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Social Psychology

Informacje ogólne

Kod przedmiotu: 2500-EN_O_32 Kod Erasmus / ISCED: 14.4 / (0313) Psychologia
Nazwa przedmiotu: Social Psychology
Jednostka: Wydział Psychologii
Grupy: obligatory courses for 3 year
Punkty ECTS i inne: 6.00 LUB 4.00 (zmienne w czasie)
zobacz reguły punktacji
Język prowadzenia: angielski
Rodzaj przedmiotu:

obowiązkowe

Skrócony opis: (tylko po angielsku)

This course is an introduction to the theories, concepts and ideas related

to social psychology. During the course the students will learn about basic

mechanisms underlying behavior of individuals in social groups. Most of

the classes will take a form of discussion around the given literature. We

will try to focus on the implications of presented concepts for real-life

functioning.

Pełny opis: (tylko po angielsku)

This course will consist of 30 hours of lecture, which will introduce the

social psychological understanding of human cognition, affect and

behavior and 30 hours of seminar during which students will be

encouraged to use the theoretical knowledge provided during the lecture

in a practical manner.

During the lecture, social cognition and intergroup relations subfields will

be of focal interest – and the social identity framework will be used as a

main interpretative framework to understand human social behavior. The

lecture will provide students with a background in classic and modern

social psychological theories, as well as opportunities to interpret the

real-life problems within the theoretical framework of social psychology.

The seminar is as an elaboration of the Social Psychology lecture. The

seminar will be based mostly on the readings given in the syllabus.

Students will be encouraged to work consistently through the whole

semester, by writing reflection papers on the readings mentioned in the

syllabus and bigger essays based on the knowledge from the course. The

goal of the course is to find different explanations of human behavior in

given social situations.

Literatura: (tylko po angielsku)

SEMINAR - list of classes

1. Social Psychology yesterday and now – what is it and where does it

come from. Main interests of social psychology. Short overview of history

and paradigms

Key reading:

Duckitt, J. (1992). Psychology and prejudice: A historical analysis and

integrative framework. American Psychologist, 47, 1182-1193.

2. Methods in Social Psychology

Key reading: Hogg M. & Vaughan, G. (2011) Chapter 1 Introducing social

Psychology In: , M, Hogg & G., Vaughan Social Psychology. Pearsons

Education. Section - Methodological Issues (pp 8-19)

Reflection paper 1 reading: Wells, G. L., & Windschitl, P. D. (1999).

Stimulus sampling and social psychological experimentation. Personality

and Social Psychology Bulletin, 25(9), 1115-1125.

3. How do people explain behavior? Overview of attribution processes

and theories

Key readings: Menon, T., Morris, M. W., Chiu, C. Y., & Hong, Y. Y. (1999).

Culture and the construal of agency: Attribution to individual versus

group dispositions. Journal of Personality and Social Psychology, 76(5),

701 -717.

Bilewicz, M., Witkowska, M., Stefaniak, A., & Imhoff, R. (2017). The lay

historian explains intergroup behavior: examining the role of

identification and cognitive structuring in ethnocentric historical

attributions. Memory Studies, 10, 310-322.

Essay 1 main reading: Cultural differences in casual attributions

Choi, I., Nisbett, R. E., & Norenzayan, A. (1999). Causal attribution across

cultures: Variation and universality. Psychological Bulletin, 125(1), 47-63.

Seminar 4 Self How do we perceive ourselves and what are the

implications of self-perception for cognition and behavior

Key readings:

Abele, A. E., & Wojciszke, B. (2007). Agency and communion from the

perspective of self versus others. Journal of Personality and Social

Psychology, 93(5), 751-763.

Markus, H., & Kitayama, S. (1991). Culture and the self: Implications for

cognition, emotion, and motivation. Psychological Review, 98, 224–253.

Reflection paper: Stephens, N. M., Fryberg, S. A., Markus, H. R., Johnson,

C. S., & Covarrubias, R. (2012). Unseen disadvantage: How American

universities' focus on independence undermines the academic

performance of first-generation college students. Journal of Personality

and Social Psychology, 102(6), 1178-1197.

Seminar 5 Attitudes and behavior. When and how attitudes can predict

behavior? What happens when behavior contradicts attitudes?

Key reading:

Eagly, A. H., & Chaiken, S. (2005). Attitude Research in the 21st Century:

The Current State of Knowledge. In: D. Albarracín, B. T. Johnson, & M. P.

Zanna (Eds.), The handbook of attitudes (pp. 743-767). Mahwah, NJ:

Lawrence Erlbaum Associates.

Seminar 6 Persuasion and attitude

McGraw-Hill.

Reflection paper 3 reading: Schultz, P. W., Nolan, J. M., Cialdini, R. B.,

Goldstein, N. J., & Griskevicius, V. (2007). The constructive, destructive,

and reconstructive power of social norms. Psychological Science, 18(5),

429-434.

Seminar 8 How do we make decisions and why do we cooperate?

Key readings:

Van Lange, P. A. (1999). The pursuit of joint outcomes and equality in

outcomes: An integrative model of social value orientation. Journal of

personality and social psychology, 77(2), 337-349.

Balliet, D., Parks, C., & Joireman, J. (2009). Social value orientation and

cooperation in social dilemmas: A meta-analysis. Group Processes &

Intergroup Relations, 12(4), 533-547.

Reflection paper 4 reading: Van Lange, P. A., Agnew, C. R., Harinck, F., &

Steemers, G. E. (1997). From game theory to real life: How social value

orientation affects willingness to sacrifice in ongoing close relationships.

Journal of Personality and Social Psychology, 73(6), 1330-1344.

Seminar 9 Belonging to groups

Key readings: Tajfel, H. (1979). Individuals and groups in social

psychology. British Journal of Clinical Psychology, 18(2), 183-190.

Gaertner, S. L., Dovidio, J. F., Anastasio, P. A., Bachman, B. A., & Rust, M.

C. (1993). The common ingroup identity model: Recategorization and the

reduction of intergroup bias. European Review of Social Psychology, 4(1),

1-26.

Reflection paper 5 reading: Dovidio, J. F., Gaertner, S. L., Niemann, Y. F.,

& Snider, K. (2001). Racial, ethnic, and cultural differences in responding

to distinctiveness and discrimination on campus: Stigma and common

group identity. Journal of social Issues, 57(1), 167-188.

Seminar 10 Stereotypes and prejudice – How do people perceive

members of other groups?

Key Readings:

Stangor, C., & Schaller, M. (2000). Stereotypes as individual and collective

representations. In C. Stangor (Ed.), Key readings in social psychology.

Stereotypes and prejudice: Essential readings (pp. 64-82). New York:

Psychology Press.

Cuddy, A. J. C., Fiske, S. T., & Glick, P. (2007). The BIAS map: Behaviors

from intergroup affect and stereotypes. Journal of Personality and Social

Psychology, 92(4), 631-648.

Seminar 11 Consequences of social stigma and discrimination

Key Readings:

Miller, C. T. (2006). Social psychological perspectives on coping with

stressors related to stigma. In: , S., Levin & C., van Laar (Eds.). (2006). The

Claremont symposium on Applied Social Psychology. Stigma and group

inequality: Social psychological perspectives (pp. 21-44). Mahwah, NJ:

Lawrence Erlbaum Associates.

Crocker, J., Voelkl, K., Testa, M., & Major, B. (1991). Social stigma: The

affective consequences of attributional ambiguity. Journal of Personality

and Social Psychology, 60(2), 218-228.

Seminar 12 Morality What is moral and why?

Graham, J., Haidt, J., Koleva, S., Motyl, M., Iyer, R., Wojcik, S. P., & Ditto,

P. H. (2013). Moral foundations theory: The pragmatic validity of moral

pluralism. Advances in Experimental Social Psychology, 47, 55-130.

Reflection paper 6 reading: Skitka, L. J., & Bauman, C. W. (2008). Moral

conviction and political engagement. Political Psychology, 29(1), 29-54.

Seminar 13 Romantic relationships

Key readings:

Harvey, J. H., & Wenzel, A. (2006). Theoretical perspectives in the study

of close relationships. In: A. L., Vangelisti & D., Perlman, (Eds.). The

Cambridge handbook of personal relationships, (pp. 35-49). Cambridge

University Press.

Lee, T. L., Fiske, S. T., Glick, P., & Chen , Z. (2010). Ambivalent sexism in

close relationships:(Hostile) power and (benevolent) romance shape

relationship ideals. Sex Roles, 62(7-8), 583-601.

Seminar 14

Presentations of student groups’ interventions

Seminar 15

Why and how make social psychology better

Aarts, A. A., Anderson, J. E., Anderson, C. J., Attridge, P. R., Attwood, A., &

Fedor, A. (2015). Estimating the reproducibility of psychological

science. Science, 349(6251), 1-8.

Henrich, J., Heine, S. J. & Norenzayan, A. (2010).The weirdest people in

the world? Behavioral Brain Science, 33, 61-135.

Efekty kształcenia: (tylko po angielsku)

The students who complete this course will gain competence in the field

of social psychology and will be able to integrate the material from

different sections (social cognition, attitudes, intra

relations, social influence, helping, etc.), as well as to understand the

specificity of regional context (Poland, Eastern Europe), its transitional

changes, the issues of discrimination, prejudice and tolerance. Students

graduating this course will increase knowledge of statistical methods and

experimental models (mediation/moderation), will gain knowledge about

implicit and unconscious emotional processes that affect human behavior

and attitudes. They will be able to apply psychological knowledge to

understanding the basic social and political processes (crucial for

expertise, policy-making, etc.).

Knowledge

The student:

- Knows basic theories related to the behavior of individuals in

social setting

- Knows methods used in social psychology research

- Understands the relationship between self and social cognition

- Knows how people explain behavior of others and understands

the theory of attributions

- Knows how attitudes are related to behavior and how to change

the attitudes

- Understand the role of social norms in human behavior

- Knows why people cooperate and what is the role of trust in

cooperative behavior

- Understands how people form group identities and what are the

implications of identifying with a group

- Knows the relationship between stereotypes, prejudice and

discrimination

- Knows latest trends in morality research

- Knows the theory of ambivalent sexism

Skills

The student:

- Can critically assess papers presenting socio-psychological

research in terms of correctness of methodology

- Can plan an anti-discrimination workshop

- Recognizes the concepts from social psychology in real-life

situations he/she encounters

- Can apply the knowledge learned throughout the course to reallife

situations

- Can explain why certain individuals behave in the way they do in

social settings, using the concepts, theories and ideas from social

psychology

Attitudes

The student:

- Understands that concepts from social psychology can be applied

to real-life situations

- Can think critically about the findings of social psychology

- Understands the consequences of findings from social psychology

in regards to human behavior

Metody i kryteria oceniania: (tylko po angielsku)

Assessment methods and criteria

The final grade of the seminar is drawn from following components:

30% of the final grade: 2 essays (max. 1500 words) 15 points each.

40% of the final grade: 6 reflection papers (max. 600 words) 5 points

each.

30% of the final grade: Group development and presentation of an

intervention focused on prejudice reduction. Students will be required to

develop in groups of 2 or 3 a prejudice reduction intervention and

present it afterwards. The description of the intervention (it’s theoretical

basis and proposed methods of evaluation) must be provided on paper

(max 1500 words).

The final grade of the lecture is drawn from a written exam (multiple

choice questions). The exam will test both knowledge and competences.

In order to pass the course, students must receive a passing grade from

both the lecture and the seminar.

Attendance rules

Attendance is obligatory for both lectures and seminar classes. No more

than 2 of each can be missed without valid excuse. Regardless of excuse,

for the seminar, missing more than 4 classes overall leads to course

failure; for the lectures missing more than 50% leads to course failure.

Zajęcia w cyklu "Semestr zimowy 2017/18" (zakończony)

Okres: 2017-10-01 - 2018-01-26
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Wykład, 30 godzin, 40 miejsc więcej informacji
Koordynatorzy: Wouter De Raad
Prowadzący grup: Wouter De Raad
Lista studentów: (nie masz dostępu)
Zaliczenie: Egzamin

Zajęcia w cyklu "Semestr letni 2017/18" (zakończony)

Okres: 2018-02-17 - 2018-06-10
Wybrany podział planu:


powiększ
zobacz plan zajęć
Typ zajęć: Seminarium, 30 godzin, 18 miejsc więcej informacji
Wykład, 30 godzin, 40 miejsc więcej informacji
Koordynatorzy: Michał Bilewicz
Prowadzący grup: Maria Babińska, Michał Bilewicz, Dominika Bulska
Lista studentów: (nie masz dostępu)
Zaliczenie: Egzamin
Opisy przedmiotów w USOS i USOSweb są chronione prawem autorskim.
Właścicielem praw autorskich jest Uniwersytet Warszawski Wydział Chemii.