Social Psychology: PSY232
Spring Semester
2004
Professor: Dr. Marie Walker
Office: SSC 18, Phone: ext. 7412
Email: mwalker@gac.edu
Office Hours: W: 2:30-3:30, F: 11:30-12:30 or by appt.
Class Hours: M, W, F: 1:30-2:20 in SSC28
Course Description: This course is about the scientific study of human social behavior. In this class, you will gain an understanding of how we perceive ourselves and others, how we attempt to influence and are influenced by others, how we relate to others individually and in groups, and how we can apply the field of social psychology to domains outside the classroom. Major theories, findings and controversies in contemporary social psychology will be reviewed with an emphasis on research findings. Additional goals for this class include thinking critically about scientific research, using social psychological theory and research to interpret happenings in the social world and media, and articulating your ideas about social research findings to your peers. We will attempt to answer some of the following questions: Do I see myself and other people accurately?; How does our social world change the way we think?; What factors lead to prejudice and discrimination?; Can we be coerced into doing things we don’t want to do;? How do we choose our friends and lovers?; and finally, What makes us hurt others?
1. Required Text: Myers, D. (2003). Exploring social psychology (3rd ed.). NY: McGraw Hill.
2. Readings available through library’s electronic journal holdings: http://oncampus.gustavus.edu/oncampus/academics/library/Serials/
Evaluation (out of 510 points)
· 3 tests = 3 X 100 points = 300 points
· Class participation: = 20 points
· Quizzes on assigned readings = 7 X 10 points = 70 points
· Film Homework Assignments = 3 X 15 points = 45 points
· Presentation = 75 points
Divide your total out of 510 (your mark/510) and multiply by 100 for your corresponding grade below.
In addition, Gustavus has an Honor Code, which is discussed in the Student Guide and Course Catalogue. The following statement indicates your understanding of the Gustavus Honor Code and its relationship to plagiarism; please include the statement in full and sign below it on every graded assignment: "On my honor, I pledge that I have not given, received, nor tolerated others' use of unauthorized aid in completing this work."
Special Accommodations: If you have specific physical, psychiatric, or learning disabilities and require accommodations, please let me know during the first week of class so that your learning needs may be appropriately met. You will need to provide documentation of your disability to Laurie Bickett, Disability Services Coordinator, in the advising center (204 Johnson Student Union, x6286) All discussions will remain confidential.
Tests: You will be writing 3 tests made up of multiple choice and short essay questions. The tests are not cumulative and the first 2 tests will be written during class time - see scheduled dates below. Make-up tests can only be written if you are sick and under a doctor’s care or if the Student Dean’s Office notifies me that you have had a death in the family. In these cases, notify me immediately on your return so that we can reschedule a time to take the test.
Test 1: Mar. 12 - Text chapters, class lectures, readings, discussion, and films.
Test 2: April 23 - Text chapters, class lectures, readings, discussion, and films
Test 3: May 22 at 3:30-5:30 - Text chapters, class lectures,
readings, discussion, and films
Film Homework
Assignments: We will be watching
films in class that illustrate theories or concepts discussed in your text or
readings. At the beginning of the film, I will hand out a set of questions and
you will be expected to watch the film with those questions in mind. Your grade
will be based on how well you answered the questions using your text as a
resource. There are no make-ups for the assignments (I generally only have
films for a limited time).
Article Readings
and Quizzes: During the course you
will be assigned 8 articles to examine that are on recent and important
developments in social psychology. You will be given a quiz on the article that
will take about 5 minutes. These
questions may show up on subsequent class tests. The quizzes will require a general understanding of the assigned
material – if you know the main points (hypothesis, IV & DV, main
methodology, main results), you will be fine.
There are no make-up quizzes.
Instead, you can complete 7 of the 8 quizzes.
Presentations: When we teach, we have a unique opportunity to become
aware of how much we really know about a topic. We are no longer passive
learners, but rather active disseminators of knowledge. As a group of 4
students, you will be presenting and facilitating discussion of a study in
class. I will assign you to groups based on year in college (I am aiming for an
even distribution of different levels in the groups). Each presentation day
will open with a 5-minute quiz prepared by me. Approximately 15 minutes will be
available for you to summarize the study for the class, 5 minutes will be for
asking the class if they have anything to add or change in your description of
the facts, 20 minutes will be designated for discussion, and I will wrap things
up in the last 5-minutes (time permitting). As in teaching, this presentation
will require quite a bit of preparation. You will have to read the article
carefully, meet as a group and discuss it, and decide what information is most
relevant for presentation. A week ahead of time, meet with me and we
will go over what you are expecting to present. Our meeting will be an
opportunity for you to make sure you understand the facts of the study and
present your facilitation questions or ideas.
Something that you present in class will be used by me on one of the 3
in-class tests.
A. The facts of
the study (15 minutes):
1. What is the purpose of the
study (e.g., Is there a theory being tested?)
2. What is the hypothesis?
3. What method is being used?
What are the independent variables (and their levels) and what is the dependent
variable. Use your time wisely here. If there is more than one study, summarize
what the IV and DV’s are for all the studies.
4. What is the main result of
this study and are there any important periphery results?
B. Understanding
the study and its implications (20 minutes):
Here is your chance to be
creative. You can devise some discussion questions that make students aware of
the implications of these findings or you can have the class engage in an
activity that helps them to better understand the outcome of the study. If you
are going to have the class answer questions, it might work best to have them
break into 4 groups and each member of your presentation team can facilitate a
separate group’s discussion. Ask questions that draw on previous knowledge of
readings and class lecture and help students make connections. Remember to pass
your questions or activities by me a week before you present. Alternatively,
the article may be difficult to understand and you could choose a few students
to act out a part of the study or have the entire class engage in part of the
study. The purpose of this part of your presentations is to make the article
clearer for the class and to help the class to understand its importance in
either the social psychology literature or the ‘real world’ through a medium
other than a lecture.
Schedule of
Topics and Assignments
(NOTE: This is a tentative schedule. Changes will be announced in class as they arise)
I. SOCIAL
PSYCHOLOGY: THE DISCIPLINE
Feb. 9-13: Introduction: What is social psychology and how is it done? (Module 1)
II. SOCIAL
PERCEPTION AND THINKING
Feb. 16-20: The Self: Does who I am influence how I think, behave, and feel? (Modules 3-5)
Feb. 23: Film: Speaking About Ourselves (homework assignment due Feb. 27)
Feb. 27-Mar. 1: Perceiving Others: How do we view others and are we accurate? (Modules 6 & 8)
Mar. 5-8: Attitudes: Do our beliefs and values relate to our actions? (Module 9)
Mar. 10: Article 3: Olson, 1992 – Journal of Personality and
Social Psychology
III. SOCIAL INFLUENCE
Mar. 15: Conformity: Everybody’s doing it. (Module 14)
Mar. 17-22: Persuasion: Are we in control? (Module 15-16)
Mar. 24: Article 4: Howard, 1997 – Journal of Experimental
Social Psychology
Mar. 26: Film: Jim Jones and the People’s Temple (homework assignment due Mar. 31)
Mar. 29-April 2: Group Processes: The power of numbers. (Modules 17-19)
April 3-12: Spring Break
April 14: Article 5: Butler & Baumeister, 1998 – Journal of Personality and Social Psychology
April 16-21: Group Decision Making: Applications for school and work (Module 20)
IV. SOCIAL
RELATIONS
April 26-30: Perceiving Groups: Stereotypes, prejudice and discrimination. (Module 22-23)
May 3: Film: In Whose Honor? (homework assignment due May 7)
May 7-10: Interpersonal relationships: Friends and lovers. (Modules 26-27)
May 12: Article 7: Harris, 2000 – Journal of Personality and Social Psychology
May 14: Aggression: Hurting others. (Module 24)
May 17: Article 8: Anderson & Dill, 2001 – Journal of Personality and Social Psychology
May 19: Media and Aggression: Are we hurting ourselves? (Module 25)
Assigned
Readings (available on-line through the library)
Anderson, C. & Dill, K. (2000). Video games and aggressive thoughts, feelings, and behavior in the laboratory and in life. Journal of Personality and Social Psychology, 78, 772-790.
Butler, J. & Baumeister, R. (1998). The trouble with friendly faces: Skilled performance with a supportive audience. Journal of Personality and Social Psychology, 75, 1213-1230.
Gilbert, D., Pelham, B., & Krull, D. (1988). On cognitive busyness: When perceivers meet persons perceived. Journal of Personality and Social Psychology, 54, 733-740.
Harris, C. (2000). Psychophysiological responses to imagined infidelity: The specific innate modular view of jealousy reconsidered. Journal of Personality and Social Psychology, 78, 1082-1091.
Heatherton, T. & Vohs, K. (2000). Interpersonal evaluations following threat to self: Role of self-esteem. Journal of Personality and Social Psychology, 78, 725-736.
Howard, D. J. (1997). Familiar phrases as peripheral cues. Journal of Experimental Social Psychology, 33, 231-243.
Olson, J. (1992). Self-perception of humor: Evidence for discounting and augmentation effects. Journal of Personality and Social Psychology, 62, 369-377.
Steele, C. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.