An Introduction to Social Psychology

seventh edition BPS Textbooks in Psychology

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SEVENTH EDITION

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Library of Congress Cataloging‐in‐Publication Data Names: Hewstone, Miles, editor. | Stroebe, Wolfgang, editor. Title: An introduction to social psychology / Edited by Miles Hewstone, Wolfgang Stroebe. Description: Seventh edition. | Hoboken : Wiley, [2020] | Series: Bps textbooks in psychology | Includes bibliographical references and index. Identifiers: LCCN 2020027425 (print) | LCCN 2020027426 (ebook) | ISBN 9781119486268 (paperback) | ISBN 9781119486343 (adobe pdf) | ISBN 9781119486374 (epub) Subjects: LCSH: Social psychology. | Social psychology–Europe. Classification: LCC HM1033 .I59 2020 (print) | LCC HM1033 (ebook) | DDC 302–dc23 LC record available at https://lccn.loc.gov/2020027425 LC ebook record available at https://lccn.loc.gov/2020027426

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10 9 8 7 6 5 4 3 2 1 Brief Contents

Notes on Contributors xvii Preface to Seventh Edition xx Guided Tour xxiii Accompanying Online Resources for Instructors and Students xxix

Chapter 1 Introducing Social Psychology 1 Wolfgang Stroebe and Miles Hewstone

Chapter 2 Research Methods in Social Psychology 35 Andrew G. Livingstone and Antony S. R. Manstead

Chapter 3 Social Perception and Attribution 75 Brian Parkinson

Chapter 4 Social Cognition 120 Roland Deutsch and Jenny Roth

Chapter 5 The Self 161 Carolyn C. Morf

Chapter 6 Attitudes 213 Geoffrey Haddock and Gregory R. Maio

Chapter 7 Strategies of Attitude and Behaviour Change 254 Wolfgang Stroebe

Chapter 8 Social Influence 293 Miles Hewstone and Robin Martin

Chapter 9 Aggression 347 Barbara Krahé

Chapter 10 Prosocial Behaviour 395 Mark Levine, Rachel Manning, and Richard Philpot

Chapter 11 Attraction and Close Relationships 445 Johan C. Karremans and Catrin Finkenauer

Chapter 12 Group Dynamics 485 Bernard A. Nijstad vi Brief Contents

Chapter 13 Group Performance and Leadership 526 Stefan Schulz-Hardt and Felix C. Brodbeck

Chapter 14 Prejudice and Intergroup Relations 565 Russell Spears and Nicole Tausch

Chapter 15 Cultural Social Psychology 619 Peter B. Smith

Glossary 666

References 685

Name Index 792

Index 823 Contents

Notes on Contributors xvii Preface to Seventh Edition xx Guided Tour xxiii Accompanying Online Resources for Instructors and Students xxix

Chapter 1 Introducing Social Psychology 1 Wolfgang Stroebe and Miles Hewstone INTRODUCTION 2 Some classic studies 2 A DEFINITION OF SOCIAL PSYCHOLOGY 5 The core characteristics of social psychology 5 THE UNIQUE PERSPECTIVE OF SOCIAL PSYCHOLOGY 7 The study of the individual and the social 7 A BRIEF HISTORY OF SOCIAL PSYCHOLOGY 11 The beginning 11 The early years 15 The years of expansion 17 SOCIAL PSYCHOLOGY IN EUROPE 20 THE TWO CRISES OF SOCIAL PSYCHOLOGY 22 The first crisis of social psychology 22 The second crisis of social psychology 25 Why crises can be good for a field 28 RECENT DEVELOPMENTS IN SOCIAL PSYCHOLOGY 29 CHAPTER SUMMARY 32 KEY TERMS 33 NOTE 33 SUGGESTIONS FOR FURTHER READING 33

Chapter 2 Research Methods in Social Psychology 35 Andrew G. Livingstone and Antony S. R. Manstead INTRODUCTION 36 Summary 38 RESEARCH STRATEGIES 38 Experiments and quasi‐experiments 40 Survey research 42 Qualitative approaches 44 Summary 47 A CLOSER LOOK AT EXPERIMENTATION IN SOCIAL PSYCHOLOGY 48 viii Contents

Features of the social psychological experiment 48 Experimental designs 51 Threats to validity in experimental research 56 Problems with experimentation 62 Summary 64 DATA COLLECTION METHODS 64 Observational methods 65 Self‐report methods 67 Implicit and physiological methods 68 ‘Big data’: Social media and online behaviour as a source of data 70 Choosing a method 70 Social neuroscience 71 Summary 71 CHAPTER SUMMARY 72 KEY TERMS 73 SUGGESTIONS FOR FURTHER READING 74

Chapter 3 Social Perception and Attribution 75 Brian Parkinson INTRODUCTION 76 SOCIAL PERCEPTION 77 Summary 81 ATTRIBUTION THEORY 81 Correspondent inference theory 82 Covariation theory 85 ACCESS TO COVARIATION INFORMATION 87 Knowledge, expectation and covariation 89 Learning about causation using covariation and causal power 90 Attributions and achievement 91 Attribution and depression 92 Misattribution of arousal 95 Attributional biases 99 Explaining intentional behaviour 111 The naïve scientist metaphor 112 Attributions as discourse 114 Summary 114 SOCIAL PERCEPTION AND SOCIAL REALITY 115 AUTOMATIC AND CONTROLLED SOCIAL PERCEPTION 116 CHAPTER SUMMARY 117 KEY TERMS 118 SUGGESTIONS FOR FURTHER READING 119

Chapter 4 Social Cognition 120 Roland Deutsch and Jenny Roth INTRODUCTION 121 FIVE PRINCIPLES OF SOCIAL COGNITION 121 Contents ix

First principle: social phenomena can be explained by general cognitive processes 121 Second principle: social cognition is situated 132 Third principle: motivation shapes social cognition 140 Fourth principle: social cognition can be a special adaptation 145 Fifth principle: social phenomena are often caused by a mixture of general and more specifically social processes 155 CHAPTER SUMMARY 158 KEY TERMS 160 SUGGESTIONS FOR FURTHER READING 160

Chapter 5 The Self 161 Carolyn C. Morf INTRODUCTION 162 WHERE SELF‐KNOWLEDGE COMES FROM 163 Through our own observation: personal sources 164 Through the help of others: social sources 166 Experiencing a coherent self: autobiographical memories and the self as narrative 170 Summary 171 THE ORGANIZATIONAL FUNCTION OF THE SELF: THE SELF AS MENTAL REPRESENTATION 172 The nature of the self‐concept 172 Actual, ideal and possible selves 175 Implicit and explicit self‐knowledge 176 The nature of self‐esteem 176 The neural underpinnings of self‐knowledge 185 Summary 186 THE MOTIVATIONAL FUNCTIONS OF THE SELF 186 Know thyself: the self‐assessment motive 187 Bigger, better, faster, stronger: the self‐enhancement motive 187 The puzzle of low self‐regard: self‐verification 193 Why do we self‐enhance? 197 The pros and cons of pursuing self‐esteem 198 Summary 201 THE REGULATORY FUNCTIONS OF THE SELF: THE SELF IN CONTROL 201 Self‐awareness theory 202 Self‐regulation theory 202 The consequences of self-regulation 205 Autonomous self‐regulation as a resource 206 Summary 207 SELF STABILITY AND CHANGE 208 CHAPTER SUMMARY 210 KEY TERMS 211 SUGGESTIONS FOR FURTHER READING 212 x Contents

Chapter 6 Attitudes 213 Geoffrey Haddock and Gregory R. Maio INTRODUCTION 214 WHAT IS AN ATTITUDE? 214 Summary 215 THE CONTENT OF ATTITUDES 215 The cognitive component of attitudes 216 The affective component of attitudes 217 The behavioural component of attitudes 218 How related are the components of attitudes? 220 Summary 222 THE STRUCTURE OF ATTITUDES 222 Summary 224 WHY DO WE HOLD ATTITUDES? 224 Object appraisal 226 Utilitarian versus value‐expressive attitudes 227 Summary 229 LINKING ATTITUDE CONTENT, STRUCTURE AND FUNCTION 230 Content, structure, function and attitude strength 230 Summary 231 THE MEASUREMENT OF ATTITUDES 231 Explicit measures of attitudes 232 Issues relevant to the explicit measurement of attitudes 233 Implicit measures of attitudes 234 Are attitude measures reliable and valid? 238 Summary 238 DO ATTITUDES PREDICT BEHAVIOUR? 239 When do attitudes predict behaviour? 241 Do explicit and implicit measures of attitude predict different types of behaviour? 244 Models of attitude–behaviour relations 246 Summary 251 CHAPTER SUMMARY 251 KEY TERMS 252 SUGGESTIONS FOR FURTHER READING 253

Chapter 7 Strategies of Attitude and Behaviour Change 254 Wolfgang Stroebe INTRODUCTION 255 PERSUASION 255 Theories of systematic processing 256 A dual‐process theory of persuasion 260 The impact of persuasion on implicit measures of attitude 270 Contents xi

INCENTIVE‐INDUCED ATTITUDE CHANGE 272 Counter‐attitudinal behaviour and attitude change 273 Some paradoxical effects of incentives and sanctions 277 Further limitations of the effectiveness of incentive‐induced change 278 Summary 279 ADVERTISING AS APPLIED PERSUASION 279 Is subliminal advertising possible? 280 Summary 289 CHAPTER SUMMARY 290 KEY TERMS 291 SUGGESTIONS FOR FURTHER READING 291

Chapter 8 Social Influence 293 Miles Hewstone and Robin Martin INTRODUCTION 294 CLASSIC EVIDENCE OF SOCIAL INFLUENCE AND THE POWER OF SOCIAL NORMS 295 The impact of social norms 295 Summary 302 WHY DOES SOCIAL INFLUENCE OCCUR? 302 Social comparison 304 Summary 305 TYPES OF SOCIAL INFLUENCE 306 Inducing compliance 306 The influence of numerical majorities and minorities 308 Group decision‐making 325 Obedience to authority 334 Summary 343 CHAPTER SUMMARY 344 KEY TERMS 345 SUGGESTIONS FOR FURTHER READING 345

Chapter 9 Aggression 347 Barbara Krahé INTRODUCTION 348 DEFINITION AND MEASUREMENT OF AGGRESSIVE BEHAVIOUR 349 Observation of aggressive behaviour 351 Obtaining reports of aggressive behaviour 351 Summary 354 THEORIES OF AGGRESSION 354 Biological approaches 354 Psychological approaches 357 Summary 364 xii Contents

PERSONAL AND SITUATIONAL VARIABLES AFFECTING AGGRESSIVE BEHAVIOUR 365 Individual differences in aggressive behaviour 365 Situational influences on aggressive behaviour 367 Summary 376 AGGRESSION AS A SOCIAL PROBLEM 376 Intimate partner violence 377 Sexual aggression 380 Bullying in school and the workplace 381 Intergroup violence 384 Summary 388 PSYCHOLOGICAL PREVENTION AND INTERVENTION 388 Catharsis 389 Punishment 390 De‐escalation through eliciting incompatible responses 390 Summary 392 CHAPTER SUMMARY 392 KEY TERMS 393 SUGGESTIONS FOR FURTHER READING 394

Chapter 10 Prosocial Behaviour 395 Mark Levine, Rachel Manning, and Richard Philpot INTRODUCTION 396 PROSOCIAL BEHAVIOUR, HELPING AND ALTRUISM 398 Definitions 398 The altruism–egoism debate 399 Prosocial behaviours 403 Summary 404 WHY PEOPLE DON’T HELP 404 A decision‐making model of bystander behaviour 406 Summary 412 WHY PEOPLE DO HELP 412 The costs and rewards of helping 412 Groups, identity and prosocial behaviour 415 Helping outgroups 418 Social identity and the bystander effect 419 Social identity, emotion and bystander intervention 420 Summary 421 ISSUES IN RESEARCHING PROSOCIAL BEHAVIOUR 421 Violence and helping 422 Gender and helping 425 Long‐term, sustained helping behaviours 426 Summary 430 EVOLUTION, GENES AND HELPING 431 When helping is not self‐interested 433 Summary 435 Contents xiii

THE SOCIAL NEUROSCIENCE OF HELPING 435 Summary 437 HELPING IN THE REAL WORLD 437 Selfish vs. altruistic behaviour in life‐threatening emergencies 438 Summary 442 CHAPTER SUMMARY 442 KEY TERMS 443 SUGGESTIONS FOR FURTHER READING 444

Chapter 11 Attraction and Close Relationships 445 Johan C. Karremans and Catrin Finkenauer INTRODUCTION 446 THE IMPORTANCE OF RELATIONSHIPS 446 Relationships and psychological well‐being 446 Relationships and physical well‐being 447 The role of social support 448 The immediate effects of social exclusion 448 The need to belong 451 Attachment 451 Summary 456 INTERPERSONAL ATTRACTION 456 The benefits of physical attractiveness 456 What is beautiful is good 456 The features that determine physical attractiveness 457 Contextual influences on physical attractiveness 460 Psychological attraction 461 Proximity 462 Familiarity 463 Similarity 463 Underestimating the power of the situation 465 Summary 465 ROMANTIC RELATIONSHIPS 465 Love 466 Relationship satisfaction and stability 466 Thoughts and behaviours that enhance relationship functioning 469 Summary 473 GENERAL RELATIONSHIP PROCESSES 474 Types of relationships 474 Disclosure 476 Perceived partner responsiveness 479 Relationship ending 481 Summary 482 CHAPTER SUMMARY 482 KEY TERMS 484 SUGGESTIONS FOR FURTHER READING 484 xiv Contents

Chapter 12 Group Dynamics 485 Bernard A. Nijstad INTRODUCTION 486 THE PHENOMENOLOGY OF GROUPS 486 Defining groups 486 Why groups? 487 Types of groups, entitativity and group functions 488 Consequences of entitativity 490 Summary 491 INDIVIDUALS IN GROUPS: SOCIAL FACILITATION 493 Zajonc’s drive theory 493 The role of evaluation 494 Distraction‐conflict theory 495 INDIVIDUALS IN GROUPS: GROUP SOCIALIZATION 497 Joining a group and group socialization: becoming a full member 498 Being in a group: maintenance and role negotiation 501 Leaving a group: divergence and exit 502 Summary 506 GROUP DEVELOPMENT AND STRUCTURE: THE GROUP LEVEL OF ANALYSIS 506 Group development 506 On being similar: norms, shared cognition and cohesion 509 On being different: status and roles 515 Summary 519 GROUPS IN THEIR ENVIRONMENT: THE INTERGROUP LEVEL OF ANALYSIS 520 The intergroup context and the salience of group membership 520 The intergroup context, group perceptions and social influence 523 Summary 524 CHAPTER SUMMARY 524 KEY TERMS 525 SUGGESTIONS FOR FURTHER READING 525

Chapter 13 Group Performance and Leadership 526 Stefan Schulz‐Hardt and Felix C. Brodbeck INTRODUCTION 527 SOME CORE CONCEPTS: ACTUAL GROUP PERFORMANCE, GROUP POTENTIAL AND TASK TYPE 528 Actual and potential group performance 528 Basic types of group tasks and their implications for group potential 529 Summary 530 PROCESS LOSSES VERSUS PROCESS GAINS IN GROUP PERFORMANCE 531 Types of process losses and process gains 531 Summary 540 Contents xv

GROUP PERFORMANCE MANAGEMENT 540 Three basic principles of group performance management 540 Summary 549 LEADERSHIP 550 Approaches to the study of leadership 551 Leadership in groups: How can leadership help to improve group performance? 559 Summary 561 CHAPTER SUMMARY 561 KEY TERMS 562 NOTES 563 SUGGESTIONS FOR FURTHER READING 563

Chapter 14 Prejudice and Intergroup Relations 565 Russell Spears and Nicole Tausch INTRODUCTION 566 PERSONALITY APPROACHES TO PREJUDICE 569 The authoritarian personality 570 Prejudice and a desire for social dominance 571 Authoritarianism and social dominance orientation as ideologies 572 Summary 577 THE COGNITIVE APPROACH TO PREJUDICE 577 Outgroup homogeneity, stereotyping and prejudice 578 Developments and integration 579 Summary 581 GROUP APPROACHES TO PREJUDICE 581 Intragroup processes, ingroup bias and prejudice 581 Intergroup explanations of prejudice and discrimination 582 The social identity explanation of ingroup bias 585 More extreme threats to the group 590 Integrative intergroup theories 592 Can emotions help to explain the variety and intensity of prejudice? 595 Summary 599 PSYCHOLOGICAL INTERVENTIONS TO REDUCE PREJUDICE AND IMPROVE INTERGROUP RELATIONS 600 The ‘contact hypothesis’ 600 Varying levels of categorization 606 Other prejudice‐reduction techniques 610 The wider implications of prejudice reduction 613 Summary 615 CHAPTER SUMMARY 616 KEY TERMS 617 NOTE 617 SUGGESTIONS FOR FURTHER READING 618 xvi Contents

Chapter 15 Cultural Social Psychology 619 Peter B. Smith INTRODUCTION 620 CULTURE AND CULTURAL DIFFERENCES 621 Defining culture 622 Nations as cultures 623 Measuring culture 623 Overcoming methodological challenges 627 Summary 630 CULTURE AND COGNITION 630 Summary 636 CULTURE AND SELF-CONSTRUAL 636 Cross‐cultural variation in self‐enhancement 637 Self‐construal as an explanation of cultural differences 640 Self‐construal over time 640 Summary 642 INTERPERSONAL RELATIONS 643 Prosocial behaviour with strangers 643 Intimate relationships 644 Summary 645 GROUP PROCESSES 646 Summary 649 INTERGROUP RELATIONS AND PREJUDICE 651 Contact and prejudice 654 Summary 655 INTERCULTURAL RELATIONS 655 Migration and acculturation 657 Summary 663 CHAPTER SUMMARY 663 KEY TERMS 664 SUGGESTIONS FOR FURTHER READING 664

Glossary 666

References 685

Name Index 792

Index 823 Notes on Contributors

Felix C. Brodbeck is Chair of Organizational and Economic Psychology at Ludwig‐ Maximilians University, Munich, Germany. His main research interests are leadership, group performance, collective information-processing, economic decision‐making, diversity and cross‐cultural psychology. He has edited or authored several books, including Culture and Leadership Across the World, and numerous research papers. He was until 2018 (Co‐) Editor‐in‐Chief of the Journal of Economic Psychology.

Roland Deutsch is Professor of Social Psychology at Julius‐Maximilians University, Würzburg, Germany. His research covers several areas in social cognition and motivation including dual‐process models, indirect measures, moral and motivational conflicts, and the perception of social inequality.

Catrin Finkenauer is Professor of Interdisciplinary Social Science at the University of Utrecht. Her research on interpersonal relationships includes basic research on relationship processes (e.g., trust, understanding) and applied research on interventions targeting children who have been witness to or a target of domestic violence and abuse.

Geoffrey Haddock is a Professor of Social Psychology at Cardiff University, UK. He has published widely on the topics of attitudes and social cognition. His current research focuses on affective and cognitive processes of evaluation.

Miles Hewstone is Emeritus Professor of Psychology, University of Oxford, and Emeritus Fellow of New College, Oxford University, UK. His main research topic is intergroup relations and the reduction of intergroup conflict, especially via intergroup contact. He has published widely in the field of social psychology, edited or authored many books, and was founding co‐editor (with Wolfgang Stroebe) of the European Review of Social Psychology. He has received numerous awards for his research.

Johan C. Karremans is Associate Professor at the Behavioural Science Institute (BSI) at the Radboud University Nijmegen, the Netherlands. His research mainly focuses on the processes that benefit or harm interpersonal relationships, especially in the face of relationship threat (e.g., conflict, attractive alternatives).

Barbara Krahé is Professor of Social Psychology at the University of Potsdam, Germany. Her research focuses on aggression, especially sexual aggression and the impact of media violence on aggression. She is actively involved in the International Society for Research on Aggression, serving as President from 2018 to 2020.

Mark Levine is a Professor of Social Psychology at the University of Lancaster, UK. His research focuses on the role of social identity in prosocial and antisocial behaviour. xviii Notes on Contributors

He is particularly interested in the research possibilities afforded by new technologies and digital data. This has included analysing CCTV data, using virtual reality environ- ments and studying naturally occurring online data.

Andrew G. Livingstone is Senior Lecturer in Social Psychology at the University of Exeter, having previously held positions at the University of Stirling and Cardiff University. His research focuses on social identity, emotion and intergroup relations. He is currently a Section Editor of the Social and Personality Psychology Compass and was formerly an Associate Editor of the British Journal of Social Psychology.

Gregory R. Maio is a Professor of Social Psychology at the University of Bath, UK. He has published widely on the topics of values, attitudes and social cognition. His current research focuses on the psychological properties of social values.

Rachel Manning is a Senior Lecturer in Psychology at University of Buckingham, UK. Her research interests include prosocial behaviours such as intervention in emergencies, charitable giving and volunteering.

Antony S. R. Manstead is Emeritus Professor of Psychology at Cardiff University, UK, having previously held positions at the Universities of Sussex, Manchester, Amsterdam and Cambridge. He has been Editor or Associate Editor of several jour- nals, the most recent being the European Review of Social Psychology. His research focuses on emotion, attitudes and social identity.

Robin Martin is Professor of Organizational Psychology at Alliance Manchester Business School, University of Manchester, UK. He has served on the faculties of the Universities of Aston, Queensland, Cardiff, Swansea and Sheffield. He conducts research in the areas of social influence processes (especially majority and minority influence), workplace leadership, innovation and team working.

Carolyn C. Morf is Associate Professor of Personality Psychology at the University of Bern, Switzerland. Her research focuses on understanding self‐regulatory processes through which individuals construct and maintain their desired self‐views. She also examines the expression of these self‐regulatory processes in personality (in particular narcissism). Her edited books include the Handbook of Methods in Social Psychology (Sage, 2004).

Bernard A. Nijstad is Professor of Decision Making and Organizational Behavior at the University of Groningen, the Netherlands. His main research interests are individual and group creativity and individual and group decision‐making.

Brian Parkinson is Professor of Social Psychology at Oxford University, UK. His research focuses on the interpersonal causes, effects and functions of emotion. His books include Heart to Heart: How our Emotions Affect Other People (2019), Ideas and Realities of Emotion (1995) and (with Fischer and Manstead) Emotion in Social Relations (2005). He is currently co‐editor of the Cambridge University Press book series Studies in Emotion and Social Interaction. Notes on Contributors xix

Richard Philpot is a Research Fellow in Social Psychology at Lancaster University, UK. His research focuses on bystander behaviour in public emergencies and the inter- play between social identity and communication technologies.

Jenny Roth is a lecturer in Psychology at the University of Limerick, Ireland. She uses a social cognition approach to explain social phenomena. Much of her research focuses on social identity, ingroup identification processes, and their antecedents and consequences.

Stefan Schulz‐Hardt is Professor of Industrial, Economic and Social Psychology at Georg‐August‐University Göttingen, Germany. He has published on group decision‐ making, escalation of commitment, stress in the workplace and other topics. He was (Co‐) Editor in Chief of the Journal of Economic Psychology until 2018.

Peter B. Smith is Emeritus Professor of Social Psychology at the University of Sussex, UK. His research has mostly been concerned with cross‐cultural aspects of formal and informal influence processes, and with cross‐cultural communication. He is author (with Fisher, Vignoles and Bond) of Understanding Social Psychology across Cultures, and a former editor of the Journal of Cross‐Cultural Psychology.

Russell Spears is Professor of Psychology at the University of Groningen, the Netherlands. His main research interests are in social identity processes, with particular focus on the group emotions that play a role in intergroup relations. He has edited the British Journal of Social Psychology and (with Anne Maass) the European Journal of Social Psychology.

Wolfgang Stroebe is Emeritus Professor of Social and Organizational Psychology at Utrecht University and, since 2011, Visiting Professor at the University of Groningen, the Netherlands. Jointly with Miles Hewstone, he was Founding Editor of the European Review of Social Psychology, which he (co‐)edited for 25 years. He has published widely on social and health psychology. His present research focuses on mass shootings and motivational bases of US gun ownership (gunpsychology.org).

Nicole Tausch is Reader in Social Psychology at the University of St Andrews, UK. Her research interests lie broadly in the areas of social identity, intergroup relations, prejudice and collective action. She is a recipient of the British Psychological Society’s Award for Outstanding Doctoral Research Contributions to Psychology. Preface to Seventh Edition

This is the seventh time we have sat down to write a preface for this long‐running textbook. As we do so, we realize that a book that has met the needs of students and instructors for more than 30 years must be doing something right, in fact many things. Essentially these involve choosing what information to present in each chapter, and how much of it; balancing the presentation of both key historical landmarks and cutting‐edge developments in terms of theory and research; integrating that information so that each chapter tells a coherent story; and writing in a clear, well‐ structured manner that explains in a compelling way. In the competitive market for textbooks on any subject, against stiff competition, you have to keep up with developments in the scientific literature. In this seventh edition we have once again extensively updated the material and integrated recent theoretical and empirical developments. The fact that we have regularly undertaken such revisions has certainly contrib- uted to the success of our book. The field of social psychology continues to expand, both in its material and in the number of countries in which it is taught, and any suc- cessful textbook will have to move with the times. As a result of the increasing com- plexity of our field, it has become impossible for any single person to be an expert on all the different areas of social psychology. The fact that we succeeded in persuading internationally leading experts on each of the various topics to contribute to this book – and to regularly revise their chapters – guarantees a level of accuracy that would be impossible to achieve in a single‐author textbook or even a book written by a small team of authors. This bestselling textbook was always intended to appeal to students as well as to instructors, who teach social psychology at universities throughout Europe and many other parts of the world. As judged by its longevity, its sales and its translations (a dozen languages), we have succeeded. In this case ‘we’ refers not just to us as edi- tors, but to our authors who are all experts on their topics and were willing to work with our necessarily tight editorial control in order to provide a well‐integrated vol- ume, in which the reader quickly knows what they will find in each chapter, where to find it and how to use this valuable resource to the best, in order to provide an excellent course or to excel in their examinations. Over the seven editions we have never stood still. We have added and removed topics, and we have added and removed authors; the latter has helped to ensure that new perspectives are represented and material does not get outdated. This latest edition contains one completely new chapter, on social cognition, to reflect a series of recent developments in that area of social psychology. Topics that remain are updated in each new edition. This edition provides students and instructors with the core of social psychology – chapters dealing with methods, social perception and attribution, social cognition, self and social identity, attitudes, social influence, aggression, prosocial behaviour, relationships, group processes and intergroup relations. But it also casts a look beyond the Western perspective and includes a chapter on cultural social Preface to Seventh Edition xxi psychology, emphasizing that social psychology is a global science, but acknowledg- ing the fact that replications of social psychological studies in other parts of the world often result in somewhat different findings. On the topic of replications, the revised methods chapter – as well as the introductory chapter – brings the reader up to date with the controversy surrounding this issue, something that we felt should be studied for the lessons that can be drawn from it. Each new edition also provides an updated set of examples of relevant social‐ psychological phenomena, so that the reader can relate the material in each chapter to the events that they encounter in everyday life, read about in newspapers and on the Internet, and see on their TV screens. Other than coverage of the material, another feature of each new edition is that we have continuously made didactic improvements and added pedagogical aids to each new edition. Each chapter provides the reader with a very clear and comprehensive presentation of the central theories, concepts, paradigms, results and conclusions in each new area. In terms of structure, the reader will find that each chapter contains specific features, designed to improve learning and enhance the enjoyment of the task:

• A ‘route map’ provides a brief overview of the chapter, written in clear English. • A chapter outline reflects the coverage in each chapter. • The definitions of each key concept are covered in each chapter, and provided in special glossary boxes in the margins to aid revision; they are also gathered together in an alphabetical glossary at the end of the book. • The body of the text in each chapter is broken down into clear sections, and the reader is guided by subheadings throughout the chapter. We have sought to avoid long, uninterrupted passages of text, and to punctuate the text with figures, tables and occasional photographs. • Key theories are depicted in special ‘theory boxes’ to aid understanding of more complex processes. • Each main section or subsection of the chapter begins with ‘learning questions’ – these are the major questions that the student should be able to answer having read the chapter. • Each chapter ends with a summary and conclusions in the form of bullet points. • A list of key concepts presents the main terms that a student should know about each topic area. • A list of further reading is suggested, with a thumbnail summary indicating what the student will find in each source. • Each chapter contains boxed features of four different types: • Theory Box Key theories are made accessible to aid the understanding of more complex processes. • Research Close‐Up Brief summaries of classic and contemporary research studies, explaining clearly why and how the research was done, what it found and what its implications are. • Individual Differences Illustrative items from scales used to measure variables discussed in the text. • Social Psychology Beyond the Lab Descriptions of some ‘real‐life application’ of theory and research described in the chapter. xxii Preface to Seventh Edition

Features designed to aid learning and help both instructors and students do not end with the material inside the book. Extensive online resources are also provided on the web (www.wiley.com/go/hewstone7), including a bank of over 1000 self‐study and instructor test‐bank questions, links to other useful websites, and PowerPoint presentations and flashcards. As always when we complete a new edition, we find that we ourselves have also learned a great deal. Our authors have shared their wide knowledge and communi- cated so engagingly that we ourselves are encouraged to go and read more, as we hope readers of the book will be too. Such a large book cannot, of course, be com- pleted without the help of others, whom we gratefully acknowledge here. First and foremost, we thank our authors for their excellent manuscripts and their willingness to go through repeated revisions in response to our editorial feedback. The final part of the long process from first draft to publication is of course seeing the manuscript typeset, proofread and published. We owe a debt to many in this process. We would like to thank the team at Wiley for producing a beautiful book and Camille Bramall for her careful copy‐editing. Finally, we thank Rachel New once again for her help throughout the editorial process.

Miles Hewstone, Oxford Wolfgang Stroebe, Groningen Guided Tour

CHAPTER HIGHLIGHTS

Key Terms are listed on each chapter opening page, highlighting the main topic areas for students.

Chapter Outline reflects the coverage of each chapter by main section headings.

A short outline of each chapter, written in clear English, is presented in the Route Map of the Chapter. xxiv Guided Tour ENHANCED LEARNING TOOLS

Each main section or subsection starts with a ‘learning question’ (coloured pur- ple in the printed book), major questions that the student should be able to answer after reading the chapter.

Each main section ends with a Summary to aid memorizing key segments of the content as students progress through the chapter.

Key Terms introduced in each chapter are listed alphabetically at the end of the chapter. They are printed in bold at the first point of use in the currentchapter and appear with their definition at the first main point of discussion in the book. All Key Terms and definitions are collated and arranged alphabetically in the Glossary at the back of the book. Guided Tour xxv

The main chapter text is punctuated by diagrams, graphs, tables and occasional photographs, all designed to improve the reading and learning experience. xxvi Guided Tour

Key theories are made accessible in the text by way of Theory Box features to aid the understanding of more complex processes.

Research Close-Ups provide brief summaries of pertinent research studies, both classic and contemporary, as an aid to explain why and how research was carried out and what the results implied. Guided Tour xxvii

Individual Differences are illustrative items from scales used to measure variables discussed in the text.

Social Psychology Beyond the Lab boxes feature various ‘real-life applications’ of theory and research applicable to the content of the current chapter. xxviii Guided Tour END-OF-CHAPTER RESOURCES

A list of key learning points are presented in the Chapter Summary to help students consolidate their knowledge and understanding of the chapter’s content.

Each chapter ends with a list of Suggestions for Further Reading indicating key material for further independent study.