(Ver. 2022/8/20)
一、課程說明 (Course Description)
This course is a “psychological” emotion-psychology course, meaning we’ll focus on how psychologists approach emotion and some of the classic and pioneering findings in the field. That said, we “especially” welcome those who don’t yet have much experience with the psychological approach but are interested in the topic. Motivation is the most important criterion. We’ll start from the fundamentals to give you a big picture (i.e., theoretical frameworks), then address some of the most studied aspects of emotion, including emotion expression, regulation, induction—one after another. As modern emotion psyc is heavily rooted in social and bio-neural psyc, subsequently, we’ll touch on these two topics. Given my expertise, we’ll have a week for positive emotions, too. Finally, toward the end of the semester, you’ll get a little taste of what emotion psyc can do to make the world a better place: the applied sciences around it. In individual presentations, you’ll also learn from (and teach) you classmates what they (you) think about the roles of emotion are in our everyday life.
二、指定用書 (Text Books)
There will be 2-4 articles to read every week. Given the amount of reading, a skill that I’d like you to start learning this semester is the art of skimming, or what I call “reading effectively.” You’ll find the assigned articles or the instructions on how to find them on eLearn.
三、參考書籍 (References)
I’ll periodically post news articles I come across online on eLearn. They’re usually but not limited to discussions about new scientific findings, reflections on our society and world based on the science, and reports of anecdotes that I find relevant to our course. You’re NOT required to read the posts and they’ll NOT be on exams or assignments, unless otherwise announced.
四、教學方式 (Teaching Method)
Course format: Our classes will be largely discussion-based, and everyone is expected to contribute. To facilitate the discussion, a small group of students who signed up for the week will take the responsibility to first “very very very efficiently” summarize the reading materials of the week for the class. They’ll then lead the following 2 hours of discussion of the reading. Finally, students from my lab will join us in the 3rd hour to share with you their ongoing research (on emotions, because that’s what my lab does). Please notice that discussion is what we really want in this course. People will, and should, have read the assigned reading anyway before coming to class. There’s therefore no need to “read for them.” This is not that kind of courses. Lastly, to make our gathering a quality learning experience, as said, we should all read the assigned materials before coming to class, and please, talk.
-- The reading and the discussion of a week will be composed of two parts: emotion psychology, and emotion du jour (EdJ). For the former, we’ll talk about psychological concepts that apply, theoretically, to all emotions like. For instance, we’ll have a week (wk 11) where we’ll talk about the general roles of “culture” in emotional experiences not otherwise specified. In comparison, in the same class, we’ll have an EdJ, envy (wk 11); we’ll talk about this one, concrete emotion, too, so we don’t lose sight of what we actually feel in everyday life.
-- I’m thinking about 2 persons a group, 8 groups rotating, so 16 people in total in the class. But you never know how many folks will take the course. We’ll sort this out in our first meeting.
-- Because emotions are the shared theme of the work happening in my lab, in addition to already published papers, I figure it’d be fun to let you have a little taste of the most advanced, still brewing research on emotions by inviting my students to share their projects with you. They will get presentation experiences and valuable feedback from you too. We’ll do this in the last hour of every class meeting. The presenting student will lead the activity.
-- This course will be taught in English. Specifically, we’ll talk in English in class and you should write homework in English, except for the final written proposal (see below).
Course website: The course website is located on eLearn. Announcements and course materials will be posted there. You will also find supplementary reading, if any, on eLearn.
Attendance: I don’t take attendance, although it is strongly recommended. Otherwise, why bother taking the course? The only benefit you’ll get from the class is to come to the class.
Communication: Everyone is welcome to send me messages “on eLearn,” to request an appointment, ask questions, share your thoughts and concerns about the course. It’s the best way for me not to miss your messages, as I miss regular emails all the time but don’t want to miss yours. I will try my best to respond to you within two business days.
Office hours: TBD
-- I encourage you to take advantage of office hours at least once during this semester. Office hours are a great opportunity to clarify course material and ask questions regarding assignments.
-- You’re welcome to just walk in during the designated time. I however would ask you for a favor: Whenever possible, message me before you come, telling me what I can do for you, what questions/suggestions you have etc. Just so I can be better prepared and make our meetings as efficient and meaningful as possible. Also, that prevents you from bumping into others, for their, your own privacy.
Expectations:
-- Please be respectful of your fellow students and silence your phone.
-- Please be responsible for your learning by budgeting your time, being on time and prepared, and seeking assistance when needed.
-- You are responsible for all information presented in class, even if you have an excused absence for a particular day. If you are going to miss a class, plan ahead to get the material from classmates or me, before or after the class.
五、教學進度 (Syllabus)
(subject to change as we go)
1) 09/15 Course overview
Chang, Y.-P. (2022). Syllabus: Read it. In Advanced Psychology of Emotion, 2021.
Fundamentals
2) 09/22 Appraisal theories (EdJ: awe)
Stellar, J. E., Gordon, A., Anderson, C. L., Piff, P. K., McNeil, G. D., & Keltner, D. (2018). Awe and humility. Journal of Personality and Social Psychology, 114(2), 258-269.
Scherer, K. R., & Moors, A. (2019). The emotion process: Event appraisal and component differentiation. Annual Review of Psychology, 70, 719-745.
3) 09/29 Evolutionary theories (EdJ: disgust & contempt)
Hutcherson, C. A., & Gross, J. J. (2011). The moral emotions: A social-functionalist account of anger, disgust, and contempt. Journal of Personality and Social Psychology, 100(4), 719-737.
Keltner, D., Haidt, J., & Shiota, M. N. (2006). Social Functionalism and the Evolution of Emotions. In M. Schaller, J. A. Simpson, & D. T. Kenrick (Eds.), Evolution and social psychology (p. 115-142). Psychosocial Press.
4) 10/06 Constructivist theories (EdJ: elevation)
Shiota, M. N., Thrash, T. M., Danvers, A. F., & Dombrowski, J. T. (2014). Transcending the self: Awe, elevation, and inspiration. In M. M. Tugade, M. N. Shiota, & L. D. Kirby (Eds.), Handbook of Positive Emotions (p. 362-377). The Guilford Press.
Barrett, L. F. (2017). The theory of constructed emotion: an active inference account of interoception and categorization. Social Cognitive and Affective Neuroscience, 12(1), 1-23.
5) 10/13 Methods (EdJ: anger)
Berkowitz, L. (2012). A different view of anger: The cognitiveR08;neoassociation conception of the relation of anger to aggression. Aggressive Behavior, 38(4), 322-333.
Quigley, K. S., Lindquist, K. A., & Barrett, L. F. (2014). Inducing and measuring emotion and affect: Tips, tricks, and secrets. In H. Reis & C. Judd (Eds.), Handbook of Research Methods in Personality and Social Psychology (p. 220-252). Oxford University Press.
The personal
6) 10/20 Negative emotions (EdJ: sadness)
Gray, H. M., Ishii, K., & Ambady, N. (2011). Misery loves company: When sadness increases the desire for social connectedness. Personality and Social Psychology Bulletin, 37(11), 1438-1448.
Vaish, A., Grossmann, T., & Woodward, A. (2008). Not all emotions are created equal: The negativity bias in social-emotional development. Psychological Bulletin, 134(3), 383-403.
7) 10/27 Positive emotions (EdJ: love)
Fredrickson, B. L. (2016). Love: Positivity resonance as a fresh, evidence-based perspective on an age-old topic. In L. F. Barrett, M. Lewis, & J. M. Haviland (Eds.), Handbook of Emotions (4th ed., p. 847-858). Guilford Press.
Shiota, M. N., Campos, B., Oveis, C., Hertenstein, M. J., Simon-Thomas, E., & Keltner, D. (2017). Beyond happiness: Building a science of discrete positive emotions. American Psychologist, 72(7), 617-643.
8) 11/03 Emotion regulation (EdJ: fear & anxiety)
Perusini, J. N., & Fanselow, M. S. (2015). Neurobehavioral perspectives on the distinction between fear and anxiety. Learning & Memory, 22(9), 417-425.
Ford, B. Q., Gross, J. J., & Gruber, J. (2019). Broadening our field of view: The role of emotion polyregulation. Emotion Review, 11(3), 197-208.
Zaki, J., & Williams, W. C. (2013). Interpersonal emotion regulation. Emotion, 13(5), 803-810.
Braunstein, L. M., Gross, J. J., & Ochsner, K. N. (2017). Explicit and implicit emotion regulation: a multi-level framework. Social Cognitive and Affective Neuroscience, 12(10), 1545-1557.
The social
9) 11/10 Emotion expression and perception (EdJ: gratitude)
Algoe, S. B. (2012). Find, remind, and bind: The functions of gratitude in everyday relationships. Social and Personality Psychology Compass, 6(6), 455-469.
Keltner, D., Sauter, D., Tracy, J., & Cowen, A. (2019). Emotional expression: Advances in Basic Emotion Theory. Journal of Nonverbal Behavior, 43(2), 133-160.
10) 11/17 Social emotions (EdJ: nostalgia)
Sedikides, C., & Wildschut, T. (2018). Finding meaning in nostalgia. Review of General Psychology, 22(1), 48-61.
Van Kleef, G. A., Heerdink, M. W., & Homan, A. C. (2017). Emotional influence in groups: the dynamic nexus of affect, cognition, and behavior. Current Opinion in Psychology, 17, 156-161.
Scarantino, A. (2017). How to do things with emotional expressions: The theory of affective pragmatics. Psychological Inquiry, 28(2-3), 165-185.
11) 11/24 Emotion culture (EdJ: envy)
Crusius, J., Gonzalez, M. F., Lange, J., & Cohen-Charash, Y. (2020). Envy: An adversarial review and comparison of two competing views. Emotion Review, 12(1), 3-21.
De Leersnyder, J. (2017). Emotional acculturation: a first review. Current opinion in psychology, 17, 67-73.
Tsai, J. L. (2017). Ideal affect in daily life: Implications for affective experience, health, and social behavior. Current Opinion in Psychology, 17, 118-128.
The applied
12) 12/1 Organizations and consumers (EdJ: sympathy & compassion) Proposal outline due by class
Gilbert, P. (2015). The evolution and social dynamics of compassion. Social and Personality Psychology Compass, 9(6), 239-254.
Kim, H., & Kim, T. (2017). Emotional intelligence and transformational leadership: A review of empirical studies. Human Resource Development Review, 16(4), 377-393.
13) 12/08 Health (EdJ: shame & guilt)
Tangney, J. P., Stuewig, J., & Martinez, A. G. (2014). Two faces of shame: The roles of shame and guilt in predicting recidivism. Psychological Science, 25(3), 799-805.
Sheppes, G., Suri, G., & Gross, J. J. (2015). Emotion regulation and psychopathology. Annual review of Clinical Psychology, 11, 379-405.
14) 12/15 Education (EdJ: pride)
Shi, Y., Chung, J. M., Cheng, J. T., Tracy, J. L., Robins, R. W., Chen, X., & Zheng, Y. (2015). Cross-cultural evidence for the two-facet structure of pride. Journal of Research in Personality, 55, 61-74.
Domitrovich, C. E., Durlak, J. A., Staley, K. C., & Weissberg, R. P. (2017). SocialR08;emotional competence: An essential factor for promoting positive adjustment and reducing risk in school children. Child Development, 88(2), 408-416.
Yin, H., Huang, S., & Chen, G. (2019). The relationships between teachers’ emotional labor and their burnout and satisfaction: A meta-analytic review. Educational Research Review, 28, 100283.
Term projects
15) 12/22 Presentations x 4 (randomly ordered)
16) 12/29 Presentations x 4 (randomly ordered)
17) 01/05 (No class) Final proposal due by the class time
六、成績考核 (Evaluation)
Reflection notes: To pass the course, you’ll need to collect 10 reflection notes “in time” over the semester. This is a basic requirement to pass the course. I’ll fail people who don’t fulfill this requirement. To get the notes, choose as many or few weeks of discussion as needed out of the 13 discussion weeks in the schedule above—that is, excluding term project presentations—and write a short reflection essay on each of the weeks chosen.
-- I don’t mind that you write a full paper, but by reflection “notes,” what I’m picturing is a 150-to-200-word abstract-like text. You can write about the things in the reading (or classmates’ projects if a project week) that make you feel surprised, puzzled, or even inspired, scientifically or spiritually. What I’m looking for is the depth of your analysis of the subject matter. You don’t have to always bring up a question and then answer it. If you don’t end up finding an answer for something after your reflection/meditation, that’s fine. The goal of the assignment is simply to help you think and help you get ready to participate in class.
-- 2 pts for “Insightful!”, 1 for “Pertinent with room to improve”, and 0 for no submission. Just to give you a sense of how I’m going to grade your work, I expect to see an “insightful” out of every 3 “pertinent.” But of course, everyone is different and the grading is only about the quality, not the quantity, of your work. I’m not going to take away points to hold the ratio.
-- You’re welcome to post more notes than you need to pass the course. And that gives you a better chance to get more “insightful,” which adds to your final grade. See below for how the grade is calculated.
-- Post your reflection notes on eLearn no later than 24 hours before the class of the topic you write about (i.e., before Wed 10 am), so the discussion leading group can incorporate your writing into their discussion plans. Also, I expect you all at least skim others’ posts, either before you write your own or after you’ve done so. Think this way: We’re a team, brainstorming together this semester and having fun together through the journey, so you do want to know what other people are thinking.
-- I accept late submissions, with a penalty. Late submissions may still give you some points, less effectively, but they may be the points you need. Let me know if you plan to do a makeup note. Late submissions won’t be counted without my permission.
Term project: There will be no exam for this course, but when all classes end, as the embodiment of your learning, you’ll need to turn in a research proposal on something, anything that is relevant to what we’ll have covered. The proposal will focus on an empirically testable question (assuming you have all the resources needed) and design studies to test it. If you’ve never seen a psychological research proposal, it’s basically a research paper without the discussion section and with a method-results section turning into “what you plan to do” as opposed to what you’ve done. To help you make sure you’re on track, there will be a few “checkpoints” in the semester.
-- First, you’ll turn in a rough outline of what you’re going to write for the proposal. This is only for you to get my feedback early on, and won’t be graded. I can nonetheless assure you that this will be really beneficial for you, and me, as it would protect you from doing the things you don’t want to be doing (e.g., proposing a 10-year research program; I’ll appreciate your passion and aspiration, but please don’t). There’s no format requirement for this assignment except that it should be about 400 to 450 words long. Submit through eLearn.
-- Secondly, toward the end of the semester, when you’ll have almost finished your draft, you’ll give a 20-min presentation on your work followed by a 10-min Q&A, like in a conference. The presentation will be graded. You can, as many will, use slides, but this is not required. Most importantly, take the chance to get feedback from your peers to really polish your final product. I’ll prepare snacks and drinks. I mean, it’s a mini-conference.
-- Finally, the written research proposal. The work should be on an empirically testable question and include studies testing the question. That is, you’re not purely proposing a new theory or reviewing the literature, because I do want to see that you learn the methods of emotion psychology, in addition to the theories. The proposal should be at least 2000 words long (excluding bibliography), and formatted. You’re welcome to follow the APA style; that’s the go-to, but not required. The goal of formatting is merely to help you organize information and to help readers (i.e., me) see the organization. I won’t check your format like a bored librarian. And yes, you can write in Chinese or English.
Course grade:
-- Course participation for 25% course grade
-- Reflection notes for 25% course grade; use the formula:
this part of the course grade = 70 + 5 x # of 2-pt “insightful” notes
Yes, you get more than 100 here if you get more than 6 “insightful.”
-- Term project presentation for 25% course grade
-- Term project proposal for 25% course grade
七、可連結之網頁位址
https://elearn.nthu.edu.tw/course/view.php?id=21851