Download Preview Sample 3

Introduction—Social Psychology & Human Nature, 2nd Edition
Instructor’s Resource Manual
Table of Contents
Instructor’s Manual Introduction
iii
Resource Integration Guide
xix
Chapter 1—The Mission and the Method
1
Chapter 2—Culture and Nature
21
Chapter 3—The Self
55
Chapter 4—Behavior Control: The Self in Action
89
Chapter 5—Social Cognition
119
Chapter 6—Emotion and Affect
147
Chapter 7—Attitudes, Beliefs, and Consistency
177
Chapter 8— Social Influence and Persuasion
203
Chapter 9— Prosocial Behavior: Doing What’s Best for Others
227
Chapter 10— Aggression and Antisocial Behavior
259
Chapter 11— Attraction and Exclusion
287
Chapter 12— Close Relationships: Passion, Intimacy, and Sexuality
309
Chapter 13— Prejudice and Intergroup Relations
337
Chapter 14—Groups
367
Application Module A—Applying Social Psychology to Consumer Behavior
395
Application Module B—Applying Social Psychology to Health
405
Application Module C—Applying Social Psychology to the Workplace
417
Application Module D—Applying Social Psychology to Law
429
Application Module E—Applying Social Psychology to the Environment
439
iii
Introduction—Social Psychology & Human Nature, 2nd Edition
How to Use This Manual
Organization
Each chapter contains a detailed outline of the chapter, teaching resources, and a
table noting video clip suggestions to accompany the chapter. The teaching resources
include lecture/discussion ideas, class activity/demonstration ideas, and student
projects/homework. Relevant articles or books are suggested throughout those, and
some mainstream movies are suggested as well. Video/DVD clips available from
Cengage Learning are addressed in the DVD/Video Table that follows. For each
chapter, handouts for class activities or assignments are provided.
Resources
Lecture/Discussion Ideas
The lecture and discussion ideas often expand on research cited in the text or
describe related studies. Both an overview of the relevant research and a
reference are provided. Ideas are also provided for discussion topics.
Discussion may take place with the entire class (particularly if your class is
small) or in small groups (if your class is large). If you have small groups
discuss one of the topics, be sure to get reports from the groups about their
discussion.
Class Activity/Demonstration Ideas
In-class activities and demonstrations provide ideas of ways to get students
actively involved in learning. These ideas vary from movie clips or full-length
movies/documentaries to measurement scales to assess a concept to ideas
for individuals to invite to class. Videos suggested in these sections are also
listed in the Videos/DVD section.
Student Projects/Homework
Ideas for student projects or homework are presented. These homework or
projects vary widely. Some ideas include asking students to find examples of
a concept in the media or in their own experiences. Other ideas involve
collecting and interpreting data about a phenomenon, for others students
read about the research conducted by others in journal articles or on
websites. A few class service projects are also suggested.
In Each Chapter:
Fact or Fiction?
Each chapter begins with a short quiz based on the material from the
chapter. The quiz is designed so that students are likely to get many of the
questions wrong. The correct answers associated with that concept are
contained in the resources.
Think/Pair/Share
Each chapter contains a Think/Pair/Share exercise. For these, students are
asked to think about a question related to material from the text. After they
have written down some of their initial thoughts they are asked to pair up
with a classmate and talk about the issue. Finally the pairs share with the
entire class. Think/Pair/Share assignments are included in the Student
Projects/Homework sections.
iv
Introduction—Social Psychology & Human Nature, 2nd Edition
Overview of Supplements
Also available from Cengage Learning: for Instructors
PowerLecture™ with ExamView® and JoinIn™
The fastest and easiest way to build powerful, customized media-rich lectures,
PowerLecture assets include chapter-specific PowerPoint Presentations written by
Fred W. Whitford of Montana State University, videos, as well as the instructor’s
manual and test bank, both written by Kelly Bouas Henry of Missouri Western State
University. ExamView® takes you through the test creation process as painlessly as
possible. Unlike similar programs ExamView® allows you to see what your final test
will look like as you are creating it. The word processing capabilities of the program
allow you to enter your own questions or edit the existing question to better suit
your teaching style.
Book Companion Website (www.cengage.com/psychology/baumeister)
Here you will find the following password-protected instructor resources: chapter
outlines, PowerPoint lecture slides, electronic files for this Instructor’s Resource
Manual and a Resource Integration Guide. The Resource Integration Guide is a tool
that can help you organize and get the most out of the various supplements available
for your text. For each major section of each chapter, the guide suggests
supplementary assets appropriate for that section.
Test Bank (included in ExamView®)
The test bank, written by Kelly Bouas Henry of Missouri Western State University,
includes multiple-choice questions, true-false questions, fill-in-the-blank, and essay
questions for each chapter. Question answers and page reference are provided as
well as question type and difficulty level.
Also available from Cengage Learning: for Students
Classic and Contemporary Videos Student CD-ROM
This student CD includes high interest video clips of classic researchers and
exclusive footage of contemporary researchers to help students learn more about the
research that social psychologists are doing today. Each clip is accompanied by
thought-provoking questions that teachers can assign and students can return by, by
email. See the end of this introduction for full description of all the videos on this
student CD. Note that these clips are also available on the Multimedia Manager
Instructor’s DVD-ROM.
Study Guide
Written by Fred W. Whitford of Montana State University, each chapter of the Study
Guide provides a review, a test, suggested readings and an answer key. Each chapter
review is organized around the major sections of the chapter.
Book Companion Website (www.cengage.com/psychology/baumeister)
Here your students will find a variety of study aids including the following: glossary,
flashcards, and tutorial quizzing.
Cultural Animal Reader (Joshua Feinberg, Saint Peter’s College)
Contains full-text articles referenced within the main text that relate to the book’s
overarching themes. Critical thinking questions for each reading are included. See
the end of this introduction for a list of articles included.
v
Introduction—Social Psychology & Human Nature, 2nd Edition
Applying Social Psychology to Life: Personal Surveys
This application-oriented student workbook includes research-based instruments to
gauge student attitudes for each chapter.
CengageNOW
An assessment-centered online student learning tool that supports student learning
and helps you track student progress. It includes a Pre Test that helps students
identify what they need to study more. Based on their results, students receive a
Personalized Study Plan. Working from that plan, students are guided to visual
images, video exercises, learning modules, animations and other resources.
First Day Ideas
The first day is vital to setting the tone for the entire semester. Use it wisely!
McKeachie (1999) suggests that by the end of the first day students should have
“1) A sense of where they’re going and how they’ll get there. 2) A feeling that other
members of the class are not strangers, that you and they are forming a group in
which it’s safe to participate. 3) An awareness that you care about their learning. 4)
An expectation that the class will be both valuable and fun” (p. 41).
McKeachie, W.J. (1999). McKeachie’s Teaching Tips (10th ed.) Boston: Houghton
Mifflin.
The Basics
In a first class meeting be sure to cover the basics of the course including course title,
prerequisites, the syllabus, number of tests and other important expectations, grading
procedures, cheating/dishonesty policy, text title, who you are and how students can contact
you. Be sure all the students in your class are registered for the class and anyone wanting to
add or drop the course has the appropriate paperwork.
Ice Breakers
Name Game
If you have a smaller class (under 30) use the name game to learn names and signal
to the students that getting to know them is important. For this game have the first
person introduce him or herself. The second person should introduce him or herself
and say the name of the person before them. The third person says their own name
and the names of the 2 people in front of them. Continue around the classroom so
that by the last person has to say the names of each person in class. Finish the game
off by doing this yourself and then asking if anyone else in class would like to give it
a try. This activity takes a while but can be fun.
Similarities and Differences
Ask students to introduce themselves to 2 or 3 people sitting near them. As a group
they are to find out one thing that is unique about each person in the group and one
thing that every member of the group has in common. Encourage creativity! Each
group should introduce themselves to the entire class and identify their differences
and similarity.
What Do You Think?
To get students up and moving on the first day of class, ask for their opinions on a
number of issues related to social psychology. If you have a small class, have
students go to different sides of the room. In a larger class have students express
their opinion by standing or sitting. Some questions: Is aggression something that is
vi
Introduction—Social Psychology & Human Nature, 2nd Edition
inborn or learned from culture? When you observe other people’s behavior do you
tend to attribute their behavior to something about them or to something about the
situation they are in? Who are more emotional, men or women? Do people who
watch a lot of violent become more violent or does watching violence allow for a
safe outlet for aggression? Are differences between men and women because of
biology or culture?
Introduce the Syllabus
Syllabus Quiz
To make introducing the syllabus a bit more interesting come up with a series of
questions the student have to answer about the syllabus. In small groups ask students
to complete the quiz. The content of your quiz will depend on the content of your
syllabus but here are some ideas of questions to ask: Where is my office? What time
does class start? How many tests are there in this course? What is the form of the
tests? What topics are we scheduled to cover on October 12? What is the title of the
textbook?
Once students have completed the quiz go over the information expanding on or
highlighting important points. For example you may want to explain where your
office is, describe the tests, or discuss the textbook.
Introduce Course Content
Many instructors shy away from introducing course content the first day. Here are some fun
and interesting ways to introduce course content.
Fake Course Instructor
This idea takes some bravery, planning, and an institution where many students do
not know you. LoSchiavo, Buckingham, and Yurak (2002) propose recruiting an
older undergraduate or a graduate student to help you out on the first day of class.
Have your confederate wear more formal clothing than a usual student and on the
first day go into your class and introduce him or herself by first name only and
distribute a student information sheet, asking students for contact information and
some information that students should keep private (social security number, drivers
license number). Questions are forestalled with a comment that that issue will be
discussed later. Students turn in their sheets and then are asked to stand up and face
the back of the room. The confederate leaves the room and does not come back.
After a few minutes enter the room and ask students what happened. After they
describe what they have done explain that this is a demonstration of the type of
behavior that will be studied in the course over the semester. LoSchiavo et al. suggest
doing a short lecture on the topics of stereotypes, obedience, conformity,
mindlessness, and use of deception in social psychology.
LoSchiavo, F.M., Buckingham, J.T., & Yurak, T.J. (2002). First-day demonstration
for Social Psychology courses. Teaching of Psychology, 29, 216-219.
Tell Research Stories
Social Psychology has a number of interesting research studies whose outcomes are
unexpected. Describe some of the research but stop before telling students about the
results of the studies. A dramatic retelling of the Milgram obedience experiments or
Asch conformity studies will provide a good introduction. If you’d like to start from
what many consider to be the first research studies describe Triplett’s original study
vii
Introduction—Social Psychology & Human Nature, 2nd Edition
of social facilitation (for a link to the original article see Chapter 14 Student
Projects/Homework: Reading the Classics) or Ringelemann’s study of social loafing
(for more information on the study see Chapter 1 Lecture Discussion Ideas:
Ringelmann Rediscovered).
Student Ideas of Content
Introduce students to the definition of social psychology provided in the text and
then ask them to come up with ideas of what topics might be covered in a course
with such a definition.
Conventional Wisdom
One criticism often made of social psychology is that its findings are all common
sense. It is important to dispel this myth early, so you might start on the first day.
One way you might do this is to read the paragraph provided in the resources for
Chapter 1 (Lecture/Discussion Ideas: Common Wisdom or What Your
Grandmother Right?).
Answer Questions
Be sure to provide students with the opportunity to ask questions on the first day of class.
Simply asking “Any questions?” usually does not elicit many. Try asking students to talk with
their neighbors about what questions the pair would like to ask. Another option is to have
students write questions on index cards and hand in those questions. You can then answer
them right away or wait until the next class period to address the concerns raised.
viii
Introduction—Social Psychology & Human Nature, 2nd Edition
Sample Syllabus
Social Psychology
Course # and Credits
Course Meeting Times and Classroom
Instructor Information
Name:
Office:
Office Hours:
Contact Information: e-mail, phone number
Course Description
Text
Social Psychology and Human Nature (2nd Ed.; 2011) by Roy F. Baumeister and Brad Bushman.
Publisher: Thomson Wadsworth. ISBN: 0495602655
Course Goals/Objectives
Course Requirements
Activities/Assignments
Term Papers
Quizzes
Tests
Final Exam
Grading Procedures
Course Policies
ix
Introduction—Social Psychology & Human Nature, 2nd Edition
Calendar (for a 2-day a week schedule)
Week
1
2
3
Day 1
Introduction to Social Psychology
Chapter 2: Culture and Nature
Nature and Social Behavior
Culture and Human Social Life
Nature and Culture Interacting
Important Features of Human Social Life
The Long Road to Social Acceptance
3: The Self
What Is the Self?
Where Self-Knowledge Comes From
4
5
4: Choices and Actions
5: Social Cognition
What Is Social Cognition?
Attributions: Why Did that Happen
6
6: Emotion and Affect
What Is Emotion?
Emotional Arousal
Some Important Emotions
Why Do We Have Emotions?
7: Attitudes, Beliefs and Consistency
8: Social Influence and Persuasion
Two Types of Social Influence
Techniques of Social Influence
9: Prosocial Behavior
What is Prosocial Behavior?
Cooperation, Forgiveness, Obedience & Conformity
Why Do People Help Others?
10: Aggression and Antisocial Behavior
Test #3 (Chapter 8-11)
7
8
9
10
11
12
12: Close Relationships
Maintaining Relationships
Sexuality
13
13: Prejudice and Intergroup Relations
Inner Processes
Overcoming Stereotypes, Reducing Prejudice
Impact of Prejudice on Targets
A, B & C: Applying Social Psychology to
Consumer Behavior, Health, and the
Workplace
Test #4 (Chapters 12-14, Modules)
14
x
Day 2
1: Mission and Method
2: Culture and Nature
Built to Relate
Nature Says Go, Culture Says Stop
Selfish Impulse versus Social Conscience
Putting People First
3: The Self
Self and Information Processing
Self-Esteem, Self-Deception, and Positive Illusions
Self Presentation
Test #1 (Chapters 1-4)
5: Social Cognition
Heuristics: Mental Shortcuts
Errors and Biases
Are People Really Idiots?
6: Emotion and Affect
Group Differences in Emotion
Arousal, Attention, and Performance
Emotional Intelligence
Affect Regulation
Test #2 (Chapters 5-7)
8: Social Influence and Persuasion
Persuasion
Resisting Persuasion
9: Prosocial Behavior
Who Helps Whom?
Bystander Helping in Emergencies
How Can We Increase Helping?
11: Attraction and Exclusion
12: Close Relationships
What is Love?
Different Types of Relationships
13: Prejudice and Intergroup Relations
Common Prejudices and Targets
Why Prejudice Exists
Content of Prejudice and Stereotypes
14: Groups
D & E: Applying Social Psychology to
the Law and the Environment
Introduction—Social Psychology & Human Nature, 2nd Edition
Calendar (for a 3-day a week schedule)
Week
1
Day 1
Day 2
Day 3
Introduction to Social
Psychology
2
2: Culture and Nature
1: Mission and Methods
A Brief History
What Do Social Psychologists Do?
Social Psychology’s Place in the
World
2: Culture and Nature
Nature and Social Behavior
Culture and Human Social Life
Nature and Culture Interacting
Important Features of Human
Social Life
The Long Road to Social
Acceptance
Built to Relate
Nature Says Go, Culture Says
Stop
Selfish Impulse versus Social
Conscience
Putting People First
1: Mission and Methods
How Do Social Psychologists
Answer Their Own Questions?
How Much of Social Psychology Is
True?
3: The Self
What is The Self?
Where Self-Knowledge Comes From
3
3: The Self
Self and Information Processing
Self-Esteem, Self-Deception, and
Positive Illusions
4: Choices and Actions
Self Regulation
Irrationality and Self-Destruction
5: Social Cognition
Heuristics, Errors and Biases
Are People Rally Idiots?
6: Emotion and Affect
Group Differences in Emotion
Arousal, Attention, and
Performance
Emotional Intelligence
Affect Regulation
Test #2 (Chapters 5-7)
3: The Self
Self-Esteem, Self-Deception, and
Positive Illusions (continued)
Self-Presentation
Test #1 (Chapters 1-4)
4
5
6
7
8
9
10
11
12
9: Prosocial Behavior
What Is Prosocial Behavior?
Cooperation, Forgiveness,
Obedience,& Conformity
10: Aggression
Aggression and Antisocial Behavior
Is Aggression Innate or Learned?
Inner Causes of Aggression
11: Attraction and Exclusion
The Need to Belong
Attraction
12: Close Relationships
What Is Love?
Different Types of Relationships
13: Prejudice and Intergroup
Relations
Content of Prejudice and Stereotypes
Inner Processes
8: Social Influence and
Persuasion
Two Types of Social Influence
Techniques of Social Influence
9: Prosocial Behavior
Why Do People Help Others?
Who Helps Whom?
4: Choices and Actions
What You Do and What it Means
Freedom of Action
Goals, Plans, Intentions
5: Social Cognition
What is Social Cognition?
Attribution
6: Emotion and Affect
Some Important Emotions
Why Do We Have Emotions
7: Attitudes, Beliefs, and
Consistency
Consistency
Do Attitudes Really Predict
Behaviors?
Beliefs and Believing
8: Social Influence and
Persuasion
Persuasion
Resisting Persuasion
9: Prosocial Behavior
Bystander Helping in Emergencies
How Can We Increase Helping?
10: Aggression
Interpersonal Causes of Aggression
External Causes of Aggression
10: Aggression
Self and Culture
Other Antisocial Behavior
11: Attraction and Exclusion
Rejection
Test #3 (Chapters 8-11)
12: Close Relationships
Maintaining Relationships
Sexuality
13: Prejudice and Intergroup
Relations
Common Prejudices and Targets
Why Prejudice Exists
14: Groups
What Groups Are and Do
Groups, Roles, and Selves
Group Action
6: Emotion and Affect
What is Emotion?
Emotional Arousal
7: Attitudes, Beliefs, and
Consistency
What Are Attitudes and Why Do
People Have Them?
How Attitudes Are Formed
13: Prejudice and Intergroup
Relations
Overcoming Stereotypes, Reducing
Prejudice
Impact of Prejudice on Targets
xi
Introduction—Social Psychology & Human Nature, 2nd Edition
13
14
14: Groups
How Groups Think
Brainstorming
Power and Leadership
Module D: Applying Social
Psychology to Law
Module A: Applying Social
Psychology to Consumer
Behavior
Modules B & C: Applying
Social Psychology to Health
and the Workplace
Module E: Applying Social
Psychology to the
Environment
Test #4 (Chapters 12-14,
Modules)
Additional Teaching Resources
Books
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University
Press.
A report on a study of 100 college teachers that distills what the best teachers do.
Davis, S.F. & Buskist, W. (2002). The teaching of psychology. Mahwah, NJ: Lawrence
Erlbaum Associates.
A collection of essays about teaching in honor of Wilbert, J. McKeachie and Charles
L. Brewer.
McKeachie, W.J. (2005). McKeachie’s teaching tips (12th ed.). Boston: Houghton Mifflin.
An updated classic. This is an essential guide for new teachers. It covers a wide
variety of topics including, but not limited to, course preparation, facilitating
discussions, what to do about cheating, how students learn from textbooks, teaching
large classes, and social diversity. Highly recommended.
Perlman, B., McCann, L.I., & McFadden, S.H. (Eds.). (2004). Lessons learned: Volume 1 &
2. Washington, D.C.: American Psychological Society.
A collection of essays from the Observer’s column Teaching Tips. The essays cover a
variety of topics.
Websites
Association for Psychological Science Teaching Site
http://psych.hanover.edu/APS/teaching.html
This site provides links to others sites on the teaching of various subjects in
psychology.
Classics in the History of Psychology
http://psychclassics.yorku.ca/author.htm
This site, developed by Christopher D. Green at York University, provides copies of
papers from the history of psychology. If you would like to assign classic articles for
students to read check out this site.
CROW: Course Resources on the Web
http://jonathan.mueller.faculty.noctrl.edu/crow/
Jon Mueller maintains an extensive website of teaching resources for Social
Psychology. The site contains ideas for assignments, activities, lectures, online studies
and scales and example of concepts. You can look for ideas on particular topics.
Student resources are also available. Mueller sends a monthly newsletter of teaching
ideas—subscription information is provided on the website.
xii
Introduction—Social Psychology & Human Nature, 2nd Edition
Websites (continued)
National Center for Case Study Teaching in Science
http://ublib.buffalo.edu/libraries/projects/cases/case.html
A collection of case studies are available at this website. Case studies are organized
by discipline and include both student resources and teaching notes.
Fun Teaching and Learning Stuff
http://www.gerardkeegan.co.uk/resource/funteaching.htm
Gerard Keegan has a website dedicated to psychology. The resources are not
specifically for social psychology, so you may have to search a bit for relevant
information.
Project Syllabus
http://teachpsych.org/otrp/syllabi/syllabi.php
A variety of syllabi from a number of different classes are available on this site.
Social Cognition Paper Archive
http://www.indiana.edu/~soccog/scarch.html
This site is maintained by Eliot R. Smith and provides links to a variety of papers in
social cognition as well as sites related to social cognition.
Social Psychology Network
http://www.socialpsychology.org/teaching.htm
The Social Psychology Network site on teaching provides links to a large number of
teaching resources.
Contents of Classic and Contemporary Videos Student CD-ROM
Section 1: Introducing Social Psychology
 Social Psychology: It’s All Around You
o Presents an overview of the questions and issues that will be raised by the video
series. A definition of social psychology is provided and students are encouraged to
consider why that field of study is important. Run time 3:54.
Section 2: The Methods of Social Psychology
 Unmasking the Truth: Which Cancer Intervention Actually Works?
o An experiment conducted by Vicki Helgeson, Ph.D., examines whether peer
discussion groups or classroom education is more beneficial to breast cancer
patients’ quality of life. Using this experiment as an example, the concepts of the
scientific method, random assignment, control groups, independent variables and
dependent variables are reviewed. Run time 5:21.
Section 3: Social Cognition: Thinking about the Self and Others
 Reconstructive Memory: Recalling What Never Happened
o Elizabeth Loftus, Ph.D., discusses the reconstructive, malleable nature of memory.
She provides examples of inaccurate eyewitness testimony and discusses the false
implantation of childhood events that never occurred, such as being sexually abused
or lost in a mall. Run time 6:56.
Section 4: Social Perception: Perceiving the Self and Others
 We Don’t Feel the Same Way: Cultural Influences on Emotion
xiii
Introduction—Social Psychology & Human Nature, 2nd Edition
o Research conducted in the lab of Jeanne Tsai, Ph.D., investigates the ways in which
culture shapes our expression of emotions. Examples of Hmong-Americans and
European-Americans participating in the research are presented. It is concluded that
culture impacts facial expressions of emotions and the ways in which we talk about
emotions, but does not impact physiological emotional responding. Run time 6:33.

Getting the Job: Self-Presentation in the Job Interview
o Two recent college graduates are shown taking part in job interviews. The verbal
and nonverbal cues each interviewee present differ markedly, largely because one of
them is from a Western, individualistic culture and the other student is from an
Eastern, collectivistic culture. Run time 8:19.
Section 5: The Person in the Situation: Self-Concept, Gender and Dispositions
 Which is the Real Me? Being One Woman With Many Hats
o Two real women, Alma and Angela, are interviewed about how they balance the
conflicting demands that arise from multiple roles, such as being a mother, wife, and
employee. The video emphasizes the fact that different situations bring out various
facets of an individual’s personality. Run time 3:49.

It’s Not All About You: Knowing When to Blame Your Circumstances
o Rodolfo Mendoza-Denton, Ph.D., discusses a model of personality that examines
the person in the situation. He explains how if-then personality signatures can better
explain behavior than can global descriptions of personality. Research on if-then
personality signatures is also presented. Run time 7:10.
Section 6: Attitudes and Social Behavior
 Reading the Unconscious Mind: The Implicit Association Test
o Mahzarin Banaji, Ph.D., one of three co-creators of the Implicit Associations Test
(IAT), explains the use of the test to explore attitudes about which people are not
consciously aware. The race IAT, on which a strong pro-white bias is found among
White Americans, and the age IAT, on which the strongest bias of any of the IATs
has been found, are both discussed. In addition, Dr. Banaji provides findings from
MRI research on amygdala activation that backs up the interpretation of IAT results.
Run time 7:30.
Section 7: Attitude Change
 When Trauma Makes the Heart Grow Fonder: Cognitive Dissonance and the Justification
of Effort
o Using the military and coal mining as examples, this video briefly explains that
suffering in order to obtain a goal can motivate us to value that goal all the more.
This is called effort justification and is predicted by cognitive dissonance theory.
Run time 2:28.

Moving the Masses: Public Service Announcements
o Nine examples of public service announcements are shown, and then persuasion
techniques used in the preceding PSAs are discussed. The use of strong arguments
and heuristic persuasion are highlighted. Run time 7:15.
xiv
Introduction—Social Psychology & Human Nature, 2nd Edition
Section 8: Conformity, Compliance and Obedience
 Just Following Orders: Obedience to Authority
o Video from Solomon Asch’s study on conformity. The replication of this study and
situations in which conformity and obedience decrease are also discussed. Run time
5:24.

Getting What You Want: Two Compliance Strategies in Action
o Three compliance tactics – the norm of reciprocity, the foot-in-the-door technique,
and the door-in-the-face technique – are discussed. Footage of a man soliciting
donations is used to illustrate the latter two compliance tactics. Run time 3:30.
Section 9: Prejudice and Stereotypes
 Prized Eyes: Stereotypes and Prejudice Then and Now
o This video begins with a discussion of a 1995 study that found differential cardiac
care for Whites and Blacks who were presenting with the same symptoms. The
Robber’s Cave study by Muzafer Sherif is then discussed and footage from Jane
Elliott’s blue eyes/brown eyes study is presented. Finally, Claude Steele, Ph.D.,
discusses his research on stereotype-threat. Run time 13:08.

Sexual Stigma: Hating People for the People They Love
o Gregory Herek, Ph.D., discusses sexual prejudice, or hostilities shown by
heterosexuals toward homosexuals. He presents findings from his telephone surveys
that make use of feeling thermometers, which are ratings of a group on a scale of 0
to 100. Possible causes of sexual prejudice are discussed. Run time 6:54.

Genocide: Mike Jacobs’ Story
o Genocide is defined and then Michael Jacobs, a Holocaust survivor, is interviewed
about his experiences. More recent cases of genocide are also mentioned. Run time
4:14.
Section 10: Group Dynamics and Intergroup Conflict
 Imprisoned in a Role: The Stanford Prison Study
o Presents actual footage from the Stanford Prison Study conducted in 1971 by Philip
Zimbardo. During the study, both “prisoners” and “guards” seemed to have the
boundary between their roles and their real identities erased. The scandals at Abu
Ghraib Prison are mentioned. Run time 3:37.
Section 11: Aggression and Violence
 Teach Me a Lesson: Learning to be Violent
o A re-creation of Albert Bandura’s classic Bobo doll study is depicted. Then Craig
Anderson, Ph.D., discusses his research on the effects of media violence. He
highlights the increases in aggressive thinking, emotion and behavior; increases in
physiological arousal; and decreases in prosocial behavior that have been found to
occur after violence has been observed. Run time 7:40.
xv
Introduction—Social Psychology & Human Nature, 2nd Edition
Section 12: Helpful Social Behavior
 Thanks for Nothing: Bystander Apathy
o After defining the bystander effect, the video tells the story of Kitty Genovese and
briefly touches upon the Puerto Rican Day Parade incident in Central Park.
Diffusion of responsibility is discussed as a factor underlying a bystander’s
willingness to help a stranger in need. Run time 3:30.

Sick of Solitude: The Link Between Sociability and Health
o Research conducted at Carnegie Mellon University examined the relationship
between psychological well-being and physical health. Participants had cold viruses
put in their noses and then were sequestered in a hotel for six days. Those who had
the highest sociability were the least likely to come down with a cold. Run time 2:44.
Section 13: Liking, Loving and Close Relationships
 How Do I Love Thee? Expressions of Love Styles
o Six mock dating service videos are presented. The viewer is asked to consider which
of John Allen Lee’s three primary love styles – eros, ludus or storge – is being
expressed in each video. Run time 4:34.
Section 14: Social Psychology in Your Life
 Epilogue: Take Home Messages from Social Psychology
o Looks back at the questions posed in the very first video and provides answers to
each of those questions. Emphasizes the common thread running among all of the
videos: that the situation and other people in our environment have great power
over our thoughts, feelings, and behaviors. Run time 3:12.
List of Readings from the Cultural Animal Reader
Chapter 1
Ruback, B.R. & Juieng, D. (1997). Territorial defense in parking lots: Retaliation against waiting
drivers. Journal of Applied Social Psychology, 27(9), 821-834.
Chapter 2
Asch, S.E. (1995). Opinions and social pressure. Scientific American, 193(5), 31-35.
Chapter 3
Nisbett, R.E. & Wilson, T.D. (1997). Telling more than we can know: Verbal reports on mental
processes. Psychological Review, 84(3), 231-259.
Chapter 4
Bushman, B.J. & Stack, A.D. (1996). Forbidden fruit versus tainted fruit: Effects of warning labels
on attraction of television violence. Journal of Experimental Psychology, 2(3), 207-226.
Chapter 5
Medvec, V.H. & Madey, S.F. & Gilovich, T. (1995). When less is more: Counterfactual thinking &
satisfaction among Olympic Medalists. Journal of Personality and Social Psychology,69(4), 603-610.
xvi
Introduction—Social Psychology & Human Nature, 2nd Edition
Chapter 6
Dutton, D.G. & Aron, A.D. (1974). Some evidence for heightened sexual attraction under
conditions of high anxiety. Journal of Personality and Social Psychology, 30(4), 510-517.
Chapter 7
Aronson, E. & Mills, J. (1959). The effect of severity of initiation on liking for a group. Journal of
Abnormal and Social Psychology, 59, 177-181.
Chapter 8
Milgram, S. (1963). Behavioral study of obedience. Journal of Abnormal & Social Psychology, 67(4), 371378.
Chapter 9
Liebert, R.M. & Baron, R.A. (1972). Same immediate effects of televised violence on children’s
behavior. Developmental Psychology, 6(3), 469-475.
Chapter 10
Twenge, J.M. & Baumeister, R.F. & Tice, D.M. & Stucke, T.S. (2001). If you can’t join them, beat
them: Effects of social exclusion on aggressive behavior. Journal of Personality and Social
Psychology, 81(6), 1058-1069.
Chapter 11
Buss, D.M. & Schmitt, D.P. (1993). Sexual strategies theory: An evolutionary perspective on human
mating. Psychological Review, 100(2), 204-232.
Chapter 12
Steele, C.M. & Aronson, J. (1995). Stereotype threat and the intellectual test performance of African
American. Journal of Personality and Social Psychology, 69(5), 797-811.
Chapter 13
Cialdini, R.B. & Cacioppo, J.T. & Bassett, R. & Miller, J.A. (1978). Low-ball procedure for
producing compliance: Commitment then cost. Journal of Personality and Social Psychology, 36(5),
463-476.
Chapter 14
Galinsky, A.D., Gruenfeld, D.H. & Magee, J.C. (2003). From power to action. Journal of Personality
and Social Psychology, 85(3), 453-466.
Acknowledgements
I gratefully acknowledge the substantial and creative contributions Jennifer Feenstra made to
the first edition of the manual. Some of the activities within the manual are based on the
teaching tips in the text provided by Dr. Mary Johannesen-Schmidt.
xvii