Module Handbook
Essentials of Social Psychology
SEMESTER 1
COURSE TUTOR: PAUL MUFF
Contact Information:
Paul Muff
Email: P.Muff@bradford.ac.uk
Telephone 233987
Office: E14
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Table of Contents
1.
General ................................................................................................................................ 1
2.
Overview of Module and Module Descriptor ........................................................................ 2
3.
Assessment Criteria and Marking Guidelines ...................................................................... 3
3.1 Assessment Timetable ................................................................................................ 3
4.
Schedule of Work / Topics ................................................................................................... 4
5.
Communication.................................................................................................................... 4
6.
Support for Your Learning ................................................................................................... 5
6.1 Specific Support Materials for Module ......................................................................... 5
7.
Developing Good Academic Practice .................................................................................. 9
8.
Student Charter ................................................................................................................... 9
9.
Complaints and Appeals ...................................................................................................... 9
10. Module Feedback from Previous Students .......................................................................... 9
1. General
General guidance and information on the university experience for all students can be found in
the Student Handbook, which is available online via
http://www.bradford.ac.uk/study/new-students/.
This module will explore fundamental theoretical ideas in social psychology. It will focus on wellestablished areas such as attribution, social influence, social representation, relationships, pro
and antisocial behaviour and theoretical models of prejudice and obedience. Other areas of
interest such as interpersonal communication and evolutionary psychology will be referred to
throughout. The general aim of the module is to provide a sound, working knowledge and
interest in the preoccupations of mainstream social psychology. It will also provide an excellent
groundwork for more advanced modules on your degree pathway.
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2. Overview of Module and Module Descriptor
The module consists of a series of about twenty lectures. I like to keep an open-ended
approach to the delivery method. This means that although I will present the material on the
lecture list during the two semesters, there is no formal ‘week by week’ timetable for topics.
This allows the students time to give an input to the lectures. If students find they would like
to spend more time on discussion in a particular topic, then they will be able to. Having said
this, the topics will be in the sequence noted below.
To reiterate, please be aware that this module stretches over two semesters and you are thus
going to be attending lectures for approximately twenty weeks in all. All of the material taught in
class builds towards a fuller picture of social psychology, and towards an understanding of how
human beings comprehend the world around them. You will find it very useful to attend ALL of
the lectures, which offer a good deal more than will be available to you on Blackboard.
My notes for lectures are a basic framework, upon which you can build through your own
reading and by taking part in the discussions during lecture time.
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3. Assessment Criteria and Marking Guidelines
Assessment will be through a 3-4,000 word essay to be submitted at the end of semester two.
There is NO EXAM, just the essay, which you will prepare best for by regular attendance and
reading.
3.1
Assessment Timetable
The essay will be due at the end of semester 2.
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4. Schedule of Work / Topics
An outline of the Syllabus:
There are twelve sections to the course. As I said earlier, because of the nature of the teaching
and to leave space for discussion I have been flexible in the amounts of time we will devote to
specific topics. Thus, some sections may take a week... others may stretch over three weeks.
It cannot be stressed too much, that attendance is necessary at all lectures if you are to gain an
overall understanding of the relationship between different aspects of social psychological
theory.
Here are the general topic areas:
The first lecture will be an introduction to the course, followed by the beginning of formal topics
in week two.
1: Mechanisms and Processes of Learning
2: Social Cognition and Social Thinking
3: Attribution Theory
4: Social Representations
5: Attitudes
6: An Introduction to Evolutionary Perspectives
7: Social Independence
8: Affiliation and Relationships
9: Pro-social and anti-social Behaviour
10: Authoritarianism and Prejudice
11: Intergroup Behaviour
5. Communication
This will take place through Blackboard. I am not usually available for individual appointments at
the end of lectures, but there will always be time for you to ask any general questions after the
lecture. You may email me any time and I will strive to give a reply within twenty four hours
wherever possible. Please use email to contact me regarding personal appointments or call in
to my office during my office hours.
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6. Support for Your Learning
General guidance on the support available can be found in the Student Handbook, which is
available online via http://www.bradford.ac.uk/study/new-students/ and at
http://www.bradford.ac.uk/lss/.
6.1
Specific Support Materials for Module
I have provided a reading list for this course but would encourage you to buy at least one core
text on general Social Psychology - the most useful overall text for this module is:
Hogg and Vaughn - Social Psychology 4th or 5th Edition.
At the end of each chapter of this text, is an excellent list of source material and reading
pertaining to each topic on the course.
I would advise you to read as widely as possible around the topics listed below, but also to read
the whole of the book.
Suggested Readings
LEARNING, SOCIAL COGNITION AND SOCIAL THINKING:
Abrams D. and Hogg M.A. (eds), Social Identity and Social Cognition, 1999, Blackwell.
Fiske. S.T. and Taylor S.E. Social Cognition (2nd ed.), 1991, McGraw Hill.
Hamilton, D.L. (ed), Social Cognition: Essential Readings, 2004, Psychology Press.
Tesser A. and Schwarz N. (eds): Blackwell Handbook of Social Psychology: Intra-individual
Processes, 2001, Oxford, Blackwell.
Wyer R.S. and Srull, T.K. (eds.): Handbook of Social Cognition, 1994, Erlbaum.
CAUSAL ATTRIBUTION AND SOCIAL KNOWLEDGE:
Fiske and Taylor (see above)
Fletcher G. & Fincham F.D. (eds): Cognition in Close Relationships, Erlbaum.
Hewstone, M. Causal Attribution: From Cognitive Processes to Collective Beliefs,
1989, Blackwell.
McClure, J.: Explanations Accounts and Illusions, 1991, Cambridge.
Weary, Stanley and Harvey: Attribution, 1989, Springer-Verlag.
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ATTITUDES:
Eagly, A.H. & Chaiken, S. The Psychology of Attitudes, 1993, Harcourt, Brace Jovanovich.
Oskamp, S. Attitudes and Opinions, 1991, Prentice-Hall.
Terry, D.J. and Hogg, M.A. (eds): Attitudes, Behaviour and Social Context, 2000, Erlbaum.
Social Independence and social influence.
For a general introduction to the topic:
Hogg and Vaughn Chapter 7
Further reading:
Baron R.S and Kerr N. Group Process, Group Decision, Group Action. 2003, OUP.
Brown, R.J. Group Processes. 2000, Blackwell.
Mugny, G and Perez, JA. The Social Psychology of Minority Influence. 1991, Cambridge
University Press.
Turner, J.C. Social Influence. 1991, OUP.
Affiliation and Relationships
For a general introduction to the topic:
Hogg and Vaughn: Chapter 13
Further Reading:
Duck, S. Human Relationships, 1992, Sage.
Fehr, B. Friendship Processes, 1996, Sage.
Goodwin, R. Friendship Processes Across Cultures, Routledge.
Wilson, J. Love Between Equals, 1995, Macmillan.
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Authoritarianism and Prejudice
For a general Introduction to the topic:
Hogg and Vaughn: Chapter 10
Further reading:
Brewer M.B. Intergroup Relations, 2003, OUP.
Brown, R.J. Prejudice: Its Social Psychology, 1995, Blackwell.
Brown, R.J. Group Processes, 2000, Blackwell.
Duckitt, J. The Social Psychology of Prejudice, 1992, Praeger.
Hogg, M.A and Abrams, D. Social Identifications, 1988, Routledge.
Jones, J.M. The Psychology of Racism and Prejudice, 1996, McGraw Hill.
Oakes, P.J, Haslam, S.A, and Turner, J.C. Stereotyping and Social Reality, 1994, Blackwell.
Prosocial Behaviour
For a general Introduction to the topic:
Hogg and Vaughn: Chapter 14
Further reading:
Clark, M.S. (ed) Prosocial Behaviour, 1991, Sage.
Eisenberg, N. and Mussen, P.H. The Roots of Prosocial Behaviour in Children, 1989,
Cambridge University Press.
Schroeder, P.A. et al, The Psychology of Helping and Altruism, 1995, McGraw Hill.
Spacapan, S. and Oscamp,S. (eds.) Helping and Being Helped, 1992, Sage.
Aggression and Anti-social behaviour
For a general Introduction to the topic:
Hogg and Vaughn: Chapter 12
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Further reading:
Baron, R.A. and Richardson, D.R. Human Aggression, 1994, Plenum.
Berkowitz, L. Aggression: Its Causes, Consequences and Control, 1993, Temple University
Press.
Bradley, H. (ed) Defining Violence, 1996, Avebury.
Buford, B. Among the Thugs, 1993, Vintage.
Campbell, A. Men, Women and Aggression, 1993, Harper Collins.
Glick, R.A. and Roose, S.P. Rage, Power and Aggression, 1993, Yale University Press.
Goldstein, A.P. The Ecology of Aggression, 1994, Plenum.
Intergroup Behaviour
For a general Introduction to the topic:
Hogg and Vaughn: Chapter 11
Further reading:
Brewer M.B. Intergroup Relations, 2003, OUP.
Brown, R.J. Prejudice: Its Social Psychology, 1995, Blackwell.
Brown, R.J. Group Processes, 2000, Blackwell.
Duckitt, J. The Social Psychology of Prejudice, 1992, Praeger.
Hogg, M.A and Abrams, D. Social Identifications, 1988, Routledge.
Hogg, M.A and Abrams, D. (eds) Intergroup Relations: Essential Readings, 2001, Psychology
Press.
Hogg, M.A. and Tindale, R.S. (eds) Blackwell Handbook of Social Psychology: Group
Processes, 2001, Blackwell.
Jones, J.M. The Psychology of Racism and Prejudice, 1996, McGraw Hill.
Oakes, P.J, Haslam, S.A, and Turner, J.C. Stereotyping and Social Reality, 1994, Blackwell.
Robinson, W.P. (ed) Social Groups and Identities, 1996, Butterworth Heinemann.
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7. Developing Good Academic Practice
"Add module specific text here."
The Library has information about plagiarism, and how to avoid it:
http://www.bradford.ac.uk/library/help/plagiarism/.
8. Student Charter
Our Student Charter is intended to set out the minimum procedural expectations relating to the
student experience for both staff and students. Your active involvement with staff in your
learning, in School-level activities, in institutional processes and with the Students’ Union is
absolutely key to fostering a sense of collegiate community. You engage with us as partners
and as such, both staff and students have expectations and obligations with regards to the
processes in which they engage. You can find our Student Charter at
http://www.bradford.ac.uk/student-charter/.
9. Complaints and Appeals
For information regarding making complaints or appeals please visit
http://www.bradford.ac.uk/legal-and-governance/breaches-appeals-complaints/.
10. Module Feedback from Previous Students
‘This module was by the far the most stimulating and interesting. The way the subject matter is
discussed was great and there was so much room and time for questions and ideas’.
‘The lecturer uses everyday examples to help explain different terms. It helps to understand it
without the complication of jargon’.
‘The lecturer uses everyday examples to help explain different terms. It helps to understand it
without the complication of jargon’.
‘A different way of lecturing worked very well, talked around the point with understandable
examples allowing us to better read up outside of the lecture.’
‘I like the way the lecturer taught us. At the beginning it was a bit hard to understand and to get
Paul's style but as time got by it became clearer. He incentivises the students to engage with
the subject and do further reading’.
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