Psychology 258: Social Cognition (Spring, 2008)
Department of Psychology, Carleton College, Northfield, MN 55057
Olin 111, (507) 646-4379, e-mail: email@example.com
Psychology 259, Laboratory in Social Cognition, is an optional two-credit course taught this term to accompany Psychology 258. In Psychology 259, we will examine methods used to study social cognition and will design and conduct original research on social cognition. The schedule of research topics and issues in Psychology 259 is designed to match the schedule of topics in Psychology 258. I strongly encourage you to consider taking the Laboratory in Social Cognition. It will both stimulate your thinking about social cognition and provide hands-on training in scientific research in the field. There are two laboratory sections: Tuesday/Thursday 8:30-10:00, and Tuesday/Thursday, 10:30-12:00.
Psychology 258 itself will meet for lectures and discussion on Monday and Wednesday and for discussion of weekly issues and course projects on Friday. We will meet in Olin 02 from 8:30-9:40, Mondays and Wednesdays, and from 8:30-9:30 on Fridays. (The consumption of caffeine, before or during class, is optional but highly recommended!) The schedule that follows lists the topics and readings we will be covering. Please complete readings prior to the class meeting for which they are listed both because every class will depend on your active participation and because the readings themselves are challenging ones and will require careful attention in class.
Two examinations will be given in this course. (One of these, the final exam, will be self-scheduled.) For each, I will give you the question or questions a few days prior to the examination. You will be expected to write your essays in response to those questions without the aid of books or notes during the exam times. I have found that this method of evaluation promotes active and thoughtful consideration of course materials rather than temporary memorization. I hope you will agree. You will also be expected to complete two short project/paper assignments. The written part of these assignments must be submitted in class at the beginning of class on the date it is due (see the schedule below). Grading will be based on the following approximate weights: short project assignments (40%), examinations (50%), and class participation (10%).
The text for this course is Social Cognition: From Brains to Culture by S. T. Fiske and S. E.
Taylor (McGraw-Hill, 2008). In addition, we will conclude the course by reading D. Gilbert's popular book Stumbling on Happiness (Vintage, 2005). Additional assigned readings will also be
available in the file cabinet in the Psychology Department office
area (Olin 115). Finally, I encourage you to visit my office to
discuss course-related questions and ideas during the open course
office hour on Wednesday, 10:00-11:00. I am often available in my office
at other times; please stop by or call the Psychology Department
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 25-31.
Malvern, J. (2008). How Moko the dolphin gave humans a masterclass in saving stranded whales, pp. 1-2.
de Waal, F. (2008). Putting the altruism back into altruism: The evolution of empathy, pp. 279-300.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 105-121.
Wheeler, L. (1991). A brief history of social comparison theory. In J. Suls & T. A. Wells (Eds.),
Social comparison: Contemporary theory and research, pp. 3-21.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 41-44, 121-133.
Thompson, S. C. (1999). Illusions of control:
How we overestimate our personal influence.
Current Directions in Psychological Science, 8, 187-190.
Dunning, D., Johnson, K, Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12, 83-87.
Ross, L., et al. (1977). The "false consensus
effect": An egocentric bias in social perception and
attribution processes. Journal of Experimental Social Psychology, 13, 279-285, 289-301.
Sedikides, C., & Gregg, A. P. (2008). Self-enhancement: Food for thought. Perspectives on Psychological Science, 3, 102-116.
Pillermer, D. B., Ivcevic, Z., Gooze, R. A., & Collins, K. A. (2007). Self-esteem memories: Felling good about achievement success, feeling bad about relationship distress. Personality and Social Psychology Bulletin, 33, 1292-1305.
Taylor, S. E., & Brown, J. D. (1988). Illusion and well-being: A social psychological perspective on mental health. Psychological Bulletin, 103, 193-210.
Krueger, J. I., Vohs, K. D., & Baumeister, R. F. (2008). Is the allure of self-esteem a mirage after all? American Psychologist, 63, 64-65.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 52-59, 70-74.
Rule, N. O., & Ambady, N. (20087). The face of success. Psychological Science, 19 , 109-111.
Gilovich, T., & Savitsky, K. (1999). The spotlight effect and the illusion of transparency.
Current Directions in Psychological Science, 8, 165-168.
Gilbert, D. T. (1995). Attribution and
interpersonal perception. In A. Tesser (Ed.),
Advanced social psychology, pp. 99-126.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 134-163.
Choi, I., Nisbett, R. E., & Norenzayan, A.
(1999). Causal attribution across cultures.
Psychological Bulletin, 125, 47-63.
Bem, D. J. (1970). The social foundations of
beliefs and attitudes.
Beliefs, attitudes, and human affairs, pp. 70-99.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 213-235.
Gilbert, D. (1991). How mental systems believe. American Psychologist, 46, 107-119.
Roccas, S. (2005). Religion and value systems. Journal of Social Issues, 61, 747-759.
Jost, J. T., & Hunyady, O. (2005). Antecedents and consequences of system-justifying ideologies. Current Directions in Psychological Science, 14, 260-265.
Lelyveld, J. (2001). All suicide bombers are not alike. The New York Times Magazine,
October 28, 2001, 49-53, 62, 78-79.
Anderson, S. (2001). The hunger warriors. The New York Times Magazine,
October 21, 2001, 43-47, 74, 124-125.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 236-256.
Festinger, L., Riecken, H. W., & Schachter, S. (1956). When prophecy fails. pp. 43-47.
Cooper, J., & Fazio, R. H. (1984). A new
look at dissonance theory.
Advances in Experimental Social Psychology, 17, 229-253.
Egan, L. C., Santos, L. R., & Bloom, P. (2007). The origins of cognitive dissonance: Evidence from children and monkeys. Psychological Science, 18 , 978-983.
Rudman, L. A. (2004). Sources of implicit attitudes. Current Directions in Psychological Science, 13 , 79-82.
Gawronski, B., LeBel, E. P., & Peters, K. R. (2007). What do implicit measures tell us? Perspectives on Psychological Science, 2, 181-193.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 257-283.
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neglected component of stereotype research.
In Y-T. Lee, L. J. Jussim, & C. R. McCauley (Eds.), Stereotype accuracy: Toward appreciating
group differences, pp. 29-59.
Fiske, S. T., & Taylor, S. E. (2008). Social cognition, pp. 284-309.
Herek, G. M. (2000). The psychology of sexual prejudice. Current Directions in Psychological Science, 9, 19-22.
Steele, C. M., & Aronson, J. (1995).
Stereotype threat and the intellectual performance of African
Journal of Personality and Social Psychology, 69, 797-811.
Dovidio, J. F., & Gaertner, S. L. (1999).
Reducing prejudice: Combating intergroup biases.
Current Directions in Psychological Science, 8, 101-105.
Devine, P. G. (1995). Prejudice and out-group
perception. In A. Tesser (Ed.),
Advanced social psychology, pp. 499-512.
Rosenblatt, R. (1994). Their finest moment.
The New York Times Magazine,
July 3, 1994, 23-27, 30-32, 44-45.