- PSY 211 (T) Spring 2011, 6:45-9:15 Wednesday, Bush 160

Professor: John Houston, Ph.D. Office: Room J177, Johnson Center Phone: 646-2099, Fax 646-2685 E-Mail: [email protected] Office Hours: By appointment

Course Description and Goals

This course is designed to provide you with a greater understanding of the nature and causes of individual behavior in social situations. Drawing on current research and theory, we will focus on issues such as social cognition, attitudes, helping behavior, , group influence, and psychology and the law. Since social psychology is part of our daily life, special emphasis will be placed on using theories and principles to understand ourselves and others better.

Upon successful completion of this course, you will be able to: (1) Discuss the major psychological factors that bias your decisions about yourself and others; (2) Identify personality and situational factors that influence social behavior; (3) Describe the persuasion techniques used in advertising to change attitudes and behavior; and (4) Apply psychological theories to analyze behavior in social settings.

As a communication across the curriculum (T) course, this class will focus on the skill necessary for effective oral communication. Through class presentations, small group discussions, and group exercises, you will have several opportunities to develop your ability to prepare and deliver an effective oral presentation, critically analyze and evaluate other presentations, manage speech anxiety, and practice active listening.

Required Text and Materials

Social Psychology (10th edition) by David G. Myers, McGraw-Hill, 2010, 978-0073370668, $176.75.

12 Angry Men (1957) Henry Fonda (Producer), Reginald Rose (Writer), & Sidney Lumet (Director). Motion picture available on DVD or VHS.

Requirements

1. Tests and Final Exam: Three tests consisting of multiple choice questions, short answers and essays will represent 45% of your final course grade. In addition, a comprehensive final exam will determine 35% of your final grade. Make-up tests will not be given except in cases involving a medical emergency (verified by a note from your doctor).

2. Attendance. Class attendance is mandatory. Absences that are required for job, medical or related reasons will be considered on a case-by-case basis. Course grades will be lowered for failure to comply with this attendance policy. Please call (407-646-2099) or e-mail me at [email protected] if you are not able to attend class.

3. Written Assignments. To provide you with some practice in applying certain theories and principles, you will select from the short paper assignments listed in the back the syllabus and write three brief 1-2 page paper. These short assignments will represent 15% of the final course grade (see last page of syllabus for due dates). In addition, a 6-8 page paper which presents a social-psychological analysis of the film The Twelve Angry Men will also be due at the end of the course (April 27) and will be graded as part of the final exam.

4. Oral Presentation. Each member of the class will make a brief oral presentation explaining how a theory or principle from social psychology can help explain the effectiveness of an advertisement or account for “interesting” social behavior reported in the newspaper. Your presentation will be evaluated based on the 8 communication competencies developed by the National Communication Association. The 8 communication competencies are defined on the Oral Presentation Feedback Sheet on the last page of the syllabus and include:

1. Topic 5. Use of Language 2. Purpose 6. Vocal Variety 3. Supporting Material 7. Articulation 4. Organization 8. Non-Verbal Behavior

5. Group and Class Discussion. Throughout the semester, class members will be assessed on their participation in group and class discussions using the following the following criteria: (1) Preparedness/Knowledge, (2) Constructive/Active Listening, (3) Cooperation, (4) Attendance, and (5) Attitude/Motivation. Your oral presentation and participation in group and class discussion will together represent 5% of your course grade.

Study hint: Check the McGraw Hill Online Learning Center for practice chapter tests and study guides at http://www.mhhe.com/myers10e.

Important Dates

• January 26 Paper #1 Due • February 2 Test 1 (Chapters 1-4) • February 16 Paper #2 Due • March 2 Test 2 (Chapters 5-8) • March 16 Paper #3 Due • March 30 Paper #4 Due • April 6 Test 3 (Chapters 9-12) • April 20 Paper #5 Due • April 27 12 Angry Men Paper Due • April 27 Comprehensive Final Exam

Week 1: January 12 Topic: Introduction and Overview Reading: Chapter 1

Week 2: January 19 Topic: Self-Justification Reading: Chapter 2

Week 3: January 26 Topic: Explaining Others' Behaviors & Social Beliefs Reading: Chapters 3 & 4

Week 4: February 2 ********** Test #1 (Chapters 1-4)*********

Week 5: February 9 Topic: Cultural Influences Reading: Chapter 5

Week 6: February 16 Topic: Persuasion, Conformity, and Obedience Reading: Chapters 6 & 7

Week 7: February 23 Topic: Group Influences Reading: Chapter 8

Week 8: March 2 **********Test #2 (Chapters 5-8)************

Week 9: March 9 ****SPRING BREAK****

Week 10: March 16 Topic: Prejudice & Discrimination Reading: Chapters 9

Week 10: March 23 Topic: Human Aggression & Attraction Reading: Chapter 10 & 11

Week 11: March 30 Topic: Altruism Reading: Chapter 12

Week 12: April 6 ************Test #3 (Chapters 9 - 12)*************

Week 13: April 13 Topic: Conflict Reading: Chapter 13

Week 14: April 20 Topic: Social Psychology and the Law Reading: Chapter 15

Week 15: April 27 ******Final Examination*********

Academic Honor Code

Membership in the student body of Rollins College carries with it an obligation and requires a commitment to act with honor in all things. Because academic integrity is fundamental to the pursuit of knowledge and truth and is the heart of the academic life of Rollins College, it is the responsibility of all members of the College community to practice it and to report apparent violations.

The following pledge is a binding commitment by students of Rollins College:

The development of the virtues of Honor and Integrity are integral to a Rollins College education and to membership in the Rollins College community. Therefore, I, a student of Rollins College, pledge to show my commitment to these virtues by abstaining from any lying, cheating, or plagiarism in my academic endeavors and by behaving responsibly, respectfully and honorably in my social life and in my relationships with others.

This pledge is reinforced every time a student submits work for academic credit as his/her own. Students shall add to all papers, quizzes, tests, lab reports, etc., the following handwritten abbreviated pledge followed by their signature:

“On my honor, I have not given, nor received, nor witnessed any unauthorized assistance on this work.”

Material submitted electronically should contain the pledge; submission implies signing the pledge.

Our Commitment to Students with Disabilities Rollins College is committed to equal access and does not discriminate unlawfully against persons with disabilities in its policies, procedures, programs or employment processes. The College recognizes its obligations under the Rehabilitation Act of 1973 and the Americans with Disabilities Act of 1990 to provide an environment that does not discriminate against persons with disabilities.

If you are a person with a disability and anticipate needing any type of academic accommodation in order to participate in this class, please make appropriate arrangements by contacting Gail Ridgeway, the Disability Services Coordinator, located in the Thomas P. Johnson Student Resource Center, (407) 646- 2354.

Short Paper Assignments

Paper #1: Social Cognition and Cognitive Error After reading Chapters 2 & 3 in the Myer's book, think of an example of a cognitive error that you experienced or that a friend has experienced. In a 1-2 page typed paper, describe what happened and provide an analysis of why the experience represents a cognitive bias. Make sure to specify which bias best explains what happened (e.g., the availability heuristic). Your analysis should reflect the perspective of social psychology and must demonstrate that you have read the relevant chapters and understand the technical terms you use. (Due January 26)

Paper #2: Analyzing the Abilene After reading The Abilene Paradox discuss how the odd behavior of the group members can be understood using social psychological principles. Please answer the following questions in your discussion: (1) What is the nature of social influence appears to be operating in this situation?; (2) What factors contribute to the strength of the social influence?; (3) What could the author have done to prevent the group from going on the long and unpleasant journey?; and (4) What made it so difficult for any of the group members to intervene? (Due February 16)

Paper #3: The Consequences of Stereotyping We often experience stereotyping in the form of labels. Think back on a time in which you have been "labeled." What kind of affective responses did you have to being labeled? Did the label affect how other people perceived you? Did the label influence you behavior? Please write a brief essay in response to these questions. Make sure to relate your personal experience back to the theories and principles discussed in Chapter 9 of the Myers book. (Due March 16)

Paper #4: Helping Behavior Think of a time when you felt the need to help someone or render assistance but ultimately did not. Provide a brief description of the circumstances surrounding this event and use the principles and theories from the text to analyze the factors that made it difficult for you to help. Now that you have studied the dynamics of helping behavior, do you think you would act differently if confronted with a similar situation? (Due March 30)

Short Paper #5: The Prisoner's Dilemma and War Look in the paper and find an armed conflict that is currently going on. Briefly describe what groups are involved and what they are fighting over. Next, analyze the conflict from the perspective of the prisoner's dilemma paradigm. Assuming that each group has the choice of launching an offensive or initiating a cease fire, what does the payoff matrix look like? What possible strategies could be used to improve the payoff for peace? (Due April 20)

Evaluation of Papers: Short papers will be graded on a 10-point scale based on the organization and development of your analysis, use of supporting material, clarity of expression, and grammatical literacy. (Some helpful advice from former students: According to course evaluations, the Rollins Writing Center consultants are very helpful in providing feedback on drafts of these papers--even a half hour consultation can significantly improve the quality of your final work if you do a little redrafting). Papers turned in after the assigned due date will have 1.5 points deducted. No papers will be accepted after April 26.

General Guidelines for Scientific Prose and Short Papers

One of the primary objectives of scientific writing is clear communication. Based on the principles presented in the Publication Manual of the American Psychological Association (5th edition), here are some general guidelines you should follow in drafting your case study papers.

1. Orderly Presentation of Ideas: Though units—whether a single word, a sentence or paragraph, or a longer sequence—must be orderly. You must aim for continuity in words, concepts, and thematic development from opening statement to the conclusion. Punctuation marks and transitional words are two effective strategies for achieving continuity.

2. Smoothness of Expression: Since scientific prose must be clear and logical, avoid abruptness that may result from sudden shifts in verb tense, topic, or person. Please note that creative writing devices such as setting up ambiguity, inserting the unexpected, and omitting the expected can confuse and annoy readers of scientific prose and should also be avoided in your case studies.

3. Economy of Expression: Say only what needs to be said. Although the appropriate use of technical terms add precision and clarity to your paper, wordiness, jargon, and redundancy weaken your paper and blur your ideas. This does not mean you should write only short, simple sentences. Excessive use of short sentences produces choppy and boring prose that can be painful to read. Since too many long, convoluted sentences can also cause problems, try to vary sentence length and keep the needs of the reader in mind.

4. Precision and Clarity: Make sure every word means exactly what you intend it to mean. Remember that “I feel” does not mean the same thing as “I believe” or “I think.” You should also avoid colloquial expressions which undermine clarity.

5. Good Grammar: Incorrect grammar and careless construction of sentences distract the reader, introduce ambiguity, and generally obstruct communication. Use the active rather than the passive voice, and select tense or mood carefully.

6. Linguistic Devices: Devices that attract attention to words, sounds, or other embellishments instead of to ideas are inappropriate in scientific writing. Avoid heavy alliteration, rhyming, poetic expression, and clichés. Use metaphors sparingly; although they can help simplify complicated ideas, metaphors can be distracting.

7. Reduce Bias in Language: Constructions that might imply bias against persons on the basis of gender, sexual orientation, racial or ethnic group, disability, or age should be avoided in scientific writing. However, long-standing cultural practice can exert a powerful influence over even the most conscientious writer. You can test your writing for implied evaluation by reading it while (1) substituting your own group for the group or groups you are discussing or (2) imagining you are a member of the group you are discussing. If you feel excluded or offended, your material needs further revision. You can also ask people from that group to read your paper and give you candid feedback.

Social Psychology PSY 211 Oral Presentation Feedback Sheet

Overview: The following performance dimensions are based on the 8 communication competencies developed by the National Communication Association (NCA) for assessing oral communication. Each dimension is rated using the following 3-point scale:

1 = Unsatisfactory 2 = Satisfactory 3 = Outstanding

_____1. Topic: the topic selected appropriately matched the audience and occasion.

_____2. Purpose: the goals of the presentation were clearly stated in manner appropriate for the audience and the occasion.

_____3. Supporting Material: provided the class with appropriate supporting material from the Social Psychology literature.

_____4. Organization: presented the material in a logical pattern consistent with the goals of the presentation and the needs of the class.

_____5. Use of Language: used psychological terms in an appropriate manner and provided clear descriptions of the material presented.

_____6. Vocal Variety: used vocal variety in rate, pitch, and intensity, to heighten and maintain interest.

_____7. Articulation: used pronunciation, grammar, and articulation appropriate for a 200-level undergraduate class.

_____8. Non-Verbal Behavior: used physical behavior that supported the verbal message.

_____9. Overall Effectiveness of Presentation