Note: Changes to the syllabus will be announced in class, and the updated syllabus will be posted on the web site.
The textbook for this class is: M.A. Hogg
& J. Cooper (Eds.), 2007. The Sage Handbook of Social Psychology: Concise Edition.
London: Sage Publications. ISBN: 978-1-4129-4535-6. In addition, a number
of journal articles and book chapters are required reading; a copy of each is
in the file cabinet next to the photocopy machine in 375 Science I, in the
drawer labeled “580-Advanced Social Psychology.”
Thursdays
will consist of regular class meetings. There will be 3 different types of
class activities.
1. Summary.
This consists of a brief summary of the assigned reading material, about 10
minutes per chapter or article. I will randomly choose students to present the
summaries at the beginning of each class. The best way to do this is to prepare
outlines of the main points for each reading, and bring them to class with you.
2. Discussion.
We will discuss questions about the material brought in by all class members.
Each student is to prepare 2 discussion-type questions for each
chapter/article. These questions may be about something you didn't understand
in the reading, something you disagree with, possible connections to other
phenomena, or something that might lead to interesting speculations. These
questions are to be emailed to me prior to the class meeting, with the subject
line consisting of the course number, meeting date (month and day) and your
last name. For example, if the questions are for the readings to be covered on
September 15 and your last name is Bagadonuts, the
subject line would be “580Sep15Bagadonuts.” You may use your questions to help
with the discussion, or you may choose not to use them. You may share them with
other class members.
3. Update.
Beginning with Week 3, two students will review 2 recent (2007-in press)
empirical articles (1 per student) related to the topics covered in the reading
assignment. The review should include the following parts: (a) Summary of how
these studies relate to the assigned reading (e.g., support, contradict,
extend...); (b) Detailed description of 1 study (10 minutes, oral) to
illustrate how such research is conducted; (c) Outline of the article, each of
which is to include full reference, design (IVs, DVs,
MVs), brief methods, results & implications.
Parts a & c are to be printed and distributed to all class members
(electronic distribution is acceptable if done at least 24 hours prior to the
class meeting). Parts a & b are to be presented orally (PowerPoint is
optional. If you want to use PowerPoint, bring you laptop or a USB disk-key
with a .ppt file.).
Evaluation will be based on five parts. There
will be 2 exams composed of short answer and medium length essay questions;
each will be worth 15% of your grade. A term paper will be worth 25%. Your
summaries will be worth a total 10%. Your updates will be worth a total of 15%.
The remaining 20% will be based on your discussion questions and general
participation in class activities. (Note that I will not take off points for
asking specific questions about the readings; if you don't understand something
be sure to ask about it in class and in your written questions. In other words,
you need not make every class discussion a major theoretical crisis.)
The research paper is due at noon on Friday
of Week 15. You should select a topic and clear it with me by Week 10. To clear
your topic, you must present me with a 1 page (double spaced) proposal along
with at least 15 references that you have read and believe will be relevant to
your final paper. The final research paper itself should be a research proposal
in social psychology (broadly defined). It should include an abstract, a review
of the relevant literature, a clear statement of the problem to be addressed,
and a concrete proposal designed to test or demonstrate the idea proposed. It
may include results from a few pilot participants or hypothetical results.
Ideally, the proposed research will actually be carried out at some point in
your graduate career. You should feel free to have your classmates or others
read and comment on early drafts. I will be happy to comment on an early draft
if it is submitted to me by Week 12.
I dislike giving page limits, but I know that
some idea of what is expected will be useful. I do not think an adequate paper
can be produced in less than 15 pages (including references); I do not want to
read an overly lengthy one (i.e., more than 25 pages). Exceptionally concise
writing and thinking, or exceptionally interesting writing and ideas may, of
course, warrant shorter or longer papers. The paper should be in APA style.
Joint papers with 2 student authors are
acceptable. Such joint papers may be somewhat longer. Each student should
strive to contribute equally to the final product. Joint papers should include
a 1 page summary of what each author contributed to the final product.
Disability accommodations:
If you have a disability and require accommodations, please contact the instructor or the Course Information Office early in the semester so that your learning needs may be appropriately met. You will need to contact the Disability Resources (DR) office, located on the main floor of the Student Services Building, Room 1076, 515-294-6624 to obtain a Student Academic Accommodation Request (SAAR) that describes the needed accommodations. Students are responsible to make arrangements with the Course Information Office (W004 Lago) before each exam for individual accommodations.
|
Meetings |
|
Reading Assignments |
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Week
1: Aug.
25 |
Chap.
1 Article
1 Article
2 |
A
Century of Social Psychology… G. R. Goethals Buss,
D. M. & Kenrick, D. (1998). Evolutionary social
psychology. In D. L. Gilbert, S. T. Fiske, & G. Lindzey
(Eds.), Handbook
of social psychology (4th Ed., Vol. 2, pp. 982-1026).
Boston: McGraw-Hill. Taylor,
S.E. (1998). The social being in social psychology. In D.
L. Gilbert, S. T. Fiske, & G. Lindzey
(Eds.), Handbook
of social psychology (4th Ed., Vol. 1, pp. 58-95).
Boston: McGraw-Hill. |
|
Week
2: Sept.
1 |
Chap.
3 Chap. 4 Article 3 |
Social
Inference and Social Memory… S.J. Sherman, M.T. Crawford, D.L. Hamilton,
& L. Garcia-Marques. Stereotyping
and Impression Formation… K.A. Quinn, C.N. Macrae,
& G.V. Bodenhausen. Cross, S.E.,
& Madson, L. (1997). Models of the self:
Self-construals and gender. Psychological Bulletin, 122, 5-37. |
|
Week
3: Sept.
8 |
Chap.
5 Article
4 Article
5 |
Portraits
of the Self. C. Sedikides & A.P. Gregg Leary,
M. R. (2007). Motivational and emotional aspects of the self. Annual Review
of Psychology, 58, 317-344. Blanton,
B., & Stapel, D. (2008). Unconscious and
spontaneous and...Complex: The three selves model of social comparison
assimilation and contrast. Journal of Personality and Social Psychology, 94, 1018-1032. |
|
Week
4: Sept.
15 |
Chap.
6 Article
6 Article
7 |
Attitudes:
Foundations, Functions, and Consequences. R.H. Fazio & M.A. Olson. Zajonc, R. B. (1980). Feeling and thinking:
Preferences need no inferences. American Psychologist, 35, 151-175. Brinol, P., Petty, R. E., McCaslin,
J. (2009). Changing attitudes on implicit versus explicit measures: What’s
the difference? In R. E. Petty, R. H. Fazio, & P. Brinol
(Eds.), Attitudes:
Insights from the new implicit measures, pp. 285-326. New York:
Psychology Press. |
|
Week
5: Sept.
22 |
Chap.
7 Chap.
8 Article 8 |
Affect and
Emotion. J.P. Forgas & C.A. Smith Attribution
and Person Perception. Y. Trope & R. Gaunt. Steele,
Spencer & Lynch. (1993). Self-image resilience and dissonance: The role
of affirmational resources. Journal of Personality and Social
Psychology, 64, 885-896. |
|
Week
6: Sept.
29 |
Chap.
9 Article
9 Article
10 |
Attitude
Change. P.S. Visser & J. Cooper. Blankenship,
K.L., & Wegener, D.T. (2008). Opening the mind to close it: Considering a
message in light of important values increases message processing and later
resistance to change. Journal of Personality and Social Psychology, 94, 196-213. Slusher, M.P., & Anderson, C.A. (1996). Using causal
persuasive arguments to change beliefs and teach new information: The
mediating role of explanation availability and evaluation bias in the
acceptance of knowledge. Journal
of Educational Psychology, 88, 110-122. |
|
Week
7: Oct.
6 |
Chap.
10 |
Interpersonal
Attraction and Intimate Relationships. J. Fitness, G. Fletcher, & N.
Overall. Exam 1 (Oct.
8) |
|
Week
8: Oct.
13 |
Chap.
11 Chap.
12 |
Altruism
and Helping Behavior. C.D. Batson et al. Human
Aggression: A Social-Cognitive View. C.A. Anderson & L.R. Huesmann |
|
Week
9: Oct.
20 |
Article
11 Article
12 Chap.
13 |
Gentile, D.A., & Gentile, J.R. (2008). Violent video games
as exemplary teachers: A conceptual analysis. Journal of Youth and Adolescence, 37,
127-141. Social
Performance. K.D. Williams, S.G. Harkins, & S.J. Karau. |
|
Week
10: Oct.
27 |
Chap.
14 Chap.
15 |
Social-Influence
Processes… R. Martin & M. Hewstone. Intergroup
Behavior and Social Identity. M.A. Hogg & D. Abrams Research
paper topic to be cleared by the end of this week. |
|
Week
11: Nov.
3 |
Article
13 Chap.
16 |
Cutrona,
C. E., Russell, D. W., Murry, V., Hessling, R. M.,
& Brown, P. A. (2000). Direct and moderating effects of community context
on the psychological well-being of African American women. Journal of
Personality and Social Psychology, 79, 1088-1101. The
Social Psychology of Cultural Diversity… S.C. Wright & D.M. Taylor. |
|
Week
12: Nov.
10 |
Article
14 Article
15 |
Cross,
S.E., & Markus, H.R. (1999). The cultural constitution of personality. In
L. Pervin & O. John (Eds.), Handbook of
Personality Theory and Research (2nd ed.). New York: Guilford. Anderson, C.A. (1999). Attributional style, depression, and
loneliness: A cross-cultural comparison of American and Chinese students. Personality and
Social Psychology Bulletin, 25, 482-499. |
|
Week
13: Nov.
17 |
Article
16 Article
17 Article
18 |
Markon, K. E., Krueger, R. F., & Watson, D. (2005).
Delineating the structure of normal and abnormal personality: An integrative
hierarchical approach. Journal of Personality and Social Psychology, 88, 139- 157. Krizan, Z., & Windschitl, P.D. (In
Press). Wishful thinking about the future: How desires bias optimism. Social and
Personality Psychology Compass. Madon,
S., Willard, J., Guyll, M., Trudeau, L., & Spoth, R. (2006). Self-Fulfilling Prophecy Effects of
Mothers’ Beliefs on Children’s Alcohol Use: Accumulation, Dissipation, and
Stability Over Time. Journal of Personality and Social Psychology, 90, 911-926. |
|
Week
14: Dec.
1 |
Article
19 Article
20 |
Ruble, D.N., & Goodnow, J.J.
(1998). Social development in childhood and adulthood. In D. Gilbert, S.
Fiske, & G. Lindzey (Eds.), Handbook of Social
Psychology (4th Ed, Vol. 1, pp. 741-787). New York: McGraw-Hill. Strack, F., & Deutsch, R. (2004). Reflective
and impulsive determinants of social behavior. Personality and Social Psychology Review,
8 (3) 220-247. |
|
Week
15: Dec.
8 |
Article
21 Article
22 |
Tetlock, P.E. (1998). Social psychology and
world politics. In D. Gilbert, S. Fiske, & G. Lindzey (Eds.), Handbook of Social Psychology (4th Ed,
Vol. 2, pp. 868-912). New York: McGraw-Hill. Wells, G. L. & Hasel, L. E.
(2007). Facial composite production by eyewitnesses. Current Directions in Psychological
Science, 16, 6-16. Research paper due at noon on Friday. |
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Finals
week |
|
Exam
2 |