|Kod przedmiotu:||2500-EN_O_32||Kod Erasmus / ISCED:||14.4 / (0313) Psychologia|
|Nazwa przedmiotu:||Social Psychology|
obligatory courses for 3 year
|Punkty ECTS i inne:||
zobacz reguły punktacji
(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.
(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.
(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
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
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),
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
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?
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
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),
Seminar 8 How do we make decisions and why do we cooperate?
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),
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?
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:
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
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
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
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.
Presentations of student groups’ interventions
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 uczenia się:||
(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.).
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
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 real-life situations
Can explain why certain individuals behave in the way they do in social settings, using the concepts, theories and ideas from social psychology
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)
The final grade from the course is based on all parts of the assessment of both lecture and seminar.
Knowledge and competences from the lectures is assessed with a written exam (multiple choice questions). This exam accounts for 50% of the final grade and can be retaken in a retake session.
The assessment of the seminar is drawn from the following components:
15% of the final grade: essay (max 2000 words)
20% of the final grade: 3 reflection papers to be chosen from 13 topics (max. 600 words), 5 points each.
15% of the final grade: Group development of an intervention focused on prejudice reduction. Students will be required to develop in groups of 2 or 3 a prejudice reduction intervention. The description of the intervention (it’s theoretical basis and proposed methods of evaluation) must be provided on paper (max 1500 words).
In order to pass the course all of the tasks of the seminar need to be completed.
NOTE: There is no possibility of retaking parts of the assessment of the seminar – it requires a systematic effort throughout the semester.
97% or more = 5!
92-96% = 5
84-91% = 4.5
76-83% = 4
68-75% = 3.5
60-67% = 3
below 60% = 2 (fail)
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.
Właścicielem praw autorskich jest Uniwersytet Warszawski.