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PS320 Syllabus
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SYLLABUS
DATE: Fall Semester 2013
COURSE NUMBER AND TITLE: Psychology 320 - Social Psychology
SEMESTER OFFERED: Fall
CREDIT HOURS: 3
INSTRUCTOR: Dr. Dan Mayton
OFFICE: Spalding Hall, Room 213F
PHONE: 792-2280 (leave message)
E-MAIL: [email protected]
FAX: 792-2571
OFFICE HOURS: Monday and Wednesday 10:30 - noon & 2:00-3:00 pm
PURPOSE:
This course is designed to provide each student with knowledge of a representative sampling of topics and
issues in social psychology plus an understanding of the methodology used by social psychologists. In
general, this course will cover the ways in which people or groups affect others and in turn are affected by
them. Topics will include social perception and cognition, socialization, self concept, attitudes, values,
persuasion, interpersonal attraction, aggression, altruism, social influence and interdependence, social
power, and the application of social psychology in general.
REQUIRED TEXTBOOKS:
Baumeister, R. F., & Bushman, B. J. (2011). Social psychology and human nature (Brief version). (2nd
Ed.) Belmont, CA: Wadsworth/Cengage. (ISBN 978-0-495-60265-1)
GENERAL COURSE OBJECTIVES:
By the end of the semester students who successfully complete this course will be able to:
1. State and describe the major theories used by social psychologists in their attempts to describe and
understand human behavior.
2. Identify and explain the major research methods social psychologists use in the study of human
behavior.
3. Explain how the processes of social perception, social cognition, and socialization influence an
individual's behavior.
4. Explain how an individual's self concept and attitudes can be influenced and how the nature and
dynamics of each of these influence each other and behavior.
5. Explain the basic social psychological terminology and principles in the areas of interpersonal
attraction, aggression, prosocial behavior, and social power and influence.
6. Apply the concepts, theories, and principles of social psychology to explain current social issues and
problems.
7. Develop possible solutions to current social problems based on social psychological concepts,
theories, and principles.
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Note to Students
If you need course adaptations or accommodations because of a disability, if you have emergency medical
information to share with me, or if you need special arrangements in case the building must be evacuated,
please make an appointment to talk with me. My office location and office hours are indicated at the top
of the first page of this syllabus. Students who request special accommodations should present a Faculty
Notification Form from Disability Services which is located in the Student Counseling Center, RCH 111.
Doug Steele is coordinator of Disability Services. If you have questions or concerns, please call extension
2211.
TENTATIVE COURSE OUTLINE (Subject to change by professor)
Week of August 26th – The Mission and the Method
Baumeister & Bushman - Chapter 1
Week of September 2nd – Culture and Nature
Baumeister & Bushman – Chapter 2
Week of September 9th – The Self
Baumeister & Bushman – Chapter 3
Week of September 16th – Examination #1
Examination #1 will take place this week and will assess material covered in the class
presentations and assigned readings in your text up to this point in the course.
Week of September 23rd – Social Cognition
Baumeister & Bushman – Chapter 5
Week of Spetember 30th – Emotion and Affect
Baumeister & Bushman – Chapter 6
Week of October 7th - Attitudes and Belifs
Baumeister & Bushman – Chapter 7
Week of October 14th – Social Influence and Persuasion
Baumeister & Bushman – Chapter 8
Week of October 21st – Examination #2
Examination #2 will take place this week and will assess material covered in the class
presentations and assigned readings in your text up to this point in the course.
Week of October 28th – Prosocial Behavior
Baumeister & Bushman – Chapter 9
Week of November 4th - Aggression and Antisocial Brehavior
Baumeister & Bushman – Chapter 10
Week of November 11th – Attraction, Exclusion, & Close Relationaships
Baumeister & Bushman – Chapters 11 & 12
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Week of November 18th – Examination 3
Examination #3 will take place this week and will assess material covered in the class
presentations, outside readings, and assigned readings in your text since the previous exam.
Week of November 25th – Thanksgiving Break
Week of December 2nd – Prejudice
Baumeister & Bushman – Chapter 13
Week of December 9th – Pulling it All Together
Week of December 16th - Final Examination
The final examination is comprehensive and will be in the regular classroom on Tuesday
December 17th from 10:30 am until 12:20 pm. This examination will assess material covered in
the class presentations and assigned readings.
EVALUATION:
Grades for this course will be determined on a 500 point scale with the maximum points allotted for each
activity as follows:
Examination #1
100
Examination #2
100
Examination #3
100
Quizes
100
Final Examination
100
Final grades will be assigned on a total point bases as follows:
Grade
A
AB+
B
BC+
C
CD+
D
F
Percentage of Points
93 - 100 %
90 - 92.9 %
87 - 89.9 %
83 - 86.9 %
80 - 82.9 %
77 - 79.9 %
73 - 76.9 %
70 - 72.9 %
67 - 69.9 %
60 - 66.9 %
59% or lower
Total Points
465 - 500
450 - 464
435 - 449
415 - 434
400 - 414
385 - 399
365 - 384
350 - 364
335 - 349
300 - 334
299 or less
Students who will miss a class in which an examination is scheduled need to make arrangements for a
makeup examination before the scheduled time of the examination. If students miss an examination due
to illness, they must provide a doctor’s excuse or a slip indicating they visited the LCSC Student Health
Center in order to be able to sit for a makeup examination. Students without a written excuse from their
doctor or the LCSC Student Health Center will not be allowed to take a makeup examination and will be
assigned a zero for that examination.
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Study Guide for Examination #1 Chapter 1 – The Mission and Method
1) Define social psychology and explain the ABC triad.
2) Describe the place of scientific theories in social psychology.
3) Explain the research designs used by social psychologists including defining independent
variable, dependent variable, experiment, random assignment, quasi experiment, internal validity,
field experiment, and external validity.
4) Contrast experimental realism and mundane realism.
5) Describe the correlation approach.
6) Describe how mistakes in science are corrected.
Key Terms
Applied research is research that focuses on solving particular practical problems (p. 10)
Confederate is a research assistant pretending to be another participant in a study (p. 13)
Correlational approach is a nonexperimental method in which the researcher merely observes whether
variables are associated or related (p. 20)
Correlation is the relationship or association between two variables (p. 18)
Correlation coefficient (r) is the statistical relationship or association between two variables (p. 18)
Dependent variable is the variable in a study that represents the results of the events and processes (p. 13)
Experiment is a study in which the researcher manipulates an independent variable and randomly assigns
people to groups (levels of the independent variable). (p. 14)
Experimental realism is the extent to which study participants get so caught up in the procedures that they
forget they are in an experiment. (p. 17).
External validity is the extent to which the findings from a study can be generalized to other people, other
settings, and other time periods. (p. 17).
Field experiment is an experiment conducted in a real-world setting. (p. 17)
Hypothesis is an idea about the possible nature of reality; a prediction tested in an experiment. (p. 12)
Independent variable is the variable manipulated by the researcher that is assumed to lead to changes in
the dependent variable (p. 13)
Internal validity is the extent to which changes in the independent variable caused changes in the
dependent variable. (p. 15)
Mundane realism is whether the setting physically resembles the real world. (p. 17)
Operational definition is an observable operations, procedures, and measurements that are based on the
independent and dependent variables. (p. 13)
Quasi-experiment is a type of study in which the researcher can manipulate an independent variable but
cannot use random assignment. (p. 14)
Random assignment is a procedure whereby each study participant has an equal chance of being in each
treatment group. (p. 14)
Reactance is an unpleasant emotional response that people often experience when someone is trying to
restrict their freedom. (p. 17)
Scientific theories are unobservable constructs that are linked together in some logical way. (p. 12)
Social psychology is branch of psychology that seeks a broad understanding of how human beings think,
act and feel (p. 3).
Chapter 2 – Culture and Nature - Learning Objectives
1) Describe how humans are impacted by both nature and culture.
2) Define and explain natural selection, including the two criteria of natural selection (staying alive
and reproduction), how they work and their relative importance.
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3) Contrast the 4 different ways of understanding culture and its influence: culture as shared ideas,
culture as system, culture as praxis, meaningful information shared in a culture.
4) Explain why the question of whether people are the same everywhere is an issue for social
psychologists. Describe how people are the same and different across cultures.
5) Contrast definition of humans as social animals and as cultural animals.
6) Explain the social brain theory.
7) Describe the main advantages of culture.
8) Define and explain tradeoffs.
9) Define and explain the duplex mind, including the differences between the two systems.
10) Explain how the conscious and the automatic system work together.
11) Describe why conscious override is important for culture.
Key Terms
Automatic system is the part of the mind outside of consciousness that performs simple operations. Its
processes are fast, uncontrollable, not very flexible, and effortless. Also known as “automatic processes”
and “nonconscious processes” (p. 41)
Conscious system is the part of the mind that performs complex operations Its activities are slow,
controllable, flexible, and effortful (p. 41)
Culture is an information-based system involving both shared understandings and praxis, that allows
people to live and work together in an organized fashion and to satisfy their biological and perhaps other
needs (p. 35)
Cultural animal is a view of human nature based on the view that evolution shaped the human psyche so
as to create and take part in culture (p. 32)
Duplex mind is the idea that the mind has two different processing systems (see conscious and automatic
systems) (p. 41)
Natural selection chooses which traits will disappear and which will endure. Different members of a
species compete against each other, and the ones who survive and reproduce most effectively are the ones
who pass along their genes to future generations (p. 29)
Nature is the physical world around us, including its law and processes. It includes the entire world that
would be there even if no human beings existed (p. 28)
Praxis refers to practical ways of doing things (p. 34)
Psyche is a broader term for mind, encompassing emotions desires, perceptions and indeed all
psychological processes (p. 27)
Social animals are animals that seek connections to others and prefer to live, work, and play together with
other members of their species. By working together, they can solve problems that no one of them could
solve alone, such as when a pack of wolves hunts a larger animal. (p. 32)
Survival means living longer. (p. 29)
Theory of evolution is a theory proposed by Charles Darwin to explain how change occurs in nature (p.
28)
Tradeoff a choice in which taking or maximizing one benefit requires either accepting a cost or sacrificing
another benefit. Every option you consider has both advantages and disadvantages (p. 48).
Chapter 3 – The Self - Learning Objectives
1) Name and explain the three main parts of the self (self-concept, public self, agent self).
2) Explain how selves are different in different cultures.
3) Compare private and public self-awareness.
4) Explain the methods individuals use to escape self-awareness.
5) Compare and contrast looking outside, looking inside, looking at others and looking at one’s
behavior (self-perception) as ways of gaining self-knowledge.
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6) Describe why individuals would desire self-knowledge and which motive for self-knowledge
tends to be strongest.
7) Explain how the duplex mind is related to self-knowledge.
8) Explain how self-handicapping allows individuals to maintain their own self-concept.
9) Describe the self-reference effect and how it works.
10) Explain whether or not the self-concept can change and the effect that has on the stories people
tell about the self.
11) Describe the characteristics of those high and low in self-esteem and the drawbacks of high selfesteem, including how narcissism fits into the picture
12) Explain how illusions about the self might be good for people.
13) Identify the self-deception strategies that individuals use.
14) Explain when people are likely to focus on making a good impression on their audience and why
they might occasionally go against that (in claiming identity and in modesty).
Key Terms
Agent self (executive function) is the part of the self that is involved in control, including both control
over other people and self-control (p. 60)
Appraisal motive is the simple desire to learn the truth about oneself, whatever it is (p. 74)
Automatic egotism is the response by the automatic system that ‘everything good is me, and everything
bad is not me’ (p. 76).
Consistency motive is a desire to get feedback that confirms what the person already believes about
himself or herself (p. 74)
Downward social comparison is comparing yourself to people worse off than you (p. 71)
Endowment effect are items gain in value to the person who owns them. (p. 77)
Extrinsic motivation is performing an activity because of something that results from it (p. 71)
Independent self-construal is a self-concept that places emphasis on what makes the self different and sets
it apart from others (p. 62).
Interdependent self-construal is a self-concept that places emphasis on what connects the self to other
people and groups (p. 62).
Interpersonal self (public self) is the image of the self that is conveyed to others. (p. 60)
Intrinsic motivation is the desire to perform an activity for its own sake (p. 71)
Introspection is the process by which a person examines the contents of his or her mind and mental states
(p. 69)
Looking-glass self is the idea that people learn about themselves by imagining how they appear to others
(p. 68).
Narcissism is excessive self-love and a selfish orientation (p. 87)
Overjustification effect is the tendency for intrinsic motivation to diminish for activities that have become
associated with rewards (p. 71).
Phenomenal self (working self-concept) is the image of self that is currently active in the person’s
thoughts (p. 71)
Private self-awareness is looking inward on the private aspects of the self, including emotions, thoughts,
desires, and traits (p. 64).
Public self-awareness is looking outward on the public aspects of the self that others can see and evaluate
(p. 64).
Public self-consciousness is thinking about how others perceive you (p. 66).
Self-awareness is the attention directed at oneself (p .64).
Self-deception strategies are mental tricks people use to help themselves believe things that are false (p.
83)
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Self-enhancement motive is the desire to learn favorable or flattering things about the self (p. 74)
Self-esteem is how favorably someone evaluates himself or herself to be (p. 81)
Self-handicapping is putting obstacles in the way of one’s own performance, so that anticipated or
possible failure can be blamed on the obstacle instead of on lack of ability (p. 75)
Self-knowledge (self-concept) is the set of beliefs about oneself” (p. 59)
Self-perception theory is the theory that people observe their own behavior to infer what they are
thinking and how they are feeling (p. 71)
Self-presentation is any behavior that seeks to convey some image of self or some information about the
self to other people (p. 90)
Self-protection is trying to avoid loss of esteem (p. 81).
Self-reference effect is information bearing on the self is processed more thoroughly and more deeply and
hence remembered better, than other information (p. 77)
Self-regulation is the process people use to control and change their thoughts, feelings, and behaviors (p.
67).
Self-serving bias is a pattern in which people claim credit for successes but deny blame for failure (p. 83)
Social comparison is examining the difference between oneself and another person (p. 70)
Social roles are the different roles a person plays, as in a play or a movie. (p. 63)
Standards are ideas (concepts) of how things might possibly be (p. 64).
Upward social comparison is comparing yourself to people better than you (p. 71).
Study Guide for Examination #2 Chapter 5 – Social Cognition
Learning Objectives
1) Define social cognition.
2) Define cognitive miser and how being cognitive misers affects people’s thinking.
3) Describe how the Stroop test illustrates the difference between automatic and controlled thinking.
4) Explain knowledge structures and their relation with schemas, scripts, priming, and framing.
5) Describe how the automatic and controlled processes work in thought suppression.
6) Define attribution and the early research on the aspects of attribution.
7) Define and explain the dimensions of Harold Kelly’s attribution cube.
8) Define and provide an example of the representativeness heuristic, the availability heuristic, the
simulation heuristic, and the anchoring and adjustment heuristic.
9) Explain how serious the errors heuristics and other decision making biases are for people.
10) Describe some ways of reducing cognitive errors.
11) Explain how the complex thinking processes are unique to cultural animals.
Key Terms
Actor/observer bias is the tendency for actors to make external attributions and observers to make internal
attributions (p. 137).
Anchoring and adjusting is the tendency to judge the frequency or likelihood of an event by using a
starting point (called an anchor) and then making adjustments up or down (p. 144).
Attribution cube is an attribution theory that uses three types of information: consensus, consistency, and
distinctiveness (p. 139).
Attributions are the causal explanations people give for their own and others’ behaviors, and for events in
general (p. 135).
Availability heuristic is the tendency to judge the frequency or likelihood of an event by the ease with
which relevant instances come to mind (p. 142)
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Base rate fallacy is the tendency to ignore or under use base rate information and instead to be influenced
by distinctive features of the case being judged (p. 148).
Cognitive miser is a term used to describe people’s reluctance to do much extra thinking (p. 128).
Confirmation bias is the tendency to notice and search for information that confirms one’s beliefs and to
ignore information that disconfirms one’s belief. (p. 147).
Conjunction fallacy is the tendency to see an event as more likely as it becomes more specific because it
is joined with elements that seem similar to events that are likely (p. 147).
Consensus is whether other people would do the same thing in the same situation, occurs in attribution
theory (p. 139).
Consistency is whether the person typically behaves this way in this situation, occurs in attribution theory
(p. 139).
Counterfactual thinking is imagining alternatives to past or present events or circumstances (p. 152).
Counterregulation is the “What the heck” effect that occurs when people indulge in a behavior they are
trying to regulate after an initial regulation failure (p. 134).
Debiasing is reducing errors and biases by getting people to use controlled processing rather than
automatic processing (p. 155).
Distinctiveness is whether the person would behave differently in a different situation, occurs in
attribution theory (p. 139).
Downward counterfactuals is imagining alternatives that are worse than actuality (p. 152).
False consensus effect is the tendency to overestimate the number of other people who share one’s
opinions, attitudes, values, and beliefs (p. 149).
False uniqueness effect (better-than-average effect, Lake Wobegon effect) is the tendency to
underestimate the number of other people who share one’s most prized characteristics and abilities (p.
150).
First instinct fallacy is the false belief that it is better not to change one’s first answer on a test even if one
starts to think a different answer is correct (p. 152).
Framing describes whether messages stress potential gains (positively framed) or potential losses
(negatively framed) (p. 133).
Fundamental attribution error (correspondence bias) is the tendency for observers to attribute other
people’s behavior to internal or dispositional causes and to downplay situational causes (p. 138).
Gambler’s fallacy is the tendency to believe that a particular chance even is affected by previous events
and that chance events will “even out” in the short run (p. 149).
Heuristics are mental shortcuts that provide quick estimates about the likelihood of certain events (p.
141).
Illusion of control is the false believe that one can influence certain events, especially random or chance
ones (p. 151).
Illusory correlation is the tendency to overestimate the link between variables that are related only slightly
or not al all (p. 148).
Information overload is having too much information to comprehend or integrate (p. 145).
Knowledge structures are organized packets of information that are stored in memory (p. 130).
Magical thinking is thinking based on assumptions that don’t hold up to rational scrutiny (p. 151).
Meta – cognition is reflecting on one’s own thought processes (p. 155).
Priming involves planting or activating an idea in someone’s mind (p. 131).
Representativeness heuristic is the tendency to judge the frequency or likelihood of an event by the extent
to which it resembles the typical case (p. 141).
Schemas are knowledge structures that represent substantial information about a concept, its attributes,
and its relationships to other concepts (p. 131).
Scripts are knowledge structures that define situations and guide behavior (p. 131).
Self-serving bias is the tendency to take credit for success but deny blame for failure (p. 137).
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Simulation heuristic is the tendency to judge the frequency or likelihood of an event by the ease with
which you can image (or mentally simulate) it (p. 143).
Social cognition is a movement in social psychology that began in the 1970s that focused on thoughts
about people and about social relationships (p. 127).
Statistical regression (regression to the mean) is the statistical tendency for extreme scores or extreme
behavior to be followed by less extreme and closer to average scores or behavior (p. 150).
Stroop effect, found in the Stroop test, is the finding that people have difficult overriding the automatic
tendency to read the word rather than name the ink color. (p. 129).
Ultimate Attribution Error is the tendency for observers to make internal attributions (fundamental
attribution error) about whole groups of people (p. 138).
Upward counterfactuals is imagining alternatives that are better than actuality (p. 152).
Chapter 6 – Emotion and Affect
Learning Objectives
1) Define and differentiate emotion, mood and affect.
2) Describe the difference between conscious emotion and automatic affect.
3) Compare and contrast the James-Lange, Cannon-Bard, and Schachter-Singer Theories of
emotion.
4) Define the facial feedback hypothesis and describe its implications for the James-Lange theory.
5) Describe how excitation transfer can lead to a misattribution of arousal.
6) Explain the ambiguities associated with sexual arousal.
7) Define and differentiate happiness, affect balance, and life satisfaction.
8) Explain the objective and subjective roots of happiness
9) Describe how happiness can be increased and its relation to health.
10) Define anger, its causes, and its effect on individuals.
11) Explain the effect of hiding versus showing anger, including whether catharsis theory is accurate.
12) Describe the difference between guilt and shame.
13) Explain the effect of guilt on people’s behaviors and relationships.
14) Explain how emotions promote belongingness, cause behavior, guide thinking, learning,
decisions, and choices.
15) Describe how we use food to moderate mood.
16) Describe how positive emotions influence attention and mind-set (the broaden-and-build theory),
flexibility, creativity and problem-solving.
17) Describe the similarities and differences between men and women in emotions and emotion
control strategies.
18) Explain the effect of arousal on attention and performance.
19) Describe the goals of affect regulation, affect regulation strategies, and why one might want to
increase or decrease positive and negative affect.
20) Describe how emotion and emotion regulation are similar and different across cultures.
Key Terms
Affect is the automatic response that something is good or bad (p. 161).
Affect-as-information hypothesis is the idea that people judge something as good or bad by asking
themselves “How do I feel about it?” (p. 179).
Affect balance is the frequency of positive emotions minus the frequency of negative emotions (p. 167).
Affective forecasting is the ability to preduct one’s emotional reactions to future events (p. 180).
Anger is an emotional response to a real or imagined threat or provocation (p. 171).
Arousal is a psychological reaction, including faster heartbeat and faster or heavier breathing, linked to
most conscious emotions (p. 162).
Automatic affect is a quick response of liking or disliking toward something (p. 162).
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Broaden-and build theory is the proposition that positive emotions expand an individual’s attention and
mind-set (p. 181).
Cannon-Bard theory of emotion is the proposition that emotional stimuli active the thalamus, which then
activates both the cortex, producing an experienced emotion, and the hypothalamus and automatic
nervous system, producing physiological arousal (p. 163).
Catharsis theory is the proposition that expressing negative emotions produces a healthy release of those
emotions and is therefore good for the psyche (p. 173).
Conscious emotion is a powerful and clearly unified feeling state, such as anger or joy (p. 162).
Emotion is a conscious evaluative reaction to some event (p. 161).
Emotional Intelligence (EI) is the ability to perceive, access, and generate, understand, and reflectively
regulate emotions (p. 188).
Excitation transfer is the idea that arousal from one event can transfer to a later event (p. 164).
Facial feedback hypothesis is the idea that feedback from the face muscles evokes or magnifies emotion
(p. 163).
Guilt is an unpleasant moral emotion associated with a specific instance in which one has acted badly or
wrongly (p. 174).
Hedonic treadmill is a theory proposing that people stay at about the same level of happiness regardless of
what happens to them (p. 169).
James-Lange theory of emotion is the proposition that the bodily processes of emotion come first and the
mind’s perception of these bodily reactions then creates the subjective feeling of emotion (p. 162).
Life satisfaction is an evaluation of how one’s life is generally, and how it compares to some standard (p.
167).
Mood is a feeling state that is not clearly lined to some event (p. 161).
Risk-as-feelings hypothesis is the idea that people rely on emotional processes to evaluate risk, with the
result that their judgments may be biased by emotional factors (p. 181).
Schachter-Singer theory of emotion is the idea that emotion has two components: a bodily state of arousal
and a cognitive label that specifies the emotion (p. 164).
Shame is a moral emotion that, like guilt involves feeling bad, but unlike guilt spreads to the whole
person (p. 175).
Survival guilt is feeling bad for having survived a terrible experience or tragic event in which others died
(p. 176).
Yerkes-Dodson Law is the proposition that some arousal is better than none, but too much can hurt
performance (p. 211).
Chapter 7 (Atitudes, Beliefs, & Consistency) - Learning Objectives
Learning Objectives
1) Differentiate attitude and belief.
2) Describe dual attitudes.
3) Explain what attitudes do for people.
4) Describe the effect of repeated exposure on liking, as well as define the mere exposure effect.
5) Explain how classical conditioning, operant conditioning, and social learning work to form
attitudes.
6) Describe the effect of polarization on attitudes.
7) Explain balanced and unbalanced states in Heider’s P-O-X theory.
8) Explain the effect of cognitive dissonance on attitude change.
9) Describe how effort justification relates to cognitive dissonance and affects attitudes.
10) Describe how experimenters could induce individuals to choose to do something they have a
negative attitude toward.
11) Explain the important factors in creating change with in cognitive dissonance.
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12) Describe the debate about whether attitudes predict behaviors, including the defense offered by
those who believe there is a connection.
13) Explain the connection between understanding and believing.
14) Describe how belief perseverance works.
Key Terms
Accessibility is how easily something comes to mind (p. 212).
Attitude polarization is the finding that people’s attitudes become more extreme as they reflect on them
(p. 205).
Attitudes are global evaluations toward some object or issue (p. 200).
A - B problem is the problem of inconsistency between attitudes (A) and behaviors (B) (p. 213).
Balance Theory (P-O-X theory) is the idea that relationships among one person (P), the other person (O),
and an attitude object (X) may be either balanced or unbalanced (p. 206).
Belief perseverance is the finding that once beliefs form, they are resistant to change, even if the
information on which they are based is discredited (p. 215).
Beliefs are pieces of information about something; facts or opinions (p. 200).
Classical conditioning is a type of learning in which, through repeated pairings, a neutral stimulus comes
to evoke a conditioned response (p. 203).
Cognitive coping is the idea that beliefs play a central role in helping people cope with and recover from
misfortunes (p. 216).
Cognitive dissonance theory is the theory that inconsistencies produce psychological discomfort, leading
people to rationalize their behavior or change their attitudes (p. 206).
Conditioned response is a response that, through repeated pairings, is evoked by a formerly neutral
stimulus (p. 203).
Conditioned stimulus is a neutral stimulus that, through repeated pairings with an unconditioned stimulus,
comes to evoke a conditioned response (p. 203).
Coping is the general term for how people attempt to deal with traumas and go back to functioning
effectively in life (p. 215).
Downward comparison is comparing oneself to people who are worse off (p. 217).
Dual attitudes are different evaluations of the same attitude object, implicit versus explicit (p. 200).
Effort justification is the finding that when people suffer or work hard or make sacrifices, they will try to
convince themselves that it is worthwhile (p. 207).
Explicit attitudes are controlled and conscious evaluative responses (p. 200).
Implicit attitudes are automatic and nonconscious evaluative responses (p. 200).
Mere exposure effect is the tendency for people to come to like things simply because they see or
encounter them repeatedly (p. 203).
Neutral stimulus is a stimulus that initially evokes no response (p. 203).
Operant conditioning (instrumental condition) is a type of learning in which people are more likely to
repeat behaviors that have been rewarded and less likely to repeat behaviors that have been punished (p.
204).
Social learning (observational learning, vicarious learning) is a type of learning in which people are more
likely to imitate behaviors if they have seen others rewarded for performing them, and less likely to
imitate behaviors if they have seen others punished for performing them (p. 204).
Unconditioned response is a naturally occurring response (p. 203).
Unconditioned stimulus is a stimulus (e.g. meat powder) that naturally evokes a particular response
(salivation) (p. 203).
Chapter 8 (Social Influence and Persuasion)
Learning Objectives
1) Compare and contrast normative and information influence.
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2) Define the autokinetic effect and tell why it is important to social psychology.
3) Identify the techniques of social influence based in commitment and consistency (foot-in-the-door
technique, low-ball technique, bait-and-switch technique, labeling technique, and legitimization-ofpaltry-favors technique.
4) Identify the techniques of social influence based on reciprocation (door-in-the-face technique, andthat’s-not-all technique).
5) Identify the techniques of social influence based on scarcity.
6) Identify the techniques of social influence based on capturing and disrupting attention (pique
technique, disrupt-then-frame technique).
7) Describe the effect source credibility and likeability has on persuasion.
8) Explain how covert communicators can influence health behaviors.
9) Describe the effect of reason versus emotion has on persuasion.
10) Describe the effect of revealing incriminating information (stealing thunder) has on persuasion.
11) Describe the effect of fear on persuasiveness of a message, particularly with regard to sex.
12) Describe the effect of repetition of a message has on persuasion.
13) Describe how persuasion differs depending on audience intelligence, need for cognition, concern for
public image, age, culture, belief about being a target and level of distraction.
14) Explain how negative political campaigns illustrate bad being stronger than good.
15) Explain the two routes to persuasion and when each is likely to be taken.
16) Explain how attitude inoculation, forewarning, and stockpiled resources reduce persuasiveness of a
message.
17) Describe how to defend against persuasive techniques based on commitment and consistency,
reciprocation, scarcity, capturing and disrupting attention, and social proof.
Key Terms
Advertisement wear-out-inattention and irritation that occurs after an audience has encountered the same
advertisement too many times (p. 214).
Autokinetic effect-illusion caused by very slight movements of the eye, that a stationary point of light in a
dark room is moving (p. 227).
Bait-and-switch-influence technique based on commitment, in which one draws people in with an
attractive offer that is unavailable and then switches them to a less attractive offer that is available (p.
230).
Central route (systematic processing)-the route to persuasion that involves careful and thoughtful
consideration of the content of the message (conscious processing) (p. 245).
Convert communicators-people perceived as credible sources because they are arguing against their own
previously held attitudes and behaviors (p. 237).
Disrupt-then-reframe technique-influence technique in which one disrupts critical thinking by introducing
an unexpected element, then reframes the message in a positive light (p. 234).
Door-in-the-face technique-influence technique based on reciprocity, in which one starts with an inflated
request and then retreats to a smaller request that appears to be a concession (p. 231).
Elaboration likelihood model (ELM)-theory that posits two routes to persuasion, via either conscious or
automatic processing (p. 244).
Expertise-how much a source knows (p. 236).
Fast-approaching-deadline technique-influence technique based on scarcity, in which one tells people an
item or a price is only available for a limited time (p. 234).
Foot-in-the-door technique-influence technique based on commitment, in which one starts with a small
request in order to gain eventual compliance with a larger request (p. 229).
Group norms-the beliefs or behaviors that a group of people accepts as normal (p. 227).
Halo effect-the assumption that because people have one dsirable trait (e.g. attractiveness) people also
possess many other desirable traits (e.g. intelligence) (p. 237).
PS320 Syllabus
13
Heuristic/systematic model-theory that posits two routes to persuasion, via either conscious or automatic
processing (p. 244).
Impressionable years hypothesis-proposition that adolescents and young adults are more easily persuaded
than their elders (p. 243).
Informational influence-going along with the crowd because you think the crowd knows more than you
do (p. 228).
Labeling technique-influence technique based on consistency, in which one assigns a label to an
individual and then requests a favor that is consistent with the label (p. 230).
Legitimization-of-paltry-favors technique-influence technique in which a requester makes a small amount
of aid acceptable (p. 230).
Limited-number technique-influence technique based on scarcity, in which one tells people that an item is
in short supply (p. 234).
Low-ball technique-influence technique based on commitment, in which one first gets a person to comply
with a seemingly low-cost request and only later reveals hidden additional costs (p. 229).
Need for cognition-a tendency to engage in and enjoy effortful thinking, analysis, and mental problem
solving (p. 242).
Negative attitude change (boomerang effect)-doing exactly the opposite of what one is being persuaded to
do (p. 249).
Normative influence-going along with the crowd in order to be liked and accepted (p. 225).
Peripheral route (heuristic processing)-the route to persuasion that involves some simple cue, such as
attractiveness of the source (automatic processing) (p. 245).
Personal relevance-degree to which people expect an issue to have significant consequences for their own
lives (p. 245).
Persuasion-an attempt to change a person’s attitude (p. 235).
Pique technique-influence technique in which one captures people’s attention, as by making a novel
request (p. 234).
Pluralistic ignorance-looking to others for cues about how to behave, while they are looking to you;
collective misinterpretation (p. 228).
Private acceptance-a genuine inner belief that others are right (p. 228).
Public compliance-outwardly going along with the group but maintaining a private, inner belief that the
group is wrong (p. 228).
Receptivity-whether you “get” (pay attention to, understand) the message (p. 242).
Repetition with variation-repeating the same information, but in a varied format (p. 241).
Sleeper effect-the finding that, over time, people separate the message from the messenger (p. 236).
Source-the individual who delivers a message (p. 236).
Stealing thunder-revealing potentially incriminating evidence first to negate its impact (p. 239).
That’s-not-all technique-influence technique based on reciprocity, in which one first makes an inflated
request but, before the person can answer yes or no, sweetens the deal by offering a discount or bonus (p.
232).
Trustworthiness-whether a source will honestly tell you what he or she knows (p. 236).
Yielding-whether you “accept” the message (p. 242).
Study Guide for Examination #3 Chapter 9 (Prosocial Behavior) - Learning Objectives
1) Define prosocial behavior, what it involves, and its consequence for humans and society.
2) Describe the human capacities for reciprocity and fairness.
3) Describe why the tragedy of the commons and hoarding occur and how to lessen them.
4) Explain cooperation and the prisoner’s dilemma.
PS320 Syllabus
14
5) Differentiate a non-zero-sum game from a zero-sum game.
6) Describe the effect of forgiveness on the forgiver and the forgiven.
7) Explain Milgram’s obedience experiment and what it teaches us about obedience.
8) Explain the evolutionary benefits of helping.
9) Compare and contrast egoistic helping and altruistic helping.
10) Explain the connection between altruistic helping and empathy.
11) Describe the factors related to who helps whom.
12) Explain the 5 steps to helping.
13) Describe the relation of being busy to helping.
14) Explain how helping can be increased.
Key Terms
Altruistic helping is when a helper seeks to increase another’s welfare and expects nothing in return (p. 271).
Audience inhibition is failure to help in front of others for fear of feeling like a fool if one’s offer of help is reject (p.
281).
Belief in a just world is the assumption that life is essentially fair, that people generally get what they deserve and
deserve what they get (p. 276).
Bystander effect is the finding that people are less likely to offer help when they are in a group than when they are
alone (p. 278).
Conformity is going along with the crowd (p. 267).
Cooperation is when each person does his or her part, and together they work toward a common goal (p. 261).
Diffusion of responsibility is the reduction in feeling responsible that occurs when others are present (p. 280).
Egoistic helping is when a helper seeks to increase his or her own welfare by helping another (p. 271).
Empathy is reacting to another person’s emotional state by experiencing the same emotional state (p. 271).
Empathy-altruism hypothesis is the proposition that empathy motivates people to reduce other people’s distress, as
by helping or comforting (p. 272).
Equality is the idea that everyone gets the same amount (p. 260).
Equity is the idea that each person received benefits in proportion to what he or she contributes (p. 2560).
Forgiveness is ceasing to feel angry toward or seek retribution against someone who has wronged you (p. 264).
Kin selection is the evolutionary tendency to help people who have our genes (p. 270).
Negative state relief theory is the proposition that people help others in order to relieve their own distress (p. 273).
Non-zero-sum game is an interaction in which both participants can win (or lose) (p. 262).
Norms are standards established by society to tell its members what types of behavior are typical and expected (p.
259).
Obedience is following orders from an authority figure (p. 265).
Pluralistic ignorance is looking to others for cues about how to behave, while they are looking to you; collective
misinterpretation (p. 280).
Prisoner’s dilemma is a game that forces people to choose between cooperation and competition (p. 261).
Prosocial behavior is doing something that is good for other people or for society as a whole (p. 254).
Reciprocity is the obligation to return in kind what another has done for us (p. 255).
Rule of law is when members of a society respect and follow its rules (p. 254).
Sensitivity about being the target of a threatening upward comparison is an interpersonal concern about the
consequences of outperforming others (p. 257).
Survivor guilt is feeling bad for having lived through a terrible experience in which many others died. (p. 257).
Volunteering is a planned, long-term, nonimpulsive decision to help others (p. 283).
Zero-sum game is a situation in which one person’s gain is another’s loss (p. 260).
Chapter 11 (Attraction and Exclusion) - Learning Objectives
1) Explain why belongingness is believed to be a basic need and not just a desire.
2) Identify the two parts of the need to belong and describe the effect of not belonging.
3) Explain how similarity, reinforcement theory, reciprocation, propinquity and mere exposure, and
attractiveness help explain whom we like.
4) Describe and give examples of the “what is beautiful is good” effect.
5) Explain how symmetry and typicality relates to beauty.
PS320 Syllabus
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6) Explain the internal reactions individuals have to rejection, including rejection sensitivity, numbness and
eating behaviors.
7) Explain the causes of rejection by children and adults and describe how people respond to rejection
behaviorally.
8) Define loneliness and describe who is lonely.
9) Define the bad apple effect and how it relates to rejection.
10) Explain the experience of unrequited love and its effect.
Key Terms
Attraction is anything that draws two or more people together, making them want to be together and possibly to
form a lasting relationship (p. 325).
Bad apple effect is the idea that one person who breaks the rules can inspire other people to break the rules also (p.
345).
Ingratiation is what people actively do to try to make someone like them (p. 329).
Loneliness is the painful feeling of wanting more human contract or connection that you have (p. 342).
Matching hypothesis is the proposition that people tend to pair up with others who are equally attractive (p. 330).
Need to belong is the desire to form and maintain close, lasting relationships with other individuals (p. 327).
Ostracism is being excluded, rejected, and ignored by others (p. 338).
Propinquity is being near someone on a regular basis (p. 333).
Reinforcement theory is the proposition that people and animals will perform behaviors that have been rewarded
more than they will perform other behaviors (p. 331).
Rejection (social exclusion) is being prevented by others from forming or keeping a social bond with them; the
opposite of acceptance (p. 325).
Rejection sensitivity is a tendency to expect rejection from others and to become hypersensitive to possible rejection
(p. 339).
Self-monitoring is the ability to change one’s behavior for different situation (p. 330).
Social acceptance is a situation in which other people have come to like you, respect you, approve of you, and
include you in their groups and relationships (p. 325).
Social allergy effect is the idea that a partner’s annoying habits become more annoying over time (p. 334).
Stalking is persisting in romantic, courtship, or other behaviors that frighten and harass the rejected in a relationship
(p. 346)
Unrequited love is a situation in which one person loves another but the other does not return that love (p. 345).
What is beautiful is good effect is the assumption that physically attractive people will be superior to others on many
other traits (p. 335).
Chapter 12 (Close Relationships) - Learning Objectives
1) Compare and contrast passionate love (romantic love) and companionate love (affectionate love).
2) Describe how passionate love is understood across cultures.
3) Explain the course of passionate love and companionate love over the duration of a relationship.
4) Explain Sternberg’s triangle theory of love.
5) Compare exchange relationships with communal relationships.
6) Describe the original three types of attachments and the later 4 types of attachment.
7) Describe how attachment style affects relationships and sex.
8) Describe whether relationships improve over time, both in people’s judgments and in reality.
9) Describe the difference between a relationship-enhancing style of attribution and a distress-maintaining
style of attribution.
10) Compare and contrast the social constructionist theories, evolutionary theory and social exchange theory
explanations of sexual behavior including what research support has been found for each.
Key Terms
Attachment theory is a theory that classifies people into four attachment styles (secure, preoccupies, dismissing
avoidant, and fearful avoidant) based on two dimensions (anxiety and avoidance) (p. 362).
Commitment is a conscious decision that remains constant (p. 358).
Communal relations are relationships based on mutual love and concern, without expectation of repayment (p. 360).
Companionate love (affectionate love) is mutual understanding and caring to make the relationships succeed (p.
354).
PS320 Syllabus
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Dismissing avoidant attachment is the style of attachment in which people are low on anxiety but high on avoidance;
they tend to view partners as unreliable, unavailable, and uncaring (p. 362).
Distress-maintaining style of attribution is the tendency of unhappy couples to attribute their partner’s good acts to
external factors and bad acts to internal factors (p. 368).
Erotic plasticity is the degree to which the sex drive can be shaped and altered by social, cultural, and situational
forces (p. 376).
Evolution theory is the theory of sexuality asserting that the sex drive has been shaped by natural selection and that
its forms thus tend to be innate (p. 373).
Exchange relationships are relationships based on reciprocity and fairness in which people expect something in
return (p. 363).
Fearful avoidant attachment is the style of attachment in which people have both high anxiety and high avoidance;
they have low opinions of themselves and keep others from getting close (p. 369).
Intimacy is a feeing of closeness, mutual concern for each other’s welfare and happiness (p. 358).
Investment model is the theory that uses three factors – satisfaction, alternatives, and investments – to explain why
people stay with their long-term relationships partners (p. 367).
Passion is an emotional state characterized by high bodily arousal, such as increased heart rate and blood pressure
(p. 358).
Passionate love (romantic love) is strong feelings of longing, desire, and excitement toward a special person (p.
354).
Paternity uncertainty is the fact that a man cannot be sure that the children born to his female partner are his (p.
386).
Preoccupied (anxious/ambivalent) attachment is the style of attachment in which people are low on avoidance but
high on anxiety; they want and enjoy closeness but worry that their relationship partners will abandon them (p. 362).
Relationship-enhancing style of attribution is the tendency of happy couples to attribute their partner’s good acts to
internal factors and bad acts to external factors (p. 368).
Secure attachment is a style of attachment in which people are low on anxiety and low on avoidance; they trust their
partners, share their feelings, provide and receive support and comfort and enjoy their relationships (p. 362).
Social constructionist theories are theories asserting that attitudes and behaviors, including sexual desire and sexual
behavior, are strongly shaped by culture and socialization (p. 372).
Social exchange theory is the theory that seeks to understand social behavior by analyzing the costs and benefits of
interacting with each other; it assumes that sex is a resource that women have and men want (p. 374).
Social reality is the belief held in common by several or many people; public awareness (p. 385).
Study Guide for Final Examination The final examination will be COMPREHENSIVE and will include questions from the study guides
for the first three examinations.
Chapter 10 (Aggression & Antisocial Behavior) - Learning Objectives
1) Explain the relation of aggression, violence, and culture.
2) Describe how instinct theories and learning theories explain aggression.
3) Describe whether nature, nurture, or a combination best explain aggression.
4) Explain how early and more current theories described the relation of frustration and aggression.
5) Explain how bad moods and attributions can influence aggression.
6) Describe the impact of age and gender on rates of aggression.
7) Compare and contrast fight or flight with tend and befriend reactions to stress.
8) Describe how aggression can be a form of social influence.
9) Describe the rates of sexual aggression, the different outcome for victims, and what we know about the
perpetrators.
10) Describe how weapons, mass media, and unpleasant environments influence aggression.
11) Describe the effect of testosterone, serotonin, alcohol and diet on aggression.
12) Explain how the norms and values of a culture may influence aggression.
PS320 Syllabus
17
13) Explain how self-control and wounded pride influence aggression.
14) Define culture of honor and describe how a culture of honor impacts aggression.
Key Terms
Aggression is any behavior intended to harm another person who is motivated to avoid the harm (p. 290).
Antisocial behavior is behavior that either damages interpersonal relationships or is culturally undesirable (p. 291).
Cultural of honor is a society that places high value on individual respect, strength and virtue, and accepts and
justifies violent action in repose to threats to one’s honor (p. 312).
Deindividuation is a sense of anonymity and loss of individuality, as in a large group, making people especially
likely to engage in antisocial behaviors such as theft (p. 316).
Direct aggression – any behavior that intentionally harms another person who is physically present (p. 290)
Eros in Freudian theory is the constructive life-giving instinct (p. 294).
Fight or flight syndrome is a response to stress that involves aggressing against others or running away (p. 300).
Frustration-aggression hypothesis is the proposal that “the occurrence of aggressive behavior always presupposes
the existence of frustration,” and “the existence of frustration always leads to some form of aggression” (p. 297).
Hostile attribution bias is the tendency to perceive ambiguous actions by others as aggressive (p. 299).
Hostile perception bias is the tendency to perceive social interactions in general as being aggressive (p. 299).
Hostile expectation bias is the tendency to assume that people will react to potential conflicts with aggression (p.
299).
Humiliation is a state of disgrace or loss of self-respect (or of respect from others) (p. 313).
Indirect aggression – any behavior that intentionally harms another person who is physically absent (p. 290)
Modeling is observing and copying or imitating the behavior of others (p. 297).
Norms are social standards that prescribe what people ought to do (p. 318).
Proactive aggression – premeditated, calculated harmful behavior that is a means to some practical end
Reactive aggression – impulsive, angry behavior that is motivated by a desire to harm someone (p. 291)
Serotonin is the “feel good” neurotransmitter, low levels of which have been linked to aggression and violence in
both animals and humans (p. 307).
Tend and befriend syndrome is a response to stress that involves nurturing others and making friends (p. 300).
Testosterone is the male sex hormone, high levels of which have been linked to aggression and violence in both
animals and humans (p. 306).
Thanatos in Freudian theory is the destructive, death instinct (p. 295).
Violence is aggression that has as its goal extreme physical harm, such as injury or death (p. 291).
Weapons effect is the increase in aggression that occurs as a result of the mere presence of a weapon (p. 304).
Chapter 13 (Prejudice and Intergroup Relations) - Learning Objectives
1) Understand how subtypes, social categorization, and ingroup, outgroup, and outgroup homogeneity bias relate
to stereotypes.
2) Understand prejudice as it relates to Arabs, people who are overweight, and homosexuals.
3) Explain how ingroup favoritism and minimal group effect help explain prejudice and stereotypes.
4) Explain how cooperation and competition among groups are related to prejudice and stereotyping, including the
effect of realistic group conflict theory and superordinate goals.
5) Explain the contact hypothesis and the issues with it.
6) Describe how rationalization for oppression, heuristics, and self-esteem are related to prejudice.
7) Explain if stereotypes are always completely wrong or always negative.
8) Describe the inner processes of salience, scapegoat theory, and assumptions in relation to prejudice.
9) Explain why conscious override is important to prejudice.
10) Describe how knowledge of prejudice might result in acting in a way opposite the prejudice.
11) Describe how motives for overcoming prejudice influences behavior.
12) Explain how contact and superordinate goals influence overcoming prejudice.
13) Compare and contrast self-fulfilling prophecy and self-defeating prophecy.
14) Explain how stereotype threat impacts performance.
Key Terms
Aversive racism is simultaneously holding egalitarian values and negative feelings toward minorities (p. 393).
Categorization is the natural tendency of humans to sort objects into groups (p. 394).
PS320 Syllabus
18
Competition is a situation in which people can attain their goals only if others do not (p. 404).
Confirmation bias is the tendency to focus more on evidence that supports one’s expectations than on evidence that
contradicts them (p. 413).
Contact hypothesis is regular interaction between members of different groups reduces prejudice, providing that is
occurs under favorable conditions (p. 406).
Cooperation is a situation in which people must work together with others to help all achieve their goals (p. 404).
Discontinuity effect occurs when groups are more extreme, and often more hostile, than individuals (p. 414).
Discrimination is unequal treatment of different people based on the groups or categories to which they belong (p.
393).
Homophobia is excessive fear of homosexuals or homosexual behavior (p. 400).
Ingroup favoritism is preferential treatment of, or more favorable attitudes toward, people in one’s own group (p.
403).
Ingroup members are people who belong to the same group or category as we do (p. 395).
Jigsaw classroom is a cooperative learning technique for feelings of prejudice (p. 418).
Minimal group effect occurs when people show favoritism toward ingroup members even when group membership
is randomly determined (p. 403).
Outgroup homogeneity bias is the assumption that outgroup members are more similar to one another than ingroup
members are to one another (p. 395).
Outgroup members are people who belong to a different group or category than we do (p. 395).
Prejudice is a negative feeling toward an individual based solely on his or her membership in a particular group (p.
393).
Racism is prejudiced attitudes toward a particular race (p. 393).
Realistic conflict theory occurs when competition over scarce resources leads to intergroup hostility and conflict (p.
404).
Salience is being obvious or standing out (p. 411).
Scapegoat theory is blaming problems and misfortunes on outgroups contributes to negative attitudes toward these
groups (p. 411).
Self-defeating prophecy is a prediction that ensures, by the behavior it generates, that it will not come true (p. 420).
Self-fulfilling prophecy is a prediction that ensures, by the behavior it generates that it will come true (p. 419).
Self-serving bias is the tendency for people to take credit for success but refuse to blame for problems and failures
(p. 411).
Social categorization is the process of sorting people into groups on the basis of characteristics they have in
common. (e.g. race, gender, age, religion, sexual orientation) (p. 394).
Stereotype threat is the fear that one might confirm the stereotypes that others hold (p. 423).
Stereotypes are beliefs that associate groups of people with certain traits (p. 394).
Stigma by association is the rejection of those who associate with stigmatized others (p. 399).
Stigmas are characteristics of individuals that are considered socially unacceptable (e.g. being overweight, mentally
ill, sick, poor, or physically scarred) (p. 402).
Subtypes are categories that people use for individuals who do not fit a general stereotype (p. 394).
Superordinate goals are goals that can be achieved only by cooperating and working with others (p. 404).
PS320 Syllabus
19
Syllabus Addendum
Consumer Information
In 2008, the federal government required all post-secondary institutions offering federal financial aid programs to
provide key data to both prospective and current students. To comply with this requirement, Lewis-Clark State
College
has
developed
a
consumer
information
page,
which
may
be
accessed
at
http://www.lcsc.edu/studentconsumerinformation/
Disability Accommodations
Students requiring special accommodations or course adaptations due to a disability and/or a health-related issue
should consult their course instructors and the LCSC Student Counseling Center immediately (RCH 111, 792-2211).
Official documentation may be required in order to provide an accommodation and/or adaptation.
Student Rights and Responsibilities
Students have the responsibility for knowing their program requirements, course requirements, and other
information associated with their enrollment at LCSC. Students should review the LCSC General Catalog
(http://www.lcsc.edu/catalog/)
and
the
LCSC
Student
Handbook
(available
at
http://www.lcsc.edu/studentservices/contactus.htm ) for more information.
Accidents/Student Insurance
Students participating in LCSC classes normally must look to their personal health insurance policy (Student Health
Insurance Plan or comparable private coverage) should an accident occur. In the event of an accident, please seek
medical help, if necessary, and report the incident to LCSC Security (792-2226). Fieldtrips or other special student
activities may also require students to submit a signed participation waiver (forms can be obtained from the
supporting Division Office).
Enrollment Verification/Attendance
Students who are not actively pursuing their classes may have to repay part or all of their financial aid awards
depending upon the circumstances.
Academic Dishonesty
Academic dishonesty, which includes cheating and plagiarism, is not tolerated at LCSC. Individual faculty members
will impose their own policies and sanctions regarding academic dishonesty. Students who are accused of being
academically dishonest may be referred to the VP for Student Affairs for official disciplinary action.
Illegal File Sharing
Students using LCSC’s computers and/or computer network must comply with the college’s appropriate use policies
and are prohibited from illegally downloading or sharing data files of any kind. Specific information about the
college’s technology policies and its protocols for combating illegal file sharing may be found on the VP for Student
Affairs’ web page (http://www.lcsc.edu/studentservices/).
Diversity Vision Statement
Regardless of race, color, age, sex, religion, national origin, disability, veteran status, or sexual orientation, you will
be treated and respected as a human being. http://www.lcsc.edu/culturaldiversity/
Addendum Updated August 2013