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INTRODUCTION TO SOCIAL PSYCHOLOGY
INTRODUCTION TO SOCIAL PSYCHOLOGY
FIRST EDITION
Edited by Robin Kowalski and Ceren GünsoyClemson University
S A N D I E G O
Bassim Hamadeh, CEO and PublisherAmy Smith, Project EditorAlia Bales, Production EditorJackie Bignotti, Production ArtistSara Schennum, Licensing AssociateNatalie Piccotti, Director of MarketingKassie Graves, Vice President of EditorialJamie Giganti, Director of Academic Publishing
Copyright © 2020 by Cognella, Inc. All rights reserved. No part of this publication may be reprinted, reproduced, transmitted, or utilized in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying, microfilming, and recording, or in any information retrieval system without the written permission of Cognella, Inc. For inquiries regarding permissions, translations, foreign rights, audio rights, and any other forms of reproduction, please contact the Cognella Licensing Department at [email protected].
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CONTENTS
ACKNOWLEDGMENTS IX
INTRODUCTION XI
ChapTER 1 THE SELF 1
Reading 1.1 The Meaning and Nature of Impression Management 4
Andrew J. DuBrin
ChapTER 2 PERSON PERCEPTION AND ATTRIBUTION 21
Reading 2.1 Stability in Parents’ Causal Attributions for Their Children’s Academic Performance: A Nine-Year Follow-up 23
Emmi Enlund, Kaisa Aunola, and Jari-Erik Nurmi
Reading 2.2 Unexplained Sporting Slumps and Causal Attributions 48
Christopher T. Ball
ChapTER 3 EMOTIONS 57
Reading 3.1 Variations of Emotional Display Rules Within and Across Cultures: A Comparison Between Canada, USA, and Japan 60
Saba Safdar, Wolfgang Friedlmeier, David Matsumoto, Seung Hee Yoo, Catherine T. Kwantes, Hisako Kakai, and Eri Shigemasu
ChapTER 4 ATTITUDES AND ATTITUDE CHANGE 81
Reading 4.1 Implicit Attitudes 101: Theoretical and Empirical Insights 83
Thierry Devos
ChapTER 5 SOCIAL INFLUENCE 107
Reading 5.1 Fleeting Attraction and Compliance with Requests 110
Jerry M. Burger
Reading 5.2 Rumors Influence: Toward a Dynamic Social Impact Theory of Rumor 124
Nicholas DiFonzo and Prashant Bordia
ChapTER 6 GROUPS 149
Reading 6.1 Group Laziness: The Effect of Social Loafing on Group Performance 151
Xiangyu Ying, Huanhuan Li, Shan Jiang, Fei Peng, and Zhongxin Lin
Reading 6.2 Groupthink 159
Kenneth Merchant and Katharina Pick
ChapTER 7 STEREOTYPES, PREJUDICE, AND DISCRIMINATION 171
Reading 7.1 Outgroup Hatred in the Blink of an Eye 174
Douglas T. Kenrick
Reading 7.2 Consultant Perceptions of Voters’ Gender Stereotypes 190
Kelly Dittmar
ChapTER 8 AGGRESSION 205
Reading 8.1 Media Violence 208
Glenn G. Sparks, Cheri W. Sparks, and Erin A. Sparks
ChapTER 9 ALTRUISM 229
Reading 9.1 The Altruism Puzzle: Psychological Adaptations for Prosocial Behavior 232
Mark Van Vugt and Paul A. M. Van Lange
ChapTER 10 ATTRACTION AND RELATIONSHIPS 257
Reading 10.1 The Joys of Online Dating 260
Monica Whitty
Reading 10.2 Accuracy and Bias in Romantic Relationships: An Evolutionary and Social Psychological Analysis 279
Garth J. O. Fletcher, Jeffry A. Simpson, and Alice D. Boyes
ChapTER 11 APPLIED SOCIAL PSYCHOLOGY 301
Reading 11.1 Applying Social Psychology: Law, Business, and Health 304
Kenneth S. Bordens and Irwin A. Horowitz
CONCLUSION 347
SUGGESTED READINGS 349
SUGGESTED VIDEOS 353
i x
N o book is ever created in isolation by the authors. We would first like to thank the writers of the articles that are included within this anthology for their
dedication to research and social psychology. We would also like to thank the staff at Cognella, in particular Laura Pasquale and Amy Smith. Thank you for your help in guiding us through this process. Robin also wants to thank Mark Leary, her advi-sor at Wake Forest University and one of the primary reasons she became a social psychologist, for his mentorship for so many years. She also wants to express her appreciation to the hundreds of students she has taught over the years for all of the fun, laughter, and lessons they have shared with her. Ceren wants to thank her family for their endless support, her advisor Susan E. Cross at Iowa State University for her guidance, and her students for keeping her up-to-date about trends and motivating her to become a better teacher.
ACKNOWLEDGMENTS
x i
W elcome to the world of social psychology! Actually, this is a world with which you are already familiar because, as we often tell our students, “you live
social psychology.” If you have ever been part of a team, then you have experienced group dynamics. If you have ever been in a romantic relationship, then you know something about attraction and relationships. Each day as you watch the news, you learn about the consequences of prejudice and discrimination. When you give your friends Christmas gifts to reciprocate them giving you a gift, you are demonstrating social influence. Changing what your friend thinks about a politician fits under the umbrella of attitude change. And this is just the tip of the iceberg of topics covered in social psychology and in this book.
As you think about your day thus far, leading up to you reading the words on this page, you have lived a day filled with social psychological principles. You got up this morning, most likely to attend class and in all likelihood not because you were rested. But, impression management, or concerns with how others perceive and evaluate you, a key topic within social psychology, was at work from the moment you got up—you didn’t want to be late to class because that would make an undesired impression. How you dressed, what you ate, and how much you ate, were also likely influenced by impression management concerns. Perhaps when you got to class, you were assigned to work on a group project. Throughout the course of the semester working on this group project, you will become aware of group roles and norms as some individuals invariably take on more of the group task than others. Maybe you got to class and found out that you had not performed well on a test. On one hand, you could attribute this performance to bad luck. Alternatively, you could say you simply didn’t study for the test and were unprepared. Of course, what most students say is that the professor made the test too difficult. Whatever the specific attribution, you are going about the process of assigning the causes for events—in this case your score on a test. As these examples clearly illustrate, your days are filled with social psychology.
The two of us loved social psychology so much that we pursued our doctoral degrees in the field. While we don’t necessarily expect the same will be true for you, we do hope that you will find the readings included within this book intriguing and
INTRODUCTION
xii | INTRODUCTION TO SOCIAL PSYCHOLOGY
that they will pique your interest in the field of psychology, generally, and social psychology, specifically. The advantage of creating a book of readings is that we got to read many more articles and chapters than are actually included in the final version of the book. The disadvan-tage of creating this volume is that we could only include a limited number of these articles and chapters. So, at the end of the volume, you will find a list of suggested readings that we hope you will refer to if you want to read more.
We hope that you enjoy your experience with social psychology. After all, it’s a part of your everyday life!
1
CHAPTER 1
T H E S E L F
2
RE
AD
ING
1.1
Editors’ Introduction to “The Meaning and Nature of Impression Management”
Think about your day today. Obviously, you woke up. Was this because you were rested and woke up on your own or because your alarm went off? Did you go to class? Did you arrive on time? Why? What would it have mattered if you had been late? Did you pay attention during class or were you disrup-tive? Why? How did you dress to go about your daily activities? Did you dress in a way that conformed to others or in a manner that made you stand out? Why? Did you eat? How did you eat? Did you slurp your soup or did you eat it with a spoon? Throughout each and every day, much of what we do and don’t do is determined by our desire to control the impressions that other people form of us, a process termed impression management or self-presentation. You likely try to be on time to class because being late makes a negative impression on the teacher and your peers. You likely are not disruptive in class for the same reason. You probably dress in a manner that is similar to that of your peers so you don’t make an undesired impression on them. Both what we eat and how we eat it are also determined by our desire to manage impressions, even on an unconscious level.
In his reading, Andrew DuBrin examines this phenomenon of impression manage-ment. He begins with a brief history of the term, with a focus on Goffman’s drama-turgical approach. He then presents several definitions of impression management before turning his attention to a two-component model of impression management originally developed by Leary and Kowalski. This model suggests that impression
READING 1.1 EDITORS’ INTRODUCTION | 3
management is driven by two processes: impression motivation and impression construction. Impression motivation is determined by the goal relevance of the impressions, the value of the desired goals, and the discrepancy between the ideal and current image. Impression construc-tion is predicated on self-concept, desired and undesired identity images, role constraints, target values, and current or potential social image.
After reviewing motives for impression management, DuBrin also raises ethical consid-erations associated with the behavior. He presents six questions to ask when thinking about images one would like to present to others: Is it right?; Is it fair?; Who gets hurt?; Would you be comfortable if the details of your decision or actions were made public in the media or through email?; What would you tell your child, sibling, or your young relative to do?; and How does it smell? As you read this article, think about the impressions that you attempt to make on others and your motives for engaging in impression management.
Figure CreditFig 1.1: Copyright © 2010 Depositphotos/Romantiche.
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