Test Bank For Social Psychology, 8th Edition

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Instructor’s Resource ManualforAronson, Wilson, and AkertSocial PsychologyEighth Editionprepared bySara Melissa GorchoffCarleton College

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ContentsChapter 1Introducing Social Psychology1Chapter 2Methodology: How Social Psychologists Do Research47Chapter 3Social Cognition: How We Think about the Social World96Chapter 4Social Perception: How We Come to Understand Other People133Chapter 5The Self: Understanding Ourselves in a Social Context167Chapter 6The Need to Justify Our Actions: The Costs and Benefits of DissonanceReduction198Chapter 7Attitudes and Attitude Change: Influencing Thoughts and Feelings224Chapter 8Conformity: Influencing Behavior253Chapter 9Group Processes: Influence in Social Groups287Chapter 10Interpersonal Attraction: From First Impressions to Close Relationships323Chapter 11Prosocial Behavior: Why Do People Help?362Chapter 12Aggression: Why Do We Hurt Other People? Can We Prevent It?393Chapter 13Prejudice: Causes and Cures430SPA 1Making a Difference with Social Psychology: Attaining a SustainableFuture475SPA 2Social Psychology and Health487SPA 3Social Psychology and the Law506

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iPrefaceI believe that Social Psychology is one of the most enjoyable and rewarding classes to teach. Itwould be a rare student indeed who wondered how the topics of social psychology apply to “reallife.” Instead, students’ own interest in the material motivates them throughout the course as theyrecognize the many applications of the content to their own lives and gain new appreciation forthe science of psychology. What I love about teaching this course is watching the transformationin students as they begin to analyze these real-world experiences just as a social psychologistmight. When students arrive to class early, nearly bursting in their desire to discuss a recent newsevent noting, “This is just like the fundamental attribution error!” I know that they are beingchanged by the course. I hope you find that the ideas in this instructor’s manual enable you toachieve your goals as an instructor of this exciting course.The objective of this manual is to ease your course preparation by summarizing the text materialand key terms, providing additional text, film, and web resources, and suggesting ideas forstudentprojects,in-classdemonstrations,andquickassessments.Thesuggestedprojects,demonstrations, and assessments are designed to be as complete and user-friendly as possible inorder to minimize the need for you to prepare additional handouts.Links to online videos have been added to this edition. These videos are generally brief andentertaining and can be used as jumping off points to stimulate class discussion. All other aspectsof the manual have been expanded and updated. At all times, I have tried to make this guide ascomplete and turn-key as possible to enable you to quickly adopt these ideas for use in yourclass.Organization of the ManualEach chapter of this manual is organized as detailed below.•Learning Objectives:The objectives provide a means for you to ensure that all relevant issues have beenaddressed.•Chapter Outline:Included in each chapter is a detailed outline with room for additional notes that may behelpful as you prepare your lecture for each chapter.•Key Terms:Terms defined in the margins within each chapter are listed with corresponding pagenumbers.•Classroom Response System Rationale:This edition includes questions designed for those wishing to use a classroom responsesystem (commonly called “clickers”). Each chapter contains a variety of questions that canbe used to introduce a concept, check student understanding of covered topics, stretch studentunderstanding by asking them to apply concepts to new settings, and begin discussion of keytopics.

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ii•Critical Thinking Topics and Discussion Questions:This section includes a list of questions to use to inspire class discussion.•In Class Exercises and Quick Assessments:This section includes either demonstrations that can easily be conducted within a classsession, taking anywhere from 5 to 50 minutes, or “Lecture Lead-Ins” that provide usefulways to start lectures. Whenever possible I have provided complete, copy-ready handouts toaccompanythedemonstrations,homeworkassignments,orclassdiscussions.Severalactivities in each chapter also include quick assessments. I’ve designed these assessments togive you an early glimpse into the level of student mastery of the topic covered in the activityand to assess students’ understanding of the connection between the demonstration or activityand the social psychological concept it concerns.•Integrating/Assigning“Try It!”Active Learning Exercises:Within the text are “Try It!” active learning exercises located in boxes within each chapter.These exercises are identified by page number and are described. Additional commentary orideas for discussion are provided.•Student Projects and Research Assignments:These student projects and research assignments can be done outside the class and includeextended activities, research projects, and paper assignments.•Suggested Readings:The suggested readings provide both a list of professional resources (concentrating onreview articles and collections of edited articles that you may wish to refer to as youprepare your lectures) and supplementary articles for student reading (for example,articles fromPsychology Today).•Websites to Explore:This section lists websites associated with each chapter. For the most part, these arestudent-oriented websites. Many of them have interactive exercises, and several alsoprovide online sources for questionnaires. Some sites talk directly about the topic; othersare indirect illustrations. All links are current as of August 2009.•Film and Video Listings:This section includes an updated list of relevant films and videos for each chapter.•Online Video to Explore:This new section includes links to brief video clips that are relevant to the topics coveredin each chapter. All links are current as of August 2009.

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iiiResources for New TeachersAn excellent book for new professors is Wilbert McKeachie’s (2005)Teaching tips: Strategiesand resources for college and university teachers(12thed.) Boston, MA: Houghton Mifflin. Ifyou are new to teaching and can only read one advice book, make it McKeachie’s. See also thehandy book published by the APA and edited by M.P. Zanna, J.M. Darley, and H.L. Roediger(2003)The compleat academic: A career guide.(2nded.) which is chock-full of advice on allaspects of your career. Another excellent book dealing with both teaching and career issues isRobert Boice’s (2000)Advice for new faculty members: Nihil nimus.Boston, MA: Allyn &Bacon. The Sage Publication Series,Survival Skills for Scholars, also has many books to guideyour teaching and career, notably M. Weimer’s (1993)Improving your classroom teaching..Thousand Oaks: Sage. Barbara Gross Davis’s (1993)Tools for teaching(San Francisco: JosseyBass) may also be useful particularly for first-time instructors. Finally, Ken Bain’s (2004)Whatthe best college teachers do,published by Harvard University Press, offers ideas and suggestionsgleaned from observations of and conversations with recognized outstanding college teachers.For active learning techniques explore M. Silberman’s (1996)Active learning. 101 strategies toteach any subjectand the excellent series of books published by Jossey Bass, especially P.Angelo and K. P. Cross (1993)Classroom assessment techniques(2nded.), and J. C. Bean (1996)Engaging ideas: The professor’s guide to integrating writing, critical thinking, and activelearning in the classroom.Sharon Bowman also has a number of books that include ideas foractivelearning.Seeespeciallyher(2005)Preventingdeathbylecture,Glenbrook,NV:Bowperson.Great entries into web resources for social psychology include the Social Psychology Web pagemaintainedbyScottPlousofWesleyanUniversity.Thiswebsitecanbefoundathttp://www.socialpsychology.org. Through it you can gain access to web pages on specific topicareas, online research projects, organizations devoted to psychology, course information that hasbeen posted on-line, individual social psychologists’ homepages, and so forth. Another fantasticweb resource is a compilation of social psychology resources, organized by topic by JonathanMuelleratNorthCentralCollegeandavailableathttp://jonathan.mueller.faculty.noctrl.edu/crow/.Division 2 (The Society for the Teaching of Psychology) of the American PsychologicalAssociation maintains a number of outstanding resources for faculty. These include a list-serv,which you can join athttp://list.kennesaw.edu/archives/psychteacher.html, and a website with anumber of invaluable resources including model syllabi athttp://teachpsych.org/otrp/index.php.If you become a member of Division 2, you’ll receive a free copy of the Society’s journalTeaching of Psychology,which often includes topics related to social psychology.APS has published two valuable volumes entitledLessons learned: Practical advice for theteaching of psychologythat are well worth your time. They provide advice from fellowpsychologists on the first day of class, building rapport, creating exams, developing effectivelectures, leading class discussions, implementing active learning, and grading to maximizestudent learning.If your institution has a faculty development office, take advantage of the services they offer.

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ivMany 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 lecturestyle.

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Test BankforAronson, Wilson, and AkertSocial PsychologyEighth Editionprepared byDeletha P. HardinUniversity of TampaPEARSON EDUCATIONUpper Saddle RiverLondonSingaporeTorontoTokyoSydneyHong KongMexico City

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© 2013, 2010, 2007 Pearson Education, Inc., publishing as Prentice Hall, 1 Lake St., Upper Saddle River,NJ 07458.All rights reserved.Manufactured in the United States of America.This publication is protected by, and permission should be obtained from the publisher prior to any prohibited reproduction, storage in aretrieval system, or transmission in any form or by any means, electronic, mechanical, photocopying, recording, orlikewise. To obtain permission(s) to use material from this work, please submit a written request to Pearson Education,Inc., Permissions Department, 1 Lake St., Upper Saddle River, NJ 0745810 9 8 7 6 5 4 3 2 1www.pearsonhighered.comISBN 10: 0-205-92927-3ISBN 13: 978-0-205-92927-6

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Contents_____________________________________________________________________Chapter 1Introducing Social PsychologyChapter 2Methodology: How Social Psychologists Do ResearchChapter 3Social Cognition: How We Think About the Social WorldChapter 4Social Perception: How We Come to Understand OtherPeopleChapter 5The Self: Understanding Ourselves in a Social ContextChapter 6The Need to Justify Our Actions: The Costs and Benefits ofDissonance ReductionChapter 7Attitudes and Attitude Change: Influencing ThoughtsAnd FeelingsChapter 8Conformity: Influencing BehaviorChapter 9Group Processes: Influence in Social GroupsChapter 10Interpersonal Attraction: From First Impressions toClose RelationshipsChapter 11Prosocial Behavior: Why Do People Help?Chapter 12Aggression: Why Do We Hurt Other People? Can WePrevent It?Chapter 13Prejudice: Cause, Consequences, and CuresSPA 1Making a Difference with Social Psychology: Attaininga Sustainable FutureSPA 2Social Psychology and HealthSPA 3Social Psychology and the Law

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CHAPTER 1Introducing Social PsychologyContentsLearning ObjectivesChapter OutlineKey TermsClassroom Response System RationaleCritical Thinking and Discussion QuestionsIn-Class Exercises and Quick AssessmentsIntegrating “Try It” Active Learning ExercisesStudent Projects and Research AssignmentsSuggested ReadingsWebsites to ExploreFilm and Video ListingsOnline Videos to Explore1

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LEARNING OBJECTIVES1.1Define social psychology. Define social influence and state why it is of interest to socialpsychologists.1.2Explain how social psychologists go about finding the answers to life’s importantquestions including how this differs from the approach of philosophers and socialcommentators. Describe why the social psychological approach may lead to more accuratepredictions about human behavior compared to the other approaches.1.3Define individual differences. Identify the goals of personality psychology compared tothose of social psychology.1.4Identify the goals of sociology compared to those of social psychology.1.5Compare and contrast how sociology, personality psychology, and social psychologyattempt to understand and predict human behavior.1.6Define fundamental attribution error. Identify the consequences of making this error andunderestimating the power of social influence.1.7Define the basic approach of behaviorism and explain how social psychology builds on thisapproach.1.8Define construals. Indicate why social psychologists study construals rather than simplythe objective environments of people.1.9Explain how social psychology is influenced by Gestalt psychology.1.10 Identify the two basic motives that underlie the origins of people’s construals. Describewhat happens when the two basic human motives conflict.1.11 Identify the approaches associated with the two basic human motives. Describe theassumptions of each approach.1.12 Understand and apply the self-esteem approach.1.13 Understand and apply the social cognition approach.1.14 Identify some social problems that social psychologists research and attempt to remedy.Return to Table of Contents2

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CHAPTER OUTLINEI.What is Social Psychology?A. Defining Social Psychology•Social psychology is defined as the scientific study of the way that the thoughts,feelings, and actions of people are influenced by the real or imagined presence ofother people.•Social psychologists study social influence, the effect that the words, actions, ormere presence of other people have on our thoughts, feelings, attitudes, or behavior.•Social influence includes direct attempts to persuade others (e.g., advertisements)as well and more subtle ways in which others have an impact (e.g., the effect of themere presence of others on behavior).•Social influence may impact thoughts and feelings in addition to behavior.B. Social Psychology, Science, and Common Sense1.Philosophy•Social psychology and philosophy are often concerned with the samequestions.•Social psychology differs from philosophy because it is empirical.2.Common Sense and Folk Wisdom•Common sense explanations, such as those offered by journalists, are knownas folk wisdom.•Folk wisdom may be contradictory and provides no way of determiningcorrectness.3. An Empirical Approach•Social psychologists test hypotheses, or educated guesses, in well-designedexperiments to discern the situations that would result in one outcome oranother.•The advantages of an empirical approach are that competing explanations canbe tested against each other and that knowledge derived from past researchcan be used to make reasonable predictions about what will occur in thefuture.C. How Social Psychology Differs from Its Closest Cousins•Personality psychology focuses on individual differences in human behavior (thoseaspects of people’s personalities that make them different from other people), whilesocial psychology focuses more on how the social situation affects people similarly.•Sociology is concerned with social class, social structure, and social institutions.•Social psychology joins other social science disciplines in its focus on socialbehavior.•Social psychology differs from personality psychology and sociology in its level ofanalysis. For personality psychologists, the level of analysis is the individual. Forsocial psychologists, the level of analysis is the individual in the context of a socialsituation. For sociologists, the level of analysis is the group or institution.3

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•Table 1.1 (page 7) depicts comparisons between social psychology and closely-related fields of personality psychology and sociology.NOTES: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________II.The Power of the SituationA. Fundamental Attribution Error•Social psychologists face barriers to convincing people that their behavior isgreatly influenced by the environment.•People tend to explain behavior entirely in terms of personality traits and thusunderestimate the power of social influence. This is called the fundamentalattribution error.B. Underestimating the Power of Social Influence•The fundamental attribution error can lead to a false sense of security—we assumeproblematic behavior could never happen to us and thus we do not guard against itsoccurrence.•In a demonstration of the fundamental attribution error, Ross and Samuels (1993)found that college students’ personalities, as rated by the resident assistants in theirdormitories, did not determine how cooperative or competitive they were in alaboratory game. The name of the game—whether it was called the Wall StreetGame or the Community Game—did, however, make a tremendous difference (seeFigure 1.1 on pg. 12).III.The Power of Social InterpretationA. Behaviorism•Behaviorism is a school of psychology maintaining that to understand humanbehavior, one need only consider the reinforcing properties of the environment(how positive and negative events in the environment are associated with specificbehaviors). Behaviorists tried to define social situations objectively, focusing onthe reinforcements received in response to behavior.•Because behaviorism does not deal with cognition, thinking, and feeling, thisapproach has overlooked the importance of how people interpret theirenvironments.B. Construal and Gestalt Psychology•Social psychology focuses on construal, the way in which people perceive,comprehend, and interpret the social world.•This emphasis on construal has its roots in Gestalt psychology, a school ofpsychology stressing the importance of studying the subjective way in which an4

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object appears in people’s minds, rather than the objective, physical attributes ofthe object.•Kurt Lewin, the founding father of modern experimental social psychology, wasthe first to apply Gestalt principles from the study of the perception of objects tosocial perception.NOTES: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________IV.Where Construals Come From: Basic Human Motives•Social psychologists have found that two motives are of primary importance indetermining our thoughts and behavior: the need to be accurate and the need to feelgood about ourselves.•Sometimes both these motives pull us in the same direction, but noted theorist LeonFestinger realized that it is when these two motives pull us in opposite directions thatwe can learn the most about psychological processes.A. The Self-Esteem Approach: The Need to Feel Good About Ourselves• Self-esteem is people’s evaluation of their own self-worth, or the extent to which peoplesee themselves as good, competent, and decent. Most people have a strong need tomaintain high self-esteem. This need can clash with the need for accuracy, leading peopleto distort their perceptions of the world.1.Justifying Past Behavior•In order to preserve self-esteem, people may distort their perceptions of reality(e.g., by explaining their personal deficiencies in more positive ways). Suchdistortions are more “spins” on the facts than they are total delusions.2.Suffering and Self-Justification•Social psychological research demonstrates that when people volunteer toundergo a painful or embarrassing initiation in order to join a group (e.g., afraternity hazing), they need to justify the experience in order to avoid feelingfoolish. One way they do this is to decide that the initiation was worth itbecause the group is so wonderful.•Under certain conditions, then, the need for self-justification can lead peopleto do surprising or paradoxical things (e.g., preferring things for which theyhave suffered to those which are associated with ease and pleasure).B. The Social Cognition Approach: The Need to Be Accurate•Although people may bend the facts to serve their self-esteem needs, they byand large do not distort reality. In fact, human reasoning skills areextraordinary.1. Social cognition•Social cognition is the study of how people think about themselves and thesocial world; more specifically, how people select, interpret, remember, anduse social information.5

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•This approach views people as amateur sleuths seeking to understand andpredict their social world. Coming up with an accurate picture of the socialworld may be difficult because there are many relevant facts and we have onlylimited time.2. Expectations about the Social World•Our expectations can sometimes get in the way of accurately perceiving theworld.•In the self-fulfilling prophecy, our expectations about another person’sbehavior result (via the mechanism of influencing our behavior toward thetarget) in changing the target’s behavior.NOTES: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________V.Social Psychology and Social Problems•While social psychologists are often motivated by simple curiosity to study socialbehavior, they are also frequently motivated by the desire to help resolve socialproblems, such as increasing conservation of natural resources, increasing the practiceof safe sex, understanding the relationship between viewing television violence andaggressive behavior, developing effective negotiation strategies for the reduction ofinternational conflict, finding ways to reduce racial prejudice, and helping people adjustto life changes.•Social psychologists helped the government change an ad campaign to promote safe sexthat was based on increasing fear of contracting AIDS, noting that fear promotes denialand flies in the face of the need to preserve self-esteem.NOTES: _________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________Return to Table of ContentsKEY TERMS•Social Psychology:(pg. 2) The scientific study of the way in which people’s thoughts,feelings, and behaviors are influenced by the real or imagined presence of other people•Social Influence:(pg. 2) The effect that the words, actions, or mere presence of other peoplehave on our thoughts, feelings, attitudes, or behavior•Individual Differences:(pg. 6) The aspects of people’s personalities that make themdifferent from other people•Fundamental Attribution Error:(pg. 8) The tendency to overestimate the extent to whichpeople’s behavior is due to internal, dispositional factors and to underestimate the role of6

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