the book referred to is social psychology by Myers and twinge ch6, please read instructions and follow the rubric exactly the order will be checked for originality and for following instructions and will be cancelled if it wasn’t up to bar thanks
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O’Brien revised 1/18/20 with new parts in blue
Psy 342 / Soc 342 – Winter, 2020
Guidance for your two mini-papers:
What difference does social psychology make?
Follow this guidance to write two mini-papers for our course. Each mini-paper counts for
10% (up to 20 points) of your course grade, so that’s 20% of the course grade
altogether.
You’ll use each paper to explore a specific social psychological concept. Each paper will
be 900 to 1000 words, single spaced, with one inch margins. Papers will be graded
using a framework:
+ is like an A (this translates to 20 points in our 200-point system)
is like a B (16 points)
- is like a C (12 points),
and so on. I’d like to assign as many and + grades as possible, and if you plan
ahead, follow this guidance, and so on I believe you can do fine work on both your mini-
papers.
In each paper you will show that you know how a given concept in social psychology is
defined, describe how it relates to other social psych ideas, give an example how it
applies in real life, and describe what impact this knowledge makes.
In addition to your name and the usual info at the top of the document, your paper will
include:
(Section 1) Use this caption:
Concept: _____________ [fill in the blank with the name of the concept]
Name an established concept or theory from our social psychology text and/or
from classroom lecture. Don’t use Wikipedia, etc., for your concept – use our
class text and/or lecture notes. You may use any chapter of the text even if we’re
not covering that chapter this quarter.
Provide the definition of the concept or theory. Use quote marks and provide
the page number for the definition by adding an in-text citation like this: (Myers &
Twenge, 13/e, page xx). If you use another recent edition of the book, that’s fine,
just cite it appropriately (11/e or 12/e). It’s also okay to copy a definition directly
from your lecture notes, but I still expect you to use quote marks and tell the date
of your notes in which you wrote the definition.
(Section 2) Use this caption:
Related ideas: __________[fill in the blank by naming the 2-3 related ideas]
Using your own words, connect this concept to 2-3 related ideas from our social
psychology textbook. You’ll probably need 5-6 sentences to do this. Use more
sentences if necessary to meet your 900-1000 word target for the paper overall.
Make it easy for us to tell what the related concepts are. Besides naming them in
the caption for the section you might underline them in the paragraphs.
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(Section 3) Use this caption:
Factual example.
In your own words, describe a factual situation in your own life, in which you saw this
concept or theory at work. You might be recalling something that happened before you
knew the concepts, and you only realize the concept applies in retrospect – that’s okay.
Even though I probably have no way to check, I’m counting on you to tell a true story.
You’ll probably need a few paragraphs for this section.
(Section 4) Use this caption:
What difference does knowledge make?
This section is the hardest part. Reflect on your story to tell what difference it makes to
be knowledgeable about the concept you’ve chosen. You might tell how you act
differently, how you think differently, how you understand yourself or other people
differently, how you have a different attitude than before, how exactly you plan to act or
think or feel differently in the future, and/or, how your emotions are different because of
your knowledge of this concept.
For example, let’s say you write a paper on the door-in-the-face technique. What follows
is not the whole 1000 words but an outline of what the paper might say.
Section 1 would include:
• Concept: Door-in-the-face technique (remember, these captions are required)
• Door-in-the-face is “a strategy for gaining a concession. After someone first turns
down a large request (the door-in-the-face), the same requester counteroffers with
a more reasonable request”
• (remember to add the page number) (p. 185, Myers and Twenge, 13th edition).
• If you like, you can elaborate saying more in your own words about what the
concept is.
Section 2 could say:
• the required caption
Related ideas: Compliance, Persuasion, Foot-in-the-door, Concessions
• This comes under the general concept of compliance, which is a social influence
process.
• Door-in-the-face is only one of several persuasion methods covered by the text.
• It contrasts with the foot-in-the-door technique which starts with a small request and
proceeds to the larger one (describe foot-in-the-door in your own words).
• The success of door-in-the-face could be explained by perceptual contrast
(describe that idea in your own words), reciprocal concessions (describe that idea
in your own words), or even by social desirability (self presentation; describe that
idea in your own words).
(Usually there are no quotations needed for this section of the paper — this section is in
your own words.)
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Section 3 could say:
• The required caption
Factual example
• Two weeks ago, our teenage daughter asked to borrow keys to the van to drive
herself to the Saturday soccer practice. When her father and I refused, she followed
up with a request that we drive her to the practice.
• We said okay, but soon we realized we’d fallen for door-in-the-face–in fact our
daughter already knows that we expect her to take the bus to her soccer practices.
Section 4 could say:
The required caption
What difference does knowledge make?
Last week our daughter made the same request and instead of car keys she got a
Tri-Met bus pass. Our Saturdays are already very busy, and knowledge of social
psychology is saving us from having to drive our daughter to practices.
Additionally, because of our knowledge of door-in-the-face, we understand that
sometimes the best solution to a problem isn’t a solution midway between the two
extremes. Sometimes the extremes are even more extreme in order to manipulate
how we see the situation, and we understand that now.
Notice how knowledge of social psychology makes a difference in the writer’s life, even
if it’s only a difference in the writer’s understanding.
Even though your own paper will be written out with captions and regular prose, the
above outline gives you the idea.
Next, here’s how to format your papers. For each paper, at the top of the first page type:
Your name
Your D2L email address in case I have follow-up questions… Your D2L
email address is the same as your @pdx.edu address without the
@pdx.edu at the end
The date
Social Psychology, Kerth O’Brien
And then either say “Okay to quote me” or “Don’t quote me.” It doesn’t
affect your grade but it lets me know whether it’s OK to read part of your
paper aloud in class someday. Either way is okay.
Save your files in one of these formats only:
(Word)
x (Word)
If you’re using Microsoft Word on a Windows machine, your file will save in or
x already. Otherwise you may need this paragraph. How do you convert your files
to or x? Get a head start with a bit of advance planning:
You can come to campus where you may use Word on a Windows machine at
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almost any campus lab.
Or, you might go into the software you prefer to use and search its help menu for help.
Or, you might conduct an online web search using a search phrase like “how to
convert files to x”. This is how one student I know found a site called
zamzar.com (there may be other, better sites).
Beyond the above possibilities, your go-to resource is the PSU Help Desk during
their ordinary weekday hours. Approach them either at 503-725-HELP or in the
basement of Smith Memorial Student Union and ask, “How do I convert my
document from some other word processing software into an MS Word file ending in
or x for Windows?” You could bring the same assignment guidance that
you’re reading now and show it to Help Desk staff.
Your file must be in or x format before you upload it to D2L Assignments.
Name your files with your last name as part of the filename. Example:
YourLastName_Paper1
Notice how there’s a “1” at the end of the filename? Please end one filename with 1 and
the other with 2 so we can tell them apart.
Some helpful hints:
When you’re using Microsoft Word the status bar at the bottom of the screen
tells you the number of words at a glance, and/or, you could go to the ribbon at
top and select review and then word count. Again your paper needs to be 900-
1000 words.
If you find yourself not quite there at 900 words, you may find it helpful to
elaborate in your own words about the related concepts.
Check our course D2L discussions for updates and FAQs. See me in office
hours or post questions on D2L if you get stuck. TAs Sheila and Tim are also
available by appointment.
Before uploading your papers, double-check your work against this guidance.
Late papers:
Upload your two files to D2L Assignments by or before class time on the due date (see
syllabus schedule). Late papers will be graded down (e.g., from + to after class time
on the first day, then to – after class time on the second day). I’d rather not have to
grade any papers down for lateness, so I hope you’ll take advantage of this guidance for
an early start.
I hope this detailed guidance offers you confidence how to proceed. The course TAs
and I look forward to learning about your experiences with concepts of social
psychology!
Find discussion questions on Course Content for you to
bring to class the day we see the classic Milgram video,
Obedience.
If you miss class that day, feel free to go to the
Portland State University Library and look for the
Obedience DVD to check out. I haven’t put it on course
reserve. The circulation desk often has multiple copies
of Obedience available for checkout.
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About note-taking:
If you want to take notes and you’re not sure where to start, start
by investigating the Cornell note taking system for which I’ve
provided a link on D2L course content (under “optional”).
The Cornell system may be worth a look.
Ethical issues in research with
human participants
What are Institutional Review Boards?
https://www.youtube.com/watch?v=U
8
fme1boEbE
IRBs are based on the US Code of Federal Regulations
which, in turn, incorporate recommendations of the
Belmont Report, created mid-1
. Varieties of social influence
• Conformity
o a change in behavior or belief as the result of
real or imagined group pressure
• Compliance
o conformity that involves outwardly going
along while privately disagreeing
• Obedience
o acting in accordance with direct order or
command
• Acceptance
o Conformity that involves both believing and
acting in accord with social pressure
7
Kurt Lewin’s general statement
on behavior:
Every psychological
event depends upon
the state of the person
and at the same time
on the environment,
although their relative
importance is different
in different cases.
. In Milgram’s program of research what
facilitates obedience?
• The supposed learner’s
proximity to the
supposed teacher
• Proximity and, as always,
perceived legitimacy of
the authority figure to
the supposed teacher
• Institutional authority: at
Yale versus downtown
• Presence or absence of
other dissenters
(“liberating effects of
social influence”)
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What facilitates obedience,
cont’d
When you see the Milgram video,
consider whether the supposed
teacher (the real participant) may
be identifying more with the
experimenters than with the so-
called learner (the accomplice,
a.k.a. confederate).
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In Milgram’s work and in various semi-
replications, women participants have
responded, on the whole, similarly as men.
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Myers & Twenge describe “the
liberating effects of group
influence” (p. 155, 13/e).
• Summarize this view
• What do you think of this view
• Have you ever created this
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. Be able to describe what
happened in these authors’
classic studies and what we
learned from them. Connected
to “what we learned from them,”
also be able to put these authors
in chronological sequence:
Sherif,
Asch,
Milgram,
Zimbardo
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Four Reflections on the Classic
Studies
1. Ethical questions
2. Behavior and attitudes
Concessions (foot in the door)
Blaming the victim
3. The power of the situation
4. The fundamental attribution
error
“To portray Eichmann as a monster
renders him less dangerous than he was”
(Arendt, quoted in Myers & Twenge). How so?
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. What predicts conformity (cont’d)
• Making a public response
o People conform more when they must first express
their views in front of several others, versus first
expressing their views privately.
• No prior commitment to the contrary
o Individuals rarely back down from group pressure if
they’ve given their individual judgment first. They
might adjust later ratings but not the ones already
given.
27
Why Conform?
• Normative influence
is due to the desire
to belong
• Informational
influence is due to
the desire to act
correctly
• Of course these can
co-exist but they are
different concepts
a.k.a. Why do members of Congress mostly dress the same?
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