Links

CogBlog
Journal of Evolutionary Psychology
Types of Mating Strategies
Evolution in the News
Smithsonian Human Origins Site
TAL Testosterone Radio Show

REQUIRED TEXTS

Rossano, M.J. (2003). Evolutionary psychology: The science of human behavior. Hoboken, NJ: Wiley.  

Kenrick, D.T., & Luce, C.L. (2004). The functional mind: Readings in evolutionary psychology. Boston: Allyn & Bacon.

COURSE DESCRIPTION AND OBJECTIVES

The purpose of this course is to examine Evolutionary Theory as a means of explaining human behavior. The main premise is that behaviors such as cooperation, aggression, mate selection, and intelligence exist because individuals exhibiting these behaviors were more likely to produce healthy offspring that perpetuated those behaviors (i.e., natural selection). We will evaluate the validity of this argument in a number of areas of human behavior and also discuss how culture has shaped our genes.

This is a seminar class. It will likely be unlike most other psychology courses for a number of reasons. There will be little formal lecturing, and you will be largely responsible for your own learning. The expectation for each class is not just that you've read the material and have understood it, but that you are also able to discuss and critique the material on an intellectual level. Because there is little formal lecture (by the professor), class participation is crucial and is worth a large percentage of your grade -- this is not a class where you sit quietly and listen. Learning in this seminar format requires active discussion.

COURSE REQUIREMENTS

You will be required to check your email on a regular basis for schedule updates and assignments.

1. Exams: There will be 2 take-home essay exams. The use of "Cold Tests" is NOT allowed.

2. Discussion Lead: Each week students (in pairs) will lead the discussion of an article in K&L. The students leading discussion are expected to have a thorough understanding of the article. That is, read the article in-depth, and be able to relate it to the day's chapter reading in Rossano.

To be an effective discussion leader, you need to be ORGANIZED. Have a discussion plan: 1.) give a basic summary of the article to ensure that the class is on the "same page" as you, 2.) create a series of points that you want the class to discuss. These can often be in the form of a question -- just make sure that the questions are relatively open-ended to promote discussion. Try to identify the theoretical issues and everyday implications of the article. Class activities are always helpful where appropriate. You should be prepared to lead discussion for about 45 mins. Again, the idea is not that you will be talking for 45 mins, but that you'll encourage the class to do so.

Regardless of which students are presenting, every student is required to read the article being discussed. Each student will rate each DL. Click here to see how these student ratings determine each DL grade.

3. Class Participation: Class starts at 10:10 am. Be there on time! If you're not a morning person, set your alarm earlier than normal and arrive with caffeine. You are expected to be present and alert during class. I will also expect that you have read the assigned material in advance. As you read the material write down any questions or concerns that come up for you. Bring these to class to discuss.

Please note that you are responsible for keeping up with any in-class announcements about test day or lecture changes in the event that you miss a class. If you miss more than 1 class, your grade may be affected.

GRADING: Your grade will reflect your performance on the above requirements. The breakdown is as follows

Exams	70%	B+ = 87 - 89.9%
		B = 83 - 86.9%
Disc. Leads	15%	B- = 80 - 82.9%
Class Participation	15%	etc.

Note: A+ given at the discretion of the professor.

Late Work Policy

All Late work will receive a letter grade per day reduction (weekends included). Students who have conflicts associated with official university activities (concerts, athletic contests, and the like) should arrange to hand in material early.

Honor System

I assume that all work done in this course, unless explicitly indicated otherwise by us, will be the student's own work. A pledge should appear on all work handed in; however, I will assume all work is pledged.

Students needing Accomodation

If you are student requiring accomodation on assignments, exams, etc. Please bring me your accomodation form before the first assignment/exam.
  

Schedule

Assignments and Exam Dates are subject to change if necessary.

Date		Day	Topic
			Week 1
APR	21	M	Intro: Rossano ch. 1, 2
	23	W	Methods: Rossano ch. 3, 4, Gould and Dawkins essays
	25	F	Human Origins: Rossano ch. 5
			Week 2
	28	M	Cooperation: Rossano ch. 9, Richerson et al. (2003)
	30	W	Cooperation: Rossano ch. 10
May	2	F	K&L pp. 171-188 (Katie T./Kristy)
			Week 3
	5	M	Cooperation: Rossano ch. 11 (male perspective) K&L pp.157-170 (Sara V./Kate W.)
MAY	7	W	Cooperation: Rossano ch. 12 (female perspective)
	9	F	K&L pp. 189-210 (Abbie/Fowler), K&L pp. 237-251 (Liz/Mike) Exam 1 handed out
			Week 4
	12	M	Mate Selection: Chivers et al. (2004) (Kathleen N./Sara Kate), TAL Testosterone Radio Show Exam 1 due by 8am
	14	W	K&L pp. 280-288 (Emma/Laura), Gangestad et al. (Karen/Chris)
	16	F	Development: Rossano ch. 13, K&L pp. 301-308 (Sara J./Lucy)
			Week 5
	19	M	Development: Rossano ch. 14
	21	W	Emotion: Rossano. ch. 8, Fessler & Haley (2003)
	23	F	K&L pp. 1-16, Brickman et al. (Adriana/Mary Ann)
			Week 6
	26	M	Language: Rossano ch. 17 (optional), Macneilage & Davis (2005), Deacon (1997)
	28	W	Cognition: Rossano ch. 18, K&L pp. 88-96 (Katie B./Catherine A.)
	30	F	Cognition and Culture: Thomasello (2006) Exam 2 handed out
June	2	M	Exam 2 due by 8 AM.