Illinois State University
Department of Psychology
Psychology of Personality (PSY 233)
Fall 2009, MWF 9–9:50, FSA 133
www.psychology.ilstu.edu/mjsteven/PSY233/PSY233.html

Dr. Michael Stevens
DEG 461
438-5700
mjsteven@ilstu.edu
Office hours: M 12:15–1, R 2-3, F 8-9, or by appointment

COURSE OVERVIEW

The theories covered in Psychology of Personality have had a profound influence on contemporary society and culture.  Theories such as Freudian psychoanalysis, Skinnerian behaviorism, Rogerian humanism, and others have, through education, literature, and the media, made their way into the fabric of daily life and have affected how citizens, often non-reflexively, think about their fellow human beings and themselves.  For example, among the theories covered in this course are some which contend (a) that behavior is a causally determined outcome of antecedent biological, environmental, and/or intrapsychic events versus (b) that such behavior is a product of genuine choice, and reflects a true capacity for envisioning possible futures for oneself and acting to create them.  Furthermore, it is arguably in the best interests of all citizens, if they wish their own behavior and that of others to be as effective as possible, to possess the richest and most flexible explanatory systems for understanding and influencing behavior.  Psychology of Personality will provide you with a strong intellectual basis from which to evaluate the implicit understanding you have of yourself and of others and to expand opportunities for meaningful living.

COURSE GOALS

The primary purpose of this course is to introduce you to a representative sample of important and emerging theories of personality and to help you to define the person as situated in his or her context, appreciate how people differ from one another, understand how individuals come to be the way they are, and evaluate healthy and maladaptive functioning in contemporary society.  We will examine conceptual, empirical, and practical issues involved in the scientific study of personality.  To accomplish this, we will focus in depth on six major perspectives: psychodynamic, phenomenological, biological and trait, behavioral, social-cognitive, and interpersonal-sociocultural.  Within each perspective, we will review its approach to the structure, processes, and development of personality, the methods used to study various aspects of personality, the techniques for implementing change that derive from particular views of personality, and a critical analysis of the perspective.  Each perspective makes a number of different assumptions about human functioning in context and, therefore, provides a distinct viewpoint that enriches our understanding.  No one viewpoint is necessarily "correct"; rather, we can achieve a more complete understanding of personality by entertaining diverse points of view.  It is important that you strive to appreciate, but not necessarily agree with, the ideas to which this course exposes you.  In addition to being receptive to new ideas, you must think critically, evaluating whether these ideas are compelling and valid.

The following are specific objectives to which this course is directed:

1. Appreciation of diverse historical views of personality held by psychology.

2. Familiarity with how theories of personality account for human development and functioning in U.S. society and in non-Western cultures.

3. Understanding how each theory approaches scientific research and the level of empirical support for each theory's contentions about personality.

4. Appreciation of the practical applications, both small (psychotherapy) and large (social programs) that derive from each theory.

5. Personal (e.g., self-awareness and self-improvement) and professional growth (e.g., preparation for employment or graduate school).

TEXT

Cervone, D., & Pervin, L. A. (2008). Personality: Theory and research (10th ed.). New York: Wiley.

COURSE REQUIREMENTS AND METHOD OF EVALUATION

A.  Class attendance is expected even though I will not take attendance and no points are allocated for attendance.  However, in order to earn credit via in-class reactions and pop quizzes you must attend class.

B.  Required textbook reading

Copies of the textbook are on reserve at Milner Library.  You may check out the book for a limited period of time.  FAILURE TO RETURN THE BOOK ON TIME WILL RESULT IN RESTRICTED ACCESS TO THE RESERVE DESK AT MILNER.

C.  Four 50-min exams (400 points)

These closed-book exams will be spaced at fairly regular intervals during the semester (see schedule below).  Material included on the exams will be based mostly on the text, but may also cover lectures and classroom activities.  Each exam will feature 50 multiple-choice questions, worth 2 points each.   Questions will cover definitions of terms, test your understanding of important concepts, synthesize ideas from within and between chapters, and include practical applications of theoretical material.  Each exam will comprise 20% of your final grade; the last exam is not cumulative and will be administered on the day of the final.  Since each exam is worth 100 points, you can earn up to 400 points.  Exams are scheduled for Monday, September 14th, Friday, October 9th, Wednesday, November 4th, and Wednesday, December 9th.

You are responsible for reading and reviewing all material to be covered on each exam.  If the material to be covered differs from the syllabus, I will announce that fact well before the exam.  You are also responsible for remembering when exams are scheduled.  There are no formal study guides for this course.  That is because the textbook has an outline and questions to be answered at the beginning of each chapter, and definitions of major concepts and review material at the end.  There are also flashcards which you can access on the student resource page at the book publisher's website (see link to supplements).  Finally, I have linked valuable online material to this syllabus under the Schedule of Topics and Readings (i.e., PowerPoint presentations for each chapter, background on selected theorists, detailed outlines).  I strongly advise you to print out the PowerPoint presentation for each chapter, review the slides in advance of class, and bring your hard copy of the presentation to class so that you can jot down notes based on my lecture next to each slide.

Study sessions will be scheduled during the week prior to each exam and will be led by my graduate assistant; I will announce the times and locations of study sessions in class.

No make-up exams will be offered unless there is a bona fide emergency (e.g., serious illness, court appearances); job conflicts, family vacations, transportation problems, oversleeping, and feeling indisposed do not qualify as emergencies.  In the event of a genuine emergency, it is your responsibility to provide me with legitimate written documentation of the emergency as soon as possible (e.g., a physician's note).  Make-up exams for students who have real emergencies may be essay in format.  Unavoidable conflicts (e.g., travel by ISU athletes) must be resolved well before the exam so that you can take the exam early.  Specific arrangements should be negotiated with my graduate assistant at least one week before the date of the scheduled exam.  If you have a lengthy illness or personal crisis and are unable to complete the course, you may need to drop the course or take an incomplete if you are eligible to do so.

D.  In-class reactions (50 points)

5 times during the semester, I will ask you to write a short reaction to something we have talked about or done in class.  You will not know in advance when I will ask for written reactions.  The purposes of these reactions are to help you process course material, help me gauge how well you understand a particular concept or issue, and reward those of you who regularly attend class.  Reactions will require that you clarify, develop, or defend a particular point of view on a topic that is a focus of class. 

Sample topics might include some of the following: “What are the criteria for an adequate theory personality?”  “Expand on Freud’s view that the best accommodation which a person can make to the demands of living in society is to be neurotic.”  “Argue the pros and cons of the position that human behavior is biologically determined?” 

Each reaction should be around 1 page long and will be graded as complete (10 points), adequate (5 points), or insufficient (0 points).  You can earn up to a total of 50 points through these in-class reactions.

You must be present to receive credit for an in-class reaction.  It will not be possible to make up a missed class reaction; the only exceptions to this policy are those noted above in section C.

E.  Out of class reading summaries (40 points)

You are expected to prepare 2 written summaries based on original articles found in PsycINFO.  Each summary is worth up to 20 points.  For each summary:

Find a full-text, original article from the PsycINFO database that you find interesting.  Articles drawn from PsycINFO must be relevant to a topic covered in the course.  Use the syllabus to establish the relevance of the article.

Write a summary of the reading.  It should be 3 pages in length, typed, and double-spaced.  Two-thirds of the summary should capture the central points of the reading in an impartial fashion.  For example, describe the purpose of the research, how the researchers measured the phenomenon they were investigating, the results, and the implications.  The remainder (i.e., one page) should include scientifically and clinically probing reactions (support and criticism) of theoretical, methodological, and practical material.  Your summary must also show how the research is relevant to the material covered in class.  Be sure to number the summary on the title page and attach a copy of the original reading when you turn in your summary.

A very accurate, clear, organized, and thoughtful summary will receive 20 points.  If your summary is good, you will earn 15 points.  If adequately done, you will receive 10 points, and if marginal, only 5 points.  In rare cases, you may not earn any points.  For example, if your summary makes little sense or consists of a scattered amalgam of quotes, you will receive 0 points.  Review the scoring rubric to learn how to earn the maximum number of points on your summary.  PLAGIARISM WILL RESULT IN 0 POINTS, AN F FOR THE COURSE, AND REFERRAL TO THE STUDENT JUDICIAL OFFICE.

The first reading summary is due on Monday, September 28th, at 9 a.m.  The second reading summary is due on Monday, November 16th, at 9 a.m.  SUMMARIES TURNED IN AFTER THESE DEADLINES WILL NOT BE GRADED.  If we do not have your summary by these deadlines, we will assume that you chose not to submit one.  You may pick up your graded summaries during my graduate assistant's office hours by showing your student ID.

F.  Pop quizzes (10 points)

There will be 10 pop quizzes during the semester, each worth 1 point.  Each pop quiz consists of a single, multiple-choice item that will target some aspect of the perspective on personality being covered in class.  By attending class and correctly answering questions on these quizzes, you can earn up to 10 points.  It will not be possible to make up a missed pop quiz; the only exceptions to this policy are those noted above in section C.

G.  Extra credit (10 points)

You may earn extra credit via research participation.  The maximum number of points available through research participation is 10 (1 extra-credit point = 1 research-participation point).  Research participation is an opportunity for you to increase your course grade by up to 2%.  Please see me to arrange an alternative for earning extra credit if you object to participating in research.  Extra-credit must be turned in at the last class.

H.  Grading

You may see your grades by clicking on the link "Grading" above and then logging on to a secure webpage.  Grading will be based on 500 possible points (4 exams worth 100 points each, 5 reactions worth 10 points each, 2 summaries worth 20 points each, and 10 pop quizzes worth 1 point each), plus a maximum of 10 extra-credit points.  Grades will be based on a curve (i.e., on your performance relative to that of the class).  To receive an A you must show exceptional knowledge of the material.  I am not inclined to negotiate grades just because a student believes he or she deserves a better grade.  Grades are based on academic performance, not perceived need.  To facilitate your test performance, my graduate assistant and I will provide you with feedback within one week of taking an exam.  Although I will not hold "post-mortems" on exams, please feel free to discuss your exam results either with my graduate assistant or with me.

SCHEDULE OF TOPICS AND READINGS

8/17:   Orientation to the course and perspectives on personality
8/19:   Ch. 1- What is personality and what is theory?
8/21:   Ch. 2 - Goals, methods, and evaluation of research on personality
8/24:   Ch. 2 (cont.)
8/26:   Ch. 3 - Freud and the psychoanalytic perspective
8/28:   Ch. 3 (cont.)
8/31:   Ch. 3 (cont.)
9/2:     Ch. 3 (cont.)
9/4:     Ch. 4 - The psychodynamic perspective (Adler, Horney, attachment)
9/9:     Ch. 4 (cont.)
9/11:   Ch. 4 (cont.)
9/14:   EXAM 1 - CHAPTERS 1, 2, 3, 4
9/16:   Ch. 5 - Rogers and the person-centered perspective
9/18:   Ch. 5 (cont.)
9/21:   Ch. 5 (cont.)
9/23:   Ch. 6 - The phenomenological perspective (Maslow, existentialism)
9/25:   Ch. 6 (cont.)
9/28:   Ch. 7 - Allport, Cattell, Eysenck, and the trait perspective; FIRST READING SUMMARY DUE AT 9 a.m.
9/30:   Ch. 7 (cont.)
10/2:   Ch. 7 (cont.)
10/5:   Ch. 8 - The Big Five perspective
10/7:   Ch. 8 (cont.)
10/9:   EXAM 2 - CHAPTERS 5, 6, 7, 8
10/12: Ch. 10 - Pavlov, Skinner, and the behavioral perspective
10/14: Ch. 10 (cont.)
10/16: Ch. 10 (cont.)
10/19: Ch. 10 (cont.)
10/21: Ch. 12 - Bandura, Mischel, and the social-cognitive perspective
10/23: Ch. 12 (cont.)
10/26: Ch. 12 (cont.)
10/28: Ch. 12 (cont.)
10/30: Ch. 13 - Extensions of the social cognitive perspective
11/2:   Ch. 13 (cont.)
11/4:   EXAM 3 - CHAPTERS 10, 12, 13
11/6:   Ch. 11 - Kelly and the personal-constructs perspective
11/9:   Ch. 11 (cont.)
11/11: Ch. 11 (cont.)
11/13: Ch. 9 - The biological perspective
11/16: Ch. 9 (cont.); SECOND READING SUMMARY DUE at 9 a.m.
11/18: Ch. 9 (cont.)
11/20: Ch. 9 (cont.)
11/30: Ch. 14 - The interpersonal and sociocultural perspective
12/2:   Ch. 14 (cont.)
12/4:   Ch. 14 (cont.); EXTRA-CREDIT DUE at 9 a.m.
12/9:   (7:50 a.m.): EXAM 4 – CHAPTERS 9, 11, 14

METHOD OF INSTRUCTION

I will conduct this class through lectures, videotapes, and other in-class activities (e.g., discussions, written reactions).  All in-class activities, although based on course material, are intended to enhance and stimulate your thinking about topics on personality rather than merely repeat information contained in the text.  While I hope that this format will provide you with interesting and enriching experiences, it places responsibility on you to keep up with reading the text and to ask questions about material contained therein.

COURSE POLICIES

You are adults, free to come and go as you please, read newspapers when you like, and talk with friends when you like.  However, by registering for this course and choosing to remain in it, you enter into a contract with me to abide by certain rules that are necessary to ensure that you and other students receive the best educational experience possible.  These rules are designed to keep disruption of class to a minimum.  These rules are based on the notion that, if you want a less than optimal experience, that is your choice, but I will not permit anyone to interfere with the educational experiences desired by others (see the Student Code of Conduct in the Student Handbook).

1.  This syllabus is your contract for this course.  Keep it and consult it frequently.  If you don't like the course, you may drop it.  If you anticipate problems, see me as soon as possible.  Assume that, in the absence of other information, we will adhere to the schedule above.  Exams will be given as scheduled whether or not you hear me announce them.

2.  I value common courtesy.  Therefore, while I am lecturing, I expect no one else to be talking.  When a student asks a question or participates in discussion, I expect no one else to be talking.  Students who disrupt class will be asked to leave.  After a second offense, disruptive students will be barred from class (but not from exams).  Common courtesy also dictates that it is rude to read a newspaper, or anything else, while someone is talking to you; in class, such behavior is ill-advised.  You cannot profit from lectures if you are not attending to what I am saying.

3.  I value punctuality.  This course is scheduled for MWF from 9 a.m. to 9:50 a.m.  If you do come late to class, please enter quickly and quietly, and find a seat near the door.  If you must leave early, please follow these same instructions in reverse.

4.  I encourage each person with questions or concerns to visit me or my graduate assistant during office hours.  Bring your notes and text if you want assistance with course material.  We will be more motivated to invest time and effort in you if you demonstrate that you are serious and are working diligently in this course.  We can also be of greater assistance if we can judge for ourselves how you are reading, taking notes, studying, and so on.

5.  Cheating and plagiarism will result in failure for the course.  Further action might be taken by the University upon referral to the Student Judicial Office.  Students who appear to be cheating during exams (e.g., those with "wandering eyes") will be asked to turn in their exams and later complete an essay version of the exam as an independent measure of their mastery of the material.  In addition, exams in this course are not for distribution to the University community.  Taking a copy of an exam is stealing.  As time permits, my graduate assistant will allow you to review your exams briefly.  IF YOUR EXAM IS NOT IN MY POSSESSION AFTER YOU HAVE REVIEWED IT, I WILL RECORD YOUR EXAM SCORE AS 0 AND REFER YOU TO THE STUDENT JUDICIAL OFFICE.

Plagiarism is taking someone else's thoughts and ideas and passing them off as your own.  It includes copying sentences from sources without paraphrasing them.  Paraphrasing, on the other hand, is when you summarize someone else's work in your own words.  For further information on plagiarism and paraphrasing, consult the Publication Manual (APA, 2001), which is available in the Reference Section of Milner Library.  PLAGIARISM IS A VIOLATION OF THE STUDENT CODE OF CONDUCT (SEE THE STUDENT HANDBOOK) AND WILL RESULT IN A FAILING GRADE FOR THE COURSE AND REFERRAL TO THE STUDENT JUDICIAL OFFICE.

6.  Although I will not take attendance, I expect you to attend all classes.  Motivated students know that attendance is likely to be rewarded (e.g., exam questions based on in-class material).  If you miss a class, it is your responsibility to obtain notes from a classmate.  My graduate assistant and I will not make time for you to ask questions about a lecture unless you can produce notes from it, indicating that you either attended that lecture or possess a copy of a colleague's notes which you have reviewed.

7.  If you are experiencing a problematic life situation that is adversely impacting your performance in the course, please contact me as soon as possible so that we can work together to improve your performance.  Although course requirements will not be adjusted for life problems, I am more than willing to help you to maximize your learning as you cope with your difficulties.

8.  I reserve the right to correct any unintentional mistakes found in this document.  In my attempt to be as fair as possible, any modifications will be made in your favor, rather than penalize you.

PREPARING FOR EXAMS

In offering the following suggestions for studying and learning, I assume that you are attending class regularly and investing the time and effort necessary to succeed academically (e.g., typically, a college course requires 3 hours of study each week per credit hour; hence, this 3-hour course requires 9 hours per week of study, excluding class time).

1.  Take thorough notes.  I will highlight key ideas, but I recommend that you take notes on the entire lecture.  As I explain examples or integrate material, I am trying to expand on or review key ideas in order to make them more sensible.

2.  Review your notes regularly.  Reviewing your notes each day has three advantages:
a.  it decreases the burden of cramming;
b.  if there is a section of your notes that is unclear, you will know about it in time to get it clarified rather than discovering the night before an exam that your notes are virtually unintelligible; and
c.  it should be related directly to exam performance.

3.  Read the text.  Reading the text in order to learn information for an exam is different from reading for pleasure.  As you read, highlight key ideas and take notes, either in the margins or on a separate sheet of paper.  Your notes can be memory cues, ideas about how the text and lecture fit together, or about what seems to be important.  Take an active role in this process; this will make your memories richer and more accessible.  Finally, read the chapters as they are covered because smaller chunks are easier to digest and remember, and it gives you an opportunity to review later.

4.  Make a plan.  Get organized and plan when to review a specific set of material.  Schedule different parts of this task, including breaks.

5.  Take notes on your notes.  As you review your notes, take an active role.  Consider implementing the following:
a.  make condensed outlines,
b.  make lists of key points for each concept,
c.  make lists of different approaches to similar ideas, and
d.  make lists of similarities and differences among concepts.

When you do these things, you not only review the material, but you also organize and re-organize it in helpful ways.

6.  Make studying a social event.  Find someone in class with whom you can compare notes, share ideas, and discuss the material.  Social interaction helps to process and organize information.  If you can help a friend understand the material, then you yourself know it.  Plus, studying might actually become enjoyable!

7.  Test yourself.  Testing yourself or having someone test you periodically is useful.  You will be able to identify material you need to study more.  You will also be able to identify material that you already know and don't need to spend more time studying.  In this way, you can focus your efforts more efficiently and effectively.  You will also build confidence with each self-assessment because you will discover that you are becoming better prepared.

8.  Take advantage of resources.  Feel free to ask questions in class or during my office hours and those of my graduate assistant.  Prepare for and attend study sessions led by my graduate assistant.  If you find that you have problems taking notes and tests or if you suffer from test anxiety, the University Center for Learning Assistance and Student Counseling Services, respectively, can assist you.  The UCLA is located in STV 133 (438-7100) and the SCS is located in SSB 320 (438-3655).  If you need to arrange a reasonable accommodation for a documented disability, contact Disability Concerns at FEL 350, 438-5833 (voice), 438-8620 (TDD).

9.  Avoid cramming.  Following the steps outlined above will help you create alternatives to cramming.  Cramming is a less effective way to study than spreading out the work over time.  You will learn less material that way.

10.  Keep a regular schedule.  Another disadvantage of cramming is that it can disrupt sleep.  Disruption of regular sleep can have a detrimental effect on the brain's ability to store new information and will impair your ability to perform the following morning.  You should also know that many drugs, including alcohol and caffeine, can disrupt the brain's functioning in ways that you might not notice, in addition to the obvious ways.  Only you can decide if the lost sleep, restlessness, irritability, and subsequent exhaustion are worth the inefficiently learned information you might retain from a substance-fueled all-nighter.

11.  Take responsibility. Remember, you are responsible for everything covered in class.  Barring unforeseen circumstances, if you do not perform well in this course, it is most likely because of insufficient effort.  Most students should be able to earn a B or C.  Please follow the suggestions listed above to maximize your performance.