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INSTRUCTOR’S MANUAL Donald Sharpe, University of Regina Mike Lee, University of Winnipeg
SOCIAL PSYCHOLOGY Fourth Canadian Edition Elliot Aronson Timothy D. Wilson Robin M. Akert Beverley Fehr
Toronto Copyright © 2010 Pearson Education Canada, a division of Pearson Canada Inc., Toronto, Ontario. Pearson Prentice Hall. All rights reserved. This work is protected by Canadian copyright laws and is provided solely for the use of instructors in teaching their courses and assessing student learning. Dissemination or sale of any part of this work (including on the internet) will destroy the integrity of the work and is not permitted. The copyright holder grants permission to instructors who have adopted Social Psychology, Fourth Canadian Edition, by Elliot Aronson, Timothy D. Wilson, Robin M. Akert, and Beverley Fehr to post this material online only if the use of the website is restricted by access codes to students in the instructor’s class that is using the textbook and provided the reproduced material bear.
Table of Contents Preface Chapter 1
Introduction to Social Psychology
Chapter 2
Methodology: How Social Psychologists Do Research
Chapter 3
Social Cognition: How We Think about the Social World
Chapter 4
Social Perception: How We Come To Understand Other People
Chapter 5
Self-Knowledge and the Need to Maintain Self-Esteem
Chapter 6
Attitudes and Attitude Change: Influencing Thoughts, Feelings, and Behaviour
Chapter 7
Conformity: Influencing Others
Chapter 8
Group Processes: Influence in Social Groups
Chapter 9
Interpersonal Attraction: From First Impressions to Close Relationships
Chapter 10
Prosocial Behaviour: Why Do People Help?
Chapter 11
Aggression: Why We Hurt Other People
Chapter 12
Prejudice: Causes and Cures
Social Psychology in Action 1:
Social Psychology and the Environment
Social Psychology in Action 2:
Social Psychology and Health
Social Psychology in Action 3:
Social Psychology and the Law
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Preface The goal of this manual is to facilitate your course preparation by summarizing the text material, providing additional text and media resources, and suggesting ideas for class demonstrations or projects.
Organization of this Manual Each chapter of this manual is organized as follows:
LEARNING OBJECTIVES The objectives provide a means for the instructor to ensure that all relevant issues have been reviewed. The objectives have been coordinated with the learning objectives presented in the Student Study guide.
CHAPTER OUTLINE A detailed chapter outline is provided, which may be helpful as you prepare your lecture for each chapter.
LECTURE ENHANCEMENTS Lecture enhancements are either demonstrations that can easily be conducted within a class session, taking anywhere from 5 to 50 minutes, or are "Lecture Lead-Ins" that provide useful ways to start lectures.
SUGGESTED READINGS The suggested readings provide both a list of professional resources, concentrating on review articles and collections of edited articles that you may wish to refer to as you prepare your lectures, and supplementary articles for student reading (for example, articles from Psychology Today).
CRITICAL THINKING TOPICS AND DISCUSSION QUESTIONS A list of questions to use to inspire class discussion is provided.
INTEGRATING/ASSIGNING "TRY IT!" ACTIVE LEARNING EXERCISES "Try It!" active learning exercises are presented in box format within each textbook chapter. These exercises are identified by page number and are described. Additional commentary or ideas for discussion are provided.
STUDENT PROJECTS AND RESEARCH ASSIGNMENTS Student projects and research assignments can be done outside the class, including activities and paper assignments
FILM AND VIDEO LISTINGS A list of relevant films and videos is provided for each chapter.
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Course Organization How you choose to organize your course will depend upon the amount of time you have (e.g., semesters versus quarters), and the way in which you choose to accommodate the applied modules. These can either be read at the end of the course, or inserted near other relevant chapters. Social Psychology in Action SPA-1, on health, focuses on stress and on promoting good health habits; it might be read as an accompaniment to Chapter 4, which contains relevant material on attributions, or with Chapter 6, on attitudes. Social Psychology in Action SPA-2, on the environment, focuses on reactions to noise and crowds (particularly as these are affected by perceived control), and on inducing compliance with environmentally sound behaviors such as recycling. It might be read in conjunction with Chapter 7, on conformity, or with Chapter 5, on self-justification. Social Psychology in Action SPA-3, on law, focuses on eyewitness identification and on jury decision-making. It might be read in conjunction with Chapter 3, on social cognition, or Chapter 8, on group processes. Below are two sample course organizations. Quarter Course, integrating applied chapters Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10
Introduction and Methods Social Cognition Social Perception Self-Understanding Self-Justification Attitudes Conformity Groups Altruism and Aggression Prejudice
Chapters 1 and 2 Chapter 3 and first half of SPA1 Chapter 4 and first half of SPA1 Test 1; Chapter 5 Chapter 6 and second half of SPA1 Chapter 6 Chapter 7 and second half of SPA2 Test 2; Chapter 8; second half of SPA3 Chapters 10 and 11 Chapter 12
Semester Course, with "Applied Roundtable" at the end Week 1 Week 2 Week 3 Week 4 Week 5 Week 6 Week 7 Week 8 Week 9 Week 10 Week 11 Week 12 Week 13
Introduction Methodology Social Cognition Social Perception Self-Understanding Attitudes Conformity Groups Interpersonal Attraction Altruism Aggression Prejudice Applied Roundtable
Chapter 1 Chapter 2 Chapter 3 Chapter 4 Chapter 5 Chapter 6 Chapter 7 Chapter 8 Chapter 9 Chapter 10 Chapter 11 Chapter 12 Group Assignments*
*In the Applied Roundtable, each student is assigned one of the three modules, SPA1 on health, SPA2 on the environment, or SPA3 on law. Students in each group review the material in the chapter as well as any material from earlier in the book that they deem relevant, and come up with an application suggestion of their own. On the last day of class, students present their ideas to the others in a forum.
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Supplementary Readings You might wish (particularly in a semester course) to supplement the textbook reading, either with a coursepack of articles such as some of those suggested here, or with a social psychology reader that has already gathered together on articles for you. Some readers currently on the market include: Annual editions: Social psychology 01/02 (5th ed.). New York: McGraw-Hill. Compendium of articles and on in social psychology published biannually. Focuses mostly on reprints from the popular press and journals geared towards general interest in psychology. Aronson, E. (1999). Readings about the social animal. (8th ed.) San Francisco: Freeman. Brannigan, G. G., & Merrens, M. R. (1995). The social psychologists: Research adventures. New York: McGraw-Hill. Provides readers with first-person narrative account of the process of doing research by 15 notable social psychologists; provides broad coverage of the field. Coates, E. J., & Feldman, R. S. (Eds.). (2001). Classic and contemporary readings in social psychology (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Duffy, K. (2005/06). Annual Editions: Social Psychology (6th ed.). Guilford, CT: Dushkin/McGraw-Hill. Lesko, W. A. (2006). Reading in social psychology: General, classic and contemporary selections (6th ed.). Boston, MA: Allyn and Bacon. Nier, J. (Ed.). (2006). Taking Sides: Clashing Views in Social Psychology (2nd ed.). New York: McGrawHill. Peplau, L.A., & Taylor, S. E. (1997). Sociocultural perspectives in social psychology: Current readings. Upper Saddle River, NJ: Prentice Hall. Pettijohn, T. F. (2000). Notable selections in social psychology (3rd ed.). New York: McGraw-Hill. Reprints of key classic and modern studies. Pines, A., & Maslach, C. (2001). Experiencing social psychology: Readings and projects (4th ed.). New York: McGraw-Hill. Ruscher, J.B., & Hammer, E.Y. (Eds.). (2004). Current Directions in Social Psychology. Englewood Cliffs, NJ: Pearson/Prentice Hall.
Additional Resources for New Teachers An excellent book for new professors is Wilbert McKeachie and Graham Gibb’s (1998) Teaching tips: Strategies, research and theory for college and university teachers (10th ed.). Boston: Houghton Mifflin. Another excellent book dealing with both teaching and career issues is Robert Boice's (2000) Advice for new faculty members. Needham Heights, MA: Allyn & Bacon. The Sage Publication Series, Survival Skills for Scholars, also has many books to guide your teaching and career, notably, M. Weimer's (1993) Improving your classroom teaching. Thousand Oaks: Sage. For suggestions on class demonstrations, subscribe to Teaching of Psychology, the journal of the Society for the Teaching of Psychology. The Society also sponsors an electronic discussion newslist called TIPS (Teaching in Psychological Sciences, moderated by Bill Southerly of Frostburg State University) that is an excellent resource for asking questions and getting ideas. The Society also sponsors yearly teaching conferences and presentations at national and regional conventions. Attending these conferences will provide substantive knowledge, a network of contacts, and a source of role models for good teaching. Information about all of these activities is available at the Society's web page, located at http://teachpsych.lemoyne.edu/teachpsych/div/divindex.html.
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The best entry into web resources for social psychology is through the Social Psychology web page maintained by Scott Plous of Wesleyan University. This web site can be found at http://www.socialpsychology.org. Through it, you can gain access to web pages on specific topic areas, on-line research projects, organizations devoted to psychology, course information that has been posted on line, individual social psychologist's homepages, and so forth. If your institution has a faculty development office, take advantage of the services they offer. Many institutions have an associate who will videotape your lectures and provide feedback. Although this is intimidating, this one-on-one process can substantially improve your lecture style. Acknowledgments This revised edition of the Instructor's Manual draws on the first edition, which was prepared by Fred Whitford of the University of Montana. Tim Wilson, Joan Spade and Chris Crandall provided additional suggestions that were incorporated into the manual. Cathy L. Faye and Lauren McKim are thanked for their assistance in preparing subsequent versions of the Instructor’s Manual.
Elissa Wurf Lafayette College Donald Sharpe University of Regina Mike Lee University of Winnipeg
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