Upon successful completion of this course, the student will be able to:
In order to take this course you must:
√ Have access to a computer
√ Have continuous broadband Internet access
√ Have the ability/permission to install plug-ins or software (e.g. Adobe Reader or Flash)
√ Have the ability to download and save files and documents to a computer
√ Have the ability to open Microsoft files and documents (.doc, .ppt, .xls, etc.)
√ Have competency in the English language
√ Have read the Saylor Student Handbook.
√ Have completed all courses listed in the Core Program of the Psychology Discipline. This requirement only applies to those students who are seeking the equivalency of a Full Psychology Degree. If taking this course as an elective, you must only have completed PSYCH101.
Welcome to PSYCH405. Below, please find some general information on the course and its requirements.
Course Designer: Helena (Mimi) Martin
Primary Resources: This course is composed of a range of different free, online materials. However, the course makes primary use of the following materials:
Requirements for Completion: In order to complete this course, you will need to work through each unit and all of its assigned materials. You will also need to complete a final exam.
In order to “pass” this course, you will need to earn a 70% or higher on the Final Exam. Your score on the exam will be tabulated as soon as you complete it. If you do not pass the exam, you may take it again.
Time Commitment: This course should take you a total of 103 hours to complete. Each unit includes a “time advisory” that lists the amount of time you are expected to spend on each subunit. These should help you plan your time accordingly. It may be useful to take a look at these time advisories and to determine how much time you have over the next few weeks to complete each unit, and then to set goals for yourself. For example, Unit 1 should take you 8 hours. Perhaps you can sit down with your calendar and decide to progress through/complete subunit 1.1 (a total of 6 hours) on Monday/Tuesday night; subunit 1.2 (a total of 4 hours) on Wednesday/Thursday night; etc.
Personality theories and processes can be defined and conceptualized according to a variety of factors. For example, personality theories and processes differ to the extent of which they address and are concerned with more fundamental evolutionary components of human behavior or to the extent of which they address individual difference in thoughts, feelings, and behaviors. The first readings will help you to create a working definition of the nature of the research/theories, which encompass the field of personality psychology. Next, you will learn about the science of personality psychology and the various research methodologies associated with addressing empirical questions in the field. Following this section, you will receive a brief overview of how to read empirical journal articles to prepare you for later readings. Finally, you will learn about particular components of personality including consciousness, perception, and adaptation.
Unit 1 Time AdvisoryThis unit will take you 15 hours to complete.
☐ Subunit 1.1: 6 hours
☐ Subunit 1.2: 4 hours
☐ Subunit 1.3: 1 hours
☐ Subunit 1.4: 2 hours
☐ Subunit 1.5: 1 hours
☐ Subunit 1.6: 1 hours
Upon successful completion of this unit, the student will be able to:
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: The Society for the Teaching of Psychology’s version of Professor Brian R. Little’s "Personality Psychology: Havings, Doings, and Beings in Context” (HTML)
Instructions: Please click on the link above and read the entirety of this webpage, which provides an overview of the defining characteristics of personality psychology.
Note on the Text: Brian R. Little holds joint positions as Distinguished Professor of Research at Carleton University and Lecturer at Harvard University. He is also an Affiliated Scholar at the Radcliffe Institute of Advanced Study at Harvard University.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Personality Project: Dr. William Revelle’s (1995) "Personality Processes" (HTML)
Instructions: Please note that this reading covers subunits 1.1.1-1.1.5 and is geared toward introducing you to the breadth of research in personality psychology. Please click the link above, and then scroll down towards the middle of the page to the section above “Biological Approaches” and click on the PDF version of the article entitled “Personality Processes” by William Revelle. Please read this entire article in its entirety by starting with the section labeled Introduction and using the "continue" links at the bottom of each page.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: Dr. C. George Boeree’s Personality Theories: A Biosocial Approach: "Science and Methods" (HTML)
Instructions: Please note that this reading covers subunits 1.2.1-1.2.3. Please read the entirety of this webpage. If viewing the PDF version, just read from the Introduction through section 1.4.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Links: Research Methods Knowledge Base: William M. K. Trochim’s "Key Elements of a Journal Article" (HTML) and Muhlenberg College’s Find, Read, and Cite Psychology Articles :"Reading Articles" (HTML)
Instruction: Please read the entirety of the webpage entitled “Key Elements of a Journal Article.” Then, for the Find, Read, and Cite Psychology Articles text, please only read the “Reading Articles” section in its entirety. For an optional review, you may want to look over the first section on finding articles and the last section on citing journals in a research paper on Muhlenberg College’s website linked above.
Note on the Texts: These readings will provide you with an overview of the anatomy of a journal article and provide recommendations for how to read empirical journal articles at an undergraduate level. If you have recalled this information from the social psychology course, feel free to skim the contents.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: University of Waterloo: Professor Christian H. Jordan’s and Professor Mark P. Zanna’s "How to Read a Journal Article in Social Psychology" (HTML)
Instructions: Please click on the link, and read the entirety of this webpage. If you have recalled this information from the social psychology course, feel free to skim the contents.
Note on the Text: Although this reading refers to social psychology, it will also help you to gain a more in depth perspective in reading personality psychological research articles. This article, which provides the anatomy of a research report, was originallypublished in R. F. Baumeister’s (ed.) The Self in Social Psychology (pp. 461-470), published in Philadelphia by Psychology Press and is now located through the University of Waterloo’s website.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. C. George Boeree’s Personality Theories: A Biosocial Approach: "Consciousness" (HTML) and "Perception" (HTML)
Instructions: Please note that this reading covers subunits 1.4.1-1.4.4. Please read the entirety of these webpages.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. C. George Boeree’s Personality Theories: A Biosocial Approach: "Interaction" (HTML)
Instructions: Please note that this reading covers subunits 1.5.1-1.5.5. Please read the entirety of this webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. C. George Boeree’s Personality Theories: A Biosocial Approach: "Adaptation" (HTML)
Instructions: Please note that this reading covers subunits 1.6.1-1.6.4. Please this webpage in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
As you have learned from your readings in unit 1, a core project of personality psychology is to synthesize and test comprehensive and integrative theories of personality. Although the recent trend is towards creating and testing “mini-theories,” the classic voices in personality psychology have greatly influenced ideas regarding human development and personality. These voices took on a clinical perspective, in that they seek to explain the development of personality within the context of the individual’s environment and address factors which contribute to psychopathology. These next two units will address four such seminal theories in personality psychology.
In this unit, you will first learn about the purpose and function of comprehensive clinical theories in the field of personality psychology. Next, you will learn how personality is measured on an individual level from a clinical perspective. Finally, you will learn about Sigmund Freud’s personality theory, subsequent influential psychodynamic theories, and Carl Roger’s Humanistic personality theory.
This unit will take you 23 hours to complete.
☐ Subunit 2.1: 1 hour
☐ Subunit 2.2: 1 hour
☐ Subunit 2.3: 7 hours
☐ Subunit 2.4: 7 hours
☐ Subunit 2.5: 7 hours
Upon successful completion of this unit, the student will be able to:
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Links: Dr. C. George Boeree’s Personality Theories: "Sigmund Freud" (PDF) and Personality Pedagogy’s version of Sigmund Freud’s "The Anatomy of the Mental Personality"(1933) (HTML)
Instructions: These readings will cover subunits 2.3.1-2.3.4. For the first reading, please click on the above link, scroll down the webpage, and click on the hyperlink after “download” titled “Personality Psychology” to open the PDF file. Read pages 17- 25. For the second reading, please click on the link and read the entirety of the webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Links: Dr. C. George Boeree’s Personality Theories: "Anna Freud," "Carl Jung," "Karen Horney," "Alfred Adler, " and "Erik Erikson"
Note: All the websites above are in HTML format.
Instructions: These readings cover subunits 2.4.1-2.4.5. Please click on the links above and read the entirety of these webpages.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: Dr. C. George Boeree’s Personality Theories: "Carl Rogers" (HTML) and York University: Dr. Christopher D. Green’s version of Carl Rogers’s (1947) "Some Observations on the Organization of Personality" (HTML)
Instructions: Please note that these readings cover subunits 2.5.1-2.5.5. Please click on the above links and read the entirety of these webpages.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: Dr. C. George Boeree’s Personality Theories: "Abraham Maslow” (HTML)
Instructions: Please read the webpage in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
This next unit will address two different clinical perspectives on personality. These perspectives focused less on the influence of childhood experiences and instead maintained that the root of personality centers on an individual’s pattern of thoughts and behaviors. These theories had a large impact on personality psychology and have helped to increase our understanding of the expression of personality. In this unit, you will first learn about the cognitive theories of personality as theorized by Albert Ellis. Second, you will learn about George Kelly and his theory of personality, which centers on cognitions. Lastly, you will learn about B.F. Skinner, a psychologist who played a seminal role in developing the behaviorist theory of personality.
Unit 3 Time AdvisoryThis unit will take you 20 hours to complete.
☐ Subunit 3.1: 5 hours
☐ Subunit 3.2: 1 hour
☐ Subunit 3.3: 6 hours
☐ Subunit 3.4: 4 hours
☐ Subunit 3.5: 4 hours
Upon successful completion of this unit, the student will be able to:
Link: Dr. C. George Boeree’s Personality Theories: "Albert Ellis" (HTML) and REBT Network: Dr. William J. Knaus’s "Rational Emotive Education" (PDF)
Instructions: These readings will cover subunits 3.1.1-3.1.3. For the first reading, please read the entirety of the webpage entitled “Albert Ellis.” For the second reading, please click on the link above and scroll down to the “NEWS” section on the right hand side of the webpage. Click on and download the free e-book entitled “Rational Emotive Education.” Once downloaded, please read pages 9-37 (as indicated in the PDF bar at the top of the screen), which includes Part I, II, III, and IV. The first three parts will provide you with an introduction to the basic theory and assumptions of the rational emotive behavior therapy. The last part will provide you with an example of how this theory can be applied to real life situations. Feel free to peruse the “background for the teacher” section of the remaining parts, as this will provide further useful information regarding rational emotive theory.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: REBT Network’s "REBT Self-Help Form" (HTML) and "Disputing Irrational Beliefs Form" (HTML)
Instructions: Please click on the above links and complete the exercises. This activity is an experiential exercise that will help you to understand the rational emotive behavior therapy principles.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: The Internet Encyclopedia of Personal Construct Psychology: Professor Robert Neimeyer’s “George A. Kelly” (HTML)
Instructions: This reading covers subunits 3.2.1-3.2.3. Please read the entirety of this short biography of George A. Kelly.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: The Internet Encyclopedia of Personal Construct Psychology: Professor Robert Neimeyer’s and Professor Sara K. Bridges’s "Personal Construct Theory" (HTML)
Instructions: Please note that this reading covers subunits 3.3.1-3.3.3. The reading under 3.3.3 is an additional required reading specific to the fundamental postulate and corollaries proposed by Kelly. Please read the entirety of this webpage. Also, to read more about the terms used in this webpage, click on the following underlined words: constructs, extensions, invalidates, and core structures.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: Dr. C. George Boeree’s Personality Theories: "George Kelly" (HTML)
Instructions: This reading will cover subunit 3.2.3 and introduce you to subunit 5.3. Please click on the link above, scroll down and read the sections entitled “Theory,” “Psychopathology and Therapy,” and “Discussion,” which will provide you with more information regarding George Kelly’s Fundamental Postulate and 11 Corollaries.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: The Internet Encyclopedia of Personal Construct Psychology: Professor Robert Neimeyer’s and Professor Sara K. Bridges’s "Constructivist Psychotherapies" (HTML)
Instructions: Please read the entirety of this webpage. Also, to read more about the terms used in this webpage, click on the following underlined words: constructivism and constructive alternativism.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: The Internet Encyclopedia of Personal Construct Psychology: Professor Robert Neimeyer’s and Professor Sara K. Bridges’s "Core Constructs" (HTML)
Instructions: Please read the entirety of this webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: The Internet Encyclopedia of Personal Construct Psychology: Professor Robert Neimeyer’s and Professor Sara K. Bridges’s "Fixed Role Therapy" (HTML)
Instructions: Please read the entirety of this webpage. Also, to read more about the terms used in this webpage, click on the following underlined words: self-characterization and repertory grid methods.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Toward an Ecology of the Mind: Professor Vincent Kenny’s "The Psychological Reconstruction of Life: An Introduction to Personal Construct Psychotherapy" (HTML)
Instructions: Please read the entirety of this webpage to gain a more in-depth sense of George Kelly’s theory and created form of psychotherapy.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. C. George Boeree’s Personality Theories: "B.F. Skinner" (HTML)
Instructions: Please note that this reading covers subunits 3.5.1-3.5.2. Please read the entirety of this webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
In the prior units, you have been exposed to theorists whose main concern was with the development of personality and therapeutic approaches aimed at changing maladaptive aspects of personality. We will now transition to a different perspective of personality, one that talks very little of development or personality change and instead focuses on the identification of traits. In this unit, you will first be introduced to trait theory and learn of its historical roots and the influential theorists who helped develop the trait perspective. Next, you will learn about the five-factor model of personality, the most current and widely accepted trait perspective conceptualization of personality in psychology. Finally, you will read empirical articles which demonstrate the continued scientific efforts to link traits to a variety of important outcomes.
Unit 4 Time AdvisoryThis unit will take you 10 hours to complete.
☐ Subunit 4.1: 4 hours
☐ Subunit 4.2: 3 hours
☐ Subunit 4.3: 3 hours
Upon successful completion of this unit, the student will be able to:
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Links: AllPsych Online’s version of Dr. Christopher L. Heffner’s PersonalityTheory: An Introduction: "Chapter 7: Trait Theory" (HTML) and Personality Project’s Dr. William Revelle’s "Taxonomies of Individual Differences" (HTML)
Instructions: For the first reading, please read all sections in “Chapter 7: Trait Theory.” For the second reading, please read up until the bullet pointed sections. These brief readings will help to introduce you to the history and current state of trait theory. These readings will cover subunits 4.1.1-4.1.4, and you are also responsible for any readings specified within each subunit.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. Scott Acton’s Great Ideas in Personality Website’s version of Dr. Heather M. Fehriinger’s "Contributions and Limitations of Cattell's 16 Personality Factor Model" (HTML)
Instructions: Please read the entirety of this article. This reading both provides information regarding Cattell’s 16 Personality Factor Model and provides critiques/comments of this theory.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Dr. C. George Boeree’s Personality Theories: "Hans Eysenck" (HTML)
Instructions: Please read the sections entitled “Biography,” “Theory,” and “Discussion.”
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Berkeley Personality Lab’s Version of Dr. Oliver P. John, Dr. Laura P. Naumann, and Dr. Christopher J. Soto’s (2008) "Paradigm Shift to the Integrative Big Five Trait Taxonomy" (PDF)
Instructions: This reading will cover subunits 4.2.1-4.2.7. Please click on “Download PDF” to get the PDF version of this chapter. Read the entirety of this chapter to gain a better sense of issues related to the development of the taxonomic 5-factor personality model. You may skim the sections entitled “Cross-Language and Cross-Cultural Studies,” “Defining the Big 5 across Studies: The Prototype Approach,” and “Measurement: Comparing Big 5 Instruments.”
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Links: University of Iowa’s Current Research in Social Psychology: Dr. Simon Moss and Ms. Sigmon Ngu’s “The Relationship between Personality and Leadership Preferences” (PDF) and Blinn College: Dr. Michelle N. Shiota and Dr. Robert W. Levenson’s “Birds of a Feather Don’t Always Fly Farthest: Similarity in Big Five Personality Predicts More Negative Marital Satisfaction Trajectories in Long-Term Marriages" (PDF)
Instructions: For the first reading, please scroll down the webpage until you reach the hyperlink titled “Volume 11, No. 6.” Then, click on this hyperlink, and read this entire empirical journal article as advised by the readings presented in section 1.2. For the second reading, please scroll down and select the "Shiota and Levenson" link under "Psychology Articles."
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
We will now examine different evolutionary and behavioral genetic theories of personality. These theories ask how we can explain the psychological mechanisms behind what defines “human nature” and the individual differences found among various traits. Over the past 20 years, these theories have influenced the field of personality research via (a) the robust findings that personality traits have a strong heritable component, and (b) their ability to explain the adaptive nature of individual differences among personality traits.
Unit 5 Time AdvisoryThis unit will take you 10 hours to complete.
☐ Subunit 5.1: 2 hours
☐ Subunit 5.2: 4 hours
☐ Subunit 5.3: 4 hours
Links: Google Scholar: Dr. David M. Buss’s (1990) "Towards a Biologically Informed Psychology of Personality" (PDF)
Instructions: Please click on the hyperlink “[PDF] from utexas.edu” to download the PDF file of the article entitled “Towards a Biologically Informed Psychology of Personality.” Please read this article in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: University of California, Santa Barbara: Dr. Leda Cosmides and Dr. John Tooby’s "Evolutionary Psychology: A Primer" (HTML)
Instructions: Please read the entirety of this webpage to gain a better sense of the theoretical background and research findings in evolutionary psychology. As you are reading this section, please use the information presented in the previous reading for subunit 5.1 as a framework to reflect on the following question: How can evolutionary psychology inform personality psychology?
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Advancing Sciences Serving Society and the Hastings Center: Catherine Baker’s Behavioral Genetics: “Chapters 1, 6, and 7" (PDF)
Instructions: Please click on the hyperlinks for each chapter on this webpage. Please read these chapters in their entirety. Chapter 1 will address the field of behavioral genetics. Chapter 6 will address how behavioral genetics helps explain the ability to control impulses (a trait-like characteristic). Chapter 7 will address how behavioral genetics helps explain the gene-environment interaction that contributes to intelligence, a cognitive ability often studied in personality psychology.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Because our cognitive structures relay important information from our surroundings and because our personalities can affect this process, our personalities can affect the ways in which we perceive, interpret, and, in general, use information. In turn, cognitive information can impact how we feel. As such, personality traits influence both our cognitive and emotional states. The next unit will focus on these social-cognitive and emotional aspects of personality. Once again, we will look at another “classical voice” in personality whose theory focuses on the social nature of learning and personality development. After learning about Albert Bandura, the father of social-cognitive theory of personality and the main tenants of the theory, you will learn about emotion as it relates to personality. You will gain knowledge about the interactions between cognitive and emotional processes which play a role in the expression of personality.
Unit 6 Time AdvisoryThis unit will take you 25 hours to complete.
☐ Subunit 6.1: 7 hours
☐ Subunit 6.2: 4 hours
☐ Subunit 6.3: 4 hours
☐ Subunit 6.4: 5 hours
☐ Subunit 6.5: 5 hours
Upon successful completion of this unit, the student will be able to:
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Link: Information on Self-Efficacy: Community of Scholar’s version of Professor Albert Bandura’s "Autobiography" (HTML)
Instructions: Please read the entirety of this webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Links: Dr. C. George Boeree’s Personality Theories: "Albert Bandura" (HTML) and Emory University: Information on Self-Efficacy: Community of Scholar’s version of Professor Albert Bandura’s “The Role of Imitation in Personality Development” (PDF)
Instructions: For the first reading, read the entirety of the webpage for a biography and information on the theories of Albert Bandura. For the second reading, please scroll down the webpage to the hyperlink for Albert Bandura’s 1963 article entitled “The Role of Imitation in Personality Development,” and download the PDF file. Please read this article in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Emory University: Information on Self-Efficacy: Community of Scholar’s version of Professor Frank Parajes’s "Overview of Social Cognitive Theory and of Self-Efficacy" (HTML)
Instructions: Please read the entirety of this webpage.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Link: Wikibook’s "Cognitive Psychology and Cognitive Neuroscience/Motivation and Emotion" (HTML) and University of California, Berkeley: Dr. Robert Levenson’s Psychophysiology’s Lab’s (1999) “The Intrapersonal Function of Emotions” (PDF)
Instructions: For the first reading, please read this overview of some major findings in key research areas related to motivation and emotions. For the second reading, under the date 1999, please select the first PDF file entitled “The Intrapersonal Function of Emotions.” Please read the entirety of this article to learn about the basics regarding the function of emotions.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Links: University of California, Berkeley: Dr. Robert Levenson’s Psychophysiology’s Lab’s “Emotional Suppression: Physiology, Self-Report, and Expressive Behavior” (PDF) and “Hiding feelings: The Acute Effects of Inhibition Negative and Positive Emotion”(PDF)
Instructions: For the first reading, please scroll down to the date 1993, and click on the PDF file entitled “Emotional Suppression: Physiology, Self-Report, and Expressive Behavior.” Please read this article in its entirety. For the second reading, please scroll down to the date 1997 and click on the PDF file entitled “Hiding Feelings: The Acute Effect of Inhibition, Negative and Positive Emotion.” Please read the entirety of this article to learn about suppression, which is a type of emotion regulation strategy.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
Links: University of California, Berkeley: M.N. Shiota’s and Dr. Robert Levenson’s Psychophysiology’s Lab’s “Effects of Aging on Experimentally Instructed Detached Reappraisal, Positive Reappraisal, and Emotional Behavior Suppression” (PDF) and Wikipedia’s version of Dr. Laura L. Carstensen and Dr. Joseph A. Mikels’s "At the Intersection of Emotion and Cognition: Aging and the Positivity Effect" (HTML)
Instructions: For the first reading, please scroll up to the date 2009, and click on the PDF file entitled “Effects of Aging on Experimentally Instructed Detached Reappraisal, Positive Reappraisal, and Emotional Behavior Suppression.” Please read the entirety of this article to learn about different types of emotion regulation strategies and how they intersect with age. For the second reading, please click on the link above and scroll down to the bottom of the webpage under “External Link.” Then, click on the first hyperlink with the PDF icon to download the PDF file. Read this article in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpage above.
The Saylor Foundation does not yet have materials for this portion of the course. If you are interested in contributing your content to fill this gap or aware of a resource that could be used here, please submit it here.
Links: University of California, Berkeley: Dr. Robert Levenson’s Psychophysiology’s Lab’s “Affect in Intimate Relationships: The Developmental Course of Marriage” (PDF) and The Dana Foundation: Dr. Silvia Helena Cardoso’s "Hardwired for Happiness" (HTML)
Instructions: These readings cover subunits 6.5.1-6.5.7. For the first reading, please scroll down to the date 1996, and click on the first PDF file entitled “Affect in Intimate Relationships: The Developmental Course of Marriage.” Please read the entirety of this article to learn about some relationships between emotion and interpersonal processes. Please also read “Hardwired for Happiness” in its entirety.
Terms of Use: Please respect the copyright and terms of use displayed on the webpages above.
Link: The Saylor Foundation's PSYCH405 Final Exam
Instructions: You must be logged into your Saylor Foundation School account in order to access this exam. If you do not yet have an account, you will be able to create one, free of charge, after clicking the link.