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Name:_____________________________ Date:______________________________

Period:_____________________________

Social Psychology Unit Outline

A. Social psychology defined

B. Social thinking

a. Attributing behavior to persons or to situations

i. Attribution theory

ii. Fundamental Attribution Error (FAE)

iii. Self-serving attributions

iv. The effects of attributions

b. Attitudes and actions

i. Attitudes defined

ii. Attitudes affect actions

1. Central route to persuasion

2. Peripheral rout to persuasion

iii. Actions affect attitudes

1. Foot-in-the-door phenomenon

iv. Roleplaying affects attitudes

1. Roles

2. Introduction to Zimbardo’s Prison Guard Study

3. Current Example: 2004 atrocities at Abu Ghraib

C. Social Influence

a. Conformity

i. Conformity defined

ii. Asch’s experiments on conformity

1. Design/premise

2. Findings

3. 7 conditions that strengthen conformity

iii. Reasons for conforming

1. Normative social influence

2. Informative social influence

b. Obedience

i. Obedience defined

ii. Milgram’s obedience experiments

1. Design/premise

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2. Ethical issues/considerations

3. Findings

4. 4 factors leading to highest rates of obedience

c. Lessons from the conformity and obedience studies

d. Group influence

i. Individual behavior in the presence of others

1. Social facilitation

2. Social loafing

3. Deindividuation

ii. Effects of group interaction

1. Group polarization

2. Groupthink

iii. The power of individuals

D. Antisocial Relations

a. Antisocial relations defined

b. Prejudice

i. Defining prejudice and differences between prejudice,

stereotyping, and discrimination

ii. How prejudiced are people?

1. Changes in gender/racial attitudes over last half-century

2. Overt vs. subtle prejudice in U.S. and internationally

3. Automatic prejudice

iii. Social roots of prejudice

1. Social inequalities

2. Us vs. Them: ingroup and outgroup

a. Ingroup

b. Outgroup

c. Ingroup bias

3. Emotional roots of prejudice

a. Scapegoat theory

4. Cognitive roots of prejudice

a. Categorization

i. Other-race effect

b. Vivid cases

c. Just-world phenomenon

c. Aggression

i. Aggression defined

ii. The biology of aggression

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1. Genetic influences

2. Neural influences

3. Biochemical influences

iii. Psychological and social-cultural factors in aggression

1. Aversive events

a. Frustration-aggression principle

2. Social and cultural influences

3. Observing models of aggression

4. Acquiring social scripts

iv. Do videogames teach or release aggression?

1. Catharsis hypothesis

2. Biopsychosocial understanding of aggression and

videogames

E. Prosocial relations

a. Prosocial relations defined

b. Attraction

i. Definition of attraction

ii. The psychology of attraction—factors affecting attraction

1. Proximity

a. Mere-exposure effect

2. Physical attractiveness

3. Similarity

4. Mutual liking

a. Reward theory of attraction

iii. Romantic Love Types

1. Passionate love

2. Companionate love

a. Equity

b. Self-disclosure

c. Altruism

i. Altruism defined

ii. Bystander intervention

1. Introduction to Kitty Genovese’s murder

2. Introduction to Darley and Latané’s Bystander Intervention

Studies

a. Findings

b. 4 step helping decision-making process

3. Diffusion of responsibility

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4. Bystander effect

5. 8 factors supporting helping

iii. The norms of helping

1. Social exchange theory

2. Reciprocity norm

3. Responsibility norm

d. Peacemaking

i. Peacemaking defined

ii. Social traps

iii. Enemy perceptions

1. Mirror-image perceptions

iv. The 4 Cs of Peacemaking

1. Contact

2. Cooperation

a. Superordinate goals

3. Communication

4. Conciliation

a. GRIT

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Name:_____________________________ Date:______________________________

Period:_____________________________

Social Psychology Unit Study Guide

Answer the following questions on a separate sheet on paper, either in a typed or handwritten format,

to be collected and graded for completion and correctness at the end of the unit. The answers to these

questions are due the day of the unit test.

1.) Define what social psychology is and given an example of an area/event that a social

psychologist might study for each of the three components of social psychology’s definition

discussed in lecture and in your textbook.

2.) Explain what attribution theory is and describe the most prevalent attribution error humans

make. Include an example of this attribution error from your own life in your description.

3.) What is the “foot-in-the-door phenomenon”? Explain an example of this phenomenon is at work

in a historical or modern day event.

4.) What are attitudes? Explain how they are changed by the central route to persuasion and the

peripheral route to persuasion. Include an example of how both the central route to persuasion

and the peripheral route to persuasion might be used to change the same attitude.

5.) What is a role? Describe how role-playing can affect our attitudes. Give an example of how this

might occur/has occurred in your life and how it occurs in the study conducted by Zimbardo.

6.) What is conformity and how does it influence social behavior? What seven factors did Asch find

to strengthen conformity and what two types of influence lead to reasons for conformity (make

sure to define the two types of influence)?

7.) What is obedience? How does it influence social behavior? What are four factors that Milgram

found to lead to increased rates of obedience?

8.) What “real world” lessons, according to Myers and class lecture, might we learn from Asch and

Milgram’s studies on conformity and obedience? How might these lessons change our

perceptions of people who were complicit in atrocities (e.g. Nazis who murdered Jews during

the Holocaust)?

9.) What are three primary ways (phenomenon) which individuals are influenced by the presence of

others? What impact does the group have on individual behavior as a result of all three

phenomena?

10.) What are two primary ways group interaction affects the social behavior of members in a

group? What impact does the group have on members’ behavior as a result of both

phenomena?

11.) According to Myers and to the information presented in lecture, how much power do

individuals have in the face of group influence and interaction? Is a numerical minority able to

change the thoughts, behavior, and/or feelings of a numerical majority?

12.) What is prejudice? How is it different from stereotyping and discrimination? To clarify the

difference between the three, provide a real-world example of each term.

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13.) What are overt prejudice and subtle prejudice? How are they different in the way they are

displayed? Is overt prejudice or subtle prejudice more commonly displayed against minority

groups in the U.S. and internationally today?

14.) What is automatic prejudice?

15.) Explain what the phenomena at the social, emotional, and cognitive roots are and how the both

lead to the development and continuance of prejudice, as outlined in lecture and Myers.

16.) What is aggression? How is aggression influenced by biological, psychological, and social-

cultural factors?

17.) Does playing videogames teach persons who play them aggression, or help these persons to

release aggression? Provide three pieces of evidence for both sides of this argument from

Myers, lecture, and/or in-class activities.

18.) What is attraction? How do proximity, similarity, physical attractiveness, and reciprocal liking

impact one’s attraction for another person? (Make sure you explain what the mere exposure

effect, similarities in conceptions of physical attractiveness across cultures, and the reward

theory of attraction are in your answer.)

19.) When describing different types of romantic love, how are passionate love and companionate

love different?

20.) What is altruism?

21.) What is the bystander effect and how does it influence a person’s willingness to help others in

emergency situations? What factors are part of the decision-making process regarding helping

another person, as described by Darley and Latané?

22.) What eight factors were found by bystander intervention researchers to increase the odds of

one person helping another?

23.) What are three social norms/theories which explain reasons other than altruism which motivate

us to help others?

24.) Define conflict. How do social traps and enemy perceptions increase the likelihood and hostility

of conflicts?

25.) How do contact, cooperation, communication, and conciliation (i.e. “the 4 Cs” help to

reduce/resolve conflict by shifting feelings of aggression and prejudice to peaceful, prosocial

relations? Highlight in your answer how superordinate goals and GRIT play a role in the 4 Cs

leading to reduction/resolution of conflicts.

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Name:_______________________ Date:________________________ Period_______________________

“Chapter 5: Mock Prison Experiment” Reading Questions

Directions: Read the piece entitled “Chapter 5: Mock Prison Experiment.” Then answer the following questions in complete sentences by applying the information and definitions about social psychology and social thinking discussed in last night’s reading and today’s lecture.

1.) How might the Fundamental Attribution Error (FAE), as defined in lecture and the reading, explain the attributions we and others might make about both the personalities and behavior of warders and the prisoners? The effects of the prison environment on both groups? Give two pieces of specific evidence from the text to support your answers regarding the prisoners, warders, and the prison environment.

2.) Who is Philip Zimbardo? What was the question/ issue his study aimed to address, and how

does it relate to the three parts of the definition of social psychology? What was the general design of this study, and who participated in the study?

3.) What were the two groups of students included in this study assigned to do and how did Zimbardo designate the roles students in each group were to take on? Cite two specific examples of how Zimbardo designated the difference between the two groups involved in the study.

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4.) Explain how both the guards’ and prisoners’ behavior and attitudes during the study were impacted by the role they were assigned to, and, conversely, how the behavior and attitudes of individuals in each group impacted their adherence to the role they were assigned to. Cite one example of the impact of the role assigned to students on the attitudes and actions of both prisoners and guards, as well as one example of attitudes and actions on both prisoners’ and guards’ adherence to the roles persons in each group were assigned. Be sure to explain how the foot-in-the-door phenomenon contributed to both guards’ and prisoners’ acquisition of their new roles, attitudes, and behaviors.

5.) Did the prisoners’ responses to the requests guards made of them occur mainly because of messages appealing to the central route to persuasion or the peripheral route to persuasion? Explain your answer using specific examples from the text.

6.) Does Zimbardo’s experiment suggest that the behavior and attitudes that both those persons assign to the guard and prisoner roles should be attributed to these individuals’ personalities or character? Explain in three to four sentences why you think this and how your response either reflects or not reflects findings presented on the FAE in lecture and in last night’s reading.

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Name:_________________________ Date:__________________________

Period:_________________________

Conformity Scenario Quickwrite (DUE 9/27/2013)

Now that we’ve practiced identifying factors that influence conformity and motivations for conforming in Asch’s Experiment, hypothetical situations posed in class, and incidents in John Updike’s short story “A & P,” it’s your turn to create your own conformity scenario! For tomorrow’s class invent a scenario, either based on an everyday occurrence or a fictional situation, in which a person or persons conform to a social norm established by a group with which he/she/they interact(s). You will write up this scenario in a narrative format (e.g. “One day Tommy was walking through the park when…”) and you must incorporate / make the following clear in your narrative:

1.) At least 3 of the 7 factors strengthening conformity must be evident in your scenario. Please do not simply state these factors by saying, for example, “Linda felt incompetent and insecure because she was a girl.” Instead, weave these factors into your scenario by implying or hinting at them. For instance, you might write “Linda felt very nervous and self-conscious because she was the only girl in her project-group” to address the same factor mentioned before.

2.) Is the person motivated by normative or informative social influence? Please do not simply write “Tommy chose to join the team because he felt the effects of normative social influence”; rather, I want you to integrate details reflecting either the definition of normative or informative social influence that imply the type of influence motivating the person or persons in your scenario. For example, you might write “Tommy was new in school and because he wanted the guys on the baseball team to like him, he decided to throw spitballs at the substitute like the rest of the guys” to suggest Tommy is motivated by normative social influence.

We will be using these in class tomorrow, so please make sure to type your scenario; your end product should be about half a page to a page single-spaced in length and typed in 12 point font. This assignment will be worth 15 points towards your homework grade. Feel free to be creative in writing these scenarios, and to make them outlandish, humorous, dramatic, or your own in any other way! I look forward to seeing what each of you comes up with in applying the principles of conformity

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Name:_____________________________ Date:______________________________

Period:_____________________________

James Blake and Obedience Reading Questions

Directions: Read the piece entitled “James Blake, 89; Drive Had Rosa Parks Arrested.” Then answer the following questions in complete sentences by applying the information and definitions about social psychology and social influence discussed in last night’s reading and today’s lecture.

1.) How and to whom are Blake and the black riders on the bus other than Parks displaying obedience in their attitudes and actions this anecdote? Cite two lines from the article depicting Blake’s obedience and two lines within the article depicting the black riders’ obedience.

2.) Look back at your lecture notes and using the information incorporated in them, explain who Stanley Milgram was. What were the findings of his famous study? How do these findings clarify why and how both Blake and the black bus riders react to how others are thinking about, influencing or relating to them in this anecdote?

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3.) Which of the four factors leading to increased levels of obedience are present lead to the obedience James Blake influence his behavior and attitudes in this anecdote? Which of the four factors leading to increased levels of obedience are present lead to the obedience the black riders other than Parks influence their behavior and attitudes in this anecdote? For each factor informing the behavior and attitudes of Blake and the bus rides, cite a specific instance in the text which displays this factor at work and explain how it is influencing their displays of obedience.

4.) How might those without knowledge of the Fundamental Attribution Error (FAE), defined in the lecture given previously, explain who Blake and the black riders other than Parks behaved in this situation? How might we, using our knowledge of the FAE and the findings of Milgram’s obedience studies, describe why it would be incorrect to attribute their behavior only to Blake’s or the black rider’s personalities? Provide two pieces of evidence from the article supporting your answers to each of the questions, one discussing perceptions of Blake’s behavior and the other discussing perceptions of the black riders’ behavior.

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Name:_____________________________ Date:______________________________

Period:_____________________________

Group Influence and Interaction Scenarios

Directions: Using your lecture notes and your reading notes, identify which of the five phenomenon related to group influence and group interaction is at work in each of the following scenarios. To determine which phenomenon is at work, analyze how the individuals and groups within in the scenarios are impacted by how others are thinking about, influencing, and relating to them within the group situation.

1.) Megan is an avid runner who is training for a marathon. When she records her mile time after running alone, she notes that she averages a six and half minute mile on Monday. On Wednesday, her friend Claire (who plans to run the same marathon as Megan), calls Megan and invites her to go for a run with her. Megan accepts the invitation; she notes after running with Claire that she averaged a five minute mile time (wow!). Based on this information, which phenomenon related to group influence or group interaction discussed in lecture might explain Megan’s behavior and/or attitudes in this situation?

2.) Jim is working on a poster about student council project with Carrie and Robert fir the subcommittee all three are a part of, while Tanya is working on a poster for another project of the subcommittee she is a part of. Unknown to them, the president of student council is watching both the group and Tanya work. She observes that while Tanya is working diligently on her poster, all three members of the group seem to be putting minimum effort into complete each section of the poster he or she has individually been assigned to complete. Based on this information, which phenomenon related to group influence or group interaction discussed in lecture might explain the three group members’ behavior and/or attitudes in this situation?

3.) Mike is at a Chicago Bears football game, sitting in a large crowd with hundreds of other Bears fans, all sporting jerseys and other Bears clothing. A fight erupts in the stands among two men arguing over who the best Bears quarterback of all time was. People crowded around the two men begin to chant “Fight, fight, fight!” Mike, who considers himself a pacifist, excitedly begins chanting along with the other orange-and-blue clad fans surrounding him. Based on this information, which phenomenon related to group influence or group interaction discussed in lecture might explain Mike’s behavior and/or attitudes in this situation?

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4.) Sasha LOVES the book series The Hunger Games, so she decides to join a book club that plans to read all three books before the new movie based on Catching Fire debuts. She attends the book club and finds that all of the other members are die-hard fans of the series as well! At the meeting, the members of the club discuss who their favorite characters are, the scenes they love most from the books, and other aspects of the books that they enjoy. After the meeting concludes, each of the book club members (including Sasha) comes away from the event feeling that they love The Hunger Games series even more than they had before they had attended the book club discussion. Based on this information, which phenomenon related to group influence or group interaction discussed in lecture might explain the members of the book clubs’ behavior and/or attitudes in this situation?

5.) In a meeting of a high school’s environmental club, the club’s president, Lily Pad, announces her support for a new and very expensive project: to install solar panels on the school’s roof, so that at least some of the energy the school uses comes from a more environmentally friendly source. Lily has just recently been elected president of the club, is very popular among her peers, and extremely confident that the club can gather the funds needed to support this huge undertaking. Not wanting to squash Lily’s enthusiasm or to risk causing disharmony or negative feelings among the members of a group who usually of one mind and very agreeable to one another, no one objects to Lily’s project proposal despite the fact that many of the members of the club have reservations about the feasibility of collecting the funds needed to support this project. Based on this information, which phenomenon related to group influence or group interaction discussed in lecture might explain the members of the environmental clubs’ behavior and/or attitudes in this situation?

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Name:_____________________________ Date:______________________________

Period:_____________________________

Group Influence and Interaction Scenarios Quiz

Directions: For each scenario, select the best answer for each to each multiple choice item regarding

which group influence or interaction defined in the lecture and last night’s reading is at work. Each

question is worth two points.

1.) Tyler, Anna, and Larry are working together in a group to construct a float for the upcoming

homecoming parade at their high school. While all three are usually hard workers, each in

working on the float is less efficient, less motivated, and contributing less to creating the float

when are working together with the others in this group. This scenario best represents the

phenomenon of:

a. groupthink

b. deindividuation

c. social loafing

d. social facilitation

2.) The CEO of a an advertisement agency and the rest of the executives in this company hold a

meeting to evaluate whether or not to take on the high fashion line Borne Tu Fayle Haute

Couture as a new client. The company would be helping to advertise Borne’s new fall line of

clothing; despite reviews of clothes this line includes as “hideous” and remarks by fashion

editors that “wearing a paper bag would be a better fashion choice,” the CEO of the

advertisement company is certain because he is friends with the line’s designer that it will be a

hit. The CEO very enthusiastically supports going through with the advertisement deal with

Borne. Since the CEO is extremely powerful and other executives do not want to disrupt positive

feelings amongst the board members and CEO, none of the executives speaks up to dissent the

CEO’s decision to go through with the Borne deal even though a number of them believe the

deal is foolish and the fall line will fail. This scenario best represents the phenomenon of:

a. group polarization

b. groupthink

c. social facilitation

d. deindividuation

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3.) Mary-Sue is at a concert where her favorite band, The National, is playing. She is on the ground

floor of the concert arena in front of the stage, which is dark and crowded by other fans who are

jumping and dancing as the band plays. While Mary-Sue is usually quite shy and does not dance

in front of others, she finds herself dancing, singing, and jumping up and down with the rest of

the crowd around her without the least bit of self-consciousness and with a great deal of excited

enthusiasm. This scenario best represents the phenomenon of:

a. deindividuation

b. social loafing

c. social facilitation

d. groupthink

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Name:_____________________________ Date:______________________________

Period:_____________________________

Implicit Associations Tests (IATs) and Uncovering Prejudice

Directions: After you have read the disclaimer attached to the IATs on Harvard’s “Project Implicit” website, complete the “Race IAT” and one other IAT of your choice on the site. Based on your results on these two IATS, record your results on both IATS in the spaces provided below and respond to the following questions based on your results, information discussed in lecture, and information presented in last night’s reading. Part I: Race IAT

1.) My results on the “Race IAT” showed that I had _______________________________________.

2.) Do you think your score on this IAT reflects your beliefs, emotions, and/or actions towards the group you did and did not show a preference to? Why do you think this?

3.) If someone’s results on this IAT were to indicate he or she had a strong preference towards Whites, what might this score indicate about his or her beliefs, emotions, and actions towards blacks? (Be sure to reference in your response the concepts of stereotyping, discrimination, and prejudice as defined in the reading and lecture.)

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4.) How might your response be linked to social, emotional, and cognitive roots of prejudice which

have shaped your beliefs, actions, and emotions towards whichever group you did not score as having a preference towards? Make sure to discuss how one specific phenomenon associated with the social, emotion, and cognitive roots of prejudice possibly influenced why and how you developed a preference for one racial group and not the other.

5.) How might the response of the theoretical person you discussed in #2 be linked to social, emotional, and cognitive roots of prejudice which have shaped his/her beliefs, actions, and emotions towards whichever group he/she did not score as having a preference towards? Make sure to discuss how one specific phenomenon associated with the social, emotion, and cognitive roots of prejudice possibly influenced why and how he/she developed a preference for one racial group and not the other.

Part II: IAT of Your Choice

1.) I chose to complete the ______________________________ IAT. My results on this IAT showed that I had _______________________________________.

2.) Do you think your score on this IAT reflects your beliefs, emotions, and/or actions towards the

group you did and did not show a preference to? Why do you think this?

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3.) If someone’s results on this IAT were to indicate he or she had a strong preference towards the more “mainstream” group included in this IAT, what might this score indicate about his or her beliefs, emotions, and actions towards the group discussed which is more marginalized within society? (Be sure to reference in your response the concepts of stereotyping, discrimination, and prejudice as defined in the reading and lecture.)

4.) How might your response be linked to social, emotional, and cognitive roots of prejudice which have shaped your beliefs, actions, and emotions towards whichever group you did not score as having a preference towards? Make sure to discuss how one specific phenomenon associated with the social, emotion, and cognitive roots of prejudice possibly influenced why and how you developed a preference for one racial group and not the other.

5.) How might the response of the theoretical person you discussed in #2 be linked to social, emotional, and cognitive roots of prejudice which have shaped his/her beliefs, actions, and emotions towards whichever group he/she did not score as having a preference towards? Make sure to discuss how one specific phenomenon associated with the social, emotion, and cognitive roots of prejudice possibly influenced why and how he/she developed a preference for one racial group and not the other.

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Part III: Conclusion 1.) Is the kind of prejudice being measured by an IAT overt (blatant) prejudice or subtle

(“modern”) prejudice? How do you know this? Identify and explain two aspects of the IAT’s design and/or content to support which type of prejudice you indicate is being measured .

Name:___________________________

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Date:____________________________ Period:____________________________

Adage Quiz

Directions: Answer the following true or false items on these common adages about attractions based on social psychologists’ research findings about the variables that affect attraction; in particular, recall and apply the information presented about the effects of proximity, similarity, and physical attractiveness to help guide you in answering these items. This quiz will be counted towards your grade and each true or false item will be worth 2 points for a possible 6 points to be earned for the quiz overall.

1.) True or False: “Familiarity breeds contempt.”

a.) True b.) False

2.) True or False: “Birds of a feather flock together.”

a.) True b.) False

3.) True or False: “Beauty is only skin deep”

a.) True b.) False

Total: _____/6_

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Name:_________________________ Date:__________________________

Period:_________________________

Love Songs and Attraction Factors

In lecture we have discussed conceptually and using real-world examples as evidence from the how four key factors (i.e. proximity, similarity, physical attractiveness, another’s liking for us) as well as other social psychology concepts which contribute to forming an attraction to another person (i.e. the mere exposure effect, the reward theory of attraction). Now it’s time to see if you can pick out messages about these influences on attraction in one of mediums which we most often hear love discussed: popular love songs! For each of the three love songs we will be listening to and viewing the lyrics of respond to the following two questions by identifying and applying the pertinent material covered in today’s lecture on the factors that influence attraction:

A.) Which of the four influences on attraction are present and how do you know this (there may be more than one influence expressed)?

B.) Does either the mere exposure effect and/or the reward theory of attraction seem

to play a role in this person’s attraction? If so, how do you know this? 1.) “I Want to Hold Your Hand”—The Beatles 2.) “Hey, Soul Sister”—Train

3.) “You’re Beautiful”—James Blunt

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Name:_________________________ Date:__________________________

Period:_________________________

Love Songs Quickwrite(DUE 10/14/2013)

So far we’ve practiced identifying and applying knowledge of factors that influence attraction in the messages popular crooners send to the objects of their affection which they are singing to and in evaluating old (and sometimes faulty) adages about attraction. Now it’s your turn to be the author of your own love song to a real or fictional guy or girl who is the apple of your eye! For Monday’s class write the lyrics to a love song in which you convey your reasons for being attracted to this lovely guy or girl. In the lyrics of your love song you must incorporate / make the following clear:

1.) At least 2 of the 4 factors which influence attraction must be evident in your love song. I do not want you to merely state the factors by writing, for example, “You are so attractive because we are so similar.” Instead, weave these factors into your song by implying them or hinting at them. For instance, you might say, “Darling, I can’t believe I met someone who loves the same movies I do and reads all of the same silly books/ and it really does hurt that you’ve got such good looks,” to address the factors of similarity and physical attractiveness.

2.) Either the mere exposure effect or the reward theory of attraction must be evident as

forces bringing about your attraction for the other person in your love song. Please do not simply say, “I keep seeing you because I gain more social rewards than it costs me to be with you” to express the reward theory of attraction. That’s not loving or romantic! Instead, I want you to incorporate details that reflect the definitions of either or both of these concepts which imply their influence on causing you to be attracted to the person to which the love song is addressed. You might compose a line like “Each time I am close to you I feel that I love you more and more” to suggest that the mere exposure effect is influencing you to become attracted to this person.

We will be using these in class on Monday for a review activity, so please make sure to type your love song; your final product should be lyrics to song of at least 20 lines in length and typed in 12 point font. This assignment will be worth 15 points towards your homework grade. I encourage you to be creative in composing your love songs and to make your lyrics, witty, dramatic, serious, or your own in any other way. I am so very excited to see what each of you comes up with in applying these factors that influence attraction! Extra Credit Opportunity: If you actually record and turn in a copy of an original song that meets the aforementioned criteria for the assignment on a CD or as an MP3 on a USB, you may earn up to 5 points of extra credit. The recording might simply be you singing the song or may include musical accompaniment.

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Name:_____________________________ Date:______________________________

Period:_____________________________

Love Types Scenarios

Directions: Read the following scenarios and based on the information and descriptions of passionate and companionate love provided in lecture and last night’s reading, identify which kind of romantic love is being described in each scenario.

1.) Tammy and John have been dating for two weeks. After they watched a scary movie together on their second date, a movie which left both very nervous and physically aroused, they both thought this excitement was due to how much they were attracted to and liked one another. Ever since, they both have felt a rush of joy and “adrenaline” every time they see one another. They also now feel an emotional and physical attraction to another each time they are together, as if they are floating on a cloud when they are together.

2.) Sam and Jenny have been engaged for 6 months, and both feel a mellow sense of satisfaction and contentment with their relationship. One thing both partners agree contributed to their sense of strong commitment, deep affection, and interconnectedness is that they see the “give and take” in their decision-making and other aspects of their relationship as fair and evenly divided. “She and I take turns making meals, picking how we’ll spend our Friday nights together, and we always have an equal say in any decision we make about our future, like when we decided which house to purchase,” says Sam.

3.) Thom and Ruth have been married for 20 years. When asked what their secret for making their marriage work well, Thom responded that as a couple they feel that every part of their lives is permanently linked to the other person’s, and that what their love for one another might lack in “that giddy, intense infatuation” they felt when they first started dating, it makes up for with an even more profound sense of love, loyalty and adoration for each other. One thing Jenny mentioned has been vital for sustaining their marriage has been being open and honest about all aspects of their lives. Jenny explained, “We tell each other everything—our dreams, hopes, how we are feeling, if we like or dislike something, good things we have done, bad things we regret doing. We share the most intimate details of our lives without fear of being judged; that has just sparked our love for one another time and time again.”

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Name:_____________________________ Date:______________________________

Period:_____________________________

“Forty Studies #34: To Help or Not to Help” Reading Questions

Directions: Read the piece entitled “Forty Studies #34: To Help or Not to Help.” Then answer the following questions in complete sentences by applying the information and definitions about social psychology and prosocial relations (especially altruism and helping) discussed in last night’s reading and today’s lecture.

1.) How do the appraisals of the bystanders to Kitty Genovese’s murder offered in the “Introduction” section of this reading reflect the phenomenon known as the Fundamental Attribution Error (FAE) discussed on the first day of our Social Psychology Unit? In your answer, incorporate two pieces of evidence from the reading supporting your analysis of how the FAE is at work in reflections on the Genovese incident.

2.) Based on Darley and Latané’s four-step decision-making process presented in lecture and in your textbook (Figure 59.3, p. 727), at which step did bystanders to Genovese’s murder reach before failing to intervene and help Genovese? Provide two pieces of evidence from the reading to support your answer.

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3.) How do the common appraisals of subjects in Darley and Latané’s original study on bystander intervention reflect the phenomenon known as the Fundamental Attribution Error (FAE) discussed on the first day of our Social Psychology Unit? In your answer, incorporate two pieces of evidence from the reading supporting your analysis of how the FAE is at work in reflections on the behavior of subjects in Darley and Latané’s study.

4.) Based on Darley and Latané’s four-step decision-making process presented in lecture and in your textbook (Figure 59.3, p. 727), at which step did subjects Darley and Latanés original study reach before failing to intervene and help for participants all three groups? Provide two pieces of evidence from the reading to support your answer.

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5.) Explain what and how both the story of Genovese’s murder and the results of Darley and Latané’s original study on bystander intervention tell us about the likelihood of helping others in the presence of large numbers of other people who could possibly help as well. Be sure to explain what the bystander effect, diffusion of responsibility, and factors which lead to the best odds that a person will help in a situation are (refer to your lecture notes or last night’s reading for more information on all three concepts).In discussing both Genovese’s murder and the results of Darley and Latané’s research on bystander intervention, provide two pieces of evidence from the reading supporting your claims about what each elucidate about helping in the presence of many others.

6.) While we might never know the exact thought process which leads to bystanders’ failure to help Kitty Genovese or the hypothetical student in Darley and Latané’s research, we can hypothesize about how what we understand about the social norms of helping might have impacted bystanders’ likeliness of helping in either case. Review the information about what the varying impacts of social norms are on a person’s likelihood of helping another in your textbook and lecture notes, and then hypothesize about the following:

a.) Explain how the social exchange theory might have impacted bystanders’

willingness/ability to help in the situation of Genovese’s murder. Give at least two details from the reading supporting your hypothesis about how this social norm might have played a role in inhibiting bystanders from helping.

b.) Explain how the reciprocity norm and the social responsibility norm might have impacted subjects’ willingness/ability to help in the “taped student” in Darley and Latané’s study. Give at least two details from the reading supporting your hypothesis about how this social norm might have played a role in inhibiting subjects from helping

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Name:_____________________________ Date:______________________________

Period:_____________________________

Social Psychology Unit Review Sheet (Modified Version of Worksheet by Larry De León)

Do you know how each of the following terms related to social psychology? (Do not use your notes!)

NOTE: Not all terms that you will need to know from the unit are included on this review sheet. This

means you will need to study your class notes, reading notes, class worksheets, and other materials we

have used in this unit to be fully prepared for the test tomorrow!

1. social psychology

2. stereotype

3. just-world phenomenon

4. prejudice

5. obedience

6. bystander effect

7. group polarization

8. fundamental attribution error (FAE)

9. physical attractiveness

10. discrimination

11. conformity

12. foot-in-the-door effect

13. diffusion of responsibility

14. social norm

15. attribution

16. similarity

17. racism

18. compliance

19. deindividuation

20. groupthink

21. Asch

22. Proximity

23. Attitude

24. Altruism

25. Milgram

26. Zimbardo

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For reach of the following examples, select the term from above which is the best possible match to

describe the phenomenon/concept/person discussed in the item.

1.) ____ Sally owns a restaurant. She really doesn’t like people of other races and because of this

often provides poor service to them so that they will not come back

2.) ____ Johnny was asked by his mother to do the dishes and he did.

3.) ____ Johnny was told to do the dishes and he did.

4.) ____ Johnny doesn’t often clean up his “area” after supper; when he has several friends over

and they clean up their “areas,” he changes his behavior and does so as well.

5.) ____“You did poorly on the test because you are an idiot. On the other hand, I did poorly

because my grandma’s snoring kept me up all last night and I just couldn’t focus today.”

6.) ____ On Monday, Tome worked very diligently on an individual project in his science class.

When Thursday came around and Tom was assigned a group project to complete in the same

course, he stepped back and let his groupmates do most of the work.

7.) ____Jan likes underwater basketweaving. Toni likes underwater basketweaving as well. They

start to enjoy each other’s company.

8.) ____Ms. Herrick looks like she belongs on the cover of a fitness magazine, not up in front of a

classroom! Students think she is a wonderful teacher and strive to do well in her course.

9.) ____Joe is trying to figure out why his girlfriend, Samantha, didn’t meet him between classes.

10.) ____J.D. initially doesn’t care for his new co-worker. But after spending all this time with him

they are becoming friends.

11.) ____ Five individuals each have their own thoughts and values, but together in a group they all

think alike because they don’t want to disrupt the “great harmony” of the group.

*** For six terms not used in the examples above, create your own examples/scenarios on the bottom

of this worksheet.

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Exit Slip—

Please do NOT write your name on this paper, as it is anonymous!

1.) One concept/skill I understood better after today’s class was…

2.) One concept/skill I still am confused about after today’s class is…

Notebook Grading Checklist

Student’s Name:________________________________________

The student as included in his/her notes on the reading….

All (4 Points) Some (2 Points) None (0 Points)

Bolded Vocabulary Words and Context Within Section

Charts/Graphs/Diagrams

Designs, Results, Findings of Studies Highlighted

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Name:_____________________________ Date:______________________________

Period:_____________________________

Sample Social Psychology Unit Test

Multiple Choice Questions (2 points each)

1.) The definition of social psychology includes the scientific study all of the following EXCEPT:

a. How human beings think about one another b. How we influence others and how they influence us c. How we as humans relate to one each other d. How we as humans understand one another’s intelligence

2.) Which of the following scenarios is best illustrates the fundamental attribution error?

a. Lillian attributes her success on her Algebra II test both to the fact that she is

conscientious which lead her to study hard, and because she slept well the night before b. Megan knows Karl well and that he is usually very chatty, so when he doesn’t speak

much during English class she attributes his quietness to the fact he doesn’t like to speak in large classes

c. Tim sees Carla dancing wildly at homecoming, and infers from her action she must be very extroverted; in reality, Carla is usually very introverted but she became very excited in this situation and began to dance because her favorite song was on

d. Michael attributes Janey accepting a date with him to his good looks and the fact he is “cool,” but fails to acknowledge his offer of taking her to a nice Italian Restaurant and movie with her favorite actor in it might have been the real reason she said ‘Yes’ to a date with him

3.) Mary just began her career as a full-time teacher this year. At the beginning of the year she felt

as if she were merely going through the motions and acting as a teacher. However, as she has been in her teaching position for a longer amount of time and has taught more lessons on her own in her own classroom, she has more and more begun to think of herself as a teacher; she now also sees herself she is an authority figure after reprimanding misbehaving students as she was taught to do in her education courses and now continues to see it as her duty to discipline misbehaving students. Which phenomenon/concept observed by social psychologists best describes why Mary now perceives herself and acts as a teacher?

a. Foot-in-the-door phenomenon b. Role-playing leading to attitude change c. Peripheral route to persuasion d. Attitudes leading to change in actions

4.) The research of which of the following social psychologists laid the groundwork for the

phenomenon/concept illustrated in Mary’s development of her self-perception as a teacher and authority figure?

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a. Leon Festinger b. Solomon Asch c. Philip Zimbardo d. Stanley Milgram

5.) Conformity occurs when:

a. A group adjusts its behavior to coincide with an individual’s standard for social behavior

or thinking b. An individual responds to an outright command to align his/her behavior with a group

standard for behavior or thinking c. An individual refuses to change his/her behavior or ideas to align with a group standard

for behavior or thinking d. An individual adjusts his/her behavior to coincide with a group standard for behavior or

thinking

6.) Katrina is considered an “outsider” at her high school and desperately wants to fit in with the popular and attractive group of students. Since all of the students she perceived to be well-liked play a sport, Katrina decides to try out for the soccer even though she does not really enjoy the game. The pair of terms best defining the condition strengthening Katrina’s response of conforming in this situation and her reason for conforming is:

a. one is made to feel incompetent or insecure; informative social influence b. one admires the group’s status and attractiveness; normative social influence c. the group has at least three people; normative social influence d. one’s culture strongly encourages respect for social standards; informative social

influence

7.) Milgram and Asch’s discussed in lecture and the reading for this unit research shows that: a. Ordinary, moral people can be induced to act hostile and violent ways because of the

“buy into” others’ falsehoods or because they are directly ordered to act in antisocial manner by an authority figure

b. People who commit atrocities are all biologically, psychologically, and emotionally different than those who do not, and it is these differences alone that lead them to act in negative, destructive manners

c. People are likely to act in destructive, violent ways if they are directly command to do so by an authority figure, but simple suggestions made by a group to act or behave in hostile negative way do not affect a person’s social behavior

d. People are likely to act in destructive, violent ways if given simple suggestions made by a group to do so, but are direct commands made by an authority figure to act or behave in a hostile or negative way do not affect a person’s social behavior

8.) Which of the following is the definition of the phenomenon known as group polarization? a. giving stronger responses on simple or well-learned tasks in the presence of others b. the mode of thinking that occurs when the desire for harmony in a decision-making

group overrides a realistic appraisal of alternatives

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c. the enhancement of a group’s prevailing inclinations through discussion within the group

d. the loss of self-awareness and self-restraint occurring in group situations that foster arousal and anonymity

9.) At his college graduation Kevin finds himself packed into footballs alongside thousands of

other graduates in the same robes and hats as his self. When the speech given by speaker at the ceremony becomes boring and his fellow students begin to boo him, Kevin finds himself excitedly booing the speaker loudly right along with them even though he is usually well-mannered, polite, and very quiet. Which of the following social phenomena resulting from group interaction or influence best explains Kevin’s behavior?

a. Social loafing b. Groupthink c. Deindividuation d. Social facilitation

10.) Prejudice is to ____________ as discrimination is to ______________

a. behaviors; attitudes b. beliefs; emotions c. attitudes; behaviors d. emotions; beliefs

11.) Which of the following is NOT a social phenomenon contributing to the cognitive roots of

prejudice?

a. Ingroup bias b. other-race effect c. over generalization of vivid cases d. just-world phenomenon

12.) Jillian lives in an area that is populated by a larger amount of Hispanic migrant workers.

Frustrated and angry when she loses her job at the local supermarket due to an economic recession, Jillian blames the Hispanics who live and work by her for her job loss. “There they go, moving into my neighborhood and taking jobs from folks like me!” she says, and proceeds to think of these people of Hispanic descent as sneaky and manipulative. Jillian’s display of prejudice towards Hispanics in this scenario can best be explained by:

a. categorization b. ingroup bias c. the scapegoat theory d. the just-world phenomenon

13.) Timothy ends up falling in love with a girl who he has lived next to his entire life. Which

factor affecting attraction does this scenario illustrate?

a. Proximity

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b. Physical attractiveness c. Similarity d. Mutual liking

14.) The reward theory of attraction will predict that Bill will like which of the following women:

a. Susan, who lives at a distance from Bill, making it difficult for Bill to see and develop

a relationship with Susan b. Penelope, whose is attractive but not at all similar to Bill c. Cameron, who lives next to Bill and is highly attractive d. Dana, who is somewhat similar to Bill but does not like him in return

15.) Passionate love is to ____________ as companionate love is to________________:

a. equity; arousal b. arousal; equity c. self-disclosure; equity d. equity; self-disclosure

16.) Lauren and Tony have been dating for 8 months. They claim that the secret to the success

of their relationship at this stage in their dating process is that they tell each other everything and each of them does a similar share of choosing where they go on dates and who takes responsibility for things like making reservations at restaurants. Both note they feel a deep, emotional attachment to one another at this point in their relationship. The type of romantic love Lauren and Tony display for one another is:

a. affectionate love b. passionate love c. unconditional love d. companionate love

17.) Bystanders in the case of Kitty Genovese’s murder failed to help after which step in Darley

and Latané’s decision-making scheme for helping?

a. Noticing the incident b. Interpreting the incident as an emergency c. Assuming responsibility d. Understanding what action is needed to help

18.) The Strategy known as Graduated Reciprocated Initiatives in Tension-Reduction (GRIT) is an

example of which of the following actions that can be taken to reduce/resolve conflicts and lead to peaceful relationships between enemies?

a. Communication b. Conciliation c. Contact d. Cooperation

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19.) Which of the following scenarios is the best example of the mere-exposure effect? (SAMPLE

AP QUESTION)

a. After tasting a soft drink for the first time, Frank immediately decides it is his favorite drink. b. A year after beginning her exercise program, Georgina wants to expand her regimen. c. Hal begins to like a certain sports car after seeing it frequently on the road, even though he did not like the car at first. d. Kristy initially thinks her new neighbor is attractive, but once she becomes better acquainted with him, she finds him less appealing e. After going away to college, Joy finds she is less and less interested in spending time with her old friends from high school

20.) A basic assumption underlying the definition of groupthink is that: (SAMPLE AP QUESTION)

a. more reasonable decisions are made by groups than by individuals b. group members desire peace and harmony within the group c. group members are primarily interested in their own advancement within the group d. decisions made by groups of people tend to be more extreme than those made by individuals e. leadership positions within a group should be rotated among all members

Short Answer Question

21.) In no less than five sentences, define social psychology and explain how the three facets of this definition are demonstrated in either the results of Asch’s Line Study. You should include a specific example of a thought, behavior, or emotion of the subjects in the study that corresponds to each of the three parts of this definition and explain how each example embodies an aspect of the definition. (4 points)

Essay Question

22.) Many researchers in the field of social psychology have claimed that playing video games leads to aggressive thoughts, emotions, and actions. What do you think? State you position on where videogames do or do not lead to aggressive thoughts, emotions, and actions in those who play them frequently; in two to three paragraphs, defend you claim by citing at least one piece of evidence about how biological, psychological, and social-cultural factors influence aggression and applying this influence to videogames specific effects on a person. (10 points)

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Rubric for Grading Short Answer Worksheet/Test Questions

Two Points One Point No Points

Definition of term

Student provides an accurate and complete definition of the term, very similar in nature to the one provided in lecture/the textbook.

Student provides an accurate but incomplete definition of the term, somewhat similar in nature to the one provided in lecture/the textbook.

Student provides an inaccurate and incomplete definition of the term, dissimilar to the one provided in lecture/the textbook.

Identification and Application of Examples from Real World or Psychology Research

Student identifies the required number of examples and applies them in a way that draws a strong and accurate connection to the term defined in the question.

Student identifies less than the required number of examples, but still applies the examples the do provide in a way that draws a strong and accurate connection to the term defined in the question.

Student identifies less than the required number of examples and fails to apply these examples in a way that draws a strong and/or accurate connection to the term defined in the question.

Rubric for Grading Worksheet/Test Essay Questions

Three Points Two Points One Point No Points

Statement of Position/Hypothesis/Claim on Topic of Interest

Student succinctly, clearly, and articulately states what his/her position is using appropriate technical vocabulary from the unit of study

Student clearly states what his/her position is using appropriate technical vocabulary from the unit of study.

Student somewhat clearly states what his/her position is.

Student’s statement of claim is either unclear or not included.

Identification and Application of Examples from Real World or Psychology Research

Student identifies the required number and type of examples and applies them in a way that draws a strong and accurate connection to the claim he/she is making.

Student identifies less than the required number or not all of the required types of examples, but still applies the examples included in a way that draws a strong and accurate connection to the claim he/she is making.

Student identifies less than the required number and/or the required types of examples, and applies the examples included in a way that draws an accurate connection to the claim he/she is making.

Student identifies less than the required number of examples and fails to identify all of the required types of examples, as well as failing to apply these examples in a way that draws a strong and/or accurate connection to the claim he/she is making.

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