Psy285 Version 4

| Syllabus College of Social Sciences PSY/285 Social Psychology | Copyright © 2011, 2009, 2007 by University of Phoenix. All rights reserved. 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. Policies

Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents:

University policies: You must be logged into the student website to view this document.
Instructor policies: This document is posted in the Course Materials forum.

University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality.

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

All electronic materials are available on the student website.

Week One: Introduction to Social Psychology | | Details | Due | Points | Objectives | 1.1 Differentiate between causation and correlation. 1.2 Apply elements of experimental research to a scientific study. | | | Course Preparation | Read the course description and objectives.Read the instructor’s biography and post your own. | | | Readings | Read Appendix A. Read Module 1 of Exploring Social Psychology. | | | CheckPoint Causation and Correlation | View the Causation and Correlation Presentation.
Compare and contrast causation and correlation in a 200- to 300-word post. Explain whether each of the following may be classified as a causation or correlation. Justify your reasoning. Identify any possible lurking variables that may be present.
Wealthy people are thin.People with long hair do better on audio memory tests.Ice cream melts when heated.Students with fewer clothes perform worse on standardized tests.Money is the root of all evil. In other words, money causes evil. | Day 3 | 30 | Individual Experimental Research | Describe one of the following experiments, which study human subjects, in 450 to 750 words:
A pharmaceutical company wants to test a new sleep aid.An educational company is interested in determining whether their new math curriculum will raise standardized test scores. Teachers want to know if using antibacterial gels will prevent them from getting a cold or the flu.
Include a description of each of the elements in the context of the experiment you chose from the above list:
A hypothesisRandomization Treatment groupControl groupMeasurement—what variable will be examined to determine the success of the experiment?Identify any ethical considerations that must be addressed.Format according to APA standards. | Day 7 | 100 |

Week Two: Self-Concept | | Details | Due | Points | Objectives | 1 2.3 Differentiate between collectivism and individualism. 2.4 Identify misconceptions created by self-serving biases. 2.5 Determine how social cognition influences self-concept. 2.6 Determine pros and cons of internal and external locus of control. | | | Readings | Read Modules 3–5, 7–9, & 11 of Exploring Social Psychology. | | | Participation | Participate in class discussion. | Minimum of 2 sub-stantive posts on 4 of the 7 days of the week. | 10 | Discussion Questions | Respond to weekly discussion questions.Note: Discussion responses does not count towards your participation requirement. | DQ1 due Day 2; DQ2 due Day 4 | 10 | CheckPoint Locus of Control | Complete the Locus of Control Assessment located in your course materials. Write 200 to 300 words applying critical thinking to determine whether an internal or external locus of control is more effective in various life situations. The three major elements to critical thinking are logical inquiry, problem solving, and evaluative decision making. Include the following elements:Logical inquiry: Find two reliable sources that provide a balanced view of internal versus external locus of control. Reference these sources in your response. Also, complete the Locus of Control Assessment to find out whether you have an internal or external locus of control.Problem solving: What are positive and negative outcomes of internal and external locus of control? Provide specific examples.Evaluative decision making: Given the pros and cons of the two types of locus of control, is it better to have an internal or external locus of control? Explain your answer. In what situations do you exhibit the less effective locus of control? How might you change your interpretation of events to the effective locus of control in these situations?Post your response. | Day 7 | 30 |
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Week Three: The Influence of Attitudes and Feelings | | Details | Due | Points | Objectives | 2 3.7 Identify the influence of confirmation bias on perception. 3.8 Discuss how beliefs generate confirmation. 3.9 Recognize the influence of behavior on attitudes. | | | CheckPoint Confirmation Bias | Discuss how confirmation bias can influence perceptions and how some beliefs can actually generate their own confirmation in 200 to 300 words. Provide relevant examples to support your explanation. | Day 3 | 30 | Individual Attitudes and Behaviors | Assume you are a counselor and have just had a break through with one of your clients. It seems your client is just realizing how powerful behaviors and attitudes can be. Your client was caught in a negative cycle of poor behaviors and attitudes. Each poor decision was followed by negative feelings. Each negative feeling was then followed by more negative actions. Without compromising your client’s right to privacy, you are interested in sharing some of the themes you discovered with your colleagues. Create an 8- to 10-slide Microsoft® PowerPoint® presentation discussing the following:
Explain how behaviors may influence attitudes. Include specific behaviors, such as role-playing, speech, and the foot-in-the-door phenomenon.Explain how social cognition may both positively and negatively affect one’s attitudes and behaviors.
Incorporate relevant examples.Include detailed speaker notes.Include a minimum of two peer-reviewed articles. | Day 7 | 100 |
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Week Four: Gender Roles and Social Influence | | Details | Due | Points | Objectives | 3 4.10 Evaluate the impact of biology and culture on gender differences. 4.11 Identify examples of conformity. 4.12 Determine how authority affects obedience. | | | Readings | Read Modules 13–17 of Exploring Social Psychology.Review this week’s Electronic Reserve Readings. | | | Participation | Participate in class discussion. | Minimum of 2 sub-stantive posts on 4 of the 7 days of the week. | 10 | Discussion Questions | Respond to weekly discussion questions.Note: Discussion responses does not count towards your participation requirement. | DQ1 due Day 2; DQ2 due Day 4 | 10 | CheckPoint Obedience | Resource: Milgram’s Obedience videoView Milgram’s Obedience video at http://highered.mcgraw-hill.com/sites/0073531871/student_view0/module14/video.htmlWrite a 200- to 300-word post that addresses the following:
What was your initial reaction to the study?How does the presence of the administrator or authority figure affect the obedience?Provide examples of how authority affects obedience in everyday life.Why will many people do something against their personal ethics simply because an authority has asked? | Day 7 | 30 |
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Week Five: Social Influence | | Details | Due | Points | Objectives | 4 5.13 Apply elements of persuasion to an argument. 5.14 Formulate indoctrination and inoculation tactics. 5.15 Discuss behavior changes that result from the presence of others. | | | CheckPoint Presence of Others | Post a 200- to 300-word response identifying behavior changes that result from the presence of others. Why does the presence of others produce changes in our level of performance or awareness? Provide personal examples of behavior changes related to the presence of others. Support your findings with two peer-reviewed sources. | Day 3 | 30 | Individual Persuasion, Indoctrination, and Inoculation | Select one of the following topics:
Voting for your favorite political candidateJoining a religious groupRefraining from driving under the influence of alcohol or drugs
Write a 1,050- to 1,400-word paper that persuades your classmates to take action in support of your position. Create a plan for indoctrination and inoculation. Use logical inquiry and problem solving to arrive at a recommendation. Adhere to the following guidelines:Use central arguments and peripheral cues.Use logic and emotion to support your position.Explain why you might be a credible source to deliver this message.Anticipate counterarguments.Develop a plan of indoctrination for your class.Develop a plan of inoculation against attacks on your position.Reference at least two outside sources.Format your paper consistent with APA guidelines. | Day 7 | 100 |
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Week Six: Psychology of Group Dynamics | | Details | Due | Points | Objectives | 5 6.16 Discuss solutions to the problem of social loafing. 6.17 Discuss the influence of deindividuation on behavior. 6.18 Explain symptoms of and remedies for groupthink. 6.19 Discuss the power of minority influence in group decisions. | | | Readings | Read Modules 19–21 & 23–25 of Exploring Social Psychology. Read this week’s Electronic Reserve Readings. | | | Participation | Participate in class discussion. | Minimum of 2 sub-stantive posts on 4 of the 7 days of the week. | 10 | Discussion Questions | Respond to weekly discussion questions.Note: Discussion responses does not count towards your participation requirement. | DQ1 due Day 2; DQ2 due Day 4 | 10 | CheckPoint Symptoms and Remedies of Groupthink | Resource: Appendix BRead the case study in Appendix B.Respond to the following in 200 to 300 words: Identify at least four symptoms of groupthink present in the case study.What specific actions in the case study exemplify these symptoms?What steps can the members of the group take to ensure that this situation does not occur in the future?If Mark and Betty had been determined to have their views acknowledged, how might they have used minority influence to have the rest of the team reconsider their position? | Day 7 | 30 |
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Week Seven: Prejudice, Aggression, and Violence | | Details | Due | Points | Objectives | 6 7.20 Identify sources of prejudice. 7.21 Identify factors that influence aggressiveness. 7.22 Examine media’s influence on aggression. | | | CheckPoint Prejudice | Answer the following in 200 to 300 words and provide an example that illustrates your answer for each question.How does society confirm prejudicial attitudes?How does one’s social identity contribute to prejudice?How do emotions encourage prejudicial attitudes?What cognitive processes influence prejudice? | Day 3 | 30 | Individual Aggression | Over the past few months, a local school district has seen an increase in violence among the high school students. You have been asked by the high school principal to speak to parents and faculty about aggression.Create a 10- to 12-slide Microsoft® PowerPoint® presentation illustrating the following:
Theories of aggression
Blood chemistryNeural influencesGenetics
Psychological influences on aggression
FrustrationDisplacement
How is aggression learned?In what ways does the media influence aggression? How might aggression be reduced?
Include detailed speaker notes for each slide.Cite at least four sources. Research the University Library for at least two of your sources. Format according to APA standards. | Day 7 | 100 |
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Week Eight: Relationships | | Details | Due | Points | Objectives | 7 8.23 Determine factors that influence attraction. 8.24 Determine attributes of enduring and failed relationships. 8.25 Identify causes of conflict and methods for reconciliation. 8.26 Describe factors that influence altruism. | | | Readings | Read Modules 26–30 of Exploring Social Psychology. | | | Participation | Participate in class discussion. | Minimum of 2 sub-stantive posts on 4 of the 7 days of the week. | 10 | Discussion Questions | Respond to weekly discussion questions.Note: Discussion responses does not count towards your participation requirement. | DQ1 due Day 2; DQ2 due Day 4 | 10 | CheckPoint Conflict | Conflict is a natural part of life that everyone experiences on occasion. Understanding and resolving conflict helps you to have lasting and fulfilling relationships in all aspects of your life.Identify and explain causes of conflict in 200 to 300 words. What methods must be employed for reconciliation? | Day 7 | 30 |
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Week Nine: Social Psychology at Work | | Details | Due | Points | Objectives | 8 9.27 Summarize the personal impact of social psychology. 9.28 Create a social psychological profile. | | | Capstone CheckPoint | Respond to the following in 200 to 300 words: What have you learned about yourself during this course? In responding to this question, consider specific concepts covered in the course, such as self-serving bias, persuasion, or group dynamics. How might the information in this course help you personally and professionally? Provide specific examples.Post your response. | Day 3 | 30 | Final Project Self-Analysis | Resource: Appendix A Create a 1,750- to 2,100-word self-analysis of your attitudes, beliefs, and behaviors in a social context. Describe in detail the way you think and act with respect to the topics of this course. Include appropriate examples to illustrate your understanding of the concepts presented in the course. Address the following in your self-analysis answers:
Self-concept
Define yourself by completing the following sentence: “I am .” Include three of your most defining characteristics and a brief explanation of each.Are you independent or interdependent? What evidence supports your answer? What role does self-serving bias play in your self-concept?Do you have an internal or external locus of control? How does your locus of control contribute to your self-concept?
Attitudes and feelings
How does confirmation bias influence your perception of yourself and the people around you?What experiences have you had with beliefs generating their own confirmation?In what ways have your behaviors influenced your attitudes?
Gender roles
The text suggests several ways genetics influence gender identity, such as level of independence, social dominance, aggression, sexuality. How is your gender identity influenced by genetics? In what ways has your gender identity been shaped by the environment in which you were raised? What evidence do you have to support your answers?
Social influence
To what degree do you feel that you conform? What examples provide evidence of your willingness or unwillingness to conform?How does authority influence your obedience? Support your answer with relevant examples.How has the foot-in-the-door technique persuaded you to do something? How have you persuaded others using the foot-in-the-door technique?How do you change when in the presence of others? Provide examples to support your answers.
Group dynamics
What experiences have you had with social loafing? Do you foresee similar experiences happening again in the future? Why or why not?To what degree do you become deindividuated in the presence of others? Use examples to support your answer.
Relationships
What factors cause you to be attracted to someone? What do you do to help sustain your relationships?What do you do to resolve conflict? Provide examples to demonstrate your answer. * * Format according to APA standards. | Day 7 | 250 |

Discussion Questions Week Two Discussion Questions

What are the differences between collectivism and individualism? What are two advantages and two disadvantages of collectivism and individualism? Respond to your classmates by identifying the areas of your life in which you demonstrate collectivism and individualism. *
What are the benefits and drawbacks of self-serving biases? Also, provide two examples of self-serving bias and explain how the examples are adaptive or maladaptive. *
Week Four Discussion Questions What degree of the gender roles we play is determined by our biology? How much is determined by our culture? How are independence, connectedness, social dominance, aggression, and sexuality influenced by gender roles? *
Summarize the methods and results of Asch’s well-known experiments in conformity. What do these studies tell us about how individuals tend to behave in group settings? Describe the features of social settings and situations that seem to encourage conformity. Can you think of some situations in your own life when you succumbed to group norms against your better judgment? When is conformity helpful? When can it be harmful? Week Six Discussion Questions

Suppose you are asked to participate in a group project for class. Five people have been assigned to your group. Your grade will be determined by the group effort, and everyone in the group will get the same grade. Two people in the group have decided to become social loafers and reap the benefits of your hard work. What actions will you or your group take to remedy the problem? *
What are some positive and negative examples of deindividuation? How does the behavior change as a result of deindividuation? What advice might you offer to someone who wants to be more self-aware in situations where deindividuation is likely to occur and have a negative outcome? Alternately, what advice might you give if someone wants to be less self-aware and integrate for positive or altruistic reasons? Week Eight Discussion Questions

What attributes make someone attractive? How does proximity influence attractiveness? Are people with similar interests more or less attractive than people with different interests? Why? What factors create lasting sustainability in relationships? What factors contribute to a failed relationship? *
Is there really such a thing as altruism? Why or why not? What motivates people to help?

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