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PSY/285Social Psychology

Version 4 10/15/11

PSY/285

PSY/285 Social Psychology

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Faculty Notes PSY/285


Faculty Materials

BOOKS, SOFTWARE, OR OTHER COURSE MATERIALS

Myers, D. G. (2012). Exploring social psychology (6th ed.). Boston, MA: McGraw-Hill.

Faculty Notes


Course Overview

COURSE DESCRIPTION

This course provides a comprehensive introduction to the study of social psychology—how people interact with and think about others. Students are able to explore and discuss topics such as self-concept, social perception and cognition, attitudes, social identity, interpersonal attractions, social influence, human aggression, and applications of social psychology.

TOPICS AND OBJECTIVES

Week One: Introduction to Social Psychology Differentiate between causation and correlation. Apply elements of experimental research to a scientific study.

Week Two: Self Concept

Differentiate between collectivism and individualism. Identify misconceptions created by self-serving biases. Determine how social cognition influences self-concept. Determine pros and cons of internal and external locus of control.

Week Three: The Influence of Attitudes and Feelings

Identify the influence of confirmation bias on perception. Discuss how beliefs generate confirmation. Recognize the influence of behavior on attitudes.

Week Four: Gender Roles and Social Influence

Evaluate the impact of biology and culture on gender differences. Identify examples of conformity. Determine how authority affects obedience.

Week Five: Social Influence

Apply elements of persuasion to an argument. Formulate indoctrination and inoculation tactics. Discuss behavior changes that result from the presence of others.

Week Six: Psychology of Group Dynamics

Discuss solutions to the problem of social loafing. Discuss the influence of deindividuation on behavior. Explain symptoms of and remedies for groupthink. Discuss the power of minority influence in group decisions.

Week Seven: Prejudice, Aggression, and Violence

Identify sources of prejudice. Identify factors that influence aggressiveness. Examine media’s influence on aggression.

Faculty Notes


Week Eight: Relationships

Determine factors that influence attraction. Determine attributes of enduring and failed relationships. Identify causes of conflict and methods for reconciliation. Describe factors that influence altruism.

Week Nine: Social Psychology at Work

Summarize the personal impact of social psychology. Create a social psychological profile.

Faculty Notes


Week One Faculty Notes


Introduction to Social Psychology

Differentiate between causation and correlation. Apply elements of experimental research to a scientific study.

Weekly Overview

Students are introduced to social psychology. They explore the differences between causation and correlation and have the opportunity to demonstrate their understanding. Students are exposed to the basics of experimental research design.

Assignment Notes

CheckPoint: Causation and Correlation

Resource Required

Causation and Correlation Presentation

Grading Guide

Student answers may vary, but must indicate a clear understanding of causation and correlation, particularly that a correlation does not imply causation. Students are asked to identify any lurking variables that may be associated with a correlation.

Situation Causation or correlation Lurking variable (if present)Wealthy people are thin. Correlation Answers may vary. Possible

answers include: Wealthy people can

afford better quality foods. Wealthy people can afford liposuction.

Social circle norms influence wealthy people to stay in shape.

Ice cream melts when heated Causation No lurking variableStudents who own fewer clothes perform worse on standardized tests.

Correlation Answers may vary. Possible answers include: People who cannot

afford many clothes may have other priorities than standardized tests.

Parents of poor students may not be available to help them study.

Money is the root of all evil. Correlation Answers may vary. Possible answers include:Greed for money causes evil.

Faculty Notes


Assignment: Experimental Research

Purpose of Assignment

This assignment is intended to familiarize students with the basic components of experimental research. Students are asked to write a simple experimental plan for a topic selected from the syllabus. In this plan, students will write a hypothesis for their topic, discuss how randomization will be conducted, identify qualities of the treatment and control groups, and identify how the experiment will be measured.

Answer Key for Experimental Research, Due in Week One

Content and Development 70 Points

Points EarnedXX/70Additional Comments:

All key elements of the assignment are covered in a substantive way. Describe one of the experiments listed in the

syllabus. Includes the five criteria of an experiment in the

context of selected topic. Identifies ethical considerations. The paper is 450 to 750 words in length.The content is comprehensive and accurate, and includes: Hypothesis Randomization Treatment group Control group MeasurementThe paper develops a central theme or idea directed toward the appropriate audience.The paper links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.Readability and Style 15 Points


Paragraph transitions are present, logical, and maintain the flow throughout the paper.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, with consistently strong, varied sentences.

Faculty Notes


Sentence transitions are present and maintain the flow of thought.

Mechanics 15 Points


The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.Total 100 Points

Points EarnedXX/100

Overall Comments:

Faculty Notes


Week Two Faculty Notes


Self Concept

Differentiate between collectivism and individualism. Identify misconceptions created by self-serving biases. Determine how social cognition influences self-concept. Determine pros and cons of internal and external locus of control.

Weekly Overview

This week, students discuss advantages and disadvantages of collectivism and individualism. Students also explore concepts of self-serving bias and social cognition. Students assess their locus of control and determine its influence on their lives.

Assignment Notes

Discussion Questions are due this week.

CheckPoint: Locus of Control

Resource Required

Locus of Control Assessment

Grading Guide

Student answers may vary, but must support their position on whether it is more effective to have an internal or external locus of control. The response must demonstrate critical thinking through Logical inquiry: References the Locus of Control Assessment as well as two reliable sources

that give a balanced view of internal versus external locus of control. Problem solving: Identifies pros and cons of both internal and external locus of control with

specific examples. Evaluative decision making: Makes a value judgment on whether it is better to have an

internal or external locus of control. Includes suggested techniques for changing the student’s interpretation of events to the effective locus of control in specific situations.

Faculty Notes


Week Three Faculty Notes


The Influence of Attitudes and Feelings

Identify the influence of confirmation bias on perception. Discuss how beliefs generate confirmation. Recognize the influence of behavior on attitudes.

Weekly Overview

Students discuss the influence of confirmation bias and determine how beliefs generate confirmation bias. Students support their answers with examples from their lives. Students also examine how behaviors such as the foot-in-the-door phenomenon, speech, and role-playing have an impact on beliefs.

Assignment Notes

CheckPoint: Confirmation Bias

Grading Guide

Student answers may vary, but must discuss how confirmation bias influences beliefs and how some beliefs may generate their own confirmation, or self-fulfilling prophecy. Students must support their discussion with relevant personal examples.

Assignment: Attitudes and Behaviors


This assignment intends to assess student understanding of behavior’s influence on attitudes. Students are asked to prepare an 8- to 10-slide presentation outlining the influence of the foot-in-the-door phenomenon, role-playing, and speech. Students must also determine the positive and negative impacts of social cognition as they relate to attitudes and behaviors.

Answer Key for Attitudes and Behaviors, Due in Week Three



All key elements of the assignment are covered in a substantive way. Includes a description of the following topics:

o Foot-in-the-door phenomenono Speecho Role-playing

Identifies positive and negative impact of social cognition on attitudes and behaviors.

Provides relevant examples. Includes detailed speaker notes.

Faculty Notes


Presentation consists of 8 to 10 slides appropriate for the speaker’s audience.

The content is comprehensive, accurate, and persuasive. Presentation includes visual aids and utilizes

elegant graphics. Text is limited to approximately five lines,

approximately five words per bulleted item. Appropriate font sizes are used.The presentation develops a central theme or idea directed toward the appropriate audience.The presentation links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical and reviews the major points.Readability and Style 15 Points


Slide transitions are logical and maintain the flow throughout the presentation.The tone is appropriate to the content and assignment. Sentences are clear and concise.

Mechanics 15 Points


The presentation is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.Total 100 Points

Points EarnedXX/100

Overall Comments:

Faculty Notes


Week Four Faculty Notes


Gender Roles and Social Influence

Evaluate the impact of biology and culture on gender differences. Identify examples of conformity. Determine how authority affects obedience.

Weekly Overview

Students discuss the roles biology and culture play in gender identity. Students also participate in a conformity activity and share relevant experiences of conformity. After viewing the Milgram’s Obedience video, students discuss the role authority plays in compliance.

Assignment Notes


CheckPoint: Obedience

Resource Required

Milgram’s Obedience video

Grading Guide

Student answers may vary, but must include the student’s response to the video. Students also discuss the effect of authority on obedience. The student must include relevant personal examples.

Faculty Notes


Week Five Faculty Notes


Social Influence

Apply elements of persuasion to an argument. Formulate indoctrination and inoculation tactics. Discuss behavior changes that result from the presence of others.

Weekly Overview

This week, students explore the power of the presence of others. Students must provide examples that demonstrate how behaviors change in the presence of others. Students choose a topic, apply elements of persuasion to convince others, and create plans for indoctrination and inoculation.

Assignment Notes

CheckPoint: Presence of Others

Grading Guide

Student answers may vary, but must include specific examples of behavior changes related to the presence of others. Students must identify a reason why this happens and reference two peer-reviewed articles.

Assignment: Persuasion, Indoctrination, and Inoculation


This assignment assesses the student’s ability to apply methods of persuasion and develop plans for indoctrination and inoculation.

Answer Key for Persuasion, Indoctrination, and Inoculation, Due in Week Five



All key elements of the assignment are covered in a substantive way. Student chooses a topic from the list

provided in the syllabus. Uses central arguments and peripheral

cues. Develops a plan of indoctrination for your

class. Develops a plan of inoculation against

attacks on your position. The paper is 1,050 to 1,400 words in

length.

Faculty Notes


The content is comprehensive, accurate, and persuasive.The paper develops a central theme or idea directed toward the appropriate audience.The paper links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.

Readability and Style 10 Points


Paragraph transitions are present, logical, and maintain the flow throughout the paper.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.Mechanics 10 Points


The paper, including the title page, reference page, tables, and appendixes, follows APA formatting standards.Citations of original works within the body of the paper follow APA standards.The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.Critical Thinking20 Points


Demonstrates logical inquiry References at least two outside sourcesDemonstrates problem solving ability Uses logic and emotion to support the

position Identifies reasons that support credibility Anticipates counter argumentsProvides evaluative conclusion Recommends a plan of indoctrination and

inoculation

Total 100 Points

Points EarnedXX/100

Faculty Notes


Overall Comments:

Faculty Notes


Week Six Faculty Notes


Psychology of Group Dynamics

Discuss solutions to the problem of social loafing. Discuss the influence of deindividuation on behavior. Explain symptoms of and remedies for groupthink. Discuss the power of minority influence in group decisions.

Weekly Overview

Students explore the powerful influence of groups. Students learn skills to minimize social loafing in work and learning groups. Groupthink can be a powerful influence on students asked to work on teams in academic and professional settings. This week, students challenge themselves to combat the symptoms of groupthink and recognize the power of minority influence. Students also discuss positive and negative effects of deindividuation.

Assignment Notes


CheckPoint: Symptoms and Remedies of Groupthink

Resource Required

Appendix B

Grading Guide

Student answers may vary, but must include examples from the case study that identify at least four symptoms of groupthink and possible remedies. Students must also indicate how minority influence could have been exercised in this case study.

Faculty Notes


Week Seven Faculty Notes


Prejudice, Aggression, and Violence

Identify sources of prejudice. Identify factors that influence aggressiveness. Examine media’s influence on aggression.

Weekly Overview

Students explore the concept of prejudice by analyzing how society, social identity, emotions, and cognition contribute to attitudes of prejudice. Students also create presentations that identify influential factors of aggression, including the media.

Assignment Notes

CheckPoint: Prejudice

Grading Guide

Student answers may vary, but must indicate the ways in which society, social identity, emotions, and cognition influence attitudes of prejudice.

Assignment: Aggression


This assignment assesses the student’s ability to identify influences of aggression and to determine the impact of media on aggression. Students assume the role of a counselor working with a school district to help curb aggressive tendencies at a school. The context of the assignment provides meaning and applicability for students.

Answer Key for Aggression, Due in Week Seven



All key elements of the assignment are covered in a substantive way. Students fully address the following: Addresses theories of aggression, including blood

chemistry, neural influences, and genetics Addresses psychological influences of aggression,

including frustration and displacement Summarizes how aggression is learned Examines media’s influence on aggression Discusses ways aggression can be reduced Presentation consists of 10 to 12 slides

appropriate for the speaker’s audienceThe content is comprehensive, accurate, and

Faculty Notes


persuasive. Presentation includes visual aids and utilizes

elegant graphics. Text is limited to approximately five lines,

approximately five words per bulleted item. Appropriate font sizes are used.The presentation develops a central theme or idea directed toward the appropriate audience.The presentation links theory to relevant examples of current experience and industry practice and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical and reviews the major points.Readability and Style 15 Points


Slide transitions are logical and maintain the flow throughout the presentation.The tone is appropriate to the content and assignment. Sentences are clear and concise.Mechanics 15 Points


The presentation is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.Total 100 Points

Points EarnedXX/100

Overall Comments:

Faculty Notes


Week Eight Faculty Notes


Relationships

Determine factors that influence attraction. Determine attributes of enduring and failed relationships. Identify causes of conflict and methods for reconciliation. Describe factors that influence altruism.

Weekly Overview

Students explore factors that influence attractiveness. Students apply experiences and learning acquired from their reading to determine what causes a relationship to either thrive or fail. Motivations to help others are explored as students decide for themselves if pure altruism exists. Students discuss causes of conflict and methods of reconciliation.

Assignment Notes


CheckPoint: Conflict

Grading Guide

Student responses may vary. The student must explain at least two causes of conflict and methods used for reconciliation.

Faculty Notes


Week Nine Faculty Notes


Social Psychology at Work

Summarize the personal impact of social psychology. Create a social psychological profile.

Weekly Overview

Students analyze their own attitudes, beliefs, and behaviors as they relate to social psychology by creating a social psychological profile. Students also summarize the impact the course has had on their lives.

Assignment Notes

Capstone CheckPoint

Grading Guide

Student answers may vary. Students relate what they have learned in the course to their personal and professional lives. Students must specifically include how self-serving bias, persuasion, and group dynamics have impacted them.

Final Project: Self-Analysis


Students analyze their beliefs, attitudes, and behaviors as they apply to concepts introduced in this course. This is an opportunity for students to take an in-depth look at how they interact with their social environment and the application of theories of social psychology.

Resource Required

Appendix A

Answer Key for Self Analysis, Due in Week Nine



All key elements of the assignment are covered in a substantive way. Uses appropriate and accurate examples. Includes the following topics:

o Self-concepto Attitudes and feelingso Gender roleso Social influence

Faculty Notes


o Group dynamicso Relationships

Addresses questions listed in the syllabus under each topic.

The paper is 1,750 to 2,100 words in length.The content is comprehensive, accurate, and persuasive.The paper develops a central theme or idea directed toward the appropriate audience.The paper links theory to relevant examples and uses the vocabulary of the theory correctly.Major points are stated clearly; are supported by specific details, examples, or analysis; and are organized logically.The introduction provides sufficient background on the topic and previews major points.The conclusion is logical, flows from the body of the paper, and reviews the major points.Readability and Style 50 Points


Paragraph transitions are present, logical, and maintain the flow throughout the paper.The tone is appropriate to the content and assignment. Sentences are complete, clear, and concise.Sentences are well constructed, with consistently strong, varied sentences.Sentence transitions are present and maintain the flow of thought.Mechanics 50 Points


The paper, including the title page, reference page, tables, and appendixes, follows APA formatting standards.Citations of original works within the body of the paper follow APA standards.The paper is laid out with effective use of headings, font styles, and white space.Rules of grammar, usage, and punctuation are followed.Spelling is correct.

Total 250 Points

Points EarnedXX/250

Overall Comments:

Faculty Notes


University of Phoenix Faculty Material

Instructions for Using the Written Assignment Grading Form

The grading form summarizes the points earned for a written assignment, usually focusing 70% for content and development and 30% for readability, style, and mechanics. The form also provides space in which you may comment on any area that needs special attention for remediation or reinforcement. It is not necessary to provide a comment for each section or bullet point.

In some cases, you may want to customize the form by adding or deleting lines to document particular features or ideas that you will look for while grading the paper. Each time you grade a student paper, copy the table and paste it at the end of the assignment. When the grading process is complete, return the student’s paper, which now contains the feedback form and score for the assignment.

1. Open the student’s attached Microsoft Word document.

2. Open a new Written Assignment Grading Form from the master file.

3. Copy and Paste the Written Assignment Grading Form at the end of the student paper.

4. Grade the paper, providing quality feedback on the content of the paper.

5. Complete the Written Assignment Grading Form, which is now in the student paper, providing comments when applicable. It is not necessary to record a comment for every item.

6. Enter the student’s score for each of the three main categories: content and development, readability and style, and mechanics. Optionally, you may enter points for each subcategory. Calculate and enter a total score.

Faculty Notes

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