PSY 240: Survey in Social Psychology - Psychology Department ...

Stony Brook UniversityDr. LondonYou must submit a 1 page description of your proposed final paper November 6 th , 2007. Followingyour proposal submission, you should schedule a meeting with the Instructor to discuss your finalpaper.Paper Format: Your paper must be typed and written in accordance with the guidelines of theAmerican Psychological Association’s Publication Manual. Your paper should be approximately 9-15 double-spaced pages (not including references and cover page) using standard font and margins(1-inch). Final paper is due in class on December 11 th . Grade deductions will be taken for latepapers.(5) Individual presentation: (5% of grade)During the final two class sessions students will present their Final paper topic to the class in a formalpresentation. Presentation dates will be scheduled for December 4 th and 11 th .(6) Portfolio: (5% of grade)You will create a Portfolio that consists of all of your written materials submitted for this course, i.e.,your weekly response papers, discussion questions, final paper and any notes from your individualpresentation (e.g., powerpoint slides). The goal of the Portfolio is simply to encourage you to keep acomplete file of all of your work in this course for future reference. As you progress through graduateschool, your portfolio for this class may serve as a convenient summary of the current and major worksin this literature, and may be a useful resource in helping you to generate new ideas and researchdirections in your field of study.You must make two bound (in a folder or formal spiral binding) copies of your Portfolio – one tosubmit and one to keep for yourself. The contents of your Portfolio will not be re-graded. By makingtwo copies and submitting your portfolio on the due date, you will receive the full 5 pts.Portfolio’s are due in class on December 11 th .Your final letter grade will be based on the following grading scale:Letter Grade = Score Letter Grade = ScoreA = 93-100 C = 73-76A- = 90-92 C- = 70-72B+ = 87-89 D+ = 67-69B = 83-86 D = 60-66B- = 80-82 F = < 60C+ = 77-79

Stony Brook UniversityDr. LondonSCHEDULE OF READINGSNOTE: All readings are due on the day they are listed in the schedule, with the exception of the first class.Readings marked with an ** will be provided by the Instructor. All other readings may be downloaded from theStony Brook library website.DATE TOPIC READINGSSept. 4Sept. 11Sept. 18Sept. 25Oct. 2Intro/OverviewSocial IdentitiesDevelopment ofPrejudiceCognitive approaches toStigma and Prejudice(cont’d)(1) ** Jordan, C. H., & Zanna, M.P. (2000). How to read a journal article insocial psychology. In C. Stangor (Ed). Stereotypes and Prejudice:Essential Readings (pp. 457-466). Philadelphia, PA: Psychology Press,Taylor & Francis Grp.(2) Allport: Chapters 1 and 2Response & Discussion Questions Due (not graded/feedback only)(1) Ashmore, R. D., Deaux, K., & McLaughlin-Volpe, T. (2004). An organizingframework for collective identity: Articulation and significance ofmultidimensionality. Psychological Bulletin, 130, 80-114.(2) ** London, B., Downey, G., Bolger, N., & Velilla, E. (2005). Aframework for studying social identity and coping with daily stressduring the transition to college. In G. Downey, J. Eccles, & C. Chatman,(Eds). Navigating the future: Social identity, coping, and life tasks. RSFPress: NY(3) Allport: Chapters 3 and 4Response & Discussion Questions # 1(1) ** Dovidio, J. F., Major, B., & Crocker, J. (2000). Stigma: Introduction andoverview. In T. F. Heatherton, R. E. Kleck, M. R. Hebl, & J. G. Hull (Eds.),The social psychology of stigma (pp. 1-17). New York: Guilford.(2) ** Stangor, C., & Crandall, C. (2000). Threat and the social construction ofstigma. In T. Heatherton, R. Kleck, M. Hebl, & J. Hull (Eds.), The socialpsychology of stigma. (pp. 62-87). New York: Guilford Press.(3) ** Goffman, E., (1963). Stigma: Notes on the management of spoiledidentity. Simon & Schuster, Inc: NY (pp. 1-19)(4) Allport: Chapters 18, 19, 20, and 21Response & Discussion Questions # 2Try the Implicit Associations Test:https://implicit.harvard.edu/implicit/demo/selectatest.html(1) Fazio, R. H., Jackson, J.R., Dunton, B.C., & Williams, C. J. (1995).Variability in automatic activation as an unobtrusive measure of racialattitudes: A bona fide pipeline? Journal of Personality and SocialPsychology, 69, 1013-1027.(2) Greenwald, A.G., McGhee, D.E., & Schwartz, J.L.K. (1998). Measuringindividual differences in implicit cognition: The implicit associations test.Journal of Personality and Social Psychology, 74, 1464-1480.(3) Macrae, C.N., Milne, A.B., & Bodenhausen, G.V. (1994). Stereotypes asenergy-saving devices: A peek inside the cognitive toolbox. Journal ofPersonality and Social Psychology, 66, 37-47.(4) Allport: Chapter 10Response & Discussion Questions # 3(1) Bargh, J.A., Chen, M., & Burrows, L. (1996). Automaticity of socialbehavior: Direct effects of trait construct and stereotype activation on action.Journal of Personality and Social Psychology, 55, 726-737.(2) Devine, P.G. (1989). Stereotypes and prejudice: Their automatic andcontrolled components. Journal of Personality and Social Psychology, 56,5-18.(3) Kunda, Z., & Oleson, K.C. (1995). Maintaining stereotypes in the face ofdisconfirmation: Constructing grounds for subtyping deviants. Journal ofPersonality and Social Psychology, 68, 565-579.