PSYCHOLOGY 160
Social Psychology
Fall, 2012
Instructor:
Office:
Phone:
Paul Zarnoth
Brousseau 110
631-4417 (office)
798-1179 (home - for emergencies)
E-mail:
pzarnoth@stmarys-ca.edu
Class Time: 10:20 - 11:20 MWF
Office Hours: Mon 1:00 B 3:00
Wed 1:15 - 2:15
Thur 10:00 B 12:00
(Or simply stop by my office to see if I am available.)
Course Description:
Welcome to Social Psychology. This exciting field studies individual behavior and thought
in social settings. Humans are social animals. We spend much of our lives involved in,
thinking about, and preparing for social interactions. As a result, the field of Social
Psychology is extremely broad and diverse. We will examine human activity that takes
place in such locations as the workplace, courtrooms, classrooms, and the home.
This course has two goals. First, I hope to provide an intensive overview of many of the
most researched areas within Social Psychology. (See the tentative outline at the end of the
syllabus for a list of these topic areas.) Second, we will explore and critically evaluate
specific theory and research found within the field. Although much of the existing research
has been conducted in the United States and Western Europe, we will embrace a
cross-cultural approach by exploring how social behavior differs and how it is consistent
across a variety of societies around the globe.
Readings: Students enrolled in this course are required to complete an extensive reading list.
Book:
Aronson, E. (2011). The social animal. (11th Edition.) New York: Worth.
Articles:
Coan, Schaefer, & Davidson (2006). Lending a hand. Social regulation of the neural
response to threat.
Epley & Huff (1998). Suspicion, affective response, and educational benefit as
a result of deception in psychology research.
Kelley (1950). The warm-cold variable in first impressions of persons.
Bell, Kuriloff, & Lottes (1994). Understanding attributions of blame in stranger rape and
date rape situations: An examination of gender, race, identification, and students=
social perceptions of rape victims.
Keinan (1994). Effects of stress and tolerance of ambiguity on magical thinking.
Swann, Hixon, & De La Ronde (1992). Embracing the bitter truth: Negative
self-concepts and marital commitment.
LaPiere (1934): Attitudes vs. actions.
Fried & Aronson (1995). Hypocricy, misattribution and dissonance reduction.
Kiesler & Baral (1970). The search for a romantic partner: The effects of self-esteem and
physical attractiveness on behavior.
Walster, Walster, Piliavin, & Schmidt (1973). Playing hard to get: Understanding the
elusive phenomenon.
Darley & Batson (1973). From Jerusalem to Jericho: A study of situational and
dispositional variables in helping behavior.
Bushman (2002). Does venting anger feed or extinguish the flame? Catharsis,
rumination, distraction, anger, and aggressive responding.
Klinesmith, Kasser, & McAndrew (2006). Guns, testosterone, and aggression: An
experimental test of a mediational hypothesis.
Fein & Spencer (1997). Prejudice as self-image maintenance: Affirming the self through
derogating others.
Steele & Aronson (1995). Stereotype threat and the intellectual test performance of
African Americans.
Rogers & Prentice-Dunn (1981). Deindividuation and anger mediates interracial
aggression: Unmasking regressive racism.
Latane, Williams, & Harkins (1979). Many hands make light the work: The causes and
consequences of social loafing.
Cialdini, Trost, & Newsom (1995). Preference for consistency: The development of a valid
measure and the discovery of surprising behavioral implications.
Learning Outcomes:
1.
Students will demonstrate an understanding of psychological theories of human
social behavior and social cognition. Particular emphasis will be placed upon the
role of the social situation in directing human thought and behavior. In addition,
an emphasis will be placed on the human needs of belonging, understanding,
control, self-enhancement and consistency.
2.
Students will thoughtfully examine human social activity in specific settings
including the home, the workplace, courtrooms, and the classroom. Students will
explore the degree to which particular theories of social behaviors generalize across
different cultures.
3.
Students will read, discuss and analyze professional research articles from the field
of social psychology.
4.
Students will demonstrate an understanding of how social psychologists collect
evidence about social behavior and social cognition. Students will carry out a
series of class demonstration experiments. In addition, students will interpret the
results presented in professional research articles with an awareness of the
strengths and weaknesses of the research methodology. Students will then design
and propose appropriate follow-up studies that would build upon the existing
theory and research in a logical way.
5.
Students will apply social psychological theories and research to develop
intervention strategies addressing current social problems.
Requirements:
Points toward your final grade will be earned through a variety of sources.
They include the following:
Exams: Four exams will be given. All exams will consist of several different question
formats. Exams will be worth 75, 80, 80, & 80 points.
Mini-Quizzes: There will be a very brief quiz each day that an article is to be read. Each
will be worth 2 or 3 points. Hopefully, this will encourage everyone to come to
class prepared, thereby helping the class to have a better discussion.
Thought Papers: The semester is divided into four main sections. For each of these
sections, you will compose and turn in a short paper related to one of the assigned articles.
Each thought paper should be typewritten, double-spaced, and approximately three pages
in length. Each will be worth 20 points and will be due at the beginning of the class for
which the article is assigned. Students who choose to write about a particular article will
also be expected to take a leadership role in the discussion of that paper.
The purpose of this requirement is to encourage you to think creatively about the articles
prior to our discussions about them in class. Occasionally, I might suggest that you write
about a specific issue from an article. Frequently, however, you will be given more
freedom to address any issue addressed in the article. In every case, you will be expected
to do more than simply summarize the paper. For some papers, you will propose
experiments that would build upon the research described in the article. For other papers,
you will develop applications for addressing real-world problems.
In all cases, the paper will be graded based upon these criteria:
A)
Use clear grammar and writing style (4 points).
B)
Demonstrate thorough understanding of the article (5 points).
C)
Synthesize the content with class notes, the text and / or other articles.
Carefully cite your sources including page numbers (5 points).
D)
Provide an original contribution to the field (6 points).
Participation: Get points for something that you were going to do anyway. Because your
active participation is of direct benefit to you and your classmates, I will award up to 30
participation points throughout the semester. In order to earn these points, you must be
fully prepared to engage in discussion every day. This means that you must have
completed the assigned reading before coming to class. You will also need to contribute
to a positive and supportive class atmosphere in which everyone is encouraged to speak
openly. I am particularly happy to see students respond to comments made by one another.
Reading Assignments and Class Attendance: There will be frequent readings for this
course and it will be up to you to keep up with them. Reading assignments should be
completed prior to attending class. What you gain from class will depend, to a large
extent, on your own familiarity with the assigned readings.
It is my intent that your regular attendance, attention, and participation in class will
contribute to your understanding of the concepts and principles you will be expected to
know for exams.
Grading: There are 470 points possible in this class.
Final grades will be earned according to
the following scale:
A
AB+
B
BC+
C
CD+
D
DF
= 91% of total (428.0 - 470.0 points)
= 88% of total (414.0 - 427.5 points)
= 85% of total (399.5 - 413.5 points)
= 81% of total (381.0 - 399.0 points)
= 78% of total (367.0 - 380.5 points)
= 75% of total (352.5 - 366.5 points)
= 71% of total (334.0 - 352.0 points)
= 68% of total (320.0 - 333.5 points)
= 65% of total (305.5 - 319.5 points)
= 61% of total (287.0 - 305.0 points)
= 58% of total (273.0 - 286.5 points)
= below 58% (below 273.0 points)
Policy for Late Papers / Absence from Exams: Papers are due at the beginning of
the class. Projects handed in after that time will automatically lose points. If you know you have
a conflict with the due date for a paper or for an exam, you may reschedule them only if (1) you
have a legitimate excuse (according to my definition), and (2) you inform me of it at least one
week before the date. Only a documented medical excuse or similar emergency will be accepted
after the one-week deadline has expired. If such an emergency occurs, you will be expected to
speak with me before the exam period unless the nature of the emergency makes contacting me
impossible or extraordinarily difficult.
Academic Integrity: SMC has an academic honor code.
The pledge reads as follows: As
a student member of an academic community based in mutual trust and responsibility, I pledge:
to do my own work at all times, without giving or receiving inappropriate aid: to avoid behaviors
that unfairly impede the academic progress of other members of my community; and to take
reasonable and responsible action in order to uphold my community=s academic integrity.@ This
course operates under the premises of the academic honor code, including the expectation that you
will work to uphold high standards of integrity.
Disabilities: Reasonable and appropriate accommodations, that take into account the context of
the course and its essential elements, for individuals with qualifying disabilities, are extended
through the office of Student Disability Services. Students with disabilities are encouraged to
contact the Student Disability Services Coordinator at (925) 631-4164 to set up a confidential
appointment to discuss accommodation guidelines and available services. Additional information
regarding the services available may be found at the following address on the Saint May=s website:
http://www.stmarys-ca.edu/academics/academic-advising-and-achievement/student-disability-ser
vices.html
Tentative Outline
Dates and topics on this outline are subject to change.
Part 1: Social Psychology and the Naive Psychologist
Date
Topic
Aug 27
Aug 29
Aug 3
Sept 3
Sept 5
Sept 7
Sept 10
Sept 12
Sept 14
Sept 17
Sept 19
Sept 21
An Introduction to Social Psychology
Social Psychology: A Focus on the Social Situation
Five Basic Social Motives
Labor Day
Research Methods
Special Concerns in Social Psychological Research
Forming Impressions in Others
Making Sense of Others= Behavior
Attributions about Others and the Self
Biases in Attribution
Catch Up and Review
Exam 1
Reading Assignment
Ch. 1
Coan et al. Article
Ch. 9
Epley & Hoff Article
Kelley Article
Ch. 4 (pp. 152-171)
Bell et al. Article
Part 2: Social Thought and Attitudes
Sept 24
Sept 26
Sept 28
Oct 1
Oct 3
Oct 5
Oct 8
Oct 10
Oct 12
Oct 15
The Cognitive Miser and the Motivated Tactician
Limits to the Motive to Understand
Schema Theories
The Self and the Motive to Enhance the Self
The Self: An Integration
Attitudes and their Impact on Behavior
Attitude Change through Persuasion
Attitude Change via the Motive for Consistency
Catch Up and Review
Exam 2
Ch. 4 (pp. 113 -139)
Keinan Article
Ch. 4 (pp. 167 - 175)
Swann Article
LaPiere Article
Ch. 3 (pp. 73 - 108)
Fried & Aronson Article: Ch. 5
Part 3: Prosocial and Antisocial Attitudes and Behavior
Oct 17
Oct 19
Oct 22
Interpersonal Attraction
Fall Break
Relationships as an Exchange of Rewards
Oct 24
Oct 26
Oct 29
Oct 31
Nov 2
Nov 5
Nov 7
Nov 9
A Focus on Passion
When and Why do People Help?
Is Helping Non-Altruistic?
Helping and Hurting Others
Aggression: Cognition and Arousal
Aggression: Applied Topics
Catch Up and Review
Exam 3
Ch. 8 (pp. 355-358, 364-387)
Kiesler & Baral Article;
Ch. 8 (pp. 387-35)
Walster et al. Article
Darley & Batson Article
Ch. 6 (pp. 249-275)
Bushman Article; Ch. 6 (pp. 275-295)
Klinesmith et al. Article
Part 4: Interpersonal Interaction and Social Influence
Nov 12
Nov 14
Nov 16
Nov 19
Nov 21
Nov 23
Nov 26
Nov 28
Nov 30
Dec 3
Dec 5
Dec 7
Prejudice: Blatant Biases
Prejudice: Modern, More Subtle Biases
Prejudice: The Impact on Targets
Group Membership: Sacrificing our Individuality
Thanksgiving Break
Thanksgiving Break
Getting Things Done with Others
Making Decisions in Groups
Conformity
Compliance
Obedience
Catch Up and Review
Ch. 7 (pp. 297-336)
Fein & Spencer Article; Ch. 7 (pp. 336-353)
Steele & Aronson Article
Rogers & Prentice-Dunn Article
Latane, Williams and Harkins Article
Ch. 2 (pp. 13-35)
Cialdini et al. Article; Ch. 2 (pp. 35-42)
Ch. 2 (pp. 42-57)