approaches to personality (trait, biological, psychoanalytic, phenomenological, and learning) to:


<span style='font-size:18.0pt;font-family:"Times New Roman";mso-fareast-font-family: "Times New Roman";mso-ansi-language:EN-US;mso-fareast-language:EN-US; mso-bidi-language:AR-SA'>Exams:

Each exam consists of 40 multiple-choice questions worth one point each. Although each exam focuses on the material immediately prior to it, the second, third, and fourth exams are cumulative in the sense that new material is related to previous material. For example, you cannot learn about types of personality data only for the first exam and then forget about this concept, because we will be talking about personality data throughout the course. In order to compare the ideas of American and European personality psychologists, you have to remember enough about Freud after the third exam to compare his ideas to the American theories discussed in the fourth part of the course. And so forth.

To help prepare yourself for the exams, you can visit the textbook publisher’s Web site, http://wwnorton.com/college/psych/personalitypuzzle6/, which contains chapter outlines and reviews, flash cards, and practice multiple choice quizzes for each chapter. (To access these materials, click on a chapter number near the top of the Web page.) Some of the multiple choice questions from these quizzes will appear on the course examinations.

Examinations are open book, open notes. Do not be misled, however, into thinking that you can look up the answer to every question during the test, because you will not have enough time to do this. There is a 50-minute time limit for each exam. Furthermore, many of the exam questions are not the kind that test for a simple, factual answer that can be looked up. Instead, you will sometimes be asked to apply what you have learned to a new situation. For example, a question might describe a research study and ask you to identify what kind of data is being gathered, based on the descriptions of different kinds of personality data described in the textbook. You therefore need to understand the ideas in the course, not just memorize facts that can be looked up. It would probably be a good idea to prepare for exams as if you were not able to refer to notes or the book, so that you have a firm grasp of the material. Then, during the exam, you can use your notes or the book to double-check on your answers if need be.



Your grades will be based on the total points you earn on the four multiple-choice exams<div class="MsoNormal">g:</div>

<div class="MsoNormal">Points</div>

<div class="MsoNormal">Grade</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal">Points</div>

<div class="MsoNormal">Grade</div>


<div class="MsoNormal">148-160</div>

<div class="MsoNormal">A</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal">123-127</div>

<div class="MsoNormal">C+</div>


<div class="MsoNormal">144-147</div>

<div class="MsoNormal">A-</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal">112-122</div>

<div class="MsoNormal">C</div>


<div class="MsoNormal">139-143</div>

<div class="MsoNormal">B+</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal">96-111</div>

<div class="MsoNormal">D</div>


<div class="MsoNormal">133-138</div>

<div class="MsoNormal">B</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal">0- 95</div>

<div class="MsoNormal">F</div>


<div class="MsoNormal">128-132</div>

<div class="MsoNormal">B-</div>

<div class="MsoNormal"> </div>

<div class="MsoNormal"> </div>

<div class="MsoNormal"> </div>

<div class="MsoNormal"> </div>

Grades can be adjusted upward for students who demonstrate understanding of the course material in class projects and discussions.

Course Outline

<div class="MsoNormal">Reading assignments should be completed before the topic is discussed in class. Blank areas in the Topic column indicate a continuation of the previously listed topic. 


<div class="MsoNormal">CLASS </div>

<div class="MsoNormal">TOPIC</div>

<div class="MsoNormal">READING </div>

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<div class="MsoNormal"> </div>

<div class="MsoNormal">PART I: RESEARCH METHODS</div> <![if !supportEmptyParas]><![endif]><o:p></o:p>

1<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span>

<div class="MsoNormal">1 M 1/7<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">Introduction to the course</div>

<div class="MsoNormal">Preface</div>

<div class="MsoNormal">2 W 1/9<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">The</div>The Study of the Person

<div class="MsoNormal">Chapter 1</div>

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2<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span>

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Clues to Personality: The Basic Sources of Data </div>

<div class="MsoNormal">Chapter 2</div>

<div class="MsoNormal">4 W 1/16<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>



<div class="MsoNormal">5 F 1/18<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Personality Psychology as Science: Research Methods

Chapter 3

3<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span>

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NO CLASS-Martin Luther King Day <div class="MsoNormal">Per</div>

<div class="MsoNormal"> </div>

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<div class="MsoNormal"></div> * * * EXAM 1 * * *
RESEARCH METHODS<div class="MsoNormal"></div>



<div class="MsoNormal">PART II: HOW PEOPLE DIFFER:

4<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span>

<div class="MsoNormal">9 M 1/28<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal"><![if !supportEmptyParas]><![endif]><o:p></o:p></div>

<div class="MsoNormal">T</div>Traits, Situations, and Consistency

<div class="MsoNormal">Chapter 4 </div>

<div class="MsoNormal">10 W 1/30<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>



<div class="MsoNormal">11 F 2/1<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>




<div class="MsoNormal">12 M 2/4<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Personality Testing and Its Consequences

Chapter 5

<div class="MsoNormal">13 W 2/6<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal"></div>

<div class="MsoNormal"></div>

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<div class="MsoNormal">15 M 2/11<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">Person</div> Personality Judgment in Daily Life

<div class="MsoNormal">Chapter 6</div>

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<div class="MsoNormal"></div>

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<div class="MsoNormal">18 M 2/18<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">Usin</div>Using Personality Traits to Predict and Understand Behavior

<div class="MsoNormal">Chapter 7</div>

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<div class="MsoNormal">20 F 2/22<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

* * * EXAM 2 * * *





<div class="MsoNormal">21 M 2/25<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Behavioral Genetics and Evolutionary Theory</div>

<div class="MsoNormal">Chapter 9 </div>

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<div class="MsoNormal">

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<div class="MsoNormal">3/4-3/8</div>

<div class="MsoNormal">* * * SPRING BREAK - NO CLASSES * * *<o:p></o:p></div>


<div class="MsoNormal">24 M 3/11 <span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">Ba</div>Basics of Psychoanalysis

<div class="MsoNormal">Chapter 10 </div>


<div class="MsoNormal">25 W 3/13 <span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>




<div class="MsoNormal">26 F 3/15<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

<div class="MsoNormal">The Workings of the Unconscious Mind: Defenses and Slips</div>

<div class="MsoNormal">Chapter 11 </div>



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Case Study: Glenn Stewart</div>



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<div class="MsoNormal">Depth Psychology after Freud</div>

<div class="MsoNormal">Chapter 12</div>




<div class="MsoNormal">30 M 3/25<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>



<div class="MsoNormal">31 W 3/27<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>



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<div class="MsoNormal">33 M 4/1<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

* * * EXAM 3 * * *



<div class="MsoNormal">34 W 4/3<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Experience, Existence, and the Meaning of Life: Existentialism

<div class="MsoNormal">Chapter 13</div>

<div class="MsoNormal">35 F 4/5<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Gordon Allport



<div class="MsoNormal">36 M 4/8<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Abraham Maslow


<div class="MsoNormal">37 W 4/10<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

</div> Carl Rogers

<div class="MsoNormal"></div>

<div class="MsoNormal">38 F 4/12<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

George Kelly and Positive Psychology



<div class="MsoNormal">39 M 4/15<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Cultural Variation in Experience, Behavior, and Personality

<div class="MsoNormal"> Chapter 14 

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<div class="MsoNormal">41 F 4/19<span style='font-family:"Arial Unicode MS"'><o:p></o:p></span></div>

Learning to be a Person: Behaviorism and Social Learning Theory </div>

Chapter 15 </div>


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Disorders of Personality

Chapter 18

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Conclusion: Looking Back and Looking Ahead

Chapter 19

Finals Week


* * * EXAM 4 * * *


Attendance is Good—Unless You Have the Flu

Attending class is essential to doing well in the course. When you attend class, you have an opportunity to learn from both the instructor and from other students. If you often miss class, you will miss information, and your opportunities for raising your grade by participating in class discussions will diminish. However, if you are ill, especially if you have flu-like symptoms, please send me an email describing your illness as soon as possible and do not come to class. Public health considerations are more important than missed work, which can be made up.


Code of Conduct and </span>Statement of Academic Integrity:

All students are expected to act with civility, personal integrity; to respect other students' dignity, rights and property; and to help create and maintain an environment in which all can succeed through the fruits of their own efforts. An environment of academic integrity is requisite to respect for self and others and a civil community.

Academic integrity includes a commitment to not engage in or tolerate acts of falsification, misrepresentation or deception. Violation of academic integrity includes (but is not limited to) all of the following:

Students charged with a breach of academic integrity will receive due process and, if the charge is judged to be valid, academic sanctions may range, depending on the severity of the offense, from no credit for the assignment to an F for the course. More detailed information can be found in University Faculty Senate Policy 49-20, Academic Administrative Policies and Procedure G9, Academic Integrity, and the Sanctioning Guidelines for Academic Integrity Violations.

Note to Students with Disabilities:

Penn State DuBois welcomes students with disabilities into the University’s educational programs.  If you have a disability-related need for modifications and/or reasonable accommodations in this course, please contact Diana Kreydt at the Office for Disability Services, 142 Smeal Building, at 372-3037.

For further information regarding the Office of Disability Services, visit their web site at www.equity.psu.edu/ods/ .  Instructors should be notified as early in the semester as possible regarding the need for modification and/or reasonable accommodations.