SYLLABUS
CRN 30185 SOC 330 CD/D Instructor: Mike Low
Social Psychology Office: Library 108
3 Semester Credits Phone: 791-5372
Spring Semester 2008 Office Hrs: T/TR 8-10 & Arr.
Emily Hall Telecom Classroom
Time and place: Thursdays at 10
Email mlow@ugf.edu (Professor Low strongly prefers e-mail to phone messages. Please include your name and the course number on the subject line).
Important Evaluation Dates: Process 1 1/24/07
Adventure 1 2/14/07
Test 1 2/28/07
All Others 4/24/07
Test 2 3/27/07
REQUIRED TEXT: Social Animal, 9th Ed. Aronson
2003, In-class handouts.
Beck Checklist
Leedy Checklist
PROFESSOR’S NOTE on Course and Process: I invite you to read this syllabus. One tenet shared by Sociology and Psychology is the idea that we can best understand social action when we understand the person, in place, in time. This syllabus sets the place, time and process of this unit of study.
As explained under the assignment section of this syllabus, you will keep a running record (portfolio) of your progress and efforts in this class. Please include all in-class assessments in your portfolio and bring your portfolio to each class session. Using a “check it out as we go” (oral quizzes and minute writes during on-line time) process means that there will be less lecture than you have grown accustomed too. While this may be uncomfortable for some. research clearly shows that such periodic progress checks are positively correlated with student learning and better long-term outcomes. Because we may move quickly through material some of the time, and much more slowly at other times, the schedule of weekly events needs to be seen as very tentative, more like your professor’s time-line goals, rather than deathlines of what will absolutely be true in any given week. You are invited to use the available in-class-online time to get your questions answered, rather than as a time where lecture material must be presented. The taped material is packed full of lecture material. This material often does not closely follow the text, so taped material mastery is mandatory. A hearty welcomes and thanks you, to all participants for your honest and best efforts in this course.
UNIVERSITY MISSION, CATHOLIC UNIVERSITY IDENTITY STATEMENT AND THE PROVIDENCE LEADERSHIP COVENANT: The mission of the University of Great Falls proclaims that the institution is dedicated to enhancing character, competence, and commitment. In addition, the UGF mission statement holds that as an institution, it is to prepare students for living, and making a living. As a Catholic University, we attend with zeal to the issues of human dignity, social and economic justice and peace while demonstrating compassion, charity and simplicity. The broad Catholic University Identity Statement, Providence Leadership Covenant, and institutional Mission Statement (see pages vi-viii 2003-2005 catalog for more complete details) is solidified, made explicit, and extended in the guiding undergraduate questions, the competency objectives of Sociology, and evidenced by the specific course behavioral objectives for SOC 330.
The primary goals of the Sociology Program, supported by the competency objectives of Sociology, are to prepare entry-level professionals, and future scholars capable of, and comfortable with, self and social examination, personal and professional growth through the adoption of new concepts and processes, appropriate information gathering, creative integration, and flexible solution seeking, while maintaining an awareness of, and commitment to, service to others, as well as to self. Sociology’s competency objectives, provide the rational of this unit of study, SOC 330, Social Psychology This unit of study introduces you to the language, logic, process and adventure of social-scientific inquiry, as that inquiry is integrated into the disciplines of Sociology and Psychology and the emerging new discipline of Social Psychology. The general emphasis in this course will be on the research based materials produced within the field of Social Psychology over the past three decades and special emphasis will be placed on the practical application of the material to work and everyday life situations. The implications of Social Psychological findings for social policy creation and change will be consistently explored, as will the ethical implications of the research conducted. Our goal will be to become better research and policy consumers and evaluators. As a required course for the Sociology and Psychology majors this course typically follows Sociology 101, and Psychology 200, which are both prerequisites for SOC 330, and is typically taken in the Junior or Senior year.
The competency objectives of Sociology, at the program level, form the basis and rational of all Sociology units of study. The 14 specific course behavioral objectives, stated below, are derived from the competency objectives serve as guides to the intent of the Sociology program. Participation in, and completion of, SOC 330 will broaden and deepen the students’ ability to:
1) develop, formulate and construct theoretically, socially and ethically relevant questions
2) investigate through research answers to theoretically, socially and ethically relevant questions
3) formulate/plan solutions
4) propose solutions
5) initiate solutions
6) evaluate formulated, proposed and initiated solutions
7) flexibly adjust to new situations and new data by applying competency objectives 1-6 above.
1. Participants will recall, identify and define the specific language of Social Psychology. ( Evidenced by test 1 and 2 Quick-Quizzes and Minute Writes)
2. Students will research and use empirically based knowledge to examine, explain and predict human behavior. ( Evidenced by test 1 and 2, portfolio items, tool box)
3. Students will recall and explain specific experimental and quasi-experimental outcomes and apply them to everyday situations. (Evidenced by test 1 and 2, assignment 1, portfolio items)
4. Students will recognize and identify specific theoretical explanations associated with social psychology ( Evidenced by test 1 and 2)
5. Students will record notes and responses and generate questions based on materials presented. ( Evidenced by in-class participation, self-evaluation form, instructor evaluation form, test 2 and portfolio items)
6. Students will recall, identify and explain specific research strategies. (Evidenced by Test 1 and 2, participation-discussion).
7. Students will generate/derive hypothesis, create questions, analyze findings and propose data based conclusions/solutions. ( Evidenced by assignment 1, participation, tool box)
8. Students will write a concept level research summary (Evidenced by assignment 1, class participation, self-evaluation, instructor evaluation of portfolio).
9. Students will recall and define specific research and statistical concepts. ( Evidenced by test 1 and 2)
10. Students will compare and contrast, in a discussion mode, the several types of research procedures commonly used in Social Psychological research. (Evidenced by, in-class participation, self-evaluation form, instructor evaluation form, portfolio)
11. Students will view taped materials, record notes and generate questions based on materials presented. ( Evidenced by in-class participation, self-evaluation form, instructor evaluation form, test 1 and 2)
12. Students will judge/evaluate the scientific quality(form), and utility(function) of specific research in terms of scientific procedure and connection to policy.(Evidenced by assignment 1)
13. Students will self assess and self evaluate. ( Evidenced by in-class participation, self-evaluation form, portfolio evaluation form)
14. Students will create a matrix ( Evidenced by process 1)
All 14 of the stated course behavioral objectives are directed at building competence as a researcher, writer, thinker/analyst and social change agent. Each of these four competencies are implied or stated in the Sociology Competency Objectives, and directly address the first three guiding undergraduate questions as reproduced in their entirety on page viii of the 2003-2005 University of Great Falls Undergraduate Catalog.
What does it mean to be Human?
SOC 330 encourages students to and provides an arena/venue where, students will:
… demonstrate their appreciation of the inherent value and interrelatedness of all God’s creation,
… demonstrate their appreciation of the inherent dignity of every person,
… demonstrate their appreciation of value cultural differences and similarities,
… demonstrate their appreciation of community as essential to being and becoming human,
… demonstrate their appreciation of their personal responsibility to maintain and strengthen society by helping others and advancing justice,
… demonstrate their appreciation of the value of creative expression.
What does it mean to participate in intellectual inquiry?
SOC 330 encourages students to and provides an arena/venue where, students will:
… pursue truth and knowledge,
… explore the cumulative wisdom of human inquiry, past and present, as a means to enrich the future,
… civilly question and challenge, and remain open to being questioned and challenged, in pursuit of the common good,
… think critically and creatively, analyze situations and proposals accurately, identify issues, and evaluate and appreciate alternate positions.
What does it mean to make a living and to live as a productive human being?
SOC 330 encourages students to and provides an arena/venue where, students will:
… communicate clearly and effectively in multiple modes of discourse,
… identify problems and articulate appropriate solutions,
… accept the consequences of their decisions and actions,
… dedicate themselves to their field of endeavor,
… possess expertise in a specific area and appreciation of other areas,
Adventure 1: From any chapter, excluding chapter one, you will identify a specific empirical study that you will examine in some depth. In your written examination of your chosen empirical study you will:
1. Write, or locate and copy, the study, including it’s abstract.
2. In a paragraph set out the basic research methodology used to generate findings.
3. In a paragraph identify the hypothesis(es) tested or generated by the research.
4. Judge the adequacy of the research write up in terms of form(Title, Abstract, Introduction, Procedures/Methods, Findings, Discussion, Conclusion, References). In a paragraph, synthesize the findings that resulted from the Research Article Adequacy Evaluation Form as you applied it to your chosen article.
5. Judge the adequacy of the research finding(s) in terms of function(utility-usability-generalizability-practicality). In a paragraph identify the usability or practical utility of the research conclusion reached by providing an example of how you could/would use the concept/findings in a work or everyday situation. Stated differently, you are to articulate a personal or social program or policy initiative suggested by the concept or findings.
6. Evaluate and comment on any ethical issue associated with your chosen research
Adventure 2: You will complete the student self-evaluation form judging your participation in the first half of the course., and complete the portfolio evaluation form judging your portfolio progress up to week 7.
Adventure 3: You will complete the student self-evaluation form judging your participation in the second half of the course.
Adventure 4: You will create a final take home exam accompanied by appropriate answers that covers the material in chapters 7-9 of your text (this can be a group effort).
Adventure 5. You will create a “Tool-Box” section in you course portfolio in which you will note, record, store, identify, set out, describe, explain etc, concepts, ideas, conclusions gleaned from the text, tapes, in-class discussions, outside readings etc. that you will carry away as useful, usable personal or professional tools.
Adventure 6: You will judge the adequacy of your portfolio contents and presentation using the portfolio evaluation scale provided.
Adventure 7: Creative project(s). WOW me!
Some ideas. Course journal/log, Comprehensive example dictionary, If-Then’s and What-So-What and Now-What analysis of material, Complete research quasi Experiment write ups, Letters to aunt Mabel, Mass media evaluation, application of concepts to your everyday life, poetry, short story, art, design a learning game, including all equipment and rules necessary for the game to be played, that you feel would help you and or your peers engage the materials or some defined portion of the materials set out in the course This assignment can, and it is suggested that it be, completed in small groups but can be individual efforts.
Adventure 8: Written responses to all chapter study guides (Words and Questions).
Adventure 9: There will be two instructor designed and administered area tests in this course. Strive for a minimum of 70% as a basic competence measure. Each test to be completed in online-class time.
Test I: Test one will be a mixture of essay and multiple choice items and will cover the material in chapters 1-4, and tapes 1-6 (Target Date: 2//27/2007
Test 2: Test two will be a mixture of essay and multiple choice items and will cover the material in chapter 5-6 and Tapes 7-12 (Target Date: Wednesday 3/27/07)
Test 3: Test three will be produced by the student (you can work in teams of up to four people if you choose.
Process 1: Create a form/matrix where you decide on and assign the proportional weight you want ascribed, for grading purposes) to each of the12 assignments set out above, reserve 5% for this process.(including the weight you want ascribed to each of the Two instructor designed tests each must be at least 10%), and the weight you want ascribed to each of the instructor evaluations (participation, and portfolio. Include a one paragraph, brutally honest rationale for your matrix choices. Your matrix/form must include all elements, ascribe a minimum weighting of 5% to each, ascribe no more than a 20% to any one and add to 100%. The elements to be included are, Adventures 1 through 8, Process 1 (limited to 5%) and Tests 1 and 2 scores and Test 3 as part of your portfolio. Your rough draft of the matrix/form is due at our second class meeting, 1/16/07, with a final draft due 3/29/07. Please keep a copy as the first page of your portfolio and give the original to your instructor.
GRADING:
Evaluation and Grading Criteria
The following criteria apply to all course work as well as to overall evaluation of performance in this course. They evaluate neither the time nor the effort put into the course, but the relative quality of work and the skills which are demonstrated by it.
A = Outstanding in all regards, well beyond all expectations. Factual and philosophical control of subject matter presented with fluency, eloquence, creativity and pizzazz, a participation exemplar.
B = Very well done, beyond normal expectations. Factual and philosophical control of subject matter is obvious, continuous well-informed participation.
C = Adequate in all regards, major concepts well controlled. Presentations organized and disciplined; only minor details missing, some participation lapses.
D = Major problems and misunderstanding with central ideas. Lack of control and discipline in writing, limited class participation
F = Evidence showing lack of coherence and discipline. Evidence of motivation lacking.
Thanks to Doug Eder, Ph.D., Southern Illinois University Edwardsville, Illinois for parts of this grading rubric.
Grades will be assigned using the following scale: A=89.91% or more, B=79.91% to 89.9%, C=69.91% to 79.9%, D=59.91% to 69.9%, F= Less than 59.9%
Process: A self-directed study format will be followed. Chapter review, concepts and questions will be distributed at the start of the semester. In-class time will primarily be spent solving individual problems. Instructor constructed and administered tests will occur approximately every six weeks. Tests 1, first half self evaluation forms, as well as your in progress course portfolio review form must be completed and turned in by Feb. 27 2007
.
ACADEMIC HONESTY:
Page 10 in the University of Great Falls 2003-2005 Catalog describes the university’s policy regarding violation of rules of proper academic conduct. Those policies hold true in SOC 330.
NOTE TO STUDENTS WITH DISABILITIES: Reasonable accommodation will be afforded students with documented disabilities as verified and determined by the Center for Academic Excellence.
CLASS ATTENDANCE: Class participation is critical to the learning process.
Late Work. A 10% deduction per-day-late will be levied on all late work.
Week 1 1/10 Chapter One-Video One
Week 2 and 3 Chapter Two-VIDEO Two-Three
Week 4 Chapter Three and Video Four
Week 5 and 6 Chapter Four-Video Five
Week 7 Chapter Four, Video Six
3/6/07-spring break no on-line sessions
Week 9 Chapter Five Tape Seven
Week 10 Chapter Six-Tape Eight
Week 11 Chapter Seven-Tape Nine
Week 12 Test 2 Chapter Eight-Tape Ten
Week 13 Chapter Nine-Tape Eleven
Week 14 Review-Tape Twelve
Week 15 4/24 Portfolio Reviews
PORTFOLIO REVIEW FORM
SOC 330 Social Psychology:
Review Date _________________________
Reviewer Name______________________
1. What do you see as the major strength, or strongest area of your folio? Show me what you were trying to accomplish there-dazzle me, if you will. What about not so strong areas?
2. Direct me to a folio section where you integrated material from more than one source in your folio. (Book, text, discussion, adventure, outside reading, Internet etc.)
3. Explain to me the structure of your folio, how is it organized, how is it set out? Are there any themes, does it parallel the syllabus, if not are the syllabus items somehow represented in the final product?
4. What process did you use to complete the folio? Did the process remain the same throughout the semester, or did it change?
5. Where will you go from here in terms of your learning process?
6. We used and followed a non-typical classroom and reporting format in this course. What single feature of our process do you see as a major strength and which as a major weakness?
7. What single memory or most salient learning moment will you take away from the experience?
Social Psychology - 330
Chapter 1
Study Guide
Introduction
Terms & Concepts: Be able to define, recognize, and use these concepts or ideas.
* social influence
* hindsight effect
* amateur social psychologist
* Aronson’s first law
* dispositional view
Discussion Questions:
* What does Aronson mean by the statement: “People who do crazy things are not necessarily crazy?” Do you agree or not?
* What are the broader implications of explaining unpleasant or bizarre behavior as primarily the result of individual “craziness” or “badness”?
Questions to Ponder:
1. What is Aronson’s definition of social psychology?
2. Is social psychology simply common sense? Why or why not? Why is it important to conduct scientific investigations of hypotheses about social behavior?
3. Describe three advantages that social psychologists have over amateurs.
4. Define and give an example of each of the following ideas:
dispositional views
social influence
hindsight bias
Social Psychology 330 CONFORMITY
Chapter 2-Study Guide
Terms & Concepts:
* anticonformity-conformity * power
* groupthink * attractiveness
* concurrence-seeking * creditability
* unanimity * secondary gain
* social reality * behavior modification
* compliance * bystander effect
* identification * empathy
* internalization
Discussion Questions:
* Given poor understanding of the power of situations in influencing behavior, can you think of ways to use this knowledge to reduce the likelihood of conformity-based acts of inhumanity.
* What issues do the Milgram & Zimbardo Studies raise concerning the problems of holding individuals responsible for their actions?
* What are the ethical problems raised by Milgram’s obedience study?
Questions to Ponder:
1. “When physical reality is unclear, other people become a major source of information.” Is this conclusion supported by research?
2. Suppose you were to fall off your bicycle and break your leg. How would you arrange things ( at least theoretically) so that people would be more likely to help you?
3. The chapter on conformity reviews several variables that serve to either increase or decrease the degree to which people will exhibit conformity. Briefly discuss four of these factors & how they affect conformity?
4. Define and give examples of compliance, identification and internalization; which is most permanent? What social-psychological process or components underlie the effects of each of them?
5. Define “groupthink” and the social-psychological processes that underlie it. If you were a member of a group subject to groupthink what steps might you, take to minimize the problem?
Social Psychology 330 Mass Communication
Chapter 3 Study Guide
Terms & Concepts:
* Copy-cat suicide * discrepancy of communication
* education vs. propaganda * primacy effect
* elaboration likelihood model * recency effect
* central route * reactance
* peripheral route * inoculation effect
* credibility * attitude
* one-sided argument * opinion
* two-sided argument
Discussion Questions:
* How, and to what extent, does the mass media influence the public’s attitudes and behaviors? Do television shows and newscasts simply reflect what is happening in the world or do they carry a potential to actually cause real-life events?
* Be prepared to produce a chart outlining WHO says WHAT to WHOM!
Questions to Ponder:
1. “The mass media exerts a powerful an pervasive impact on our attitudes and behavior - even if direct attempts at persuasion are not involved.” Explain the meaning of this statement and describe two pieces of research that support it.
2. In your own words, define and discuss the differences between education and propaganda. Why is it often true that, in real life, the two phenomena are difficult to distinguish. Provide an example of how information designed to educate might also serve as a subtle form of propaganda.
3. Based on the elaboration likelihood models provide an example of an advertisement using a central route strategy and one using a peripheral route strategy. What is the major feature that distinguishes one from the other?
4. What characteristics associated with the audience play a significant role in determining the impact of a persuasive communication? Why are they important? Support your reasoning by discussing the results of research involving audience characteristics.
5. Suppose you belonged to an antinuclear group that wanted to persuade an audience that the development of nuclear power plants should be curtailed. the audience is composed of relatively uninformed adults who are already somewhat in favor of nuclear power. Based on your readings on persuasion, what kind of message would you want to deliver? Would you give the speech yourself or, if not, what kind f speaker would you want to hire? Provide examples of relevant research to support your arguments.
6. Pretend you are a candidate for public office and you are planning to engage in a debate with your opponent. Given the choice, under what circumstances would you wish to speak first? Under what circumstances would you choose to speak last? Explain the reasoning behind your choices.
7. Compared to logical or rational appeals, how effective are persuasive communications that arouse a high level of fear? Under what conditions are fear-arousing messages most effective in influencing behavior? Under what conditions might they be less effective? Be sure to support your answer with examples of relevant research.
8. In general, how successful are obvious attempts to persuade? Under what special conditions are direct efforts to persuade more likely to succeed? Discuss one-piece research that supports the notion that direct efforts to persuade are effective, and one that indicates that such efforts are relatively ineffective.
Social Psychology 330
Social Cognition
Chapter 4 Study Guide
Terms & Concepts:
* Felicific calculus * representative heuristic
* naive scientist * attitude heuristic
* consistency * halo effect
* consensus * false consensus effect
* distinctiveness * categorization
* cognitive misers * illusory correlation
* contrast effects * in-group/outgroup effects
* priming * minimum group paradigm
* construct accessibility * reconstructive memory
* decision framing * confirmation bias
* primacy effect * hindsight bias
* recency effect * cognitive conservatism
* attention decrement * attitude accessibility
* interpretive set * fundamental attribution error
* dilation effect * actor-observer bias
* heuristics * dispositional factors
* situational factors
* self-serving bias
* illusion of control
* Barnum statement
* depressive realism
Questions to Ponder:
1. Some theorists have proposed that people are rational thinkers and decision-makers, while others believe social cognition is often subject to biases and other distorting influences. Compare and contrast some of the central ideas that characterize these two perspectives, indicating which you find more convincing. What conditions are necessary for human cognition to operate on a thoroughly rational basis? How common are these conditions in everyday life?
2. In general, how does the “social context” - the way things are presented and described - influence our social judgment and cognition? Discuss the significance of TWO of the following contextual factors: a) contrast effects, b) priming, c) decision-framing, d) the order in which information is presented. Describe how these factors influence social judgments in everyday life and provide research evidence to support your answer.
3. What is the “primacy effect” and how does it influence the impressions we form of other people? Describe one piece of research that demonstrates this phenomenon. What two explanations have social psychologists offered in an effort to account for the existence of this effect?
4. What are heuristics? Under what circumstances are we likely to rely on them when making social judgments? Select two heuristics and discuss how they influence our thinking in daily life. Support your answer with examples of relevant research.
5. “Human memory is primarily reconstructive in nature.” What does this statement mean? What are its implications for social cognition? How does research on eyewitness testimony demonstrate this point?
6. It’s New Year’s Eve, and you have been invited to a large party where there will be many people you have never met before. When you arrive the person hosting the party hands you a blue party hat to wear and you put it on. As you mingle through the crowd, you notice that some people are wearing blue hats like yours, and other people are wearing green party hats. Be the end of the evening, you realize you have spent most of your time with the people wearing blue hats. Somehow, they just seemed to be nicer people, they even dance better than those other people wearing green hats. Moreover, a guy with a green hat bumped into you at one pint during the evening and spilled your drink! Given your knowledge of social cognition (and despite the somewhat far-fetched nature of this scenario), how could you explain your perceptions and judgments? If this were a costume party, how might you act if you were in change of awarding prizes for the best costume. Be sure to support your answer with examples of relevant research.
Social Psychology - 330
Chapter 5
Study Guide
Self-Justification
Terms & Concepts:
* cognitive dissonance * inadequate rewards
* foot-in-the-door technique * turning play into work
* low-balling * justification of effort
* irrevocable decisions * justification of cruelty
* internal justification * self-fulfilling prophecy
* external justification * psychology of inevitability
* inadequate justification
Discussion Questions:
* How would self-justification processes be engaged during a time of war?
* Aronson has stated that people “cannot live by consonance alone.” Discuss your interpretation of this statement and its implications. What are the limitations of protecting our egos through dissonance reduction? Why might it be important to admit our mistakes? Why is it that we are usually so reluctant, or unable, to do so? What steps could we take in order to facilitate the chance of learning from mistakes?
Questions to Ponder:
1. What is meant by “the psychology of inevitability”? How can it be explained by cognitive dissonance theory? Illustrate your answer with an example from real life and describe at least one piece of research that demonstrates this phenomenon.
2. Imagine that you are approached by a member of a prominent cult in this country. On his or her invitation, you attend several cult meetings. As a result, you begin to believe that his groups has some good ideas, but you still have some doubts about becoming a member. You are asked for a financial contribution, which you give. After several months, you find that you have donated a great deal of time and money to the group. Eventually, without even hearing any new arguments or propaganda, you believe everything the group stands for-they can do no wrong. You have become a devout member of the cult. How would a social psychologist explain this phenomenon? Be sure to cite research to support your answer.
3. Suppose you were a subject in Milgram’s experiment on obedience, but for some reason, you were never debriefed. In other words, you were never told that the other person in the experiment was a confederate who didn’t really receive the electric shocks you delivered. Suppose that the next day you ran into the other person at the college coffee shop. All other things being equal, how would you feel about that person if: a) you had gone all the way in delivering shocks to him or her? b) you had disobeyed the experimenter and refused to continue after delivering only a few mild shocks? Support your answer with relevant research and theory.
4. Imagine that you volunteered (for no pay) to spend a few hours each day teaching arts and crafts to young children in a day-care center. After several weeks, you discover that you really enjoy working with the children even though they sometimes make a mess and don’t follow directions-which occasionally gets a little annoying. Now, suppose a paid position opened up at the center, and you began to receive a fairly good salary for performing the same kinds of work you had previously done for free. How might your attitudes toward your work-and, perhaps, toward the children themselves-change as a result? Explain the reasoning behind your answer, making sure to discuss the distinction between internal and external justification. Support your response with relevant research and theory.
5. Suppose a mother was trying to get her oldest son to stop beating up on his younger brother. given your knowledge of dissonance theory, what advise would you give this parent on how to proceed? Compare the likely result of your plan with one based solely on compliance (i.e., simple reward and punishment). Discuss research evidence that supports your reasoning.
6. Given what you know about cognitive dissonance, explain why direct efforts to change someone’s mind about an important issue are often doom to failure. similarly, why would offering someone a reward to change his or her opinion be unlikely to produce real attitude change? Support your answer with relevant research.
7. One of the reasons dissonance theory has attracted great interest is its ability to explain and predict real-world phenomena that are not easily understood in common-sense terms. Describe two “practical applications” of dissonance theory, drawing upon relevant research examples to illustrate your discussion.
Social Psychology - 330
Chapter 6
Study Guide
Human Aggression
Terms & Concepts:
* hostile aggression * relative deprivation
* instrumental aggression * deindividuation
* Eros * aggressive cues
* Thanatos * social learning
* survival of the fittest * nonaggressive models
* catharsis * empathy
* frustration aggression hypothesis
Discussion Questions:
* Based on the research evidence presented in Aronson, what are the effects of violent pornography? Does this evidence support the need of change in laws concerning pornography or televised violence?
* You are the parent of a young child whom you would like to see become a peaceful, affectionate, and cooperative adult. to achieve this goal, to what extent would you consider taking the following steps? a) preventing your child from watching violent television shows; b) preventing your child from playing the “violent” toys such as guns, swords, etc; c) preventing your child from playing with “aggressive” children; d) preventing your child from fighting back, if another child kept bullying him or her. Finally, would you want to eliminate all aggressive behavior in your child? Why or why not?
Questions to Ponder:
1. Is aggression instinctive in non-human animals? Is aggressive behavior instinctive among humans-are we “hard-wired” from birth to behave aggressively toward members of our own species? If not, what other kinds of influences affect the human tendency toward aggression. Be specific and cite research evidence to support your arguments.
2. What arguments have been made to support the idea that aggression is necessary for the evolutionary survival of the human species? what research evidence is consistent with this notion of the “survival of the fittest?” Do you agree with this perspective? Why or why not?
3. there is a popular belief that exposure to, or participation in, aggressive behavior is beneficial because it allows people to release their pent-up aggression. What does research on aggression tell us about this view? What are the implications of this belief as it affects public policy and the mass media (e.g., pornography, children’s television programs, sports, etc.)? Be sure to back up your answer with examples of relevant research.
4. Briefly discuss the relationship between frustration and aggression. What other social-psychological factors influence this relationship? Illustrate your discussion with examples of relevant research.
5. Most everyone would agree that reducing human aggression is a worthwhile goal-one that may be crucial to our survival as a species. Among several possible methods of achieving this goal are punishment of aggressive behavior, rewarding nonaggressive behavior, punishment of aggressive models, and building empathy toward others. Choose two of these methods and discuss their relative merits and limitations. Support your answer with relevant research.
LEARNING LAB HANDOUT 1. ABSTRACTING IF-THEN STATEMENTS
While specific conclusion, as well as data, are both interesting and potentially useful, learning to identify and actively abstract hypothetical constructions is a core skill of an educated person. If_________Then___________ (I_T_) statements are not always displayed in that exact form, but with a little practice, we can easily restate them.
Examples: From page 155, Aronson, last five lines first full paragraph: “This is exactly what Danuta Ehrlich and her colleagues found in a well-known survey of advertising readership. In short, Ehrlich’s data suggest that, after making decisions people try to gain reassurance that there decisions were wise by seeking information that is certain to be reassuring.” Here is one way to restate this information using an I_T_.
Another example, drawn from page Aronson page 157, last three lines of final paragraph: “Once a small commitment is made, it sets the stage for ever-increasing commitments. The behavior needs to be justified, so attitudes are changed; this change in attitudes influences future decisions and behavior.” Here are several ways to restate this information using the I_T_ model.
If a person commits to an action through action then future similar actions are likely. Or:
If I commit to an act, then the behavior needs to be justified so my attitudes must change- if my attitudes change then my future decisions and behavior are changed.
A variant of this formulation is When______Then_____ (W_T_). Using the example directly above I could restate the information as follows.
When a person commits to an action by taking action then future similar actions are likely. Or: When I commit and act, then the behavior demands justification, so to remain consonant my attitudes must change-When my attitudes change then my future decisions and behaviors are changed.
Another example, drawn from Aronson page 158, five lines up from the end of the first full paragraph: “Thus, when individuals commit themselves in a small way, the likelihood that they will commit themselves further in that direction is increased” Slightly restated as a W_T_ :When individual commit in a small way then they are likely to commit themselves further in that direction- and as a I_T_: If I commit myself in a small way to a cause then I am likely to commit myself further to that cause.
LEARNING LAB HANDOUT 2. WHAT? -SO WHAT? -NOW WHAT?
While specific concepts, conclusion, and data are interesting and potentially useful, they are also often complex and hard to remember. Learning to ask the sequence of questions what? so what? and now what?, is a core skill of social analysis and of an educated person. This analysis device enhances retention as it includes an active restatement (processing of information) and a question answer format. It can usually be used to analyze anything! Often, what we read clearly states what? but leaves out the so what? and/or the now what?, and the so what? and now what? may be the more useful and important to us as planners, and agents of social change. The what?-so what?- now what? analytic scheme offers us practice at abstracting conclusion or concepts-the what?, practice at determining or assigning significance, and practice at seeing-stating utility, usability, or relevance, the so what? (Many people remember best that which they see as significant, useful, usable, relevant). The now what? flows from the what? So what?. Do the what? and so what? either implicitly of explicitly imply or set out a plan of action, a process to follow, a change of direction?. Such action is the now what? The now what? calls to, or calls forth, the social activists, the teacher, the trainer, the counselor, or the planner.
Here is an early semester example of how I want you to learn a new habit of mind. What is Aronsosn first law? So What about Aronsons first law, who cares, why should I give a rip, how does this fit with other knowledge and wisdom I have? Now What? How can I use the truth gleaned from Aronsons first law to make the world a better place, to increase my ability to love, to change something for the better etc.
Here is an other example of a what? so what? now what? drawn from Aronson, the Social Animal page 195, three middle paragraphs. From near the end of the first full paragraph, the what?: “…we set about to induce a feeling of dissonance by utilizing the hypocrisy model.” The so what?: the hypocrisy model of creating dissonance is easy to do and can have real effects. And the now what? from the last five lines of the last full paragraph: “we had a major impact on behavior only in the high dissonance situation where students were induced to advocate a position and were mindful of their own past behavior”(which did not square with the advocated position-the hypocrisy model). Students then acted by taking shorter showers. Now what?: If I induce cognitive dissonance by having people proclaim a position that does not square with their past behavior, make them mindful of the past behavior (the hypocrisy model), a more socially responsible behavior is a likely outcome (a great parenting tool).
And from page 193, the Social Animal (Aronson), first full paragraph.
What? “Beyond its power to help us understand and predict a variety of phenomena, a theory is of particular value if it can be practically applied in a way that benefits people”.
So What?: Cognitive dissonance as a theory, and the studies testing its utility clearly indicate that “Changing one’s attitudes in order to justify one’s behavior not only can have powerful effects but can also initiate process that are remarkable persistent over long periods of time”. And now what? If I can induce attitude change through creating C/D then I can induce behavior change through time. (Think kids, students, racists, aggressors, victims etc)
Note: In the last example, the two analytic models were purposefully combined to demonstrate one way the can be used together.