Research made relevant through a storytelling approach.
This renowned text maintains its acclaimed storytelling approach, teaching the science of psychology through an engaging narrative that makes research relevant to students. Drawing upon their extensive experience as researchers and teachers, Elliot Aronson, Tim Wilson, and Robin Akert present the classic research that has driven the field and introduce cutting-edge research that is the future of social psychology. Significantly updated to reflect advances in the discipline, the 8th edition provides a firm foundation for students to build their understanding of this rigorous science in a way that engages and fascinates.
A better teaching and learning experience
This program will provide a better teaching and learning experience– for you and your students. Here’s how:
- Personalize Learning – The new MyPsychLab delivers proven results in helping students succeed, provides engaging experiences that personalize learning, and comes from a trusted partner with educational expertise and a deep commitment to helping students and instructors achieve their goals.
- Improve Critical Thinking – The authors emphasize this rigorous science through research examples that encourage students to think twice about their preconceived notions of what social psychology is - and isn’t.
- Engage Students – Through real-life vignettes, which open each story chapter, and “mini-stories” throughout each chapter, the eighth edition provokes student interest by focusing on real-life examples.
- Explore Research – The authors present a balance between the latest findings in the field with classic research in social psychology. Noting that some older studies deserve their status as classics and are important cornerstones to the discipline, this text encourages students to experience the continuity and depth of the field versus regarding it as a collection of studies published in the past few years.
- Support Instructors – This program provides instructors with unbeatable resources, including state-of-the-art PowerPoints embedded with videos, the NEW MyPsychLab with ABC’s What Would You Do videos, an easy to use Instructor’s Manual, a robust test bank, and an online test generator (MyTest).
Sample chapter is available for download in PDF format.
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RESEARCH MADE RELEVANT THROUGH A STORYTELLING APPROACH
- Opening Vignettes introduce real-life examples that illustrate the concepts to come and are referred back to throughout the chapter material.
- Mini-Stories are woven into each chapter, and are built to illustrate specific concepts while bringing the material to life. Each one pairs a real-life phenomenon that is designed to pique students' interest with an experiment that attempts to explain that phenomenon.
PERSONALIZE LEARNING WITH MYPSYCHLAB
- MyPsychLab - MyPsychLab is online learning and an integral part of the Marin/Hock program. MyPsychLab engages students through personalized learning and helps instructors with course preparation, content delivery, and assessment.
- Social Psychology Video Series – The Social Psychology Video Series covers recent social psychological research, science, and applications and utilizes the latest in film and animation technology. Each 4-6 minute video clip has automatically graded assessment questions. Watch clips from ABC's What Would You Do? series and discover how real people in real-world scenarios bring to life classic concepts in social psychology.
- Pearson eText and Chapter Audio – Like the printed text, students can highlight relevant passages and add notes. The Pearson eText can be accessed through laptops, iPads, and tablets. Download the free Pearson eText app to use on tablets. Students can also listen to their text with the Audio eText.
- Personalized Study Plan – Students’ personalized plans promote better critical thinking skills. The study plan organizes students’ study needs into sections, such as Remembering, Understanding, Applying, and Analyzing.
- Assignment Calendar & Gradebook – A drag and drop assignment calendar makes assigning and completing work easy. The automatically graded assessment provides instant feedback and flows into the gradebook, which can be used in the MyLab or exported.
- Instructor’s eText - Instructors have easy access to videos, readings, and more all in one place within their instructor’s eText.
- Class Preparation Tool – All of the very best class presentation resources can be found in one convenient destination, so instructors can keep students engaged throughout every class.
- Blackboard Single Sign-on - MyPsychLab can be used by itself or linked to any course management system. Blackboard single sign-on provides deep linking to all New MyPsychLab resources.
- Customizable – MyPsychLab is customizable. Instructors choose what students’ course looks like. Homework, applications, and more can easily be turned off and off.
IMPROVE CRITICAL THINKING
- Throughout the text, "Try It!" exercises invite students to take a specific theory or research finding and apply it to their own lives. Three "Try It!" exercises in each chapter encourage students to become active participants in the learning process. (pg. 217)
- Current and cutting edge, the new MyPsychLab Video Series for Social Psychology features videos covering the most recent research, science, and applications. Watch clips from ABC's wildly popular What Would You Do? series and discover how real people in real-world scenarios bring to life classic concepts in social psychology.
- “Connections” are included in selected chapters where research findings can be directly applied to real-world problems. By connecting social psychology to real events the material is not only more interesting for students but also deepens their understanding. (pg. 187)
- The authors continue to include the many new major studies, references, and cutting-edge research. These updated research findings keep students apprised of the latest developments in social psychology.
- Classic studies are examined in detail to ensure student understanding.
- Older theories are discussed and brought up to date.
- Instructor’s Resource Manual provides a rich set of resources for each chapter, including an Integrated Teaching Outline with teaching objectives, lecture material, demonstrations and activities, videos, suggested readings, web resources, and information about other supplements. An appendix contains a set of student handouts.
- Robust PowerPoint Slides provide a framework for lecture outlines with images from the text. For this edition, the slides have been enhanced with even more visual appeal to engage students.
- Test Bank available in Pearson MyTest, a flexible online test-generating software allowing instructors to quickly and easily create customize tests with MyTest. Both the Test Bank and MyTest are available online at www.pearsonhighered.com/irc,
- The New MyPsychLab contains a wide range of assignable tools that help students understand the concepts covered in the course. With results feeding into a powerful gradebook, the assessment program helps instructors identify student challenges early–and find the best resources with which to help students.
- New Class Preparation tool collects the very best class presentation resources in one convenient online destination, so instructors can construct personalized, engaging lectures easily and quickly.
- Create a Custom Text: For enrollments of as low as 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.
- The printed student study guide is available through Pearson Custom Library. Instructors can create a study guide using only the chapters they teach. Visit www.pearsoncutomlibrary.com to build your study guide.
New to This Edition
Found in this Section:
1. Overview of Changes
2. Chapter-by-Chapter Changes
1. OVERVIEW OF CHANGES
RESEARCH MADE RELEVANT THROUGH A STORYTELLING APPROACH
- The 8th edition provides a firm foundation for students to build their understanding of this rigorous science in a way that engages and fascinates. In every chapter, the authors ensure their renowned storytelling approach continues to engage today’s students with the most up-to-date examples, case studies, and current research.
PERSONALIZE LEARNING WITH MYPSYCHLAB
- The new MyPsychLab contains a personalized study plan for each student. Based on Bloom’s Taxonomy, the study plan arranges activities and assessments from those that require less complex thinking–like remembering and understanding–to more complex critical thinking–like applying and analyzing. This layered approach promotes better critical-thinking skills, and helps students succeed in the course and beyond.
- The Class Preparation Tool collects the very best class presentation resources in one convenient online destination, so instructors can construct personalized, engaging lectures easily and quickly.
IMPROVE CRITICAL THINKING
- New Focus Questions in every chapter serve as learning objectives that help students identify key concepts and guide their reading.
- Updated Try It exercises stimulate critical thinking by encouraging students to take a specific theory or research finding and apply it to their lives.
- Every chapter contains the most relevant and up-to-date examples and real-life stories, designed to ensure the text continues to engage and captivate today’s students.
- As always, the eighth edition of Social Psychology provides balanced coverage of the latest findings in the field with classic studies in social psychology. Noting that some older studies deserve their status as cornerstones of the discipline, the authors encourage students to experience the continuity and depth of the field by examining its past, present, and future.
- Together, Aronson, Wilson and Akert draw upon their extensive experience as researchers and teachers to significantly update the eighth edition. The text includes many new studies and references, and each chapter contains cutting-edge research selected to keep students apprised of the exciting work being done in social psychology today.
- The New MyPsychLab for Social Psychology contains a wealth of new resources for instructors, including the Class Preparation tool and ABC’s popular What Would You Do videos.
- Adopters of the eighth edition will receive an updated Instructor’s Resource Manual, a rich test bank with a variety of question types to assess student understanding, and new visual PowerPoints with embedded media.
2. CHAPTER-BY-CHAPTER CHANGES
- New chapter opening story on bystander apathy
- New references and fresh, timely examples to illustrate main points
- New general discussion about presidents — including Obama and Bush - who must decide to end wars or escalate them
- Revised “Try it!” on values
- Updated references and examples to ensure coverage is current and strong
- New chapter opener on computers (e.g. Watson) versus humans
- New section on the importance of consciousness and perceptions of free will
- New coverage of embodiment and the priming of mind/body metaphors
- Revised section on schemas
- New “Try It!” activity based on Pronin’s research on perceptions of free will
- Revised coverage of the self-fulfilling prophecy
- Fresh, updated references throughout
- 30 new references
- Revised chapter opening story featuring the popular TV show "Jersey Shore" as an example
- New “Connections” on the bias blind spot, which flows better with the prior discussion of biases
- New research on forming impressions based on small amounts of information, such as one's possessions (e.g. Sam Gosling) and basic facial appearance (e.g. Ambady et al)
- New information regarding implicit personality theories and display rules
- Revised coverage of culture and the correspondence bias
- Updated section on self-awareness theory to reflect recent research on how often people think about themselves
- New figure on the prevalence of first-person pronouns in song lyrics over the past 30 years
- Shortened section on Intrinsic vs. Extrinsic Motivation; moved extra material into the new applied module on Education
- Additional coverage of recent research on self-control
- New section at the end of the chapter: “Self-Esteem: How We Feel About Ourselves”
- Minor updates to examples throughout the chapter to ensure timeliness and reflect modern technology
- Updated Figures 5.2 and 5.7
- Updated chapter test items
- Streamlined outline and organization of topics. Major sections now include “The Theory of Cognitive Dissonance,” encompassing all the facets of CD, and “Self-Justification in Everyday Life,” including hypocrisy, counterattitudinal advocacy, etc.
- New, specific student-level story about self-justifying
- New chapter conclusion featuring an example of a DA who accepted evidence that he had put an innocent man in prison for 20 years.
- Updated Connections to discuss “hypocrisy induction” as a way of reducing road rage.
- Recent references to fMRI studies of brains in states of dissonance and the new monkey/bear replication of the Santos study of monkeys and dissonance.
- Includes self-affirmation as a bold-faced term
- New study of how self-affirmation for African-American students caused them to improve their study habits and grades to become consonant with positive self-image (Cohen et al.)
- New study describing how religious gay men resolve dissonance when their ministers preach against homosexuality
- New decade-long research by Eric Stice on the use of counter-attitudinal advocacy to reduce body-image dissatisfaction and eating disorders in women (across ethnicities)
- Contemporary cultural examples, such as product placement in television programs and President Obama’s poll numbers
- Thirty-six new references to contemporary research
- New coverage of Brewer’s optimal distinctiveness theory under “Why People Belong to Groups”
- Two new figures showing content analyses of advertisements
- Connections feature now contains an updated discussion on the 2007 financial crisis and groupthink
- Revised coverage of gender and leadership
- New section on culture and leadership
- Forty-four new references to recent research
- New section: “Effects of the Media: Video Games and Music Lyrics”
- Revised coverage of group selection
- Revised section on cultural differences in prosocial behavior to reflect recent research on the causes of helping in-group versus out-group members
- Thirty-five new references to recent research
- Revised material on physical aggressiveness in men vs. women; introduced the term relational aggression; added a study of female suicide bombers.
- Revised and updated the material on “Violence in the Media,” adding the results of the literature review in Psychological Science in the Public Interest, which concluded that the effects of media violence are strong and meaningful and the meta-analyses of Ferguson and Sherry, which conclude that the effects are low to zero.
- New sections on the cause-and-effect problem; data on how predisposing factors determine a child’s or adult’s response to media violence; and “putting media violence in perspective,” noting other factors in a youth’s environment that have stronger influences on aggression.
- Expanded discussion of physiological influences on aggression: adding more on the effects of alcohol (including the “think-drink” effect), Anderson’s work on heat (and predictions about global warming), and a new study of “temper and temperature” in baseball retaliations by pitchers.
- New study of gender differences in apology to the discussion of the benefits of apologies
- Updated concluding section, “Could the Columbine massacre have been prevented” with research showing that social rejection is the most significant risk factor for teenage suicide, despair, and violence
- New contemporary studies and examples of prejudice, including anti-Muslim prejudice, the rise in anti-Mexican prejudice due to economic competition, prejudice against overweight people, prejudice against disabled people, the status of gays and lesbians, etc.
- New 2011 study suggesting that beliefs that Obama is not fully “American” reflect implicit racism
- Reorganized the three components of prejudice into separate headings; added a second heading, “Emotions: The Affective Component,” to parallel the other two components, Stereotypes and Discrimination.
- Updated “Stereotypes and gender” to include modern stereotypes of men’s and women’s “natures” and how the stereotype usually does not match actual behavior. Added hostile and benevolent sexism to this section.
- Updated “Connections” feature to “Can Stereotype Threat be Overcome?”
- New “How would you use this?” feature, which asks students to identify any prejudice(s) they have, and see if they can identify its causes.
- Updated discussion of the relationship between money and happiness with a new figure
- Nineteen new references to recent research
Chapters 15 and 16
- Updated references to recent research throughout
Table of Contents
Chapter 1 Introducing Social Psychology
Chapter 2 Methodology: How Social Psychologists Do Research
Chapter 3 Social Cognition: How We Think about the Social World
Chapter 4 Social Perception: How We Come to Understand Other People
Chapter 5 The Self: Understanding Ourselves in a Social Context
Chapter 6 The Need to Justify Our Actions
Chapter 7 Attitudes and Attitude Change: Influencing Thoughts and Feelings
Chapter 8 Conformity: Influencing Behavior
Chapter 9 Group Processes: Influence in Social Groups
Chapter 10 Interpersonal Attraction: From First Impressions to Close Relationships
Chapter 11 Prosocial Behavior: Why Do People Help?
Chapter 12 Aggression: Why Do We Hurt Other People? Can We Prevent It?
Chapter 13 Prejudice: Causes and Cures
Chapter 14 Social Psychology in Action 1: Making a Difference with Social Psychology: Attaining a Sustainable Future
Chapter 15 Social Psychology in Action 2: Social Psychology and Health
Chapter 16 Social Psychology in Action 3: Social Psychology and the Law
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About the Author(s)
Elliot Aronson is one of the most renowned social psychologists in the world. In 2002 he was chosen as one of the 100 most eminent psychologists of the twentieth century. He is currently Professor Emeritus at the University of California at Santa Cruz and Distinguished Visiting Professor at Stanford University.
Dr. Aronson is the only person in the 110-year history of the American Psychological Association to have received all three of its major awards: for distinguished writing, distinguished teaching, and distinguished research. Many other professional societies have honored his research and teaching as well. These include: the American Association for the Advancement of Science, which gave him its highest honor, the Distinguished Scientific Research award; the American Council for the Advancement and Support of Education, which named him Professor of the Year of 1989; the Society for the Psychological Study of Social Issues, which awarded him the Gordon Allport prize for his contributions to the reduction of prejudice among racial and ethnic groups. In 1992, he was named a Fellow of the American Academy of Arts and Sciences. He has served as President of the Western Psychological Association as well as President of the Society of Personality and Social Psychology.
Tim Wilson did his undergraduate work at Williams College and Hampshire College and received his Ph.D. from the University of Michigan. Currently Sherrell J. Aston Professor of Psychology at the University of Virginia, he has published numerous articles in the areas of introspection, attitude change, self-knowledge, and affective forecasting, as well as the recent book, Strangers to Ourselves: Discovering the Adaptive Unconscious. His research has received the support of the National Science Foundation and the National Institute for Mental Health. He has been associate editor of the Journal of Personality and Social Psychology and a member of the Social and Groups Processes Review Committee at the National Institute of Mental Health. He has been elected twice to the Executive Board of the Society for Experimental Social Psychology and is a Fellow in the American Psychological Society. Wilson has taught the Introduction to Social Psychology course at the University of Virginia for more than twenty years. He was recently awarded an All University Outstanding Teaching Award.
Robin Akert graduated summa cum laude from the University of California at Santa Cruz, where she majored in psychology and sociology. She received her Ph.D. in experimental social psychology from Princeton University. She is currently a professor of psychology at Wellesley College, where she was awarded the Pinanski Prize for Excellence in Teaching early in her career. She publishes primarily in the area of nonverbal communication and recently received the AAUW American Fellowship in support of her research. She has taught the social psychology course at Wellesley College every semester for over twenty years.
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