ITT Technical Institute SP3450 Social Psychology Onsite Course SYLLABUS Credit hours: 4.5 Contact/Instructional hours: 45 (45 Theory Hours) Prerequisite(s) and/or Corequisite(s): Prerequisites: EN1420 Composition II or equivalent, SS3150 Research Methods or equivalent Course Description: This course is a survey of theories and research concerned with how individuals behave in social constructs, and how they influence and are influenced by other people. Social Psychology Syllabus Where Does This Course Belong? Program Scope General Education courses include courses in the humanities, composition, mathematics, the sciences, and the social sciences. Program Goals and Objectives General Education courses are designed to provide ITT Tech students with a well-rounded education in the context of their technical programs. Each course emphasizes one or more of ITT TechвЂ™s General Education Student Learning Outcomes. 1. The student will be able to demonstrate personal responsibility. 2. The student will be able to analyze information. 3. The student will be able to solve complex problems. 4. The student will be able to communicate effectively in oral, written and visual forms. 5. The student will be able to contribute as a member of a team. 6. The student will be able to pursue lifelong learning opportunities. 1 Date: 8/20/2012 Social Psychology Syllabus Course Summary Major Instructional Areas 1. Theoretical roots and research of social psychology 2. Social perception and cognition 3. Personal attitudes and influence 4. Social interaction and relationships 5. Social psychology in a global and technical world Detailed Topical Outline 1. The Basics of Social Psychology 1.1. Concepts Social Psychology 1.2. Major Theoretical Perspectives 1.3. Research Methods in Social Psychology 2. Perception and Social Cognition 2.1. Formation of Impressions 2.2. Attributions 2.3. Schemas 2.4. Self-fulfilling Prophecy 3. Relation of Self and the Society 3.1. Self-concept 3.2. Self-esteem 3.3. Social Comparison theory 3.4. Self-presentation 4. Attitudes in Relation to Social Responses 4.1. Reinforcement 4.2. Learning processes 4.3. Cognitive dissonance 5. Prejudice and Social Influence 5.1. Prejudice, stereotypes, and discrimination 5.2. Theories of prejudice 5.3. Reducing prejudice 5.4. Conformity, compliance, and obedience 6. Social Interaction and Attraction 6.1. Interpersonal attraction 6.2. Interdependence theory 2 Date: 8/20/2012 Social Psychology Syllabus 6.3. Social exchange theory 6.4. Self-disclosure 7. Structure and Influence of Groups 7.1. Social facilitation 7.2. Social loafing 7.3. Social impact theory 7.4. Groupthink 8. Theories of Gender 8.1. Gender 8.2. Gender identity 8.3. Gender roles 9. Social Behavior Part 1 9.1. Pro-social behavior 9.2. Altruism 9.3. Bystander effect 10. Social Behavior Part 2 10.1. Aggression 10.2. Media violence 10.3. Sexual harassment Course Objectives 1. Analyze a given scenario on the basis of various social psychology theories. 2. Compare the advantages and disadvantages of correlational and experimental research designs. 3. Evaluate the impact of and interactions between self and society. 4. Apply various cognitive processes to social interactions. 5. Determine the attitude of a person by analyzing his/her response to different situations. 6. Analyze the cognitive bases of prejudice and discrimination. 7. Analyze the ways by which social influence alters or shapes behavior. 8. Analyze the social psychological nature of personal relationships and the dynamics of interpersonal attraction. 9. Apply various theories of gender to explain social situations. 10. Differentiate between pro-social and anti-social behavior. 11. Within groups prepare oral and visual presentations on selected topics using information from the ITT Tech Virtual Library. 3 Date: 8/20/2012 Social Psychology Syllabus Learning Materials and References Required Resources New to this Textbook Package Course Carried over Required for from Previous Subsequent Course(s) Course(s) Taylor, S.E., Peplau, L.A., & Sears, D.O. (2006). Social psychology (12th ed.). Upper Saddle River, NJ: Pearson п‚§ Publishing. ITT Tech Virtual Library Login to the ITT Tech Virtual Library (http://library.itt-tech.edu/)to access online books, journals, and other reference resources selected to support ITT Tech curricula. Recommended Resources The following books are related to this course and are available through the ITT Tech Virtual Library > Books > Ebrary: п‚§ Albarracin, D., Johnson, B.T., & Zanna, M.P. (2005). Handbook of attitudes. Mahwah, NJ: Lawrence Erlbaum Associates. п‚§ Ashmore, R.D., Jussim, L.J., & Wilder, D. (2001). Social identity, intergroup conflict, and conflict reduction. Oxford, UK: Oxford University Press. п‚§ Augoustinos, M. (2001). Understanding prejudice, racism, and social conflict. Thousand Oaks, CA: Sage Publications Ltd. п‚§ Bell, D. (2001). Introduction to cybercultures. New York, NY: Routledge. п‚§ Correia, M.C., & Bannon, I. (2006). Other half of gender: Men's issues in development. Washington DC: World Bank. п‚§ Fishbein, H.D. (2002). Peer prejudice and discrimination: The origins of prejudice. Mahwah, NJ: Lawrence Erlbaum Associates. п‚§ Graner Ray, S. (2002). Gender inclusive game design. Hingham, MA: Charles River Media. п‚§ Greenwood, J. (2003). Disappearance of the social in American social psychology. New York, NY: Cambridge University Press. п‚§ Jean Piaget Society, Meeting Staff, Lightfoot, C., & LaLonde, C.A. (2004). Changing conceptions of psychological life. Mahwah, NJ: Lawrence Erlbaum Associates. 4 Date: 8/20/2012 Social Psychology п‚§ Syllabus Kasulis, T.P. (2002). Intimacy or integrity: Philosophy & cultural difference. Honolulu, HI: University of Hawaii Press. п‚§ Lang, F.R., Fingerman, K.L., Fitzpatrick, M.A. (2003). Growing together: Personal relationships across the life span. NY: Cambridge University Press. п‚§ McAdams, D.P. (2005). Redemptive self: Stories Americans live by. Oxford, UK: Oxford University Press. п‚§ Riding, R.J., & Rayner, S.G. (2001). Self perception. Westport, CT: Greenwood Publishing Group. п‚§ Weisel, D.L. (2002). Contemporary gangs: An organizational analysis. New York, NY: LFB Scholarly Publishing. п‚§ Wyer, R.S., Bodenhauseb, G.V., Lambert, A.J. (2003). Foundations of social cognition. Mahwah, NJ: Lawrence Erlbaum Associates. п‚§ Zahavi, D., & Grunbaum, T. (2004). Structure and development of self-consciousness: interdisciplinary perspectives. Philadelphia, PA: John Benjamins Publishing Company. п‚§ Zimmerman, B.J., & Schunk, D.H. (2001). Self-regulated learning and academic achievement: Theoretical perspectives. Mahwah, NJ: Lawrence Erlbaum Associates. The following journals are related to this course and are available through the ITT Tech Virtual Library>Periodicals>EbscoHost Academic Search Elite п‚§ Annual Review of Psychology п‚§ Annual Review of Sociology п‚§ Journal of Social Psychology NOTE: All links are subject to change without prior notice. Information Search п‚§ п‚§ Research methodology п‚§ Social cognition п‚§ Social perception п‚§ Social interaction п‚§ The Self п‚§ Attitudes п‚§ Prejudice п‚§ Interpersonal relationships п‚§ Gender 5 Date: 8/20/2012 Social Psychology п‚§ Aggression п‚§ Prosocial behavior Syllabus 6 Date: 8/20/2012 Social Psychology Syllabus Course Plan Suggested Learning Approach In this course, you will be studying individually and within a group of your peers. As you work on the course deliverables, you are encouraged to share ideas with your peers and instructor, work collaboratively on projects and team assignments, raise critical questions, and provide constructive feedback. Use the following advice to receive maximum learning benefits from your participation in this course: DO DONвЂ™T п‚§ Do take a proactive learning approach. п‚§ DonвЂ™t assume there is only one correct п‚§ Do share your thoughts on critical issues answer to a question. and potential problem solutions. п‚§ DonвЂ™t be afraid to share your perspective on п‚§ Do plan your course work in advance. the issues analyzed in the course. п‚§ Do explore a variety of learning resources in п‚§ DonвЂ™t be negative about the points of view that addition to the textbook. are different from yours. п‚§ Do offer relevant examples from your п‚§ DonвЂ™t underestimate the impact of experience. collaboration on your learning. п‚§ Do make an effort to understand different п‚§ DonвЂ™t limit your course experience to reading points of view. the textbook. п‚§ Do connect concepts explored in this п‚§ DonвЂ™t postpone your work on the course course to real-life professional situations deliverables вЂ“ work on small assignment and your own experiences. components every day. 7 Date: 8/20/2012 Social Psychology Syllabus Course Outline Unit 1: THE BASICS OF SOCIAL PSYCHOLOGY Out-of-class Upon completion of this unit, the students are expected to: п‚· work: Define social psychology and distinguish it from related fields that study human 9 hours social behavior. п‚· Discuss the theoretical and historical roots of social psychology. п‚· Explain how experimenter and subject biases can distort research findings, and discuss solutions to these problems. п‚· Explain the informed consent, debriefing, and minimal risk guidelines for ethical research. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Chapter 1 Unit 1 Assignment 1: Ethical Issues and 1% Potential Sources of Bias in Research Design Unit 1 Assignment 2: Comparing and 1% Contrasting the Theoretical Perspectives of Social Psychology Unit 2: PERCEPTION AND SOCIAL COGNITION Out-of-class Upon completion of this unit, the students are expected to: п‚· Describe the kinds of information and processes that are important in forming work: 9 hours impressions of other people. п‚· Describe the fundamental attribution error, the actor-observer effect, the false consensus effect, and the self-serving attributional bias, and explain why they occur. п‚· Define social cognition. п‚· Define schemas and discuss the advantages and disadvantages of schematic processing. п‚· Define heuristics and describe how the heuristic strategies of representativeness, availability, simulation, and anchoring and adjustment are used for making judgments. 8 Date: 8/20/2012 Social Psychology Syllabus GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment 1% Prophecy pp. 33вЂ“42 and pp. 53вЂ“59 п‚· Unit 2 Assignment 1: Self-Fulfilling Taylor, Peplau, & Sears, pp. 64вЂ“78 and pp. 82вЂ“90 Unit 3: RELATION OF THE SELF AND SOCIETY Out-of-class Upon completion of this unit, the students are expected to: work: п‚· Define the self and distinguish between the self-concept and self-esteem. п‚· Describe how beliefs about our current and hoped-for selves are represented in 9 hours memory, and discuss the emotional consequences of self-discrepancies. п‚· Describe social comparison theory, and indicate when people would engage in upward or in downward comparisons. п‚· Give examples of effective and ineffective strategies of self-presentation. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Unit 3 Assignment 1: Social 1% Comparisons Chapter 4 Unit 3 Assignment 2: Assimilation 1% Unit 3 Assignment 3: The Self 1% Unit 3 Assignment 4: Persuasive 1% Advertising Quiz Unit 3 Quiz 1 5% Unit 4: ATTITUDES IN RELATION TO SOCIAL RESPONSES Out-of-class Upon completion of this unit, the students are expected to: п‚· Define attitude, and describe its components. п‚· Discuss how basic learning processes, including association, reinforcement, and work: 9 hours imitation, can determine a personвЂ™s attitudes towards an object. 9 Date: 8/20/2012 Social Psychology п‚· Syllabus Define cognitive dissonance, and indicate the conditions under which dissonance after a decision is the greatest. п‚· Explain the difference between systematic and heuristic processing, and indicate the conditions under which a person is likely to use each. п‚· Discuss how the communicator, the communication, the target of communication, and aspects of the situation, such as forewarning and distraction can influence a personвЂ™s response to a persuasive message. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Chapter 5 Unit 4 Assignment 1: Change My Mind 1% Unit 4 Assignment 2: Attitudes 1% Unit 4 Assignment 3: Sweet Talking the 1% Kids Project Project Part 1: Project Plan 5% (PORTFOLIO) Unit 5: PREJUDICE AND SOCIAL INFLUENCE Out-of-class Upon completion of this unit, the students are expected to: work: п‚· Define and distinguish between stereotypes, prejudice, and discrimination. п‚· Describe the consequences of prejudice for its victims, including the effects of 9 hours stereotype threat and attributional ambiguity. п‚· Explain and describe various theories of prejudice, including social learning, the psychodynamic approach, and intergroup competition, as well as the cognitive bases of prejudice. п‚· Describe various approaches to reducing prejudice, including socialization, intergroup contact, and recategorization approaches, and indicate the conditions under which these are most likely to be effective. п‚· Define and contrast the concepts of conformity, compliance, and obedience. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Unit 5 Assignment 1: Blue and Brown 10 1% Date: 8/20/2012 Social Psychology Syllabus Chapters 6-7 Eyes Revisited Unit 5 Assignment 2: Intergroup Conflict 1% Unit 5 Assignment 3: The Milgram 1% Experiment Unit 6: SOCIAL INTERACTION AND ATTRACTION Out-of- Upon completion of this unit, the students are expected to: class work: п‚· Describe the social needs satisfied by interpersonal relationships. п‚· Explain the Interdependence Theory and explain the various levels it contains. п‚· Explain the basic presumptions of Social Exchange Theory and discuss the 9 hours limitations of the economic approach to social relations. п‚· Describe the characteristics and hazards of self-disclosure and the important role self-disclosure plays in relationships. п‚· Explain four possible responses to dissatisfaction in a relationship. GRADED ACTIVITIES / DELIVERABLES Grade Allocation READING ASSIGNMENT Grading Category Activity/Deliverable Title (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Chapters 8-9 Unit 6 Assignment 1: The Pairing Game 1% Unit 6 Assignment 2: What Would You 1% Do? Unit 6 Assignment 3: If You Like Pina 1% Coladas Quiz Unit 6 Quiz 2 11 5% Date: 8/20/2012 Social Psychology Syllabus Unit 7: STRUCTURE AND INFLUENCE OF GROUPS Out-of-class Upon completion of this unit, the students are expected to: п‚· work: Define social facilitation, social inhibition, social loafing, and social compensation, 9 hours and indicate the conditions in which each is likely to occur. п‚· Describe the basic principles of social impact theory. п‚· Discuss the impact of group polarization and groupthink on decision making. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Unit 7 Assignment 1: Case Study -- 1% Rush Presentation Chapter 10 Unit 7 Assignment 2: Lost on the Moon 1% Unit 7 Assignment 3: Gender Role 1% Stereotypes in Everyday Life Unit 8: THEORIES OF GENDER Out-of-class Upon completion of this unit, the students are expected to: work: п‚· Define gender typing, gender stereotype, and gender roles. п‚· Define gender identity and describe some of the milestones in its development. п‚· Describe classic and modern conceptualizations of masculinity, femininity, and 9 hours androgyny, and indicate consequences of these personal beliefs about the self for physical and mental health. п‚· Describe four theoretical perspectives on the causes of sex differences. п‚· Describe how gender roles have changed over time and what differences still exist in our society. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, pp. 334вЂ“347, pp. Assignment Unit 8 Assignment 1: Gender Bias in the 1% Workplace 352вЂ“356, pp. 358, pp. 12 Date: 8/20/2012 Social Psychology Syllabus Unit 8 Assignment 2: Gender Roles in 363вЂ“369 1% Marriage Project Project Part 2: Literature Review 5% (PORTFOLIO) Unit 9: SOCIAL BEHAVIOR-PART I Out-of-class Upon completion of this unit, the students are expected to: work: п‚· Distinguish between altruism and prosocial behavior. п‚· Explain how the evolutionary perspective, the sociocultural perspective, and the 9 hours learning perspective explain helping behavior. п‚· Describe the steps in Latane and DarleyвЂ™s decision-making model of helping, and indicate what can prevent helping from occurring at each step. п‚· Describe how attribution theory, as well as mood, empathy, personal distress, personality characteristics, and gender influence helping. п‚· Define the bystander effect and explain why it occurs. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Activity/Deliverable Title Allocation (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Unit 9 Assignment 1: The Boating Scenario 1% Unit 9 Assignment 2: Case Study: The Death of Princess Diana 1% Unit 9 Assignment 3: Bystander Intervention 1% Project Project Part 3: White Paper Draft (PORTFOLIO) 4% Quiz Unit 9 Quiz 3 5% pp. 374вЂ“389 and pp. 391вЂ“395 13 Date: 8/20/2012 Social Psychology Syllabus Unit 10: SOCIAL BEHAVIORвЂ”PART II Out-of-class Upon completion of this unit, the students are expected to: п‚· work: 9 hours Define aggression and distinguish between subtypes of aggression and between aggression and anger. п‚· Describe the learning perspective on aggression. п‚· Discuss the effect of social norms, fear of punishment or retaliation, learned inhibition of aggression, displacement, and catharsis on aggressive behavior. п‚· Summarize the results of laboratory studies, correlational studies, and field experiments on the effects of media violence on aggression. п‚· Describe the prevalence and determinants of various forms of intimate violence such as spousal abuse, child abuse, rape, and sexual harassment, and discuss sex differences in perceptions of these crimes. GRADED ACTIVITIES / DELIVERABLES Grade READING ASSIGNMENT Grading Category Allocation Activity/Deliverable Title (% of all graded work) п‚· Taylor, Peplau, & Sears, Assignment Unit 10 Assignment 1: Defining 1% Aggression Chapter 13 Unit 10 Assignment 2: Aggression and 1% Social Norms Unit 11: COURSE REVIEW, FINAL EXAM, AND PROJECT PRESENTATIONS Out-of-class work: 7 hours GRADED ACTIVITIES / DELIVERABLES Grade Allocation READING ASSIGNMENT Grading Category Activity/Deliverable Title (% of all graded work) п‚· No readings assigned Exam Final Exam 15% Project Project Part 4: Final White Paper (PORTFOLIO) 15% Presentation Project Part 5: Student Presentations 15% Note: Your instructor may add a few learning activities that will change the grade allocation for each assignment in a category. The overall category percentages will not change. 14 Date: 8/20/2012 Social Psychology Syllabus Evaluation and Grading Evaluation Criteria The graded assignments will be evaluated using the following weighted categories: Category Weight Assignment 26% Project 29% Presentation 15% Quiz 15% Exam 15% TOTAL 100% Grade Conversion The final grades will be calculated from the percentages earned in the course, as follows: Grade Percentage Credit A 90вЂ“100% 4.0 B+ 85вЂ“89% 3.5 B 80вЂ“84% 3.0 C+ 75вЂ“79% 2.5 C 70вЂ“74% 2.0 D+ 65вЂ“69% 1.5 D 60вЂ“64% 1.0 F <60% 0.0 Academic Integrity All students must comply with the policies that regulate all forms of academic dishonesty, or academic misconduct, including plagiarism, self-plagiarism, fabrication, deception, cheating, and sabotage. For more information on the academic honesty policies, refer to the Student Handbook and the Course Catalog. 15 Date: 8/20/2012 Social Psychology Syllabus 16 Date: 8/20/2012