SYLLABUS PSY 1135: SOCIAL PERCEPTION AND COGNTION FALL 2017 TUESDAY 6:00PM 8:30PM 339 CATHEDRAL OF LEARNING COURSE FORMAT

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1 SYLLABUS PSY 1135: SOCIAL PERCEPTION AND COGNTION FALL 2017 TUESDAY 6:00PM 8:30PM 339 CATHEDRAL OF LEARNING INSTRUCTOR: Edward Orehek, Ph.D. Office: 3105 Sennott Square Office hours: by appointment COURSE OVERVIEW Social perception and cognition provides a systematic review of research and points of view in regard to major problems in the field of social cognition. The course will cover major theories in the field and the empirical evidence in support of them. Students will be challenged to understand the theories, to recognize their scholarly significance, to infer their implications, and to think critically about them. COURSE FORMAT CLASS ATTENDANCE AND PARTICIPATION IN CLASS DISCUSSION The class sessions will be designed to provide you with an understanding of the major theoretical ideas in social psychology and the research that supports them. During class, we will discuss the basic principles proposed by each theory, the implications of that theory, and think critically about the merits of each theory. Each student is expected to come to class prepared to summarize the key points of the theory and to participate in the discussion regarding it. CLASSROOM ETIQUETTE The class sessions are designed discuss the assigned readings. To help others learn and do well in the course everyone must practice classroom etiquette. Students who violate these rules may be singled out and/or asked to leave the class: 1. Arrive to class on time 2. Laptops may not be used in class 3. Do not text or talk on the phone during class DISABILITY SUPPORT SERVICES If you have a disability for which you are or may be requesting an accommodation, you are encouraged to contact both your instructor and Disability Resources and Services, 216 William Pitt Union, (412) / (412) (TTY), as early as possible in the term. DRS will verify your disability and determine reasonable accommodations for this course. PROBLEMS If you are experiencing a problem with the course or if you foresee a problem, PLEASE talk to your instructor before it gets any worse. When there is a problem, communication is important. I can usually offer assistance when there is a problem, but I cannot help if you do not talk to me about it. There is much more I can do before an assignment takes place than after. Syllabus - Page 1

2 GRADING The final grade in this class will be based on a percentage of 400 points accumulated from a midterm exam (100 points), a final exam (150 points), and a written journal that captures your thoughts throughout the semester (150 points). 1. Take Home Exams Both exams will be completed at home. You will be provided with several essay questions, and expected to respond thoughtfully. Details will be discussed during class. No late submissions will be accepted. 2. Weekly Writing Assignment You will be expected to write a one-page written reflection following each class. For this assignment, you should discuss what you took from the reading, class discussion, and any activities. In short, what did you learn? Each assignment will be graded based on the clarity and thoughtfulness of the writing. You can receive a maximum of 150 points, which will be determined by the total of your 10 highest grades on the assignments (each is worth 15 points). Grading scale: % (min 360 points) = A-, A, A % ( points) = B-, B, B % ( points) = C-, C, C % ( points) = D-, D, D+ ACADEMIC INTEGRITY EXPECTATIONS My interactions with you are based on the expectation of mutual trust and honor. You are expected to do your own work on assignments (unless I explicitly say otherwise). Although it is often helpful to discuss assignments and course materials with other students, your written work must represent your own ideas in your own words. Acts of academic dishonesty will not be tolerated in this course. Any behavior that appears to be academic dishonesty will be referred immediately to the university and may result in a failing grade for the course. Academic dishonesty includes, but is not limited to, the following acts: Purchasing or copying an article or paper from any source(s) and turning it in as your own. Failing to cite or improperly citing the ideas of others. Working with other students on assignments, unless the instructor has explicitly said that you may work together. Lying about reasons for turning an assignment in late or missing class. Syllabus - Page 2

3 WEEK DATE TOPICS TO BE COVERED 1 Aug. 29 ORGANIZATION & GET-TO-KNOW EACH OTHER 2 Sept. 5 EVERYDAY LIFE Desire, Pleasure, Temptations, and Conflicts Hofmann, W., Baumeister, R. F., Förster, G., & Vohs, K. D. (2012). Everyday temptations: an experience sampling study of desire, conflict, and selfcontrol. Journal of Personality and Social Psychology, 102(6), Hofmann, W., Wisneski, D. C., Brandt, M. J., & Skitka, L. J. (2014). Morality in everyday life. Science, 345(6202), Reinecke, L., & Hofmann, W. (2016). Slacking off or winding down? An experience sampling study on the drivers and consequences of media use for recovery versus procrastination. Human Communication Research, 42(3), Mead, N. L., Patrick, V. M., Gunadi, M. P., & Hofmann, W. (2016). Simple Pleasures, Small Annoyances, and Goal Progress in Daily Life. Journal of the Association for Consumer Research, 1(4), Sept. 12 ALONE WITH YOUR THOUGHTS Introspection, Mind Wandering, Imagination, & Fantasy Wilson, T. D., Reinhard, D. A., Westgate, E. C., Gilbert, D. T., Ellerbeck, N., Hahn, C., Brown, C. L., & Shaked, A. (2014). Just think: the challenges of the disengaged mind. Science, 345, Sayette, M. A., Reichle, E. D., & Schooler, J. W. (2009). Lost in the sauce the effects of alcohol on mind wandering. Psychological Science, 20, Killingsworth, M. A., & Gilbert, D. T. (2010). A wandering mind is an unhappy mind. Science, 330, Sept. 19 MINDFULNESS How Being Mentally Present Influences Thought, Feeling, and Performance Brown, K. W., Ryan, R. M., & Creswell, J. D. (2007). Mindfulness: Theoretical foundations and evidence for its salutary effects. Psychological inquiry, 18(4), Sept. 26 APPARENT MENTAL CAUSATION AND MAGICAL THINKING Authorship of Action from Willful Thought to Voodoo Dolls & Ouiji Boards Wegner, D. M., & Wheatley, T. (1999). Apparent mental causation: Sources of the experience of will. American psychologist, 54(7), 480. Pronin, E., Wegner, D. M., McCarthy, K., & Rodriguez, S. (2006). Everyday magical powers: the role of apparent mental causation in the overestimation of personal influence. Journal of personality and social psychology, 91(2), 218. Syllabus - Page 3

4 6 Oct. 3 COMMUNICATING WITH OTHERS Texting, Social Media, and the Internet Bargh, J. A., & McKenna, K. Y. (2004). The Internet and social life. Annual Review of Psychology, 55, Finkel, E. J., Eastwick, P. W., Karney, B. R., Reis, H. T., & Sprecher, S. (2012). Online dating: A critical analysis from the perspective of psychological science. Psychological Science in the Public Interest, 13(1), Orehek, E., & Human, L. J. (2017). Self-Expression on Social Media: Do Tweets Present Accurate and Positive Portraits of Impulsivity, Self-Esteem, and Attachment Style?. Personality and Social Psychology Bulletin, 43(1), Oct Oct. 17 NO CLASS Treated as Monday on University Calendar SOCIAL RELATIONSHIPS AND MOTIVATION People as Means to Goals Orehek, E., & Forest, A. L. (2016). When people serve as means to goals: Implications of a motivational account of close relationships. Current Directions in Psychological Science, 25(2), Orehek, E. (in press). Close relationships and goal pursuit: A people as means perspective. In C. Kopetz & A. Fishbach (Eds.) The Motivation-Cognition Interface: From the Lab to the Real World. 9 Oct. 24 SOCIAL CONTEXT AND HUMAN PERFORMANCE Interpersonal Processes that Drive Achievement, Creativity, and Productivity Woolley, A. W., Chabris, C. F., Pentland, A., Hashmi, N., & Malone, T. W. (2010). Evidence for a collective intelligence factor in the performance of human groups. Science, 330(6004), vandellen, M. R., Shah, J. Y., Leander, N. P., Delose, J. E., & Bornstein, J. X. (2015). In good company: Managing interpersonal resources that support selfregulation. Personality and Social Psychology Bulletin, 41(6), Oct. 31 MIDTERM TAKE HOME EXAM DUE Syllabus - Page 4

5 11 Nov. 7 MIND PERCEPTION Perceived Instrumentality, Mind Perception, and Objectification Dunning, D., Johnson, K., Ehrlinger, J., & Kruger, J. (2003). Why people fail to recognize their own incompetence. Current Directions in Psychological Science, 12(3), Orehek, E. & Weaverling, C. G. (in press). On the nature of objectification: Implications of considering people as means to goals. Perspectives on Psychological Science. Waytz, A., Gray, K., Epley, N., & Wegner, D. M. (2010). Causes and consequences of mind perception. Trends in Cognitive Sciences, 14(8), Nov. 14 SOCIAL CHANGE Social Inequality, Social Change, and System Justification Jost, J. T., Banaji, M. R., & Nosek, B. A. (2004). A decade of system justification theory: Accumulated evidence of conscious and unconscious bolstering of the status quo. Political Psychology, 25(6), Nov Nov. 28 NO CLASS Enjoy Thanksgiving TBA 15 Dec. 5 TBA 16 Dec. 12 TAKE HOME FINAL EXAM DUE Syllabus - Page 5