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JOHN CABOT UNIVERSITY
COURSE CODE: "PS 334"
COURSE NAME: "Social Psychology"
SEMESTER & YEAR:
Summer Session I 2024
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SYLLABUS
INSTRUCTOR:
Merel Keijsers
EMAIL: [email protected]
HOURS:
MTWTH 11:10 AM - 1:00 PM
TOTAL NO. OF CONTACT HOURS:
45
CREDITS:
PREREQUISITES:
Prerequisite: PS 210 with a grade of C- or above
OFFICE HOURS:
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COURSE DESCRIPTION:
The course focuses on the relationship between the individual and society, by examining how people form and sustain their attitudes, beliefs, and values. Students are introduced to current research findings in areas such as leadership and group dynamics, cults, prejudice and racism, aggression, altruism, and love and attraction. A group research project is required.
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SUMMARY OF COURSE CONTENT:
The course will cover the following topics: cognitive dissonance; social cognition; emotion regulation; self-perception; the formation and alteration of attitudes, norms, stereotypes and biases; group processes, including groups' influence on conformity and identity; attraction; and the influence of all the aforementioned processes on behaviour. Assessment will happen through two exams (20% each), two paper reviews (25% total), and a group project which consists of a group paper (25%), an outline to said group paper (5%) and a 10-minute presentation on the group paper (5%).
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LEARNING OUTCOMES:
The learning outcomes are as follows:
- Explain how attitudes, norms, and stereotypes are formed;
- Understand how attitudes, goals, habits, and social norms relate to our concept of the self, others, and the world around us;
- Understand how attitudes, goals, habits, and social norms influence behaviour;
- Explain how the presence and behaviour of others can influence our own cognition and behaviour;
- Identify factors in the environment that promote pro- and antisocial behaviour.
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TEXTBOOK:
| Book Title | Author | Publisher | ISBN number | Library Call Number | Comments | Format | Local Bookstore | Online Purchase |
| Social psychology (10th edition) | Aronson, Wilson, Somers | Pearson | 978-0-13-464128-7 | | PDF or hard-copy both work. | | | |
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REQUIRED RESERVED READING:
RECOMMENDED RESERVED READING:
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GRADING POLICY
-ASSESSMENT METHODS:
| Assignment | Guidelines | Weight |
| Concept definition + relation to that week's case study | At the beginning of each week, a case study will be presented. For each lecture, students will be assigned a concept from that day's readings. In the last 20 minutes of the lecture, students will be asked to define their concept and relate it to the case study in a group discussion. There will be 14 of these discussions. A correct definition and active participation in the discussion will earn a student 1.5 points to their grade; 21 points in total.
Up to 3 discussions can be replaced by a written reflection where the assigned topic is related to the case study. These reflections have to be handed in within 2 days of the relevant lecture. They are worth the same amount of points as the class participation. | 21 |
| Midterm | Halfway through the course, a midterm will be held. This is in-person, closed-book, open-ended questions. | 20 |
| Final | At the end of the course, there will be a cumulative final which covers all the materials from the course. This as well will be closed-book, in-person, open-ended questions. | 20 |
| Paper reviews (15% each; lowest gets dropped) | In addition to the book chapters, we will discuss three papers in class. Students are expected to write a review on each of these papers. These reviews have to be around 800 words long (excluding citations; minimum 700 words, maximum 900), and contain both a short overview of the paper's main arguments or findings, and an analysis by the student where they reflect upon, criticise, or extrapolate from the paper. This may be done by e.g. relating the paper to other relevant works, placing it in context of another theory or paradigm, discussing potential confounds or criticisms, or identifying implications for research or society. Students will be required to find at least two additional academic resources for this review, and cite these according to APA guidelines.
The first draft of these reviews will go through a round of peer feedback. Students can use this feedback to revise their work before submitting the final version, which will be graded. | 30 |
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| Peer feedback sessions (3% each) | At three points in the course, part of the lecture will be reserved for a peer feedback session. In these sessions, students get an (anonymised) copy of the first draft of one of their peers, and are asked to provide feedback on this draft with the help of a rubric. This feedback is then collected and returned to the author without the name of the reviewer, thus resulting in a double-blind review process.
Writing a complete, constructive, and critical feedback form will earn 3 points to the course grade. In order to participate in these sessions, a student has to have submitted a first draft themselves. | 9 |
-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.
-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam is on Friday June 21st.
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ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic
dishonesty will receive a failing grade on the work in which the dishonesty occurred.
In addition, acts of academic dishonesty, irrespective of the weight of the assignment,
may result in the student receiving a failing grade in the course. Instances of
academic dishonesty will be reported to the Dean of Academic Affairs. A student
who is reported twice for academic dishonesty is subject to summary dismissal from
the University. In such a case, the Academic Council will then make a recommendation
to the President, who will make the final decision.
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STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap.
Students with approved accommodations must inform their professors at the beginning
of the term. Please see the website for the complete policy.
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SCHEDULE
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Mon
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Tue
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Wed
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Thu
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Wk1
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Course intro, Case study
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Methods, SPE
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Social cognition, Social perception
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Social perception; Dual processing
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Due Sunday: summary Dual Processing
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Wk2
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Peer feedback,
Case study
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The self, Self-perception theory
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Cognitive dissonance
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Self esteem, Self-efficacy
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Due Sunday: summary self-perception
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Wk3
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Peer feedback
Review
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EXAM
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Mini case study
Attitude formation
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Attitude change
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Wk4
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Conformity
Case study
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Rejection, Group processes
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Interpersonal closeness
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Trust, attraction
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Due Sunday: summary pain of social rejection
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Wk5
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Peer feedback, case study
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Prosocial behaviour, Aggression
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Prejudice and stereotypes
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Review
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FINAL
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