NOTE: This syllabus may be changed at any time at the discretion of the instructor. Changes will be announced in class. It is your responsibility to ensure that you become aware of any changes.

PROFESSOR OFFICE HOURS

Perri B. Druen, Ph.D. Office: LS 315C

Office Phone: (717)846-7788 x1426

REQUIRED TEXT

Carver, C. S., & Scheier, M. F. (1995). Perspectives on Personality (3rd ed.). Allyn and Bacon: Boston.

COURSE OBJECTIVES

This course will provide you with the opportunity to master basic concepts in Personality Psychology, gain insight about yourself and others, and learn how psychology research is conducted.

Successful completion of the course will require you to:

1. Understand and apply basic principles of Personality Psychology.

2. Acquire an understanding of how scientific research is used to explore the human dimension.

3. Comprehend the prominent theories in the study of Personality.

4. Master the vocabulary of Personality Psychology.

5. Demonstrate critical thinking skills in evaluating research and theory in Personality Psychology.

6. Prepare for and participate in class discussions.

7. Communicate clearly and accurately what you have learned, both verbally and in writing.

WRITING STANDARDS

Students in this course are expected to use literate and effective English in their speech and in their writing. All papers and speeches should be well-written; grades on written (including examinations) and orally presented work will be based on expression as well as on content. Students may be required to rewrite papers which are marred by errors in grammar, punctuation, spelling, or organization."

CLASS FORMAT

Class time will be used to clarify, expand upon, and apply the principles covered in the text.
In the lectures I will cover difficult concepts and will supplement the text with additional information. I will not discuss all topics of importance that I deem sufficiently covered in the text. It is your job to read the text before coming to class and to ask questions about topics that are not clear to you.

We will have reading assignments from sources beyond the text. We will use these assignments to explore cutting-edge research in Personality Psychology from top journals in the field. You should read the material thoroughly until you have mastered its contents. During class discussions, you may be asked to explain the background literature, hypotheses, methods, and findings of the article.

ATTENDANCE POLICY

Attendance at regular classes is strongly encouraged. You will NOT receive additional credit for attendance--but your final grade WILL be lowered 10 points if you miss more than 5 classes. If you encounter difficulties during the semester, such as prolonged illness, that may put you in jeopardy for completing the course, you should speak to me as soon as possible.

Exam attendance is mandatory. Your absence from an exam will be excused only if I am notified before the exam with a valid excuse. If you do not reach me in person, it is your responsibility to see that I receive a note explaining your intended absence before the exam. Only then will we arrange a make-up exam.

Do not take a chance!!! I will decide if an absence will be excused.

Valid excuses include: Hospitalization, death in your immediate family, natural disaster. I will need proof or documentation such as a doctor's note in order to excuse you and give you a make-up exam.

Valid excuses DO NOT include: Alarm did not go off, was stuck in traffic, partied too much last night, there was a great sale, best friend in town, did not get to study enough, did not know exam was to be given that day.

GRADING POLICIES

CRITERIA?

We will decide the grading assignments in the first week of classes. Two alternatives are provided below. Your grade may be based upon the following:

Exams

Exam 1 20% 15%

Exam 2 20% 15%

Exam 3 20% 15%

Other

Presentation 15% 20%

Paper 20% 25%

Group discussions/class activities 5% 10%

SCALE

90-100% A

80-89% B

70-79% C

60-69% D

59% AND BELOW F

EXAMINATION FORMAT

CLOSED-BOOK (No materials, such as notes or texts, will be permitted)

QUESTIONS

Exams may consist of multiple choice, true/false, short-answer, and essay questions. There will be questions from the text (not necessarily covered in class) AND questions from class lectures and discussions (not necessarily covered in the text).

EXAM DURATION

You will be given one class period in which to complete the exam. Your answer sheet will be taken up at the end of that period regardless of whether you have completed your exam. Therefore, if you have any sort of limitation which would prevent you from completing an exam in one class period (e.g. visual difficulty, dyslexia, severe arthritis), please let me know and I will be happy to make arrangements for you to have the appropriate time. However, you MAY NOT decide in the middle of taking an exam that you will not be finished on time and request additional time--the request must be made AT LEAST TWO-WEEKS BEFORE the class period in which the exam will be given.

MAKEUP EXAM FORMAT

The format for a makeup exam (if you meet the criteria listed above for acceptable reasons for missing an exam) may be different from the original exam.

CLASS ASSIGNMENT POLICIES

You may have both in-class and out-of-class assignments.

In-class assignments: You must be present to receive credit.

Regardless of your reason for missing class, you will not be permitted to make up missed in-class assignments.

Out-of-class assignments: These assignments will be announced in class. If you miss class, it is your responsibility to contact a classmate to find out if an assignment was given. Regardless of your reason for missing a class, your assignment will be due on the same date as the rest of the class.

I reserve the right to refuse to accept late assignments. Depending upon the quality of your excuse (see guidelines above), I may give you partial credit.

DESCRIPTION OF CLASS ASSIGNMENTS

In-class assignments

These will be varied throughout the semester. We may have any one or all of the following: group discussions, class demonstrations, quizzes (announced and unannounced), written assignments

Out-of-class assignments

These will be varied throughout the semester. We may have any one or all of the following: research (library, community, personal), reading, written assignments, and brief projects.

ACADEMIC STANDARDS

Research shows that rates of cheating on college campuses is on the rise. Cheating will not be tolerated!!! I will take special precautions in class to ensure that no academic dishonesty takes place. At no time should you:

1. Copy another's work on an exam or for a paper.

2. Allow another to copy your work on an exam or for a paper.

If you are unsure whether a certain act would constitute academic dishonest, ASK first so you don't pay later.

If you are suspected of cheating, you will be confronted and may be penalized. From the College Catalog, "When an instructor believes that a student has committed an act of academic dishonesty, the instructor will notify the student and the Dean of Academic Affairs, and the student will receive a grade of "0" in the course." "In cases where a student receives a second finding of academic dishonesty, the student will be suspended from the college."

"Students who believe they have been unjustly charged or sanctioned in such cases, should discuss the situation with the instructor. Following this discussion, students may request a review of their case by the Academic Standards Committee of the College and should contact the Dean of Academic Affairs regarding their request for such a review hearing."

EXTRA-CREDIT OPPORTUNITIES

There may be times throughout the semester in which you will be offered extra-credit opportunities. These opportunities may or may not be announced in advance, therefore, you must be present in class in order to gain the extra-credit.

Participation will be voluntary. If you do participate, you may increase your grade. If you do not participate, your grade will not be affected.

1. Extra credit opportunities may involve being a participant in a research study. The point value associated with any study will depend upon the difficulty and/or the length of participation.

2. If you prefer for any reason not to participate in a research study (even after you have started to participate--you can withdraw at any time) you may do a research abstract or summary instead. You may choose from among the following journals or get approval from me for an alternative (Do so before you write the abstract). Further instructions are listed below.*

Acceptable Journals:

American Journal of Psychology, Behavior Research and Therapy, Behavior Therapy, Behavioral Science, Child Development, Developmental Psychology, International Journal of Clinical and Experimental Hypnosis, Journal of Abnormal Psychology, Journal of Animal Behavior, Journal of Applied Behavior Analysis, Journal of Applied Psychology, Journal of Comparative and Physiological Psychology, Journal of Consulting and Clinical Psychology, Journal of Counseling Psychology, Journal of Educational Psychology, Journal of the Experimental Analysis of Behavior, Journal of Experimental Psychology, Journal of Personality and Social Psychology, Journal of Experimental Social Psychology, Journal of Social Behavior and Personality, Journal of Social and Personal Relationships, Journal of Verbal Learning and Verbal Behavior, Memory and Cognition, Perception and Psychophysics, Perceptual and Motor Skills, and Professional Psychology, Journal of Health Psychology.

3. If an extra credit opportunity is offered to the class, and you prefer not to do what is offered and prefer not to do a research abstract, you may propose an equivalent alternative. However, you must obtain permission first--and your project will be due the same time as the other extra-credit (unless you arrange other plans with me ahead of time).

*Instructions for Research Abstract

Select a research article from a Psychology Journal related to the topic of the research study you chose not to do (e.g. if the study is on adjustment to college life--find an article on the same topic). Acceptable journals are listed below.

Abstracts must be typed or word-processed and be in prose (not outline form) and conform to good English usage. You should be able to summarize the article in two to three double-spaced pages.

Summarize the article by providing the information listed below:

1. Title, Author(s), Journal, Date, Volume, Number, pages

2. Introduction:

What basic question(s) are the experimenters trying to answer? What is the general problem area? Why is the study being done, or why is it important?

3. Method:

a. Describe the research participants.

b. What task did the participants perform, or what tests did they take, or what characteristic were observed or measured?

c. What was the design of the study? Was it descriptive only, correlational, experimental, or quasi-experimental? (Choose one)

d. Was it a case study, naturalistic observation, participant observation, cross-sectional study, longitudinal study, survey, interview, archival, meta-analysis? (Include all that apply).

e. If it was experimental or quasi-experimental:

1). Are there different groups? If so, describe what they are, how they differ and how participants were assigned to groups.

2). What are the independent variable(s) and dependent variable(s)? How was the independent variable manipulated? How was the dependent variable measured?

f. If it was correlational or descriptive:

1). What variables were measured and how were they measured?

2). Did one variable precede another in time?

4. Results

a. What were the results of the study? (e.g. Did any groups differ, or were variables related?)

b. Did the results support hypotheses (if any were given)?

5. Discussion

1. How are the results important (e.g. Can they be applied to solve a real-world problem, do they change the way other studies are interpreted, do they support one theory over another, do they summarize a diverse body of literature?)

2. What were any problems with the study?

3. What were the author(s) suggestions for future research?

Tentative course outline

This section is under construction--and will likely change.

Article 8: Psychoanalytic personality

UnCS

Article 9: Anxiety and defense

JPSP, 62 (5)

Article 10: Ego psych

Baumeister Repression ? (or also do attach)

Article 11: Psychosocial

Erikson

Attachment

Article 14: Self-evaluation

Kernis

Article 16: Cognitive

Self-monitoring

Article 17: Self-regulation

JPSP 63(5)

Article 6: Evolution

Buss 37 cultures

Buss Annual Review of Psych

Article 7: Biological processes

Extraversion/Neuroticism

Article 5: Needs

nAch: PSPB 18(2)

______________________________________________________________________________

You will be placed into pairs and will be responsible for presenting and leading the discussion of one of the articles in the readings pack. (Class members who are not presenting the article are responsible for having read the material before the class in which you present it).

CONTENT OF PRESENTATION:

During the first week of the class, we will assign groups and select topics. We will have 10 presentations, and all are listed in the schedule part of this syllabus. I will attempt to match your interests with your group assignment, but this may not be possible in all circumstances. For information to include in the presentation see the grading criteria below.

NOTE: I plan to ask at least one question per presentation on the exam, so it is to your benefit to make sure you fully understand each presentation. To this end, I will allow time for you to ask questions of presenters.

SUGGESTED PRESENTATION OUTLINES: Note--plan for the presentation to last APPROXIMATELY 30 MINUTES.

I. Introduction: Focus of the presentations (Possible class demonstration)

II. Background/foundational information (from text)

III. Theory, rationale, hypotheses of the study

IV. Methods (Be very specific about whether the study was a correlational study, quasi-experiment, true experiment, etc. and about the variables used--which were the IV's and DV's?)

V. Results of the study

VI. Discussion

VII. Strengths and Limitations of the research

VIII. Your own comments, evaluation, thoughts about ways to improve the study, new ideas to test in the future (make sure you can support your position--don't just talk off the top of your head!).

It is not necessary to present every detail of the theory, method, and results. Highlight each, giving the most important details. But be sure to know all the details, however, in case your classmates have questions.

Do NOT include information in your presentation that you don't understand (e.g. "The hypotheses were tested with MANOVA's"--either tell the class what that means or do not include it. If the information is essential to understanding the article, you need to ask me in advance of the presentation so that you will be able to discuss it).

PRESENTATION GRADING:

Organization of presentation:

(Are the goals of the research/presentation presented first, is the other information ordered appropriately, are there transitions between topics, is there coordination among the different people within the group, were visual aids necessary and if so, were they used?)

Adequacy of amount of information presented:

(Is the information too complex--should it have been simplified, is the information too simple--should more information have been provided, did the discussion of results address the questions provided in the introduction to the presentation?)

Understanding of topic/article:

(Did the presenters appear to understand the concepts, methods, results, conclusions involved, did the presenter know the background information provided in the textbook, did the presenter answer questions appropriately?)

Clarity of presentation:

(Were the presenters clear, did the presenters define unfamiliar terms, use good examples, enunciate and speak at an appropriate tempo, avoid distracting verbal or non-verbal mannerisms, avoid reading the presentation, make eye contact with the audience?)

Thoughtfulness, quality of comments:

(Did the presenters come up with original insights, examples, applications, ways to improve the study, ideas for future studies; did the presenter find a way to capture the interest of the audience; were the presenter's answers to questions from the audience thoughtful or accurate?)

Discussion:

(Did the presenters stimulate a good discussion? Were interesting questions posed? Did the presenters guide the discussion (e.g. highlight relationships among concepts/examples/testimony from the audience; point out discrepancies between people's experiences and the material/findings of the studies, etc.)

Handouts:

(Did the presenters provide handouts to the class? Were the handouts professional in appearance? Did they present material in an optimal manner (e.g. clear, precise, uncluttered, meaningful, useful, etc.)

NOTE: To get the highest possible score, you must make a portion of the presentation yourself (I suggest you and your partner divide the discussion approximately equally), and also assist your partner in doing as well as he or she can.

______________________________________________________________________________

You are independently responsible for one of the following APA style papers: 1) Research proposal; 2) Conceptual/ theoretical review; 3) Critical analysis of an original source; 4) Proposal of your own theory of personality. You select which kind of paper you wish to do, in accord with your ultimate career goals.

I. RESEARCH PROPOSAL: You will review the literature and design your own study.

ELEMENTS: This paper will have the following elements:

1. Introduction: which reviews the literature and lists hypotheses

2. Method section: which describes that variables in the study and the procedure

3. Expected results section: which will briefly describe in non statistical terms what you would expect to find

4. Discussion section which will interpret and draw conclusions from the results and discuss limitations of the study, important implications, and ideas for future research.

WHO SHOULD DO THIS KIND OF PAPER: You should select this option if you have had the Design and Analysis class and plan to go to graduate school or for some other reason, need research skills.

II. CONCEPTUAL/THEORETICAL REVIEW: You will examine research and theory on some topic and provide a thorough integration and review, highlighting controversies and suggesting ways to reconcile opposing views. Topics for this kind of paper are limited--it is necessary that much research or theory on the topic is available for you to synthesize. (See examples in Psychological Review and Psychological Bulletin)

ELEMENTS: This paper will have the following elements:

1. Introduction: which describes the topic in general terms

2. Literature review: which will review the xisting research and theory in the area, integrate ideas, and may need to point out controversies or gaps and explain intricate distinctions among concepts

3. Conclusion: which will in some way suggest the next step in solving the controversies or addressing problems in the literature, such as by proposing a theoretical or methodological reconciliation of opposing ideas or by providing a new framework for organizing the existing literature

WHO SHOULD DO THIS KIND OF PAPER: You should select this option if you can analyze complex theories and have the creative ability to derive new ways of looking at puzzling phenomena; and possibly if you are interested in philosophy.

III. CRITICAL ANALYSIS OF AN ORIGINAL SOURCE: You will examine an original source (such as a book by Freud) and provide a thorough summary of the theory and research presented in the material. You should also critically evaluate the soundness of the theory/research using the criteria listed below.

ELEMENTS: This paper will have the following elements:

1. Introduction: which describes the topic in general terms

2. Review of the theory.

3. Critical analysis: Evaluate the theory in terms of following criteria:

?????? To be added later.

WHO SHOULD DO THIS KIND OF PAPER: You should select this option if you can understand complex theories, have an interest in the historical roots of personality psychology, can critically analyze the theory and research, and possibly have an interest in practicing a particular kind of therapy (e.g. psychodynamic, client-centered).

IV. PROPOSAL OF YOUR OWN PERSONALITY THEORY: You will develop your own unique theory of personality, possibly modeled after one or more of the theories we have covered in class. When developing your theory, attend to the criteria for a good theory (such as heuristic value), and indicate where your theory fits within the different dimensions of personality theories (such as holistic vs. elemental). These criteria and dimensions are listed above under III.

ELEMENTS: This paper will have the following elements:

1. Introduction: which gives a general sketch of your theory and describes the domain of human behavior, thought, feeling to which your theory applies (e.g.will you address disorders of personality, only the first 5 years of life, etc.)

2. Description of theory in detail (please use subheadings to aid the structure of your paper). Be sure to describe any new terms or different uses of existing terms very clearly. Also, be careful to note how any of your concepts relate to other personality theories (give proper citations).

3. Analysis of the theory in terms of the criteria listed above in III--pointing out strengths and limitations.

WHO SHOULD DO THIS KIND OF PAPER: You should select this option if you are creative, have thought about personality in ways we did not explore in class, and are willing to have your own ideas evaluated. If you would like to continue graduate study in personality, this may also be a good option for you.

MATERIALS:

I. For each of the first two kinds of papers, you must have a minimum of 5 sources, but may need more to write a good quality paper. For the original source critique, only one book is required. For developing your own personality theory, you are not required to have sources, but must cite works related to your theory.

II. Any articles you use must be selected from professional journals in Personality Psychology related to your topic. Articles should meet the following criteria:

A. The articles should come from PRIMARY sources.

1. This means they should present original research, conducted by the author(s). The articles should contain all the information necessary for a reader to replicate the research (e.g. how many subjects were used, the materials or apparatus used, the statistical analysis).

2. Articles should NOT be a second printing of the research in a review article, a book, a text, or some other summary form (This would be termed a secondary source and is NOT acceptable).

3. Do NOT use information from popular press books or magazine (NO Psychology Today's).

B. The articles must have been refereed (or from Refereed Journals).

1. This means that the article has been subjected to a review by experts in the field who have found it to be (MOSTLY) free of false or misleading information and found it to have used appropriate methodological and statistical techniques.

2. The journals listed below as ACCEPTABLE are refereed. If you are unsure whether a journal is refereed, the journal should have a section entitled "Instructions to Authors" or something similar that discusses the criteria for accepting articles. It should say that the articles are refereed or reviewed. You should not use articles for which the only criterion for publication is that the author pay the journal. Ask me if you are unsure.

C. The following journals are general social psychological journals published in the U.S., which cover many topics within the discipline. All of them ARE acceptable sources for your presentation:

Journal of Personality and Social Psychology

Personality and Social Psychology Bulletin

Journal of Personality

Journal of Social Behavior and Personality

Personality and Individual Differences

Journal of Research in Personality

D. The following MAY be acceptable, but you must ask me about a particular article before using it:

1. Specialty journals not necessarily in Personality which may occasionally present personality research: such as Journal of Social and Clinical Psychology, Sex Roles, Journal of Applied Social Psychology, Social Cognition, Journal of Social and Personal Relationships

2. General psychology journals that occasionally publish work on social psychology, such as American Psychologist, or Journal of Experimental Psychology: General

3. Any refereed journal publishing original research on personality psychology--but check with me first.

E. You may alo use review papers from refereed journals (such as in Psychological Review) IF you ask me in advance.

F. For the first two kinds of papers, you will be permitted to use books which contain scientific writings (but NOT pop psychology books and NOT your text book). In order to use books, you much check their suitability with me PRIOR to submitting your APA style reference list so you will have time for further searching if the source is not acceptable.

DUE DATES: Elements of this project are due according to the following schedule (see attached handouts which describe each of the following assignments).

Sept. 9: Topic choice and type of paper due

Sept. 30: Reference section due with abstracts from all sources/articles submitted & APA style reference list

Oct. 23: First draft due with entire sources/articles submitted (not just abstracts)

Nov. 18: Final draft due with all sources/articles AND the graded first draft submitted

GRADING POLICY:

Late assignments may NOT be accepted. IF a late assignment is accepted, however, points for lateness will automatically be deducted. For the first 5 days after the due date, 2 points for each day will be deducted. For each subsequent day up to 5 more days, 1 point per day will be deducted. For each day thereafter, I will deduct 1 or more points depending upon the reason your paper is late. For example, an assignment that is 8 days late will have 13=[(5*2)+(3*1)] points deducted.

NOTE: Beware plagiarism! You will be submitting the materials upon which your paper will be based. Thus, I will be able to check to make sure you did not plagiarize material. Be sure to:

1. Cite all ideas which are not your own (which means cite almost every idea in your paper).

A. Examine the articles you read to see how ideas are grouped together and multiple citations are provided within one set of parentheses. Model your own paper after exaples in your articles.

B. Information cited IN TEXT (in references, citation is different--see the APA sample reference list below): Use parentheses and include the author(s)'s last name(s) and the year the article was published). E.g. Most people do not find their lifelong partner on their first date (Druen, 1995).

C. Include all the authors the first time the article is cited (unless there are 7 or more). If there are one or two authors, each time you cite the article, include all authors. If there are between 3 and 7 authors, cite all the first time, and then for all subsequent citations, include the first author and the phrase "et al." (e.g. Druen, et al., 1995). For 7 or more authors, each time you cite the article (including the first time) you only include the first author with the phrase "et al." (e.g. Druen, et al., 1995).

2. Fully paraphrase information from sources and provide proper citation.

3. If you use the exact, verbatim wording (OR SUBSTANTIALLY SIMILAR WORDING--e.g. parts of the sentence with all the same words, just taking out a "the" or an "a") you must put quotation marks around the verbatim text and provide proper citation. If you fail to do so, you will be plagiarizing. When in doubt--ask!

a. Note: It is easier to use direct quotes than to paraphrase. However, you should paraphrase so that I know you understand the material and so that you can integrate it with other similar information.

b. Only use direct quotes for famous sayings or information which is so precisely worded that to paraphrase would change the meaning of the information. Thus, most papers should have NO direct, verbatim quotes. Even when a direct quote is occasionally justified, NO paper should have more than 1 or 2 quotes.

4. Do NOT cite any information or include any source in the reference section that you have not personally read. The only exception is when you read an article that cites a second one. If the second one is essential but you cannot (with reasonable effort) locate the source, you can cite the first source.

E.g. Rosenberg (1945) found that Self-Esteem is composed of two dimensions: positive and negative (as cited in Druen, 1995).

You should cite both in text, but include only the article you physically examined in the reference list.

NOTE: You CANNOT do quality work in a few hours. An A paper will probably require 2-5 hours to locate articles, 5-10 hours to read them, 5-10 hours to integrate them, 5-10 hours to write the paper, and 2-10 hours to revise the paper (19-45 hours total). DO NOT WAIT UNTIL THE DAY BEFORE IT IS DUE TO BEGIN WORKING ON IT.

______________________________________________________________________________

SELECTION OF PAPER TYPE AND TOPIC

1. Your name

2. Brief description of the topic you plan to investigate and the angle you plan to take:

3. Select one of the following types of papers. Indicate your choice by initialling in the blank to the left of the type you plan to do. (For more information--see your syllabus).

I. RESEARCH PROPOSAL: You will review the literature and design your own study.

II. CONCEPTUAL/THEORETICAL REVIEW: You will examine research and theory on some topic and provide a thorough integration and review, highlighting controversies and suggesting ways to reconcile opposing views. Topics for this kind of paper are limited--it is necessary that much research or theory on the topic is available for you to synthesize. (See examples in Psychological Review and Psychological Bulletin)

III. CRITICAL ANALYSIS OF AN ORIGINAL SOURCE: You will examine an original source (such as a book by Freud) and provide a thorough summary of the theory and research presented in the material. You should also critically evaluate the soundness of the theory/research using the criteria we will discuss in the first weeks of class (many of which are provided in Chapter 1 of your text).

1. PROPOSAL OF YOUR OWN PERSONALITY THEORY: You will develop your own unique theory of personality, possibly modeled after one or more of the theories we have covered in class.

REFERENCE SECTION FOR YOUR PAPER

I. What is a literature search and how is it done?

A. A lit search is a thorough exploration of work already published on a given topic--and related topics.

B. Literature searches are usually begun in a library. The library staff can help you learn how to use the services and tools to help you efficiently search the literature. Services and tools include:

1. Psychological Abstracts (printed reference material)

2. Expanded Academic Index (on-line)

3. First search (on-line)--subset of Psychological Abstracts

4. Actual journals and other sources: You may find additional references by looking through the reference sections of articles you have already found or your text (This is helpful in narrowing the focus of your search because a good, relevant article will contain related references).

C. Once you find articles or other sources which seem relevant, you should begin compiling a list. When you have a few, stop and find out whether the library has the journal or book containing the information.

1. If so, read through the information to see if it is truly relevant. Get a copy or take notes from it if you think you may need it later to write your paper.

2. If not, you have several options:

a. Find a library that has the source and arrange to get it (drive there yourself, have a friend copy it for you, etc.)

b. Request a copy through Interlibrary Loan.

a). This request is made at our library.

b). CAUTION: There is no guarantee that the information you desire is available, nor is there a guarantee regarding how long it will take to get the information. The average time is 2-3 weeks, but you cannot count on this--therefore, do your lit search early so you will have time to wait for the article or find others if it is not available.

c. Ask me if I have the journal or book--I have only the past 10 years or fewer of a few journals (E.g. Journal of Social and Personal Relationships; Personal Relationships; Journal of Marriage and the Family; Journal of Personality and Social Psychology; Personality and Social Psychology Bulletin; Journal of Social Issues)

d. Give up and find something else (last resort, please).

REMEMBER: You must have at least 10 references and they should be listed in an APA style reference section. You should turn in all sources/articles.

Your reference list should conform to the standards set forth in the Publication Manual of the American Psychological Association (aka APA style). If you do not own a copy of the manual from an Intro class, or from Design and Analysis, you can find a copy in the reference section of the library.

WARNING!!! Do not rely upon a secondary source for learning APA style. Ultimately it is up to you to ensure the style is correct. AND--do it correctly the first time so you won't end up learning the style incorrectly several different ways.

1. Do not use the reference list in a journal article as a model--many journals have their own publication styles.

2. Do not use on-line services unless they are APA sponsored, up-to-date, and complete--I have seen mistakes.

3. Do not use writing handbooks, such as you may have from high school or from English classes--the information may be out-of-date or incorrect.

4. Do not rely upon the writing center--Their staff members are trained primarily in MLA style.

Please see the following sections of the APA manual:

1. p. 174 for general info on references

2. pp. 176-177 for abbreviations for publisher states, etc. you may need

3. pp. 178-180 for how to alphabetize and order the individual references

4. pp. 189-194 for index.

1). This will tell you the page number in the Style Manual which shows examples of how to do each kind of reference (e.g. for a journal article with one author, or a book chapter, etc.)

2). Pay close attention to the ordering of elements (e.g. which goes first, the title or the year); spacing; underlining; capitalization; alphabetizing authors

5. p. 251 for how to type (Ref. list must be typed or word-processed)

6. p. 265 for example of entire reference list (Exception: You should not put the header or page number--"Individual Differences 15")

NOTE THE FOLLOWING: The word "references" begins 1" from the top. Use 1" margins on the sides and bottom of the page, as well. The whole section is double-spaced--even under the word "references". Within a single reference, you write the authors in the same order they appear on the title page of the article or book and NOT in alphabetical order (e.g. the readings book is Peplau, Sears, Taylor, & Freedman; instead of putting Freedman first). Between different articles listed in the references, you do alphabetize by the author listed first (e.g. Sprecher & Duck comes after Peplau, Sears, Taylor, & Freedman). Do not justify the right margin (i.e. do not make all the lines end in a column). Do NOT capitalize the title of an article or book (except first word, proper names, and the first word after a colon)--but DO capitalize the name of the journal itself. Underline the title of the journal, the volume number, and the commas after each. Include the page numbers, from first to last. Example below:

Leaper, C., Carson, M., Baker, C., Holliday, H., & Myers, S. (1995). Self-disclosure

and listener verbal support in same-gender and cross-gender friends' conversations. Sex Roles,

33, 387-404.

Leary, M. R., Nezlek, J. B., Downs, D., Radford-Davenport, J., Martin, J., McMullen,

A. (1994). Self-presentation in everyday interactions: Effects of target familiarity and gender

composition. Journal of Personality and Social Psychology, 67, 664-673.

Peplau, L. A., Sears, D. O., Taylor, S. E., & Freedman, J. L. (1988). Readings in social

psychology: Classic and contemporary contributions (2nd ed.). Englewood Cliffs, NJ: Prentice

Hall.

Sprecher, S., & Duck, S. (1994). Sweet talk: The importance of perceived

communication for romantic and friendship attraction experienced during a get-acquainted date.

Personality and Social Psychology Bulletin, 20, 391-400.

Winstead, B. A., & Derlega, V. J. (1993). Gender and close relationships: An

introduction. Journal of Social Issues, 49, 1-9.

NOTE: Be sure to turn in copies of all the articles you used.

NOTE: For the second draft, also turn in the graded first draft.

I. Your paper should follow the guidelines set forth in the APA Publication Manual (1994), for expression and editorial style.

A. For general expression, see pp. 23-60. Pay close attention to information regarding order, smoothness, subject-verb agreement, biased language (especially gender)

B. For general editorial style, see pp. 61-99. Pay close attention to information regarding capitalization and citation of sources (p. 97)

C. For reference citations in text, see pp. 168-174

D. For typing or word-processing the document, see general guidelines on pp. 237-242. Pay close attention to information regarding margins, double-spacing, page numbering, manuscript page headers. See pp. 258-260 for a visual example.

II. You should turn in a paper with the following elements (NOTE: you should NOT turn in an abstract yet):

A. Title page

1. For creating the title, see p. 7-8

2. For typing instructions, see pp. 248-250; and for a visual example, see p. 258 running head)

B. Introduction

1. For content see pp. 11-12

2. For examples, read published articles and see how they develop ideas in the introduction

3. The introduction should contain the following elements:

a. Brief opening. This is a brief discussion of the topic in general terms (1-2 paragraphs). You may consider creating a scenario to illustrate the phemonmenon. You should also provide a paragraph that outlines the remainder of the paper (e.g. The literature regarding the bases for judgments of physical attractiveness will first be reviewed. Next, studies of the role of physical attractiveness in mate selection will be described, including tests of sex differences in the importance of physical attractiveness. Finally, a study to test whether the importance of physical attractiveness in a partner decreases with age is proposed.)

b. Review of previous research (aka literature review). 1-3 pages

1). Use whatever primary sources you believe relate to your hypotheses, including the abstracts you have written for class. You should ensure that your review is complete, however, and may need to seek additional sources.

2). INTEGRATE the major findings or previous research as it relates to your hypotheses or topic

a). Do not simply go through one article after another--integrate. Show similarities, point out differences, suggest other interpretations.

b). Present only relevant information (usually it is not necessary to detail how many participants were used in prior studies, or specific statistical information, unless it bears directly upon your hypothesis or method or topic).

3). Be sure to make proper citations to others' work (DO NOT PLAGIARIZE). See pp. 292-293.

c. Description of areas in which research or theory is lacking. (1-2 paragraphs)

1). By pointing out where more information is needed, you will lead readers naturally to your own hypothesis(es), theoretical proposal, or application

2). Describe questions that have yet to be tested, hypotheses which have received inconsistent support and could be tested in a new way, or research findings which should be replicated in new settings or with different samples, etc. (ONLY if it relates directly to your topic).

C. The sections which will follow should differ according to the type of paper you choose to write. Information about writing the research proposal can be found in the APA Manual (pp. 4-5; 12-15; 18-19). Information about writing the conceptual paper can be found (pp. 5-6). The applied analysis can take the form of either of these. The best source of information is existing articles of the same type you plan to do.

D. References

1. In text: see pp. 168-174 of the Manual

2. In reference section: Include in the reference section only those sources you cited in the text (must be a minimum of 10). See pp. 174-222 of the Manual, particularly information regarding the agreement between citations in text and in the reference list, the order of references, and all elements of style (commas, parentheses, capitalization, etc.)

E. Please use headings and subheadings. Use the articles you read as models. As an example, in a paper on physical attractiveness (described above under A.3.a.), you might begin with the opening and the divide the intro into three sections with the following headings: 1) Bases of physical attractiveness judgments, 2) The role of physical attractiveness in mate selection, 3) Sex differences in the importance of a partner's physical attractiveness. If you propose a research study you should head the description with "Methods" and the have the following subheadings: 1) Participants, 2) Materials, 3) Procedure. You should also have a section for the Results. In an applied analysis use a heading to mark the proposal you create.

F. Remember to begin the paper with an introduction and end the paper with a summary paragraph. Within individual paragraphs, be sure to restrict yourself to a single idea which is previewed in the first (hypothesis) statement and summarized in the last sentence.

G. Use transitions between paragraphs and ideas. Do NOT simply leap from one idea to the next without showing the connection between them and without making it clear why they are included and related.

H. DO NOT assume the reader is familiar with the material. Write as if your audience were students who do not have familiarity with personality psychology but who could understand the level of material in the class.