Social psychology catherine a sanderson

Shawn Bediako, University of Maryland, Baltimore County Melinda Blackman, California State University, Fullerton Jennifer Brennom, Kirkwood Community College Justin Buckingham, Towson Un

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S O C I A LPSYCHOLOGY

S O C I A L PSYCHOLOGY

C A T H E R I N E A S A N D E R S O N

JOHN WILEY & SONS, INC.

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To Andrew Reese, Robert Parks, and Caroline Kenton

ABOUT THE AUTHOR

CATHERINE A SANDERSON is an Associate Professor of Psychology atAmherst College She earned her A.B at Stanford University and her M.S andPh.D at Princeton University While at Princeton, she received the PsychologyDepartment’s First Year Merit Prize, a National Science Foundation Fellowship,and a Dissertation Research Award from the American Psychological Association

Sanderson’s research, which has received funding from the National Institute ofHealth, is based in social-personality psychology and specifically on issues withinclose relationships and health-related behavior, such as the interaction of individ-uals in close relationships; individuals’ accuracy in perceiving others’ attitudes andbehavior; and why individuals learn more when they receive personally-relevant

or “matching” messages Sanderson is the author of Slow and Steady Parenting:

Active Child-Raising for the Long Haul as well as a textbook entitled Health Psychology She has served on the Editorial Boards for Health Psychology, the Journal of Personality and Social Psychology, and the Journal of Research in Personality In addition, Sanderson writes a “Body Talk” blog for Psychology Today.

In her introductory psychology and social psychology courses at Amherst College,Sanderson’s teaching emphasizes providing students with general information andskills in interpreting and understanding research that can then be explored in moredetail in future classes as well as be used in some way in their day to day lives

She also teaches more specialized classes that focus in depth on health ogy, close relationships, and sports psychology These classes offer a different type

psychol-of challenge, namely working with students to critically examine, discuss, andwrite about empirical research in particular areas

TAKE STUDENTS FURTHER!

Catherine Sanderson’s Social Psychology helps open students’

minds to a world beyond their own experience so that they will better understandthemselves and others Sanderson’s uniquely powerful program of learningresources was built to support you in moving students from passive observers toactive course participants

Go further in applying social psychology to everyday life.

Sanderson includes six application boxes on business, law, media, environment,health, and/or education in every chapter right as the relevant material is intro-duced, rather than at the end of the book This allows students to make an imme-diate connection between the concept and the relevant application – and provides

a streamlined 13-chapter organization that helps you cover more of the material

in a term

Go further with research. Help your students understand and ciate the importance of research in social psychology and how social psycholo-gists know what they know

appre-Go further with culture.More than any other book, Sanderson’s Social

Psychology helps students understand how key social psychological concepts in

each chapter of the book apply to people from other cultures The last section

of each chapter reviews the topics in the chapter in the context of other cultures

Go further with homework and study materialswith a robustset of end-of-chapter activities and our powerful media resource, WileyPLUS

This online teaching and learning environment integrates the entire digitaltextbook with the most effective instructor and student resources to fit everylearning style

THE PURPOSE OF THIS BOOK

Students vary considerably in their backgrounds, interests, experiences, and sonal and professional aspirations This book brings social psychology to all ofthese students—students who will continue their interest in social psychology ingraduate programs, students who will become educators, business people, orhealth professionals, and students who take this course out of sheer curiosity aboutsocial psychology

per-Through a combination of a lively and current introduction to social scienceresearch, a uniquely accessible approach to thinking scientifically, and online teach-ing and learning resources that immerse students in social psychology in the worldtoday, this book will help you open students’ minds to a world beyond their ownexperience so that they can better understand themselves and others My primarygoal is to help students see the many intersections of social psychology in every-day life An appreciation of the scientific processes behind these connections willenable them to develop the skills to become critical consumers of information inthe world around them

To reach every student, the writing about social psychology must be ble, the research presented with clarity, and the content stimulating and compre-hensive, but not overwhelming This text is therefore written in a light andengaging style, to appeal to every student—non-majors and majors Both classicand contemporary research is described in a clear and vivid way, with examples

accessi-of research studies throughout specifically chosen to be interesting and relevantfor the college student reader

Students benefit as they see themselves reflected in the discussion of social chology and are given the opportunity to connect to this discussion and see socialpsychology through the lens of their daily lives In addition, the diversity of thestudent population is mirrored in the evolving and diverse views in the field ofsocial psychology (which has growing research on culture, gender, and neuro-science) The role of culture in social behavior is incorporated in every chapter ofthis book, reflecting the growth of research in this field and encouraging culturalawareness in students

psy-FEATURES

Social Psychology helps students learn to think critically, to apply social

psychol-ogy to everyday life, and to address the central role of diversity, in the studentpopulation, the world at large, and even in the field of social psychology It framescontent coverage with five key ideas, designed to get students actively participating

in the study of social psychology

• Think Critically

• Make Connections

• Understand the Big Picture

• A Picture Is Worth a Thousand Words

• Culture MattersThese ideas are carefully interwoven throughout the narrative and pedagogy TheIllustrated Book Tour on the following pages provides a guide to the innovativefeatures contributing to Social Psychology’s pedagogical plan

PREFACE

THINK CRITICALLY

Social Psychology shows students the many ways that social psychology helpsthem to think about the world It provides the tools they need to actively engage

in critical thinking and analysis

• A separate chapter on research methods describes the strengths and weaknesses

of different methods, as well as strategies for increasing validity of researchstudies

• QUESTIONING THE RESEARCHqueries

in each chapter prompt students to actively

question the results and implications of

particular research studies For example, if

you find that college students who come to a

workshop entitled “stopping binge drinking”

are shown to drink less than their peers, can

you be sure that the workshop caused this

change? Why or why not? These features

encourage critical thinking and facilitate

students’ awareness of the many ways that

social psychology helps them to think about

the world

• TAKE ACTIONqueries at the end of each chapter ask students totake an active role in applying social psychology to their own lives

• CONNECTIONS BOXESapply topics in eachchapter to the broader themes of Health, Law,Environment, Business, Education, and Media.These applications are uniquely integrated directlywith the topics as they are discussed, instead ofbeing grouped in chapters at the end of the book.This organization responds to the preferenceexpressed by a vast majority of reviewers

• RATE YOURSELF QUIZZESoccur in eachchapter to encourage students to become activeparticipants in the material they are learning andsee how their personal results or reactions to thematerial compare with those discussed in the text.Several of these occur in each chapter as a way toencourage the reader to make a connection to thetopic and to increase awareness of their ownthoughts and perceptions

MAKE CONNECTIONS

Social Psychology helps students learn to think critically, to apply social

psychology to everyday life, and helps students make critical connections to reallife and to their own lives Students will be most willing to commit time andenergy to a topic when they believe that it is relevant to their own life or to theirfuture career There is no better way to demonstrate relevance than to grounddiscussion in the real world

UNDERSTAND THE BIG PICTURE

To help students appreciate the connections between the broad range of topicscovered throughout the book and understand how each topic contributes to thewhole of social psychology, the first chapter describes three central themes ofsocial psychology:

• The social world influences how we think about ourselves

• The social world influences our thoughts, attitudes, and behaviors

• Our attitudes and behavior shape the social world around us

A Big Picture summary table at the end of each chapter connects the specific

material learned in each chapter to these key ideas in the course

A PICTURE IS WORTH A THOUSAND WORDS

In Social Psychology, art is a true learning tool! This text features a completely

unique new approach to research-based graphs throughout all chapters

Graphs are annotated to help students interpret the key findings in the researchand to help students understand the Independent and Dependent variables in theresearch studies through consistent reinforcement of these concepts

CULTURE MATTERS

How Does Culture Influence…? sections at the end of each chapter review

chapter topics with a focus on how the findings and theories that have beenpresented might in fact differ in various cultures These sections simultaneouslyreview prior material from the chapter and engage students meaningfully withcultural issues Through this consistent approach, students will better appreciatethe role of culture in social behavior For example, students will learn that someexpressions that are extremely popular in American culture (e.g., “Be Yourself”)might not work so well in countries that value connection and interdependenceover individualism

FOCUS ON GENDER AND NEUROSCIENCE

• RESEARCH FOCUS ON GENDERsections in most chapters examine aparticular issue related to gender in depth This information will helpstudents understand how research in social psychology contributes to ourunderstanding of gender differences and similarities

• RESEARCH FOCUS ON NEUROSCIENCE sections in most chaptersexamine specific neuroscience research studies in depth This informationwill help students understand how the rapidly growing field of neurosciencecontributes to our knowledge about social psychological theories in a waythat is not currently seen in other books

BRING SOCIAL PSYCHOLOGY TO LIFE

• SOCIAL PSYCHOLOGY IN ACTIONThe accompanying onlineWileyPLUS course offers materials for both students and instructors that arefully integrated, not tacked on as an afterthought The built-in study material

is tied to learning objectives in each chapter and is fully assignable andassessable

• RESEARCH CONNECTIONSactivities take students from passiveobservers to active participants in the process of “doing” social psychologyand will help to ensure their mastery of core concepts and ideas The on-lineenvironment allows students the freedom to accomplish things they couldn’t

do otherwise, such as participating in research studies, testing researchhypotheses, designing their own social psychology experiments, manipulatingdata, and analyzing their results

ORGANIZATION AND PEDAGOGICAL PLAN

The book moves logically from beginning to end, starting with how we seeourselves and others, and then moving to address how we interact with others ingroup settings, including both positive and negative interactions The chapterscan be covered in any order, depending on the organization of a particularcourse The table of contents has been kept to 13 chapters so that instructors aremore likely to be able to cover the entire book

I encourage readers to ask themselves these questions as they read eachchapter, and chapters are organized to facilitate this:

• What does the research say about this topic?

• How can I think critically about the research?

• How does this concept relate to everyday life?

• How does culture influence this concept?

Each chapter follows a carefully developed pedagogical approach designed tohelp students master the material Chapters are organized around five central

topics, listed on the opening page of the chapter under the heading What You’ll Learn, and each of these topics is introduced via a specific research study with compelling and highly relevant findings Did You Ever Wonder? questions at the

start of the chapter introduce these high-interest findings which are thendescribed in detail at the start of each of the five sections throughout the chapter

Then, at the end of each of these major sections comes a Concepts in Context

summary table These section summaries help students synthesize the material,but more importantly, understand its real-world applications Finally, at the end

of the chapter comes What You’ve Learned, a summary of the material in the

chapter, organized around each of the five main chapter headings The chapter

concludes with Review Questions, Take Action activities and Research Connections activities, all organized around the five main chapter headings and

designed to help students review and apply core concepts while, at the same time,allowing them to take the material further through real world applications andopportunities to experience social psychological research first hand

PERSONALIZE THE LEARNING EXPERIENCE

Different learning styles, different levels of proficiency, different levels of

prepara-tion—each of your students is unique WileyPLUS empowers them to take

advan-tage of their individual strengths:

• Students receive timely access to resources that address their demonstrated needs,and get immediate feedback and remediation when needed

• Integrated, multi-media resources—including audio and visual exhibits, researchactivities, and much more—provide multiple study-paths to fit each student’slearning preferences and encourage more active learning

• WileyPLUS includes many opportunities for self-assessment linked to the

rele-vant portions of the text Students can take control of their own learning andpractice until they master the material

FOR INSTRUCTORS

PERSONALIZE THE TEACHING EXPERIENCE

WileyPLUS empowers you with the tools and resources you need to make your

teaching even more effective:

• You can customize your classroom presentation with a wealth of resources andfunctionality from PowerPoint slides to a database of rich visuals You can even

add your own materials to your WileyPLUS course.

• With WileyPLUS you can identify those students who are falling behind and

intervene accordingly, without having to wait for them to come to office hours

• WileyPLUS simplifies and automates such tasks as student performance

assess-ment, making assignments, scoring student work, keeping grades, and more

STUDENT AND INSTRUCTOR SUPPORT

Social Psychology is accompanied by a host of ancillary materials designed to

facilitate a mastery of social psychology

WILEYPLUS www.wileyplus.com

This online teaching and learning environment integrates the entire digitaltextbook with the most effective instructor and student resources to fit everylearning style

RESEARCH CONNECTIONS ACTIVITIES

These interactive online activities created by Catherine Sanderson and KatherineDowdell of Des Moines Area Community College, and available in WileyPLUS,take students from passive observers to active participants in the process of

“doing” social psychology and will help to ensure their mastery of core conceptsand ideas These online activities allow students to participate in researchstudies, test hypotheses, and design their own research studies

VIDEOS(UPON ADOPTION)

Wiley partners with the Films for the Humanities to offer an outstanding tion of videos (including Roger Bingham’s series on the brain) Perfect for introducing new topics, enlivening your classroom presentations, and stimulatingstudent discussion

selec-INSTRUCTOR RESOURCE WEBSITE

This comprehensive website is uploaded with resources to help you prepare forclass, enhance your presentations, and assess your students’ progress The text-book’s Test Bank, Instructor’s Resource Guide, Power Points, and Image Gallerycan be accessed directly from the website

TEST BANK (AVAILABLE IN RESPONDUS FORMAT, AND IN WORD FORMAT)

Prepared by Robin Musselman of Lehigh Carbon Community College, the testbank to accompany Social Psychology is available in printed form as well as online

Instructors can customize exams by adding new questions or editing existing ones

INSTRUCTOR’S RESOURCE GUIDE

Prepared by Chris Mazurek of Columbia College, this comprehensive resourceincludes a wealth of resources for instructors For each text chapter in the text,this comprehensive resource includes:

POWER POINT PRESENTATIONS

Prepared by Brian Parry of Mesa State College of Colorado, this full set ofdynamic and colorful PowerPoints for each chapter highlights the major termsand concepts

POWER POINT IMAGE GALLERY

Online electronic files are available for most figures and tables in the text, whichallow you to easily incorporate them into your Power Point presentations or tocreate your own overhead transparencies and handouts

STUDENT LEARNING RESOURCES

Student Resources, such as flashcards, self-quizzes (prepare by Andrea Mercurio

of Boston University), and chapter objectives are available on the student website

to provide a wealth of support materials that will help students develop theirunderstanding of class material and master the material

MANUSCRIPT REVIEWERS

Allison Abbe, George Washington University Mark Agars, California State University, San Bernardino Joan Bailey, New Jersey City University

Daniel Barrett, Western Connecticut State University Frank Barrios, University of Northern Iowa

Carolyn Becker, Trinity University

Shawn Bediako, University of Maryland, Baltimore County Melinda Blackman, California State University, Fullerton Jennifer Brennom, Kirkwood Community College Justin Buckingham, Towson University

Melissa Burkley, Oklahoma State University Melissa Cahoon, University of Dayton Judith Chapman, Saint Joseph’s University Tsu-Ming Chiang, Georgia College & State University Nicholas Christenfeld, University of California, San Diego Chante Cox-Boyd, Carnegie Mellon University

Don Corriveau, University of Massachusetts Dartmouth Kellina Craig-Henderson, Howard University

Layton Curl, Metropolitan State College of Denver Deborah Davis, University of Nevada, Reno Jennifer Devenport, Western Washington University Lynda Dodgen, Lone Star College-North Harris Amanda Dykema-Engblade, Northeastern Illinois University Steve Ellyson, Youngstown State University

James Evans, Louisiana State University-Shreveport Sharon Fair, University of St Augustine for Health Science Kimberly Fairchild, Manhattan College

Phillip Finney, Southeast Missouri State University Phyllis Freeman, State University of New York, New Paltz Bill Gabrenya, Florida Institute of Technology

David Gersh, Houston Community College Eugene Gilden, Linfield College

William Goggin, University of Southern Mississippi Penny Green, Colorado State University-Pueblo Christina Grimes, Duke University

Judith Harackiewicz, University of Wisconsin-Madison Mark Hartlaub, Texas A&M University, Corpus Christi Helen Harton, University of Northern Iowa

Elaine Hatfield, University of Hawaii, Honolulu Misty Hook, Texas Women’s University

Kathy Howard, Harding University Maria Hunt, Avila University Karen Huxtable-Jester, University of Texas at Dallas Matthew Isaak, University of Louisiana

Julia Jacks, Guilford College Richard Jenks, Indiana University Southeast Susan Johnson, University of North Carolina at Charlotte Nancy Karlin, University of Northern Colorado

Cynthia Kernahan, University of Wisconsin-River Falls Gagan Khera, George Washington University

Suzanne Kieffer, University of Houston Jennifer Knack, University of Texas at Arlington Randi Koeske, University of Pittsburgh at Greensburg David Kopplin, Baylor University

Catalina Kopetz, University of Maryland Robin Kowalski, Clemson University Neil Kressel, William Paterson University Suzanne Kurth, University of Tennessee Alan Lambert, Washington University in St Louis Travis Langley, Henderson State University Marvin Lee, Tennessee State University Deborah Long, East Carolina University Amy Lyndon, East Carolina University Teresa Lyons, Salem State College

Stephen Mayer, Oberlin College Kelly McGonigal, Stanford University

J Mark McKellop, Juniata College

Jo Meier Marquis, University of Houston-Clear Lake Eric Miller, Kent State University

Leslie Minor-Evans, Central Oregon Community College Daniel Molden, Northwestern University

Melanie Moore, University of Northern Colorado Robin Morgan, Indiana University Southeast Janet Morgan Riggs, Gettysburg College Joel Morgovsky, Brookdale Community College Michael Nielsen, Georgia Southern University Virginia Norris, South Dakota State University Kerth O’Brien, Portland State University Carol Oyster, University of Wisconsin-LaCrosse Neophytos Papaneophytou, Baruch College Terry Pettijohn, Ohio State University at Marion Steven Phillips, Broward Community College Jason Plaks, University of Toronto

Gregory Pool, St Marys University Jackie Pope-Tarrence, Western Kentucky University Sharon Presley, California State University, East Bay Douglas Price, Tulsa Community College

Mary Pritchard, Boise State University Chemba Raghavan, New College of Florida Michelle Rainey, Purdue University

Pamela Regan, California State University, Los Angeles Elizabeth Rhodes, Florida International University Bob Ridge, Brigham Young University

Rosann Ross, University of Northern Colorado Laurie Rudman, Rutgers University

Michael Sakuma, Dowling College Cory Scherer, Northern Illinois University Wesley Schultz, California State University, San Marcos Catherine Schuman, University of Vermont

Fred Shaffer, Truman State University Marne Sherman, University of Missouri-Kansas City Ellen Shupe, Grand Valley State University

Christine Smith, Antioch College Margaret Snooks, University of Houston-Clear Lake Matthew Spackman, Brigham Young University Emily Sweitzer, California University of Pennsylvania Alexander Takeuchi, University of Northern Alabama Rowena Tan, University of Northern Iowa

Ronald Thrasher, Oklahoma State University Nancy Tosh, Ventura College

Loren Toussaint, Luther College Dana Tucker, Brigham Young University Jocelyn Turner-Musa, Morgan State University Eric Vanman, Georgia State University

Chris Verwys, Rensselaer Polytechnic Institute Kathleen Vohs, University of Minnesota

T Joel Wade, Bucknell University Naomi Wagner, San Jose State University Patricia Wallace, Northern Illinois University George Whitehead, Salisbury University Aaron Wichman, Ohio State University Sara Wilcox, University of South Carolina Carol Wilkinson, Whatcom Community College

Larry Williams, Midwestern State University Judy Wilson, Palomar College

Ann Winton, John Jay College William Woody, University of Northern Colorado Marcel Yoder, University of Illinois at Springfield

ART REVIEWERS

Joan Bailey, New Jersey City University Jennifer Brennom, Kirkwood Community College Justin Buckingham, Towson University

Nicholas Christenfeld, University of California, San Diego Kellina Craig-Henderson, Howard University

Steve Ellyson, Youngstown State University Elaine Hatfield, University of Hawaii, Honolulu Nancy Karlin, University of Northern Colorado Suzanne Kieffer, University of Houston

Travis Langley, Henderson State University Neophytos Papaneophytou, Baruch College Mary Pritchard, Boise State University Bob Ridge, Brigham Young University Rowena Tan, University of Northern Iowa

T Joel Wade, Bucknell University George Whitehead, Salisbury University

RESEARCH CONNECTIONS (MEDIA) REVIEWERS

Justin Buckingham, Towson University Nicholas Christenfeld, University of California, San Diego Mark Hartlaub, Texas A&M University Corpus Christi Kathy Howard, Harding University

Maria Hunt, Avila University Richard Jenks, Indiana University Southeast Travis Langley, Henderson State University Terry Pettijohn, Ohio State University at Marion Jason Plaks, University of Toronto

Sharon Presley, California State University, East Bay Pamela Regan, California State University, Los Angeles Alexander Takeuchi, University of Northern Alabama

T Joel Wade, Bucknell University George Whitehead, Salisbury University

FOCUS GROUP PARTICIPANTS

Amy Buddie, Kennesaw State Natalie Ciarocco, Monmouth University Vera Dunwoody, Chaffey College William Fry, Youngstown State University Eugene Gilden, Linfield College

Omri Gillath, University of Kansas Judith Karackiewicz, University of Wisconsin Lisa A Harrison, California State University, Sacramento Chris Long, Ouachita Baptist University

Chris Mazurek, Columbia College Kathryn Oleson, Reed College Courtney Rocheleau, Appalachian State University Robin Vallacher, Florida Atlantic University Jason Young, Hunter College, CUNY

PROFESSIONAL FEEDBACK

I am also thankful to the following instructors who took the time to havedetailed conversations with us and provide feedback on the approach of thisbook I really appreciate your feedback and ideas

Frank Adair, Louisiana State University Stephanie Afful, Fontbonne College Deb Belle, Boston University Bob Blodgett, Buena Vista University Kim Brown, Ball State University Mindy Burgess, Southwestern Oklahoma State University Nicholas Christenfeld, University of California-San Diego Laurie Couch, Morehead State University

Kristy Dean, California State University, San Bernardino Jennifer Devenport, Western Washington University Steve Ellyson, Youngstown State University

Phillip Finney, Southeast Missouri State University Cindy Frantz, Oberlin College

David Gersh, Houston Community College William Goggin, University of Southern Mississippi Josh Greene, Harvard University

Judith Harackiewicz, University of Wisconsin-Madison Gene Indenbaum, State University of New York at Farmingdale Billy Jones, Abilene Christian University

Nancy Karlin, University of Northern Colorado Marika Lamoreaux, Georgia State University Angela Lipsitz, Northern Kentucky University Sterling McPherson, Washington State University Andrea Mercurio, Boston University

David Morgan, Spalding University Jan Ochman, Inver Hills Community College Steven Phillips, Broward Community College Gregory Pool, St Mary’s University

Jackie Pope-Tarrence, Western Kentucky University

M Christine Porter, College of William and Mary Mary Pritchard, Boise State University

Erin Richman, University of North Florida Bob Ridge, Brigham Young University Tamara Rowatt, Baylor University Natalie Shook, Virginia Commonwealth University Susan Kay Sprecher, Illinois State University Emily Stark, Minnesota State University, Mankato Rowena Tan, University of Northern Iowa Ronald Thrasher, Oklahoma State University Stephanie Tobin, University of Houston

PERSONAL ACKNOWLEDGMENTS

Many people at John Wiley & Sons, Inc contributed tremendous time and energy

to this book, and the book is much better for their efforts I’d like to thank JayO’Callaghan, Vice President and Publisher, for his support of this project overmany years I am very thankful to all of those who contributed to what I believe

is an excellent design and art program for my book, including Brian Salisbury(Designer), Jeof Vita (Art Director), Elle Wagner (Photo Researcher), and SheraleeConnors, as well as to those who worked diligently on producing my book, includ-ing Sandra Dumas (Production Editor) and Suzanne Ingrao (Freelance ProductionManager) My thanks also go to Ann Greenberger, Freelance Development Editor,who provided thoughtful and constructive guidance about how best to frame andpresent my ideas Suzanna Zeitler, Associate Director of Market Development,Danielle Torio, Marketing Manager, and, especially, Barbara Heaney, Director ofProduct and Market Development, were extremely helpful in determining how best

to market my book, which was no small task given the competition in the socialpsychology textbook market I also want to thank Eileen McKeever, AssistantEditor, and Media Editors Lynn Pearlman and Bridget O’Lavin, for their consid-erable work on the supplements for my book, which I think will be invaluable tostudents and professors

I owe particular thanks to two people without whom this book would simplynot have been possible: Chris Johnson, Executive Editor, and Leslie Kraham,Senior Development Editor Chris provided thoughtful guidance in creating theoverall vision for this book, and helped me to understand the importance of devel-oping features that would truly make a contribution to the field I appreciate theconsiderable time and energy he has brought to this project over the years, andthe book is much better precisely because at times he pushed me to go in new direc-tions with this project Leslie, who has probably devoted almost as many hoursover the last several years to this book as I have, has provided thorough feedback—both general and specific—about numerous aspects of this book Her commentsabout virtually all aspects of the book—writing, art program, photographs, fig-ures, research ideas—have improved the nature of this book in multiple ways, and

I am extremely lucky to have had her guidance and support

I also want to thank several people at Amherst College who helped with thisbook in various ways and at various stages Early in the project, Darren Yopykwas very helpful in gathering research articles and cartoons, and made my initialwriting much easier Later in the project, Jack Grein went to considerable lengths

to track down and alphabetize every single reference in the entire book.Throughout the project, Isabel Margolin assisted with mailing (many) drafts toWiley as well as copying and scanning figures and cartoons I am very gratefulfor all of their efforts

Finally, I’d like to thank my husband, Bart Hollander, for his tremendous port of this project … which included allowing me to take over (at times) our studyand our dining room, entertaining the kids on weekends and evenings while I fran-tically wrote and revised, and commiserating over numerous highs and lows asthis project progressed over the years

sup-The point of this book, obviously, is to share my love of the field of social chology with students across the country, so I’d be very interested in hearingthoughts from students (and faculty) about how this book has worked for you(or your students) So, please drop me an email (casanderson@amherst.edu) andlet me know what you think

psy-Catherine A SandersonAmherst College

1 Introducing Social Psychology 2

1 Introducing Social Psychology 2

WHAT IS SOCIAL PSYCHOLOGY? 4

How We Think about Ourselves 4

How We Think, Feel, and Act in the Social World 6

How Our Attitudes and Behaviors Shape the Social World 7

HOW HAS SOCIAL PSYCHOLOGY EVOLVED OVER TIME? 8

The “I Knew It All Along” Problem 11

Use of Scientific Method 12

Research Focus on Gender: Understanding Gender Differences in Sexual Behavior 13

Emphasis on Critical Thinking 13

HOW IS SOCIAL PSYCHOLOGY CONNECTED

TO OTHER FIELDS? 15

Links to Fields within Psychology 15

Links to Other Fields 16

Research Focus on Neuroscience: How Rejection Looks

in the Brain 17

HOW DOES SOCIAL PSYCHOLOGY APPLY ACROSS C U L T U R E S

AND SUBCULTURES? 19

Individualistic versus Collectivistic Cultures 19

The Impact of Culture 22

The Impact of Subculture 23

Form a Hypothesis 31

Create an Operational Definition 32

Collect and Analyze Data 32

Propose and/or Revise a Theory 33

WHAT ARE THE TYPES OF CORRELATIONAL RESEARCH METHODS? 33

Observational/Naturalistic Methods 34

Self-Report or Survey Methods 37

Research Focus on Neuroscience: Facial Movements

What Is the Best Approach? 52

WHAT ARE THE ETHICAL ISSUES INVOLVED IN CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY? 53

Review by an Institutional Review Board 53

Provide Informed Consent 54

Protect Confidentiality 55

Provide Debriefing 56

HOW DOES C U L T U R E INFLUENCE RESEARCH FINDINGS? 57

The Impact of Question Order 57

The Impact of Question Wording 58

The Impact of Language 58

3 Self-Perception and Self-Presentation 62

HOW DO PERSONAL FACTORS INFLUENCE THE SELF-CONCEPT? 64

Thinking about Your Thoughts 64

Focusing on Self-Awareness 66

Regulating the Self 67

Research Focus on Neuroscience: Different Parts

of the Brain Make Different Types of Decisions 67

Examining Your Behavior 69

Research Focus on Gender: Gender Differences

What Happens When Barbies

Get Smaller and GI Joes Get

The Challenges of Studying

Drinking and Driving 55

HOW DO SOCIAL FACTORS INFLUENCE THE SELF-CONCEPT? 74

Social Comparison Theory 74

The Two-Factor Theory of Emotion 77

HOW DO PEOPLE MAINTAIN A POSITIVE SELF-CONCEPT? 80

Self-Serving Biases 80

Self-Serving Beliefs 83

Self-Serving Comparisons 86

Self-Serving Behavior 88

The Downside of Overly Positive Self-Views 89

HOW DO PEOPLE PRESENT THEMSELVES TO OTHERS? 90

Self-Promotion 91

Ingratiation 92

Self-Verification 93

The Good—and Bad—News About Self-Presentation 95

HOW DOES C U L T U R E INFLUENCE SELF-PERCEPTION AND SELF-PRESENTATION? 97

Factors Influencing the Self-Concept 97

WHAT TYPES OF ERRORS DO WE MAKE

IN THINKING ABOUT OTHER PEOPLE? 117

Fundamental Attribution Error 117

Actor-observer Effect 119

WHY DO WE MAKE ERRORS WHEN

WE THINK ABOUT OTHER PEOPLE? 122

Salience 122

Lack of Cognitive Capacity 124

Beliefs about Others’ Abilities and Motivations 126

HOW DO WE FORM IMPRESSIONS

OF PEOPLE BASED ON NONVERBAL BEHAVIOR? 128

Communicating in Nonverbal Ways 130

Research Focus on Neuroscience: The Special Processing

HOW CAN SHORTCUTS LEAD TO ERRORS

IN THINKING ABOUT THE WORLD? 146

HOW DO WE FORM IMPRESSIONS OF PEOPLE? 159

The Ease of Impression Formation 159

Research Focus on Neuroscience: The Unique Processing of Social Information 160

Beliefs about How Traits Fit Together 162

Research Focus on Gender: The Impact of Gender Stereotypes 162

The Impact of Mood 163

HOW DO BELIEFS CREATE REALITY? 164

People See What They Expect to See 165

People Maintain Beliefs Over Time 168

HOW DOES C U L T U R E INFLUENCE SOCIAL COGNITION? 173

6 Attitude Formation and Change 180

HOW DO WE FORM ATTITUDES? 182

Research Focus on Neuroscience: The Power

of Negative Information 182

Classical Conditioning 183

Operant Conditioning 186

Research Focus on Gender: Gender Differences

in Attitudes Toward Politics 186

Observational Learning/Modeling 186

How Much Do Attitudes Matter? 189

WHEN DO ATTITUDES PREDICT BEHAVIOR? 190

Strength 190

Accessibility 191

Specificity 192

Social Norms 192

Why (and When) Attitudes Do Matter 195

WHEN DOES ENGAGING IN A BEHAVIOR LEAD

TO ATTITUDE CHANGE? 195

Cognitive Dissonance Theory 196

Revisions to Dissonance Theory 202

WHAT ARE ALTERNATIVES TO COGNITIVE DISSONANCE THEORY? 206

Self-Perception Theory 206

Impression Management Theory 207

Self-Affirmation Theory 207

Which Theory Is Right? 209

HOW DOES C U L T U R E IMPACT ATTITUDE FORMATION AND CHANGE? 209

Factors That Influence Type of Processing Used 219

Which Route Is More Effective? 222

WHAT FACTORS INFLUENCE PERSUASION? 223

Source: Who Delivers the Message? 223

Media

CONNECTIONS

The Dangerous Impact

of Media Images of Smoking and Alcohol Use 188

Health

CONNECTIONS

Using Cognitive Dissonance Can Lead to Changes in Health Behavior 199

Environment

CONNECTIONS

Using Cognitive Dissonance

to Increase Water Conservation 201

Education

CONNECTIONS

Using Self-Affirmation Can Increase Academic Achievement 208

Content of the Message 226

Audience 229

Research Focus on Gender: The Impact of Gender

on Persuasion 229

HOW CAN SUBTLE FACTORS INFLUENCE PERSUASION? 232

The Impact of Emotional Appeals 232

Research Focus on Neuroscience: The Influence

of Emotion in the Ballot Box 236

The Impact of Subliminal Messages 236

HOW CAN YOU RESIST PERSUASION? 238

Forewarning 239

Reactance 239

Inoculation 240

Attitude Importance 240

HOW DOES C U L T U R E IMPACT PERSUASION? 242

Types of Persuasive Messages Used 243

The Effectiveness of Different Persuasive Messages 243

8 Social Influence: Norms, Conformity, Compliance, and Obedience 248

HOW DO SOCIAL NORMS INFLUENCE BEHAVIOR? 250

The Power of Social Norms 250

Errors in Perceiving Social Norms 252

The Pressure to Conform to Social Norms 253

WHAT FACTORS LEAD TO CONFORMITY? 256

Why We Conform 256

Factors That Increase Conformity 258

Research Focus on Gender: Do Women Conform More Than Men? 260

The Power of Minority Influence 262

The Benefits of Conformity 263

WHAT FACTORS LEAD TO COMPLIANCE? 264

Reciprocity 265

Consistency and Commitment 266

Scarcity 267

The Serious Consequences of Compliance 268

HOW DO SOCIAL PRESSURES INFLUENCE OBEDIENCE? 270

Factors That Increase Obedience 271

Ethical Issues 276

Real-World Examples of Obedience 277

Health

CONNECTIONS

Why Having Wrinkles Is

Worse Than Dying 234

Business

CONNECTIONS

How Waiters and Waitresses

Can Increase Tips 235

Health

CONNECTIONS

Why Misperceiving the

Thinness Norm Can Lead to

Eating Disorders 254

Media

CONNECTIONS

Why Publicizing Suicides

May Be a Bad Idea 259

The Impact of Compliance

on False Identifications and

False Confessions 269

HOW DOES C U L T U R E IMPACT SOCIAL INFLUENCE? 281

The Power of Leadership 305

Research Focus on Gender: How Are Women as Leaders? 306

HOW DO GROUPS HANDLE CONFLICT? 307

Factors Leading to Conflict 307

Strategies for Resolving Conflict 310

Conflict Resolution in the Real World 314

HOW DO GROUPS HANDLE SOCIAL DILEMMAS? 315

Types of Social Dilemmas 316

Solutions to Social Dilemmas 318

Research Focus on Neuroscience: How Cooperation Looks in the Brain 321

HOW DOES C U L T U R E IMPACT GROUP INFLUENCE? 323

Health

CONNECTIONS

Why Not Vaccinating Your Child Can Be Good for You, but Bad for the Community 319

Law

CONNECTIONS

The Hazards of Cross-Race Identification 336

Social Identity Theory: The Role of Self-Esteem 338

Cognitive Biases 340

Research Focus on Gender: The Hazardous Impact

of Stereotypes on Women’s Achievement in the Workplace 344

Stereotypes Are Activated Automatically 358

Research Focus on Neuroscience: How the Brain Responds

to In-Group and Out-Group Faces 358

Stereotypes Are Hard to Suppress 360

Disconfirming Evidence Is Ignored 360

Subtle Discrimination Persists 361

HOW CAN SOCIAL AND COGNITIVE INTERVENTIONS HELP OVERCOME STEREOTYPES? 363

Increase Contact 363

Provide Training and Education 365

Be Motivated to Avoid Stereotyping 366

HOW DOES C U L T U R E INFLUENCE PREJUDICE AND STEREOTYPES? 369

Reliance on Cognitive Biases 369

Reducing the Effects of

Stereotype Threats in the

Classroom 351

Health

CONNECTIONS

The Link Between Alcohol

Use and Aggression 384