Download THEORIES IN SOCIAL PSYCHOLOGY PSY834, Fall 2010 Tuesdays

THEORIES IN SOCIAL PSYCHOLOGY
PSY834, Fall 2010
Tuesdays, 9:10-12:00
218B Berkey Hall
Course open to graduates and advanced undergraduates (with permission)
DESCRIPTION
The purpose of this course is two-fold: to compare the contributions and limitations of major theoretical
perspectives on social behavior, and to learn about the nature of theory construction and theory-testing in
psychology generally. Both general models and middle-level models of social behavior are reviewed. The
advantages and disadvantages of different models for different levels and different kinds of socialpersonality phenomena are highlighted. Exercises comparing the predictions of different theories for the
same study are designed to acquire an appreciation of how to operationalize theories and an
understanding of the various features of a "good" theory. How to design research in social-personality that
actually tests alternative theories is emphasized.
ASSIGNMENTS
A. Class Participation
Preparation for and participation during class will receive 20% of the total grade. Each week there will be
preparation questions; you are to study and prepare for all of them because you can be called to answer
any of them. Each week you will hand in your answers to three of the questions that week: one from
Section A (your choice), the Section B question, and the Section C question. Your answers should not be
longer than two double-spaced pages in total. Additionally, each week a student will take the role of a
"true believer" in the theory for that week. The true believer should be prepared to argue that the strengths
of the theory make it a "good theory" and to defend against criticism of the theory.
B. Take-Home Exercises
There are four take-home exercises, each worth 20%. For each of the first three exercises, you will be
given a method section from an experimental study. In class you will be given two different theories to
apply to the study. For each theory, your task will be to use the theory as the basis for making predictions
about what the results of the study should be according to the party-line theory. At the beginning of each
exercise, the assumptions, axioms, and postulates of each theory relevant to making predictions for the
study must be described. For each theory, any additional assumptions that you believe need to be made in
order to make predictions must be clearly identified as your additional assumptions (as distinct from the
theory). The final exercise consists of taking any one of the three studies in the previous exercises and
modifying it in order to make it a more adequate test of the predictive power of any two competing
theories you choose. Alternatively, you can design a completely new experiment testing the predictive
power of any two competing theories you like, even if they were not covered in the course, as long as you
use the theories to predict social behavior. Your answers to the exercises must be handed in on the day
that the exercise will be discussed. Each take home exercise should not be longer than five double-spaced
pages.
NOTE
About the title of this course: Officially, in this course you will learn about theories in social psychology,
as distinct from personality psychology which is itself a separate graduate-level course. In practice, I will
ignore this distinction. You will learn about theories that relate to human social behavior, regardless of
whether these behaviors and the causes of these behaviors tend to be classified as "social" versus
"personality." In fact, a major theme of this course is the importance of uncovering broad principles of
social behavior that operate in consistent ways regardless of whether there are chronic or situational
influences.
STATEMENT OF ACADEMIC HONESTY
The following is the academic honesty statement from the Office of the Ombudsman; all students are
required to adhere to this statement:
Article 2.3.3 of the Academic Freedom Report states that "The student shares with the faculty the
responsibility for maintaining the integrity of scholarship, grades, and professional standards." In addition,
the Psychology department adheres to the policies on academic honesty as specified in General Student
Regulations 1.0, Protection of Scholarship and Grades; the all-University Policy on Integrity of Scholarship
and Grades; and Ordinance 17.00, Examinations. (See Spartan Life: Student Handbook and Resource Guide
and/or the MSU Web site: www.msu.edu.) Therefore, unless authorized by your instructor, you are expected
to complete all course assignments, including homework, lab work, quizzes, tests and exams, without
assistance from any source. You are expected to develop original work for this course; therefore, you may not
submit course work you completed for another course to satisfy the requirements for this course. Also, you
are not authorized to use the www.allmsu.com Web site to complete any course work in PSY 235. Students
who violate MSU rules may receive a penalty grade, including--but not limited to--a failing grade on the
assignment or in the course. Contact your instructor if you are unsure about the appropriateness of your
course work. (See also http://www.msu.edu/unit/ombud/honestylinks.html)
PART I: GENERAL THEORETICAL PERSPECTIVES
dates
topics
readings
Sept. 7
Introduction and overview
Sept. 14
Conditioning Theories
Heidbreder [7]
Deutsch & Krauss [4]
Watson; Miller; Skinner
Sept. 21
Psychodynamic Theories
Heidbreder [10]
Deutsch & Krauss [5]
Kohut & Seitz; Erikson
Sept. 28
Gestalt/Field Theories
Heidbreder [9]
Deutsch & Krauss [2,3]
Oct. 5
Symbolic Interactionism
Deutsch & Krauss [6]
Stryker & Statham
Goffman
PART II: MIDDLE LEVEL THEORIES
Oct. 12
Cognitive Consistency
Festinger
Festinger & Carlsmith
Heider; Abelson
Oct. 19
Social Perception
Kelley; Jones & Davis
Trope
Oct. 26
Self-Perception
Bem; Weiner et al.
Schachter & Singer
Nov. 2
Social Information
Processing
Ross; Bargh
Higgins (a)
Nov. 9
Attitudes & Persuasion
Kelman; Chaiken et al.
Hovland, Harvey, & Sherif
Nov. 16
Social Influence
Brewer
Tajfel & Turner
Higgins (b)
Hardin & Higgins
Nov. 23
Motivation and Cognition
Kruglanski & Webster
Tesser; Higgins (c)
Nov. 30
Personality
Mischel & Shoda
Dweck & Leggett
Higgins (d)
PART III: INTEGRATIONS
Dec. 7
Evolutionary Psychology &
Psychology as Science
Tooby & Cosmides;
Caporael; Kuhn (1-7)
PREPARATION QUESTIONS
PART I: General Theoretical Perspectives
1. Conditioning Theories
A.
According to conditioning theories, what motivates people?
According to conditioning theories, what is the nature of learning?
What is a stimulus? What is a response? What is the relation between them?
B.
What psychological principles or mechanisms represented in conditioning theories are part of modern
social-personality psychology?
C.
Think about the strengths and weaknesses of conditioning theories. On balance, do you think there are
more strengths or weaknesses? If your answer is "more strengths," describe just the strengths; if your
answer is "more weaknesses," describe just the weaknesses. Be prepared to defend your position.
2. Psychodynamic Theories
A.
According to psychodynamic theories, what motivates people?
According to psychodynamic theories, what is the nature of learning?
What is the role of conflict in motivating people?
What is meant by the unconsciousness, the preconscious, and the conscious?
B.
What psychological principles or mechanisms represented in psychodynamic theories are part of modern
social-personality psychology?
C.
Think about the strengths and weaknesses of psychodynamic theories relative to conditioning theories. On
balance, do you think there are more strengths or weaknesses? If your answer is "more strengths,"
describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses. Be
prepared to defend your position.
3. Gestalt/Field Theories
A.
According to gestalt/field theories, what motivates people?
According to gestalt/field theories, what is the nature of learning?
What is a gestalt? What is a field of forces? How do they differ from stimulus-response in conditioning
theories?
What is the role of tension in gestalt/field theories? Compare and contrast the psychological nature and
consequences of tension in gestalt/field versus psychodynamic theories.
B.
What psychological principles or mechanisms represented in gestalt/field theories are part of modern
social-personality psychology?
C.
Think about the strengths and weaknesses of gestalt/field theories relative to psychodynamic theories. On
balance, do you think there are more strengths or weaknesses? If your answer is "more strengths,"
describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses. Be
prepared to defend your position.
4. Symbolic Interactionism
A.
According to symbolic interactionism theories, what motivates people?
According to symbolic interactionism theories, what is the nature of learning?
What is symbolic about symbolic interactionism? How does this kind of symbolism differ from
symbolism in psychodynamic theories?
What is the nature of the relation between self and others in symbolic interactionism? Compare and
contrast the nature of this relation in symbolic interactionism versus gestalt/field theories and
psychodynamic theories.
B.
What psychological principles or mechanisms represented in symbolic interactionism are part of modern
social-personality psychology?
C.
Think about the strengths and weaknesses of symbolic interactionism theory relative to gestalt/field
theories. On balance, do you think there are more strengths or weaknesses? If your answer is "more
strengths," describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses.
Be prepared to defend your position.
PART II: Middle Level Theories
1. Cognitive Consistency
A.
According to cognitive consistency theories, what motivates people?
According to cognitive consistency theories, what is the nature of learning?
What is meant by "consistency" in cognitive consistency theories?
What is meant by "cognitive" in cognitive consistency theories?
B.
What psychological principles or mechanisms represented in cognitive consistency theories are part of
modern social-personality psychology?
C.
Think about the strengths and weaknesses of cognitive dissonance theory relative to balance theory. On
balance, do you think there are more strengths or weaknesses? If your answer is "more strengths,"
describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses. Be
prepared to defend your position.
2. Social Perception/Attribution
A.
According to social perception/attribution theories, what motivates people?
What is the function of social perception?
According to social perception/attribution theories, what is the nature of learning?
In comparing Kelley and Jones & Davis, what do each uniquely contribute to our understanding of social
perception?
B.
What psychological principles or mechanisms represented in perception/attribution theories are present in
modern social-personality psychology?
C.
Think about the strengths and weaknesses of Trope's theory relative to Jones & Davis' theory. On balance,
do you think there are more strengths or weaknesses? If your answer is "more strengths," describe just the
strengths; if your answer is "more weaknesses," describe just the weaknesses. Be prepared to defend your
position.
3. Self-Perception
A.
According to self-perception theories, what motivates people?
What is it that people learn through self-perception?
What mechanisms are used in self-perception that differ from those used in social perception, if any?
How does the role of expectancy in self-perception differ from the role of expectancy in social
perception?
B.
What is the function of self-perception? Compare and contrast the motivational/functional underpinnings
of self-perception versus social perception.
C.
Think about the strengths and weaknesses of Schachter and Singer's theory relative to Bem's theory. On
balance, do you think there are more strengths or weaknesses? If your answer is "more strengths,"
describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses. Be
prepared to defend your position.
4. Social Information Processing
A.
According to social information processing theories, what motivates people?
According to social information processing theories, what is the nature of learning?
What are the costs and benefits of each of the psychological mechanisms discussed by the information
processing theories?
Can errors from information processing mechanisms be corrected?
What does it mean to control or not control information processing?
B.
How do information processing theories provide a non-motivational account of biases in social
perception?
C.
Think about the strengths and weaknesses of Higgins' theory of social information processing relative to
Ross' theory. On balance, do you think there are more strengths or weaknesses? If your answer is "more
strengths," describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses.
Be prepared to defend your position.
5. Attitudes and Persuasion
A.
According to attitudes & persuasion theories, what motivates people?
According to attitudes & persuasion theories, what is the nature of learning?
What is the function of holding attitudes?
What motivates people to be persuaded or to yield to social influence?
B.
Message quality, source expertise, source attractiveness, source trustworthiness have been treated
historically as separate influences on persuasion. To what extent are they? What is their independent and
interdependent status in different attitudes and persuasion theories?
C.
Think about the strengths and weaknesses of Chaiken's theory of persuasion relative to Kelman's theory.
On balance, do you think there are more strengths or weaknesses? If your answer is "more strengths,"
describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses. Be
prepared to defend your position.
6. Social Influence
A.
According to social influence theories, what motivates people?
According to social influence theories, what is the nature of learning?
If there are cross-cultural differences in social influence, what would they look like?
What are the costs and benefits of people being influenced by others?
B.
What is the status of the independent, individualist person in the different social influence theories? What
is the psychological status of "I", "me", "they", "we", and "us"?
C.
What is the function of people's associations with others? Think about the strengths and weaknesses of
Tajfel & Turner's social identity theory relative to Hardin & Higgins' shared reality theory. On balance,
do you think there are more strengths or weaknesses? If your answer is "more strengths," describe just the
strengths; if your answer is "more weaknesses," describe just the weaknesses. Be prepared to defend your
position.
7. Motivated Cognition
A.
According to motivated cognition theories, what motivates people’s judgments and decision making?
To what extent does motivated cognition concern specific outcomes versus general outcomes?
To what extent does motivated cognition concern outcomes versus processes?
What is the function of motivated cognition?
B.
How does motivated cognition differ from just cognition? Are there basic cognitive operations that are
not influenced by motivation?
C.
Think about the strengths and weaknesses of Kruglanski and Webster's theory of motivated cognition
relative to Freud's theory. On balance, do you think there are more strengths or weaknesses? If your
answer is "more strengths," describe just the strengths; if your answer is "more weaknesses," describe just
the weaknesses. Be prepared to defend your position.
8. Personality
A.
What does it mean to have a theory of personality?
Can people control their personality?
How can the person X situation interactive effect on behavior be conceptualized?
When is personality revealed?
B.
Are there psychological mechanisms or principles that are unique to personality?
C.
Think about the strengths and weaknesses of Mischel & Shoda's theory of personality relative to Freud's
theory. On balance, do you think there are more strengths or weaknesses? If your answer is "more
strengths," describe just the strengths; if your answer is "more weaknesses," describe just the weaknesses.
Be prepared to defend your position.
PART III. Integrations
Evolutionary Psychology/ Philosophy of Psychology and Science
A.
According to evolutionary psychology approaches, what is value?
According to evolutionary psychology approaches, what is the mind?
How are "evolved mechanisms" defined? How can one distinguish an evolved mechanism from a
byproduct of an evolved mechanism?
Is there anything in current or prior social/personality psychology that would qualify as a "paradigm" as
defined by Kuhn? Describe how this paradigm directs research activity as Kuhn describes "normal
science."
B.
What is the relation of evolutionary psychology, as an integrative framework, to the higher- and middlelevel theories discussed previously? For example, how does cognitive dissonance "fit" into an
evolutionary psychology approach?
C.
Take one other topic covered in this course and approach it from an evolutionary psychology framework.
What new questions can be asked? What insights does this new approach provide? Does anything get lost
in this analysis? What are the overall strengths and weaknesses of this approach? What are the major
ways in which our understanding of the idea is changed?
READINGS
Abelson, R. P. (1983). Whatever became of consistency theory? Personality and Social Psychology
Bulletin, 9, 37-54.
Bargh, J. A. (1989). Conditional automaticity: Varieties of automatic influence in social perception and
cognition. In J. S. Uleman & J. A. Bargh (Eds.), Unintended Thought (pp. 3-51). New York: Guilford.
Bem, D. J. (1965). An experimental analysis of self-persuasion. Journal of Experimental Social
Psychology, 1, 199-218.
Brewer, M. B. (1991). The social self: On being the same and different at the same time. Personality and
Social Psychology Bulletin, 17, 475-482.
Caporael, L. R. (1997). The evolution of truly social cognition: The core configuration model. Personality
and Social Psychology Review, 1, 276-298.
Chaiken, S., Liberman, A., & Eagly, A. H. (1989). Heuristic and systematic information processing
within and beyond the persuasion context. In J. S. Uleman & J. A. Bargh (Eds.), Unintended Thought (pp.
xx-xx). New York: Guilford.
Deutsch, M., & Krauss, R. M. (1965). Theories in Social Psychology. New York: Basic Books.
Dweck, C. S., & Leggett, E. L. (1988). A social-cognitive approach to motivation and personality.
Psychological Review, 95, 256-273.
Erikson, E. H. (1963). Childhood and Society (Revised edition. Original edition 1950). New York: W. W.
Norton & Co.
Festinger, L. (1957). A Theory of Cognitive Dissonance. Evanston, IL: Row, Peterson.
Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal of
Abnormal and Social Psychology, 58, 203-211.
Goffman, E. (1959). The Presentation of Self in Everyday Life. Garden City, WY: Doubleday.
Hardin, C. D., & Higgins, E. T. (1996). Shared reality: How social verification makes the subjective
objective. In R. M. Sorrentino & E. T. Higgins (Eds.), Handbook of Motivation and Cognition, Vol. 3:
The Interpersonal Context (pp. 28-84). New York: Guilford.
Heidbreder, E. (1933). Seven Psychologies. New York: Appleton-Century-Crofts.
Heider, F. (1958). The Psychology of Interpersonal Relations. New York: Wiley.
Higgins, E. T. (1996). Knowledge activation: Accessibility, applicability, and salience. In E. T. Higgins &
A. W. Kruglanski (Eds.), Social Psychology: Handbook of Basic Principles (pp. 133-168). New York:
Guilford. [A]
Higgins, E. T. (1992). Achieving "shared reality" in the communication game: A social action that creates
meaning. Journal of Language and Social Psychology, 11, 107-131. [B]
Higgins, E. T. (2000). Making a good decision: Value from "fit." American Psychologist, 55, 1217-1230.
[C]
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52, 1280-1300. [D]
Hovland, C. I., Harvey, O. J., & Sherif, M. (1957). Assimilation and contrast effects in reactions to
communication and attitude change. Journal of Abnormal and Social Psychology, 55, 244-252.
Jones, E. E., & Davis, K. E. (1965). From acts to dispositions: The attribution process in person
perception. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology, Vol. 2 (pp. 219-266).
New York: Academic Press.
Kelley, H. H. (1967). Attribution theory in social psychology. In D. Levine (Ed.), Nebraska Symposium of
Motivation, 15, 192-238.
Kelman, H. C. (1958). Compliance, identification, and internalization: Three processes of attitude change.
Journal of Conflict Resolution, 2, 51-60.
Kohut, H., & Seitz, P. F. D. (1964). Concepts and theories of psychoanalysis. In D. Wepman (Ed.),
Theories of Personality. New York: McGraw-Hill.
Kruglanski, A. W., & Webster, D. M. (1996). Motivated closing of the mind: "Seizing" and "freezing."
Psychological Review, 103, 263-283.
Kuhn, T. S. (1962). The structure of scientific revolutions (3rd ed.). Chicago: The University of Chicago
Press.
Miller, N. E. (1959). Liberalization of basic S-R concepts: Extensions to conflict behavior, motivation,
and social learning. In S. Koch (Ed.), Psychology: A study of a science (Vol. 2): General Systemic
formulations, learning and special processes. (pp. 196-292). New York: McGraw-Hill.
Mischel, W., & Shoda, Y. (1995). A cognitive-affective system theory of personality: Reconceptualizing
situations, dispositions, dynamics, and invariance in personality structure. Psychological Review, 102,
246-268.
Ross, L. (1977). The intuitive psychologist and his shortcomings: Distortions in the attribution process. In
L. Berkowitz (Ed.), Advances in Experimental Social Psychology (Vol. 10, pp. 173-220). New York:
Academic Press.
Schachter, S., & Singer, J. E. (1962). Cognitive, social and physiological determinants of emotional state.
Psychological Review, 69, 379-399.
Sherif, M. (1936). The Psychology of Social Norms. New York: Harper & Brothers.
Skinner, B. F. (1959). A case history in scientific method. In S. Koch (Ed.), Psychology: A Study of a
Science, Vol. 2 (pp. 359-379). New York: McGraw-Hill.
Tooby, J., & Cosmides, L. (2005). Conceptual foundations of evolutionary psychology. In D. M. Buss
(Ed.), Handbook of Evolutionary Psychology (pp. 5-67). Hoboken, NJ: Wiley.