Undergraduate Course: Social Psychology: Experimental and Applied Approaches (PSYL10110)
|School||School of Philosophy, Psychology and Language Sciences
||College||College of Humanities and Social Science
|Credit level (Normal year taken)||SCQF Level 10 (Year 3 Undergraduate)
||Availability||Available to all students
|Summary||This course covers advanced social psychology. It adopts an experimental approach to the topics of stereotypes, prejudice, and discrimination. It also looks at applied topics like the reduction of these factors.
This course will outline and discuss advances in experimental social psychology, thereby progressing students¿ theoretical and conceptual knowledge and understanding beyond pre-honours level. It will cover in depth key areas of the discipline, such stereotypes, prejudice, and discrimination. The emphasis will be on the research studies through which contemporary social psychology is conducted, and students will learn to appreciate the special challenges posed social psychology¿s aim to produce a systematic study of social behaviour, and the different ways these may be resolved. The course will focus on the application of social psychology to real world issues, for example, to health-related behaviours and behavioural change, to the legal system, and to various cultures.
Information for Visiting Students
|Pre-requisites||Visiting students should have at least 3 Psychology courses at grade B or above (or be predicted to obtain this). We will only consider University/College level courses
|High Demand Course?
Course Delivery Information
|Academic year 2016/17, Available to all students (SV1)
||Block 4 (Sem 2)
|Course Start Date
|Learning and Teaching activities (Further Info)
Seminar/Tutorial Hours 12,
Programme Level Learning and Teaching Hours 2,
Directed Learning and Independent Learning Hours
|Assessment (Further Info)
|Additional Information (Assessment)
||In-class feedback exercises will be used to check understanding (e.g. multiple choice questions at the beginning or end of the session as appropriate) and peer-led discussions will be used in an on-going, informal manner.
||Hours & Minutes
|Main Exam Diet S2 (April/May)||Social Psychology: Experimental and Applied Approaches||1:30|
On completion of this course, the student will be able to:
- To understand recent advances in experimental and applied social psychology
- To understand methodological issues in the experimental study of social behaviour
- To discuss applications of social psychology to real world issues, and demonstrate awareness of issues in experimental social psychology.
|Lecture 1 reading:|
1. *Macrae, N.C., Milne, A.B., & Bodenhausen, G.V. (1994) Stereotypes as energy-saving devices: A peek inside the cognitive toolbox. Journal of Personality and Social Psychology, 66, 37-47.
2. Steele, C. M. (1997). A threat in the air: How stereotypes shape intellectual identity and performance. American Psychologist, 52, 613-629.
3. Madon, S., Willard, J., Guyll, M., & Scherr, K. (2011). Self-fulfilling prophecies: Mechanisms, power, and links to social problems. Social and Personality Psychology Compass, 5, 578-590.
4. Haslam, N., & Loughnan, S. (2014). Dehumanization and infrahumanization. Annual Review of Psychology, 63, 399-423.
Lecture 2 reading:
1. *Pearson, A., Dovidio, J., & Gaertner, S. (2009). The nature of contemporary prejudice: Insights from aversive racism. Social and Personality Psychology Compass, 3, 314-338.
2. Brewer, M. (1999). The psychology of prejudice: Ingroup love and outgroup hate?". Journal of Social Issues 55, 429¿44.
Lecture 3 reading:
1. Moss-Racusin, C., Dovidio, J., Brescoll, V., Graham, M., & Handelsman, J. (2012). Science faculty¿s subtle gender biases favour male students. Proceedings of the National Academy of Sciences, 109, 16474-16479.
2. Agerström, J., Rooth, D-O. (2011). The role of automatic obesity stereotypes in real hiring discrimination. Journal of Applied Psychology, 96, 790-805.
Lecture 4 reading:
1. *Paluck, E. L., & Green, D. P. (2009). Prejudice reduction: What works? A review and assessment of research and practice. Annual Review of Psychology, 60, 339-367.
2. Crisp, R., & Turner, R. (2009). Can imagined interactions produce positive perceptions?: Reducing prejudice through simulated social contact. American Psychologist, 64, 231-240.
3. Williams, D. (2004). Improving race relations in higher education: The jigsaw classroom as a missing piece to the puzzle. Urban Education, 39, 316-344.
Lecture 5 reading:
1. *Collins, W.A., Welsh, D., & Furman, W. (2009). Adolescent romantic relationships. Annual Review of Psychology, 60, 631-652.
2. Peplau, L., & Fingerhut, A. (2007). The close relationships of lesbians and gay men. Annual Review of Psychology, 58, 405-424.
|Graduate Attributes and Skills
|Course organiser||Dr Stephen Loughnan
Tel: (0131 6)50 9861
|Course secretary||Miss Susan Richards
Tel: (0131 6)51 3733
© Copyright 2016 The University of Edinburgh - 3 February 2017 5:10 am