COURSE DESCRIPTION
Examination of theory and research concerning group affiliation, group standards, social perception, reference groups, and other social influences on the behavior of individuals. Topics include: the self and society, attitudes and attitude change, social perception, attraction and love, aggression and violence, and group dynamics. Lecture/discussion. Prerequisite: Completion of General Education Areas A, B4, and D--note, these prerequisites apply if you are taking this class for the GE Theme 3 requirement--you must also be junior status (90 units completed). IF you are using this course for either the major or a minor, the only prerequisite is one course in psychology (see catalog http://www.csub.edu/catalog/2011-2013_regularlyUpdated/pages/012.pdf).

COURSE OBJECTIVES  After completing this course, students shall

1. Recognize, describe, evaluate, and constructively criticize evidence presented to explain social influence phenomena in social psychological areas covered in this class (see the class schedule below).
2. Name important classic studies in social psychology by identifying researcher and study findings.
3. Identify major parts of a published empirical research paper, critically evaluating three aspects of its content.
4. Identify and discuss theory, methodology, and conceptual evidence in support (or against) social psychological findings.
5. Identify and evaluate social psychological hypotheses of social psychological phenomena.
6. Evaluate alternative explanations of social psychological findings.
7. Use social psychological arguments in a cogent and logical fashion in explaining social behavior.
8. Use the empirical literature to develop a social psychological topic, critically evaluating the evidence in support (or against) of the social influence phenomena under discussion.
9. Describe strengths and weaknesses in terms of validity of the conclusions for social psychological findings.
10. Write reports using correct (APA or MLA) style and correct English grammar, mechanics, and syntax.
11. [Please See Outcomes Assessment Section Below for More Information]
    

WEB RESOURCES

1. Writing_the Research Report  --  http://methods.fullerton.edu/appa.html
2. Psych_Web Resources (Russ Dewey) --http://www.psychwww.com/
3. Elements_of Style (Strunk & White) --http://www.bartleby.com/141/index.html
4. American_Psychological Assoc. --http://www.apa.org/
5. American_Psychological Society --http://www.psychologicalscience.org
6. Western_Psychological Association --http://www.westernpsych.org
7. Social_Psychology Network --http://www.socialpsychology.org/
8. Classics in the History of Psychology --http://psychclassics.yorku.ca/
9. Encyclopedia of Psychology --http://www.psychology.org
10. APA style--worth browsing --http://www.apastyle.org    
    
11. English writing tutorials --http://owl.english.purdue.edu/
12. Methods' Descriptions --http://www.slais.ubc.ca/resources/research_methods/
13. Classbook Practice Quizzes --http://cengage.com 
    

GRADING (TESTS will include both objective and essay components)

PAPER 1
Once you read Cialdini's book, you will discover that social influence is a constant state of war, with few defenses to the unsuspecting targets, against an army full of weaponry--the profiteers. The profiteers attack the targets' "thoughts, emotions, and behaviors," and the profiteers are so effective that their presence can be "imagined, implied, or actual" (Allport, 1954). The Clavell (1983) book summarizes Sun Tzu's Art of war book, which describes how psychological warfare effectively involves weapons of social influence. Pick an issue that is of importance to you and coalesce, synthesize,

1. Read the Clavell and Cialdini's books and write a  four to six page paper where you discuss examples from the books on how our thoughts, emotions, and behaviors are influenced by profiteers and society (others' presence--be implied, imagined, or actual)--that is, how have you used, or have others used on you, principles from Sun Tzu to achieve social influence goals. 
2. Support your analysis of the Clavell book by using Cialdini and Myers's books--that is, for each principle from Sun Tzu, show how it is supported by principles from Cialini or Duff's books. 
3. State the purpose of the paper, provide supporting evidence by using examples from the reading, and draw reasonable conclusions supported by your evidence--that is, present a coherent story, not a laundry list of principles--use good flow. 
4. Integrate class material and demonstrate that you are learning core concepts from this class. Be strategic in how you write this paper, maintaining flow and coherence.  Due date listed in class schedule.

•                (from previous classes)
• How to Get Your Child to Have High Academic Ambitions
  
• How My Boss Can Run the Business More Efficiently
• How to have a Peaceful Relationship with my Mother in Law
• How to Crush the Junk Food Habit
• Steps to get that Job in this  Competitive Economy
  
• Conforming to Obedience Creates Better, Stronger Soldiers
  
• The Art of and Manipulation of Car Salesmanship   Using Social Psychology Principles
• Getting more than one date with that special one
• How to Maintain an Orderly Classroom and Increase the Confidence in the Students
• The Art Of Sorority War
  

1. Precisely define the topic/problem area you are writing about.
2. Carefully select the sources you will need to answer the question(s) posed by your topic.
3. Submit your project proposal to me for approval (note: this proposal should be attached to your final paper).
4. Summarize, synthesize, and integrate your sources as they relate to your problem area (no laundry lists).
5. Apply the principles/findings of the literature to your problem.

EVALUATION CRITERIA--a rubric will be provided in class, which will include the following elements:

1. Defining an appropriate, limited topic.
2. Selection and description of appropriate literature.
3. Reasonable application of psychological principles.
4. Thoughtful discussion of implications of the research.
5. Writing (e.g., grammar, syntax, style, etc.).
6. Quality rather than quantity.

RHETORIC BY ARISTOTLE
As an early social psychologist writer, Aristotle put forward many principles of social influence in his influential writings found in Rhetoric. In this class, you will have the privilege of reading this early classic. You will have a choice to take one test worth 30 points, which will include materials from all three books from rhetoric; alternatively, you can chose to have three tests, each worth 10 points after you read each book. We will all decide as a class which test format to select. The full reference for this source is
    Aristotle  (350 B.C.E.). Rhetoric (translated by W. Rhys Roberts). Retrieved on September 14, 2009,
          from http://classics.mit.edu/Aristotle/rhetoric.html or  http://www.molloy.edu/sophia/aristotle/rhetoric/rhetc_main.htm

WRITING ASSISTANCE & RE-WRITES

AMERICANS WITH DISABILITIES ACT:

Students who are entitled to accommodations under the ADA can contact me at their earliest convenience to make appropriate arrangements. I adhere to all rules and regulations set forth by CSUB’s Services for Students with Disabilities (SSD) office http://www.csub.edu/UnivServices/SSD/. (Tel. 654-3360) .

GENERAL INFORMATION

1. Per the CSUB University Catalog and pursuant to Title 5, California Code of Regulations, § 41301. Standards for Student Conduct, CSUB students must adhere to laws, rules, standards, responsibilities, and expectations inherent with being a CSUB student. Specifically, acts of student misconduct such as academic dishonesty, interference with instructional activities, activities endangering the well being of the university community, as well as criminal activity of any kind will result in disciplinary actions, including expulsion and/or referral/involvement of local, state, and federal law enforcement agencies (see p. 90-91 of the 2011/13 catalog ---http://www.csub.edu/catalog/2011-2013_regularlyUpdated/pages/012.pdf). 
2. Make-up exams are given only in the event of medical emergencies.
3. Late papers or assignments will NOT be accepted.

**CIALDINI ASSIGNMENTS

WRITING TIPSHere is a list of possible problems you will want to avoid. (This is not a comprehensive list.)

• "CSUB students are the most loquacious, laboriously inclined, and dispassionate cognitive-processors I have ever met." Vega (2011, p. 3) == Vega (2011) has high regard for CSUB students.  Please avoid long quotes in your writing which only show to me you are not thinking about what you are reading. Summarize, paraphrase, or re-state your sources' ideas. Only quote if it cannot be stated any better. 
  
• Gang Violence | Paper 1 | Aggression | Discrimination Against Women:   All these are not appropriate titles for class papers. Titles of papers should explicitly state the thesis of what you writing will cover.
  
• U.S.A. | CSUB | etc. | Aren't we in agreement?  Acronyms must be spell out in first use and contractions are to be avoided in formal writing. 
• Arizona State University professor, Robert Cialdini (1993) wrote a book titled Influence, which explains how six universal principles of compliance work. ----- Please pay attention to over-striked text, as it is not needed. No need for university affiliation or title of book--that is the reason for a references page. Note, in this class a references page is required--sources to be listed are those you actually use. I will not accept a "works consulted," "bibliography," or "works cited" page.
  

The following are mistakes I frequently find in students' papers. (adapted from Allen, 1995).

Wrong: I feel that smaller doses should be used. (To feel something is to sense it)
     Correct: I believe that smaller doses should be used.
Wrong: The parent was effected by the child's behavior.
     Correct: The parent was affected by the child's behavior. (To affect is to influence)
Wrong: The affect of the noise was hearing loss. (An affect refers to an emotional state)
     Correct: The effect of the noise was hearing loss. (An effect is something that has been caused)
Wrong: Johnson's (1992) results concluded that ... (Results cannot conclude, only people can)
     Correct: Johnson (1992) concluded that....
Wrong: While I agree with their perspective, I feel that ... (While and since refer to time)
     Correct: Although I agree with their perspective, I believe that ...
Wrong: The man refused since he disliked the questions. (Since refers to time)
     Correct: The man refused because he disliked the questions.
Wrong: Among the two choices, I prefer the round one. (Use among for 3 or more choices)
     Correct: Between the two choices, I prefer the round one.
Wrong: Its the answer to it's own question. (It's = It is)
     Correct: It is the answer to its own question.
Wrong: Their taking they're test in the other room.
     Correct: They are taking their test in the other room.
Wrong: Social psychological principals are useful. (Noun=head of a school; Adj=most important)
     Correct: Social psychological principles are useful. (Basic rule or law)
Wrong: The evidence proves my point. (Very few things are ever proven)
     Correct: The evidence supports my point.
Wrong: The data is very convincing. (Data is a plural word)
     Correct: The data are convincing.
** Avoid excessive and very needless words when you write = Avoid needless words **
For additional help, consult Strunk and White's (1979) book on Elements of style (3rd ed). Also at: http://www.bartleby.com/141/index.html for an electronic, free copy.