Psychology 3084B : Social Cognition
Social Cognition (Psych. 3084B, 2007)
John Barresi (Rm. 2540; Office Hrs: Wed. 2:35-4:30 p.m.)
Teaching Assistant: Adrienne Girling
Evaluation (Using grade point conversions for psych. 1000; i.e., < 50 F; 50-54, D; 55-59 C-; 60-64 C; 65-69 C+; 70-74 B-; 75-79 B; 80-84 B+; 85-89 A-; 90-94 A; 95-100 for A+)
Best 9 of 12 quizzes each worth 5 points = 45 pts. There will be 12 surprise spot quizzes distributed about evenly throughout the course and held at the beginning of classes. They will be based partly on the reading for that class, but will also test material covered in recent classes not previously tested. You are required to take at least 9 of these quizzes (three out of each four-in-sequence) each of which will be worth 5 points, to make a total of 45 points for exams. You may take more of the quizzes if you wish, and the best three of the quizzes that belong in each group of four will count toward your final grade. However, there will be no make-ups for any of the quizzes, so you should insure that you attend the classes necessary to guarantee that you take the required 9 quizzes. The quizzes will typically ask five short answer questions, sometimes with parts; sometimes a single question may be worth several points.
Journal = 25 pts. The purpose of the journal is to encourage you to reflect on what you are learning about the nature of social cognition and how it applies to your own life and to the lives of others. Although I am interested in your reflective reactions to course material, I am not interested in reactions of the sort that complain about the length and difficulty of the readings, or explain why you don't have time to attend class, & etc. What you should be doing is thinking about how the material in the course, readings as well as classroom discussion, helps you to understand social cognition in yourself and others. These others should include both people around you and people who live elsewhere and at other times, such as those found in the books, Black Like Me and Stories of Scottsboro. National and international news items, movies, etc. might also be sources of information worth discussing in light of course material. Mainly, what I'm hoping to find in these journals is a growth in self and other knowledge as a result of reflection and consideration of course-related material. So try to stick to the topic. You should write in your journal at least once weekly with a dated entry. Entries do not need to be very lengthy - two or three paragraphs are fine, longer if you wish. You are invited to draw on what you write in your journal during class discussion, but you are not required to do so. During the semester you are also invited to submit one or two journal entries to the TA to get feedback on whether you are on the right track with the general type of entry that you are writing. I recommend that you write your journal on a computer, or, at least, make entries into a computer on a regular basis (and save a disk copy). A printed version of your Journal is due on the next-to-last class (April 2). Please use single spacing within entries in order to conserve paper.
Final Take-home Exam = 30 pts. On the last class (April 4), you will be provided a take-home examination. It will include one or two questions of a general nature, requiring you to use theories covered during the course to explain phenomena in Stories of Scottsboro, Black Like Me, other materials presented at that time, or world events discussed in class at one time or another. Your answers to these essay questions should be typewritten, and, altogether, should not be more than ten double-spaced pages. You are to work alone on answering the questions. You will have 7 days to complete the exam.
Texts and Printed Readings
[SS] Goodman, James (1995) Stories of Scottsboro.
[BLM] Griffin, John Howard (1961/96) Black Like Me.
Printed Readings (Available at Secretariat or in class)
Smith, Adam (1759) ASympathy@ in Theory of Moral Sentiments, Part 1, chs 1-3.
Baldwin, James Mark (1897) AThe Self-Conscious Person@ in Social and Ethical Interpretations in Mental Development.
Humphrey, Nicholas (1986) ANatural Psychologists@ in The Inner Eye, Chap 2, pp. 32-51 (London: Faber and Faber) and (1984) ANature=s Psychologists@ in Consciousness Regained, Chap3, pp 29-37.
Self & Social Cognition
[B & M] Barresi, John, & Moore, Chris (1996) AIntentional Relations and Social Understanding@ in Behavioral and Brain Sciences, 19, 107-22.
Malle, B. F. (2005). Self-other asymmetries in behavior explanations: Myth or reality? In M. D. Alicke, D. Dunning, & J. I. Krueger, The self in social perception. New York: Psychology Press.
[B] Barresi, John (2000) Intentional relations and divergent perspectives in social understanding. In S. Gallagher and S. Watson (Eds.) Ipseity and Alterity, Special Issue of Arob@se: Journal des lettres et sciences humaines, V. 4, no. 1-2.
Pettigrew, T., (1979) The ultimate attribution error: Extending Allport’s cognitive analysis of prejudice. Personality and Social Psychology Bulletin, 5, 461-476.
Leary, M.R. (2005) Interpersonal cognition and the quest for social acceptance: Inside the sociometer. In, Interpersonal Cognition (M.W. Baldwin (Ed.), Guilford Press, Ch 4, 85-102.
Aron, A., Mashek, D., McLaughlin-Volpe, T., Wright, S., Lewandowski, G., and Aron, E.N. (2005) Including close others in the cognitive structure of self. In, Interpersonal Cognition (M.W. Baldwin, Ed.), Guilford Press, 206-232.
Social Identity Theory
Reynolds, K. & Turner, J. (2001) Prejudice as a group process: The role of social identity. In, Augoustinos, M. and Reynolds, K. (Eds.) Understanding prejudice, racism, and social conflict, Chap 10, Pp. 159-178 (London: Sage).
Oakes, P., Haslam, S. A., and Turner, J. (1998) The role of prototypicality in group influence and cohesion: Contextual variation in the graded structure of social categories. In, Worchel et al., Social Identity, Chap 6, pp. 76-92.
Reicher, G., The psychology of crowd dynamics. (2001) Blackwell Handbook of Social Psychology: Group processes, Chap 8, 182-208 (Oxford: Blackwell).
Augoustinos, Martha & Walker, Ian (1995) Social Representation. Chap 6, 134-144, 149-153, 179-182 in Social Cognition (London: Sage).
Potter, J. and Wetherell, M. (1998) Social representations, discourse analysis, and racism. In, U. Flick, The Psychology of the social, Chap 9, pp. 138-155 (Cambridge: Cambridge UP)
Oyserman, D. and Markus, H. (1998) Self as social representation. In U. Flick (Ed.) The Psychology of the social, Chap 7 pp. 107-125.
Augoustinos, Martha & Walker, Ian (1995) Social psychological study of ideology. Social Cognition, Chap 11, 288-312 (London: Sage).
Crocker, J. and Quinn, D. (2001) Psychological consequences of devalued identities. In R Brown & S. Gaertner, eds, Blackwell Handbook of Social Psychology: Intergroup processes, Chap 12, 238-257 (Oxford: Blackwell).
Intergroup Processes and Racism
Platow, M., and Hunter, J. (2001) Realistic intergroup conflict: prejudice, power, and protest. Augoustinos and Reynolds, Understanding prejudice, racism, and social conflict, Chap 12, Pp. 195-212 (London: Sage).
Brewer, M. and Gaetner, S. (2001) Toward reduction of prejudice: Intergroup contact and social categorization. In: R. Brown & S.L. Gaetner (eds.) Blackwell Handbook of Social Psychology: Intergroup processes, Chap 22, pp 451-472 (Oxford: Blackwell).
Week 1 Jan 3-5: Overview; Smith.
Week 2 Jan 8-12: Baldwin; BLM (1-76); Humphrey.
Week 3 Jan 15-19: B & M sections 1-3; BLM (77-164); B & M sections 4-6.
Week 4 Jan 22-26: Malle; BLM (165-200); B (74-92).
Week 5 Jan 29-Feb 2: B (93-96) & Pettigrew; SS chapters 1-6; Monroe Day.
Week 6 Feb 5-9: Leary; SS 7-12; Aron.
Week 7 Feb 12-16: Reynolds (159-168); SS 13-18; Reynolds (168-178).
Feb 19-23: Study Break
Week 8 Feb 26- Mar 2: Oakes; SS 19-24; Reicher (182-192).
Week 9 Mar 5-9: Reicher (192-203); SS 25-30; Social Representation.
Week 10 Mar 12-16: Potter; SS 31-36; Oyserman.
Week 11 Mar 19-23: Ideology; SS 37-42; Crocker.
Week 12 Mar 26-30: Platow; SS 43-48; Brewer.
Week 13 Apr 2-4: SS 49-54 & journals due; take home exam.