Psychology 650, section 11 (3 credit hours), crn 31232 Psychology 450, section 11 (3 credit hours), crn 27696



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Advanced Evolutionary Psychology




Psychology 650, section 11 (3 credit hours), CRN 31232

Psychology 450, section 11 (3 credit hours), CRN 27696

Spring 2008, University of New Mexico



Instructor: Geoffrey Miller


Where: Logan Hall B15 (basement level)

When: Wednesdays 10:00 am – 12:30 pm




1. Overview


This graduate-level seminar is a new core course for the evolutionary psychology Ph.D. program. It is open to graduate students in psychology, anthropology, and biology, and to advanced undergraduates with the instructor’s permission. We will read most of the Handbook of Evolutionary Psychology (2005) edited by David Buss, and discuss its chapters in class. There will also be three short take-home essay exams. Graduate students, but not undergraduates, will also write a term paper.

The key topics covered by the course will include:



  • Evolutionary psychology as a science: its history, concepts, controversies, and methods

  • Sexual selection, strategies, attractiveness, conflict, and coercion

  • Mating, pair-bonding, parenting, children, kinship, and family conflict

  • Social relationships within and between groups

  • Adaptive cognition, rationality, and heuristics

  • Life history theory, trade-offs, alternative strategies, and personality traits

  • Mental health, mental disorders, social norms, and law

  • Darwinian aesthetics and literature



2. Course mechanics

We will meet once a week for two and a half hours. I expect punctuality. There will be a 10-15 minute break about half way through each meeting. If you have to miss a class for any reason, please let me know by email as soon as you know you’ll be absent. Unexplained absences will reduce your grade. The course readings – all chapters from the textbook – will require about 1 to 3 hours per week outside class.


Note for students who have taken previous graduate seminars with me: the course requirements and grading procedures are rather different for this course, so please read this syllabus carefully.
3. Readings

Required textbook:

Buss, David M. (Ed.). (2005). The handbook of evolutionary psychology. New York: Wiley. (c. $133 hardback)

Each week we will read and discuss a chapter or two from the textbook. Please do not take this course if you cannot commit an average of two hours a week to the readings. The average weekly reading assignment is only about 40 pages, but the pages are quite dense. They must be read slowly and carefully; they cannot be skimmed quickly. The course’s educational benefits depend on you completing the readings on time, so you can participate effectively in the class discussion. If you don’t read them, you won’t learn much; if you do read them attentively, you’ll learn a lot. I expect all of each week’s required readings to be completed well before class, so you have time to digest them, think about them, compare and contrast them, and prepare intelligent comments and questions about them. Last-minute reading will not result in good comprehension or good in-class discussion.


Suggested further reading: If you want a little more background or context than the primary textbook offers, have a look at these additional, optional sources:

  • Steven Pinker (2002) The blank slate: The modern denial of human nature. NY: Penguin Books.

  • Geoffrey Miller (2000). The mating mind: How sexual choice shaped the evolution of human nature. NY: Doubleday.

  • Steven W. Gangestad & Jeffry R. Simpson (Eds.). (2007). The evolution of mind. NY: Guildford Press.

  • Robert Boyd & Joan Silk (2005) How humans evolved (4th Ed.). NY: Norton.


4. Instructor

Dr. Geoffrey Miller, Assistant Professor, Psychology, Logan Hall 160

University of New Mexico, Albuquerque, NM 87131-1161, USA

(505) 277-1967 (office) (505) 277-1394 (dept fax)



gfmiller@unm.edu http://www.unm.edu/~psych/faculty/lg_gmiller.html

Office hours: Tuesdays, 11 am to noon, Logan Hall 160

If you can’t attend office hours and you have a question, please call or email.

5. Grading

Final grades will be calculated differently for undergraduate students taking this as a Psych 450 course, versus graduate students taking this as a Psych 650 course.

For undergraduates, the final course grade will depend on two parts:


  • 70%: class attendance, discussion, and point-lists. See section 6 below.

  • 30%: three take-home essay exams. See section 7 below.




For graduate students, the final course grade will depend on three parts:

  • 40%: class attendance, discussion, and point-lists. See section 6 below.

  • 30%: three take-home essay exams. See section 7 below.

  • 30% of grade: one longer-term writing assignment. See section 8 below.




6. Class attendance, discussion, and point-lists

(70% of course grade for undergrads, 40% for grad students)

I expect regular attendance, knowledge of assigned readings, active participation, intellectual engagement, and thoughtful points. Each week, every student should bring to class two copies of a ‘point-list’ – a list of discussion points, thoughts, questions, and/or comments about the assigned readings for that week. Keep one copy and give me one copy. I will then select random points from random students’ lists to start the class discussions.

These point-lists should not review the textbook chapters. Instead, they should articulate your own thoughts, reactions, and questions in response to the readings. The point-lists by graduate students are expected to show a more sophisticated comprehension of the material, and to make more insightful, novel, and integrative points. Please make at least three or four substantive comments on each reading – not simply summarizing the reading’s main ideas, but offering some sort of critical analysis of the reading’s ideas, or comparison to other readings, etc.

Each point-list should be printed out ahead of class. It should be just one page, in 11 point Arial or Times Roman font. At the top should be your name, the date of the class, and the textbook chapter(s) covered.




7. Three take-home essay exams

(30% of course grade for all students)


At roughly equal intervals throughout the semester (Feb. 13, March 26, April 30), I will distribute an exam consisting of 6 short essay questions. Example essay questions might look like this:

  • Identify two “intuitive ontologies” that have not yet been well-studied in evolutionary psychology, but that may shape human inferences in some important adaptive domain.

  • What would be three effective ways to minimize date rape, given current evolutionary models of sexual coercion?

  • Explain how you could use a virtual reality system such as Second Life or World of Warcraft to study the psychology of inter-group conflict.

  • Identify two major ‘mismatches’ between ancestral and modern life that might explain high rates of depression among contemporary teenagers.

You will take the exam home, write the essays, and turn them in the following week. Undergraduate students should pick 3 out of the 6 possible essay questions to answer; graduate students should answer 5 out of the 6 essay questions. Graduate students are expected to give more informed, insightful, and well-written answers to the questions. Each answer should be about 300 words (roughly one double-spaced computer-printed page). Feel free to do some background research for each answer (e.g. finding out how current date rape prevention methods try to work, or what ‘Second Life’ is). You can read additional material from books, journal articles, or websites; you can email researchers and ask them questions; etc.



  • The first exam will be passed out on Feb. 13, and answers are due back on Feb. 27.

  • The second exam will be passed out on March 26, and answers are due back on April 2.

  • The third exam will be passed out on April 30, and answers are due back on May 7.



8. Graduate term paper

(30% of course grade for graduate students; not required of undergraduates)

Graduate students will write one term paper in three successive stages. The final version of the paper should be very concise, about 10 pages double-spaced (c. 3,000 words). But, it should be intellectually sophisticated, conceptually and methodologically oriented, including a critical assessment of a research literature, and an outline of a possible study. You can choose any topic related to the course content and course readings. To make sure that you are thinking, researching, and writing the paper on a good schedule throughout the semester, the term paper is due in three stages. Late work will be penalized. After each stage is turned in, I will write comments and suggestions on it, which you should use in revising your term paper for the next stage.



Due Feb. 27: provisional title, abstract (one paragraph), and bibliography (about 10 references). This will determine 5% of your final course grade. The provisional abstract should just let me know what you think you’ll probably write about. If you change your mind, no problem, just tell me in an email later. But I want you to have some topic in mind by this date. Pick a topic that you feel passionate about – you’ll have to live with it for several months! The bibliography should list about 10 references in standard APA reference format (see APA Publication Manual). They should be things that you have actually read (not all just chapters from the textbook!), with brief notes about their relevance to your paper. (A good note for a reference would be “This meta-analysis reviews 38 papers showing generally small positive relationships between general intelligence and facial attractiveness”; a bad note would be “Reviews facial attractiveness and intelligence”.)
Due March 26: revised title, abstract, and bibliography, and a detailed outline. This will determine 10% of your final course grade. The title, abstract, and bibliography should take into account my feedback concerning your previous submission. The revised abstract should be clearer, better focused, and take stronger stands on your paper’s key issues. The annotated bibliography should now list about 20 APA-format references that you have actually read, with good notes on their relevance to the paper. The detailed outline should be a couple of pages long, clearly showing the term paper’s planned structure, major points, and flow of argument. Each outline entry should be a clear, detailed, specific statement (e.g. “Evidence from 5 studies showing short-term boosts in testosterone following male exposure to attractive female confederates”), not just a short, vague phrase (e.g. “testosterone changes across time”).

Due April 30: final term paper. This will determine 15% of your final course grade. It should be in standard APA research paper format. This means computer-printed, double-spaced, single-sided, in 11 point Arial (preferably) or Times Roman font, with a proper title page, abstract, references, and page numbering. The main text (excluding abstract and bibliography) should be very concise – about 3,000 words long (10 pages double spaced). I care more about clarity, insight, research, and the flow of argument than about length per se. This should be a highly polished document in correct format with no spelling or grammatical errors. It should represent the culmination of three months of research, thinking, and writing about a topic that passionately interests you. I will try to grade final drafts by the last day of exams.

The final term paper should include these elements:



  • Title page: a decent, descriptive, memorable title, and all other information required for APA format

  • Abstract page: a concise, punchy abstract that interests the reader in your paper

  • Introduction: Start with a bang. Pose the problem that interests you, and how you’ll approach it. Say where you stand, and why the reader should care. Be specific and clear; mix the theoretical and methodological level of discourse with real-life examples and issues; know when to be funny and when to be serious.

  • Body of the paper: depending on what you’re writing about, this could include a literature review, a series of arguments, an overview of relevant ideas and research from a related area or field, a series of methodological analyses, criticism, and suggestions, or anything that advances your points. If you include literature reviews, don’t do generic overviews – review the literature with a purpose, critically, as it pertains to your topic.

  • Research proposal: ideally, towards the end of your paper, you could sketch out a new empirical way to resolve one or more of the issues you’ve raised in your paper. This could be a brief outline of an experiment, an observational method, a meta-analysis or re-analysis of existing data, or any other method you think would be appropriate.

  • Bibliography: Only include things you’ve read. If you haven’t read them and have only seen them cited by others, then use this format: “(name, date; as cited in: name, date)”. If your bibliography includes good, relevant papers and books that I haven’t seen before, I will be impressed.



9. Course Schedule
***************************************

No assignments before the first class

1: Jan. 23 Introduction to the course
***************************************

Read: [42 pp total]

Foreword by Steven Pinker (pp. xi-xvi; 6 pp)

Introduction by David Buss (pp. xxiii-xxv; 3 pp)

Chapter 5: Controversial issues in evolutionary psychology, by Edward Hagen (pp. 145-171; 27 pp)

Afterword by Richard Dawkins (pp. 975-979; 4 pp)

2: Jan. 30 Introduction to evolutionary psychology
***************************************
Read: [59 pp total]

Chapter 1: Conceptual foundations of evolutionary psychology, by John Tooby and Leda Cosmides (pp. 5-63; 59 pp)

3: Feb. 6 Conceptual foundations of evolutionary psychology
***************************************

Read: [41 pp total]

Chapter 3: Domain specificity and intuitive ontology, by Pascal Boyer and Clark Barrett (pp. 96-113; 18 pp)

Chapter 4: Methods of evolutionary sciences, by Jeff Simpson and Lorne Campbell (pp. 119-141; 23 pp)

4: Feb. 13 Domain-specificity and empirical methods

First take-home essay exam passed out


***************************************
(No class Feb. 20: Instructor away giving talks in Hyderabad and Bangalore, India)
***************************************

Read: [46 pp total]

Chapter 9: Fundamentals of human mating strategies, by David Schmitt (pp. 258-280; 23 pp)

Chapter 11: Adaptations to ovulation, by Steve Gangestad, Randy Thornhill, and Christine Apgar-Garver (pp. 344-366; 23 pp)



First take-home essay exam due back

Graduate students: Provisional abstract and bibliography due

5: Feb. 27 Mating strategies and ovulation


***************************************

Read: [42 pp total]

Introduction to mating by Don Symons (pp. 255-257; 3 pp)

Chapter 10: Physical attractiveness in adaptationist perspective, by Larry Sugiyama (pp. 292-330; 39 pp)

6: March 5 Mating and physical attractiveness
***************************************

Read: [37 pp total]

Chapter 14: Commitment, love, and mate retention, by Lorne Campbell and Bruce Ellis (pp. 419-438; 20 pp)

Chapter 16: Evolution of paternal investment, by David Geary (pp. 483-499; 17 pp)

7: March 12 Pair-Bonding and Paternal Investment
***************************************
(No class March 19: Spring break)
***************************************

Read: [40 pp total]

Chapter 13: Sexual coercion, by Neil Malamuth, Mark Huppin, and Bryant Paul (pp. 394-414; 21 pp)

Chapter 21: Aggression, by Anne Campbell (pp. 628-646; 19 pp)



Graduate students: Revised abstract, outline, and bibliography due

8: March 26 Rape and Aggression

Second take-home essay exam passed out
***************************************

Read: [51 pp total]

Chapter 15: Cooperation and conflict among kin, by Jeffrey Kurland and Steve Gaulin (pp. 447-476; 30 pp)

Chapter 19: Hormones and the human family, by Mark Flinn, Carol Ward, and Robert Noone (pp. 552-572; 21 pp)

Second take-home essay exam due back

9: April 2 Kinship and Families


***************************************

Read: [35 pp total]

Chapter 22: Managing ingroup and outgroup relationships, by Rob Kruzban and Steve Neuberg (pp. 653-669; 17 pp)

Chapter 23: Dominance, status, and social hierarchies, by Denise Cummins (pp. 676-693; 18 pp)

10: April 9 Group Dynamics


***************************************

Read: [41 pp total]

Buss: Chapter 25: The evolution of cognitive biases, by Martie Haselton, Dan Nettle, and Paul Andrews (pp. 724-742; 19 pp)

Buss: Chapter 27: Evolutionary cognitive psychology, by Peter Todd, Ralph Hertwig, and Ulrich Hoffrage (pp. 776-798; 22 pp)

11: April 16 Adaptive Cognition
***************************************

Read: [48 pp total]

Chapter 2: Life history theory and evolutionary psychology, by Hilly Kaplan and Steve Gangestad (pp. 68-91; 24 pp)

Chapter 30: Evolutionary personality psychology, by A. J. Figueredo et al. (pp. 851-873; 24 pp)

12: April 23 Life History and Personality
***************************************

Read: [38 pp total]

Chapter 32: Evolutionary psychology and mental health, by Randy Nesse (pp. 903-920; 18 pp)

Chapter 34: Evolutionary psychology and the law, by Owen Jones (pp. 953-972; 20 pp)



Graduate students: Final term paper due

13: April 30 Mental Health and Law

Third take-home essay exam passed out
***************************************

Read: [39 pp total]

Chapter 26: The evolution of morality, by Dennis Krebs (pp. 747-768; pp 22).

Chapter 33: Literature and evolutionary psychology, by Joseph Carroll (pp. 931-947; 17 pp)



Third take-home essay exam due back

14: May 7 Morality, Narrative, and Integrity

(last day of class)
***************************************
(Final exams May 12-16; no final exam in this class)

10. Recommended further reading for your enlightenment and amusement
Web sites:

hbes.com: Human Behavior and Evolution Society

en.wikipedia.org: Wikipedia, for looking up unfamiliar terms, concepts, and researchers
Journal Papers: see these journals:

Behavioral and Brain Sciences

Evolution and Human Behavior

Evolutionary Anthropology

Evolutionary Psychology

Human Nature

Intelligence

Proceedings of the Royal Society of London Series B: Biological Sciences

Trends in Ecology and Evolution
Key Popular Books by Prominent Authors

David Buss: The evolution of desire, The dangerous passion, The murderer next door

Richard Dawkins: The selfish gene, The extended phenotype, The blind watchmaker, Climbing mount improbable, A devil’s chaplain, The ancestor’s tale, Unweaving the rainbow, The god delusion

Daniel Dennett: The intentional stance, Consciousness explained, Darwin’s dangerous idea, Freedom evolves, Breaking the spell

Steven Pinker: The language instinct, How the mind works, The blank slate, Words and rules, The stuff of thought

Matt Ridley: The red queen, The origins of virtue, Genome, The agile gene

David Sloan Wilson: Unto others, Darwin’s cathedral, Evolution for everyone
Evolution

Boyd, R., & Silk, J. (2005) How humans evolved (4th Ed.). New York: Norton.

Cronin, H. (1991). The ant and the peacock: Altruism and sexual selection from Darwin to today. Cambridge U. Press.

Lewin, B. (2005). Essential Genes. New York: Prentice-Hall.

Ridley, Mark (2001). The cooperative gene: How Mendel’s demon explains the evolution of complex beings. New York: Free Press.

Ridley, Mark (2003). Evolution (3rd Ed.). London: Blackwell.


Animal Behavior

Alcock, A. (2005). Animal behavior: An evolutionary approach. (8th Ed.). Sunderland, MA: Sinauer.

Strier, K. B. (2002). Primate behavioral ecology (2nd Ed.). New York: Allyn & Bacon.
Evolutionary Psychology and Human Nature

Betzig, L. (Ed.). (1997). Human nature: A critical reader. Oxford U. Press.

Dunbar, R., & Barrett, L. (Eds.). (2007). Oxford handbook of evolutionary psychology. NY: Oxford U. Press.

Gangestad, S. W., & Simpson, J. R. (Eds.). (2007). The evolution of mind. NY: Guildford Press.

Platek, S. M., Keenan, J. P., & Shackelford, T. K. (Eds.). (2006). Evolutionary cognitive neuroscience. Cambridge, MA: MIT Press.

Campbell, A. (2002). A mind of her own: The evolutionary psychology of women. NY: Oxford U. Press.


Sexual Selection and Mating

Dixson, A. F. (1998). Primate sexuality: Comparative studies of the prosimians, monkeys, apes, and human beings. Oxford U. Press.

Geher, G., & Miller, G. F. (Eds.). (2007). Mating intelligence: Sex, relationships, and the mind’s reproductive system. Mahwah, NJ: Erlbaum.

Judson, O. (2002). Dr. Tatiana’s sex advice to all creation. NY: Owl Books.

Miller, G. F. (2000). The mating mind: How sexual choice shaped the evolution of human nature. New York: Doubleday.
Emotion, Aesthetics

Evans, D., & Cruse, P. (2004). Emotion, evolution, and rationality. Oxford, UK: Oxford U. Press.

Lewis, M. & Haviland-Jones, J. M. (Eds.). Handbook of emotions (2nd Ed.). (2000). New York: Guilford Press.

Voland, E., & Grammer, K. (Eds.). (2003). Evolutionary aesthetics. Berlin: Springer.


Individual Differences

Deary, I. J. (2001). Intelligence: A very short introduction. Oxford, UK: Oxford U. Press.

Hare, R. D. (1993). Without conscience: The disturbing world of the psychopaths among us. NY: Guilford Press.

Matthews, G., Deary, I. J., & Whiteman, M. C. (2004). Personality traits (2nd Ed.). Cambridge U. Press.

Plomin, R., DeFries, J. C., McClearn, G. E., & McGuffin, P. (2003). Behavior genetics (4th Ed.). New York: Worth Publishers.
Mental Illness

Baron-Cohen, S. (Ed.), (1997). The maladapted mind: Classic readings in evolutionary psychopathology. Hove, UK: Psychology Press.



Evans, D. (2003). Placebo: The belief effect. New York: HarperCollins.

McGuire, M. T., & Troisi, A. (1998). Darwinian psychiatry.

Nesse, R., & Williams, G. (1996). Why we get sick: The new science of Darwinian medicine. New York: Vintage.

Nettle, D. (2001). Strong imagination: Madness, creativity and human nature. Oxford, UK: Oxford U. Press.


11. Recommended movies with evolutionary psychology themes, for your amusement (all available as rental DVDs from Blockbuster, Hollywood Video, and/or Netflix)



Evolution, genetics, Darwinism, bioethics

Angels and Insects (1996) Gattaca (1997) Idiocracy (2006)

Inherit the Wind (1960) Kinsey (2004) The Island (2005)

Natural History


Planet Earth (2006; BBC TV series) The Life of Birds (1998; BBC TV series)

The Life of Mammals (2002; BBC TV series) The Trials of Life (1990; BBC TV series)


Prehistoric vs. modern life

Apocalypto (2006) Atanarjuat (2001) Black Robe (1991)

Gorillas in the Mist (1988) King Kong (2005 Koyaanisqatsi (1982)

Quest for Fire (1981) Ten Canoes (2006)

Walking with Cavemen (2003: BBC TV series)

Walking with Prehistoric Beasts (2001: BBC TV series)


Survival challenges

Alien (1979) Cast Away (2000) Endurance (2000)

Grizzly Man (2005) Rabbit-Proof Fence (2002) The Edge (1997)

Touching the Void (2003)


Mating, sex, gender

Bedazzled (2000) Before Sunset (2004) Boogie Nights (1997)

Borat (2006) Boys Don’t Cry (1999) Closer (2004)

Dangerous Liaisons (1988) Dogville (2003) Elizabeth (1998)

Eternal Sunshine of the Spotless Mind (2004) Groundhog Day (1993)

Knocked Up (2007) Lost in Translation (2003) Love Actually (2003)

The Last Seduction (1994) The Tao of Steve (2000) What Women Want (2000)

Physical attractiveness


Breast Men (1997) Gia (1998) Interview (2006)

L. A. Confidential (1997) The Shape of Things (2003) Zoolander (2001)

The Human Face (2001; BBC TV series)

Machiavellian intelligence, Theory of Mind, social manipulation


Being John Malkovich (1999) Boiler Room (2000) Catch Me if you Can (2002)

Cypher (2002) Enron: The Smartest Guys in the Room (2005)

Glengarry Glen Ross (1992) House of Games (1987)

Six Degrees of Separation (1993) The Negotiator (1998)

The Spanish Prisoner (1997) The Talented Mr. Ripley (1999) The Usual Suspects (1995)

Within-group dynamics, status, dominance, sexual competition


8 Mile (2002) 12 Angry Men (1957) Best in Show (2000)

Crimson Tide (1995) Mean Girls (2004) Scarface (1983)

The Devil Wears Prada (2006) The Prestige (2006)

Between-group dynamics, gangs, groups


American History X (1998) United 93 (2006) Gangs of New York (2002)

Hotel Rwanda (2004) Malcolm X (1992) Munich (2005)

Paradise Now (2005) Schindler’s List (1993) Starship Troopers (1997)

The Believer (1999)



Aggression, violence, warfare


300 (2006) Blood Diamond (2006) Bowling for Columbine (2002)

Braveheart (1995) Casino (1995) Demolition Man (1993)

Fight Club (1999) Equilibrium (2002) Gladiator (2000)

Lord of War (2005) Pulp Fiction (1994)



Sexual conflict, sexual exploitation, rape


American Psycho (2000) Black Snake Moan (2007) Death and the Maiden (1994)

Dogville (2002) Enough (2002) In the Company of Men (1997)

Irreversible (2002) Monster (2003) Quills (2000)

Secretary (2002) Sin City (2005) The Accused (1988)

The Handmaid’s Tale (1990) The People vs. Larry Flynt (2001)

Parents, children, families, kinship


American Beauty (1999) Children of Men (2006)

Curse of the Golden Flower (2007) Flightplan (2005) Lantana (2001)

Little Children (2006) Little Miss Sunshine (2006) Magnolia (1999)

Mildred Pierce (1945) Parenthood (1989) Secrets & Lies (1996)

Sophie’s Choice (1982) The Family Man (2000) The Godfather (1972)

The Ice Storm (1997) Thirteen (2002) Transamerica (2005)

Ulee’s Gold (1997)

Reciprocity, trade, business, cooperation, punishment, game theory


Changing Lanes (2002) Dr. Strangelove (1964) Fail-Safe (1964)

The Corporation (2003) Wall Street (1987)


Adaptive cognition, intelligence, rationality

A.I.: Artificial Intelligence (2001) Enron: The Smartest Guys in the Room (2005)

Good Will Hunting (1997) I, Robot (2004) Memento (2000)

Quiz Show (1994) The Triumph of the Nerds (1996)


Mental health and illness

A Beautiful Mind (2001) As Good as it Gets (1997) Falling Down (1993)

Mr. Brooks (2007) Proof (2005) Repulsion (1965)

Spider (2002) The Devil and Daniel Johnson (2005)


Law

Erin Brockovich (2000) Runaway Jury (2003) The Insider (1999)


Art

Crumb (1994) Frida (2002) Girl with a Pearl Earring (2003)

La Belle Noiseuse (1991) Max (2002) Pollock (2000)

Music


Almost Famous (2000) Amadeus (1984) Hustle & Flow (2005)

Shine (1996) Three Colors: Blue (1993)

Thirty Two Short Films about Glenn Gould (1993)

Literature


Henry Fool (1997) Shakespeare in Love (1998) The Hours (2002)

The Source (1999)




Appendix:

Provisional Student List for Advanced Evolutionary Psychology



Undergraduates (Psych 450)

Dustin Allen dallen1@unm.edu

Crystal Armijo carmijo3@unm.edu

Morgan Davie morgancd@unm.edu

Lochlin Farrell lfarrell@unm.edu

Erin Gaddis egaddis@unm.edu

Zack Mendenhall zmendenhall@salud.unm.edu

Thomas Noland TNoland@salud.unm.edu

Chris Pine cpine@unm.edu

Erin White ewhite@unm.edu

Brandon Wilson brwilson@salud.unm.edu
Graduates (Psych 650)

Louis Alvarado lalvarad@unm.edu

Ann Caldwell anncwell@gmail.com

Lora Cope loracope@unm.edu

Rachael Falcon rfalcon@unm.edu

Jerrold Gilbert jgilbert@unm.edu

John Helak jdhelak@unm.edu

Chris Jenkins chrisoej@unm.edu



Leslie Merriman lmerrima@unm.edu

Professors Auditing


Paul Watson linyphiidae1@msn.com




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