- Class Schedule
| Jan. 03 (M)
| Jan. 04 (T)
|| Relationships Today (1)
- Weigel, D. J., & Ballard-Reisch,
D. S. (1999). All marriages are not maintaine equally: Martial
type, marital quality, and the use of maintenance behaviors.
Personal Relationships, 6, 291-304.
| Jan. 05 (W)
|| Research Methods (2)
- Gable, S. L., & Reis, H. T. (1999).
Now and then, them and us, this and that: Studying relationships
across time, partner, context, and person. Personal Relationships,
| Jan. 06 (Th)
|| Interpersonal Attraction (3)
- Rowatt, W. C., Cunningham, M. R., &
Druen, P. B. (1999). Lying to get a date: The effect of facial
physical attractiveness on the willingness to deceive prospective
dating partners. Journal of Personal and Social Relationships,
- Regan, P. C. (1998). What if you can't
get what you want? Willingness to compromise ideal mate selection
standards as a function of sex, mate value, and relationship
context. Personality and Social Psychology Bulletin, 24,
| Jan. 07 (F)
|| Love and Romance (4)
- Sprecher, S. (1999). "I love you
more today than yesterday": Romantic partners' perceptions
of changes in love and related affect over time. Journal of
Personality and Social Psychology, 76, 46-53.
- Aron, A., Aron, E. N., & Allen,
J. (1998). Motivations for unreciprocated love. Personality
and Social Psychology
Bulletin, 24, 787 796.
| Jan. 10 (M)
|| Sexuality (5)
- Regan, P. C. (1998). Of lust and love:
Beliefs about the role of sexual desire in romantic relationships.
Personal Relationships, 5, 139-158.
- Byers, E. S., Demmons, S., & Lawrance,
K. (1998). Sexual satisfaction within dating relationships: A
test of interpersonal exchange model of sexual satisfaction.
Journal of Personal and Social Relationships, 15, 257-267.
- Appleby, P. R., Miller, L. C., &
Rothspan, S. (1999). The paradox of trust for male couples: When
risking is part of loving. Personal Relationships, 6,
| Jan. 11 (T)
|| Relationship Development (6)
- Haas, S., & Stafford, L. (1998).
An initial examination of maintenance behaviors in gay and lesbian
relationships. Journal of Personal and Social Relationships,
- Garcia, S. D., & Rivera, S. M.
(1999). Perceptions of Hispanic and African-American couples
at the friendship or engagement stage of a relationship. Journal
of Personal and Social Relationships, 16, 65-86.
| Jan. 12 (W)
|| Fairness, Selfishness, and Altruism
- Buunk, B. P., & Mutsaers, W. (1999).
Equity perceptions and martial satisfaction in former and current
marriage. Journal of Personal and
Social Relationships, 16, 123-132.
- Garrido, E. F., & Acitelli, L.
K. (1999). Relational identity and the
division of household labor. Journal of Personal and Social
Relationships, 16, 619-638.
| Jan. 13 (Th)
|| Communication (8)
- Roloff, M. E., & Ifert, D. (1998).
Antecedent and consequences of
explicit agreements to a topic taboo in dating relationships.
Relationships, 5, 191-206.
- Afifi, W. A., & Burgoon, J. K.
(1998). "We never talk about that": A
comparison of cross-sex friendships and dating relationships
uncertainty and topic avoidance. Personal Relationships, 5,
Jan. 14 (F)
|| Exam 1: (Chapters
1 - 8 and the articles)
| Jan. 17 (M)
- Social Power (9)
- Solomon, D. H., & Samp, J. A. (1998).
Power and problem appraisal:
Perceptual foundations of the chilling effect in dating relationships.
Journal of Personal and Social Relationships, 15, 191-210.
| Jan. 18 (T)
- Jealousy (10)
- Buss, D. M., Shackelford, T. K., Kirkpatrick,
L. A., Choe, J. C., Lim, H. K., Hasegawa, T., & Bennett,
K. (1999). Jealousy and the nature of beliefs about infidelity:
Tests of competing hypotheses about sex differences in the United
States, Korea, and Japan. Personal Relationships, 6, 125-150.
- Yarab, P. E., Allgeier, E. R., Sensibaugh,
C. C. (1999). Looking deeper:
Extradyadic behaviors, jealousy, and perceived unfaithfulness
in hypothetical dating relationships. Personal Relationships,
| Jan. 19 (W)
- Conflict and Dissolution (11)
- Choice, P., & Lamke, L. K. (1999).
Stay/leave decision-making processes in abusive dating relationships.
Personal Relationships, 6, 351 368.
- Battaglia, D. M., Richard, F. D., Datteri,
D. L., & Lord, C. G. (1998). Breaking up is (relatively)
easy to do: A script for the dissolution of close relationships.
Journal of Personal and Social Relationships, 15, 829-845.
- Schutz, A. (1999). It was your fault!
Self-serving biases in autobiographical accounts of conflicts
in married couples. Journal of Personal and Social Relationships,
| Jan. 20 (Th)
- Loneliness (12)
- Kirkpatrick, L. A., Shillito, D. J.,
& Kellas, S. L. (1999). Loneliness, social support, and perceived
relationships with God. Journal of Personal and Social Relationships,
- Christensen, P. N., & Kashy, D.
A. (1998). Perceptions of and by lonely people in initial social
interactions. Personality and Social Psychology Bulletin,
- Anderson, C. A. (1999). Attributional
style, depression, and loneliness: A cross-cultural comparison
of American and Chinese students. Personality and Social Psychology
Bulletin, 25, 482-499.
| Jan. 21 (F)
- The Social Network (13)
- Dalla, R. L., & Gamble, W. C. (1999).
Weaving a tapestry of relational
assistance: A qualitative investigation of interpersonal support
reservation-residing Navajo teenage mothers. Personal Relationships,
- Nolen-Hoeksema, S., & Davis, C.
G. (1998). "Thanks for sharing that":
Ruminators and their social support networks. Journal of Personality
and Social Psychology, 77, 801-814.
| Jan. 24 (M)
- Therapeutic Relationships (14)
- McCullough, M. E., Rachale, K. C.,
Sandage, S. J., Worthington, Jr., E., L., Brown, S. W., &
Hight, T. L. (1998). Interpersonal forgiving in close relationships:
II. Theoretical elaboration and measurement. Journal of Personality
and Social Psychology, 75, 1586-1603.
- Arriaga, X. B., & Rusbult, C. E.
(1998). Standing in my partner's shoes: Partner perspective taking
and reactions to accommodative dilemmas. Personality and Social
Psychology Bulletin, 24, 927-948.
| Jan. 25 (T)
- Relationships Tomorrow (15)
- Parks, M. R., & Roberts, L. D.
(1998). 'Making MOOsic': The development of personal relationships
on line and a comparison to their off line counterparts. Journal
of Personal and Social Relationships, 15, 517 537.
- McKenna, K. Y. A., & Bargh, J.
A. (1998). Coming out in the age of the Internet: Identity "demarginalization"
through virtual group participation. Journal of Personality
and Social Psychology, 75, 681-694.
- Kraut, R., Patterson, M., Lundmark,
V., Kiesler, S., Mukopadhyay, T., & Scherilis, W. (1998).
Internet paradox: A social technology that reduces social involvement
and psychological well-being? American Psychologist, 53,
| Jan. 26 (F)
- Exam 2: (Chapters 9 -
15 and the articles)
Individual meetings on Monday and Tuesday about the topics.
Five articles turned in for the library research projects
by Wednesday of the
- Goals of the course: After finishing a discussion
on "Liking and Loving" in my social psychology class
a few years ago I asked the class members if they would be interested
in taking an entire course on this topic. The answer was a resounding"YES"
and the rest, as they say, was history. I began to think about
what I might like to do in the course. Along this journey from
the initial idea to this class session today I became convinced
that a college community should have a forum for it's members
to read and discuss the dynamics involved in intimate relationships.
A side product of this conviction was the "What's Love got
to do with it?" workshop for the new student orientation
program that I developed with Helen Damon-Moore. So, as you can
see, I strongly believe that a college community must provide
an ongoing forum on issues of intimacy. This class is only a
part of our shared responsibility.
Our charge in this course is to "critically" examine
the concept of intimacy. To accomplish this goal we will consider
a number of theories (presented in Brehm's book or in additional
articles) and the empirical data that either supports or disconfirms
these theories. Class discussion will focus on this type of "verbal"
critical analysis. It is not an opportunity to publicly elicit
moral support and try to solve personal relationship problems.
However, it is unlikely that you will be able to avoid thinking
about these relationships while you are reading the material
or participating in class discussion. These personal experiences
can bring an immediacy and a deep understanding of what can at
times be a dry discussion of a theory and may, at times, be offered
to the class for consideration. These idiosyncratic experiences
can be of value to the class but
hold a different weight than data from sound research studies.
Ultimately, our critical analysis of the issues must place more
weight on the shared perceptions or experiences of large numbers
of people as reported in research.
- A second goal of the course is to examine how our popular
culture depicts intimate relationships. We will examine how a
variety of relationships are represented in the media and the
arts. These renderings may or may not be consistent with the
bulk of scientific knowledge on relationships. It will be our
job to draw those conclusions.
A third goal involves the private examination of a topic of interest.
Frequently a course ends and people walk away from the class
with a feeling that they have not studied what they really wanted
to study when they signed up for the course. Most courses do
not allow the flexibility necessary for an individual to examine
issues that are both relevant to the course and personally interesting.
In an effort to correct this oversight, you will have the opportunity
to write a library research paper or conduct an empirical research
project on a topic that interests you.
- Reading assignments and Morning Class: Class discussion/lecture
will be based upon the readings listed for each day and will
extend the material, not simply go over the same material presented
in the book. Classes will require a high degree of participation.
Therefore, it is critical that you complete the reading before
class so that you will understand the material
presented in class and can contribute to the discussion.
- Afternoon Labs: Afternoons will be spent in an examination
of how the issues presented in the morning sessions are represented
in our popular culture. This includes film, song, theater, visual
art, prose, and poetry. I will provide some of the materials
for discussion but I encourage you to think about how you see
the issues of intimacy represented in our world and bring those
materials to class. If you would like to present them to the
class that would be great, just let me know ahead of time. It
is equally okay if you want me to present and interpret the materials,
all I need is a little lead time. We will usually have some time
for discussion of the materials following the presentation. A
brief written critical analysis of the materials presented in
the lab will be due at 9:00 AM the following day. The guidelines
for the "critical analysis" are discussed below.
- Critique Guideline: The purpose of the afternoon class
session is to analyze how intimate relationships are depicted
in our popular culture. Hopefully this analysis will make some
of our culturally accepted myths more obvious to us and the analysis
will enable us to examine these assumptions about relationships
by referring to empirical data. Sometimes we will find that they
are supported, and sometimes we will not find support for the
way relationships are depicted in our popular culture. Your critique
should examine this relationship between the "media"
representation and empirical research. You should note points
of agreement and points of disagreement. References should be
made in your paper to exact page number of the text, additional
reading or lecture information. General typing instructions include:
a one to two page paper, typed, double spaced, with no spelling
errors. I will not accept papers that do not meet these criteria.
In addition, I would appreciate reasonably sound grammar but
will not specifically reduce your grade for each grammatical
error. A sample critique from a previous class will be posted
on the newsgroup to aid your initial efforts.
- Electronic Class Discussion: On Monday of the first
week you will each participate in a workshop on how to use a
computer "newsgroup" set up for this class. The URL
for the newsgroup is: http://www.nicenet.org. The workshops will
be small and will enable you to post questions to other members
of the class, reply to a question posed by another class member,
or join a discussion that other members of the class are having
on some issue related to intimacy. The goal of this "newsgroup"
is to provide the class an opportunity to continue discussion
of issues raised in class or address issues that we were not
able to fit into our normal class time.
There is an advantage in having an "electronic" voice
rather than an acoustical voice in the discussion of the issues
surrounding intimacy. It encourages us to think more carefully
about our positions before stating them, it allows us to easily
go back to issues earlier in the discussion that may have gotten
lost or side-tracked, and it gives everyone in the "newsgroup"
a voice in the discussion that is free of the anxiety of public
speaking. A side benefit is that nobody can
interrupt you - so if you have found that other people cut you
off, or that the discussion moves away from the topic faster
than you can formulate a response, or that you can never seem
to get a word in edge-wise, this is your chance! I encourage
you to use the "news group" daily. If you check the
news group and do not see a discussion that is interesting to
you, post your own message. This is an extremely powerful medium
and can be used in variety of ways. I encourage you to explore
the issues and the power of the "newsgroup". For instance,
discussion of movies or related campus events, incidents that
occur on campus, general calls for help on your paper, rides
to Iowa City to get articles, stress reduction conversation,
setting up a "personals
Finally, notice that there is no grade attached to the use of
the "newsgroup". Research that has shown that if a
reward is attached to something that interests people they will
be less likely to participate in that activity in the future
when that reward is absent. Therefore, I have set this up to
stimulate rather than stifle future use of computers and computer
news groups at Cornell. Examinations: There will be two examinations.
Exams will be a combination of multiple choice and essay questions.
They will start at 9:00 AM and are designed to take approximately
two hours. Make-up exams will be given to class members that
miss a scheduled exam for an approved reason and will consist
of a mix of multiple choice and essay questions. Make-up
exams must be made up with-in two days of the scheduled exam.
Individual Research Project: Each class member will conduct a
research project. The project has several goals. First, it
will enable you to become intimately acquainted with a particular
content area. Second, it will give you first hand experience
at conducting a research project. This experience will enable
you to not only become critical consumers of science but also
skilled producers of science. As you may remember from the section
on goals of the course, you may do a library research
project or an empirical research project. Ideas for these projects
are all around you. You can start in Brehm's index, look at the
additional reading topics, go to PsychLit, or reflect on what
you want to know about intimate relationships. Once you have
an idea for a project you should write it down on an index card
and give it to me with at least one xeroxed reference on the
topic. The reference should be from a high quality journal. Any
journal published by the American Psychological Association will
be acceptable. I should be consulted about all other journals
before you select an article. You should also indicate on your
index card whether you plan to conduct an empirical research
project or a library research project. I must have the index
cards by the date of the first exam. The research projects will
be run in the following manner:
Initial topics will be selected by the date of the first exam
and one xerox of an
article on the topic. The article should be within the last 4
third week. Two articles turned in for the empirical research
projects by Wednesday of
the third week. All data collected and analyzed by Friday of
the third week
for the empirical studies. Two articles turned in for the
empirical research projects by Wednesday of
the third week. All data collected and analyzed by Friday of
the third week
for the empirical studies. Individual papers turned in by
12:00 noon Wednesday, the last day of class.
Papers are late if they are turned in at 12:01 PM on Wednesday.
should be in APA format.
Although there is data to suggests that specific
questions from an expert are superior to questions formed by
non-experts, I believe that there are many ways to form more
elaborate connections between new material and an established
cognitive network. Therefore, there are two additional ways to
meet the Daily Thought Questions requirement. First, you can
develop your own list of 3 thought questions. They should be
developed from the reading and should be different from the questions
I have provided the class. Second, you can come up with a personal
example from the material. Personal examples are probably the
highest form of elaboration we can use in processing new material
and usually foster the highest level of recall. If you choose
this option you should explain your example and how it relates
to the material in the reading assignment. If you select one
of the alternative methods to meeting this requirement your work
should also be turned in before class each day on a 5 X 7 index
card. Of course, you can always submit your daily thought questions
via "email" -- that will save a few trees.
Grading: The exams will account for 60% of your course
grade (First exam 30%, Second Exam 30%). The research project
will account for 30% of your course grade and the lab reports
will account for 9% of your grade. The final 1% of your final
grade will be based on the discussion questions you turn in each
day. Grades will be assigned on a percentage basis using:
- Daily Thought Questions: A large number of research
studies in cognitive psychology have shown that deeper or more
elaborate processing of information enhances memory (e.g., Hyde
& Jenkins, 1973). A similar line of research in social cognition
has shown that when we have a "prior expectation" or
"schema" for a set of stimuli, our later recall of
that information is superior to when we did not have a prior
expectation. In the context of this course, the thought questions
provide the prior expectations that will organize and guide your
encoding and later retrieval of information from the text. They
will be posted each night on the newsgroup. You should turn in,
at the beginning of class each day, your answer to one of the
questions on a single 5 X 7 index card.
Academic Honesty: Any violation of academic
honesty is a serious breach of the student-teacher relationship
and the values of Cornell College. Therefore, violations of academic
honesty will be treated accordingly. Any individual who cheats
on an exam or turns in work that is not their own will receive
a very harsh penalty, they will receive an F in the course and
| A 94%
|| B 84%
|| C 74%
|| D 64%
| A- 90%
|| B- 80%
|| C- 70%
|| D- 60%
| B+ 87%
|| C+ 77%
|| D+ 67%
|| F 59%
recommended for expulsion from Cornell College. Class
Attendance: It is obviously very important that you attend
every class period. Material covered on the exams will come from
the text and information presented only in class.
Please be Prompt: Latecomers are very disruptive to
everyone and may force us to continue beyond ending time. In
addition, there are two behaviors that will absolutely not be
tolerated in class; SMOKING and EATING.