Course Syllabus for PSYC 330 Spring 2016 Proseminar in Social Psychology

Course Syllabus for PSYC 330 Spring 2016
Proseminar in Social Psychology
T 1:15-4:15, Dewey 238
Professor: Dr. Elizabeth C. Pinel
E-mail: [email protected]
Office: 348 Dewey Hall
Office Hours: by appointment
Professor: Dr. Sylvia Perry
Phone: 656-1341
E-mail: [email protected]
Office: 338 Dewey Hall
Office Hours:
Course Description
Welcome to a proseminar in social psychology, co-taught by Liz Pinel and Sylvia Perry. In this class, we introduce you to
core topics in social psychology, through a selection of both classic and contemporary readings. Knowing that for some
of you this will be your only graduate class in social psychology, we have selected social psychology topics with which
every Ph.D. in psychology should have some degree of familiarity. During the 7 weeks that Liz Pinel teaches the class,
you will get a taste for research and theory on the self in social psychology, person perception, and social influence.
Sylvia Perry will cover three additional topics during the 7 weeks that she teaches the class.1
Course Objectives
1)
To cultivate an understanding of and an appreciation for core social psychology topics with which every Ph.D. in
psychological science ought to be familiar.
2)
To promote understanding and knowledge regarding the social influences on cognition, affect, and behavior, as
they are investigated in the discipline of social psychology.
3)
To identify the principles and analytical tools that characterize social psychological approaches to knowledge.
4)
To improve the quality of your theorizing and research by exposing you to pertinent research and theory in areas
outside of your own discipline.
Course Structure
The class will follow a seminar format, meaning that the professors will keep lecturing to a minimum and that the class
community will foster intellectual discussion to a maximum. Each week we will read and discuss articles written by
prominent social psychologists, placing special emphasis on active learning. At the start of each class, students will take
turns providing an ice-breaker (see below for description). This will serve as a springboard for our discussion, for which
we will use as a guide discussion questions that students prepare in advance.
Required Reading
This class does not involve a required text. Instead, we will read primary sources, in the form of book chapters and
articles. You will be able to access the course readings through the course blackboard account.
A note about the readings: The social psychological literature has exploded over the past 50 years. For any given topic,
we could select from a daunting display of fascinating articles. In our selection of course readings, we struck a balance
between classic readings that give you a solid foundation of a topic, review pieces that give you a broad overview of a
topic, and modern variants of a foundational theme. We had to make difficult choices! For this reason, as you will see
below, we ask that, when you lead a given class discussion, you expose the class to an additional article, one that we did
not read for the class but that nonetheless concerns the topic for the week. This will expand our exposure to the range of
work conducted on each topic, but will also keep the weekly reading at a reasonable level.
1
Sylvia Perry reserves the right to add new components to the syllabus during her section of the course
Communicating with Liz
If you have something you would like to discuss with me, whether it be about the content of the course or its structure,
please do not hesitate to reach out to me. The best way to communicate with me is through email. I check my e-mail
every weekday and, barring unforeseen circumstances, I will respond to you within 24hrs. We can address your email
electronically or in person, depending on what seems most appropriate to the circumstance.
Assignments
Class participation and discussion questions (worth 20% of final grade). The success of this course, in terms of your
learning and the learning of others, hinges on your active and thoughtful participation. To participate meaningfully, you
will want to complete the readings prior to the relevant class meeting and you will want to think actively about these
readings. As you read, take note of questions, reactions, and comments. Doing so will enhance your experience of the
community discussion of the articles. Once you have read all of the articles for a given week, put together one or two
discussion questions. Submit these questions to the course Blackboard page and bring a hard copy to class. You will be
expected to present at least one of your questions during the class meeting. Blackboard copies are due by 7pm on
Mondays, to allow time for your professors to review your questions before the class meets.
A note about discussion questions: These questions should be written with the intent to stimulate discussion. Questions
that inspire discussion tend to integrate themes across the readings, refer to readings from previous weeks, connect the
readings to real-life phenomena, spark an empirically-grounded debate, or take the findings to their logical conclusion.
Clarification questions do not inspire discussion and, although welcome, should be kept separate from discussion
questions. Finally, we recognize that writing discussion questions is an acquired skill, so we will regularly provide students
with feedback on their questions with the goal of providing direction as to how to make them as discussion-oriented as
possible.
Breaking the ice (worth 20% of final grade). Although everyone will come to class having read the articles, not everyone
will feel ready to dive into a discussion of the articles. This is why we need ice-breakers, people who start off the
discussion of the articles for the week. Each week, two or more students will sign up as ice-breakers. It will be up to you
to decide with the other students signed up for that week how you would like to break the ice. We simply ask that you
include the following four elements: (1) A 3-minute reminder of the main points of each article; (2) Something positive to
say about each article; (3) Something constructive to say about how each article could be improved; and (4) A 5-7 minute
review of a novel, related article with findings that expand upon the class readings for the week. Each icebreaker should
take no longer than 15 minutes. You will offer at least 2 icebreakers throughout the semester and on the class meeting
during which each of your icebreakers are scheduled you will turn in a well-written, 2-3 page report of your ice-breaker.
A New Twist on Take-home Exams (Midterm and Final: each worth 30% of final grade). This assignment helps you to
process and integrate the course material. Each student will generate three questions that encourage the respondent to
integrate theory and research across the topics covered in this course. Students will exchange questions with randomly
assigned classmates and, during the course of one week, will write a two-page (double spaced, 12 point type, 1 inch
margins) answer to one of the two questions assigned to them. We will devote the class on March 15th and on May 5th to
student discussions of their responses and to commentary from the class. After each of these classes, students will
compose a brief (three paragraphs) reflection on whether the question they wrote appeared to achieve the goals they
had in mind when composing the question. This reflection should include: (1) a paragraph elucidating the goal of the
question; (2) a paragraph noting the points from the readings you expected/hoped the respondent would consider in
answering your question; (3) A brief overall evaluation of whether the question successfully achieved its goals.
Grading
At the end of the semester, your grades will be calculated based on the weights described previously and your final grade
will be assigned according to the following scale: A = 93-100; A- = 90-92.9; B+ = 86.9-89.9; B = 82.9-86.9; B- = 79.9-82.8;
C+ = 75.5-79.8; C = 70-75.4; D = 60-69.9; F = 59.9 or below.
General Policies
Attendance: This is a graduate seminar. Be here.
Make-ups: You cannot make-up oral presentations. If you are scheduled to present on a given day, make sure you show
up. If you do not, you can turn still turn in the report to redeem yourself, at least partially.
Collaboration with Classmates: We encourage discussion with other students. Please turn to one another to expand
your thinking and try on new concepts. However, make sure to complete all assignments independently.
Academic Integrity: This class follows the university’s policy on academic integrity. You may view this policy in full at
http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf. See also the following resource for information on
plagiarism: http://www.uvm.edu/~agri99/plagiarism.html. Please take time to read these policies and in so doing avoid
problems. You are responsible for knowing and understanding these policies!
Classroom Environment
This course will uphold the University of Vermont’s Classroom Code of Conduct (Source: 2009-2010 University of
Vermont Official Catalogue).
University of Vermont Classroom Code of Conduct: Faculty and students will at all times conduct themselves in a manner
that serves to maintain, promote, and enhance the high quality academic environment befitting the University of
Vermont. To this end, it is expected that all members of the learning community will adhere to the following guidelines:
1. Faculty and students will attend all regularly scheduled classes, except for those occasions warranting an excused
absence under the University Attendance Policy (e.g., religious, athletic, and medical).
2. Students and faculty will arrive prepared for class and on time, and they will remain in class until the class is dismissed.
Computers and electronic devices will ONLY be used in the service of the class content.
3. Faculty and students will treat all members of the learning community with respect. Toward this end, they will promote
academic discourse and the free exchange of ideas by listening with civil attention to comments made by all individuals.
4. Students and faculty will maintain an appropriate academic climate by refraining from all actions that disrupt the
learning environment (e.g., making noise, ostentatiously not paying attention, and leaving and reentering the classroom
inappropriately). (Please turn your cell phones off and no text messaging during class).
Special Accommodations and ACCESS
Please contact Dr. Pinel and Dr. Perry if there is anything that they need to know that might improve your learning
environment in this class.
UVM, through its ACESSS office, provides accommodation, consultation, collaboration and education support services to
students needing special accommodations. To contact the ACCESS office, you may go to: http://www.uvm.edu/access/;
email them at [email protected]; or call at 656-7753. If you need specific accommodations in this class, please bring a
letter from ACCESS to the instructor within the first 3 weeks of class so that we can make appropriate arrangements.
Religious Holidays
According to UVM guidelines, students have the right to practice the religion of their choice. Each semester students
should submit in writing to their instructors by the end of the second full week of classes their documented religious
holiday schedule for the semester. Faculty must permit students who miss work for the purpose of religious observance
to make up this work.
PART I READING ASSIGNMENTS
Note: The empirical articles are subject to change as we refine the list. In addition, the specific ordering of the weeks
may change as a function of unexpected shifts in Sylvia and Liz’s schedules. We will notify you by email if we need to
make any changes.
Week 1, January 19th: Introductions
Nisbett, R. E., & Ross, L. (1991). The Person and the Situation: Perspectives of Social Psychology (Chapter 1).
Week 2, January 26th: Social Psychological Perspectives on the Self
Sinclair, S., Hardin, C. D., & Lowery, B. S. (2006). Self-stereotyping in the context of multiple social identities. Journal of
Personality and Social Psychology, 90, 529-542.
Pelham, B. W., & Wachsmuth, J. O. (1995). The waxing and waning of the social self: Assimilation and contrast in social
comparison. Journal of Personality and Social Psychology, 69, 825-838.
Gallup, G. G, McClure, M. K., Hill, S. D., & Bundy, R. A. (1971). Capacity for self-recognition in differentially reared
chimpanzees. The Psychological Record, 21, 69 – 74.
Week 3, February 2nd: Self-Motives
Sedikides, C., Gaertner, L., Toguchi, Y. (2003). Pancultural self-enhancement. Journal of Personality and Social
Psychology, 84, 60-79.
Gonsalkorale, K., & Williams, K. D. (2007). The KKK won’t let me play: Ostracism even by a despised outgroup hurts.
European Journal of Social Psychology, 37, 1176-1186.
Swann, W. B., de la Ronde, C., & Hixon, J. G. (1994). Authenticity and positivity strivings in marriage and courtship.
Journal of Personality and Social Psychology, 66, 857-869.
Week 4, February 9th: Social Influence
Burger, J. (2009) Replicating Milgram: Would people still obey today? American Psychologist, 64, (1), 1–11 DOI:
10.1037/a0010932.
Twenge, J. M. (2009). Change Over Time in Obedience: The Jury’s Still Out, But It Might Be Decreasing. American
Psychologist, 64, (1), 28-31. 28–31 DOI: 10.1037/a0014475
Pinel, E. C., Long, A. E., & Crimin, L. A. (2010). I-sharing and a classic conformity paradigm. Social Cognition, 28, 277-289.
Week 5, February 16th: Social Influence
Lun, J., Sinclair, S., Whitchurch, E. R., Glenn, C. (2007). (Why) do I think what you think? Epistempic tuning and implicit
prejudice. Journal of Personality and Social Psychology, 93, 957-972.
Lakin, J. L., & Chartrand, T. L. (2003). Using nonconscious behavioral mimicry to create affiliation and rapport.
Psychological Science, 4, 334-339.
Swann, W. B., & Ely, R. J. (1984). A battle of wills: Self-verification versus behavioral confirmation. Journal of Personality
and Social Psychology, 46(6), 1287-1302. doi:http://dx.doi.org/10.1037/0022-3514.46.6.1287
Week 6, February 23rd: Perceiving Others
Gilbert, D. T. (1998). Ordinary personology. The handbook of social psychology, Volume 2, 89-150.
Carney, D. R., Colvin, C. R., & Hall, J. A. (2007). A thin slice perspective on the accuracy of first impressions. Journal of
Research in Personality, 41, 1054-1072.
Fiske, S.T., Cuddy, A. JC., & Glick, P. (2007). Universal dimensions of social cognition: Warmth and competence. Trends in
cognitive sciences, 11, 77-83.
Optional but interesting and good: Gilbert, D. T. (1998). Speeding with Ned: A personal view of the correspondence bias.
Attribution and social interaction: The legacy of Edward E. Jones, 5-36.
Week 7, March 1st: Perceiving Others
Hodges, S. D., Kiel, K. J., Kramer, A. D. L., Veach, D., Villanueva, B. R. (2010). Giving birth to empathy: The effects of
similar experience on empathic accuracy, empathic concern, and perceived empathy. Personality and Social Psychology
Bulletin, 36, 398-409.
Savitsky, K., Keysar, B., Epley, N., Carter, T., & Swanson, A. (2011). The closeness-communication bias: Increased
egocentrism among friends versus strangers. Journal of Experimental Social Psychology, 47, 269-273.
Murray, S. L., Holmes, J. G., Bellavia, G., Griffin, D. W., & Dolderman, D. (2002). Kindred spirits? The benefits of
egocentrism in close relationships. Journal of Personality and Social Psychology, 82(4), 563-581.
doi:http://dx.doi.org/10.1037/0022-3514.82.4.563
March 8th: SPRING BREAK
Week 8, March 15th: Presentation of Exam Responses
Weeks 9 through 15, Sylvia leads the class. Sylvia will distribute the reading list.