1. 1 Social Psychology Scientific study of how people’s thoughts, feelings, and behaviors are influenced by the real, imagined, or implied presence of others Behavior = physical action, cognition, emotion, etc.

2. 2 Break it down… the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.

3. 3 Break it down… the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.

4. 4 Break it down… the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.

5. 5 Break it down… the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.

6. 6 Small Groups Exercise In groups of 2-3 students, quietly discuss the research that I have given you. Do you find it surprising? Try to think of personal instances that support the research.

7. 7 Is Social Psychology Simply Common Sense? Hindsight bias: The tendency to exaggerate one’s ability to have foreseen how something turned out. AKA:‘I knew it all along’ phenomenon.

8. 8 Science Review Social psychology, like any science, involves: Description  careful and reliable observation Explanation  development of theories

9. 9 Science Review What are theories good for? 1. connect and organize existing data 2. provide a framework from which we can generate future research 3. tell a coherent story

10. 10 Major Social Psych “Theories” Sociocultural Evolutionary Social Learning Social Learning Social Learning Social Learning Phenomenological Social Cognitive Social Cognitive Social Cognitive Social Cognitive

11. 11 Sociocultural Perspective Influence of larger social groups drives behavior What kinds of groups? –Cultures, religions, ethnicities, social classes, teams… What kind of influences? –Social norms, fads, customs, shared values

12. 12 Sociocultural Perspective Sociocultural theorists often ask: “What are the differences in social behavior & norms between groups?”

13. 13 Sociocultural Perspective Social Norms  –rules & expectations for appropriate social behavior Culture  –beliefs, customs, habits, and language shared by the people living in a particular time and place

14. 14 Culture, Choice & Intrinsic Motivation U.S. culture teaches children to cherish their own individual choice and independence. Asian cultures emphasize more collective values – viewing the self as interdependent with family and social group.

15. 15 Culture, Choice & Intrinsic Motivation In one study, researchers asked Anglo- American and Asian-American children to solve word puzzles that were either: Chosen by the child (Personal Choice) Chosen by the experimenter Chosen by the child’s mom

16. 16 10 5 5 0 0 Personal Choice Iyengar & Lepper, 1999 Experimenter Choice But Asian-American children were more motivated when their mothers had chosen the task Number of Word Puzzles Completed Anglo American Personal choice enhanced motivation for Anglo-American children Asian American Mom Choice

17. 17 Evolutionary Perspective Genetic predispositions that promoted our ancestors’ survival and reproduction drive behavior What kinds of predispositions? –Competition for resources and mates, displays to attract mates, social bonding, nurturing of young What sub-theories explain these? –Natural selection, sexual selection, inclusive fitness, behavioral ecology

18. 18 Evolutionary Perspective Evolutionary theorists often ask: “What are the similarities in social behavior among groups?” Array 

19. 19 Evolutionary Theories Natural selection  –creatures that are better adapted to the demands of the environment will survive and have more surviving offspring Sexual selection  –creatures that attract more mates will have more offspring

20. 20 Age Preferences in Mates One example of a seemingly universal feature of social behavior is the difference between men and women in the preference for younger versus older partners.

21. 21 -20 10s 0 -10 10s 20 10 0 20s30s40s50s60s 20 10 -20 20s30s40s50s60s MALE'S AGE FEMALE'S AGE DIFFERENCE FROM TARGET'S AGE TARGET'S AGE Oldest preferred Youngest preferred Kenrick & Keefe, Behavioral & Brain Sciences, (1992) Young men show no particular preference for younger partners, but older men prefer partners younger than themselves Women of all ages ask for men around their own age or older

22. 22 20 10 0 -10 -20 20s 30s 40s >50 MALE'S AGE FEMALE'S AGE 10s20s30s40s >5010s DIFFERENCE FROM TARGET'S AGE TARGET'S AGE Oldest preferred Youngest preferred Phoenix Singles Ads The same pattern was found on a remote island in the Philippines PORO - 1913 - 1929

23. 23 Social Learning Perspective Conditioned preferences drive behavior What kinds of conditioning? –classical, operant, teaching, imitation What kinds of preferences? –Anything we’re rewarded or punished for –Also anything we see other people rewarded or punished for

24. 24 Social Learning Perspective Social Learning theorists often ask: “What experiences cause changes in people’s social behavior?”

25. 25 What sorts of things might you become conditioned to fear?

26. 26 Learning Violence from Video Games One team of researchers hypothesized that violent video games may make aggression rewarding, by allowing a person to win points for killing and maiming human-like opponents. In an experiment, students first played a violent video game (Wulfenstein) or a nonviolent game (Tetrix). They then played a competitive game in which they could retaliate against real opponents by delivering unpleasantly loud blasts of noise.

27. 27 85 80 Nonviolent Anderson & Dill, 2000 Violent Retaliatory Aggression (unpleasant noise level) Students who played a violent video game demonstrated significantly higher levels of retaliatory aggression Type of Videogame

28. 28 Phenomenological Perspective Subjective Interpretation What kinds of interpretations? –Beliefs, opinions, intuitions, evaluations What is most important? –The individual’s ideas and feelings

29. 29 Phenomenological Perspective “How does a particular person perceive what is going on?”

30. 30 Change in Fans Self- Perceptions After Team Losses Fans watched their school team play a basketball game, then asked to evaluate their own performance on a word scramble. Their actual performance was the same whether their team lost or won

31. 31 +.5 -.5 Win Hirt, Zillmann, Erickson, & Kennedy, 1992 Loss Subjective Estimate of Their Own Performance But fans who watched their team lose made (incorrect) lower estimates of their own performance on the test Team’s Outcome Control (no game)

32. 32 Phenomenological Perspective Social constructivist view  we do not discover reality but rather construct it.

33. 33 Social Cognitive Perspective Behavior is driven by: –attention –interpret and judge social situations –encoded –retrieve from memory

34. 34 Social Cognitive Perspective “What types of information are going in and out of our brains?” AttentionEncodingRetrieval Judging Behavior

35. 35 Self-serving appraisals of past and present selves Our memory processes are often biased. Students were asked to: “Describe yourself as you are now, and as you were several years ago.”

36. 36 4 4 0 0 Past Wilson & Ross, 2001 Now Frequency of Self- Descriptions Students described their present selves as champs, with more positive and fewer negative features than the chumps they used to be Self-Description 2 2 (+) (-)

37. 37 Perspective Sociocultural Evolutionary Phenomenological Social Learning Social Cognitive What drives social behavior? Sociocultural Evolutionary Social Learning Phenomenological Social Cognitive larger social groups Genetic predispositions Conditioned responses subjective interpretation information

38. 38 Basic Principles of Social Behavior 1.goal-oriented. 2.continual interaction between person and situation.

39. 39 Social Goals The goals of our social behaviors function at different levels ProximateUltimate day-to-day current conscious big picture long-term not always conscious

40. 40 Social Goals At the broadest level (ultimate), fundamental motives Social ties Social ties Social ties Social ties Understand us & others Understand us & others Understand us & others Understand us & others Status Defend ourselves and those we value Defend ourselves and those we value Defend ourselves and those we value Defend ourselves and those we value Attract and retain mates Attract and retain mates Attract and retain mates Attract and retain mates

41. 41 Person-Situation Interactions Person = internal to the individual Situation = outside the person.

42. 42 Person-Situation Interactions 1. Different persons respond differently to the same situation

43. 43 Person-Situation Interactions 2. Situations Choose the Person

44. 44 Person-Situation Interactions 3. Persons Choose Their Situations

45. 45 Person-Situation Interactions 4. Different Situations Prime Different Parts of the Same Person

46. 46 Person-Situation Interactions 5. Persons Change the Situation

47. 47 Person-Situation Interactions 6. Situations Change the Person