Anthropology 1820–003 Topics in

Instructor’s Website: http://www.cod.edu/people/faculty/bolyanat/Current_Courses.html

Introduces evolutionary psychology as an approach to understanding human behavior that explores how humans specialize in solving adaptive problems. Focuses on the evolution of traits that serve as the basis for subsistence, safety, sex, and sociality. Emphasis is on the evolved adaptations or mental domains that have served our species, the psychological basis for these adaptations, the role of culture and language, and the biological platforms for these systems.

Most of the work in the behavioral sciences done over the past 100 years has focused on variation in human behavior. Only recently have anthropologists and psychologists—or, more accurately, some anthropologists and some psychologists—become especially interested in the ways in which the human beings are alike. The confluence of anthropology’s emphasis on cross-cultural, pan-human data and psychology’s attention to the human mind have produced an emphasis on the ways in which human beings everywhere are the same, or, in other words, human nature.

Human nature entails a vast array of peculiarly human traits, including, but not limited to, the way relationships form, the way the mind stores and utilizes information, the ability to delay gratification, and the capacity to cooperate with others. All this (and more!) constitutes the subject matter of this course. The bad news is that we cannot touch on every way in which humans are unique; the good news is that there is an emerging new field—Evolutionary Psychology—that is attempting to answer some of these questions.

This class, then, will be something of an Introduction to Evolutionary Psychology. The field is new enough that it is still being formed; that is, there is still some debate about just what this field can and should offer. We will explore these and other issues together.

Required Readings

2009 Evolutionary Psychology, 3rd edition. Boston: Pearson. [ISBN 0-205-37071-3]

Course Objectives

· describe the differences between evolutionary psychology and other approaches to psychology;

· describe some of the human predispositions that have emerged over the past 1.6 million years;

· evaluate misrepresentations of evolutionary thinking as applied to human behavior; and

· describe the ways in which human socialization affects and is affected by innate psychological domains.

Class attendance is not required, but it is highly recommended. There is a rough correspondence between doing well in the course and attending virtually every class meeting.[2] I want you to do well in the course. Therefore I want you to attend class as much as possible. See the Frequently Asked Questions (FAQ) list at the end of this syllabus for more information about attendance.

Being up-to-date on the course reading is required. To this end, a quiz on the week’s reading will be administered at the beginning[3] of each week’s first class period. Quizzes are of the open-note variety (not including notes in the margins of the book). Students’ ten best quiz scores will be calculated for grading purposes. Quizzes can be made up in the event of an absence only if completed prior to the beginning of the next class meeting (see the FAQ). Some class meetings will involve a film/video. Written analyses of these four presentations will be required. Video analyses not completed on the standard form (see the last page of this syllabus) will lose one point (out of ten points possible). It is your responsibility to make copies of this form. If you need another copy, email me and I will send it to you electronically; or, you can find it at the end of the syllabi on my website. See the FAQ.

Three in-class examinations will be administered during the semester, including a Final Exam (15 December). Each exam will consist of a set of multiple choice questions and an essay question. All of the exam essay questions can be found starting on page 6 of this syllabus. Some of the multiple choice questions on each exam will be previous quiz questions.[4] Essay answers should be based on reading as well as on material covered in class. The mid-term exams will be given 8 October and 12 November.

As noted above, if you miss a quiz, you must make it up, typically within 48 hours (i.e., before I return the graded quizzes to the rest of the class). If you arrive late for class on a quiz day while the rest of the class is taking the quiz, you have the option of trying to finish the quiz in the remaining allotted time, or of making up the quiz within the 48-hour window. All make-up quizzes will be assessed a two-point (out of ten possible) late penalty. All late video analyses will also be assessed a two-point late penalty. Late exams will be assessed a 10% late penalty. All extraordinarily late work (video analyses and exams turned in more than two weeks late) will receive doubled late penalties. See the FAQ.

In the event of an anticipated absence, all work (exams, quizzes, and video analyses) can be completed prior to the scheduled date without the imposition of a late penalty. See me in order to make these arrangements.

Your grade for the course will be calculated according to the following formula:

I utilize a “user-friendly” curve (for details on the curve, see the FAQ). By this I mean that the traditional idea that 90% = A, 80% = B, 70% = C, and so on works for you, but not against you. So if, for example, the highest percentage in the class at the end of the term is 89%, that person gets an A because that total is the highest in the class. If, on the other hand, the lowest percentage in the entire class at the end of the term is 90%, that person would get an A because it is in the A range. In principle, then, it is possible for each person in the class to get an A. I do not, by the way, offer opportunities for “extra credit.”

Statement on Academic Integrity

Both the College and I regard academic integrity as a matter of profound importance. Students have an obligation to exhibit honesty in carrying out their academic assignments. Students may be found to have violated this obligation if they plagiarize or cheat. Plagiarism and cheating will be considered serious ethical breaches. Plagiarism is defined as “presenting the work of others as one’s own.” Cheating is defined as “giving, taking, or accepting any illicit advantage for any course work inside or outside of the classroom.” A violation of academic integrity will result in zero credit for the assignment in question.

ADA Statement

All students with disabilities who need accommodations should alert me within the first week of the term and contact the Office of Special Student Services Coordinator in Room 2001 or by telephone at 630.942.2154 or 942.2155. These accommodations and services are offered in accordance with Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (ADA) of 1990.

Readings scheduled for a particular week should be completed before that week’s first class meeting. Topics are subject to change without notice.

Week 1 Reading: Buss, Chapter 1 “The Scientific Movements Leading to Evolutionary Psychology”: Pages 2–35

Week 2 Reading: Buss, Chapter 2 “The New Science of Evolutionary Psychology”: Pages 36–70

12 Sep Topic(s): Video: The Secret Life of the Brain (Episode 1) [QP376 .S43 2002]

Week 3 Reading: Buss, Chapter 3 “Combating the Hostile Forces of Nature”: Pages 72–104

Week 4 Reading: Buss, Chapter 4 “Women’s Long-Term Mating Strategies”: Pages 106–138

Week 5 Reading: Buss, Chapter 5 “Men’s Long-Term Mating Strategies”: Pages 139–170

Week 6 Reading: Buss, Chapter 6 “Short-Term Sexual Strategies”: Pages 171–196

Week 7 Reading: Buss, Chapter 7 “Problems of Parenting”: Pages 198–229

Week 9 Reading: Buss, Chapter 9 “Cooperative Alliances”: Pages 264–290; Henrich, et al., “Costly Punishment Across Human Societies”: Pages 1767–1770[5]

Week 10 Reading: Buss, Chapter 10 “Aggression and Warfare”: Pages 291–321

5 Nov Topics(s): Video: Biology and Human Behavior: The Neurobiology of Aggression [QP 360 .S366 2005a]

Week 11 Reading: Buss, Chapter 11 “Conflict Between the Sexes”: Pages 322–354

Week 12 Reading: Buss, Chapter 12 “Status, Prestige, and Social Dominance”: Pages 355–382

Week 13 Reading: Marlow, et al., “More ‘Altruistic’ Punishment in Larger Societies”: Pages 587–590[6]

Week 14 Reading: Buss, Chapter 13 “Toward a Unified Evolutionary Psychology”: Pages 384–423

1. On p. 110, Table 4.1 lists a set of six adaptive problems that females have faced and evolved mate preferences that serve as solutions to those problems. Select three of the six and articulate how the preferences serve to solve the adaptive problems.

2. What are some common misunderstandings of evolutionary theory? Be sure to include misunderstandings covered in the reading, as well as those in class.

3. Using the concept of adaptive conservatism, provide accounts for the existence of morning sickness, the human preference for spices, and common phobias.

4. Buss argues that hunting among early hominids ultimately led to a number of phenomena that we see today in human populations. What are some of those phenomena and how does the hunting hypothesis account for them?

5. What is the Structural Powerlessness explanation for women’s preference for men with resources? Provide a critique of this explanation, commenting on both its strengths and its weaknesses.

6. What are some of the differences between long-term and short-term mating strategies for men and women? What accounts for these differences?

2. Buss offers a critique of Freud’s Oedipus Complex. In class, I rebutted Buss. Recapitulate that rebuttal and then tell whether you are more inclined to side with Buss or me, making sure that you clearly articulate the reasons for your preference.

3. Buss diagrams the intra-family conflicts outlined by Parker, Royle, and Hartley on p. 256. Recapitulate these conflicts and offer the evolutionary basis for why these conflicts exist, being sure to indicate whether, and to what degree, the sex of the family members matters in any of these conflicts.

4. What is the Banker’s Paradox? What are some adaptations that humans seem to have developed to mitigate being a victim of the Banker’s Paradox?

6. What are some adaptive problems that a predisposition to violence in certain contexts may serve as a solution to?

3. Recapitulate the roles of the hormone testosterone and the neurotransmitter serotonin in dominance-related behaviors.

5. What is “false belief” and why is it important? What do the research results from New Ireland indicate?

1. Do you count attendance? I do not count absences against your final course grade, although I do keep track. To this end, I will ask you to fill in the number of days you’ve missed the previous week on each quiz. If our numbers are not in accord, I will write in the space what I believe to be the accurate number. If you believe there is a discrepancy, you should come see me.

2. If attendance doesn’t count, why do you keep track? Two reasons: (1) I am required by the state of Illinois to turn in this information; and (2) in the event that you end up with a final grade in this course that you think is unwarranted, and you choose to appeal your grade, one of the bits of information that the administration will ask for is how much in-class material you missed through absences and lateness, and I will be required to provide that information.

4. If I miss a class, can I make up the work? In some cases, yes (but see #7 below).

5. What are the limitations on make-up work? You cannot make up a quiz after it has been returned to the rest of the class. Missed videos and exam can be made up, but there will be late penalties (see #7 below).

6. What if I know in advance that I will have to miss some class time? You should inform me if it will be an extended absence. My contact information appears at the beginning of the syllabus. All course work can be done ahead of time without penalty.

7. Are there penalties for late work? Yes. As a courtesy to the other students who had less time to prepare for the same task, I will penalize 10% for late exams and 20% for all other late work (i.e., two points out of ten possible for quizzes and video analyses). This penalty is doubled for extraordinarily late (i.e., more than two weeks late) work.

8. I had a legitimate reason for missing an exam; why should I have to suffer the late penalty when I make it up? The issue is that you had more time than your colleagues did to prepare for the exam. In spite of its name, the late penalty functions much more as a reward to those who took the exam on time than as a penalty for those who take it late. Recall that an exam, as with all other coursework, can be completed prior to the scheduled date with no penalty.

9. What is your policy for withdrawing from the course? Until the middle of the semester, you can withdraw from the course on your own. After that, the College policy is that my permission is required. I am happy to withdraw you from the course if you wish at any time before grades are due. Once I have submitted the final course grades, however, I cannot withdraw you from the course.

10. What about a faculty-initiated withdrawal? The College has a procedure that allows me to drop a student from the class at the middle of the term. If I conclude that a student is not genuinely pursuing an academic goal (such as missing several classes in a row), I will drop her or him. (This is another reason why you should inform me in advance of a lengthy anticipated absence.) I am even more likely to drop a student in the event that there are people waiting to add the class.

11. Why do the video analyses have to be on the specified form? The form facilitates a structured response by you that allows me to assess what you got out of the presentation.

12. The syllabus states that course grades are curved. How does that work? The curve I utilize at the end of the semester has the following guidelines. Scores over one standard deviation above the class mean will generally get an A. Scores below that but above the class median will typically be assigned a grade of B. Scores above one half standard deviation below the mean but below the median will normally receive a C. Scores one standard deviation or more below the mean will get an F. Note that these are guidelines; exceptions will be made under extraordinary circumstances. For example, regardless of the averages, a cumulative total of, say, 69% would never result in a course grade of B. See the diagram below.

(1) A concise review or recapitulation of the video. What is the main point of the film/video? Tell what is explained or what ideas are espoused, as well as what special methods (if any) were used? What might a suitable, descriptive subtitle for the film/video be? What makes your suggested subtitle an appropriate one?

(2) A critique of the material. What did you like in what you saw? Why? What did you not like? Why? What concepts do you believe are especially important? Why? Do you notice any problems in the reasoning? From the perspective of your own interests, what concepts are useful and good (or not)?

(3) Relevance/Application. How does the film/video fit into the course? What implications or connections does it have to recent readings? If it were your film, what would you do differently?

[1] These are not the only times that I am available. You should feel free to drop in at other times, but you may want to call first, and you should be aware that I may have to cut things short if I have other things to attend to.

[2] I do, however, keep track of attendance. See the FAQ.

[3] Try to be on time for class; quizzes taken late, as with all late work, will be assessed with late penalties. See the FAQ.

[4] I will make an effort to return your quizzes and video analyses in a timely fashion so that you can have them to study for exams. I typically do this at the beginning of class, so if you are late or absent, I cannot given them to you, making it your responsibility to ask me for your materials.

[5] The complete bibliographic listing is Henrich, Joseph (Corresponding Author),Richard McElreath, Abigail Barr, Jean Ensminger, Clark Barrett, Alexander Bolyanatz, Juan Camilo Cardenas, Michael Gurven, Edwins Gwako, Natalie Henrich, Carolyn Lesorogol, Frank Marlowe, David Tracer, and John Ziker. 2006. Costly Punishment Across Human Societies. Science 213 (5781): 1767–1770.

[6] The complete bibliographic listing is Marlowe, Frank W. (Corresponding Author), J. Colette Berbesque, Abigail Barr, Clark Barrett, Alexander Bolyanatz, Juan Camilo Cardenas, Jean Ensminger, Michael Gurven, Edwins Gwako, Joseph Henrich, Natalie Henrich, Carolyn Lesorogol, Richard McElreath, and David Tracer. 2008. More “Altruistic” Punishment in Larger Societies. Proceedings of the Royal Society B 275: 587–590.