PSYC3052C Advanced Social Psychology
Course Outline (2015-2016 Semester II)
Lecture: Wednesday 12:30 – 2:20 (CPD 2.37)
Course Instructor: Henry Ng
Office: CPD616
Email: nghks@hku.hk
Office hour: Tuesday 4:30 -5:30
Tutorials:
Thursday
12:30-1:20 p.m. (CPD 3.24)
2:30- 3.20 p.m.
Teaching Assistant: Wendy Lau
Office: CPD 613
Email: wendylauhku@gmail.com
Office hour: Thursday 3:30 – 4:30 p.m.
Course Goals
This laboratory course aims to:
1. explore selected controversies, emerging perspectives, and cutting-edge research in the realms
of personality and social psychology.
2. critically review the utility of current personality and social psychological constructs in explaining
and predicting behaviors.
3. examine the alternatives provided by competing theoretical and research approaches that seek a
better solution to some problems in psychological research.
4. equip students with advanced research skills that enable students to conduct independent
research and report findings to a broad audience.
Learning Outcomes
At the end of the course, students should be able to:
1. challenge existing modes of thought and resolve controversies through integrating seemingly
opposing approaches.
2. analyze real-life issues and problems using personality and social psychological theories.
3. design a small-scale psychological study, formulate testable hypotheses, and write a scientific
report individually.
4. communicate ideas, research materials, and findings via discussion, presentation, and writing.
5. discuss and critically evaluate others’ research ideas and design.
Class Schedule
Class
No.
1
Date
Topic
20Jan
2
27Jan
3
4
5
3Feb
10Feb
17Feb
24Feb
6
2Mar
7
8
9
10
11
12
--
9Mar
16Mar
23Mar
30Mar
6Apr
13Apr
20Apr
27Apr
13 May
L1: Class logistics + Current issues in social
psychology
L2: On achieving goals (Part 1)
Self-control and ego depletion
L3: Self-esteem as a double-edged sword
Lunar New Year
L4: Social behaviours and the environment
L5: On achieving goals (Part 2)
Motivation and regulatory focus
L6: So close, so far – How construal level
shapes social (and other) perception
Reading Week
University Holiday
L7: The psychology of money
L8: Belongingness and social exclusion
Poster Presentation and Peer Critique
Poster Presentation and Peer Critique
Poster Presentation and Peer Critique
Poster Presentation and Peer Critique
--
Submission
Tutorial
TP1
TP2
T1
TP3
TP4
TP5
T2
Proposal outline
TP6
TP7
T3
T4
Final Proposal
Course Activities and Requirements
Class Participation: Group Discussion (10%) & Tutorials (10%)
This seminar is heavily oriented toward discussion, and so participation on the part of the
students is vital for its success. Students are expected to attend all classes and to come prepared to
discuss the assigned questions on each topic. Readings—including journal articles and book
chapters—will constitute the bases of class discussions. In the discussions, each student will be
assessed by how actively he or she (a) engages in the group discussion, (b) offers own ideas and
relevant comments, and (c) builds on the ideas and comments of other students. The more students
participate and are well prepared for class, the more they will retain what they have learned in this
seminar. So please arrive in class on time, and remain for the duration of the class period. After the
discussion, each group will share with the whole class what they have discussed by presenting their
group answers.
Thought Piece (10%)
From L2 to L8, there are SEVEN different topics that we will go through in class. Students
can choose to write thought pieces on ANY FOUR (2.5% each) of the topics. Still, you are allowed
(and encouraged) to write all 7 of them, with the best 4 contributing to this assessment.
To write the thought piece, students are expected to complete all the assigned readings and
write an essay (1-2 double-spaced pages) on their reactions to the readings. The primary purpose of
these assignments is to prepare students for class discussion, and so late thought pieces will NOT be
marked. Short, precise answers are expected, and long answers that exceed the page limit will not be
read. Please submit all thought pieces VIA MOODLE before 10:00am on the due date (lecture
date) and bring a paper copy to class. No late thought piece will be accepted.
Note: You are still expected to do the weekly readings even if you are not writing the thought
piece.
In-class Presentation (10%)
Students will form small groups (2 ~ 3 students) for the presentation. For each topic (L2 to
L8), two groups will be chosen to present two different research studies related to the topic of the
week. The presenters will briefly discuss the research ideas, methods, and results of the studies for
the audience to comment. This task is aimed to inspire students to diverse research ideas. Each
presentation should be finished within 15 minutes (not including Q and A). The instructor will provide
the articles to be presented for the first presentation.
Research Proposal (40%)
At the end of the semester, each student will hand in a research proposal. The topic of the
paper must receive prior approval from the instructor or TA, and it is not limited to the topics
covered in this course. Feel free to explore other social psychological research when you work on
this project. This paper provides students with an opportunity to delve into a topic covered in this
course in greater depth, think critically about theories/principles and methodology, and gain some
hands-on experience in conducting research. Students may work with other students to collect
articles/books, discuss research or review each other’s papers; however, the final product must be
independently written.
The TA will help with your idea brainstorming during the tutorials. You are also welcome to
consult with the instructor or the TA in other time slots, with prior appointment.
Students should submit a proposal outline (10%) by 5pm, 17 March. The outline should
include, in bullet forms, i) research background (i.e. what has been done in the literature), ii)
research gap and rationale (i.e. what has not been done in the literature, and why is it interesting?), iii)
research question and hypothesis, iv) at least two methods that you are going to use to test this
research question, v) expected results, and vi) discussion (e.g. what’s the implication of this finding;
what are the possible limitations, and how can they can be improved; what further questions can be
studied; does it agree or disagree with previous findings). Please try to be concise and write within
four to five double-spaced pages for the outline. We want to see a clear flow of your logic and ideas.
You will receive feedback from the instructor, TA, and your classmates (poster presentation,
see below). With the feedback, you will modify and elaborate the outline into a full proposal (30%),
which is due by 5pm, 13 May. The proposal is to be 10-12 pages long (excluding title page, abstract,
and references), double-spaced, typed, stapled, and must adhere to the APA Publication Manual.
Papers not adhering to the APA style (6th edition) will lose points. Long answers that exceed the page
limit will not be read.
Late drafts and papers will lose 20% of grade per day for the particular course component. No
drafts or papers will be accepted 1 week after the due date.
Please submit the outline and the proposal in BOTH paper and soft copies. Soft copies
should be submitted VIA MOODLE to the TA. Paper copies should be submitted to the PIGEON
HOLE of TA at the Department Office (No. 42, Room 6.27, Jockey Club Tower). The deadlines apply
to BOTH paper and soft copies.
Evaluation of the draft/paper is based on the following criteria:
.
1) accuracy of application of personality/social psychological principles, formulation of
hypotheses, and description of research methodology
.
2) conceptual adequacy and mastery of the literature
.
3) quality of argument and presentation of topic
.
4) critical evaluation of conceptualization and research design
.
5) quality and clarity of writing
.
6) utilization of feedback on drafts in revision (final paper only)
A copy of the grading criteria will be distributed, and you are advised to read them before preparing
the draft and final paper.
Poster Presentation (10%) and Peer Critique (10%)
In the last four classes, each student will communicate his/her final work in the form of poster
presentation to the class. During poster presentations, each student (the audience) is required to give
constructive feedback based on the content of other students’ work.
Reading List
Personality and Social Psychology has grown so large that it is impossible to cover all topics,
even when focusing only on recent works. The coverage of this seminar is thus somewhat selective.
Because the course is intended as a broad overview of an extensive field, we will cover topics in a
rather cursory fashion. Students who find the materials interesting and applicable to their further
research interests are encouraged to discuss with the instructor.
L1: Current issues in social psychology
Head, M. L., Holman, L., Lanfear, R., Kahn. A. T., & Jennions, M. D. (2015). The extent and
consequences of P-hacking in science. PLoS Biology, 13, e1002106.
Open Science Collaboration (2015). Estimating the reproducibility of psychological science. Science,
349, aac4716.
Psychology is not in Crisis – The New York Times (2015) http://www.nytimes.com/2015/09/01/opinion/psychology-is-not-in-crisis.html?_r=2
Simmons, J. P., Nelson, L. D., & Simonsohn, U. (2011). False-positive psychology: Undiclosed
flexibility in data collection and analysis allows presenting anything as significant.
Psychological Science, 22, 1359-1366.
L2: On achieving goals (Part 1) - Self-control and ego depletion
Baumeister, R. F., Vohs, K. D., & Tice, D. M. (2007). The strength model of self-control. Current
Directions in Psychological Science, 16, 351-355.
Finkel, E. J., & Fitzsimons, G. M. (2011). The effects of social relationships on self-regulation. In K. D.
Vohs, & R. F. Baumeister (Eds.), Handbook of self-regulation: Research, theory, and
applications (2nd ed., pp. 390-406). New York: Guilford.
Articles for presenters:
Fitzsimons, G. M., & Finkel, E. J. (2011). Outsourcing self-regulation. Psychological Science, 22, 369375.
Boucher, H. C., & Kofos, M. N. (2012). The idea of money counteracts ego depletion effects. Journal
of Experimental Social Psychology, 48, 804-810.
L3: Self-esteem as a double-edged sword
Baumeister, R. F., Heatherton, T. F., & Tice, D. M. (1993). When ego threats lead to self-regulation
failure: Negative consequences of high self-esteem. Journal of Personality & Social
Psychology, 64, 141-156.
Baumeister, R. F., Campbell, J. D., Krueger, J. I., & Vohs, K. D. (2003). Does high self-esteem cause
better performance, interpersonal success, happiness, or healthier lifestyles? Psychological
Science in the Public Interest, 4, 1-44.
Note. For the second paper, you may focus your reading on one section (e.g. Problems and
Challenges, School Performance, Job and Task Performance, etc.)
L4: Social behaviours and the environment
Kaplan, S. (1995). The restorative benefits of nature: Toward an integrative framework. Journal of
Environmental Psychology, 15, 169-182.
Weinstein, N., Przybylski, A. K., & Ryan, R. M. (2009). Can nature make us more caring? Effects of
immersion in nature on intrinsic aspirations and generosity. Personality and Social
Psychology Bulletin, 35, 1315-1329.
L5: On achieving goals (Part 2) - Motivation and regulatory focus
Cesario, J., Higgins, E. T., & Scholer, A. A. (2007). Regulatory fit and persuasion: Basic principles
and remaining questions. Social and Personality Psychology Compass, 2, 444-463.
Higgins, E. T., Friedman, R. S., Harlow, R. E., Idson, L. C., Ayduk, O. N., & Taylor, A. (2001).
Achievement orientations from subjective histories of success: Promotion pride versus
prevention pride. European Journal of Social Psychology, 31, 3-23.
L6: So close, so far – How construal level shapes social (and other) perception
Rim, SY., Uleman, J. S., & Trope, Y. (2009). Spontaneous trait inference and construal level theory:
Psychological distance increases nonconscious trait thinking. Journal of Experimental Social
Psychology, 45, 1088-1097.
Trope, Y., & Liberman, N. (2010). Construal-level theory of psychological distance. Psychological
Review, 117, 440-463.
L7: The psychology of money
Lea, S. E. G., & Webley, P. (2006). Money as tool, money as drugs: The biological psychological of
strong incentive. Behavioral and Brain Science, 29, 161-209.
Vohs, K. D., Mead, N. L., & Goode, M. R. (2008). Merely activating the concept of money changes
personal and interpersonal behavior. Current directions in Psychological Science, 17, 208212.
L8: Belongingness and social exclusion
Baumeister, R. F., & Leary, M. R. (1995). The need to belong: Desire for interpersonal attachments as
a fundamental human motivation. Psychological Bulletin, 117, 497-529.
Williams, K. D. (2007). Ostracism. Annual Review of Psychology, 58, 425-452.
Important Notes (Please read them carefully)
Students should send the softcopy of thought piece via Moodle BEFORE coming to class. Paper
copies should be identical to the soft copies of the work. The softcopy will be checked for plagiarism
against a database of articles, books, webpages, and essays submitted by students at HKU and other
universities. No scores will be given for an assignment that contains plagiarized materials. Further
penalties will also be applied. These penalties include a zero mark for the course. Plagiarism will also
be reported to your Faculty for consideration of possible disciplinary action.
Although you are encouraged to share your views and course-relevant resources with your
classmates, NEVER show them any of your own written work (drafts or completed assignments).
Things other people wrote (whether published or unpublished) may be used in your assignments only
with proper acknowledgement and referencing. Neither may you use materials submitted for another
course without proper acknowledgement (This is called self- plagiarism).
All acts of dishonesty in any work constitute academic misconduct. This includes, but is not limited to
cheating, plagiarism, copying other students’ work, and abetting to any of the above. Any academic
misconduct will subject students to a FAILING grade in this course.
Classroom citizenship.
Sometimes we will discuss controversies in certain topics. Please respect other people in this class,
even if they hold different and opposing opinions. Rudeness, lack of consideration, or disruptive
behavior will not be tolerated. Any student who engages in such behaviors may be requested to leave
the classroom. Moreover, to show respect to the presentation groups and other people, please switch
off your mobile phone and do not use a computer (unless you have gained the instructor’s approval)
in class.
Sick leave policy.
For class participation, when original copy of the doctor's certificate is submitted to your tutor within 1
week (longer time will be allowed with approval granted by tutor within that 1 week), participation will
be based on the average of the other classes. Absence without doctor's certificate or other valid
reason preapproved by the lecturer/tutor will receive zero mark for participation of the particular
class/tutorial. The same policy applies to thought pieces except that is permissible only if your doctor
gives you TWO or more consecutive days of sick leave inclusive of the class day.
For submission of drafts / papers, if students get sick on the due-date, he/she should notify (email) the
tutor and send a copy of the current state-of-work before the due time in order to be granted
extension, which is permissible only if your doctor gives you TWO or more consecutive days of sick
leave inclusive of the day on which the work is due. Original copy of the doctor’s certificate should be
submitted together with your work so that late penalty will be waived for the period of the sick leave.
Note that for sick leave of longer than TWO consecutive days, students will also have to apply for
formal medical leave from university in order to be granted further extension.