Efnisyfirlit

• Cover Page
• Half Title Page
• Title Page
• Copyright Page
• Dedication
• Contents overview
• Contents
• Preface
• Acknowledgements
• 1 Introduction
• 1.1 Social psychology and everyday life
• 1.2 The scope of social psychology
• 1.3 Assumptions about human behaviour
• 1.4 Historical perspective
• 1.5 Social psychology as science
• 1.5.1 Scientific enquiry
• 1.5.2 Theory and research in social psychology
• 1.5.3 Alternative approaches
• 1.6 Methods of investigation
• 1.6.1 The laboratory experiment
• 1.6.2 Field research
• 1.6.3 Correlational studies
• 1.6.4 Archival research and case studies
• 1.6.5 Meta-analysis
• 1.7 Validity of experiments
• 1.8 The social psychology of experiments
• 1.9 Ethics and values in social psychological research
• 1.10 About this book
• 1.10.1 Themes in social psychology
• 1.10.2 Organisation of this book
• 2 Social development
• 2.1 Introduction
• 2.1.1 Development as a lifelong process
• 2.2 Infancy
• 2.2.1 Temperament
• 2.2.2 Cultural factors in social development
• 2.3 The first relationship
• 2.3.1 Measuring attachment
• 2.3.2 Communication theory of attachment
• 2.4 Effects of maternal deprivation
• 2.4.1 Effects on animals
• 2.4.2 Effects on children
• 2.5 Erikson’s stages of psychosocial development
• 2.6 Childhood
• 2.6.1 Parenting styles
• 2.6.2 Development of language
• 2.6.3 Problems for social aspects of language
• 2.6.4 Gender roles
• 2.7 Adolescence: stormy or sunny?
• 2.7.1 Self-esteem in adolescence
• 2.7.2 Development of self-identity
• 2.7.3 Development of moral reasoning: Kohlberg’s theory of moral development
• 2.7.4 Criticisms of Kohlberg’s theory
• 2.7.5 Moral behaviour
• 2.8 Adulthood
• 2.8.1 Early adulthood
• 2.8.2 Middle adulthood
• 2.8.3 Late adulthood
• 2.9 Application: why do adolescents take risks? The effects of peer influence
• 3 Attitudes, attitude change and behaviour
• 3.1 The importance of attitudes
• 3.2 Formation of attitudes
• 3.2.1 Learning theory approaches
• 3.2.2 Direct experience
• 3.3 What are attitudes?
• 3.3.1 The functional approach
• 3.3.2 The structural approach
• 3.4 Measuring attitudes
• 3.4.1 Indirect measures
• 3.4.2 Direct measures
• 3.5 Attitude change and persuasion
• 3.5.1 Cognitive consistency and dissonance
• 3.5.2 Self-perception theory
• 3.5.3 Traditional approach to persuasion (Yale studies)
• 3.5.4 Systematic and superficial processing
• 3.5.5 Cultural differences
• 3.6 Resisting attitude change
• 3.7 Attitudes and behaviour
• 3.7.1 Reasoned action and planned behaviour
• 3.7.2 Automatic behaviour
• 3.7.3 Personality variables
• 3.8 Application: attitudes and health
• 4 Social cognition I: Perception of self and others
• 4.1 Introduction
• 4.2 Social perception
• 4.2.1 Categorisation
• 4.2.2 Prototypes
• 4.2.3 The concept of schema
• 4.3 Schema types
• 4.3.1 Self schemas
• 4.3.2 Person schemas
• 4.3.3 Role schemas
• 4.3.4 Event schemas
• 4.4 Schematic processing
• 4.4.1 Attention
• 4.4.2 Encoding
• 4.4.3 Retrieval
• 4.5 Biases in schematic processing
• 4.5.1 Cognitive ‘short cuts’ or heuristics
• 4.5.2 Representative heuristic
• 4.5.3 Availability heuristic
• 4.5.4 Anchoring and adjustment heuristic
• 4.5.5 Social stereotypes
• 4.5.6 Illusory correlation
• 4.6 Forming impressions of people
• 4.6.1 The configural model: Soloman and Asch (1946)
• 4.6.2 The implicit personality theory
• 4.6.3 Halo effect – Cooper (1981)
• 4.6.4 Cognitive algebra and impression formation
• 4.6.5 Continuum model – Fiske and Neuberg (1990)
• 4.7 Biases in forming impressions
• 4.7.1 Primacy effect
• 4.7.2 Positive and negative information
• 4.7.3 Self-fulfilling prophecy
• 4.8 Application: education
• 5 Social cognition II: The attribution approach
• 5.1 Introduction
• 5.2 Basic considerations
• 5.2.1 Fundamental concepts
• 5.2.2 When attributions are made
• 5.2.3 A two-stage model
• 5.3 Models of attribution
• 5.3.1 Causal schemata model
• 5.3.2 Kelley’s covariation model
• 5.3.3 Correspondent inference model
• 5.3.4 Weiner’s attribution model
• 5.4 Attributional accuracy and error
• 5.4.1 Correspondence bias
• 5.4.2 Actor–observer differences
• 5.4.3 Self-serving biases
• 5.4.4 Group-serving biases
• 5.5 Attribution and the social context
• 5.6 Personality and attributional style
• 5.7 Application: attribution and depression
• 6 Non-verbal communication and interpersonal behaviour
• 6.1 Introduction
• 6.2 Animal communication
• 6.3 Non-verbal behaviour
• 6.3.1 Non-verbal behaviour and communication
• 6.3.2 Gaze and eye contact
• 6.3.3 Facial expressions
• 6.3.4 Body language
• 6.3.5 Personal space
• 6.3.6 Paralanguage
• 6.4 Gender and cultural issues relating to non-verbal behaviour
• 6.4.1 Gender
• 6.4.2 Culture
• 6.5 Functions of non-verbal behaviour
• 6.5.1 Regulating interaction
• 6.5.2 Providing information
• 6.5.3 Expressing intimacy
• 6.5.4 Social control
• 6.5.5 Presenting identities and images
• 6.5.6 Affect management
• 6.5.7 Facilitating service and task goals
• 6.6 Interaction of verbal and non-verbal behaviours in conversation
• 6.6.1 Interruptions and ‘floor’ management in conversation
• 6.6.2 Deception and lying
• 6.6.3 Politeness and conversational strategies
• 6.7 Verbal communication and questioning
• 6.8 Application: health professional–client interaction
• 7 Social relationships
• 7.1 Introduction
• 7.2 Affiliation
• 7.2.1 Why affiliate?
• 7.2.2 Utility of affiliation
• 7.2.3 Cultural differences in affiliation
• 7.3 Interpersonal attraction
• 7.3.1 Factors affecting interpersonal attraction
• 7.3.2 Physical attractiveness
• 7.3.3 Sex differences in ratings of physical attractiveness
• 7.3.4 Similarity
• 7.3.5 Explaining the effects of similarity
• 7.3.6 Reciprocity
• 7.3.7 Proximity
• 7.4 Development and maintenance of close relationships
• 7.4.1 Reinforcement theory
• 7.4.2 Social exchange theory
• 7.4.3 Equity theory
• 7.4.4 Self-disclosure
• 7.5 Intimate/sexual relationships
• 7.5.1 Companionate love
• 7.5.2 Passionate love
• 7.5.3 Sternberg’s triangular theory of love
• 7.6 Rewards of building good relationships
• 7.7 When relationships break down
• 7.7.1 Causes of relationship breakdown
• 7.7.2 Relationship conflict
• 7.7.3 Attributions
• 7.8 Consequences of relationship breakdown
• 7.9 Application: social support and health
• 8 Social influence
• 8.1 Introduction
• 8.2 Compliance
• 8.3 Conformity or majority influence
• 8.3.1 The autokinetic effect
• 8.3.2 The Asch paradigm
• 8.3.3 Factors affecting conformity
• 8.3.4 Resisting group pressure
• 8.3.5 Explanations
• 8.4 Group polarisation
• 8.4.1 The polarisation phenomenon
• 8.4.2 Explanations
• 8.5 Obedience to authority
• 8.5.1 Milgram’s experiments
• 8.5.2 Further findings
• 8.5.3 Replicating the Milgram paradigm
• 8.5.4 Defying authority
• 8.6 The influence of roles
• 8.7 Minority influence
• 8.7.1 A critique of the classic influence model
• 8.7.2 Behavioural style
• 8.7.3 Differential outcomes of majority and minority influence
• 8.8 Application: group polarisation in a legal context
• 9 Pro-social and anti-social behavior
• 9.1 Introduction
• 9.2 Defining pro-social and anti-social behaviour
• 9.3 Pro-social behaviour
• 9.3.1 Genetic factors in pro-social behaviour
• 9.3.2 Social learning approaches to pro-social behaviour
• 9.3.3 Instructions on pro-social behaviour
• 9.3.4 Reinforcement and pro-social behaviour
• 9.3.5 Modelling
• 9.3.6 Just world theory
• 9.3.7 Norms of pro-social behaviour
• 9.3.8 The role of empathy in pro-social behaviour
• 9.4 Situational factors in pro-social behaviour
• 9.4.1 The bystander effect
• 9.4.2 Attending to the situation
• 9.4.3 Realising it is an emergency
• 9.4.4 Taking responsibility for action
• 9.4.5 Deciding what is to be done
• 9.4.6 Giving help
• 9.5 Personality factors in pro-social behaviour
• 9.5.1 Mood
• 9.5.2 Personality
• 9.6 Anti-social behaviour
• 9.6.1 Defining aggression
• 9.6.2 Genetic factors in anti-social behaviour
• 9.6.3 Instinct theories
• 9.6.4 Sociobiology
• 9.6.5 Behaviour genetics
• 9.6.6 Gender differences
• 9.7 Social learning approaches to anti-social behaviour
• 9.7.1 Norms of anti-social behaviour
• 9.8 Situational factors in anti-social behaviour
• 9.8.1 Environmental conditions
• 9.8.2 Frustration
• 9.8.3 Social status
• 9.9 Personal characteristics in anti-social behaviour
• 9.9.1 Personality
• 9.9.2 Cognitive control
• 9.9.3 Disinhibition
• 9.10 Application: aggression and the media
• 10 Prejudice, conflict and intergroup behaviour
• 10.1 Introduction
• 10.2 Types of prejudice and discrimination
• 10.2.1 Racism
• 10.2.2 Sexism
• 10.2.3 Tokenism
• 10.3 Individual explanations
• 10.3.1 Personality differences
• 10.3.2 Frustration and aggression
• 10.3.3 Belief similarity
• 10.4 Realistic group conflict
• 10.5 Social identity and self-categorisation
• 10.5.1 Minimal group paradigm
• 10.5.2 Social identity theory
• 10.5.3 Social identity and accessibility of group membership
• 10.5.4 Self-categorisation theory
• 10.6 Consequences of self-categorisation
• 10.6.1 Stereotypes
• 10.6.2 Illusory correlation
• 10.6.3 Homogeneity
• 10.6.4 In-group dislike
• 10.7 Reducing prejudice and discrimination
• 10.7.1 Superordinate goals
• 10.7.2 Recategorisation
• 10.8 Application: reducing intergroup conflict by contact
• 11 Groups and group performance
• 11.1 Introduction
• 11.2 Individuals and groups
• 11.2.1 Social facilitation
• 11.2.2 Brainstorming
• 11.2.3 Group memory
• 11.3 Group composition and performance
• 11.3.1 Group size
• 11.3.2 Group membership
• 11.4 Group structure and influence
• 11.4.1 Group cohesiveness
• 11.4.2 Group norms
• 11.4.3 Roles and status
• 11.4.4 Communication structure
• 11.5 Co-operation and competition
• 11.6 Power and leadership
• 11.6.1 Types of power
• 11.6.2 ‘Great man’ theory of leadership
• 11.6.3 Behavioural style of leaders
• 11.6.4 Fiedler’s contingency theory
• 11.6.5 Choice of leader
• 11.6.6 Male and female leaders
• 11.7 Group decision-making
• 11.7.1 Decision-making rules
• 11.7.2 Individual and group decision-making
• 11.7.3 Groupthink
• 11.7.4 Preventing groupthink
• 11.8 Application: management teams and team roles
• References
• Index