1. Quick Review on Attraction
3 Factors of Attraction….

2. 1-Proximity Geographic nearness Gives you the chance to meet someone
We marry those who live close to us, work in the same place
Mere exposure effect:
Repeated exposure to something breeds liking.

3. 2-Similarity Birds of the same feather do flock together.
Similarity breeds content
Finding others who agree with us strengthens our convictions and boosts our self-esteem
Subtle mimicry fosters fondness

4. 3-Physical Attractiveness
Average face and symmetrical faces
Physically attractiveness predicts dating frequency (they date more).
They are perceived as healthier, happier, more honest and successful than less attractive counterparts.

5. Expectations to the Reward Theory of Attraction
Matching Hypothesis The prediction that most people will find friends and mates that are about their same level of attractiveness
Copyright © Allyn & Bacon 2007

6. Science of Attraction
netflix

7. LOVE
Passionate Love: complete absorption in another that includes sexual feelings and intense emotion
Misattribution of arousal - The tendency to mislabel our feelings of fear arousal as feelings of romantic arousal
Example: Sturdy and suspended bridge study

8. Love
Compassionate Love: A deep, affectionate attachment we feel for those with whom our lives are intertwined.
Warm, trusting affection for another driven by friendship and respect
Better predictor of a long lasting marriage

9. How to maintain Compassionate Love
Equity – condition in which people contribute to and receive from a relationship at a similar rate
50/50 relationship
Self-disclosure – revealing intimate aspects of oneself to others
Closeness is important

10. The Ideal Romantic Partner
This activity is a classroom survey that measures characteristics of students’ ideal romantic partner.
Acknowledgements: This activity was written by Thomas E. Ludwig, Hope College, with contributions by Ann Merriwether, State University of New York at Binghamton
RELATED TOPICS: Theories of emotion, adulthood, sexual motivation, attraction.

11. The Ideal Romantic Partner
Mate selection is one of the most fascinating aspects of human behavior. Both men and women spend a great deal of time and energy advertising themselves as potential mates and evaluating the desirability of other people as mates.
NOTES
The next four screens present questions in the Ideal Romantic Partner Survey.
In addition to this survey, you might have students write down a definition of romantic love or a description of their perfect soul mate, possibly in the form of a personal advertisement. Read aloud some definitions and/or descriptions to the class and have students speculate whether a definition or description was written by a male or female. (You might find, as one instructor has reported, that gender guesses are often wrong!)

12. My Ideal Romantic Partner
On a separate sheet of paper, write down a definition of romantic love or a description of their perfect soul mate as though it’s an advertisement
Ex:

13. Question 1: HEIGHT My ideal romantic partner would be:
considerably taller than I am.
a little taller than I am.
exactly my height.
a little shorter than I am.
any height; height isn’t an issue for me.

14. Question 2: AGE My ideal romantic partner would be:
considerably younger than I am.
a little younger than I am.
exactly my age.
a little older than I am.
any age; age isn’t an issue for me.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

15. Question 3: WEIGHT My ideal romantic partner would be:
considerably underweight.
a little underweight.
average weight.
a little overweight.
considerably overweight.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

16. Question 4: COMMITMENT My ideal romantic partner would be:
Completely committed and faithful for life.
Willing to commit for a period of time.
Happy if both of us continued to “play the field.”
Either committed to me or not; commitment isn’t an issue for me.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

17. A Typical Pattern of Results
Typical Female Prefers
Taller mate
Older mate
Average weight
Mate willing to commit
Ambitious, high status mate
Financially secure mate
Healthy mate
Attractive mate
Strong integrity
Issue
Height
Age
Weight
Commitment
Ambition
Finances
Health
Attractiveness
Ethics
Typical Male Prefers
Shorter mate
Younger mate
Committed for now
Not an issue
Very attractive mate
Flexible ethics
NOTES
Point out that across cultures men consistently place more value than women do on a potential mate’s physical attractiveness, youthfulness, and health. Women consistently place more value than men do on attracting mature, dominant, affluent and powerful mates; women also want mates who will make a long-term investment in their offspring.
Sources:
Barber, N. (1995). The evolutionary psychology of physical attractiveness: Sexual selection and human morphology. Ethology and Sociobiology, 16, 395–424.
Buss, D.M. (1989). Sex differences in human mate selection: Evolutionary hypotheses tested in 37 cultures. Behavior and Brain Sciences, 12, 1–49.
Regan, P.C., & Joshi, A. (2003). Ideal partner preferences among adolescents. Social Behavior & Personality, 31, 13–20.
Schmitt, D.P. (2002). A meta-analysis of sex differences in romantic attraction. British Journal of Social Psychology, 41, 387–402.
Sprecher, S., & Regan, P. C. (2002). Liking some things (in some people) more than others: Partner preferences in romantic relationships and friendships. Journal of Social & Personal Relationships, 19, 463–481.
Waynforth, D. (2001). Mate choice trade-offs and women's preference for physically attractive men. Human Nature, 12, 207–219.

18. Preferences Across Cultures
European- American
Trust
Friendship
Love
Honesty
Men
Women
African- American
Patience
Understanding
Communi-
cation
Jamaican
Caring
Truth
Respect
Japanese
Beauty
Cooking Ability
Kindness
Youth
Wealth
Fun
NOTES
But note that cultural differences have also been shown. Mutual interactions, developmental stages, socioeconomic forces, and historical and cultural context can also influence romantic partner preferences. The results shown in this chart, are from a study of college students from four ethnic groups. Though men and women from other cultures, or at an older age, might give rankings different from the ones shown, the differences make it clear that culture also influences our expectations and perceptions (Nicotera, 1997).
Source:
Nicotera, A. M. (1997). The mate relationship: Cross-cultural applications of a rules theory. Albany, NY: SUNY Press.

19. Homework
Dear Abby assignment
Due TOMORROW

20. Altruism Altruism is the unselfish regard for the welfare of others.
Helping

21. Bystander Effect
Tendency of any given bystander to be less likely to give aid if other bystanders are present
Kitty Genovese

22. Bystander Intervention
We will only help if…
We first notice then incident
Then interpret it as an emergency
And finally assume responsibility for helping

23. Bystander Effect

24. Prejudice
Prejudice – unjustifiable attitude toward a group and its members
Most often applied to sex, race, occupation, physical appearance, place of residence, membership in a group or organization

25. Stereotype: Generalized belief about a group of people (beliefs)
IMPRESSION FORMATION
Stereotype: Generalized belief about a group of people (beliefs)
We form stereotypes in a variety of ways, and they can be positive or negative.
Their consequences sometimes lead us to make choices or perform behaviors that are not appropriate.
Discrimination: action taken against an individual as a result of his or her group membership (Acts)

37. Research
Studies:
People (white and black) more often mistakenly shot targets who were black in a simulated video game (2002)
“Black faces look more criminal to police officers” (2004)
Facial muscle responses differ when viewing white and black faces (2004)
Implicit association tests show that 9 in 10 white respondents took longer to identify pleasant words when presented with common black-sounding names rather than common white- sounding names (2003)

38. Research Other Studies:
6 in 10 people in both Britain and Germany said immigrants are a bad influence on their country (2004)
Black motorists make up the minority of drivers in most states, but have been the majority of those stopped and searched by state police (1998)
People tend to view fathers as more intelligent than their mothers (1995)
Women make 77 cents for every $1.00 a man makes for the same job! (2014)
66% of Americans would prefer to have a boy if they could only have one child (2003 and 1941)

39. In and Out Groups
Ingroup: People with whom one shares a common identity. Outgroup: Those perceived as different from one’s ingroup. Ingroup Bias: The tendency to favor one’s own group.

40. How Prejudiced are People?
In 1937 only 1/3 of people polled would vote for a qualified woman for president jumped to 89% in 2007.
Support for interracial marriage, has also dramatically increased.

41. Racial Prejudice As overt prejudice wanes, subtle prejudice lingers.
Despite verbal support for interracial marriage, many people admit that in socially intimate settings (dating, dancing, marrying) they would feel uncomfortable with somebody of another race.

42. Gender Prejudice
Aside from racial prejudice gender prejudice is the next most common.
Even in the US when Gallup polled Americans 2/3rds expressed a gender preference.
They did this in 2003 and in 1941
Families preferred boys.

43. Gender Prejudice
However most people feel more positively about women than men.
People around the world see women as having traits that people prefer.
Nurturance, sensitivity, and less aggression
May explain why people prefer a slightly feminized computer image of men and women's faces over masculinized faces.

44. Automatic Prejudice – Implicit Test
Test have shown that some prejudice is not explicit – or something we are consciously aware of, rather implicit – something we are not even aware we are doing.
HAND OUT HOMEOWRK

45. Social Roots of Prejudice: Emotional Roots of prejudice
Prejudice may also express anger.
Scapegoat Theory = Prejudice offers an outlet for anger by providing somebody to blame.
After 9/11 some people lashed out at innocent Arab-Americans.

46. The Just-World Phenomenon
People may blame victims by assuming that the world is just and therefore “people get what they disserve”
Good is rewarded and evil is punished.
Somebody who succeeds is good and somebody who fails is bad.

47. Hindsight Bias
After learning an outcome, the tendency to believe that we could have predicted it beforehand may contribute to blaming the victim and forming a prejudice against them.

48. Cognitive-Confirmation Bias & Self-Fulfilling Prophecy
Cognitive-confirmation bias: Participants are more likely to search for information that confirms a previously learned bias than to seek information that contradicts the bias.
Suppose you want to buy a particular car. You will actively seek out information that supports the good aspects of that car & will overlook information that does not support that choice.
Self-fulfilling prophecy: If you hear something good or bad about a person, you will perceive that skill in the person more than if you had not previously heard that information.

49. Inducing Prejudice: Jane Elliot
Elementary education teacher Jane Elliot wanted to teach her class about discrimination after the assassination of Martin Luther King.
She designed an experiment to show how easily children could be transformed into prejudiced monsters.