PSYO 2080 OUTLINE 1

PSYO 2080: SOCIAL PSYCHOLOGY

January 6 – April 17, 2021

DR. TIM JUCKES

© 2021

Online tutorials: Gemma MacLeod (TA; GMacLeod@dal.ca)

Mondays, 11:00-12:00 noon Wednesdays, 16:00-17:00 p.m. Fridays, 9:00-10:00 a.m. ____________________________________________________________

Office hours: Wednesdays, 9:00-11:00 a.m.

Email Dr. Juckes (tjuckes@dal.ca) indicating some times that could work for a meeting.

You will get a Teams notification indicating the meeting day and time.

Table of Contents

Introduction 2

Reading Material 3

Brightspace 8

Tutorials 8

Writing Centre 9

Classes 10

Assessment 10

Formatting and Submitting Work 12

Academic Integrity 14

Illness 15

Grade Conversion 15

Accommodation Policy for Students 15

Student Code of Conduct 16

Services Available to Students 17

Class Schedule 18

PSYO 2080 OUTLINE 2

Welcome to PSYO 2080: Social Psychology. Social Psychology is a very broad area of theory

and research. Students find the topics fascinating because they are applicable to us, those we

interact with, and the world in which we live. You will learn about some fundamental issues in

social psychology and will think critically about social psychology so that, if your interest

continues, you will be able to approach any topic within social psychology with a broad

perspective and a critical eye.

Our classes will revolve around issues raised in the readings assigned. To get the most from the

lectures, therefore, you should have read the material assigned for that class and thought about

it, at least in a preliminary manner. The lectures will focus on the key points of the readings; you

should use this discussion to note what to emphasize in each reading. After each lecture, look

over the reading(s) in greater detail, using your class notes to fill in aspects that you might have

missed on your first run through.

In the past, some students have found the class challenging, especially in the first few weeks.

Some of the readings are difficult and the concepts are new and abstract/philosophical. The first

unit is meant to provide some foundations by raising some broad conceptual issues. These issues

are important because they ask us to think about what social psychology is trying to do (what is

its mission), what social psychologists should be doing, how social psychology relates to other

disciplines (e.g., sociology, psychology), whether social psychology is scientific (and what

scientific means), and so on. There are some deep issues relating to the mission of social

psychology and I believe it is important for students to be aware of these issues. As we proceed

through the class, I believe the significance of these basic issues will become more apparent.

Subsequent units of the class will be less philosophical. You will find some simpler material and

will likely find some of the issues easier to understand. We will discuss research that might seem

more applicable and interesting. We will consider questions that you might find more engaging.

That said, the class is challenging and you need to do your part. You need to be engaged and

work at this class and, hopefully, come out the other end somewhat transformed. It should be a

workout for your mind. Your knowledge of the subject will increase, both in terms of basic

content and conceptual issues that underlie content. Your ability to read and process a range of

readings (different authors, different levels of writing, different topics) will increase. And,

hopefully, you develop your critical thinking skills, your ability to understand, explain, and

debate ideas.

To accomplish these goals, the class emphasizes writing. You will need to understand material

and be able to write about it clearly and succinctly. Sometimes this might mean writing single

sentences that captures the main idea of a paper, other times it will require you to write a short

answer, and other times it will mean writing a multi-page review or essay.

In summary, therefore, keep up with the class lectures, read, and think. Don't fall behind. Ask

questions. Think some more. Read some more. Draft and revise your written work. Attend

tutorials to better understand the material and prepare for the tests, reviews, essay, and exam.

You can also set up a meeting with me if you want to discuss something further or if you don't

understand an issue.

PSYO 2080 OUTLINE 3

READING MATERIAL

Instead of using a lengthy and expensive textbook that surveys more topics than you will ever

remember, I have selected a number of areas that I believe will interest you, introduce you to the

breadth of the subject, engage you in both the conceptual and empirical issues, and stick with

you beyond this class. I have identified some representative readings (mostly articles by leading

thinkers and researchers) and will supplement these with in-class material.

The following is a list of the readings for this class. Most are available electronically using the

hyperlinks provided. Some are available directly on the web; others are available on Brightspace.

Find all the readings early in the term and save them in a folder for this class.

The hyperlinks might not take you directly to the article. If, however, you copy the link and

insert it in the Novanet Basic Search bar at https://libraries.dal.ca/ you should reach the article

you are looking for. Note that access to the Dalhousie holdings are restricted to Dalhousie users,

so if you are off campus, you will need to login to the Dalhousie Libraries using your Dal

username and password.

For some of the articles, the links do not appear to work. This might be the case with the

following articles: Gergen (1973), Kelley (1973), Latané and Darley (1968), Asch (1955), Paluck

(2009), and Greenwald, McGhee and Schwartz (1998). If the link does not work, you can access

the readings by doing a e-journal search on libraries.dal.ca. You will then select the journal title

and enter the year, volume, and first page number for the article you need.

If you are unable access the articles through the library site, please contact a librarian for help.

The articles can be read, printed, or downloaded as PDF files, which shows them in their original

printed format. You can read the articles electronically, save them to your computer, or print

one copy for your personal use.

Copyright and Personal Use

The fair use provision of Canada’s Copyright Act allows you to downloading electronic files for

personal use in this class. The fair use provision, however, also requires that you delete the files

from your computer when they are no longer being used (i.e., at the end of the course).

Movies

You will find four movies listed below (The witness, The Stanford Prison Experiment,

Sometimes in April, and Cry Freedom). Depending on what choices you make for your reviews

and essay, you might need to watch one or more of these movies.

Information about how to access the movies will be posted on Brightspace in the first few weeks

of term.

PSYO 2080 OUTLINE 4

* indicates readings that can be selected for Reviews 1 (Gergen or Ross et al.) and 2 (Paluck or

Tajfel).

** indicates movies that can be selected for Review 3 (Sometimes in April or Cry freedom).

For more detail about the reviews, see Reviews under Assessment.

I. Theoretical Orientation: Definitions, Individual-Social, Conventional-

Sociohistorical, Social Constructionism

Allport, G. W. (1954). The historical background of modern social psychology (pp. 4-5). In G.

Lindzey, (Ed.), Handbook of Social Psychology (pp. 3-56). Addison-Wesley. [Available

on Brightspace]

Asch, S. E. (1952). Social Psychology (pp. 31-38). Prentice-Hall. [Available on Brightspace]

*Gergen, K. J. (1973). Social psychology as history. Journal of Personality and Social

Psychology, 26(2), 309-320. https://doi.org/10.1037/h0034436

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0034436

Sampson, E. E. (1991). Social worlds, personal lives: An introduction to social psychology (pp.

3-24). Harcourt Brace Jovanovich. [Available on Brightspace]

Gergen, K. J. (2008). On the very idea of social psychology. Social Psychology Quarterly, 71(4),

331-337. https://doi.org/10.1177/019027250807100403

https://login.ezproxy.library.dal.ca/login?qurl=https://www.jstor.org/stable/27644319

II. The Self

Triandis, H. C. (1989). The self and social behavior in differing social contexts. Psychological

Review, 96(3), 506-520. https://doi.org/10.1037/0033-295X.96.3.506

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/0033-295X.96.3.506

Markus, H. R., & Kitayama, S. (2010). Cultures and selves: A cycle of mutual constitution.

Perspectives on Psychological Science, 5(4), 420-430.

https://doi.org/10.1177/1745691610375557

https://login.ezproxy.library.dal.ca/login?qurl=https://www.jstor.org/stable/41613449

III. Making Sense of Our Actions: Cognitive Dissonance Theory

Festinger, L., & Carlsmith, J. M. (1959). Cognitive consequences of forced compliance. Journal

of Abnormal and Social Psychology, 58, 203-210. https://doi.org/10.1037/h0041593

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0041593

IV. Making Sense of Others’ Actions: Attribution Theory

Kelley, H. H. (1973). The processes of causal attribution. American Psychologist, 28, 107-128.

https://doi.org/10.1037/h0034225

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0034225

PSYO 2080 OUTLINE 5

*Ross, J. D., Amabile, T. M., & Steinmetz, J. L. (1977). Social roles, social control, and biases in

social-perception processes. Journal of Personality and Social Psychology, 35(7), 485-

494. https://doi.org/10.1037/0022-3514.35.7.485

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/0022-3514.35.7.485

V. Getting Along: Prosocial Behaviour and Interpersonal Attraction

Essay Option 1: The Kitty Genovese Case

Some resources you can add to your research/reading list:

Gansberg, M. (1964, March 27). 37 who saw murder didn’t call the police; apathy at stabbing of

Queens woman shocks inspector. The New York Times.

https://www.nytimes.com/1964/03/27/archives/37-who-saw-murder-didnt-call-the-

police-apathy-at-stabbing-of.html

Haberman, C. (2016, April 10). Remembering Kitty Genovese. The New York Times.

https://www.nytimes.com/2016/04/11/us/remembering-kitty-genovese.html

Roberts, S. (2020, September 2). Sophia Farrar dies at 92; belied indifference to Kitty Genovese

attack. The New York Times. https://www.nytimes.com/2020/09/02/nyregion/sophia-

farrar-dead.html

Rasenberger, J. (2004, February 8). Kitty, 40 years later. The New York Times.

https://www.nytimes.com/2004/02/08/nyregion/kitty-40-years-later.html

Solomon, J. D. (Director). (2015). The witness [Film]. FilmRise.

Latané, B., & Darley, J. M. (1968). Group inhibition of bystander intervention in emergencies.

Journal of Personality and Social Psychology, 10(3), 215-221.

https://doi.org/10.1037/h0026570

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0026570

Franco, Z. E., & Zimbardo, P. G. (2006). The banality of heroism. Greater Good, 3, 30–35.

https://greatergood.berkeley.edu/article/item/the_banality_ of_heroism

https://www.researchgate.net/publication/292266731_The_banality_of_heroism

Carrère, S., & Gottman, J. M. (1999). Predicting divorce among newlyweds from the first three

minutes of a marital conflict discussion. Family Process, 38, 293-301.

https://doi.org/10.1111/j.1545-5300.1999.00293.x

http://dx.doi.org.ezproxy.library.dal.ca/10.1111/j.1545-5300.1999.00293.x

VI. Social Influence: Conformity, Obedience, and Dehumanization

Asch, S. E. (1955). Opinions and social pressure. Scientific American, 193(5), 31-35.

https://doi.org/10.1038/scientificamerican1155-31

http://dx.doi.org.ezproxy.library.dal.ca/10.1038/scientificamerican1155-31

PSYO 2080 OUTLINE 6

Milgram, S. (1973, December). The perils of obedience. Harper’s Magazine, 247, 62-66 & 75-

77. [On libraries.dal.ca, use the title to search under the ‘Articles’ tab.]

Zimbardo, P. G. (1974). On “obedience to authority” [Comment]. American Psychologist, 29(7),

566-567.

https://doi.org/10.1037/h0038158

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0038158

Zimbardo, P. G., Banks, W. C., Haney, C., & Jaffe, D. (1973, April 8). The mind is a formidable

jailer: A Pirandellian prison. New York Times Magazine, pp. 38-60. Available from

http://www.prisonexp.org/pdf/pirandellian.pdf

Le Texier, T. (2019). Debunking the Stanford Prison Experiment. American Psychologist, 74(7),

823-839.

https://doi.org/10.1037/amp0000401

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/amp0000401

Essay Option 2: The Stanford Prison Experiment

Some resources you can add to your research/reading list:

Haslam, S. A., Reicher, S. D., & Van Bavel, J. J. (2019). Rethinking the nature of cruelty: The

role of identity leadership in the Stanford Prison Experiment. American Psychologist,

74(7), 809-822.

https:// doi.org /10.1037/amp0000443

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/amp0000443

Alvarez, K. P. (Director). (2015). The Stanford Prison Experiment [Film]. Abandon Pictures;

Coup d’Etat Films; Sandbar Pictures.

Zimbardo, P. G. (2004). A situationist perspective on the psychology of evil: Understanding how

good people are transformed into perpetrators. In A. G. Miller (Ed.), The social

psychology of good and evil (pp. 21-50). Guilford Press. Available from

http://www.prisonexp.org/pdf/evil.pdf

Brown, R. (1986). Social psychology: The second edition (pp. 10-15). The Free Press.

[Available on Brightspace]

*Paluck, E. L. (2009). Reducing intergroup prejudice and conflict using the media: A field

experiment in Rwanda. Journal of Personality and Social Psychology, 96(3), 574-587.

https://doi.org/10.1037/a0011989

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/a0011989

**Peck, R. (Director). (2015). Sometimes in April [Film]. HBO.

PSYO 2080 OUTLINE 7

VII. Ethnic Conflict: Creating, Maintaining, and Resolving Conflict

Sherif, M., Harvey, O. J., White, B. J., Hood, W. R., & Sherif, C. W. (1954/1961). Intergroup

conflict and cooperation: The Robbers Cave experiment (Ch. 8). [Available from

http://psychclassics.yorku.ca/Sherif/]

*Tajfel, H. (1970). Experiments in intergroup discrimination. Scientific American, 223(5), 96-

102. https://doi.org/10.1038/scientificamerican1170-96

http://dx.doi.org.ezproxy.library.dal.ca/10.1038/scientificamerican1170-96

BBC Radio 4. (2011, February 27). Mind changers: Henri Tajfel’s minimal groups [Radio

program]. [Available from http://www.bbc.co.uk/programmes/b00yw6km]

Clark, K. B., & Clark M. P. (1940). Racial identification and preference in Negro children. In T.

M. Newcomb & E. L. Hartley (Eds.), Readings in Social Psychology (pp. 169-178).

[Available on Brightspace]

Hraba, J., & Grant, G. (1970). Black is beautiful: A reexamination of racial preference and

identification. Journal of Personality and Social Psychology, 16(3), 398-402.

https://doi.org/10.1037/h0030043

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/h0030043

Sinha, A. K. P., & Upadhyaya, O. P. (1960). Change and persistence in the stereotypes of

university students towards different ethnic groups during the Sino-Indian border dispute.

Journal of Social Psychology, 52, 31-39.

https://doi.org/10.1080/00224545.1960.9922058

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/10.1080/00224545.1960.9922058

Greenwald, A. G., McGhee, D. E., & Schwartz, J. L. K. (1998). Measuring individual

differences in implicit cognition: The Implicit Association Test. Journal of Personality

and Social Psychology, 74, 1464-1480.

https://doi.org/10.1037/0022-3514.74.6.1464

http://dx.doi.org.ezproxy.library.dal.ca/10.1037/0022-3514.74.6.1464

Aronson, E., & Bridgeman, D. (1979). Jigsaw groups and the desegregated classroom: In pursuit

of common goals. Personality and Social Psychology Bulletin, 5(4), 438-446.

https://doi.org/10.1177/014616727900500405

http://dx.doi.org.ezproxy.library.dal.ca/10.1177/014616727900500405

Grant, P. R., & Robertson, D. W. (2014). Predicting immigrants’ attitudes toward

multiculturalism using a measure of its perceived benefits. Basic and Applied Social

Psychology, 36, 209-220.

https://doi.org/10.1080/01973533.2014.890622

http://dx.doi.org.ezproxy.library.dal.ca/10.1080/01973533.2014.890622

Biko, S. (1978). Black consciousness and the quest for a true humanity. Ufahamu: A Journal of

African Studies, 8(3), 133-142. Retrieved from:

https://escholarship.org/uc/item/4fk5d8x3

PSYO 2080 OUTLINE 8

**Attenborough, R. (Director). (1987). Cry freedom [Film]. Marble Arch Productions.

Access through Dalhousie Libraries’ Audio Cine link:

https://ezproxy.library.dal.ca/login?url=https://streaming.acf-

film.com/audiocine/play/42FCBA2220E1AB1A

BRIGHTSPACE

The course has a Brightspace page where you will find general information, such as this course

outline, and specific information, such as lectures, some of the readings, and assignments (tests,

reviews, essays, exam). Be sure to check Brightspace early so you know what is there, and check

regularly as more information is added. Keeping up with the material is always important, but in

the current online world it is especially important as you can quickly be overwhelmed by the

number of items posted in the Brightspace space.

You will not use Brightspace to submit your work. Instructions for submission of work are

included below (see Formatting and Submitting Work).

I will also use the announcements in Brightspace (under Course Home) to post reminders, give

feedback, and so on, so be sure to check Brightspace regularly.

Please note the copyright disclaimer on the Brightspace page:

The course material in this site has been posted for your personal educational use

only. Copying course material from this site for distribution (e.g., uploading material

to a commercial third-party or public website, or otherwise sharing these materials

with people who are not part of the class) outside of this site may be a violation

of Copyright law. If you have questions regarding the use of materials from this site,

please contact the instructor/course administrator.

If you have questions regarding copyright, please contact the Copyright Office

(copyright.office@dal.ca)

This disclaimer applies to all the course material posted on Brightspace. The Copyright Act

allows you to download material onto your computer for your personal use, but it is a violation

of the Act to store material on your computer after the class ends and/or circulate it to others.

TUTORIALS

This term we are fortunate to be able to offer online tutorials for this class. The teaching assistant

(TA) for this course, Gemma MacLeod, will run three tutorial sessions every week:

Mondays (11:00-12:00 noon),

Wednesdays (16:00-17:00 p.m.), during our scheduled synchronous class time, and

Fridays (9:00-10:00 a.m.).

Tutorials will begin on January 11, 2021 and will run to the end of term (April 9, 2021). There

will be no tutorials during the February study break.

PSYO 2080 OUTLINE 9

Tutorials will allow you to ask Gemma questions about your assignments and/or the reading

material, and to discuss the material with fellow students. Gemma will also help you with your

writing, which is an important component of this class.

The tutorials are not mandatory but they will give you help and advice that will certainly

improve your submitted work. I strongly recommend you take whatever support is available to

get the most out of this class and to perform as well as you can in this class.

WRITING CENTRE

The Writing Centre is a free academic service for students and, this term, is open exclusively

online, Monday to Friday. You can access the hours of operation at

http://dal.ca/writingcentre and you can make an appointment at the Writing Centre by emailing

writingcentre@dal.ca.

Students can get writing help either by video conference (a virtual version of an in-person

meeting) or by online paper review. For online paper reviews, students need to book an online

review appointment by sending a draft of their paper to writingcentre@dal.ca. A Writing Centre

advisor will comment on and review the draft (without editing the document) and return it to the

student in 24-48 week-day hours. Appointments should therefore be booked two week days in

advance. The Writing Centre now offers additional synchronous drop-in support. Please see

http://dal.ca/writingcentre for times and details.

If you access the Resource Guide at http://dal.ca.libguides.com/writingcentre, you will find an

array of writing resources, annotated writing models for a number of disciplines, and links to

even more information on writing.

CLASSES

The lecture times for this class, at least when offered in-person, are Monday and Wednesday

from 16:05-17:25 p.m. Even though this class is online this term, I recommend you organize

yourself to follow this schedule; that way you won’t fall behind and will create some helpful

structure in your schedule.

I will upload the class lectures to Brightspace in two formats. One will have audio accompanying

the slides, and the other will provide the slides alone as a PDF. To understand the lecture, you

will need to listen to the audio version, but later you might want to review the slides without the

audio.

To get the most from the lectures, you should prepare ahead of the lecture by reviewing (in

overview) the reading(s) for that class. This will give you a general idea of the topic for the

lecture. You do not need to fully understand the reading ahead of the lecture, but you should

have tried to give yourself a general understanding. So once you have looked over the paper, ask

yourself if you understand enough about it to give a friend a decent summary of what the paper is

about, what it seeks to achieve, and what its strengths and weaknesses are. This might not be

PSYO 2080 OUTLINE 10

something you can fully accomplish before the lecture, but you should be able to do some of this.

After the lecture and rereading the paper, your summary for your friend should be better. This is

part of a process of understanding, and you will see improvements as you practice more and

more.

When looking over a reading, try to answer the following (or similar) questions:

1. What is the main message of the reading? Can you summarize the main idea in one

sentence?

2. What are the main points the paper is making? Can you list 3-5 points, and organize them

in terms of their order of importance?

3. What is the structure of the paper? Can you make sense of (explain to someone else) the

sections and how they relate to each other?

4. What are the strengths and weaknesses of the paper? Can you critically evaluate the

paper? Can you identify questions you could ask the authors or that you think deserve

additional research (either in the literature or by doing research)?

ASSESSMENT

See the schedule at the end of this document for the submission dates.

As you have some choice in what components you complete, decide how you want to

spread your work over the term and around commitments in other classes.

I reserve the right to scale final grades, up or down, if I deem this appropriate.

Any scaling will apply only once all marks have been assigned;

I will not scale individual test, review, essay, or exam marks.

Your term mark is based on tests, reviews, an essay, and an exam.

TESTS (2 x 15 marks = 30 marks)

You must write two tests over the term. If you write all three tests, the top two test marks will

count towards your term mark.

Each of the three tests will have three sections:

Section A Write a sentence (15 questions) 15 marks

Section B Various (e.g., fill in the blanks, matching, lists,

ordering) 10 marks

Section C Short answers (answer 4 of 6; 5 marks each) 20 marks

TOTAL 45 marks

The test dates will be January 29-30, March 5-6, and April 6-7, 2021. Each test will be available

on Brightspace from noon (12:01 p.m.) on the first day and the completed test must be received

PSYO 2080 OUTLINE 11

by 11:59 a.m. the following day. The test should take you no longer than an hour and a half to

complete.

REVIEWS (2 x 15 marks = 30 marks)

You must write two reviews over the term. If you write all three reviews, the top two marks will

count towards your term mark.

There are three submission deadlines for these reviews. One review will be due before midnight

on February 22, 2021 (immediately after the break) and the second will be due before midnight

on March 31, 2021, and the third will be due before midnight on April 8, 2021.

For the first two reviews, you have a choice between two readings from class. For the first

review, you can choose either the Gergen (1973) paper or the Ross, Amabile, and Steinmetz

(1977) paper. For the second review, you can choose either the Paluck (2009) paper or the Tajfel

(1970) paper.

For the third review, you have a choice between two movies that are part of our course material.

You can choose to watch and review either

Sometimes in April, an HBO movie (2005) dealing with the 1994 Rwandan genocide, or

Cry Freedom, a 1987 Richard Attenborough movie set in apartheid South Africa that

deals with Black Consciousness and the friendship between Steve Biko and Donald

Woods.

For each review, you will write no more than 500 words (approximately 2 pages, double-

spaced). Your response must briefly outline the key message, summarize the content/structure,

and comment on the relevance of the work. To write a successful review, you must have read the

article carefully or watched the movie thoroughly. It is important to get as much

information/detail into the limited space as possible, so be sure to edit and revise your draft.

Your responses will be marked based on your understanding of the material and your ability to

express that understanding clearly in written English.

ESSAY (20 marks)

You will write an essay focusing on one of the following topics:

1. Kitty Genovese and Bystander Intervention

2. The Stanford Prison Experiment

Both topics allow you to look at a classic issue in social psychology and critically evaluate it in

the light of more recent work.

If you choose to write the first essay, it will be due before midnight on February 12, 2021 (the

Friday before the break). If you choose to write the second essay, it will be due before midnight

on March 22, 2021.

PSYO 2080 OUTLINE 12

For your essay, you can draw on the readings we do in class that are relevant to your topic as

well as the sources listed in the Essay Option boxes in the Readings list. You need to

incorporate also one source that you find on your own. This source must be from a journal

and have direct relevance to your topic. Use the libraries web site to search for articles on your

topic.

The essay should be between 1,000 and 1,500 words (approximately 4 to 6 pages of text).

Include your word count on the cover under your original title. You will also have a cover page

and a reference list (beginning on a new page after the text), but do not include these in the word

count.

Your essay will be marked based on your understanding of the material, your ability to express

that understanding clearly in written English, and your use of proper APA (7th) formatting.

EXAM (20 marks)

The exam will have two essay topics, from which you will choose one. You will write an essay

of no more than 1,000 words that integrates the themes and material we cover in the class. This is

an opportunity for you to show you have covered the material from the class and are able to

appreciate the overarching connections between topics.

You will receive the two essay topics at 12:01 a.m. on Saturday, April 11, 2021, and must submit

your exam essay no later than 11:59 p.m. on Friday, April 17, 2021. This allows you time to

complete the exam around any other scheduled work and exams.

Your mark, therefore, will be calculated using the following weightings:

1. Best 2 of 3 tests (2 x 15%) 30%

2. Best 2 of 3 reviews (2 x 15%) 30%

3. Essay 20%

4. Exam 20%

TOTAL 100%

FORMATTING AND SUBMITTING WORK

For all work in this class, be sure to use MS Word format; other formats will not be accepted or

marked. If you do not have Word, download MS Office, which is free for Dalhousie students

(https://libraries.dal.ca/help/software-downloads.html).

You must submit all work by email using your @dal.ca account.

For the reviews, essay, and exam, you must follow APA (7th) format.

PSYO 2080 OUTLINE 13

You can find a student sample paper in the seventh edition of the APA Manual (p.

61), but also formatted in Word (.docx document) at: https://apastyle.apa.org/style-

grammar-guidelines/paper-format/sample-papers.

You can find the Dalhousie Libraries’ APA Style Quick Guide at

https://cdn.dal.ca/content/dam/dalhousie/pdf/library/Style_Guides/apa_style7.pdf

For the tests, you will download from Brightspace an MS Word document containing

the test and will fill in your answers in that document.

For the tests, reviews, and essay, you will submit your work as a Word document

attached to an email to Gemma MacLeod (GMacLeod@dal.ca); other formats will not

be accepted and will not be marked.

For the exam, you will submit your work as a Word document attached to an email to

Dr. Juckes (tjuckes@dal.ca); other formats will not be accepted and will not be marked.

The APA cover page includes your title (bold), your name, the department and university, course

code and name, the instructor’s name, and the date. In addition, add your Banner number and the

originality statement as indicated below. The originality statement acknowledges that the work is

your own and you did not get unauthorized help preparing the work. Use this cover page layout,

along with other elements of APA (7th) style (including references) for all work you submit

in this class except your tests.

Your cover, therefore, should look like this, except you will include your title, your name, and

the submission date of the work:

1

Your Original Title of Up to 12 Words Here

Alex B. Smith

B00123456

Department of Psychology and Neuroscience: Dalhousie University

PSYO 2080: Social Psychology

Dr. Tim Juckes

February 1, 2021

Originality Statement

PSYO 2080 OUTLINE 14

This paper represents my own work in accordance with University regulations.

Signed electronically by Alex Smith on February 1, 2021.

ACADEMIC INTEGRITY

The University takes seriously issues of intellectual dishonesty. In all written work you

submit, you must do your own, original work, and must give clear credit/source references for

material taken from other sources. Such material includes ideas, images, sentences, and phrases

from books, journals, magazines, web sites, newspapers etc.

You are expected to be familiar with the sections of Dalhousie’s Undergraduate Calendar dealing

with Intellectual Honesty, Discipline, Academic Dishonesty, and Senate Discipline Committee.

These sections fall under University Regulations, and can be found in the Undergraduate

Calendar (see http://ug.cal.dal.ca/UREG.htm).

The following website includes a great deal of useful information, so please review it:

https://bit.ly/2KVLFC8

or

http://www.dal.ca/dept/university_secretariat/academic-integrity.html

If I detect any case of plagiarism or cheating, I will report the incident to the Faculty of Science

Academic Integrity Officer, as set out in the Academic Dishonesty section of the Calendar.

Plagiarism is presenting the words, ideas, and/or work of others as your own; it need not be

intentional. Give credit where credit is due, and do your own work. Do not be tempted; it is

better not to submit an assignment than to be caught cheating.

For an excellent handout, “How Not to Plagiarize”, written by Dr. Margaret Proctor of the

University of Toronto, go to

https://bit.ly/2YZ4bTZ

or

http://ombudsperson.utoronto.ca/reports/hownottoplagiarize.pdf

Cheating includes copying or too closely following another’s work. Cheating also includes

having someone else write part or all of your assignment for you. Do not share electronic or

hardcopy drafts of assignments with others, and do not work on assignments together. You can

discuss assignments with others, of course, but when you write the assignment, do your own

work.

Do not feel sorry for your friend who leaves the assignment to the last minute and asks to

look over your assignment “for some direction”.

Do not think there is “only one correct answer” for the assignment and the marker will

not know if you and a friend copied.

Do not allow your friends or partners access to your computer, as they might copy files

without you knowing.

PSYO 2080 OUTLINE 15

If you have any questions regarding plagiarism or cheating, please speak to me before you

submit your work.

We will discuss academic integrity in class and there will be time for you to ask questions you

may have. If you have any concerns regarding plagiarism, cheating, or related issues, please be

sure to speak to me ahead of time.

Once you submit work, or make a presentation, it is too late to ‘correct’ any ‘errors’, ‘oversights’

or ‘slips’ that can be construed as intellectual dishonesty.

ILLNESS

Chances are that somewhere along our journey together someone will become ill and will miss a

deadline. Illness might justify an extension for work that is due.

If you are ill and will miss a deadline, you must

1. let me know by email before the test/deadline that you are ill and will not be able to

complete the work on time, and

2. download Dalhousie’s Student Declaration of Absence form from the site, fill it out, and

email it to me as soon as possible following the absence.

Please note that

1. a Student Declaration is not necessary; often when students contact me it is clear that

illness or some other issue makes it impossible to complete the work.

2. if you do use a Student Declaration, it will not be sufficient to merely note your name and

the date the work was due. I expect to receive some information to judge that you were

unable to complete the work on time.

3. a Student Declaration of Absence Form can be used no more than once during this class.

For further information, see the following site:

https://www.dal.ca/campus_life/safety-respect/student-rights-and-responsibilities/academic-

policies/student-absence.html

In the event that you miss a deadline because of illness, I will decide whether to grant an

extension, require you to do other work (e.g., the third test or third review), or alter the

weightings of the other work in the class.

GRADE CONVERSION

Your final letter grade in the class will use the Dalhousie Common Grade Scale:

Letter A+ A A- B+ B B- C+ C C- D F

%

90-100

85-89.9

80-84.9

77-79.9

73-76.9

70-72.9

65-69.9

60-64.9

55-59.9

50-54.9

<50

PSYO 2080 OUTLINE 16

ACCOMMODATION POLICY FOR STUDENTS

Students may request accommodation as a result of barriers related to disability, religious

obligation, or any characteristic protected under Canadian Human Rights legislation.

Students who require accommodation for classroom participation or the writing of tests and

exams should make their request to the Advising and Access Services Centre (AASC) prior to

or at the outset of the regular academic year. More information and the Request for

Accommodation form are available at www.dal.ca/access.

Students may request accommodation as a result of barriers related to disability, religious

obligation, or any characteristic under the Nova Scotia Human Rights Act. Students who require

academic accommodation for either classroom participation or the writing of tests, quizzes and

exams should make their request to the Office of Student Accessibility & Accommodation

(OSAA) prior to or at the outset of each academic term (with the exception of X/Y courses).

Please see www.studentaccessibility.dal.ca for more information and to obtain Form A - Request

for Accommodation.

The full text of Dalhousie’s Student Accommodation Policy can be accessed here:

http://www.dal.ca/dept/university_secretariat/policies/academic/student-accommodation-policy-

wef-sep--1--2014.html

A note taker may be required to assist a classmate. There is an honourarium of $75/course/term.

If you are interested, please contact OSAA at 494-2836 for more information.

Please note that your classroom may contain specialized accessible furniture and equipment. It is

important that these items remain in the classroom so that students who require their usage will

be able to participate in the class.

STUDENT CODE OF CONDUCT

Dalhousie University has a student code of conduct, and it is expected that students will adhere

to the code during their participation in lectures and other activities associated with this course.

In general:

“The University treats students as adults free to organize their own personal lives, behaviour and

associations subject only to the law, and to University regulations that are necessary to protect

the integrity and proper functioning of the academic and non-academic programs and

activities of the University or its faculties, schools or departments;

the peaceful and safe enjoyment of University facilities by other members of the

University and the public;

the freedom of members of the University to participate reasonably in the programs of the

University and in activities on the University's premises;

the property of the University or its members.”

The full text of the code can be found here:

PSYO 2080 OUTLINE 17

http://www.dal.ca/dept/university_secretariat/policies/student-life/code-of-student-conduct.html

PSYO 2080 OUTLINE 18

SERVICES AVAILABLE TO STUDENTS

The following campus services are available to help students develop skills in library research,

scientific writing, and effective study habits. The services are available to all Dalhousie students

and, unless noted otherwise, are free.

Service Support Provided Location Contact

General

Academic

Advising

Help with

- understanding degree

requirements and academic

regulations

- choosing your major

- achieving your educational

or career goals

- dealing with academic or

other difficulties

Killam Library

Ground floor

Rm G28

Bissett Centre

for Academic

Success

In person: Killam Library Rm G28

By appointment:

- e-mail: advising@dal.ca

- Phone: (902) 494-3077

- Book online through MyDal

Dalhousie

Libraries

Help to find books and

articles for assignments

Help with citing sources in

the text of your paper and

preparation of bibliography

Killam Library

Ground floor

Librarian

offices

In person: Service Point (Ground

floor)

By appointment:

Identify your subject librarian

(URL below) and contact by email

or phone to arrange a time:

http://dal.beta.libguides.com/sb

.php?subject_id=34328

Studying

for

Success

(SFS)

Help to develop essential

study skills through small

group workshops or one-on-

one coaching sessions

Match to a tutor for help in

course-specific content (for

a reasonable fee)

Killam Library

3rd floor

Coordinator

Rm 3104

Study Coaches

Rm 3103

To make an appointment:

- Visit main office (Killam

Library main floor, Rm G28)

- Call (902) 494-3077

- email Coordinator at: sfs@dal.ca

or

- Simply drop in to see us during

posted office hours

All information can be found on

our website: www.dal.ca/sfs

Writing

Centre

Meet with coach/tutor to

discuss writing assignments

(e.g., lab report, research

paper, thesis, poster)

- Learn to integrate source

material into your own work

appropriately

- Learn about disciplinary

writing from a peer or staff

member in your field

Killam Library

Ground floor Learning

Commons & Rm

G25

To make an appointment:

- Visit the Centre (Rm G25) and

book an appointment

- Call (902) 494-1963

- email writingcentre@dal.ca

- Book online through MyDal

We are open six days a week

See our website:

writingcentre.dal.ca

PSYO 2080 OUTLINE 19

DATE TOPIC READ (FIRST AUTHOR) DUE

Jan 6 I Introduction, What is Social Allport, Asch

Psychology?

11 Defining Social Psychology *Gergen, Tutorials begin this week

Sampson

13 Gergen

18 II Self and Culture Triandis

20 Independent and Interdependent Markus

25 III Cognitive Dissonance Festinger

27 Attribution Theory Kelley

29-30 Test 1 (I-III)

Feb 1 IV Biases in Attribution *Ross

3 V Exchange and Equity, Helping,

Bystander Intervention Latané

8 Heroism Franco

10 Interpersonal Attraction Carrère

12 Essay 1 (Kitty)

S T U D Y B R E A K

22 VI Conformity, Obedience Asch, Milgram, Zimbardo Review 1 (paper)

24 Dehumanization, Stanford

Prison Experiment Zimbardo

Mar 1 Critique of SPE Le Texier

3 Situationist Perspective on Evil Zimbardo

5-6 Test 2 (IV, V)

8 Rebellion and Leadership Brown

10 Case Study: Rwanda *Paluck

15 VII Creating Conflict: Robber’s Cave Sherif

17 Minimal Groups *Tajfel, BBC

22 Maintaining Conflict Clark, Hraba, Sinha Essay 2 (SPE)

24 Implicit Association Test Greenwald

PSYO 2080 OUTLINE 20

29 Resolving Conflict:

Jigsaw classrooms Aronson

31 Multiculturalism Grant Review 2 (paper)

Apr 5 Case Study: South Africa Biko

6-7 Test 3 (VI, VII)

7 N O C L A S S – F R I D A Y S C H E D U L E

8 Review 3 (movie)

EXAM: Saturday, April 10 (12:01 a.m.) – Friday, April 17 (11:59 p.m.)