Presentation Plus! Understanding Psychology
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CHAPTER FOCUS
SECTION 1 Interpersonal Attraction
SECTION 2 Social Perception
SECTION 3 Personal Relationships
CHAPTER SUMMARY
CHAPTER ASSESSMENT
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Chapter Objectives
Section 1: Interpersonal Attraction
• Explain how we depend on others to
survive and the factors that influence our
attraction to others. 
Section 2: Social Perception
• Describe the ways in which we explain the
behavior of others by making judgments
about them based on our perceptions
of them.
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the information.
Chapter Objectives (cont.)
Section 3: Personal Relationships
• Explore the different types of love and
relationships people experience
throughout their lives.
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Reader’s Guide
Main Idea
– We depend on others to survive. We are
attracted to certain people because of factors
such as proximity, reward values, physical
appearance, approval, similarity, and
complementarity. 
Objectives
– Discuss why we need friends. 
– List and explain the factors involved in
choosing friends.
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information. Section 1 begins on page 519 of your textbook.
Reader’s Guide (cont.)
Vocabulary
– social psychology 
– social cognition 
– physical proximity 
– stimulation value 
– utility value 
– ego-support value 
– complementarity
Click the Speaker button
to listen to Exploring
Psychology.
8
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information. Section 1 begins on page 519 of your textbook.
Introduction
• Social psychology is the study of how
our thoughts, feelings, perceptions, and
behaviors are influenced by our
interaction with others.
social psychology
seeks to explain how our
thoughts, feelings, perceptions,
and behaviors are influenced by
interactions with others
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Introduction (cont.)
• Social cognition, a subfield of social
psychology, is the study of how we
perceive, store, and retrieve information
about these social interactions. 
• Every day we make judgments about
others based on our perceptions of who
they are.
social cognition
focuses on how we perceive,
store, and retrieve information
about social interactions
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Introduction (cont.)
• When we interact with these people, we
must adjust our judgments to explain
their behavior and ours.
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Why You Need Friends
• During infancy we depend on others to
satisfy our basic needs. 
• In this relationship we learn to associate
close personal contact with the
satisfaction of basic needs. 
• Later in life we seek personal contact for
the same reason, even though we can
now care for ourselves. 
• Being around other human beings–
interacting with others–has become a
habit that would be difficult to break.
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Why You Need Friends (cont.)
• Moreover, we have developed needs for
praise, respect, love and affection, the
sense of achievement, and other
rewarding experiences. 
• These needs, acquired through social
learning, can only be satisfied by other
human beings (Bandura & Walters, 1963).
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Anxiety and Companionship
• Social psychologists are interested in
discovering what circumstances intensify
our desire for human contact. 
• It seems that we need company most
when… 
– we are afraid or anxious. 
– we are unsure of ourselves and want to
compare our feelings with other people’s.
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Anxiety and Companionship (cont.)
• Psychologist Stanley Schachter (1959)
found through experimentation that high
anxiety tends to produce a need for
companionship. 
These graphs
show the results
of Schachter’s
experiment
about the effects
of anxiety on
affiliation.
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Comparing Experiences and
Reducing Uncertainty
• People also like to get together with one
another to reduce their uncertainties
about themselves. 
• Many individuals use the performance of
others as a basis for self-evaluation. 
• Harold Gerard and J.M. Rabbie (1961)
showed that the more uncertain a person
is, the more likely he or she is to seek out
other people.
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Comparing Experiences and
Reducing Uncertainty (cont.)
• In your social network, friends are your
connections to a broad array of available
support. 
• In Karen Rook’s study (1987), she found
that having friends who offer support
helped reduce very high stress. 
• She also found that the support of friends
actually hindered people’s ability to deal
with low levels of stress.
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How You Choose Friends
• Most people feel they have a great deal
of latitude in the friends they choose. 
• However, even with all of the avenues of
modern life, we rarely venture beyond the
most convenient methods in making
contact with others.
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Proximity
• One of the most important factors in
determining whether two people will
become friends is physical proximity–
the distance from one another that
people live or work. 
• In general, the closer two individuals are
geographically to one another, the more
likely they are to become attracted to
each other.
physical proximity
the nearness of one person
to another person
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Proximity (cont.)
• Yet it is more than just the opportunity for
interaction that makes the difference. 
• Psychologists have found that people
were more likely to become close friends
with the person next door than with anyone
else in a small apartment building. 
• Psychologists believe that this is a result
of the fears and embarrassments most
people have about making contact with
strangers.
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Proximity (cont.)
• To make friends with someone you do not
see routinely is much more difficult. 
• You have to make it clear that you are
interested and thus run the risk of making
a fool of yourself. 
• Of course, it may turn out that both of you
are very glad someone spoke up.
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Reward Values
• Proximity helps people make friends, but
it does not ensure lasting friendship. 
• One reward of friendship is stimulation. 
• A friend has stimulation value if he or
she is interesting or imaginative or can
introduce you to new ideas or
experiences.
stimulation value
the ability of a person to
interest you in or expose you
to new ideas and experiences
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Reward Values (cont.)
• A friend who is cooperative and helpful–
who seems willing to give his or her time
and resources to help you achieve your
goals–has utility value. 
• A third type of value in friendship is
ego-support value: sympathy and
encouragement when things go badly,
appreciation and approval when things go
well.
utility value
the ability of a person to
help another achieve his
or her goals
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ego-support value
the ability of a person to
provide another person with
sympathy, encouragement,
and approval
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Reward Values (cont.)
• These three kinds of rewards–
stimulation, utility, and ego support–are
evaluated consciously or unconsciously
in every friendship. 
• By considering the three kinds of rewards
that a person may look for in friendship, it
is possible to understand other factors
that affect liking and loving.
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Physical Appearance
• A person’s physical appearance greatly
influences others’ impressions of him or
her. 
• We often consider those with physical
beauty to be more responsive, interesting,
sociable, intelligent, kind, outgoing, and
poised (Longo & Ashmore, 1995). 
• This is true of same-sex as well as
opposite-sex relationships. 
• Physical attractiveness influences our
choice of friends as well as lovers.
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Physical Appearance (cont.)
• People who do not meet society’s
standards for attractiveness are often
viewed in an unfavorable light. 
• Psychologists have found that both men
and women pay much less attention to
physical appearance when choosing a
marriage partner or a close friend than
when inviting someone to go to a movie
or a party. 
• People usually seek out others whom they
consider their equals on the scale of
attractiveness (Folkes, 1982).
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Approval
• Another factor that affects a person’s
choice of friends is approval. 
• Some studies suggest that other people’s
evaluations of oneself are more meaningful
when they are a mixture of praise and
criticism than when they are extreme in
either direction. 
• No one believes that he or she is all good
or all bad. 
• As a result, one can take more seriously a
person who sees some good points and
some bad points.
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Similarity
• People tend to choose friends whose
backgrounds, attitudes, and interests are
similar to their own. 
• There are several explanations for the
power of shared attitudes: 
– Agreement about what is stimulating or fun
provides the basis for sharing activities. 
– Most of us feel uneasy around people who are
constantly challenging our views. 
– Most of us assume that people who share our
values are basically decent and intelligent. 
– People who agree about things usually find it
easier to communicate with each other.
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Complementarity
• Despite the power of similarity, an attraction
between opposite types of people–
complementarity–is not unusual. 
• Still, most psychologists agree that
similarity is a much more important factor. 
• Although the idea that opposites attract
seems reasonable, researchers continue to
be unable to verify it (Swann et al., 1994).
complementarity
the attraction that often develops
between opposite types of people
because of the ability of one to
supply what the other lacks
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Section Assessment
Review the Vocabulary Explain the
differences among stimulation
value, utility value, and ego-support
value.
Friends with stimulation value are
interesting and imaginative and
provide new experiences. Friends who
are willing to give you time and
resources provide utility value. Friends
who offer sympathy, encouragement,
approval, and appreciation provide
ego-support value.
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Section Assessment (cont.)
Visualize the Main Idea Using a
diagram like the one shown on page
525 of your textbook, list and
describe the factors involved in
choosing friends.
Your diagram should include the
following: proximity, reward, values,
physical appearance, approval,
similarity, and complementarity.
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Section Assessment (cont.)
Recall Information Is the saying
“misery loves company” accurate?
Explain.
Answers will vary. Those suffering
high anxiety will seek out the
company of others. It should be
noted that according to Schachter’s
experiment, misery loves only
miserable company; that is, people
with high anxiety want to be with
others who feel the same way.
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Section Assessment (cont.)
Think Critically There is a saying
stating that “beauty is only skin
deep.” Do you think it is true? Do
people act as if it is true? Explain.
Answers will vary. For some people
this is true; however, many people
seek friends whose beauty is an
inner quality rather than an outer one.
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Section Assessment (cont.)
With the long-running sitcom The
Odd Couple in mind, identify some
examples of “odd couples.”
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Reader’s Guide
Main Idea
– We explain the behavior of others by making
judgments about them. Our judgments are
influenced by our perceptions of others. 
Objectives
– Explain how we use first impressions and
schemas. 
– Describe several factors that influence how
we interpret others’ behavior.
36
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information. Section 2 begins on page 527 of your textbook.
Reader’s Guide (cont.)
Vocabulary
– primacy effect 
– stereotype 
– attribution theory 
– fundamental attribution error 
– actor-observer bias 
– self-serving bias 
– nonverbal communication
Click the Speaker button
to listen to Exploring
Psychology.
37
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information. Section 2 begins on page 527 of your textbook.
Introduction
• It takes people very little time to make
judgments about one another. 
• Forming an impression of a person is not
a passive process in which certain
characteristics of the individual are the
input and a certain impression is the
automatic outcome.
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First Impressions
• Your first impression of someone is
usually based on that person’s physical
appearance. 
• These initial judgments may influence us
more than later information does
(Belmore, 1987).
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First Impressions (cont.)
• For example, one researcher invited a
guest lecturer to a psychology class. 
– Beforehand, all the students were given a brief
description of the visitor that were identical in
all traits but one. 
– Half the students were told that the speaker
was rather cold; the other half was told that he
was very warm. 
– The students who had been told he was cold
saw a humorless, ruthless, self-centered
person. 
– The other students saw a relaxed, friendly,
concerned person.
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First Impressions (cont.)
• Changing one adverb and one adjective–
substituting “rather cold” for “very warm”–
had a dramatic effect on the students’
perception of the lecturer. 
• This process illustrates a primacy effect. 
• These impressions sometimes become a
self-fulfilling prophecy.
primacy effect
the tendency to form opinions
on others based on first
impressions
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Schemas
• Forming impressions about others helps
us place these people into categories. 
• The knowledge or set of assumptions that
we develop about any person or event is
known as a schema. 
• We develop a schema for every person
we know. 
• Schemas can influence and distort our
thoughts, perceptions, and behaviors.
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Schemas (cont.)
• We develop schemas for people and
events. 
– The schemas associated with people are
judgments about the traits people possess or
the jobs they perform. 
– Schemas about events consist of behaviors
that we associate with certain events. 
• Schemas allow us to organize information
so that we can respond appropriately in
social situations.
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Schemas (cont.)
Stereotypes
• Sometimes we develop schemas for
entire groups of people. 
• Such schemas are called stereotypes. 
• Stereotypes may contain positive or
negative information, but primacy effects
may cause stereotypes to bias us.
stereotypes
a set of assumptions about
people in a given category
often based on half-truths and
nontruths
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Schemas (cont.)
Stereotypes
• Schemas are useful because they help
us predict with some degree of accuracy
how people will behave. 
• Like stereotypes, if the assumptions we
make about people from our first
impressions do not change as we get to
know them better, then we are guilty of
harboring prejudice.
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Attribution Theory
• Many social psychologists try to interpret
and explain people’s behavior by
identifying what caused the behavior
(Jones, 1990). 
• This focus of study is called attribution
theory (Heider, 1958), which is an
analysis of how we interpret and
understand other people’s behavior.
attribution theory
a collection of principles based on
our explanations of the causes of
events, other people’s behaviors,
and our own behavior
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Attribution Theory (cont.)
• There are two different kinds of
attributions: 
– internal attributions 
– external attributions 
• Internal attributions are also known as
dispositional, while external attributions
are sometimes referred to as situational.
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Attribution Theory (cont.)
• Typically we explain our own behavior in
terms of external attributions, but we
attribute others’ behavior to internal
attributions. 
• That represents what psychologists
call a fundamental attribution error
(Ross, 1977).
fundamental attribution
error
an inclination to attribute
others’ behavior to internal
causes (dispositional factors)
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but to attribute our own
behavior to external factors
(situational factors)
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Attribution Theory (cont.)
• This factor is also called the actorobserver bias (Jones & Nisbett, 1972). 
• Some psychologists propose this is
caused because we realize that our own
behavior changes from situation to
situation, but we may not believe the
same is true of others.
actor-observer bias
tendency to attribute one’s
own behavior to outside
causes rather than to a
personality trait
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Attribution Theory (cont.)
• When there is glory to be claimed, we
often demonstrate another form of error
called a self-serving bias. 
• In victory, we are quick to claim personal
responsibility (internal attribution); in
defeat, we pin the blame on circumstances
beyond our control (external attribution).
self-serving bias
a tendency to claim success
is due to our efforts, while
failure is due to circumstances
beyond our control
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Nonverbal Communication
• Central to the development and
maintenance of a relationship is the
willingness to communicate aspects of
yourself to others. 
• Communication involves at least two
people: a person who sends a message
and a person who receives it. 
• The message sent consists of an idea and
some emotional component. 
• Messages are sent verbally and
nonverbally.
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Nonverbal Communication (cont.)
• “I like to watch you dance” is a verbal
message, while a warm smile is an
example of nonverbal communication. 
• Although most people are aware of what
they are saying verbally, they are often
unaware of their nonverbal messages.
nonverbal communication
the process through which
messages are conveyed
using space, body language,
and facial expressions
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Nonverbal Communication (cont.)
• People communicate nonverbally not only
through facial expressions but also
through their use of space and body
language (posture and gestures). 
• Although the use of body language is
often unconscious, many of the postures
we adopt and gestures we make are
governed by social rules. 
• Touching, for example, has rules–not just
where, but who (Duncan, 1969).
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Section Assessment
Review the Vocabulary Explain
the errors some people make
when using shortcuts to attribute
behavior.
People tend to put themselves in the best
possible light by assigning external causes
for failures and internal causes for successes.
This is the self-serving bias. On the other
hand, people tend to attribute others’ behavior
to internal attributions– representing a
fundamental attribution error. Actor-observer
bias attributes one’s own behavior to outside
forces rather than to personality traits.
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Section Assessment (cont.)
Visualize the Main Idea Using a
diagram similar to the one shown
on page 532 of your textbook, list
and describe two components of
attribution theory.
The attributions we make are either
internal (dispositional) or external
(situational).
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Section Assessment (cont.)
Recall Information What are
social rules? Give an example of
such a rule.
Social rules govern postures and
gestures. For example, in America, it
is unlikely for two men to be seen
walking arm in arm.
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Section Assessment (cont.)
Think Critically Rate the following
situations as external or internal:
a. Your friend helped you wash your car
because she is nice.
b. Your friend helped you wash your car
because she wanted to impress your
parents, who were watching.
c. Your friend helped you wash your car
because she owed you a favor.
a. internal, b. external, c. external
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Section Assessment (cont.)
List various facial expressions,
postures, and gestures used by
teens. Describe what nonverbal
communication each expresses. 
What social rules govern these
expressions? 
What may cause these social rules
to change over time?
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Reader’s Guide
Main Idea
– People experience different types of love and
relationships throughout their lives. 
Objectives
– Describe sources of parent-adolescent
conflict. 
– Describe different types of love. 
Vocabulary
– generational identity
Click the Speaker button
to listen to Exploring
Psychology.
60
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information. Section 3 begins on page 533 of your textbook.
Introduction
• The relationships you have with your
grandparents, parents, guardians, and
others will influence and enrich your life. 
• Your personal relationships with others
bring meaning and substance to your
everyday experiences.
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Parent-Child Relationships
• Noted psychologists, including Erik
Erikson, believed that early and persistent
patterns of parent-child interaction could
influence people’s later adult expectations
about their relationships with the
significant people in their lives. 
• If a young infant’s first relationship with a
caregiver is loving, responsive, and
consistent, the child will develop a trust in
the ability of other people to meet his or
her needs.
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Parent-Child Relationships (cont.)
• Within the parent-child relationship, we
learn how to manipulate others to have
our needs met. 
• As children develop and form relationships
with people outside their family, they apply
what they have learned about
relationships. 
• As you watched your mother and father
interacting with each other as husband and
wife, you were most likely forming some
tentative conclusions about the nature of
relationships.
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Sources of Parent-Adolescent
Conflict
• In our society, parent-child conflict may
develop during adolescence. 
• Adolescence may be a period of inner
struggles–goals versus fear of inability to
accomplish them, desire for independence
versus the realization that they are “only
human.”
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Sources of Parent-Adolescent
Conflict (cont.)
• Each generation has a generational
identity. 
• It is important to note that different
generational identities do not automatically
lead to conflict.
generational identity
the theory that generations
tend to think differently about
certain issues because of
different formative experiences
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Sources of Parent-Adolescent
Conflict (cont.)
• The conflicts that adolescents experience
with their parents may result from a
changing parent-child relationship, as well
as from different ideologies and concerns.
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Love Relationships
• While most people say that they love
family members, they attach a different
meaning to love when referring to a boyfriend, girlfriend, or spouse. 
• Love means different things to different
people and within different relationships.
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Love and Marriage
• The idea of love without marriage is no
longer shocking. 
• The idea of marriage without love, however,
remains unpopular to most Americans. 
• Marrying for convenience, companionship,
financial security, or any reason that does
not include love strikes most of us as
impossible or at least unfortunate. 
• This, according to psychologist Zick Rubin
(1973), is one of the main reasons it is
difficult for many people to adjust to love
and marriage.
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Love and Marriage (cont.)
Love
• Reflecting on almost two decades of
studies, one psychologist (Hatfield, 1988)
identified two common types of love. 
– Passionate love is very intense, sensual, and
all-consuming. 
– Passionate love may grow into companionate
love, which includes friendship, liking
someone, mutual trusting, and wanting to be
with them. 
• Companionate love is a more stable love,
which includes commitment and intimacy.
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Love and Marriage (cont.)
Love
• Zick Rubin found that liking is based
primarily on respect for another person and
the feeling that he or she is similar to you. 
• Loving is rather different. 
• Rubin identified three major components
of romantic love: need or attachment,
caring or the desire to give, and intimacy. 
• Rubin conducted a number of experiments
to test common assumptions about the way
people in love feel and act.
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Love and Marriage (cont.)
Love
• Rubin found that most couples were
equal on the love scale: the woman
expressed the same degree of love for
her partner as he did for her. 
• Women, however, tended to like their
boyfriends–to respect and identify with
them–more than their boyfriends liked
them. 
• Women also tended to love and share
intimacies with their same-sex friends
more often than men did with theirs.
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Love and Marriage (cont.)
Love
• As Rubin suggested, women in our
society tend to specialize in the social
and emotional dimensions of life. 
• Men carry out more romantic gestures
than women. 
• When both a man and a woman express
their interest in each other, the
relationship is likely to progress. 
• The implication is that love is not
something that happens to you; it is
something you seek and create.
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Love and Marriage (cont.)
Triangular Theory of Love
• A theory that accounts for the many
forms of love has been proposed by
Robert Sternberg (1986). 
• Sternberg’s triangular theory of love
contends that love is made up of three
parts: intimacy, passion, and commitment. 
• The various combinations of these parts
account for why love is experienced in
many different ways.
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Triangular Theory of Love
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Love and Marriage (cont.)
Marriage
• A couple decides to make a formal and
public commitment to each other, and
they marry. 
• Two principles tend to govern behavior
leading to successful marriages:
endogamy and homogamy. 
– Endogamy identifies the tendency to marry
someone who is from one’s own social group. 
– In addition, homogamy identifies our tendency
to marry someone who has similar attributes,
including physical attractiveness, age, and
physique, to our own.
75
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Love and Marriage (cont.)
Marital Problems and Divorce
• In general, healthy adjustment to marriage
seems to depend on whether… 
– the couple’s needs are compatible. 
– the husband’s and wife’s images of themselves
coincide with their images of each other. 
– they agree on what the husband’s and wife’s
roles in the marriage are. 
• External factors may make it impossible
for one or both to live up to their own role
expectations. 
• Often couples just grow apart.
76
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Love and Marriage (cont.)
Marital Problems and Divorce
• For whatever reasons, they decide on
divorce. 
• In many ways, adjusting to divorce is like
adjusting to death–the death of a
relationship. 
• Both individuals are suddenly thrust into a
variety of unfamiliar situations. 
• This adds up to what Mel Krantzler (1973)
calls “separation shock.”
77
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Love and Marriage (cont.)
Marital Problems and Divorce
• Most divorced people go through a period
of mourning that lasts until the person
suddenly realizes that he or she has
survived. 
• This is the first step toward adjusting to
divorce. 
• Eventually the divorcee will begin to
construct a new identity as a single
person.
78
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Love and Marriage (cont.)
Children and Divorce
• Adjusting to divorce is usually far more
difficult for children than for their parents. 
– Rarely do the children want the divorce to occur:
the conflict is not theirs, but their parents’. 
– While the parents may have good reasons for
the separation, the children are unlikely to
understand those reasons. 
– The children themselves rarely have any control
over the outcome of the divorce. 
– Children cannot muster as much emotional
maturity as their parents to help them through
such an overwhelming experience.
79
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Love and Marriage (cont.)
Children and Divorce
• A child of parents who divorce may exhibit
behaviors ranging from being visibly upset
to depression to rebellion. 
• Adolescents experience special problems
as a result of their parents’ divorce,
because their developmental stage
already involves the process of breaking
family ties.
80
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Love and Marriage (cont.)
Children and Divorce
• Like their parents, most children do
eventually come to terms with divorce. 
• Adjustment is made easier when parents
take special care to explain the divorce
and allow children to express their
feelings. 
• Divorce is becoming a problem with which
more and more children will have to cope.
81
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Section Assessment
Review the Vocabulary What is
generational identity?
Generational identify is the theory
that generations tend to think
differently about certain issues
because of different formative years.
82
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Section Assessment (cont.)
Visualize the Main Idea Using an
outline similar to the one shown
on page 540 of your textbook,
explain why children may have
difficulty adjusting to their parents’
divorce.
Children rarely want the divorce to occur.
Children are unlikely to understand the
reasons for the separation and divorce.
Children rarely have any control over the
outcome of the divorce. Children do not
have the emotional maturity to overcome
the hurt and pain.
83
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to display the answer.
Section Assessment (cont.)
Recall Information What is the
difference between endogamy and
homogamy? Explain.
Endogamy refers to the tendency to
marry someone from one’s own
social group. Homogamy refers to the
tendency to marry someone with
similar attributes.
84
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to display the answer.
Section Assessment (cont.)
Think Critically In what ways are
liking and loving different?
Explain.
Liking is based on similarities and
respect. Love is deeper in that it
involves need, intimacy, and caring.
85
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Section Assessment (cont.)
What major events in your lives
are influencing your attitudes and
will affect how you think and act
as adults?
86
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Section 1: Interpersonal Attraction
• Social psychologists have discovered that
people need company most when they are
afraid or anxious or when they are unsure
of themselves and want to compare their
feelings with other people’s. 
• The closer two individuals are
geographically to one another, the more
likely they are to become attracted to
each other. 
• Friendships provide three rewards–
stimulation, utility, and ego support.
88
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Section 2: Social Perception
• Forming impressions about others helps
us place these people into categories. 
• We form first impressions of people based
on schemas. 
• When people develop schemas for entire
groups of people, they are developing
stereotypes. 
• People often try to interpret and explain
other people’s behavior by identifying what
caused the behavior. 
• Communication in a relationship consists of
both verbal and nonverbal communication.
89
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Section 3: Personal Relationships
• Children apply what they have learned
from their parent-child relationships to
relationships with others. 
• There are two common types of love:
passionate love and companionate love. 
• Robert Sternberg contends that love is
made of three parts: intimacy, passion,
and commitment. 
• People tend to marry someone who is from
their own social group and who has
similar attributes.
90
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Section 3: Title (cont.)
• The success of a marriage seems to
depend on three factors: whether the
couple’s needs are compatible, whether
the husband’s and wife’s images of
themselves coincide with their images of
each other, and whether they agree on
what the husband’s and wife’s roles in the
marriage are. 
• Parents and their children may have
difficulty adjusting to divorce.
91
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Click the mouse button to return to the Contents slide.
Reviewing Vocabulary
Use the correct term or concept to complete the following
sentences.
1. A friend who is able to give you his or her time
and resources to help you achieve your goal has
utility value
__________.
2. Waving at someone to get his or her attention is
an example of ______________________.
nonverbal communication
stereo type is an exaggerated set of
3. A(n) __________
assumptions about an identifiable group of
people.
proximity refers to the distance from one
4. Physical
______________
another that people live or work.
93
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to display the answers.
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the following
sentences.
5. The study of how people perceive, store, and
retrieve information about social interactions is
called _____________.
social cognition
6. Claiming personal responsibility for positive
occurrences and blaming circumstances beyond
our control for negative occurrences is called a(n)
self-serving bias
_____________.
7. The tendency for members of different
generations to think differently about things refers
generational identity
to the _________________.
8. An analysis of how we interpret and understand
theory
other people’s behavior is called attribution
_____________.
94
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to display the answers.
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the following
sentences.
9. A friend who wants to try new experiences has
stimulation value
______________.
10. An attraction between opposite types of people is
called complementarity
_____________.
95
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to display the answers.
Recalling Facts
What is the most important factor
in determining the start of a
friendship? Why is this an
important factor?
The most important factor is physical
proximity. It increases the likelihood
that two people will become attracted
to each other. When people are
geographically close, they may more
easily get used to each other and find
reasons to talk to each other.
96
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to display the answer.
Recalling Facts
In general, are you likely to choose
as a friend a person who is similar to
you or a person who complements
your strengths and weaknesses?
People are more likely to choose
friends whose backgrounds, attitudes,
and interests are similar to their own.
97
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Recalling Facts
If you want people to think that you
are smart, should you try to do your
best on the first, second, or last test
in a class? Why?
You should try to do well on the first
test. The primacy effect is at work in
this situation. This is the tendency for
people to form opinions about others
based on first impressions.
98
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to display the answer.
Recalling Facts
Using a diagram similar to the one
on page 542 of your textbook,
identify Rubin’s three major
components of romantic love.
99
Recalling Facts
Identify three factors upon which
marital happiness depends.
The three factors upon which marital
happiness depends are (1) whether the
couple’s needs are compatible, (2)
whether the husband’s and wife’s images
of themselves coincide with their images
of each other, and (3) whether they agree
to what the husband’s and wife’s roles are
in the marriage.
100
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to display the answer.
Building Skills
Interpreting a Chart
Ten thousand people from different countries in the world were
surveyed about the characteristics they look for in a mate. The
results are listed in the chart below (1 is most important, while
18 is least important). Review the chart, then answer the
questions that follow.
101
Building Skills
Interpreting a Chart
From which countries were the
respondents?
They were from either China, South Africa, or
the United States.
102
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to display the answer.
Building Skills
Interpreting a Chart
In which country were males and females
most in agreement about the kinds of
characteristics they looked for in a mate?
In the United States males and females
were in the most agreement.
103
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to display the answer.
Building Skills
Interpreting a Chart
Which characteristic ranked the lowest
among both males and females in the
three countries included on the chart?
How do you explain this?
In China, males and females rated similar religious
backgrounds lowest. Among the Zulus, males rated
good financial prospect lowest, while females rated
chastity lowest. In the United States, males rated
similar political background
lowest, while women rated
chastity lowest. Students’
explanations should
recognize the impact of
the culture on
these rankings.
104
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to display the answer.
Joseph Addison was quoted as saying:
“_________________ improves happiness,
and abates misery, by doubling our joy,
and dividing our grief.” What word
completes the quote?
The word that completes this quote is
“friendship.”
105
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to display the answer.
Click the mouse button to return to the Contents slide.
Explore online information about the
topics introduced in this chapter.
Click on the Connect button to launch your browser and go to the
Understanding Psychology Web site. At this site, you will find
interactive activities, current events information, and Web sites
correlated with the chapters and units in the textbook. When you
finish exploring, exit the browser program to return to this
presentation. If you experience difficulty connecting to the Web
site, manually launch your Web browser and go to
http://psychology.glencoe.com
Why do people choose to interact with
certain people and not with others? How do
you communicate with others? In your
journal, keep a log for several days of whom
you communicate with and how you
communicate. For example, do you use only
verbal communication, or do your friends or
parents realize what you are feeling by the
look on your face?
Think of a person who was a good friend
during elementary school but with whom
you are no longer close. Write a paragraph
describing what changed. Analyze these
changes in terms of how you choose
friends.
Make a list of stereotypes that you hold.
Then categorize the stereotypes as useful or
potentially harmful. Take it as a challenge to
begin to change the latter.
Write a poem about or to someone you love.
The poem can express passionate or
companionate love.
What You See
Is What You Get?
Read the case study presented on
page 526 of your textbook. Be
prepared to answer the questions that
appear on the following slides. A
discussion prompt and additional
information follow the questions.
Continued on next slide.
This feature is found on page 526 of your textbook.
What You See
Is What You Get?
What connection between personality and
physical attractiveness did Feingold set
out to study?
Feingold wanted to disprove the myth that goodlooking people have superior personality traits.
He set out to study and compare the personality
characteristics of individuals considered
physically attractive with those not considered
physically attractive.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 526 of your textbook.
What You See
Is What You Get?
What connections between physical
attractiveness and personality did
Feingold discover?
Feingold found that physical attractiveness is not
related to intelligence, leadership ability, selfesteem, and mental health. He did, however, find
a correlation between looks and social skills.
Feingold found that those individuals considered
to be physically attractive are generally more
comfortable in social situations.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 526 of your textbook.
What You See
Is What You Get?
Critical Thinking Do you tink physical
beauty influences a person’s
personality? Explain.
Consider how culture may have influenced your
response to this question.
Continued on next slide.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 526 of your textbook.
What You See
Is What You Get?
Discuss the following:
What has influenced your beliefs about
the importance of physical appearance?
Why is attractiveness difficult to define?
Why do you think there is a connection
between looks and social skills?
Continued on next slide.
This feature is found on page 526 of your textbook.
What You See
Is What You Get?
Society tends to expect conformity to the
norms it establishes. Physical
appearance can be seen as just another
example of this expectation. Unlike
conforming to other social norms,
physical conformity is more difficult
because differences are so apparent and
because our genetic makeup is a key
ingredient to our physical appearance.
Continued on next slide.
This feature is found on page 526 of your textbook.
What You See
Is What You Get?
– Studies during adolescence have shown that boys who
mature late and girls who mature early face some
daunting social challenges. 
– Although some of the changes that occur during
adolescence are not related to physical appearance,
many of them are. 
– Consider the boy who does not hit his growth spurt
until he is 16 or 17 years old. 
– He is likely to face ridicule and feelings of inferiority to
his more physically mature classmates. Continued on next slide.
Click the mouse button or press the Space Bar to display the
information. This feature is found on page 526 of your textbook.
What You See
Is What You Get?
– His lack of conformity to the perceived standard cannot
be altered in the short-term; he has to wait for his body
to mature on its own time line. 
– The effects of late maturity in boys has been
demonstrated to affect them socially and emotionally
well into their thirties.
Click the mouse button or press the Space Bar to display the
information. This feature is found on page 526 of your textbook.
Continued on next slide.
Continued on next slide.
Answers:
1. He or she can
introduce you to new
ideas and
experiences. 
2. He or she can spend
time with you and
help you achieve
your goals. 
3. Your answer should
cite a specific
example of a
friendship in which
you provided
stimulation or utility
value.
Click the mouse button or press the Space Bar to
display the answers.
Continued on next slide.
Answers:
1. Each person
applies his/her
own stereotypes
and fits the
person into
a schema. 
2. This tendency to
form opinions
upon our first
impressions is
called the
primacy effect. 
4. No, first impressions
are strong and we tend
to make later
information fit them.
Click the mouse button or press the Space Bar to
display the answers.
3. Factors include
age, dress and
body
language. 
Continued on next slide.
Answers:
1. He identified
them as need,
caring, and
intimacy. 
3. Possible answers
include sharing their
true selves and
discussing their
deepest thoughts and
feelings.
Click the mouse button or press the Space Bar to
display the answers.
2. Possible
answers include:
do nice things
for the person,
give the person
meaningful gifts,
and remember
special
occasions in
your
relationship. 
Nonverbal Communication
From the Classroom of Cathy Draeger
Garden Grove High School, Garden Grove, CA
The whole class should divide into two
even groups to complete this activity.
One of the two groups should get together
and brainstorm a series of questions
which could have multiple meaning.
Example: But I didn’t sign the check,
Mr. X, you did.
Continued on next slide.
Nonverbal Communication
From the Classroom of Cathy Draeger
Garden Grove High School, Garden Grove, CA
The other group should then write down
different emotions on slips of paper. Try to
think of emotions beyond just happy, sad,
or angry. The teacher will collect all of the
slips of paper from both groups. 
This activity requires three volunteers to
go to the front of the room so that the rest
of the class can see.
Continued on next slide.
Click the mouse button or press the Space Bar to
display the information.
Nonverbal Communication
From the Classroom of Cathy Draeger
Garden Grove High School, Garden Grove, CA
The teacher will draw one of the sentences
and each of the volunteers will draw one of
the emotions. 
As a volunteer, read the sentence to the
class, trying to express the emotion you had
drawn. Try to communicate your emotion as
completely as possible. The rest of the class
should attempt to name the emotion. 
Continue this activity with several groups
Continued on next slide.
of three.
Click the mouse button or press the Space Bar to
display the information.
Nonverbal Communication
From the Classroom of Cathy Draeger
Garden Grove High School, Garden Grove, CA
Discuss what you have learned from this
activity. Consider what is more important:
what is being said, or how it is said.
The tendency to attribute other people’s
behavior to personality rather than to
situational forces is so pervasive that it often
overrides common sense. It is not
uncommon, for example, for people to
assume that defense lawyers are as corrupt
as the criminals whom they may be required
to defend.
A study of the cultural differences of characteristics assigned
to beautiful people sought to identify differences in the
stereotypes in individualistic cultures using Americans and
Canadians and collectivist cultures using South Koreans as
participants. Using ratings of photographs of various people,
the researchers determined that the following characteristics
are shared by both individualistic and collectivist cultures:
sociable
likeable
happy
popular
well-adjusted
friendly
mature
sexually warm and
poised
responsive
extroverted
Source: Eagly, A.H., Ashmore, R.D., Makhijani, M.G., & Longo, L.C. (1991). What is beautiful is good, but…:
A meta-analytic review of research on the physical attractiveness stereotype. Psychological Bulletin, 110.
Endogamy
In a 1999 study researchers Carl Bankston and
Jacques Henry used census data to identify and
attempt to explain the high rate of endogamy
among the Cajun population of southwest
Louisiana. The researchers noted that there had
been a tendency among most ethnic minorities in
the United States to marry outside their ethnic
group. The occurrence of endogamy is even more
surprising since Cajuns do not bear physical traits
that distinguish them from the majority.
Continued on next slide.
Endogamy
Researchers concluded that socioeconomic
homogamy may be a more significant factor than
endogamy. They noted that those who did marry
outside the ethnic group tended to raise their
standard of living, were excluded by the group, and
lost their ethnic identity.
Source: Bankston, C.L., & Henry, J. (1999). Endogamy among Louisiana Cajuns: A social class
explanation. Social Forces, 77.
Child Abuse
• Child abuse is a national epidemic–more than 1
million children are reported abused each year. 
• Every day at least three children die as a result
of abuse. 
• Violence in the home has been listed as a major
factor contributing to these reports of child abuse
and neglect. 
• What should society do to stop this epidemic? 
• What action should you take if you suspect that a
child you babysit is being abused?
Click the mouse button or press the Space Bar to display the
information.
• In 1994, the New Jersey Supreme Court awarded
damages for emotional suffering to the girlfriend of
a man who had seen him killed in a horrible
traffic accident. 
• Before this time, such awards had been limited
to spouses. 
• The court’s ruling was based on the couple’s
attachment, caring relationship, and intimacy. 
• Do you agree with the court’s ruling? What legal rights
do you think couples in a committed dating relationship
should have?
Click the mouse button or press the Space Bar to display the
information.
Sigmund Freud
1856-1939
Click the picture to listen to
a biography on Sigmund
Freud. Be prepared to
answer questions that
appear on the next four
slides.
This feature is found on page 535 of your textbook.
Sigmund Freud
1856-1939
How did Freud view
a lover?
He viewed a lover as as
our ideal.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 535 of your textbook.
Sigmund Freud
1856-1939
When did Freud
believe we needed a
lover the most?
He believed that we need a
lover the most when we are
most dissatisfied with
ourselves; the lover makes
up for our weaknesses.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 535 of your textbook.
Sigmund Freud
1856-1939
What processes did Freud
think are at work when we
choose a lover?
Freud believed that when we
take a lover we are
influenced by hidden mental
processes over which we
have no control.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 535 of your textbook.
Sigmund Freud
1856-1939
What fault do critics find
with Freud’s approach to
psychology?
He viewed people as foolish
and weak, whereas the
critics believe people should
be viewed as basically good
but injured.
Click the mouse button or press the Space Bar to display the
answer. This feature is found on page 535 of your textbook.
End of Custom Shows
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shows and return to the main presentation.
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