Download Module 16.1 Perceiving Others Lecture Outline

CHAPTER 16
Social Psychology
MODULE 16.1 PERCEIVING OTHERS LECTURE OUTLINE
Refer to the Concept Web at the end of this manual for a visual synopsis of all concepts presented
in this module.
I.
Social Psychology
A. Subfield dealing with the influence of our social interactions on thoughts, feelings, and
behaviors
II. Social Perception (Concept Chart 16.1)
A. Process of forming impressions, judgments, and attitudes about people and events in
our social world
III. Impression Formation: Why First Impressions Count So Much
A. Impression formation—the process by which we form an opinion or impression of
another person LB 16.1
B. First impressions tend to be long-lasting and difficult to change
C. Influenced by:
1. Personal disclosure: Going beyond name, rank, and serial number
2. Impressions as social schemas: Why early impressions are hard to budge
3. Stereotyping: Judging groups, not individuals LB 16.2
4. Self-fulfilling prophecies: What goes around comes around
IV. Attributions: Forming Personal Explanations of Events LB 16.3
A. Fundamental attribution error—overlook situational influences when explaining other
people’s behaviors in favor of internal or dispositional causes
B. The actor-observer effect—attribute own behavior to situational factors but others’
behavior to internal factors
C. Self-serving bias—attribute personal successes to internal causes and personal failures
to external causes
V. Attitudes: How Do You Feel About…? (Figure 16.1)
A. Attitudes can be conceptualized in terms of cognitions, emotions, and behaviors
B. Sources of attitudes—parents, teachers, peers, experiences, media, genes
C. Attitudes and behavior—not as strong a link as you might expect LB 16.4
VI. Persuasion: The Fine Art of Changing People’s Minds LB 16.5
A. The elaboration likelihood model (ELM)—suggests that attitude change occurs
through either a central processing or a peripheral processing route (Figure 16.2)
B. Variables influencing persuasion: (Figure 16.3)
1. Source variables—credible, likable, and similar
2. Message variables—both sides of an argument, quantity
3. Recipient variables—low intelligence, low self-confidence, positive mood
MODULE 16.2 RELATING TO OTHERS LECTURE
OUTLINE
Refer to the Concept Web at the end of this manual for a visual synopsis of all concepts presented
in this module.
I.
Attraction: Getting to Like You
A. Similarity—we value others with similar attitudes and characteristics (See Reality
Check, LB 16.6)
B. Physical attractiveness—initial attraction based on looks LB 16.7 (Matching
hypothesis—people tend to seek out partners who are similar in physical
attractiveness)
C. Proximity—we like others who we have frequent interaction with and repeated
exposure to
D. Reciprocity—we like others who like us back
II. Helping Behavior: Lending a Hand to Others in Need (Concept Chart 16.2)
A. Prosocial behavior—beneficial to others, altruistic versus self-centered motives
B. Bystander intervention—deciding to get involved…or not (Figure 16.4) LB 16.8
C. Influences on helping
1. Situational ambiguity
2. Perceived cost
3. Diffusion of responsibility
4. Similarity
5. Facial features
6. Mood
7. Gender and race
8. Attributions of the cause of need
9. Social norms—expectations of behavior in social situations
III. Prejudice: Attitudes That Harm
A. Prejudice (attitude) versus discrimination (unfair or biased treatment)
B. How does prejudice develop?
1. In-group favoritism/out-group negativism (and outgroup homogeneity) LB 16.9
C. Why are some people more prejudiced than others?
1. Learning, experience, universalist orientation, and authoritarian personality can
make some more prejudiced than others
D. See Exploring Psychology—How Does Racism and Stereotyping Affect Stereotyped
Groups? LB 16.10, LB 16.11
E. What can we do to reduce prejudice?—Allport’s contact hypothesis
1. Social and institutional support
2. Acquaintance potential
3. Equal status
4. Intergroup cooperation LB 16.12
IV. Human Aggression: Behavior That Harms
A. Is human aggression instinctual? LB 16.13
B. Biological influences (instinct, serotonin, testosterone)
C. Learning influences
D. Sociocultural influences
E. Alcohol use
F.
G.
Emotional influences (frustration)
Environmental influences (heat)
MODULE 16.3 GROUP INFLUENCES ON INDIVIDUAL
BEHAVIOR LECTURE OUTLINE
Refer to the Concept Web at the end of this manual for a visual synopsis of all concepts presented
in this module.
I.
II.
III.
IV.
V.
VI.
VII.
Our Social Selves: “Who Are We?” (Concept Chart 16.3)
A. Personal identity (individual identity) vs. social identity (group identity)
B. Collectivistic vs. individualistic cultures
Conformity: Bending the “I” to Fit the “We” LB 16.14
A. Why do some people conform more than others? (Figure 16.6)
1. Assume majority must be correct
2. Value acceptance of group
3. Easier to go along
Compliance: Doing What Others Want You to Do LB 16.15, LB 16.16
A. Foot-in-the-door technique—small then larger request
B. Bait-and-switch technique—item not available
C. Low-ball technique—low price becomes larger
D. Door-in-the-face technique—excessively large, then smaller request
Obedience to Authority: When Does It Go Too Far?
A. Milgram’s study
1. “Teacher” shocks “learner”
2. Most subjects complied
3. Shows potential for ordinary people to cause harm by following authority
B. Why do people obey immoral commands? Legitimization of authority, social
comparison, and foot-in-the-door effect
C. Evaluating Milgram’s legacy
Social Facilitation and Social Loafing: When Are You Most Likely to Do Your Best?
A. Social facilitation—people work better in presence of others, for dominant responses
(Figure 16.7)
B. Social loafing—people apply less effort in group settings
C. Can you reduce social loafing?
1. Making tasks more interesting or challenging
2. Making each member’s contribution more visible
3. Increasing one’s responsibility to the group
4. Holding each member accountable for his or her own contributions
5. Giving public feedback of individual performance
Mob Behavior: The Dangers of Losing Yourself in a Crowd
A. Deindividuation—losing self-awareness in a crowd
B. Can be destructive
C. Results from anonymity and shifting attention and conforming behaviors
Group Decision Making: A Help or a Hindrance?
A. Group polarization: Going to extremes—members adopt more extreme views, can lead
to riskier actions (risky-shift phenomenon) LB 16.17
B.
C.
Groupthink: How can smart people make dumb decisions?—members favor consensus
over critically evaluating the problem
Reducing groupthink
1. Group members should be encouraged to consider all alternatives
2. Leader should avoid stating preferences as group begins its work
3. Outsiders should be called upon to offer their opinions and analyses
4. Members should be encouraged to play the role of “devil’s advocate”
5. Group should be divided into smaller groups to review issues
6. Several meetings should be held before final decisions are reached
MODULE 16.4 APPLICATION: PSYCHOLOGY GOES TO
WORK LECTURE OUTLINE
Refer to the Concept Web at the end of this manual for a visual synopsis of all concepts presented
in this module.
I.
I/O Psychology
A. Studies people at work and organizations in which they work
II. Understanding Job Satisfaction: It’s Not Just About the Job LB 16.18
A. Qualities of job
1. Status, pay, benefits
2. Interesting and fulfilling (Table 16.1)
B. Personality traits of employees
1. Self-esteem
2. Self-efficacy
3. Emotional stability
C. Fit between attributional style and amount of control at work
III. Meeting the Challenges of a Changing Workplace LB 16.19
A. Less secure
B. Changes in technology
C. Flexible work shifts, locations
D. Organizational culture—values and norms of workers and workplace