Fall 2020
Class Information Instructor Information
PSYCH 3606/5606 Helen
C. Harton, Ph.D.
ITTC 29 Bartlett 2080
W 7-9:45pm harton@uni.edu;
www.uni.edu/harton
Office Hours: M 3-4; WF 11-11:50; whenever I’m around
Course Information
Course Learning Outcomes (undergraduate
students): By the end of this course, you should be able to:
1) Explain how social psychology applies
to a variety of types of societal problems
2) Critically discuss ideas from social
psychology
3) Evaluate and apply research to social
issues
4) Apply your knowledge of research to
design a research-based plan to improve society
Course Learning Outcomes (graduate students): By the
end of this course, you should be able to:
1) Illustrate how social psychology
applies to a variety of types of societal problems
2) Critically interpret ideas from social
psychology
3) Analyze research and evaluate its
applicability to social issues
4) Design, evaluate, and possibly
implement a research-based plan to improve society
Instructor Course Description:
In this class, we will explore
topics related to persuasion, propaganda, and polarization.
1. We’ll read and discuss several
popular press books and chapters in books by social psychologists and those in
related fields as well as several journal article, and discuss their ideas, the
science behind them, and their implications. You will write short reaction
papers to the readings each week and participate actively in class discussions.
2. You will be able to explore a
problem of particular interest to you in more depth in an individual project in
which you will examine polarization on a particular controversial issue and
design a detailed, do-able plan to help address this polarization. You’ll also
present your problem and solution to the class. Undergraduate paper
requirements slightly differ from those of graduate students.
3. You will apply your knowledge
in your final, take home exam.
4. Graduate students will lead
one class with a partner. The two of you will work with me to pick three
appropriate scientific articles as well as discussion questions for the class.
This class is not one of those
that you can come to once in a while and get the notes from
someone else; it requires work and responsibility on your part. It is important
that you do all the readings on time, reading them not just cursorily, but critically. The books will be easier to
read than the journal articles most likely, but you still need to be critical
of what they say and think beyond the text. You will also be expected to be
actively involved in class discussions.
Course Catalog Description: In-depth
coverage of an applied topic in social psychology and the design of social
psychology research. Students will be required to complete a project, which may
or may not include the collection of data, in the topical area. Topics may
include, but are not limited to, social cognition, emotion, interpersonal
relationships, aggression, persuasion, altruistic behavior, identity and group
dynamics. Prerequisite(s): PSYCH 1001 (400:001); PSYCH 3002 (400:101); PSYCH
2203 (400:160); junior standing. (Variable)
Course Policies
Makeup and Late Paper Policies: Reaction papers are due at 10am every Wednesday. You
can turn in up to two of them late (by the start of class) without penalty.
Oral presentations, the project, and exams need to be completed at the date and
time assigned except in extreme circumstances (e.g., illness, familial death).
In those cases, you need to contact me before
class. If you’re having issues with getting things in on time, instead of
ignoring it, talk to me so we can figure things out.
Attendance Policy: It’s expected that if you’re able to, you’ll attend class, but if you
need to, that attendance can be virtual (e.g., if you need to self-isolate).
You have one automatic drop for class discussion grades. If you need to miss
more than one class because of illness, etc., just talk to me. I’m reasonable
and we’ll figure something out. Don’t come to class sick.
Academic Ethics Policy
Statement: Students must
observe the Academics Ethics Policy (http://www.uni.edu/policies/301).
Cheating and plagiarism of any kind or
amount will not be tolerated and will result in lowered grades, including a
possible 0 on the assignment in question, regardless of intentions. Ignorance
of the rules is no excuse. If you have
any questions about what is acceptable, ask. Note that it is not acceptable to
use secondary sources in scientific writing—you should cite and read the primary source.
COVID- and Weather-related
Policies: You are
required, per university policy, to wear a face covering in all campus
buildings. You should also self-screen and not come to class if you are
experiencing any symptoms of COVID-19. If you need to miss class for
COVID-related reasons, let me know so that we can zoom you in and/or work
together to make up missed work. There will be assigned seats in class to help
with contact tracing. If class must become virtual at any time during the
semester for any reason, including university directive, cancellation due to
weather, and/or instructor illness, the default response will be to meet via
Zoom during regular class time.
Diversity and
Inclusion Policy: My goal is to present materials and activities that are respectful of
various types of diversity, including but not limited to gender, sexuality,
disability, age, socioeconomic status, ethnicity, race, religion, and culture
and to create a positive learning environment for all. Your suggestions are
encouraged and appreciated. Please let me know if there are ways I can improve
the effectiveness of the course for you personally or for other students or
student groups.
Civility Policy: It is important that we discuss
topics calmly and respectfully. We want to have an open setting where everyone feels
free to contribute, where no one tries to dominate the conversations, and where
we all remain open to other’s ideas. Ad hominem comments are not appropriate.
Credit Hour
Statement: This
course meets the Course Credit Hour Expectation outlined in the Course Catalog.
Students should expect to work a minimum of 2 hours per week outside of class
for every course credit hour. Since this is an upper level/graduate course,
undergraduates should expect to work approximately 3 hours, and graduate
students, 4 hours, per week for every course credit hour (so 9 or 12 hours per
week, respectively).
Required Readings
Readings:
We will read and discuss three
popular press science books this semester as well as several book chapters and
scientific articles.
**Bring the readings to class
with you when we discuss that topic (hard copy or electronic).
Cialdini, R. (2016). Pre-suasion: A
revolutionary way to influence and persuade. Simon & Schuster.
Mercier, H. (2020). Not born
yesterday: The science of who we trust and what we believe. Princeton
University Press. https://doi.org/10.1515/9780691198842
O’Connor, C., & Weatherall, J. O. (2019). The misinformation age: How false beliefs spread. Yale University Press.
https://doi.org/10.2307/j.ctv8jp0hk
Other readings are available
in Blackboard (see below) or will be made available at least a week before
class (for the three graduate-student led classes).
Critical thinking,
fallacies, and open science
Nelson, L. D., Simmons, J. & Simonsohn, U. (2018).
Psychology’s renaissance. Annual Review
of Psychology, 69, 511-534. http://doi.org/10.1146/annurev-psych-122216-011836
Risen, J., & Gilovich, T. (2007). Informal logical
fallacies. In R. J. Sternberg, H. L. Roediger III, & D. F. Halpern (Eds.), Critical thinking in psychology (1st
ed., 110-130). Cambridge. https://doi.org/10.1017/cbo9780511804632.008
https://yourbias.is/
(read the definitions of the fallacies—we’ll discuss examples in class)
Motivated reasoning
Epley, N., & Gilovich, T. (2016). The mechanics of
motivated reasoning. Journal of Economic
Perspectives, 30(3), 113-140. https://doi.org/10.1257/jep.30.3.133
Washburn, A. N., & Skitka, L. J. (2017). Science denial
across the political divide: Liberals and conservatives are similarly motivated
to deny attitude-inconsistent science. Social
Psychological and Personality Science, 9(8),
1-9. https://doi.org/10.1177/1948550617731500
Hornsey, M. J., & Fielding, K. S.
(2017). Attitude roots and Jiu Jitsu persuasion: Understanding and overcoming
the motivated rejection of science. American Psychologist, 72(5), 459-473. https://doi.org/10.1037/a0040437
Tryon, W. W. (2018). Unconscious processing: Comment
on Hornsey and Fielding (2017). American
Psychologist, 73(5), 685–686. https://doi.org/10.1037/amp0000311
Hornsey, M. J., & Fielding, K. S. (2018). Not all
motivated rejection of science is unconscious: Reply to Tryon (2018). American Psychologist, 73(5), 687-688. https://doi.org/10.1037/amp0000335
Social influences
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). Erlbaum. https://doi.org/10.4324/9781410608994
Pratkanis, A. R. (2020). Why would anyone do or
believe such a thing? A social influence analysis. In In R. J. Sternberg, H. L.
Roediger III, & D. F. Halpern (Eds.), Critical
thinking in psychology (2nd ed., 328-353). Cambridge. https://doi.org/10.1017/9781108684354.015
Christakis, N. A., & Fowler, J. H. (2009). Connected: The surprising power of our
social networks and how they shape our lives. Little, Brown, and Company.
Preface and Chapter 1
Wood, M. J. (2018). Propagating and debunking
conspiracy theories on twitter during the 2015-2016 Zika virus outbreak. Cyberpsychology, Behavior, and Social
Networking, 21(8), 485-490. https://doi.org/10.1089/cyber.2017.0669
Polarization in the U.S.
Moghaddam, F. M. (2018). Mutual radicalization: How groups and nations drive each other to
extremes. American Psychological Association. https://doi.org/10.1037/0000089-000
Chapters 10 and 12
Federico, C. M. (in press). When do psychological
differences predict political differences? Engagement and the psychological
biases of political polarization. In J-W van Prooijen (Ed.), Political polarization (Current issues in
social psychology). Routledge. https://doi.org/10.31234/osf.io/awjb3
Grading
Final Grades: Your final grade will be
determined by participation and completion of various assignments (detailed
below).
All
assignments will be graded on a scale of 0-100 and averaged using the weights
below to determine your final grade.
|
93-100 |
A |
|
90-92 |
A- |
|
87-89 |
B+ |
|
83-86 |
B |
|
80-82 |
B- |
And so
on.
Assignment Weights
(percentages):
|
|
Undergraduate credit |
Graduate credit |
|
Class discussion |
20 |
15 |
|
Reaction papers |
20 |
15 |
|
Project |
25 |
25 |
|
Final exam |
15 |
15 |
|
Presentation |
10 |
10 |
|
Class leader |
NA |
10 |
Course Requirements:
Class discussion. Active class discussion is essential to the functioning of the class. You are expected to contribute meaningfully to class discussion. 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.
Discussion will be graded on the following scale:
0 = not there
2 = attended but didn’t participate, participation not very relevant (below average)
3 = comments relevant, but didn’t involve much insight (average)
4 = comments relevant and insightful (good)
5 = more than one comment showed a significant contribution (excellent)
There may also from time to time be other assignments that you should
complete before class (e.g., complete a questionnaire, visit a website) that
will contribute to your discussion grade.
I’ll send you feedback on your participation and drop your lowest discussion grade.
Reaction papers. Each week by Wednesday at 10am, you’ll post in Blackboard a document with your reactions to the week’s readings. These do not have to be written formally or in APA style, but they should be clear, grammatically correct, and appropriately cited. These 1-2 page papers (around 500 words) should not just be a summary of what you read, though they should address each of the readings. Include in your reactions your thoughts on what you read—how does it relate to other issues? To other things you’ve read in this or other classes? To other classes? What questions did you have about what you read? Do the authors make unsubstantiated claims or misrepresent anything?
Reaction papers will be graded on the following scale:
0 = didn’t turn it in
2 = turned in, but not very relevant (below average)
3 = comments relevant, but didn’t involve much insight, or only one to two real thoughts expressed (average)
4 = comments relevant and insightful—at least three good points that go beyond the readings (good)
5 = met qualification for 4, plus more than one comment showed a significant contribution (excellent)
I’ll send you feedback on your reaction papers each week. I will drop your two lowest reaction paper grades (including the first week of class).
Project. In your project, you’ll evaluate polarization on a
controversial issue that Americans seem to be split on. (You could also choose
another group rather than “Americans” potentially, but talk to me about your
idea).
Part 1:
Define the issue (e.g., whether there should be a mask mandate, whether assault
rifles should be banned, whether abortion should be legal). Then use polls and
qualitative data sources to describe what Americans actually think about the issue (at least 3 references; about a
page).
Part 2: Now
review what each side thinks the
other side thinks about the issue. You can use poll and qualitative data here,
but you should also include direct observations—websites, articles, memes, etc.
(at least 6 sources; 2-3 pages)
Part 3:
Evaluate how accurate each side is about what the other believes. Then explain why each side a) believes as they do;
and b) believes the other side believes as they do. Here you should use primary
research sources on this issue in particular as well as in general to
extrapolate your why (at least 6-8 references; 3-4 pages).
Part 4: Finally,
outline a plan, based on research, to try to decrease polarization on this
issue (at least 4 references; 2-3 pages)
Part 5:
(Graduate students only): Describe a study (may be basic or applied) that would
test either a) your rationale for people’s beliefs about the issue; b) your
rationale for people’s beliefs about others’ beliefs on the issue; or c) your
plan to reduce polarization. You’ll need a brief introduction for the study,
including rationale and hypotheses (about a page); a complete method section
(detailed procedures for recruitment and completion of the study; 1-3 pages);
an expected results section (including planned analyses; 1-2 pages); and a
discussion section explaining what your anticipated results would mean and what
their implications are (1-3 pages).
All papers should be in APA
style (7th ed.), including an APA style reference section (note that
I’m picky about APA style and that I will also check your references against your
text and look them up to make sure they are accurately cited). You can find
help for APA style here: https://apastyle.apa.org/
and/or in the APA Manual, which is available at the bookstore and the library.
Page estimates are just that—estimates to give you an idea of how long each
section might be. They are not absolutes, and a good paper may have more or
fewer pages per section.
The default assumption is
that you’ll be writing a paper for your project, but I’m also open to other
ideas such as a video or vocally annotated PowerPoint slides. Talk to me about
your ideas ahead of time to get approval. Regardless of format, you’ll need to
turn in a reference section and properly cite your references. You’ll also need
a short abstract/summary of the project at the beginning and an APA style cover
page (if a paper) or other introductory slide/title.
Presentation. In one of the later class sessions (sign up at https://docs.google.com/spreadsheets/d/1cUqspRfFo7NyakWYcvuPvYr6R9a6FNAkH57UsHnvbO0/edit?usp=sharing),
you’ll do an oral presentation on your project. The presentation should last no
more than 12 minutes and address all the elements of your project. The class
will then have about 5 minutes to ask questions. Grades will be based on
presentation style and quality as well as content and ability to answer
questions.
Final exam. The final exam is a take home exam that you can work
on across the semester. For each question, you should write 2-4 typed, double
spaced pages (plus a reference page—all references should be to primary
sources). You’ll upload each essay separately.
1. Design a plan to persuade
someone of something (e.g., advertising campaign, public health campaign).
First, explain who is trying to persuade whom of what. Then describe 3-5 things
you would do, along with a description of the research (with accurate
citations) on why that would be an effective tactic.
2. Identify a piece of
propaganda (e.g., short video, news article, website). First, describe and
cite/link to the propaganda. Then analyze it as propaganda. Show, using primary
sources, how it is biased. Then explain what techniques it uses to try to
persuade people. Describe research addressing how effective those techniques
are likely to be.
3. One purpose of the class
was to encourage you to think more deeply about scientifically-based ideas.
Based on what you have learned, are you more hopeful about the future or less?
Why? How can you use your position/knowledge in psychology to encourage
societal change in a positive way (give concrete examples)?
Class discussion leader. Graduate students will choose a partner, and the two of you will be responsible for one class. You will choose a relevant topic and choose 3-4 appropriate readings and meet with me at least two weeks before your class to go over the topic and readings and get them approved. Then on the day of class, you’ll lead a discussion of your topic and the readings (which everyone is expected to read and write a reaction paper on). You will be graded on the quality of your readings and topic (scientifically sound, relevant, interesting; 20%), the quality of your discussion questions (40%), and how well you lead the class (40%). You’ll receive the same grade as your partner for the first two elements, but your grade may differ slightly for the third element.
Tentative Class Schedule
|
Date |
Readings |
Individual milestones |
|
Critical
thinking, fallacies, and open science |
Start thinking
about the problem you want to address |
|
|
Pre-suasion Author’s Note + Part 1 |
Submit up to 3
ideas for your project issue. |
|
|
Pre-suasion Part 2 |
Choose and turn
in the issue you wish to address in your project and the format you plan to
use. |
|
|
Pre-suasion Part 3 |
Begin research. |
|
|
Motivated reasoning |
Continue research. Draft final exam essay on persuasion. |
|
|
Not Born Yesterday introduction, Chapters 1-7 |
Submit a
description of what information you’ve collected for your project so far. |
|
|
Not Born Yesterday introduction, Chapters 8-16 |
Continue research. |
|
|
Social influences |
Meet with me to discuss your progress on your project. |
|
|
The Misinformation Effect, Introduction, Chapters 1-2 |
Write and improve project. Graduate students meet with me on being class leaders. |
|
|
The Misinformation Effect, Chapters 3-4 |
Write and improve project. |
|
|
Polarization in the US |
Write and improve project. Prepare presentation. |
|
|
Topic 1 (graduate student class leaders) |
Project presentations. Work on take home final. |
|
|
Topic 2 (graduate student class leaders) |
Project presentations. |
|
|
Topic 3 (graduate student class leaders) |
Project presentations |
|
|
Nov. 20** |
Project due by
noon |
|
|
Nov. 25 |
Final exam due by
8:50pm |
I will be available during the final exam period, 7-8:50pm, for any final questions. |
Resources and University Policy Statements
Counseling Center: UNI’s Counseling Center is
free, confidential, convenient, and effective. It is the mission of the
University of Northern Iowa Counseling Center to promote the personal
development and psychological well-being of all students and to encourage a
college environment that is conducive to growth and learning. To make an
appointment, call 273-2676 (8:00-5:00 M-F). For urgent situations outside of
office hours, call the Counseling Center at 273-2676 and press 2 to speak to a
crisis counselor. Call 911 in case of immediate danger.
The Learning
Center: The
Learning Center @ Rod Library has office hours for assistance with writing,
math, science, and college reading and learning strategies for both graduate
and undergraduate students. For more information, go to
https://tlc.uni.edu/tutoring, email TheLearningCenter@uni.edu, call
319-273-6023, or visit the TLC desk located on the main floor of Rod Library.
If you are unable to come in during normal tutoring hours, online tutoring is
available through Smarthinking. You will need your CATID and passphrase to gain
access. To access the Smarthinking platform go to https://tlc.uni.edu/schedule.
Rod Library: Rod Library is here to help, so
take advantage of their services. Need help finding resources for a research
paper? Need to find some information and can’t figure out where to look?
Contact the Rod Library! You can stop by, chat, email, text or call the library
all hours the library is open. www.library.uni.edu/research/ask-us
Need Other
Assistance?: I
am happy to help you with class content, program issues, writing, etc. If
you’re a victim of a crime, you can call 1-800-770-1650 to talk to an advocate
24/7 or text IOWAHELP to 20121. If you are experiencing food insecurity, you
can access the Panther Pantry in the lower level of Maucker Union (right of the
computer lab) from 12-7pm (til 8 S-Th) for confidential help. I can also help
you locate other resources, but be aware that if you report certain things to
me (e.g., sexual abuse, criminal activity), I may be required to report it to
the university.
Office of Compliance and
Equity Management Statement: The University of Northern Iowa does not discriminate in
employment or education. Visit 13.03 Equal Opportunity & Non-Discrimination
Statement (https://policies.uni.edu/1303)
for additional information.
Student Accessibility Services
Statement: The University
of Northern Iowa (UNI) complies with the Americans with Disabilities Act
Amendments Act of 2008 (ADAAA), Section 504 of the Rehabilitation Act of 1973,
the Fair Housing Act, and other applicable federal and state laws and
regulations that prohibit discrimination on the basis of disability. To request
accommodations please contact Student Accessibility Services (SAS), located at
ITTC 007 for more information, either at (319) 273-2677 or via email to
accessibilityservices@uni.edu. Visit Student Accessibility Services (https://sas.uni.edu/) for additional
information.