Spring 2003, Monday & Wednesdays, 10-11:50, 156 Straub Hall
Sara Hodges (331 Straub, 346-4919, sdhodges@darkwing.uoregon.edu) Purpose Reading and Responding Paper Grading Feedback Schedule of Readings
Rozin, P. (2001). Social psychology and science: Some lessons from Solomon Asch.
Personality & Social Psychology Review, 5, 2-14. Wednesday April 2 - Guest Lecture: Gerard Saucier (
gsaucier@oregon.uoregon.edu) Monday April 7 - Guest Lecture: Robert Mauro (
mauro@oregon.uoregon.edu) Wednesday April 9 - Guest Lecture: Paul Slovic (pslovic@oregon.uoregon.edu) Monday April 14 - Groups and Status
Snodgrass, S. E., Hecht, M. A., & Ploutz-Snyder, R. (1998). Interpersonal sensitivity:
Expressivity or perceptivity? Journal of Personality & Social Psychology, 74, 238-249.
Optional: Williams, K. D., & Sommer, K. L. (1997). Social ostracism by coworkers: Does rejection lead to
loafing or compensation? Personality and Social Psychology Bulletin, 23, 693-706. Wednesday April 16 - Accuracy and Bias in Person Perception
Kenny, D. A., & DePaulo, B. M. (1993). Do people know how others view them? An empirical
and theoretical account. Psychological Bulletin, 114, 145-161. Optional: Hodges, S. D., Klein, K. J. K., Veach, D., & Villanueva, B. R. (2003). Giving birth to empathy:
The effects of similar experience on empathic accuracy, empathic concern, and perceived
empathy. Unpublished manuscript, University of Oregon. Murray, S. L., Holmes, J. G., Bellavia, G., Griffin, D. W., & Dolderman, D. (2002). Kindred
spirits? The benefits of egocentrism in close relationships. Journal of Personality and
Social Psychology, 82, 563-581. Monday April 21 - Self/Other Hodges, S. D., Johnsen, A. T., & Scott, N. (2002). You're like me, no matter what you say.
Psychologica Belgica, 42, 107-112. Kruger, J. (1999). Lake Wobegon be gone! The "below-average effect" and the egocentric nature
of comparative ability judgments. Journal of Personality and Social Psychology, 77, 221-232. Optional: Alicke, M. D., Klotz, M. L., Breitenbecher, D. L., Yurak, T. J., & Vredenburg, D. S. (1995).
Personal contact, individuation, and the better-than-average effect. Journal of Personality
and Social Psychology, 68, 804-825. Wednesday April 23 - Guest Lecture: Bertram Malle (
bfmalle@darkwing) Malle, B. F. (2003). Past research on attribution and behavior explanations. Chapter to appear
Finding meaning, managing interactions, Cambridge, MA: MIT Press. Recommended: Monday April 28 - Stereotyping & Prejudice Part I: Automatic processes? Mayr, U., & Foroni, F. (2003). Explicit conceptual sets affect implicit associations. Manuscript
under review, University of Oregon. Phelps, E. A., O'Connor, K. J., Cunningham, W. A., Funayama, E. S., Gatenby, J. C., Gore, J. C.,
& Banaji, M. (2000). Performance on indirect measures of race evaluation predicts
amygdala activation. Journal of Cognitive Science, 12, 729-738. Optional: Lowery, B. S., Hardin, C. D., & Sinclair, S. (2001). Social influence effects on automatic racial
prejudice. Journal of Personality and Social Psychology, 81, 842-855. Nosek, B. A, & Banaji, M. R. (2001). The Go/No-go Association Task. Social Cognition, 19,
625-666. Wednesday April 30 - Stereotyping & Prejudice Part II: Looking beyond the eyes of the
beholder
Shelton, J. N. (2000). A reconceptualization of how we study issues of racial prejudice.
Personality and Social Psychology Review, 4, 374-390. Optional: Steele, C. M. (1997). A threat is in the air: How stereotypes shape intellectual identity and
performance. American Psychologist, 52, 613-629.
Office hours: Tuesdays 2 - 3
The purpose of this course is to introduce you to the major topics and issues of social and
personality psychology, including individual differences in social behavior, social influence, the
self in a social context, and interpersonal perception and interaction. An attempt has been made
to place these topics in a larger context, providing an overview of major themes and highlighting
current debates.
For each class, there are required readings available in the third floor copier room of Straub. You
are expected to read the required articles prior to class. You are also asked to generate one or
more questions or ideas in response to the readings for MOST classes (7 out of 9; and please,
don't everyone save the last 2 readings as the ones you don't respond to!). Email your comments
to all members of the class (let me know if you need an email list) and to me at
sdhodges@darkwing.uoregon.edu. If there is a guest speaker, please email your comments to the
speaker too (email addresses are provided on the class schedule, below). Please send these
emails by or before 8:45 a.m. on the day of class. These questions will be a part of our discussion
each week. Your responses to the readings may also help you to develop possible ideas for your
paper (described below). If the questions and ideas students bring in do not generate sufficient
discussion, I will assign students to lead class discussions.
You will write a term paper (approximately 6-15 pages) for this section of Issues that can take
one of two formats: a research proposal for one or more studies, or an original theoretical
treatment of some topic covered in this course. If you are undecided, I suggest the research
proposal, as it may be difficult for you to cover enough background reading in a 5-week
overview class to write a theoretical paper (and the study or studies you propose could be the
start of rewarding line of research!). The paper should reflect that you have been enrolled in this
class (i.e., it should somehow reflect the subject matter, readings or discussions), but feel free to
incorporate ideas from your own research or from other areas of psychology. A one-page (or
more) plan for the paper is due by 5 pm Friday, April 25 (Arbor Day!). The final papers are due
by 5 pm Monday, May 5 (Cinco de Mayo!). Papers should be written in APA style. I encourage
you to discuss paper ideas with me - these discussions can occur at any point during the five
weeks of the course.
There are two components of your grade, class participation (100 points) and the term paper (200
points). Your participation grade will be based on your contributions in class, which requires
your presence, and your emailed questions and ideas.
If you have feedback about the course, especially negative feedback, please try to deliver it to me
early on (by email, during office hours, in anonymous notes), so I have a better opportunity to
address it and potentially improve the course.
Monday March 31 - Introduction
Optional:
Kenrick, D. T & Funder, D. C. (1988). Profiting from controversy: Lessons from the person-situation debate. American Psychologist, 43, 23-34.
Personality, Social Attitude Structures, and Individual Differences
Readings TBA
Readings - one can be found at this
website
(William James's chapter on "The Emotions" from his classic book,
Principles of Psychology)
Other readings will be available in Straub 352.
Affect, Reason, Risk & Rationality
Slovic, P., Finucane, M., Peters, E., & MacGregor, D. G. (in press). The affect heuristic. Chapter
to appear in T. Gilovich, D. Griffin, & D. Kahneman, (Eds.), Intuitive Judgment:
Heuristics and Biases. Cambridge University Press.
(Please ask Sara if you would like an electronic copy)
Arrow, H. (1998). Standing out and fitting in: Composition effects on newcomer socialization. In
In M. Neale, E. Mannix & D. H Gruenfeld, (Eds.), Research on Managing Groups and
Teams, Vol. 1, Composition (pp. 59-80). Greenwich, CT: JAI Press.
Arrow, H., & Burns, K. L. (in press). Self-organizing culture: How norms emerge in small
groups. Chapter to appear in M. Schaller and C. S. Crandall (Eds.), The psychological
foundations of culture. Mahway, NJ: Erbaum.
Ambady, N., Hallahan, M., & Conner, B. (1999). Accuracy of judgments of sexual orientation
from thin slices of behavior. Journal of Personality & Social Psychology, 77, 538-547.
Heine, S. J., & Lehman, D. R. (1999). Culture, self-discrepancies, and self-satisfaction.
Personality & Social Psychology Bulletin. 25, 915-925.
Van Boven, L. D., & Loewenstein, G. (in press). Projection of transient drive states. Personality
and Social Psychology Bulletin.
Attribution and Explanation
Malle, B. F. (1999). How people explain behavior: A new theoretical framework. Personality
and Social Psychology Review, 3, 23-48.
Malle, B. F., Knobe, J., O'Laughlin, M. J., Pearce, G. E., & Nelson, S. E. (2000). Conceptual
structure and social functions of behavior explanations: Beyond person-situation
attributions. Journal of Personality and Social Psychology Bulletin, 79, 309-326.
Part of the assignment for this class is to go to the IAT (Implicit Associations Test)
website at http://implicit.harvard.edu/implicit/, poke around, and do at least one IAT, so you will
be familiar with the methodology.
Correll, J., Park, B., Judd, C. M., & Wittenbrink, B. (2002). The police officer's dilemma: Using
ethnicity to disambiguate potentially threatening individuals. Journal of Personality and
Social Psychology, 83, 1314-1329.
Davies, P. G., Spencer, S. J., Quinn, D. M., & Gerhardstein, R. (2002). Consuming images: How
television commercials that elicit stereotype threat can restrain women academically and
professionally. Personality and Social Psychology Bulletin, 28, 1615-1628.
Ambady, N., Shih, M., Kim, M. & Pittinsky, T. L. (2001). Stereotype susceptibility in children:
Effects of identity activation and quantitative performance. Psychological Science, 12,
385-390.