Description

Provides a breadth of exposure to information in the field

Readings in Social Psychology: General, Classic, and Contemporary Selections exposes readers to the scope and variety of information available in social psychology.

The collection of readings provides the reader with a range of articles in social psychology and is accompanied by critical thinking and integrative questions. It utilizes general, classic, and contemporary sources of material and presents full articles, unlike many comparable books. This detailed exposure of the reader to full-length articles, especially the classic and contemporary sources, provides a level of understanding not found in abridged materials. Students gain a greater understanding of the articles in each chapter with critical thinking and chapter integration questions that allow them to connect materials to other topics and to their own lives.

Teaching & Learning Experience

• Personalize Learning – The new MySearchLab with eText delivers proven results in helping students succeed and provides engaging experiences that personalize learning.
• Improve Critical Thinking – Critical thinking questions accompany each article.
• Apply Social Psychology and Engage Students – Readings show how the field relates to today’s social world.
• Explore Research – Contemporary, classic, and general articles are included to provide a depth of information.
• Support Instructors – Videos on DVD including new ABC “What Would You Do?” help instructors keep students engaged throughout every class.

Features

PROVIDES A BREADTH OF EXPOSURE TO INFORMATION IN THE FIELD

• The Pearson eText lets students and instructors access their textbook anytime, anywhere, and any way they want–including listening online or downloading to iPad.
• Topical organization
• Detailed exposure of the reader to full-length articles, especially the classic and contemporary sources, provides a level of understanding not found in abridged materials. (ex. p. 2)
  

PERSONALIZE LEARNING WITH MYSEARCHLAB

• The MySearchLab with eText delivers proven results in helping students succeed and provides engaging experiences that personalize learning.
• Writing resources on MySearchLab - Step by step tutorials present complete overviews of the research and writing process.
• Research and Citing Sources on MySearchLab - Instructors and students receive access to the EBSCO ContentSelect database, census data from Social Explorer, Associated Press news feeds, and the Pearson bookshelf. Pearson SourceCheck helps students and instructors monitor originality and avoid plagiarism.
• eText and More on MySearchLab - Just like the printed text, students and instructors can highlight and add their own notes to their interactive text online. Chapter quizzes and flashcards offer immediate feedback and a gradebook allows both students, and instructors to monitor student progress throughout the course.

IMPROVE CRITICAL THINKING

• Critical Thinking Questions following each article help promote critical thinking of the topic. (ex. p. 5)
  
• Chapter Integration Questions help readers make connections between the articles each section. (ex. p. 19)
  
• Writing resources on MySearchLab - Step by step tutorials present complete overviews of the research and writing process.
• Research and Citing Sources on MySearchLab - Instructors and students receive access to the EBSCO ContentSelect database, census data from Social Explorer, Associated Press news feeds, and the Pearson bookshelf. Pearson SourceCheck helps students and instructors monitor originality and avoid plagiarism.

APPLY SOCIAL PSYCHOLOGY AND ENGAGE STUDENTS

• eText on MySearchLab - Just like the printed text, students can highlight and add their own notes to their interactive text online.
• Chapter quizzes and flashcards on MySearchLab offer immediate feedback and a gradebook allows both students, and instructors to monitor student progress throughout the course.
• New ABC “What Would You Do” videos on DVD for instructors to show in class. (ISBN: 0205226892) Using hidden cameras, ''What Would You Do?'' establishes everyday scenarios and then captures people's reactions. Whether people are compelled to act or mind their own business, John Quinones reports on their split-second and often surprising decision-making process.
• Taken together, the general, classic, and contemporary articles provide the reader with exposure to the different ways that social psychological findings are disseminated.
  • General — From sources aimed at the general population and provide insights into topics of interest to the public; new articles from the previous edition
  • Classic — Provide a solid foundation for the origins of much research in social psychology.
  • Contemporary — Include very recent examples of research areas; an entirely new collection from the previous edition.
• Critical Thinking Questions following each article help promote critical thinking of the topic. (ex. p. 5)
• Chapter Integration Questions help readers make connections between the articles each section. (ex. p. 19)

EXPLORE RESEARCH

• Classic, general, and contemporary examples of social psychology theory are incorporated within the text.
• Classic articles provide a solid foundation for the origins of much research in social psychology.

SUPPORT INSTRUCTORS

• New ABC “What Would You Do” videos on DVD for instructors to show in class. (ISBN: 0205226892) Using hidden cameras, ''What Would You Do?'' establishes everyday scenarios and then captures people's reactions. Whether people are compelled to act or mind their own business, John Quinones reports on their split-second and often surprising decision-making process.
• ABC Videos for Social Psychology - A wonderful tool including 7 video clips. Clips cover topics such as self-esteem, plastic surgery, philanthropy, bullying, sororities, age discrimination, and more. (ISBN: 0205441998)
• Social Psychology DVD - Contains over 40 videos on a variety of topics including Video Game Addiction, Love in the Twenty First Century, Stress, Happiness vs. Joy, Teen Trends, and more. (ISBN: 0138144818)
• MyTest, PowerPoints, and Instructor’s Manual offer additional support for instructors.
• The Test Bank comes with Pearson MyTest a powerful assessment generation program that helps instructors easily create and print quizzes and exams. Questions and tests can be authored online, allowing instructors ultimate flexibility and the ability to efficiently manage assessments anytime, anywhere! Instructors can easily access existing questions and then edit, create, and store using simple drag-and-drop and Word-like controls. Data on each question provides information relevant to difficulty level and page number. In addition, each question maps to the text’s major section and learning objective. For more information go to www.PearsonMyTest.com.
• eText on MySearchLab - Just like the printed text, instructors can highlight and add their own notes to their interactive text online.
• Create a Custom Text - For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want.  To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text—publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

New to this Edition

Found in this section:

1. Overview of changes

2. Article changes

1. Overview of Changes

PERSONALIZE LEARNING WITH MYSEARCHLAB

• The MySearchLab with eText delivers proven results in helping students succeed and provides engaging experiences that personalize learning.
• Writing resources on MySearchLab - Step by step tutorials present complete overviews of the research and writing process.
• Research and Citing Sources on MySearchLab - Instructors and students receive access to the EBSCO ContentSelect database, census data from Social Explorer, Associated Press news feeds, and the Pearson bookshelf. Pearson SourceCheck helps students and instructors monitor originality and avoid plagiarism.
• eText and More on MySearchLab - Just like the printed text, students and instructors can highlight and add their own notes to their interactive text online. Chapter quizzes and flashcards offer immediate feedback and a gradebook allows both students, and instructors to monitor student progress throughout the course.

IMPROVE CRITICAL THINKING

• Writing resources on MySearchLab - Step by step tutorials present complete overviews of the research and writing process.
• Research and Citing Sources on MySearchLab - Instructors and students receive access to the EBSCO ContentSelect database, census data from Social Explorer, Associated Press news feeds, and the Pearson bookshelf. Pearson SourceCheck helps students and instructors monitor originality and avoid plagiarism.

APPLY SOCIAL PSYCHOLOGY AND ENGAGE STUDENTS

• New ABC “What Would You Do” videos on DVD for instructors to show in class. (ISBN: 0205226892) Using hidden cameras, ''What Would You Do?'' establishes everyday scenarios and then captures people's reactions. Whether people are compelled to act or mind their own business, John Quinones reports on their split-second and often surprising decision-making process.
• eText on MySearchLab - Just like the printed text, students can highlight and add their own notes to their interactive text online.
• Chapter quizzes and flashcards on MySearchLab offer immediate feedback and a gradebook allows both students, and instructors to monitor student progress throughout the course.

EXPLORE RESEARCH

• Includes over 50% more content with new and updated readings.
• An entirely new collection of contemporary articles from the previous edition.
• Many new general articles from the previous edition.

SUPPORT INSTRUCTORS

• New ABC “What Would You Do” videos on DVD for instructors to show in class. (ISBN: 0205226892) Using hidden cameras, ''What Would You Do?'' establishes everyday scenarios and then captures people's reactions. Whether people are compelled to act or mind their own business, John Quinones reports on their split-second and often surprising decision-making process.
• eText on MySearchLab - Just like the printed text, instructors can highlight and add their own notes to their interactive text online.
• Create a Custom Text - For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want.  To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text—publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started.

2. Article changes

• _{Article 3 Social influences on paranormal belief: Popular versus scientific support, byHeather Ridolfo, Amy Baxter, and Jeffrey W. Lucas}

• _{Article 6 Indirect detection of deception: Looking for change, by Christian L. Hart, Derek G. Fillmore, and James D. Griffith}
  
• _{Article 9 Lasting false beliefs and their behavioral consequences, by Elke Geraerts, Daniel M. Bernstein, Harald Merckelbach, Christel Linders, Linsey Raymackers, and Elizabeth F. LoftusArticle 10 Changing behavior by degrees, by Michael Price}
  
• _{Article 12 The origins of cognitive dissonance: Evidence from children and monkeys, by Louisa C. Egan, Laurie R. Santos, and Paul Bloom}
  
• _{Article 15Reducing narcissistic aggression by buttressing self-esteem: An experimental field study, by Sander Thomaes, Brad J. Bushman, Bram Orobio de Castro, Geoffrey L. Cohen, and Jaap J.A. Denissen}
  
• _{Article 16 Unmasking 'racial micro aggressions', by Tori DeAngelis}
  
• _{Article 18 Interracial roommate relationships: An experimental field test of the contact hypothesis, by Natalie J. Shook and Russell H. Fazio}
  
• _{Article 21 The ability to judge the romantic interest of others, by Skyler S. Place, Peter M. Todd, Lars Penke, and Jens B. Asendorpf}
  
• _{Article 24 Does a long-term relationship kill romantic love?, by Bianca P. Acevedo and Arthur Aron}
  
• _{Article 27 The constructive, destructive, and reconstructive power of social norms, by P. Wesley Schultz, Jessica M. Nolan, Robert B. Cialdini, Noah J. Goldstein, and Vladus Griskevicius}
  
• _{Article 28 Nice by nature? by Sadie F. Dingfelder}
  
• _{Article 30 Comfortably numb: Desensitizing effects of violent media on helping others, by Brad J. Bushman and Craig A. Anderson}
  
• _{Article 31 Understanding terrorism, by Tori DeAngelis}
  
• _{Article 33 School violence and the culture of honor, by Ryan P. Brown, Lindsey L. Osterman, and Collin D. Barnes}
  
• _{Article 34 Group decision fiascoes continue: Space Shuttle Challenger and a revised groupthink framework, by Gregory Moorhead, Richard Ference, and Chris P. Neck}
  
• _{Article 36 Can high group cohesion be harmful? A case study of a junior ice-hockey team, by Esa Rovio, Jari Eskola, Stephen A. Kozub, Joan L. Duda, and Taru Lintuner}
  
• _{Article 37 When followers become toxic, by Lynn R. Offerman}
  
• _{Article 39 Impact of emotional intelligence and other factors on perception of ethical behavior of peers, by Jacob Joseph, Kevin Berry, and Satish P. Deshpande}
  
• _{Article 40 The psychology and power of false confessions, by Ian Herbert}
  
• _{Article 42 Attractive but guilty: Deliberation and the physical attractiveness bias, by Mark W. Patry}
  
• _{Article 43 Understanding the have-knots, by Eric Wargo}
  
• _{Article 45 Psychosocial predictors of resilience after the September 11, 2001 terrorist attacks, by Lisa D. Butler, Cheryl Koopman, Jay Azarow, Christine M. Blasey, Juliette C. Magadalene, Sue DiMiceli, David A. Seagraves, T. Anderew Hastings, Xin-HuaChen, Robert W. Garlan, Helena C. Kraemer, and David Spiegel}
  

Table of Contents

IN THIS SECTION:

1.) BRIEF

2.) COMPREHENSIVE

BRIEF TABLE OF CONTENTS:

Chapter 1: The Field of Social Psychology

Chapter 2: Social Perception

Chapter 3: Social Cognition
Chapter 4: Attitudes

Chapter 5: Social Identity

Chapter 6: Prejudice and Discrimination

Chapter 7: Interpersonal Attraction

Chapter 8: Close Relationships

Chapter 9: Social Influence

Chapter 10: Prosocial Behavior

Chapter 11: Aggression

Chapter 12: Group Behavior

Chapter 13: Business Psychology

Chapter 14: Forensic Psychology

Chapter 15: Health Psychology

COMPREHENSIVE TABLE OF CONTENTS:

Chapter 1: The Field of Social Psychology

Article 1 How to be a wise consumer of psychological research, by The American Psychological Association

Article 2 Human use of human subjects: The problem of deception in social psychological research, by Herbert C. Kelman

Article 3 Social influences on paranormal belief: Popular versus scientific support, by Heather Ridolfo, Amy Baxter, and Jeffrey W. Lucas

Chapter 2: Social Perception

Article 4 The once-over: Can you trust first impressions? by Carlin Flora

Article 5 The warm-cold variable in first impressions of persons, by Harold H. KelleyArticle 6 Indirect detection of deception: Looking for change, by Christian L. Hart, Derek G. Fillmore, and James D. Griffith

Chapter 3: Social Cognition

Article 7 Some systematic biases in everyday judgment, by Thomas Gilovich

Article 8 Cognitive, social, and physiological determinants of emotional states, by Stanley Schachter and Jerome E. Singer

Article 9 Lasting false beliefs and their behavioral consequences, by Elke Geraerts, Daniel M. Bernstein, Harald Merckelbach, Christel Linders, Linsey Raymackers, and Elizabeth F. LoftusChapter Four: Attitudes

Article 10 Changing behavior by degrees, by Michael Price

Article 11 Cognitive consequences of forced compliance, by Leon Festinger and James M. Carlsmith

Article 12 The origins of cognitive dissonance: Evidence from children and monkeys, by Louisa C. Egan, Laurie R. Santos, and Paul Bloom

Chapter 5: Social Identity

Article 13 The many me’s of the self-monitor, by Mark Snyder

Article 14 The measurement of psychological androgyny, by Sandra L. Bem

Article 15 Reducing narcissistic aggression by buttressing self-esteem: An experimental field study, by Sander Thomaes, Brad J. Bushman, Bram Orobio de Castro, Geoffrey L. Cohen, and Jaap J.A. Denissen

Chapter 6: Prejudice and Discrimination

Article 16 Unmasking 'racial micro aggressions', by Tori DeAngelis

Article 17 Attitudes vs. actions, by Richard T. LaPiere

Article 18 Interracial roommate relationships: An experimental field test of the contact hypothesis, by Natalie J. Shook and Russell H. Fazio

Chapter 7: Interpersonal Attraction

Article 19 Why I hate beauty, by Michael Levine with Hara Estroff Marano

Article 20 What is beautiful is good, by Karen Dion,m Ellen Berscheid, and Elaine Walster

Article 21 The ability to judge the romantic interest of others, by Skyler S. Place, Peter M. Todd, Lars Penke, and Jens B. Asendorpf

Chapter 8: Close Relationships

Article 22 Great expectations, by Polly Shulman

Article 23 'Playing hard to get': Understanding an elusive phenomenon, by Elaine Hatfield, G. William Walster, Jane Piliavin, and Lynn SchmidtArticle 24 Does a long-term relationship kill romantic love?, by Bianca P. Acevedo and Arthur Aron

Chapter 9: Social Influence

Article 25 Revisiting the Stanford Prison Experiment: A lesson in the power of the situation, by Phillip G. Zimbardo

Article 26 Behavioral study of obedience, by Stanley Milgram

Article 27 The constructive, destructive, and reconstructive power of social norms, by P. Wesley Schultz, Jessica M. Nolan, Robert B. Cialdini, Noah J. Goldstein, and Vladus Griskevicius

Chapter 10: Prosocial Behavior

Article 28 Nice by nature? by Sadie F. Dingfelder

Article 29 'From Jerusalem to Jericho': A study of situational and dispositional variables in helping behavior, by John M. Darley and C. Daniel Batson

Article 30 Comfortably numb: Desensitizing effects of violent media on helping others, by Brad J. Bushman and Craig A. Anderson

Chapter 11: Aggression

Article 31 Understanding terrorism, by Tori DeAngelis

Article 32 Transmission of aggression through imitation of aggressive models, by Albert Bandura, Dororthea Ross, and Sheila A. Ross

Article 33 School violence and the culture of honor, by Ryan P. Brown, Lindsey L. Osterman, and Collin D. Barnes

Chapter 12: Group Behavior

Article 34 Group decision fiascoes continue: Space Shuttle Challenger and a revised groupthink framework, by Gregory Moorhead, Richard Ference, and Chris P. Neck

Article 35 The effect of threat upon interpersonal bargaining, by Morton Deutsch and Robert M. Krause

Article 36 Can high group cohesion be harmful? A case study of a junior ice-hockey team, by Esa Rovio, Jari Eskola, Stephen A. Kozub, Joan L. Duda, and Taru Lintuner

Chapter 13: Business Psychology

Article 37 When followers become toxic, by Lynn R. Offerman

Article 38 One more time: How do you motivate employees? by Fredrick Herzberg

Article 39 Impact of emotional intelligence and other factors on perception of ethical behavior of peers, by Jacob Joseph, Kevin Berry, and Satish P. Deshpande

Chapter 14: Forensic Psychology

Article 40 The psychology and power of false confessions, by Ian Herbert

Article 41 Beautiful but dangerous: Effects of offender attractiveness and nature of the crime on juridic judgment, by Harold Sigall and Nancy Ostrove

Article 42 Attractive but guilty: Deliberation and the physical attractiveness bias, by Mark W. Patry

Chapter 15: Health Psychology

Article 43 Understanding the have-knots, by Eric Wargo

Article 44 The social readjustment rating scale, by Thomas H. Holmes and Richard H. Rahe

Article 45 Psychosocial predictors of resilience after the September 11, 2001 terrorist attacks, by Lisa D. Butler, Cheryl Koopman, Jay Azarow, Christine M. Blasey, Juliette C. Magadalene, Sue DiMiceli, David A. Seagraves, T. Anderew Hastings, Xin-HuaChen, Robert W. Garlan, Helena C. Kraemer, and David Spiegel

Author

Wayne A. Lesko received his doctorate and master’s degrees from the University of Windsor in social psychology. He taught first for the University of Maryland University College and then for Marymount University in Arlington. During his time at Marymount he has served as the chair of the psychology department, Associate Dean of the School of Education and Human Services, and most recently as the Dean of the School. His work in the latter capacity has resulted in the creation of a variety of new degree programs, including forensic psychology, criminal justice, and counseling. While primarily being involved with administrative work, Dr. Lesko has continued to teach courses in social psychology and a senior seminar in the undergraduate psychology program. His most recent scholarship centers on issues pertaining to pedagogical issues.