Social Psychology
Fall 2009
Reading List and Class Schedule
Class Announcements
Links
for Social Psychology and More
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Fall 2009
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Class Information |
Instructor Information |
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400:264:01 |
Dr. Helen C. Harton |
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Baker 315 |
Baker 357 |
|
W |
273-2235; harton@uni.edu |
Office Hours: MF 11-11:50; W 2-3; pretty much any time I’m
around
2) Articles in the grad mailbox room.
Make copies of them/print them out!!
Course
Description: In this class we
will explore twelve major areas of social psychology. In addition to the
overview of each area provided by the Fiske text, we will generally focus on
2-3 articles each week in depth. Social psychology has been defined as “an
attempt to understand and explain how the thoughts, feelings, and behaviors of
individuals are influenced by the actual, imagined, or implied presence of
others" (Allport, 1954). This course will deal with the theory, research,
and methodology of social psychology, including both classic and contemporary
approaches. As one of the sciences of human
behavior, social psychology has many implications for areas such as
industrial/organizational, clinical, and school psychology, and I encourage you
to relate the research we discuss in class to your area of interest during
discussions. The course will primarily be discussion-based, although I will
sometimes give introductions to an area or provide you with further information
about research findings.
Course
Requirements:
Class discussion 25% Grades will be distributed as follows:
Midterm exam 20% 93-100 = A; 90-92 = A-; 87-89 = B+;
Final exam 25% 83-86 = B; etc.
Research proposal 20%
Proposal presentation 10%
Class discussion. Active class discussion is essential to the functioning of the class. You are expected to contribute meaningfully (thoughtful, relevant, critical comments) to class discussions. While mere attendance is not enough to get a good grade for this component, it is imperative in that you can’t participate if you’re not here. You should read the readings carefully and critically before class and come to class with specific questions or comments about them to add to the discussion. Think about things like how the research or theory relates to other research you know about, how you could test the theory, criticisms and solutions of the theory or area, etc. I will drop your one lowest discussion grade. Participation (frequency and quality) will be graded each week on roughly the following scale:
0 = absent
2 = attended but didn’t participate at all or very much (below average)
3 = comments or questions relevant, but didn’t involve much insight (average)
4 = comments or questions relevant and insightful (good)
5 = several comments or questions showed a significant contribution (excellent)
If we can’t get a good (and fairly equal) amount of discussion going, I reserve the right to require reaction papers on the readings as well—these would be 1-2 page informal papers about your thoughts and reactions on one or more of the week’s readings. If the majority of the class decides to, we can require these papers, which would be graded on roughly the same scale as discussion above and count 40% of the discussion grade.
Midterm and final exams. There will be two noncumulative exams made up of essay questions. The midterm will cover history, methodology, the self, attribution, social cognition, prejudice, and attitudes. The final will cover social influence, groups, relationships, helping and happiness, aggression, and evil. The test questions will cover information from the readings and class sessions. I will give you a longer list of questions from which the test questions will be drawn at least a week before the exam. Exams will be taken in the computer lab. The class can vote on whether you want to have 4 required essays, 4 required essays plus some identifications, or 5 essays on each test.
Research proposal. This original proposal should be based on one or more social psychological theories (ideally ones discussed in class) and add to the literature in the area. For this paper, you can either 1) choose a theory and propose a study to test a new prediction from the theory. This may take the form of extending or limiting the theory; 2) choose two or more theories and design a study to integrate them, either showing that they would lead to similar predictions or differentiating conditions under which they would lead to conflicting predictions; or 3) apply a theory to a research area to which it has not been previously applied (e.g., your area of interest). The proposals should contain an abstract, a relevant and focused literature review (at least 7-8 pages), a detailed method section, a results section with proposed analyses and expected results, a discussion section examining the implications and limitations of your expected findings, references, and appendices with any questionnaires or measures you designed. The paper should be in APA style. Topics will be due and discussed in class October 21, and the final paper will be due on December 18 (I will accept the papers any time from December 14 to December 18). I will be happy to read and give you comments on rough drafts, but you should turn in any rough drafts to me as soon as possible so I’ll have time to comment on them and get them back to you (before Thanksgiving break). If you have any questions about whether a paper topic is appropriate for any reason, ask me about it. Obviously proposals for projects that you are working on with other faculty or students are not appropriate for this assignment.
Presentation. During one of the last class sessions, you will present your proposal to the class (background, method, expected results, what they would mean, etc.). Your presentation, which should include some audio-visual effects (e.g., overheads or PowerPoint), should last about 15 minutes, followed by a discussion of the proposal by the class of no more than 5 minutes. You can integrate any helpful comments from the class into your proposal before you turn it in.
Makeup and Late Paper Policies: Class discussion grades can not be made up. Makeup tests will only be given in very limited circumstances. Proposals will be accepted up to three days past the due date, but one letter grade will be deducted for each day until they are turned in. Plan ahead and don’t wait until the last minute to finish (or start) the paper, in case something unexpected arises.
Academic Honesty
Policy: Cheating and plagiarism of any kind will not be tolerated and will
result in a 0 on the assignment in question. This includes using a paper from
another class or that you have worked on with another faculty member to fulfill
a requirement in this class. For more
information on UNI’s academic honesty policies, read pages 43-44 in the
University Catalog as well as the information in the Department of Psychology
Graduate Student Handbook. If you have any questions about what is acceptable,
ask.
Reading List and
Class Schedule
The first readings indicated are ones that should be read carefully and critically. You should be ready to discuss them in class, and have points in mind that you want to bring up. The "additional readings" are other recent articles and chapters in the area that you might want to look at if you have a particular interest in the area; it would be a good idea to at least read the abstracts of them before class.
*indicates that article is available in the psych office (others are available online via the library databases)
t indicates that there are published responses to the article
August 26 Introduction: History, Theory, and
Methodology
Fiske, Chapter 1
*Ellsworth, P. C.
(2004). Clapping with both hands: Numbers, people, and simultaneous hypotheses.
In J. T. Jost, M. R. Banaji, & D. A. Prentice (Eds.), Perspectivism in social psychology: The yin and yang of scientific
progress (pp. 261-273).
*Kruglanski, A.
W. (2006). Theories as bridges. In P. A. M. Van Lange (Ed.), Bridging social psychology: Benefits of
transdisciplinary approaches (pp. 21-32).
Rozin, P. (2001). Social psychology and science: Some lessons from Solomon Asch. Personality and Social Psychology Review, 5, 2-14.
Higgins, E. T. (2004). Making a theory useful: Lessons handed down. Personality and Social Psychology Review, 8, 138-145.
Sears, D. O. (1986). College sophomores in the laboratory: Influences of a narrow data base on social psychology’s view of human nature. Journal of Personality and Social Psychology, 51, 515-530.
September
2 The Self
Fiske, Chapter 5
*Greenberg, J., Solomon, S., & Arndt, J. (2008). A basic but uniquely human motivation: Terror management. In J. Y. Shah & W. L. Gardner (Eds.), Handbook of motivation science (pp. 114-134). New York: Guilford.
*Campbell, W. K.,
& Green, J. D. (2007). Narcissism and interpersonal self-regulation. In J.
V. Wood, A. Tesser, & J. G. Holmes (Eds.), The self and social relationships (pp. 73-94). New York: Psychology
Press.
Additional
Readings:
tSwann, W. B., Jr. (2007). Do people’s self-views matter? Self-concept and self-esteem in everyday life. American Psychologist, 62, 84-94.
tPyszczynski, T., Greenberg, J., Solomon, S., Arndt, J., & Schimel, J. (2004). Why do people need self-esteem? A theoretical and empirical review. Psychological Bulletin, 130, 435-468.
Arndt, J., & Vess, M. (2008). Tales from existential oceans: Terror management theory and how the awareness of our mortality affects us all. Social and Personality Psychology Compass, 2, 909-928.
Leary, M. R., & Baumeister, R. F. (2000). The nature and
function of self-esteem: Sociometer theory. In M. P. Zanna (Ed.), Advances in experimental social
psychology, Vol. 32 (pp. 1-62).
Twenge, J. W., & Campbell, W. K. (2009). The narcissism epidemic: Living in the age of entitlement. New York: Free press.
September
9 Attribution, Cultural Differences,
and Emotion
Fiske, Chapter 3
Nisbett, R. E.,
Peng, K., Choi,
*Wilson, T. D.,
& Gilbert, D. T. (2003). Affective forecasting. In M. P. Zanna (Ed.), Advances
in experimental social psychology, Vol. 35 (pp. 345-411).
Additional Readings:
Kitamaya, S., & Park. H. (2007). Cultural shaping of self, emotion, and well-being: How does it work? Social and Personality Psychology Compass, 1, 202-222.
Cohen, A. B. (2009).
Many forms of culture. American
Psychologist, 64, 194-204.
Oyserman, D., & Lee, S. W. S. (2008).
Does culture influence what and how we think? Effects of priming individualism
and collectivism. Psychological Bulletin,
134, 311-342.
Malle, B. F.
(2006). Attributions as behaviour explanations: Towards a new theory. In D.
Chadee & J. Young (Eds.), Current
themes in social psychology (pp. 3-26).
Moore, D. A., &
Healy, P. J. (2008). The trouble with overconfidence. Psychological Review, 115, 502-517.
Uleman, J. S.,
Saribay, S. A., & Gonzalez, C. M. (2009). Spontaneous inferences, implict
impressions, and implicit theories. Annual
Review of Psychology, 59, 329-360.
September
16 Social Cognition
Fiske, Chapter 4
Schmader, T., Johns, M., & Forbes, C. (2008). An integrated process model of stereotype threat effects on performance. Psychological Review, 115, 336-356.
*Bargh, J. A. (2008). Free will is un-natural. In Baer, J., Kaufman, J. C., & Baumesiter, R. F. (Eds.), Are we free? Psychology and free will (pp. 128-154). New York: Oxford University Press.
*Baumeister, R. F. (2008). Free will, consciousness, and cultural animals. In Baer, J., Kaufman, J. C., & Baumesiter, R. F. (Eds.), Are we free? Psychology and free will (pp. 65-85). New York: Oxford University Press.
Additional
Steele, C. M.,
Spencer, S. J., & Aronson, J. (2002). Contending with group image: The
psychology of stereotype and social identity threat. In M. P. Zanna (Ed.), Advances
in experimental social psychology, Vol. 34 (pp. 379-440).
Dijksterhuis, A.,
Aarts, H., & Smith, P. K. (2005). The power of the subliminal: On
subliminal persuasion and other potential applications. In R. R. Hassin, J. S.
Uleman, & J. A. Bargh (Eds.), The new
unconscious (pp. 77-106).
September
23 Prejudice
Fiske, Chapter 11
Crandall, C. S., & Eshleman, A. (2003). A justification-suppression model of the expression and experience of prejudice. Psychological Bulletin, 129, 414-446.
*Dovidio, J. F., Gaertner, S. L., John, M.,
Halabi, S., Saguy, T. Pearson, A. R., et al. (2008). Majority and minority
perspectives in intergroup relations: The role of contact, group
representations, threat, and trust in intergroup conflict and reconciliation.
In A. Nadler, T. E. Malloy, & J. D. Fisher (Eds.), The social psychology of intergroup reconciliation (pp. 227-253).
*Neuberg, S. L., & Cottrell, C. A.
(2006). Evolutionary bases of prejudices. In D. T. Kenrick, M. Schaller, &
J. A. Simpson (Eds.), Evolution and
social psychology (pp. 163-187).
Additional Readings:
Markus, H. R. (2008). Pride, prejudice, and
ambivalence: Toward a unified theory of race and ethnicity. American Psychologist, 63, 651-670.
Paluck, E. L., & Green, D. P. (2009).
Prejudice reduction: What works? A review and assessment of research and
practice. Annual Review of Psychology,
60, 339-367.
September
30 Attitudes
Fiske, Chapter 6
*Albarracin, D.
(2006). Unrealistic expectations: Ironic influences of expectancy
disconfirmation in persuasion. In D. Chadee & J. Young (Eds.), Current themes in social psychology (pp.
27-40).
Monroe, B. M., & Read, S. J. (2008). A general connectionist model of attitude structure and change: the ACS (Attitudes as Constraint Satisfaction) model. Psychological Review, 115, 733-759.
Additional
Readings:
De
Houwer, J., & Teige-Mocigemba, S. (2009). Implicit measures: A normative
analysis and review. Psychological
Bulletin, 135, 347-368.
Cooper, J., & Hogg, M. A. (2007). Feeling
the anguish of others: A theory of vicarious dissonance. In M. P. Zanna
(Ed.), Advances in experimental social psychology, Vol. 39 (pp.
359-403).
Nosek, B. A.,
Greenwald, A. G., & Banaji, M. R. (2007). The Implicit Association Test at
age 7: A methodological and conceptual review. In J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity
of higher mental processes (pp. 265-292).
Hart, W., Albarracin, D., Eagly, A. H., Brechan, I., Lindberg, M. J., & Merrill, L. (2009). Feeling validated versus being correct: A meta-analysis of selective exposure to information. Psychological Bulletin, 135, 555-588.
Jost, J. T., Federico, C. M. & Napier, J. L. (2009). Political ideology: Its structure, functions, and elective affinities. Annual Review of Psychology, 60, 307-337.
tJost, J. T., Glaser, J., Kruglanski, A. W., & Sulloway, F. J. (2003). Political conservatism as motivated social cognition. Psychological Bulletin, 129, 339-375.
October 7 Midterm exam
October
14 Social Influence and Cultural
Emergence
Fiske, Chapter 13
*Norenzayan, A., Schaller,
M. & Heine, S. J. (2006). Evolution and culture. In D. T. Kenrick, M. Schaller, & J. A. Simpson (Eds.), Evolution and social psychology (pp.
343-366).
*Harton, H. C.,
& Bourgeois, M. J. (2004). Cultural elements emerge from dynamic social
impact. In M. Schaller & C. S. Crandall (Eds.), Psychological
foundations of culture (pp. 41-75).
*Goldstein, N.
J., & Cialdini, R. B. (2007). Using social norms as a lever of social
influence. In A. R. Pratkanis, The
science of social influence: Advances and future progress (pp. 167-191).
Additional Readings:
Pratkanis, A. R.
(2001). Propaganda and deliberative persuasion: The implications of
Americanized mass media for established and emerging democracies. In
DiFonzo, N.,
& Bordia, P. (2007). Rumors influence: Toward a dynamic social impact
theory of rumor. In A. R. Pratkanis, The science of social influence: Advances and future progress (pp.
271-295).
Cialdini, R. B. (2001). Influence: Science and practice. Needham Heights, MA: Allyn &
Bacon.
October 21 Groups
Fiske, Chapter 12
*Paulus, P. B.,
& Brown, V. R. (2003). Enhancing ideational creativity in groups: Lessons
from research on brainstorming. In P. B. Paulus & B. A. Nijstad (Eds), Group
creativity: Innovation through collaboration (pp. 110-136).
*Baron, R. S.
(2005). So right it’s wrong: Groupthink and the ubiquitous nature of polarized
group decision making. . In M. P. Zanna (Ed.), Advances in experimental
social psychology, Vol. 37 (pp. 219-253).
Hogg, M. A., Abrams, D., Otten, S., & Hinkle, S. (2004). The social identity perspective: Intergroup relations, self-conception, and small groups. Small Group Research, 35, 246-276.
Discuss paper
topics in class.
Additional Readings:
Nijstad, B. A., & Stroebe, W. (2006). How the group affects the mind: A cognitive model of idea generation in groups. Personality and Social Psychology Review, 10, 186-213.
Packer, D. J. (2008). On being both with us and against us: A normative conflict model of dissent in social groups. Personality and Social Psychology Review, 12, 50-72.
Employee networks add business value
October
28 Relationships
Fiske, Chapter 7 (Chapter 8 is optional but also relevant)
*Murray, S. L.,
& Holmes, J. G. (2008). The commitment-insurance system: Self-esteem and
the regulation of connection in close relationships In M. P. Zanna (Ed.), Advances
in experimental social psychology, Vol. 40 (pp. 1-60).
*Fletcher, G. J.
O., Simpson, J. A., & Boyes, A. D. (2006). Accuracy and bias in romantic
relationships: An evolutionary and social psychological analysis. In D. T. Kenrick, M. Schaller, & J. A.
Simpson (Eds.), Evolution and social
psychology (pp. 163-187).
Additional Readings:
Smith, R. H., & Kim, S. H. (2007).
Comprehending envy. Psychological
Bulletin, 113, 46-64.
Murray, S. L., Holmes, J. G., & Collins, N. L. (2006). Optimizing assurance: The risk regulation system in relationships. Psychological Bulletin, 132, 641-666.
Chen, S., Fitzsimons, G. M., & Andersen, S. M. (2007). Automaticity in close relationships. In J. A. Bargh (Ed.), Social psychology and the unconscious: The automaticity of higher mental processes (pp. 133-172). New York: Psychology Press.
November
4 Helping and Happiness
Fiske, Chapter 9
*Batson, C. D.,
Ahmad, N., & Stocks, E. L. (2004). Benefits and liabilities of empathy-induced
altruism. In A. G. Miller (Ed.), The
social psychology of good and evil (pp. 359-385).
Penner, L. A. (2004). Volunteerism and social problems: Making things better or worse? Journal of Social Issues, 60, 645-666.
Lyubomirsky, S., Sheldon, K. M., & Schkade, D. (2005). Pursuing happiness: The architecture of sustainable change. Review of General Psychology, 9, 111-131.
Additional Readings:
Diener, E., Lucas, R. E., & Scollon, C. N. (2006). Beyond the hedonic treadmill: Revising the adaptation theory of well-being. American Psychologist, 61, 305-314.
Vallerand, R. J.
(2008). On the psychology of passion: In search of what makes people's lives
most worth living. Canadian Psychology, 49, 1-13.
Howell, R. T.,
& Howell, C. J. (2008). The relation of economic status to subjective
well-being in developing countries: A meta-analysis. Psychological Bulletin,
134, 536-560.
de Waal, F. B. M.
(2008). Putting the altruism back into altruism: The evolution of empathy. Annual
Review of Psychology, 59, 279-300.
November
11 Aggression and Rejection
Fiske, Chapter 10
*Vandello, J. A.,
& Cohen, D. (2004). When believing is seeing: Sustaining norms of violence
in cultures of honor. In M. Schaller & C. S. Crandall (Eds.), Psychological
foundations of culture (pp. 281-304).
Richman, L. S., & Leary, M. .R. (2009).
Reactions to discrimination, stigmatization, ostracism, and other forms of
interpersonal rejection: A multimotive model. Psychological Review, 116, 365-383.
Bushman, B. J., & Anderson, C. A. (2001). Media violence and the American public: Scientific facts versus media misinformation. American Psychologist, 56, 477-489.
Student
presentation(s)?
Additional Readings:
Williams, K. D. (2007). Ostracism. Annual Review of Psychology, 58, 425-452.
Wilkowski, B. M.,
& Robinson, M. D. (2008). The cognitive basis of trait anger and reactive
aggression: An integrative analysis. Personality
and Social Psychology Review, 12, 3-21.
November
18 Evil
*Zimbardo, P. G. (2004).
A situationist perspective on the psychology of good and evil. In A. G. Miller
(Ed.), The social psychology of good and evil (pp. 21-50).
*Duntley, J. D.,
& Buss, D. M. (2004). The evolution of evil. In A. G. Miller (Ed.), The social
psychology of good and evil (pp. 102-123).
*Baumeister, R. F., & Butz, D. A. (2005). Roots
of hate, violence, and evil. In R. J. Sternberg (Ed.), The psychology of hate (pp. 87-102).
Moghaddam, F. M. (2005). The staircase to terrorism: A psychological explanation. American Psychologist, 60, 161-169.
Gibson, J. T., & Haritos-Fatouros, M. (1986). The education of a torturer. Psychology Today, 20, 50-58.
*Bandura, A.
(2004). The role of selective moral disengagement in terrorism and
counterterrorism. In F. M. Moghaddam & A. J. Marsella (Eds.), Understanding terrorism: Psychosocial roots,
consequences, and interventions (pp. 121-150).
Student
presentation(s)?
December
2 Final exam
December
9 Student presentations
December 16 (6:30-9:00pm) Student presentations
December
18 12:00 pm Papers due
Bonus
*Jordan, C. H., & Zanna, M. P. (1999). How
to read a journal article in social psychology. In R. F. Baumeister (Ed.), The
self in social psychology (pp. 461-470).
*Bem, D. J.
(2002). Writing the empirical journal article. In J. M. Darley, M. P. Zanna, & H. L. Roediger III (Eds.), (2002). The compleat
academic: A career guide.
*Bem, D. J. (1995). Writing a review article for Psychological Bulletin. Psychological Bulletin, 118, 172-177. Available at http://dottoratopsicologia.unicatt.it/files/Writing%20a%20Review%20Paper.pdf
*Sternberg, R. J. (1993). How to win acceptances by psychology journals: 21 tips for better writing. APA Observer. Available at http://www.csustan.edu/psych/todd/sternbrg.html