PSYCHOLOGY 242 Fall, 1996 R. L. TERRY, Ph. D.
SH 303; EXT. 7316
Introduction
The field of psychology, defined generally as the
scientific study of the thinking, feeling, and acting of individuals
(i.e., individuals' behavior and its underlying mechanisms), is
partitioned into a number of subdivisions. Each is characterized
by its unique set of variables employed to explain behavior.
For example, physiological psychology attempts to account for
behavior in terms of neurochemical processes; developmental psychology
emphasizes maturational and experiential influences which operate
through one's life to affect behavior. Social psychology is a
subdivision of psychology (and sociology) that attempts to identify
the social, environmental, and cognitive correlates of our thoughts,
feelings, and actions. As such, social psychology is a scientific
discipline rather than a self-help field; however, applications
to one's life are many.
The discipline of social psychology is the study
of individuals in interaction with other individuals, of individuals
in interaction with groups, and of groups in interaction with
other groups. The term, interaction, is well chosen, since it
denotes mutual or joint influence. We will see that seldom, if
ever, is there a situation involving more than a single element
that is characterized by a simple, one-way type of relationship.
That is, virtually all situations are complex to the extent that
there are multiple directions of influence. Each element in a
situation affects all other elements, or, to put that matter in
different words, all elements are important.
The major implication this has for practical purposes
is that when considering any situation, one must keep in mind
the many types of influence. One can not conclude immediately
that people behave the way they do because of their personalities,
their motivational structures, the way they were raised, or their
pattern of past experiences. It turns out that people sometimes
behave the way they do largely because of the social situation
in which they find themselves. Therefore, when one wishes to
change some aspect of one's life, one had better look also to
aspects of the situation rather than merely to the specific people
who behave in the situation. In sum, situational determinants
of behavior may be stronger than, and may at times override, so-called
"person" or dispositional factors.
Behavior which is characteristically human
is social. Indeed, it is difficult to imagine any form of human
behavior which is not in part socially determined or which does
not influence the behavior of other people. Social psychology
is the systematic application of basic psychological principles
to human behavior. To be sure, many of our psychological principles
have been generated from lower animals in confined, carefully
controlled laboratory settings. The problem of generalizing from
this research to humans is a difficult one. We will have to decide
which principles can be generalized, and how far they can be generalized.
We will learn that people are not simply "bigger and better"
than rats (as some psychologists have implied). And we will learn
that social psychological principles have much to contribute to
research with lower animals. Some important principles from the
animal laboratory have had to be greatly modified or at least
seriously qualified on the basis of social psychological research.
Much of the content we will cover in this course
will not be entirely new to you. You know implicitly what is
meant by interpersonal attraction, prejudice, aggression, group
structure, prosocial behavior, etc. We will examine these and
other phenomena from a systematic point of view. To a large extent,
the course will be a selective review of the representative classic
and contemporary literature in social psychology. This means
that the treatments of the various content areas will be empirical
and theoretical rather than "common sense."
Objectives
The serious student of social psychology should come
away from the course with a greater appreciation of the role of
social situational influences on human behavior and thought.
It may be trite to say that we do not behave in public as we do
in private, but the serious student should learn how vital this
point is. It is hoped that this course will not only provide
the student with broad, systematic conceptualizations for understanding
social behavior, but also insights into how social behavior of
one's own and of other people can be modified. An appreciation
for social psychological abstractions as well as applications
should result.
It is further hoped that the student will develop
an appreciation for the benefits and shortcomings of social psychological
research, as well as the ethical implications of human research.
Sound decisions are predicated upon sound empirical bases, but
there is an ethical price to be paid for laying such a basis.
We will look at a wide range of social behavior--from
liking to disliking, helping to hurting, cooperating to exploiting,
prejudice to esteem, education to propaganda--to discern what
factors are influential. Some forms of social behavior are positive
and some are negative. It is hoped that not only will the successful
student understand the differentiating factors influencing all
social behavior, but s/he will also act upon the value of improving
the conditions for the performance of positive forms of social
behavior.
We will look at intrapsychic or cognitive activity
as well as overt behavioral activity in an attempt to discover
how these two forms of activity influence each other. And we
will discover how social factors are involved in both levels of
functioning.
Because of the number of students enrolled in the
class, a lecture format is mandated. There will be too many students
to permit a discussion group or seminar, and we do not have the
facilities to support a laboratory component. But, hopefully,
you will feel free to contribute to the class presentations, and
there will be opportunities to experience social psychological
research vicariously.
This course has only the single prerequisite of satisfactorily
completing a basic introductory psychology or sociology class.
The course expectations will incorporate this prior background.
We will also assume that you are able to read critically and
to write intelligently and creatively. That is, your cognitive
skills, but not your psychomotor skills, will be taxed in this
course.
Readings
The textbook for this course is:
Aronson, E. (1995). The social animal (7th
Ed.). New York: W. H. Freeman.
This is one of the most popular and highly acclaimed
textbooks in social psychology. It is hoped that you will read
for the information it provides and also for sheer enjoyment.
It is written in an unusually personal style--almost informal.
The advantages of such a writing style are obvious. A disadvantage
is that the book does not give a complete picture of the scientific,
research basis of contemporary social psychology. To help you
appreciate the nature of social psychological research, a book
of readings is assigned:
Aronson, E. (1995). Readings about The Social
Animal (7th Ed.).
New York: W. H. Freeman.
You will note that Aronson edited this book, also.
He explicitly selected examples of classic and contemporary social
psychological studies which illustrate the nature of basic and
applied research. Although some of the readings are quite technical,
you will not be penalized if you briefly skip over the esoteric
sections, just as long as you get the main ideas from the readings.
As for the main text, try to read the assigned selections from
the reader with an open mind.
These books are available at the College Bookstore.
Specific assignments follow. Be sure to complete the relevant
materials before the day on which they are to be discussed. Additional
assignments may be made where appropriate, so do not fall behind
in your readings. It may not be too difficult to keep up in this
course, but it will be hard to catch up. Class lectures will
at most parallel the text; it is your responsibility to assimilate
the text material.
As a point of caution, although much of the material
may seem intuitively obvious to you, do not be led into a false
sense of comprehension. The concepts are difficult, and the terminology
is troublesome. This is not an easy course (although it is intended
to be an enjoyable course). Full understanding can come only
from diligent study.
Examinations
There will be four (4) examinations in this course.
The first three are scheduled during class on September 20, October
11, and November 8. These exams will be part objective (50 multiple
choice items) and part essay (one short essay item). They will
cover the material from the text, the reader, and class, and they
will be mutually exclusive. The fourth examination will be scheduled
during Exam Week. Half of this test (75 multiple choice items)
will be devoted to material covered since the third exam, and
the other half (75 multiple choice items) will cover the material
since the beginning of the term. The fourth exam, in other words,
will be an objective, comprehensive, cumulative final exam. The
items will be designed to measure your acquisition of facts (know-ledge),
your ability to manipulate theoretical and empirical constructs
(comprehension), and your ability to apply social psychological
materials to new situations (application).
Term Project
To give you an opportunity to go beyond the restrictions
of the course and to apply some of the material covered, a term
project is assigned. Briefly, an individualized activity is visualized
in which you are to make an observation of some social phenomenon
at Hanover (or anywhere else for that matter) and to discuss it
from a social psychological point of view. The observation may
be of some unique, one-time event (a personal experience; a specific
campus happening) or some enduring, on-going phenomenon (regularly
occurring feature of campus life).
Discuss the possible social psychological reasons
(antecedents) for the event. What led up to it? Why did or does
it happen? What forces brought the event about? Also discuss
the possible implications (consequents) of the event. What effect
does it have on you or the system? Any phenomenon can be selected
as long as you can discuss it social psychologically, giving evidence
that you have been a serious student in class. You should demonstrate
such scholarship that the paper could never have been written
by anyone who had not taken the course. The event/ phenomenon
selected is less important than your analysis of it. Use the
event as a source of illustrations of important social psychological
materials covered in the course. The evaluation will key on the
amount and pertinence of the social psychological material incorporated
in the paper. This will be an occasion for you to demonstrate
your knowledge of the theories, concepts, and research findings
of social psychology.
The final product should be at least 2000 words,
typed double space, and handed in no later than the beginning
of the November 25th class. A full letter grade will be deducted
for each fractional day of tardiness (a day begins at the beginning
of class).
Class Attendance
In accord with College policies, consistent class
attendance is expected, but emergency absences must be anticipated.
Thus, you will be permitted up to three (3) class absences without
penalty. Each additional absence will lower your final grade
by 1/3 letter. Absences on examination days and days immediately
preceding and following a recess will be counted double. There
will be no distinction between an "excused" absence
and an "unexcused" absence; to paraphrase Gertrude Stein,
a cut is a cut is a cut (but check with me regarding crises or
externally imposed conflicts).
The College's policy on academic honesty will be
strictly enforced.
Evaluations
Performance evaluations will be computed from the four examinations, the term project, and class participation. The first three exams will each contribute 15% of the final grade. The final exam and the term project will each contribute 25% of the final grade. And class participation will count 5% of the final grade. Remember that excessive class absences can have a significant negative impact on your final grade. The following distribution of scores and letter equivalents will be employed:
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Final Range Grade
90% or more A-; A
80% to 89% B-; B; B+
70% to 79% C-; C; C+
60% to 69% D-; D; D+
59% or less F
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Schedule of Assignments
Sep 2-6 Introduction
Sep 9-13 Theories of Social Behavior Text: Chapter 1
Reader: Selection 1
Sep 16-18 Social Psychological Research Text: Chapter
9
September 20 FIRST EXAMINATION
Sep 23-Oct 1 Social Influence Text: Chapter 2
Reader: Selections 2-6
Oct 3-9 Attitude Formation & Change Text: Chapter 3
Reader: Selections 7-10
October 11 SECOND EXAMINATION
October 14, 15 MIDTERM RECESS (no classes)
Oct 16-22 Social Cognition Text: Chapter 4
Reader: Selections 11-14
Oct 23-29 Self-Justification Text: Chapter 5
Reader: Selections 15-19
Oct 30-Nov 6 Hurting & Helping Text: Chapter 6
Reader: Selections 20-24
November 8 THIRD EXAMINATION
Nov 11-20 Prejudice & Discrimination Text: Chapter 7
Reader: Selections 25-30
November 25 TERM PROJECT DUE
November 27-29 THANKSGIVING RECESS (no classes)
Nov 22-Dec 6 Interpersonal Attraction Text: Chapter 8
Reader: Selections 31-35
Exam Week FOURTH EXAMINATION