PSY 235: Social Psychology
Dr. John A. Teske
1999 Spring Term
Esbenshade 265C, X1332
M F 10:00-11:15, E266
Office Hours: 12:30-1:30 MF
and by appointment
Course Description
Purpose:
This course will provide you with a broad survey of issues, theories, and methods in social psychology. You will learn that human beings are essentially social beings. In an important sense, our very existence as persons is as much constituted by our relationships with others as it is by our biological organism. Social psychology is centrally concerned with understanding the deeper character of these experiences with others, in relationships, in groups, and in larger organizations. The central purpose of the course is to show how the knowledge generated from theory and research in social psychology can help us move beyond the limitations and biases in our understandings of human persons: ourselves, our social nexus, and our moral world.
Objectives:
1. To understand the psychological basis of people's interactions with one another by gaining a familiarity with basic processes of social psychology, and an understanding of the concepts, perspectives, and theories that bear on them.
2. To understand the significance and importance of critically evaluating not only social psychological explanations, but the "common sense" we too often take for granted.
3. To gain some facility in exploring and analyzing everyday situations and real world events, using but also recognizing the limitations of social psychology in its historical and cultural context.
4. To gain sensitivity to the social forces working upon us and through us, and thereby freedom from the confines of the current social environment, from susceptibility to manipulation, and from pressure to compromise our pursuit of moral ideals.
Instructor Goals:
Social psychology is probably the speciality that cuts closest to the bone of common experience, our thoughts about ourselves and others, our passions and fears, our sense of right and wrong, our cooperations and conflicts, and our accomplishments and failures. This is therefore a course in which a great deal of personal involvement, of bringing your insights from daily life and experience, is crucial. One of my goals is to help you build your social sensitivity, your interpersonal skills, and your self-understanding. More importantly, there is a deeper goal: an ability to see beneath appearance and preconception to the more fundamental principles by which we socially construct our world. This will be what is difficult, as it will require lowering our defenses, questioning what we take for granted, and recognizing the fundamental fragility of our own realities. To do this requires that we respect each other, listen to each other, and help each other grow.
Social Psychology is also my primary empirical field, and I want to share my sense of intellectual adventure with you. This means developing some hard discipline in the area of inquiry and analysis. It means taking some risks in relating social psychology to the real world of thinking about, influencing, and relating to one another. It also means recognizing the limitations of the field and of ourselves. It can be difficult and frightening, but if we work hard, if we're careful, it can be exciting and even fun.
Reading
Required: Aronson, E., Wilson, T.D., & Akert, R.M. (1998). Social Psychology (3rd Ed.).
New York: Addison Wesley Longman.
Required: Sampson, E.E. (1991). Social Worlds/Personal Lives. San Diego: Harcourt, Brace, Jovanovich.
Encouraged: Demitrakis, K. (1999). Study Guide to Accompany Social Psychology (3rd Ed.)
New York: Addison Wesley Longman.
Recommended: Regular perusal of Psychology Today (easiest), American Psychologist (next hardest), and the research journals of the field, e.g. Journal of Personality and Social Psychology, Journal of Experimental Social Psychology, Psychological Bulletin, and Psychological Review (very technical). See reference.
Reference: High Library, 150's and Ref. 150's, Esbenshade 264, 263 lounge, instructor loans. See especially Psychological Abstracts. Some journal copies are in the departmental lounge/library. Documentation standard is that of the American Psychological Association. References cited in text of paper by using author's surname and year of publication in parentheses, e.g. Sampson (1991). At the end of a paper, full references listed in alphabetical order by author, using form described in Publication manual of the APA, or in How to write psychology papers, both available in the department.
Course Policies
Grading:
Exams will be mixed objective and short essay, the latter requiring some integration or application of knowledge. Quizzes will not be announced, but should not be difficult for those who have done the assigned reading. There will be a participation grade based on the quality of contribution to class (preparation, appropriate questions or comments in class, completion of outside exercises, and supplementary work). Make-up exams must be approved in advance. No make-up quizzes will be given. Semester grades will be broken down as follows:
Examination 1. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
Examination 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
Final Examination. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40%
Participation and Quizzes. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20%
Supplementary work is available for those unhappy with their daily preparation and participation; it is also encouraged for majors in any of the social or behavioral sciences, or anyone interested in working on writing skills. This work can be of two kinds: 1) A short (5 page) applications paper, involving the application of social psychological principles to the analysis and explanation of a documented incident personally observed from everyday life. 2) A full research paper (10 pages or more) in which you integrate and discuss the research bearing on an issue or problem of your interest. See instructor for approval and suggestions. Supplementary work cannot lower your grade, but it won't necessarily raise it. An applications paper can count up to 10% of your grade, a research paper up to 25%, though neither can be used to replace examination grades.
Academic Integrity:
In support of the increase of academic integrity on campus, students in this class are encouraged to abide by the following pledge. "Knowing that every commitment I make to integrity strengthens my self-respect and respect for others, I hereby pledge to abide by the Elizabethtown College Code of Integrity. I will be guided by principles of truth, self-respect, and respect for others. I will cooperate to make campus conditions favorable to fair, honest behaviors by adhering to procedures such as the following. During tests I will sit somewhere that will discourage the giving or receiving of unauthorized aid, and I will keep my work out of sight. In each class I will be sure I understand what is considered fair help and what is not, and I will not give or receive unfair help on any assignments, including papers, homework, or take-home tests. On written assignments I will avoid plagiarism. I will uphold the spirit of fair, truthful, and honest behavior to the utmost of my ability."
Class:
Since participation is graded, class attendance is required but will not be recorded separately. Classes will clarify and build on assigned reading, so at least a first reading of material should be done prior to the class on the material. Appropriate questions, comments, and discussion are encouraged. Students will also occasionally be asked to bring in outside examples or field exercises.
Instructor Availability:
While I cannot give a great deal of personal attention to each student, I am available during office hours or by appointment. I love to talk about psychology, so if something interests you, drop in and we'll pursue it, even over lunch, or coffee. If you don't understand something or are lost, please see me; if I can't help you, maybe the learning center or a peer tutor can. Or just stop to chat. This also gives us a chance to get to know each other better, always to your advantage. Normally my office door is open, but if it is closed, interrupt me only at your own peril! The chart on my door maps my availability. If you need my exclusive attention, making an appointment is the best strategy but I am sometimes free before or after classes. Make use of this; much of what you learn may take place outside of class. NOTE: While child-care responsibilities sometimes require my presence at home in Annville, feel free to call me there (867-0346). It is sometimes difficult to get to the phone, but if you leave a message on the machine, I'll return your call or try email: teskeja@etown.edu.
Tentative Outline
Meeting Topic Reading
Part I. Social Influence: Explanations and Alternatives
F Jan 15 1. Social Phenomena Preface
Browse Aronson, Wilson, & Akert (AWA)
M Jan 18 1. Construal, Esteem, and Accuracy AWA 1: 2-29
F Jan 22 2. Observation, Prediction, and Experiment AWA 2: 30-48
M Jan 25 2. Causality, Validity, and Ethics AWA 2: 48-63
F Jan 29 2. Construction and Ideology Sampson 1 & 2
Part II. Inside a Person: Others, Ourselves, and Social Cognition
M Feb 1 3. Schemata and Prophesy AWA 3: 64-80
F Feb 5 3. Heuristics and Automaticity AWA 3: 80-103
M Feb 8 4. Nonverbal Behavior; Implicit Personality AWA 4: 104-120
F Feb 12 4. Attributions and Biases AWA 4: 121-146
M Feb 15 5. Social Construction and Self-Perception AWA 5: 147-176; Sampson 3
F Feb 19 5. Self-Knowledge and Self-Negotiation AWA 5: 176-187; Sampson 12, 13
M Feb 22 6. Self-Justification vs. Self-Maintenance AWA 6: 188-233
F Feb 26 7. Attitudes and Behavior AWA 7: 234-243; 262-266
M Mar 1 7. Persuasive Communication AWA 7: 243-262; 266-276
F Mar 5 MIDTERM EXAMINATION
SPRING BREAK
Part III. Between People: Relationships, Responsibility, and Aggression
M Mar 15 10. Attraction and Relationship AWA 10: 370-389
F Mar 19 10. Love: Evolution and Development AWA 10: 390-409
M Mar 22 10. Closeness and Differentiation AWA 10: 409-415, Gottman
F Mar 26 11. Theories of Helping AWA 11: 416-437
M Mar 29 11. Bystanders and Responsibility AWA 11: 437-452
Th April 1 12. Biology, Culture, and Aggression AWA 12: 454-465
F April 9 12. Aggression, Media, and Reduction AWA 12: 472-493
Part IV. Inside Groups: Influence, Prejudice, and Boundaries
M April 12 13. Prejudice and Discrimination AWA 13: 495-545
F April 16 8. Conformity and Innovation AWA 8: 278-311
M April 19 8. Compliance and Obedience AWA 8: 311-325
F April 23 9. Group Faciliation, Deindividuation, & Leadership AWA 9: 326-346
M April 26 SPA 1. Stress and Social Support AWA: 547-570
F April 30 SPA 2. Spaces, Places, and Privacy AWA: 579-581
Tuesday, May 4 FINAL EXAMINATION, 2:30-5:30 PM
Tentative Outline
Meeting Topic Reading
Part 1. Introduction: Perspectives and Methods
F Jan 16 1. Social Phenomena Preface, Browse
M Jan 19 1. Explaining Social Behavior Lippa-Ch. 1, pp. 1-11
W Jan 21 1. Social Psychological Theories Lippa-Ch. 1, pp. 11-22
F Jan 23 2. Research Design Lippa-Ch. 2, pp. 23-39
M Jan 26 2. Generalizability, Bias, and Ethics Lippa-Ch. 2, pp. 39-64
W Jan 28 2. Construction and Ideology Sampson-Ch. 1 & 2
Part II. Persons: Self, Others, and Social Cognition
F Jan 30 3. Inside and Between Persons Lippa-Ch. 3, pp. 65-81, Sampson-Ch. 3
M Feb 2 3. The Social Construction of Selves Lippa-Ch. 3, pp. 82-95
W Feb 4 3. Self. Awareness, Evaluation, and Multiplicity Lippa-Ch. 3, pp. 95-102
F Feb 6 3. The Negotiation of Self Lippa-Ch. 3, pp. 102-114, Sampson-Ch. 12 & 13
M Feb 9 4. Impressions and Nonverbal Behavior Lippa-Ch. 4, pp. 115-130
W Feb 11 4. Judgment: Person, Emotion, and Deception Lippa-Ch. 4, pp. 130-156
F Feb 13 Further Discussion on Understanding Persons
M Feb 16 EXAMINATION 1
W Feb 18 5. Attributions and Biases Lippa-Ch. 5, pp. 157-178
F Feb 20 5. Schemata and Heuristics Lippa-Ch. 5, pp. 178-209
Part III. Interiors: Attributions, Attitudes, and Prejudices
M Feb 23 6. Attitudes and Behavior Lippa-Ch. 6, pp, 210-238
W Feb 25 6. Persuasive Communication Lippa-Ch. 6, pp. 238-252
F Feb 27 6. Dissonance and Self-Perception Lippa-Ch. 6, pp. 252-269, Fazio, et al (Reserved)
M Mar 2 7. Prejudice and Stereotype Lippa-Ch. 7, pp. 270-293
W Mar 4 7. Social Groups and Social Control Lippa-Ch. 7, pp. 293-320, Sampson-Ch. 11
Part IV. Relationships: Gender, Liking, and Loving
F Mar 6 8. Gender and History Lippa-Ch. 8, pp. 321-338
SPRING BREAK
M Mar 16 8. Sex Differences and Gender Roles Lippa-Ch. 8, pp. 339-372
W Mar 18 9. Loneliness, Affiliation, and Attraction Lippa-Ch. 9, pp. 373-393
F Mar 20 9. Love: Evolution, History, and Development Lippa-Ch. 9, pp. 394-412
M Mar 23 9. Dynamics of Close Relationships Ch. 9, pp. 412-427, Gottman (Reserved)
W Mar 25 9. Families, Systems, and Differentiation Reserved Reading
F Mar 27 Further Discussion on Emotions, Relationships, and Families
M Mar 30 EXAMINATION 2
Part V. Exteriors: Aggression and Helpfulness
W Apr 1 11. Theories of Helping Lippa-Ch. 11, pp. 482-499
F Apr 3 11. Bystanders and Responsibility Lippa-Ch. 11, pp. 499-534
M Apr 6 10. Varieties of Aggression Lippa-Ch. 10, pp. 428-435
W Apr 8 10. Culture, Biology, and Aggression Lippa-Ch. 10, pp. 435-452
Th Apr 9 10. Aggression and the Media Lippa-Ch. 10, pp. 45 2-48 1, Gerbner, et al (Res.)
Part VI. Groups: Influence, Facilitation, Interaction
W Apr 15 12. Conformity and Innovation Lippa-Ch. 12, pp. 535-560
F Apr 17 12. Compliance and Obedience Lippa-Ch. 12, pp. 560-586
M Apr 20 13. Groups and Facilitation Lippa-Ch. 13, pp. 587-613
W Apr 22 13. Leadership, Deindividuation and Dilemma Lippa-Ch. 13, pp. 613-641
Part VII. Boundaries: Environmental, Biological, Legal
F Apr 24 15. Space and Crowding Lippa-Ch. 15, pp. 685-698
M Apr 27 15. Places, Territoriality, and Privacy Lippa-Ch. 15, pp. 698-730
W Apr 29 14. Stress, Social Support, and Illness Lippa-Ch. 14 ff
F May 1 16. Eyewitnesses, Juries, and Law Lippa-Ch. 16 ff
Sa May 9 FINAL EXAMINATION (7:30-10:30 AM)