1. Social Psychology (Spring 2003) Jane Clarbour Room PS/B007 Email J.Clarbour@ psych.york.ac.uk

2. Course overview Block 1 – Social Interaction (wks 2 – 4) –Practical 1: Interpersonal perception task –Practical 2: Quantitative analysis of equivocation –Tutorial 1: Social skills and interventions –Tutorial 2: Communication Block 2 – Attitudes (wks 5 – 6) –Practical 3: Ratings of attraction –Practical 4: Repertory grids and factor analysis –Tutorial 3: Attitudes Block 3 – Groups (wks 7 – 8) –Tutorial 4: Groups

3. Lectures Block 1: Social Interaction 1.Self-esteem & social identity 2.Models of social interaction & social skills training 3.Prosocial behaviour & aggression 4.Person perception & deception 5.Facial expressions of emotion 6.Social psychology of language

4. Lectures Block 2: Attitudes 7.Attitude similarity & interpersonal attraction 8.Theory of attitudes & behaviour 9.Attitude change: advertising & fear appeals 10.Cognitive dissonance

5. Lectures Block 3: Groups 11.Group performance 12.Intergroup relations 13.Group conformity & majority influence 14.Obedience & social learning

6. Tutorial 1 Social Interaction: Jo Clarke/ Mike Rennie –Social skills and interventions –Transferable skills: Cognitive skills Social skills

7. Tutorial 2 Communication: Chris von Wagner –Discourse Analysis and Equivocation –Transferable skills: Critical Analysis

8. Tutorial 3 Attitudes: Pam Wells –Transferable skills: Group planning/preparation Presentation skills

9. Tutorial 4 Groups: Mike Rennie –Transferable skills: Ingroup discussion Interactive white-board

10. Lecture 1 Self-esteem & social identity

11. Objectives Understand the difference between the ‘subjective self’ and the ‘objective self’ Demonstrate an understanding of the role of social identity in relation to the self concept Describe the hierarchical model of the self-concept Explain the role of defensive self-esteem

12. Who am I? 1.I am……………………………………… 2.I am……………………………………… 3.I am……………………………………… 4.I am……………………………………… 5.I am……………………………………… 6.I am……………………………………… 7.I am……………………………………… 8.I am……………………………………… 9.I am……………………………………… 10.I am………………………………………

13. Early self theorists James (1982) –Cognitive appraisal of how successful (the ‘I’) is of areas important to the self (the ‘me’). Cooley (1902) –Looking glass self –Role of ‘significant others’ (parents/peers)

14. Critical components of the self (James, 1892) Subjective self (the ‘I’) –Self as ‘knower’ Objective self (the ‘me’) –Self as ‘known’ Whenever I think about something, “I” am always the subject of consciousness, and one of the things I may be consciously attending to is “me” (Franzoi, 2000, p. 39).

15. Symbolic Interactionism “The self is something which has a development; it is not initially there, at birth, but arises in the process of social experience and activity… The self… is essentially a social structure, and it arises in social experience” (George Herbert Mead, 1934, p. 135).

16. “I” – vs. – “Me” Self-as-subject Active process of experience Self-reflexiveness Self-awareness of ability to act & react Unique individuality Self construction Self-as-object What know about self Self-descriptors Influenced by perceptions of other’s attitudes Internalised attitudes & values Social construction

17. Coopersmith (1967) Aggregate model of the self –Based on James (1892) cognitive self- appraisal –Problems of definition –Problems of measurement Acknowledges self concept includes school, friends, family, & self-confidence Assumption that each domain equally weighted Scores summed to give single aggregate score Weak predictive reliability

18. Rosenberg (1979) Hierarchical model of the self –James (cognitive appraisal) –Cooley (social evaluation or ‘looking glass self’) I’ve got good qualitie s I like my life I’m great

19. Harter’s hierarchical model GSW PASCBCSAAC Face Body Hair Skin Math Lang. Arts Sciences Kind Prosocial Honest Friends Parents Peers Football Athletics Swim Riding

20. Harter (1985) Hierarchical model of the self –Possibility of measuring perceptions of self-worth –Measure of general self worth PLUS –Measure of separate domains PLUS –Measure of importance of domains Empirical testable model Predictive capacity

21. Children’s ratings of vignettes: Differences in SE group for maintaining or discounting SE (Harter, 1986) High SE more able to discount importance of domain not good at

22. Discrepancy between self- and teacher-ratings of competence Plus values indicate that self-score is higher than the teacher’s; minus values indicate that the self-score is lower than the teachers

23. Defensive self-esteem and need for approval (Napp) Lobel & Teiber, 1994 Difference between ‘true’ and ‘defensive’ self- esteem –‘True’ self esteem high SE = low Napp –‘Defensive’ self esteemhigh SE = high NApp

24. Effect of success and failure on ideal performance (Lobel & Teiber, 1994)

25. Summary Theory of the self-concept Hierarchical model of the self Global self-worth Separate domains Importance of discounting domains where low competence is perceived Defensive vs ‘true’ high self-esteem Continuity AND change