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social science
psychology 2e
Social Psychology 2nd Edition Robbie Sutton, Karen Douglas - Solutions
4. What coping strategies or defences would you like to have had so that you could have coped better?
5. What steps can you take now to develop these coping strategies and defences?
6. What would be the costs and benefits of taking these steps?
7. Take some of these steps and assess the impact it has on your well-being by assessing yourself before and afterwards on one of the well-being scales contained in Chapter 1.
1. Design and conduct a study to test the hypothesis that there is a significant correlation between happiness and one or more functional coping strategies or adaptive defence mechanisms.
2. Conduct PsychInfo searches covering literature published in the past couple of years using the terms ‘self-esteem’, ‘self-efficacy’, ‘coping strategy’, and ‘defence mechanism’coupled with the term ‘well-being’. Identify a study that interests you and that is feasible to
1. At what stage are you in the family lifecycle?
2. What have you learned from this chapter about the stage in which you currently find yourself?
3. What steps can you take now to enhance your life by applying some of this new knowledge to your current situation?
4. What would be the costs and benefits of taking these steps?
5. Take some of these steps and assess the impact it has on your well-being by assessing yourself before and afterwards on one of the well-being scales contained in Chapter 1.
1. Design and conduct a study to test the hypothesis that there is a significant correlation between happiness and the dimensions of family functioning assessed by the McMaster Family Assessment Device.
2. Conduct PsychInfo searches covering literature published in the past couple of years using the terms ‘friendship’, ‘marriage’, and ‘parenting’ coupled with the term ‘wellbeing’.Identify a study that interests you and that is feasible to replicate and extend.Conduct the
1. Describe one thing you would like to change about your lifestyle so you could be healthier or happier.
2. From the information in the chapter, what stage of change are you in today?
3. What steps can you take now to move from the stage you are in today towards the next stage of change?
4. What would be the costs and benefits of taking these steps?
5. Take some of these steps and assess the impact it has on your well-being by assessing yourself before and afterwards on one of the well-being scales contained in Chapter 1.
1. Design and conduct a study to test the hypothesis that there is a significant correlation between happiness and the stage of change that people are in concerning weight reduction.
2. Find a chapter in this book on a prevention topic that interests you and that contains studies which might be feasible for you to cond u ct fo graduate thesis: A.Carr (2002).Prevention: What Works wit h Childr en Adolescents? A Critical Review of Psychological Prevention Programmes for Children,
=+1. Using the Internet, can you find any gender equality statistics for your country? For example, how large is the ‘pay gap’ in your country, and how overrepresented are men in political and business leadership?
=+2. Do you think that scientists’ political persuasion may influence the scientific models they use? For example, do you think that more conservative, traditional or right-wing scientists may be drawn to evolutionary
=+social psychological explanations of gender roles, whereas more feminist, left-wing scientists may be drawn to accounts of gender roles that emphasize socialization and culture? How would you test this possibility in a study?
=+3. Using the Internet, find media coverage of studies of gender differences. Do these tend to favour nature (biology, hormones, evolution) or nurture(socialization and culture) explanations?
=+1. Think of examples of impostors from your own experience. Are there any specific groups, like war veterans, where imposterism is particularly frowned upon?
=+What are the characteristics of these groups?
=+2. Are impostors always harmful to the group? Can you think of examples where impostors may actually help the group?
=+3. Why is it so important to us to protect the integrity of our groups?
=+1. Can you think of any other ethical issues presented by ostracism research? How would you deal with them?
=+2. How much do you think laboratory experiments on ostracism can tell us about the effects of long-term
=+ostracism that people experience in their everyday lives?
=+. How do people react to initiation rites and what social psychological process(es) can account for these reactions?
=+2. How do people react to ‘imposters’ within groups and why? Refer to social psychological research in your answer.
=+3. Does it adversely affect people to be excluded from groups that they do not even want to be part of?Why, or why not? In your answer, review research on the psychological effects of ostracism.
=+1. Imagine that you work for a school or university facing severe budget cuts. It is proposed that funding for social and club activities should be cut, since this is less important than the core academic curriculum.
=+Using the findings described above, write an argument for the value of the social and club activities of your school/university (max. 300 words).
=+2. In a major study (Barber, Eccles & Stone, 2001; Eccles & Barber, 1999; Eccles, Barber, Stone & Hunt, 2003), it was found that children who were involved in team sports tended to go on to like school more, gain higher grades in their final year of school, attend university, stay at university
=+drink more, no doubt because of the drinking culture often associated with team sports.) On the basis of the studies you have read about in this chapter, do you think these benefits would apply, to the same extent, for individual sports or other extracurricular activities? Finally, how do you
=+3. Jones and Jetten (2011) note that apart from providing us with social identity, groups do us good in other ways. For example, many groups provide friendship networks and social support. Jones and Jetten(2011) were interested in the ‘mere salience of an increasing number of groups’ (p.
=+memberships of social categories, rather than list the friendship, family and other more intimate social groups that they belong to. But going further, if their argument is right – and belonging to many groups gives us a purely existential identity boost that is independent of other benefits
=+their effects. That is, listing a higher number of groups helps us cope because it increases variables such as self-esteem and self-concept clarity (see Chapter 2). However, Jones and Jetten (2011) did not test for this pattern of mediation. So, it remains unclear why awareness of multiple group
=+ what would you measure? As well as self-esteem and self-concept clarity, what variables might you include?
=+ Can you find measures of perceived social support, for example, and perceived social inclusion? In no more than 400 words, describe your study.
=+4. There was no control condition in Jones and Jetten’s (2011) study; that is, no group of participants just did the cold pressor task without first having answered any questions about their social identity. Does this matter?
=+ Do we know, for example, whether listing five group memberships really boosts resilience to levels that are higher than normal, or whether listing just one group membership might actually reduce resilience?
=+5. Since the publication of the early studies on the benefits of identification with groups (e.g., Jones& Jetten, 2011), there have been several studies producing similar effects. For example, Greenaway, Haslam, Cruwys, Branscombe & Ysseldyk (2015) showed that identifying strongly with a single
=+In 2017, a special issue of the European Journal of Social Psychology on the benefits (and sometimes costs) of social identification was edited by Jetten et al. (2017). Read the table of contents and the issue more widely for an overview of how the research has developed.
=+1. Do you think Milgram’s study should have been conducted? Does the information gained outweigh the potential stress caused by the participants?
=+This is one of the main considerations for people who are asked to review research ethics applications. Write down some points to justify your answer.
=+2. Was the way Milgram’s study was conducted – and reported – ethical? How could its ethically questionable features have been improved? For example, how could participants’ consent been more informed? How could the debrief have been improved? How could the reportage have been more
=+3. Is it ethical to replicate Milgram’s studies, knowing what he found – for example, that the situation
=+was highly distressing for participants, and that the majority of participants delivered maximum shocks?
=+To put the question the other way, if you prefer, is it ethical not to replicate Milgram’s studies?
=+4. There is plenty of commentary on the ethics of the Milgram studies, on the Internet and in academic journals. Locate these sources by following the
=+references cited in this section (eg., Miller, 2009), and also try searching for ‘Milgram ethics’. You might want to examine two recent special journal issues containing several articles that critically examine Milgram’s legacy:
=+one in the journal Theory and Psychology, edited by Brannigan, Nicholson and Cherry (2015), and the other in the Journal of Social Issues, edited by Reicher, Haslam and Miller (2014).
=+5. Finally, an important debating point was raised by Baumrind (1964), who argued that Milgram’s studies were inherently unethical because participants did not understand the nature and purpose of the study that they signed up for. She argues that deceiving
=+participants about the purpose of the study is inherently wrong, even if participants are informed about the true purpose afterwards (in a debrief). What
=+do you think of this argument? If you look at many of the studies we discuss in this textbook, how many of them could have produced meaningful results without deceiving participants?
=+1. As we saw in Chapter 1, experimenter bias – effects observed in experiments because of the expectations and behaviours of the experimenter – can be powerful and operate without the consciousness of either experimenters or participants. Of course, researchers can also influence their
=+is absolutely no suggestion that these biases operated consciously or that the researchers had any intention of obtaining misleading findings.) What reasons are there to believe that the effects are not entirely due to experimenter bias?
=+2. In Chapter 1, we considered the importance of replication in social psychology and the Many Labs’Project.
=+To what extent do you think a risk confronting this project is that null findings may emerge from these replications because, at some level, the researchers‘want’ to obtain them?
=+1. Many assume that the success of the suffragette movement was a ‘reward’ for the vital work done by women during the First World War. However, women
=+in France (who were also instrumental in the war effort) were not similarly rewarded. Do you think this is a good explanation?
=+2. What might be another reason for their success?
=+3. Many of the suffragettes’ activities were violent (e.g., arson, vandalism). Thinking about how minorities are influential, would these activities have helped or hindered their cause?
=+4. What other influences might the suffragettes have had?
=+Think also about our discussion of status and roles in Chapter 8. Also take a look at our coverage of collective action in Chapter 12.
=+1. What are the factors that influence conformity within groups? Discuss with reference to relevant research on social influence processes.
=+2. Everyone is capable of ‘evil’ – it all depends on the situation. Do you agree with this statement? Why/why not?
=+3. With reference to relevant research, explain how minorities can influence majorities.
=+1. Think of the different motivations that people might have to be part of a crowd. What behaviours might we witness from so-called ‘exploiters’, who are simply present to capitalize on the situation?
=+2. Reicher (1996) developed the elaborated social identity model of crowd behaviour, which focuses on the emergence and development of crowd conflict
=+(see also Drury, Reicher & Stott, 2012). According to this perspective, crowd conflict is meaningful, but can bring about social and psychological change because
=+this meaning may be contested. How can this be linked to the ideas of emergent norm theory? What are the key similarities and differences between emergent norm theory and the elaborated SIDE model?
=+. The yellow vest movement (gilet jaunes) began in France in 2018. The movement was originally motivated by ecomonic pressures such as tax reforms that disadvantage the working and middle classes, rising fuel
=+prices and increases in the cost of living. People in yellow vests gathered in large groups to demonstrate against the government, blocking roads, shopping areas and preventing access to some important landmarks. Whilst many of the protests were peaceful, some developed into violent riots. The
=+protested similar issues. However, yellow vest protests have involved incidents of racism, homophobia, antiSemitism and Islamophobia, both in France and abroad.Much of the activity of these groups was coordinated via social media. Take some time to read about the
=+yellow vest movement and try to map the events and behaviours of the groups onto the various theories of deindividuation and crowd behaviour. How might such theories need to be developed further to accommodate the role of social media in mobilizing crowds?
=+1. Thinking about the methods of manipulating deindividuation you have been reading about, what else do you think researchers may be manipulating?Specifically, how do the researchers interfere with communication between people? Does this represent
=+a confound, and what does it mean for the evidence cited in favour of the concept of deindividuation?
=+2. What do you think the SIDE model would have to say about the idea that road rage emerges because of the deindividuating aspects of the driving situation?According to this model, when might driver aggression increase, and when might it decrease, in response to the anonymous conditions of
=+3. According to Halpern (1998), a good critical thinking skill is to think of two improvements that could be made to an experiment (see Chapter 15). Based on the
=+description of the study by Ellison-Potter et al. (2001),
=+what improvements do you think you could make?(Note: if you would like further information, look up this article in the References section of this book, and see if your institution’s library holds the journal in which it was published.)
=+1. One interesting thing to note about groupthink is that despite contradictory findings and difficulties in carrying out conclusive experimental studies testing the theory, it still enjoys a great deal of
=+attention. For example, management training programmes often focus on the prevention of groupthink. Groupthink has been applied to many different domains where decisions are made, such as juries and sporting teams. Why do you think the theory is so influential?
=+2. Would it be possible to test the full model of groupthink?
=+Take a look at the literature to see if this has been done. What are the difficulties in testing such a large social psychological model?
=+3. Can you think of a study to test one of Janis’s recommendations for reducing groupthink?
=+1. What is social facilitation? Draw on evidence from social psychology to explain when social facilitation is likely (versus unlikely) to occur.
=+2. Drawing on theory and research, provide an overview of the antecedents and consequences of social loafing.
=+3. Is deindividuation a result of a ‘loss of self’? Explain with reference to various theories of deindividuation, and associated research.
=+1. How would you reconcile this electoral outcome with the glass cliff effect?
=+2. If men and women were equally likely to win election to the presidency of the USA, approximately how many presidents ought to have been female?
=+ Is the running total of female presidents, which is none, significantly less than would be expected by chance?
=+3. Hillary Clinton lost the 2016 presidential election to Donald Trump. How would you reconcile this electoral outcome with the glass cliff effect?
=+How does your answer to this question compare with your response to question 1?
=+4. Can you think of other examples of the glass cliff effect in recent times
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