Advanced Social Psychology

9:30 - 10:45 a.m., Tuesday and Thursday

Fall, 2000

Instructor: Dr. Sam McFarland

TPH 255; 745-4408,

Office Hours: 8:00-9:00 a.m. and 1:30 - 3:00 p.m., M - F

I. Overview of the Course.

Welcome to advanced social psychology! As the course title implies, this course will offer a somewhat deeper analysis of topics in social psychology than does an undergraduate course. While the course assumes that you have had an undergraduate social psychology course, it won't matter if you haven't if you are really smart and are willing to work very hard.

For two reasons, the course will survey a number of major topics in social psychology rather than concentrate on selected topics in specific training areas. First, the psychology faculty believes that the course should be a general social psychology course rather than be tailored to the training needs of students in specific programs. Second, students from all programs (general, applied experimental, industrial-organizational, clinical, and school) take this course, so serving the specific training needs of each group is impractical. However, many of the readings for this fall have been selected because they appear particularly relevant for industrial-organizational psychologists.

II. Text and Readings:

The required text is Tesser, A. (Ed.). (1995). Advanced Social Psychology. New York: McGraw Hill. The text contains eleven substantive chapters, each on a specific topic and written by a highly respected specialist.

Three or four recent articles will be assigned to augment each chapter. Learning to read and understand research articles is a very important part of graduate education in psychology. A reading list for the first two chapters is included with the syllabus. Reading lists for later chapters will be distributed as the semester progresses. One copy of each article will be placed on reserve in the Educational Resources Center.

We will devote approximately three days to each chapter and related readings. A tentative class schedule is given in section VII of this syllabus.

III. Exams (400 points):

Four exams are scheduled. Each exam will consist of definitions, short answer questions, and longer discussion questions. Students will be expected to answer six of eight definitions (30 points), three of five short answer questions (36 points), and one of three discussion questions (34 points). Each exam will have a value of 100 points.

IV. Article Presentation and Class Participation (100 points):

While students are responsible for reading all outside articles, we will take turns summarizing the articles in class. Each student is expected to present article summaries. Article summaries should include (a) a brief statement of the general background to this article, (b) the hypotheses being tested, (c) a succinct summary of the research methods, (d) the main results, and (e) limitations and implications of the research.

Each oral presentation should be limited to 20 minutes (fifteen minutes for summary, five for discussion). A successful presentation provides anyone unfamiliar with an article a good understanding of its main points. Overheads, powerpoint presentations, and/or handouts are recommended. Overheads should use 18-point print or larger. Handouts should be limited to one page, printed front and back (single spaced, if necessary). Presentations will be graded for clarity and will contribute 70% toward the presentation and participation grade. An example of an article summary handout is attached. I will give feedback to each presenter.

Class participation is also important and will contribute 30% to the presentation and participation grade. Participation will be graded as follows:

A -- You have read the assigned chapters and readings and have thoughtful questions or comments that show thorough knowledge and substantial insight.

B -- You have read the assigned materials and have a good working knowledge, but perhaps not as thorough an understanding as that of "A" discussants. You ask good questions and make useful comments, but these may lack the insight or thoughtfulness of those made by "A" discussants.

C -- You show significant gaps in your knowledge or understanding of the assigned materials. Your questions and comments are limited in scope, peripheral in nature, or reflect "free association."

D -- You have read little of the materials, don't understand them at all, miss many discussions, or fail to participate in the discussions.

F -- Total bail-out on your part. You miss classes and, whenever you attend, you imitate a rock.

V. Term Project (200 points):

Each student will select a specific topic related to the course and write a 10 - 12 page literature review modeled after Psychological Bulletin articles. Each paper should follow the guidelines described in the attached "Characteristics of an 'A' Research Paper." A topic should be selected and a preliminary list of references prepared by October 3. The final paper is due November 30.

VI. Course Grades:

With 700 possible points for the course, grades will be determined on a point-accumulation basis. Grades will be assigned as follows:

A = 630 - 700 points (90%)

B = 560 - 629 points (80%)

C = 490 - 559 points (70%)

D = 420 - 489 points (60%)

F = Fewer than 420 points.

VII. Course Schedule:

Week of: Topic: Assignment:

August 22 Introduction to course

Methodology Text, Chapter 2

August 29 Methodology Readings 1 - 3

Self and Identity Text, Chapter 3

September 5 Self and Identity Readings 4 - 6

Attribution and Text, Chapter 4

Interpersonal Perception

September 12 Attribution, cont. Readings 7- 9

Exam #1 (Sept. 14)

September 19 Social Cognition Text, Chapter 5

September 26 Social Cognition, cont. Readings 10 - 12

Attitude Change Text, Chapter 6

Readings 13 - 15

October 3 Attitude Change, cont. Project topic due (Oct 3)

October 10 Exam #2 (October 10)

Social Influence Text, Chapter 7

October 17 Social Influence, cont. Reading 16 - 18.

Attractions and Relationships Text, Chapter 8

October 24 Attraction and Relationships, cont. Reading 19 - 21

October 31 Prosocial Motivation Text, Chapter 9

Readings 22 - 23

November 7 Exam #3 (November 9)

Human Aggression Text, Chapter 10

November 14 Human Aggression, cont. Readings 25 - 27

Group Processes Text, Chapter 11

November 22 Group Processes Readings 28 - 30

November 28 Group Processes, cont.

Prejudice and Out-Group Text, Chapter 12

Relations Project due (Dec. 4)

December 5 Prejudice and group relations Readings 31 - 33.

December 11 Final Exam, Monday, December 11, 10:30 A.M.

VII. Reading List

On Methodology (Chapter 2):

1. Schmidt, F. L. (1992). What do the data really mean? Research findings, meta-analysis, and cumulative knowledge in psychology. American Psychologist, 47, 1173-1181.

2. Georgesen, J. C. & Harris, M. J. (1998). Why's my boss always holding me down? A meta-analysis of power effects on performance evaluations. Personality and Social Psychology Review, 2, 184-195.

3. De Dreu, C. K. W., Weingart, L. R. & Kwon, S. (2000). Influence of social motives on integrative negotiation: A meta-analytic review and test of two theories. Journal of Personality and Social Psychology, 78, 889-905.

On Self and Identity (Chapter 3):

4. Heatherton, T. F. & Vohs, K. D. (2000). Interpersonal evaluations following threats to self: Role of self-esteem. Journal of Personality and Social Psychology, 78, 725-736.

5. Boney-McCoy, S., Gibbons, F. X., & Gerrard, M. (1999). Self-esteem, compensatory self-enhancement, and the consideration of health risk. Personality and Social Psychology Bulletin, 25, 954-965.

6. Eisenberger, R., Rhoades, L., & Cameron, J. (1999). Does pay for performance increase or decrease perceived self-determination and intrinsic motivation? Journal of Personality and Social Psychology, 77, 1026-1040.

On Attribution and Interpersonal Perception (Chapter 4):

7. Vonk, R. (1998). The slime effect: suspicion and dislike of likeable behavior toward superiors. Journal of Personality and Social Psychology, 74, 849-864.

8. Pelletier, L. G. & Vallerand, R. J. (1996). Supervisors' beliefs and subordinates' intrinsic motivation: A behavioral confirmation analysis. Journal of Personality and Social Psychology, 71, 331-340.

9. Vonk, R. (1999). Effects of outcome dependency on correspondence bias. Personality and Social Psychology Bulletin, 25, 382-389.

10. Menon, T., Morris, M. W., Chiu, C., & Hong, Y. (1999). Culture and the construal of agency: Attributions to individual versus group dispositions. Journal of Personality and Social Psychology, 76, 701-717.

xx. Dodgson, P. G. & Wood, J. V. (1998). Self-esteem and cognitive accessibility of strengths and weakenesses after failure. Journal of Personality and Social Psychology, 75, 178-197.

4. Alicke, M. D., SoSchiavo, F. M., Zerbst, J., & Zhang, S. (1997). The person who outperforms me is a genius: Maintaining perceived competence in upward social comparison. Journal of Personality and Social Psychology, 73, 781-789. (lecture)

5. Asendorpf, J. B. & Osetendorf, F. (1998). Is self-enhancement healthy: Conceptual, psychometric, and empirical analysis. Journal of Personality and Social Psychology, 74, 955-966. (lecture)

On Social Cognition (Chapter 5):

11. Trope, Y. & Thompson, E. P. (1997). Looking for truth in all the wrong places? Asymmetric search of individuating information about stereotyped group members. Journal of Personality and Social Psychology, 73, 229-241.

12. Dardenne, B. & Leyens, J. (1995). Confirmation bias as a social skill. Personality and Social Psychology Bulletin, 21, 1229-1239.

13. Klauer, K. C., & Meiser, T. (2000). A source monitoring analysis of illusory correlations. Personality and Social Psychology Bulletin, 26, 1074-1093.

On Attitude Change (Chapter 6):

14. Edwards, K. & Smith, E. E. (1996). A disconfirmation bias in the evaluation of arguments. Journal of Personality and Social Psychology, 71, 5-24.

15. Petty, R. E., Fleming, M. A., & White, P. H. (1999). Stigmatized sources and persuasion: Prejudice as a determinant of argument scrutiny. Journal of Personality and Social Psychology, 76, 19-34.

16. Fabrigar, L. R. & Petty, R. E. (1999). The role of affective and cognitive bases of attitudes in susceptibility to affectively and cognitively based persuasion. Personality and Social Psychology Bulletin, 25, 363-381.

17. Cohen, G. L., Aronson, J., & Steele, C. M. (2000). When beliefs yield to evidence: Reducing biased evaluation by affirming the self. Personality and Social Psychology Bulletin, 26, 1151-1164.

On Social Influence (Chapter 7):

18. Totterdell, P., Kellett, S., Teuchmann, K., & Briner, R. B. (1998). Evidence of mood linkage in work groups. Journal of Personality and Social Psychology, 74, 1504-1515.

19. Kashy, D. A. & DePaulo, B. M. (1996). Who lies? Journal of Personality and Social Psychology, 70, 1037-1051.

20. Gordon, R. A. (1996). Impact of ingratiation on judgments and evaluations: A meta-analytic investigation. Journal of Personality and Social Psychology, 71, 54-70.

21. Iyengar, S. S. & Lepper, M. R. (1999). Rethinking the value of choice: A cultural perspective on intrinsic motivation. Journal of Personality and Social Psychology, 76, 349-366.

22 Baron, R. S. (2000). Arousal, capacity, and intense indocrtination. Personality and Social Psychology Review, 6, 238-254.

Readings on other chapters will be added as the semester progresses.