University of Oregon, Fall 2004
Psychology 471: PERSONALITY
10:00 - 11:20 am, Mondays and Wednesdays
Class meets in 128 Chiles Hall (not what the UO class schedule booklet says)
Professor: Gerard Saucier, Ph.D.
Office: 312 Straub
E-mail: gsaucier@darkwing.uoregon.edu Phone: 346-4927 with voice mail
Web page: http://darkwing.uoregon.edu/~gsaucier/psy471_2004.htm
Office Hours: Mondays 1-2:30 pm, Wednesdays 11:30 am - noon, or flexibly by appointment
Teaching Assistant: Tarik Bel-Bahar, office 388 Straub, 346-4075, office hours Tues. and
Thurs. 10-11 am
Text: Funder, D. C. (2004). The personality puzzle (3rd ed.). New York: Norton plus some
materials placed on reserve via Knight Library (listed on class schedule, end of syllabus)
Course Objectives: What's the Purpose of This Course?
Welcome to Psychology 471: Personality. The study of personality concerns individuality in
human behavior patterns, with behavior defined broadly to include thoughts, feelings, desires,
intentions, and action tendencies. Personality concerns human behavioral tendencies at a rather
broad level, and the purpose of this course is to help you learn ways of thinking usefully and
critically (i.e., carefully) about human behavior, through the most important concepts and
findings of personality psychology. The course has two interlinked goals: promoting knowledge
of personality and sharpening thinking skills. Knowledge of personality psychology can aid one
in thinking usefully and critically about human behavior patterns, which is useful not only in
psychology and human services professions, but in many areas of human life.
Personality psychology is a "crossroads" field with links to many other disciplines. It includes
both the study of individual differences and the study of the processes within a person that lead to
stable behavioral patterns. This course covers both, but with more emphasis on individual
differences. Biological and social antecedents of personality are emphasized about equally in
this course. The course format is primarily a series of talks (i.e., lecture), with some discussion,
in-class exercises, and some student presentations. This course has extensive readings, and
students are expected to read everything that is assigned.
Assignments and Grading
Your final course grade is based on the following (most printed on next page):
10% ...for an exploratory paper
10% ...grade on outline of your research paper
20% ...grade on final version of research paper
5% ...credit for sufficient participation in class
40% ...score on the two midterm exams (20% each)
15% ...score on cumulative (final) exam
What follows in this section is more detail on each of these components.
The two midterm exams are similar in format, primarily based on the "big questions" with
which this course is concerned (see end of syllabus). Each midterm exam consists of a short
multiple choice section (10-15% of the point total for the exam) concentrating on key concepts
(definitions and examples of them), followed by a set of essay questions (85-90% of the point
total for the exam). The essay questions are drawn from among the eight "big questions." In
fact, they are the exact questions, except that each question is framed so as to encourage concise,
to-the-point answers.
For the first midterm, the essay questions will be two of the first four "big questions" listed at
the end of this syllabus; the short multiple-choice section will be based on readings up to the first
midterm exam. For the second midterm, the essay questions will be two of the last four
questions (i.e., not included on the first midterm); the short multiple-choice section will be based
primarily on readings after the first midterm exam. The cumulative (final) exam will be entirely
multiple-choice, with some emphasis on the big questions that were not covered on the two
midterms. No dictionaries, thesauruses, calculators, or electronic devices can be used during the
exams, except that translating dictionaries can be allowed for those with English fluency issues,
conditional on instructor permission. What's covered in multiple-choice items? These
especially emphasize material covered both in the assigned readings and in class.
The exploratory paper is intended to help you develop a more personal connection to the
subject matter, by applying concepts learned in the course to your personal experience of other
people. There are five choices for how to focus this paper (see end of syllabus). It should have
complete sentences, good grammar, reasonable organization, and at least 3 complete double-
spaced pages of text. It is due on October 18.
The research paper is designed to improve on features of traditional term papers in advancing
student learning. I have found that students learn more from the writing experience when they
have the opportunity to make use of feedback and to present or at least be part of a presentation
to an "audience." The topic for the paper is chosen by you, within the constraints that you must
choose a topic from a limited "menu," and there will be no more than approximately ten different
topics done by members of the whole class. Having a limited number of topics allows us to have
some student presentations at the end of the course, encouraging greater depth of exploration.
Research-paper topics will be focused on a controversy, an issue on which there are different
points of view, that is discussed in one "target article" and one or more responses or rejoinders
to it. Although multiple students will be working on the same topic, there is no joint or group
product and no group grade for the research paper. Because papers on one topic are evaluated
simultaneously you ought to make certain that, if you are influenced by the thoughts of other
students, you acknowledge that contribution accurately and openly (see note on "plagiarism"
below). Originality is one of the grading criteria (see below).
The first steps are to read the target article and responses/rejoinders. Then, analyze what you
have read: In your best judgment, what is the most essential issue on which scientists are
disagreeing? Identify two or more sides on this essential issue, and work on how best to
summarize the most compelling argument each side is presenting (or could present). Having
done this, you are ready to start working on your research-paper outline. This outline must all fit
on one side of one sheet of paper. For the outline only it is acceptable to use single-spacing if
you wish. In all other respects, the same grading criteria as for the final research-paper are used.
As for the final research-paper, bear in mind what Graci n wrote in 1647: "good things, when
short, are twice as good." The aim is to create a paper that packs a lot of valuable thinking into a
relatively brief space. It should be a minimum of three full double-spaced pages in length (not
counting reference list), and at a maximum it should not exceed 8 full double-spaced pages in
length, not counting reference list, and it must be double-spaced throughout, and should use a
size 12 font.
In both outline and final paper, some of your references will be set by the assignment (the
target article and responses/rejoinders). You should include (cite, discuss) also the single best
additional journal article you could find; you are free to change what you identify as the best
additional article after you turn in the outline. This must be a journal article, not a book, book
chapter, or internet site or page (Why? Because you should identify a scientifically peer-
reviewed source.). It is not forbidden to include more than one additional article, but especially
important for grading purposes is quality of the first, best additional one you introduce, so it pays
to consult multiple articles and choose the one that does the most for your paper.
The research-paper outline and the final research-paper are graded on the following criteria:
1. Is typed, readable, free of gross spelling and typographic errors.
2. Is well-organized and focused
3. Defines key terms clearly, especially those that can be ambiguous, and/or identifies key
assumptions
4. Identifies what is the major issue on which there is disagreement (in your best judgment)
5. Addresses what makes this issue important, practically and/or scientifically
6. Sets out clearly and effectively the arguments in favor of and against at least two different
ways of thinking about the issue (you can glean these arguments from the target article and
responses/rejoinders)
7. Addresses, for each of the arguments, how much supporting evidence there is and how good
(relevant, reliable, large effect size, etc.) this evidence is
8. Attempts to synthesize and (even better) actually effectively synthesizes the arguments and
evidence, combining all of the discussion into a reasonable conclusion
9. The paper is original indications are that the thinking is your own
10. Includes use of the required single best additional journal article
11. You should include a photocopy of the first page of the single best additional article when
you turn in both the outline and the final version.
12. The citations and reference list in APA style; for help see UO Libraries' Citation Style Guide
(http://libweb.uoregon.edu/guides/citing/)
on the more mundane side, do not include binders or covers on the papers when you turn them
in, and no title page is necessary.
Papers (whether the exploratory paper, or the outline or final version of the research paper)
turned in late lose 10% of their points for each weekday they are not turned in (starting with the
due date). In general, with some course requirements, alternative arrangements for due dates
may be possible with an authoritative excuse if presented in advance of an absence.
What is sufficient participation? You can meet this requirement in any one of three ways:
1. Send the instructor via e-mail at least two course-content-related questions during the term.
These must be sent in each of two different weeks, and before the beginning of the last class
session on Dec. 1. Questions pertaining to "what's on the test" or "how to do the paper" do not
count toward this requirement. These e-mails are the most usual way to meet the requirement.
2. Make useful and constructive contributions to the live, in-person, in-class discussions. Note:
Instructor will let you know by Nov. 17 if you qualify for the credit this way, a few usually do.
3. Take up an invitation to be part of a group talking to the class about your research paper (in the
last week of class). Note: Only a few are invited, and those invitations will be out by Nov. 17.
Invitations are not based only on the quality of the paper, but more on what sets (e.g., pairs or
triads) of papers present the best variety of views that the class may be able to learn from. There
is no credit deducted if you choose, for any reason, not to accept an invitation to talk to the class.
When you send an e-mail to the instructor as described above, the response will either be
directly to you or on a "The Professor Responds" webpage to which you will be referred; you can
also reach it by a link from the course website and blackboard. It is recommended that you
review this page when preparing for exams, as it will contain potentially useful material.
Your final grade in the course will be based on the total of your points from papers, exams,
and sufficient participation. A range is 90% or better, B range is 80% to 90%, C range 70% to
80%, D range 60% to 70%, Fs are less than 60%. '+' and '-' are added to grades if they fall in
the top 1/3 or bottom 1/3, respectively, of A, B, C, and D range.
Special Requirements for Graduate Students (Psychology 571)
There will be special requirements for graduate students taking the course as Psychology 571.
571 students will meet at additional times outside the class time, either in-person or
electronically. 571 students are expected to attend an in-person graduate student meeting with
the instructor early in the quarter (typically in about the third week of the term).
Academic Integrity
This instructor takes academic integrity seriously. Insuring the "validity" of grades requires
seeing that they reflect honest work and learning rather than cheating. Cheating is defined as
providing or accepting information on an exam, plagiarism or copying anyone's written work.
Students caught cheating will be given an "F" for the course, and UO's student conduct
coordinator will be informed. The instructor retains the right to assign seats for tests, to change
individual's seating for test security purposes, to require and check ID for admission to tests.
"Plagiarism" is basically a form of theft: putting your name on work that is (in any part) not
yours, where you have not fully identified the source from which you borrowed. Even taking
someone else's ideas or paraphrasing their expression, without acknowledgment, is plagiarism.
Be aware that the instructor is knowledgeable about computer-age plagiarizing techniques and
how to diagnose their use. "Your responsibility, when you put your name on a piece of work, is
simply to distinguish between what is yours and what is not, and to credit those who in any way
have contributed" (quote is from Nancy Cotton of Wake Forest U.).
______________________________________________________________________________
PSYCHOLOGY 471 SCHEDULE: What's Happening When
Sept. 27 Syllabus; overview of the course
Reading Assignment (i.e., for next session): Funder chs. 1-2
Sept. 29 Studying individuals, the basic sources of data
Reading Assignment: Funder chs. 3-4
Oct. 4 Design of research; cross-situational consistency
Reading Assignment: Funder ch. 6
Oct. 6 Everyday personality judgments and their accuracy; assessment exercises
Reading Assignment: Funder ch. 5, Saucier & Goldberg (2003)
Oct. 11 Tests of personality and other individual differences
Reading Assignment: Funder ch. 7, Furnham & Heaven (1999)
Oct. 13 The structure of personality dispositions (and other kinds of individual differences)
EXPLORATORY PAPER is due October 18!
Reading Assignment: Funder ch. 9
Oct. 18 More on structure; genetic and environmental influences on personality
Reading Assignment: Bouchard (2004)
Oct. 20 More on genetic and environmental influences on personality
Oct. 25 FIRST MIDTERM EXAM
Reading Assignment: Funder ch. 8; Plomin (1995)
Oct. 27 Molecular genetics of personality; personality, physiology, and the brain
Reading Assignment: Dabbs et al. (1996); Bernhardt (1997)
Nov. 1 More on personality, physiology, and the brain
Reading Assignment: Funder ch. 15 and ch. 16 pp. 475-501.
ELECTION DAY is Nov. 2: Do VOTE!
Nov. 3 Behaviorism, social learning, cognitive system
Reading Assignment: Funder ch. 16 pp. 502-507, Funder ch. 17 pp. 508-520
Nov. 8 The cognitive system, perceptual processes, and self
OUTLINE OF RESEARCH PAPER is due November 10!
Reading Assignment: Funder ch. 17 pp. 520-539; McAdams pp. 451-483
Nov. 10 Motives and goals; measurement of implicit motives
Reading Assignment: Funder ch. 10-11
Nov. 15 Psychodynamic personality concepts
Reading Assignment: Funder ch. 12-13
Nov. 17 Humanistic and post-Freudian psychodynamic personality concepts
Reading Assignment: Funder ch. 14
Nov. 22 Cultural variation related to personality
Nov. 24 SECOND MIDTERM EXAM
Reading Assignment: Westen pp. 367-385
Nov. 29 Culture, worldview, and personality: interdisciplinary perspectives
FINAL VERSION OF RESEARCH PAPER is due Dec. 1 at beginning of class period!
Reading Assignment: Friedman et al. (1995)
Dec. 1 Personality applied to work, health, and relationships
December 8, Wednesday, 10:15 am ....CUMULATIVE (FINAL) EXAM
List of Psych. 471/571 readings placed on reserve (via Knight Library), in order of assignment:
Saucier, G., & Goldberg, L. R. (2003). The structure of personality attributes. In M. R.
Barrick & A. M. Ryan (Eds.), Personality and work: Reconsidering the role of personality in
organizations (pp. 1-29). San Francisco: Jossey-Bass.
Furnham, A., & Heaven, P. (1999). Personality and social behaviour. London: Arnold.
(Chapter 4 only: Personality and ideology)
Bouchard, T. J. (2004). Genetic influence on human psychological traits. Current Directions in
Psychological Science, 13, 148-151.
Plomin, R. (1995). Molecular genetics and psychology. Current Directions in Psychological
Science, 4, 114-117.
Bernhardt, P. C. (1997). Influences of serotonin and testosterone in aggression and
dominance: Convergence with social psychology. Current Directions in Psychological Science, 6, 44-
48.
Dabbs, J. M., Hargrove, M. F., & Heusel, C. (1996). Testosterone differences among college
fraternities: Well-behaved vs. rambunctious. Personality and Individual Differences, 20, 157-161.
(Abridged)
McAdams , D. P. (2001). The person: An integrated introduction to personality psychology
(3rd ed.). Fort Worth, TX: Harcourt. (Parts of ch. 8, pp, 451-483)
Westen, D. (1985). Self and society: Narcissism, collectivism, and the development of
morals. Cambridge, Eng.: Cambridge University Press. (pp. 367-385)
Friedman, H. S., et al. (1995). Psychosocial and behavioral predictors of longevity: The aging
and death of the "Termites." American Psychologist, 50, 69-78.
The "Big Eight" questions: The pool of potential essay questions
for the two midterms
1. Taking into account the advantages and disadvantages of different types of data, which do you
believe to be the best kind of data for assessing personality? Given what we know about when
judgments (ascriptions) of personality characteristics are most and least accurate, what are the
best ways to measure personality characteristics?
2. What are the most important arguments in the "situationist" critique of the concept of "stable
personality traits"? What are the most important arguments in response, in favor of stable
dispositions? What are some ways in which situations and dispositions can be integrated?
3. Out of all the characteristics on which individuals differ from one another, which are the most
important (or the most worth measuring), and why are they the most important? What are
advantages and disadvantages of the 'Big Five' as a model for personality attributes, and what
alternative model (if any) might be better, and why?
4. Does personality have a genetic basis or an environmental basis? Does the answer to this
question depend on what kinds of individual differences are included within the definition of
"personality"? What is heritability, and in what ways can differences that appear to be
environmentally caused actually be due to the influence of genes?
5. For which specific biological variables is there the best evidence for an influence on
personality characteristics? In what ways do personality characteristics reflect individual
differences in nervous-system function? By what mechanisms would differences in genes cause
differences in nervous-system function?
6. How do differences in reward, punishment, expectancies of reward and punishment, and in other
cognitive variables influence individual differences in personality characteristics (and how personality
might change)? In other words, how is personality related to how one thinks, values, and believes?
7. Out of all the major motives on which people differ, which are the most important? Are these
conscious or unconscious motives, and how can they best be measured? How do psychoanalytic
(Freud and post-Freud), humanistic, existential, and social learning theories contribute to answering
usefully these questions about motives?
8. What is culture, and why are cross-cultural differences important for understanding personality
differences? In what kinds of ways does cognition (e.g., thinking, valuing, believing), emotion, and
behavior most clearly differ between cultures?
Note: The two essay questions on the first midterm exam will be from 1 through 4 above. The two essays on
the second midterm exam will be from 5 through 8 above. The questions above that do not appear on
the midterms will have disproportionate emphasis on the cumulative (final) exam. The questions
above are subject to change and revision, with the class being informed immediately of any changes or
revisions.
CHOICES FOR THE EXPLORATORY PAPER (due October 18)
This paper is a basically a report of what happened when you did one of the following exercises, and
especially what thoughts and feelings ensued for you. Note: If you consult other people for any topic,
you should keep those people anonymous in your write-up, and don't give names (initials are OK) to
any of the people you describe. Each of these exercises involves the following nine steps:
1. Select a small set of persons whose personality or character (as it appears to you and/or others you
consult) you will compare. You must select one of the sets of persons set out below.
2. Just off the top of your head -- without thinking directly about any trait variables, dimensions, or
factors talked about in class sessions or readings up to October 13 -- compare the personality or
character of the persons, that is, how they seem to be alike or different. You might call this the
"informal" analysis.
3. Next, a "formal" analysis: Consult text or class notes to come up with between eight and 20 trait
variables (or dimensions or factors) on which you will compare the persons. (Describe what these are
and where you got them.)
4. Describe how the persons seem to be alike or different using these 8-20 variables, commenting on
which inferences you are most sure of (have the best evidence, citing anecdotes for this is useful) or
least sure of (have the least evidence).
5. Describe any impressions you have about whether some of the person's traits that you have discussed
actually change with the situation (e.g., according to whether the person is at home or at school/work, is
with friends or family or strangers, is feeling bad or good, is under stress or not)
6. Describe any impressions you have with regard to the following: Which of the statements you have
made about each person would be person be most and least likely to agree with, or be most or least
aware of?
7. Compare what you concluded from your "formal" analysis with what you got initially from your
"informal" analysis which trait variables did you either ignore or emphasize relatively more when you
did the "informal" analysis? What kinds of traits are important to you, in other people?
8. Add any pertinent comments about how the traits you have described in these people have affected
your relationship with any of them.
9. Add any further comments about what you learned or noticed from doing this exercise.
Choose one (and only one) of the following sets of people to describe:
a. Three or four different people you have dated (now or in the past)
b. Your mother and your father and at least one sibling who shares the same mother and father with you
(if there is one; feel free to include also your own personality/character in the discussion to whatever
degree you like)
c. Two or more bosses (supervisors of you) whom you have gotten to know rather well
d. The person you know whom you like the most, the person you know (well) who you like the least,
and some third person about whom you have mixed feelings (both like and dislike)
e. George W. Bush, John Kerry, John Edwards, and Dick Cheney (Note: it might help to watch debates
and take notes about what you observe about personality/character)