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Contents
Preface xiii New Frontiers in Social Psychological Research 43
About the Authors XIX Culture and Social Psychology 43
Special Tips for Students xxi Social Neuroscience 44
Ethical Issues in Social Psychology 45
1 Introducing Social Psychology 1 Summary 48 • Test Yourself 49

Defining Social Psychology 3

TRY IT! Conflicting Social Influences 4 3 Social Cognition: How We Think
Social Psychology, Philosophy, Science, About the Social World 51
and Common Sense 4 On Automatic Pilot: Low-Effort Thinking 53
Ho\,• Social Psychology Differs From Its People as Everyday Theorists: Automatic
Closest Cousins 5 Thinking With Schemas 53
TRY IT! Social Situations and Shyness 7 Whlch Schen1as Do We Use? Accessibility
The Power of the Situation 9 and Priming 55
Underestin1ating the Po\,•er of the Situation 10 Making Our Schemas Con1e True: The
The Importance of Construal 11 Self-Fulfilling Prophecy 57
#trending What's in a Name? 14 #trending Do You Believe in Astrology? 59
Where Construa ls Come Fron1: Basic Hun1an Motives 15 Types of Automatic Thlnking 61
The Self-Esteem Motive: The Need to Feel Good Auton1atic Goal Pursuit 61
About Ourselves 16 Auton1atic Thinking and Metaphors About the
SUFFERING AND SELF-JUSTIFICATION Body and the Mind 62
The Social Cognition Motive: The Need Mental Strategies and Shortcuts: Judgmental
to Be Accurate 17 Heuristics 63
HOW EASILY DOES IT COME TO MIND? THE AVAILABILITY
Why Study Social Psychology? 19 HEURISTIC • HOW SIMILAR IS A TO B? THE
Summary 20 • Test Yourself 21 REPRESENTATIVENESS HEURISTIC •
PERSONALITY TESTS AND THE REPRESENTATIVENESS HEURISTIC

2 Methodology: How Social TRY IT! Reasoning Quiz 68

Psychologists Do Research 23 Cultural Differences in Social Cognition 69
Cultural Determinants of Schemas 70
Socia l Psychology: An Empirical Science 24 Holistic Versus Analytic Thlnking 70
TRY IT! Social Psychology Quiz: What's Your Prediction? 25
Controlled Social Cognition: High-Effort Thinking 72
Fom1ulating Hypotheses and Theories 26 Controlled Thinking and Free Will 73
INSPIRATION FROM PREVIOUS THEORIES AND RESEARCH •
HYPOTHESES BASED ON PERSONAL OBSERVATIONS
TRY IT! Can You Predict Your (or Your Friend's) Future? 74
Mentally Undoing the Past: Counterfactual Reasoning 75
Research Designs 27
Improving Human Thinking 76
The Observational Method: Describing Social Behavior 28
ETHNOGRAPHY • ARCHIVAL ANALYSIS • LIMITS OF TRY IT! How Well Do You Reason? 77
THE OBSERVATIONAL METHOD Watson Revisited 78
The Correlational Method: Predicting Social Behavior 29 Summary 80 • Test Yourself 81
SURVEYS • LIMITS OF THE CORRELATIONAL
METHOD: CORRELATION DOES NOT EOUAL CAUSATION

TRY IT! Correlation and Causation: Knowing the 4 Social Perception: How We Come to
Difference 33 Understand Other People 83
The Experin1ental Method: Ans\,•ering
Nonverbal Conm1unication 85
Causal Questions 34
INDEPENDENT AND DEPENDENT VARIABLES •
TRY IT! Using Your Voice as a Nonverbal Cue 86
INTERNAL VALIDITY IN EXPERIMENTS • EXTERNAL VALIDITY Facial Expressions of Emotion 86
IN EXPERIMENTS • FIELD EXPERIMENTS • REPLICATIONS EVOLUTION AND FACIAL EXPRESSIONS • WHY IS
AND META-ANALYSIS DECODING SOMETIMES DIFFICULT?
#trending Correlation Does Not Equal Causation 41 Culture and the Channels of Nonverbal
BASIC VERSUS APPLIED RESEARCH Con1munication 89
vii
viii Contents

First Impressions: Quick But Long-lasting 91

#trending First Impressions Formed Online 92
6 Cognitive Dissonance and the
Need to Protect Our Self-Esteem 149
The Lingering Influence of lnitial
lmpressions 93 The Theory of Cognitive Dissonance: Protecting
Causal Attribution: Ansv,ering the "Why" Question 96 Our Self-Esteem 150
The Nature of the Attribution Process 97 Decisions, Decisions, Decisions 153
The Covariation Model: Internal Versus External DISTORTING OUR LIKES AND DISLIKES • THE
PERMANENCE OF THE DECISION • CREATING THE
Attributions 98
ILLUSION OF IRREVOCABILITY
The Fundamental Attribution Error: People
as Personality Psychologists 100 The Justification of Effort 155
THE ROLE OF PERCEPTUAL SALIENCE IN THE Counterattitudinal Behavior 157
FUNDAMENTAL ATIRIBUTION ERROR • THE TWO-STEP COUNTERATIITUDINAL BEHAVIOR TOWARD CONSEQUENTIAL
ATTRIBUTION PROCESS ISSUES • THE BEN FRANKLIN EFFECT: JUSTIFYING ACTS
OF KINDNESS • DEHUMANIZING THE ENEMY: JUSTIFYING
Self-Serving Attributions 106
CRUELTY
The "Bias Blind Spot" 107
TRY IT! The Internal Consequences of Doing Good 161
Culture and Social Perception 110 JUSTIFYING OUR OWN IMMORAL ACTS
Holistic Versus Analytic Thinking 110 Avoiding Ten1ptations 163
SOCIAL NEUROSCIENCE EVIDENCE
The Hypocrisy Paradigm 165
Cultural Differences in the Fundamental
Dissonance Across Cultures 166
Attribution Error 112
Culture and Other Attributional Biases 113 Advances and Extensions of Cogrutive Dissonance
Theory 167
Summary 115 • Test Yourself 117
Self-Affim1ation Theory 167
5 The Self: Understanding Ourselves TRY IT! Values Affirmation Writing Exercise 169
in a Social Context 119 Dissonance in Close Relationships: Self-Evaluation
Maintenance Theory 169
The Origins and Nature of the Self-Concept 120 Some Concluding Thoughts on Dissonance and
Cultural Influences on the Self-Concept 122 Self-Esteem 172
TRY IT! A Measure of Independence and #trend ing Politics and Cognitive Dissonance 172
Interdependence 123 Overcoming Dissonance 174
Functions of the Self 124 Narcissism and the Dangers of Too Muell
Self-Knowledge 125 Self-Esteem 174
Knowing Ourselves Through lntrospection 125 TRY IT! Measuring Your Narcissism 175
FOCUSING ON THE SELF: SELF-AWARENESS THEORY
Summary 178 • Test Yourself 179
TRY IT! Measure Your Private
Self-Consciousness 127
JUDGING WHY WE FEEL THE WAY WE 00: TELLING
7 Attitudes and Attitude Change:
MORE THAN WE CAN KNOW Influencing Thoughts and Feelings 181
Knowing Ourselves by Observing Our The Nature and Origin of Attitudes 183
Own Behavior 128 Where Do Attitudes Come Fron1? 183
SELF-PERCEPTION THEORY • UNDERSTANDING OUR
COGNITIVELY BASED ATIITUDES • AFFECTIVELY BASED
EMOTIONS: THE TWO-FACTOR THEORY OF EMOTION •
ATIITUDES
FINDING THE WRONG CAUSE: MISATIRIBUTION OF
AROUSAL • INTRINSIC VERSUS EXTRINSIC TRY IT! Affective and Cognitive Bases of Attitudes 186
MOTIVATION • MIND-SETS AND MOTIVATION BEHAVIORALLY BASED ATTITUDES

#trending Growth Mindset in the Classroom 137 Explicit Versus Implicit Attitudes 187
Using Other People to Kno\,• Ourselves 137 When Do Attitudes Predict Behavior? 188
KNOWING OURSELVES BY COMPARING OURSELVES Predicting Spontaneous Behaviors 189
TO OTHERS • KNOWING OURSELVES BY ADOPTING
OTHER PEOPLE'S VIEWS
Predicting Deliberative Behaviors 189
SPECIFIC ATIITUDES • SUBJECTIVE NORMS •
Self-Control: The Executive Function of the Self 141 PERCEIVED BEHAVIORAL CONTROL
Impression Management: All the World's #trending Predicting Environmentally Friendly Action 191
a Stage 143 How Do Attitudes Change? 192
Ingratiation and Self-Handicapping 144 Changing Attitudes by Changing Behavior:
Culture, ln1pression Management, and Cognitive Dissonance Theory Revisited 193
Self-Enhancement 145 Persuasive Communications and Attitude
Summary 146 • Test Yourself 147 Change 193
 Contents ix

THE CENTRAL AND PERIPHERAL ROUTES TO Other Tactics of Social Influence 245
PERSUASION • THE MOTIVATION TO PAY ATTENTION
TO THE ARGUMENTS • THE ABILITY TO PAY ATTENTION
Obedience to Authority 248
TO THE ARGUMENTS • HOW TO ACHIEVE LONG-LASTING The Milgram Study 249
ATTITUDE CHANGE The Role of Nom1ative Social Influence 252
En1otion and Attitude Change 199 The Role of Informational Social Influence 253
FEAR-AROUSING COMMUNICATIONS • EMOTIONS AS Other Reasons Why We Obey 254
A HEURISTIC • EMOTION AND DIFFERENT TYPES
ADHERING TO THE WRONG NORM • SELF·
OF ATTITUDES
JUSTIFICATION • THE LOSS OF PERSONAL
Attitude Change and the Body 201 RESPONSIBILITY

The Power of Advertising 203 The Obedience Studies, Then and No\v 256
Ho\<\' Advertising Works 204 Summary 258 • Test Yourself 260
Subliminal Advertising: A Form of Mind Control? 204
DEBUNKING THE CLAIMS ABOUT SUBLIMINAL
ADVERTISING • LABORATORY EVIDENCE FOR
9 Group Processes: Influence in Social
SUBLIMINAL INFLUENCE Groups 262
TRY IT! Consumer Brand Attitudes 206 What Is a Group? 264
Advertising and Culture 207 Why Do People Join Groups? 264
Resisting Pers uasive Messages 208 The Con1position and Functions of Groups 265
Attitude Inoculation 209 SOCIAL NORMS • SOCIAL ROLES • GROUP
Being Alert to Product Placement 209 COHESIVENESS • GROUP DIVERSITY

Resisting Peer Pressure 210 #trending Diversity Research and the Affirmative
When Persuasion Attempts Backfire: Action Controversy 268
Reactance Theory 211 Ind ividual Behavior in a Group Setting 269
Summary 213 • Test Yourself 214 Social Facilitation: When the Presence of Others
Energizes Us 269
8 Conformity and Obedience: SIMPLE VERSUS DIFFICULT TASKS • AROUSAL AND THE
DOMINANT RESPONSE • WHY THE PRESENCE OF OTHERS
Influencing Behavior 216 CAUSES AROUSAL

Conformity: When and Why 218 Social Loafing: When the Presence of Others
Informa tional Social Influence: The Need to Kno\,v Relaxes Us 272
What's "Right" 221 Gender and Cultural Differences in Social Loafing:
The Importance of Being Accurate 223 Who Slacks Off the Most? 273
Deindividuation: Getting Lost in the Cro\,•d 274
When lnfom1ational Confom1ity Backfires 224
DEINDIVIDUATION MAKES PEOPLE FEEL LESS
When Will People Conform to Infom1ational ACCOUNTABLE • DEINDIVIDUATION INCREASES
Social InfJ uence? 226 OBEDIENCE TO GROUP NORMS • DEINDIVIDUATION
WHEN THE SllUATION IS AMBIGUOUS • WHEN THE ONLINE
SITUATION IS A CRISIS • WHEN OTHER PEOl'I..E ARE EXPERTS
Group Decisions: Are Two (or More) Heads
Normative Socia l Influence: The Need to Be Accepted 228
Better Than One? 277
Conformity and Social Approval: The Asch
Process Loss: When Group Interactions Inhibit
Line-Judgment Studies 230
Good Problem Solving 277
The Importance of Being Accurate, Revisited 233 FAILURE TO SHARE UNIQUE INFORMATION •
The Consequences of Resisting Normative GROUPTHINK: MANY HEADS, ONE MIND
Social InfJ uence 235 Group Polarization: Going to Extremes 281
TRY IT! Unmasking Normative Social Influence Leadership in Groups 282
by Breaking the Rules 236 LEADERSHIP AND PERSONALITY • LEADERSHIP STYLES •

When Will People Conform to Normative THE RIGHT PERSON IN THE RIGHT SITUATION • GENDER
AND LEADERSHIP • CULTURE AND LEADERSHIP
Social Influence? 236
WHEN THE GROUP IS IMPORTANT • WHEN ONE HAS Conflict and Cooperation 286
NO ALLIES IN THE GROUP • WHEN THE GROUP'S Social Dilemmas 287
CULTURE IS COLLECTIVISTIC
TRY IT! The Prisoner's Dilemma 288
#trending Social Norms and Bigotry 239 INCREASING COOPERATION IN THE PRISONER'S
Minority Influence: When the Fe\,' Influence the Many 240 DILEMMA

Conformity Tactics 241 Using Threats to Resolve Conflict 289

The Role of Injunctive and Descriptive Norms 241 EFFECTS OF COMMUNICATION

Using Norms to Change Behavior: Beware the Negotiation and Bargaining 291
"Boomerang Effect" 244 Summary 293 • Test Yourself 294
x Contents

Situational Determinants of Prosocial Behavior:

10 A ttraction and Rela tionships: From When Will People Help? 349
Initial Impressions to Long-Term Environment: Rural Versus Urban 349
Intimacy 296 Residential Mobility 350
What Predicts Attraction? 298 The Number of Bystanders: The Bystander Effect 351
The Person Next Door: The Propinquity Effect 298 NOTICING AN EVENT • INTERPRETING THE EVENT

Similarity 300 AS AN EMERGENCY • ASSUMING RESPONSIBILITY •

KNOWING HOW TO HELP • DECIDING TO IMPLEMENT
OPINIONS AND PERSONALITY • INTERESTS AND
THE HELP
EXPERIENCES • APPEARANCE • GENETICS • SOME
FINAL COMMENTS ABOUT SIMILARITY Diffusion of Responsibility in Cyberspace 356
#trending "Hook-Up Culture" and Today's Youth 302 Effects of the Media: Video Gan1es and Music Lyrics 357
Reciprocal Liking 302 How Can Hel p ing Be Increased? 358
Physical Attractiveness 303 Increasing the Likelihood That Bystanders
WHAT IS ATIRACTIVE? • CULTURAL STANDARDS Will Intervene 358
OF BEAUTY • THE POWER OF FAMILIARITY • Increasing Volunteerism 360
ASSUMPTIONS ABOUT ATIRACTIVE PEOPLE
Summary 361 • Test Yourself 363
Evolution and Mate Selection 307
EVOLUTION AND SEX DIFFERENCES • ALTERNATE
PERSPECTIVES ON SEX DIFFERENCES
12 Aggression: Why Do We Hurt Other
Peop le? Can We Prevent It? 365
Making Connections in the D igital World 311
Attraction 2.0: Mate Preference in an Online Era 311 Is Aggression Innate, Learned, or Op tional? 366
The Promise and Pitfalls of Meeting People Online 312 The Evolutionary View 367
AGGRESSION IN OTHER ANIMALS
Love and C lose Relationships 314
Defining Love: Companionship and Passion 315 Culture and Aggression 369
CHANGES IN AGGRESSION ACROSS TIME AND
TRY IT! Passionate Love Scale 316 CULTURES • CULTURES OF HONOR
Culture and Love 317 Gender and Aggression 371
Attachn1ent Styles in Intimate Relationships 318 PHYSICAL AGGRESSION • RELATIONAL AGGRESSION
Your Body and Brain in Love 320 Leaming to Behave Aggressively 373
Assessing Relationships: Satisfaction and Some Physiological Influences 375
Breaking U p 322 THE EFFECTS Cf' ALCOHOL • THE EFFECTS Cf' PAIN AND HEAT
Theories of Relationship Satisfaction 322 Social Situations and Aggression 377
SOCIAL EXCHANGE THEORY • EQUITY THEORY
Frustration and Aggression 377
The Process and Experience of Breaking Up 327 Provocation and Reciprocation 379
Summary 330 • Test Yourself 331 TRY IT! Insults and Aggression 380
Weapons as Aggressive Cues 380
11 Prosocial Behavior: Why Do Putting the Elements Together: The Case of
People H elp? 333 Sexual Assault 381
Basic Motives Underlying Prosocial Behavior: MOTIVATIONS FOR RAPE • SEXUAL SCRIPTS AND
THE PROBLEM OF CONSENT
Why Do Peop le Help? 334
Evolutionary Psychology: Instincts and Genes 335 Violence and the Media 383
KIN SELECTION • THE RECIPROCITY NORM Studying the Effects of Media Violence 384
EXPERIMENTAL STUDIES • LONGITUDINAL STUDIES
TRY IT! The Dictator Game 336
GROUP SELECTION The Problen1 of Determining Cause and Effect 386
Social Exchange: The Costs and Re\,•ards of Helping 337 How to Decrease Aggression 389
Empathy and Altruism: The Pure Motive for Helping 338 Does Punishing Aggression Reduce Aggression? 389
USING PUNISHMENT ON VIOLENT ADULTS
Personal Qualities and Prosocial Beh avior: Why
Can We Release Anger by Indulging It? 390
Do Some People Help More Than Others? 342
THE EFFECTS OF AGGRESSIVE ACTS ON SUBSEQUENT
Individual Differences: The Altruistic Personality 342 AGGRESSION • BLAMING THE VICTIM OF OUR
Gender Differences in Prosocial Behavior 343 AGGRESSION
TRY IT! Empathic Concern 344 What Are We Supposed to Do \,•ith Our Anger? 392
Cultural Differences in Prosocial Behavior 345 VENTING VERSUS SELF-AWARENESS

Religion and Prosocial Behavior 346 TRAINING IN COMMUNICATION AND PROBLEM-SOLVING

SKILLS
#trending Helping Across the Political Divide 347
TRY IT! Controlling Your Anger 393
The Effects of Mood on Prosocial Behavior 347
GETIING APOLOGIES RIGHT • COUNTERING
EFFECTS OF POSITIVE MOODS: FEEL GOOD, DO GOOD •
DEHUMANIZATION BY BUILDING EMPATHY
FEEL BAD, DO GOOD
 Contents xi

#trending "Re-accommodation": The United Inducing Hypocrisy 450

Airlines Debacle 395 Removing Small Barriers to Achieve Big Changes 452
Disrupting the Rejection-Rage Cycle 396 Happiness and a Sustainable Lifestyle 454
Summary 398 • Test Yourself 401 What Makes People Happy? 454
SATISFYING RELATIONSHIPS • FLOW: BECOMING
13 Prejudice: Causes, Consequences, ENGAGED IN SOMETHING YOU ENJOY • ACCUMULATE
EXPERIENCES, NOT THINGS • HELPING OTHERS
and Cures 402
TRY IT! Applying the Research to Your Own Life 456
Defining Prejudice 403
Do People Kno\,• What Makes Them Happy? 457
The Cognitive Component: Stereotypes 404
Summary 458 • Test Yourself 459
ARE POSITIVE STEREOTYPES GOOD?

TRY IT! Stereotypes and Aggression 406

The Affective Component: Emotions 408 Social Psychology in Action 2
The Behavioral Component: Discrimination 409 Social Psychology and Health 461
T RY IT! Identifying Your Prejudices 409 Stress and Human Hea lth 462
INSTITUTIONALIZED DISCRIMINATION • EVERYDAY
Resilience 463
DISCRIMINATION • FROM PREJUDICE TO DISCRIMINATION
Effects of Negative Life Events 464
Detecting Hidden Prejudices 414
LIMITS OF STRESS INVENTORIES
Ways of Identifying Suppressed Prejudices 414
TRY IT! The College Life Stress Inventory 465
Ways of Identifying Implicit Prejudices 415
Perceived Stress and Health 466
The Effects of Prejudice on the Victin1 417 Feeling in Charge: The Importance of Perceived
The Self-Fulfilling Prophecy 417 Control 467
Social Identity Threat 419 INCREASING PERCEIVED CONTROL IN NURSING HOMES •
Causes of Prejudice 421 DISEASE, CONTROL, AND WELL-BEING

Pressures to Conform: Normative Rules 421 Coping v,ith Stress 472

#trending Everyday Discrimination in Gender Differences in Coping \,•ith Stress 472

Professional Sports 423 Social Support: Getting Help from Others 473
Social Identity Theory: Us versus Them 423 TRY IT! Social Support 474
ETHNOCENTRISM • IN-GROUP BIAS • OUT-GROUP Reframing: Finding Meaning in Traumatic Events 475
HOMOGENEITY • BLAMING THE VICTIM • JUSTIFYING
FEELINGS OF ENTITLEMENT AND SUPERIORITY
Prevention: Promoting Healthier Behavior 476
Summary 478 • Test Yourself 479
Realistic Conflict Theory 427
Reducing Prejudice 429
The Contact Hypothesis 430 Social Psychology in Action 3
WHERE CONTACT CAN GO WRONG Social Psychology and the Law 481
Cooperation and Interdependence: The Jigsaw
Eyewitness Testimony 483
Classroon1 433
WHY DOES JIGSAW WORK?
Why Are Eye\,•itnesses Often Wrong? 483
ENCODING • STORAGE • RETRIEVAL
TRY IT! Jigsaw-Type Group Study 435
THE GRADUAL SPREAD OF COOPERATIVE AND
Judging Whether Eye\vitnesses Are Mistaken 488
INTERDEPENDENT LEARNING RESPONDING QUICKLY • POST-IDENTIFICATION FEEDBACK

Summary 437 • Test Yourself 439 TRY IT! The Accuracy of Eyewitness Testimony 491
The Recovered Men1ory Debate 491
Social Psychology in Action 1 Juries: Group Processes in Action 494
Using Social Psychology to Achieve a Ho\v Jurors Process Information during the Trial 494
Sustainable and Happy Future 440 Confessions: Are They Ahvays What They Seem? 495
Deliberations in the Jury Room 497
Applied Research in Social Psychology 443
Summary 498 • Test Yourself 499
Capitalizing on the Experimental Method 444
ASSESSING THE EFFECTIVENESS OF INTERVENTIONS • Glossary 501
POTENTIAL RISKS OF SOCIAL INTERVENTIONS

Social Psychology to the Rescue 446 References 507

Using Social Psychology to Aclueve a Sustainable Future 447 Credits 545
Conveying and Changing Social Norms 447
Name Index 549
TRY IT! Reducing Littering with Descriptive Norms 448
Keeping Track of Consumption 449 Subject Index 568
Introducing a Little Competitiveness 450
This page intentionally left blank
Preface
h en we began writing this book, our overriding one video in Chap ter 9 tells the s tory of how a studen t
goal was to capture the excitement of social psy- learned to avoid process loss in her s tudy groups. These
ch ology. We have been p leased to hear, in man y videos are in the Revel version of the text, placed along-
kind notes an d messages from professors and s tudents, that s ide th e relevan t concepts.
we succeeded. One of ou r favorite responses was from a A secon d new featu re, ca lled #trendin g, is a b rief
studen t who said that the book was so in teresting that she ana lysis of a curren t event tha t illustrates a key p rinci-
always saved it for last, to rewa rd herself for finishing h er ple in each ch apter. In Ch apter 11 on Prosocial Behavior,
o ther work. With that one studen t, a t least, we succeeded in for example, we describe an incident in which a White
making our book an enjoyable, fascin ating story, not a dry den tist from Texas, in town for Dona ld Trump's inaugu-
report of facts and figures. ration, left a $450 tip for an African American wa itress.
Th ere is always room for improvement, however, and Students a re asked to thin k abou t how concep ts in the
our goal in this, the tenth edition, is to make the field of chap ter migh t help explain why the man acted so gen-
social psych ology an even better read. When we teach the erous ly, such as Ba tson's empathy-altruism hypothesis.
course, there is nothing more gratifying than seeing the Importan tly, th ese examp les will be updated frequen tly
s leepy students in the back row sit up vvith in terest and in the Revel version of the text, such that s tudents w ill al-
say, "Wow, I didn't know that! Now tllnt's in teresting." We ways be able to connect wha t they are reading to cu rrent,
hope that s tudents who read ou r book w ill have tha t same real-world events.
reaction. Third, every chapter now begins w ith a feature called,
"What do YOU trunk?" where s tudents answer a survey
question designed to illustra te a concept in that ch apter. In
What's New in This Edition? Chapter 6, for example, students are asked, "Have you ever
joined a group that required you to do something humili-
First a word about wh a t has not ch an ged. As mentioned, ating or dangerous in order to gain membership?" In the
we have don e ou r best to tell the story of social psychol- Revel version of the text, s tudents get immediate feedback
ogy in an en gaging way that w ill reson a te w ith stu dents. on h ow o ther s tudents h ave answered (23°/o said yes to this
We also h ave retained features that h elp studen ts lea rn question ). Then, at the end of the chapter, there is a w riting
and re ta in th e materia l. As before, each chap ter begins exercise tied to the survey question that instructors can as-
w ith lea rning objectives, whjch a re repea ted in th e sec- sign if they wish. In Chapter 6, for example, the question
tions of the chapter tha t a re most relevant to th em and in is, "How does justification of effort h elp explain wh y haz-
th e ch apter-endin g su mmary. All major sections of every ing and initiation rites are common across so many d ifferent
chapte r end with review quizzes. Research shows th at group types?"
students learn material better when they are tested fre- Lastly, we h ave expanded a feature tha t proved to be
q uently; thus, these section q uizzes, as well as the test very popular with users of the Revel version of the previ-
q uestions at the end of every chapter, should be helpful ous edition, namely v ideos tha t recreate classic experiments
learnin g a ids. In the Revel version of the text, ins tructors in social psych ology. These videos, recorded exclus ively for
have th e option of assignin g these quizzes and giving this book, give students a vivid and contemporary look at
course credit for correct answers. Each chap ter a lso has h ow an experiment was done and what it found.
our Try It! fea ture that invites s tudents to apply wh at And, of cou rse, we have upda ted the tenth edition s ub-
th ey have learned to their own lives. Several of these Try stantially, vv ith numerous references to new research. Here
It! features h ave been updated. is a sampling of the new research that is covered:
We are p leased to add severa l new features to the
tenth ed ition th a t we believe w ill appeal to s tudents • Chapter 1: This chapter contains updated examples,
and ma ke it even easier for th em to learn the materia l. a new Try It!, and a new section on the role of bio-
The first is called #Surviva lTips which are brief videos logical approaches and evolution ary theory in social
recorded by studen ts who have taken a social psychol- psych ology.
ogy class. Each one tells a personal story re laying how • Ch apter 2: A signa ture of our book continues to be a
th e student applied social psychology to better n aviga te readable, s tudent-friend ly ch apter on resea rch methods
or "survive" a real s ituation in their lives. For example, in social psychology. This chapter has been updated

xiii
xiv Preface

for the ten th edition with new references and examples can vary in p redicting outcomes when it comes to
and a discussion of the replication debate in social evaluation of job resumes based on applican t name.
psychology. A new in teractive feature is also included to explain
• Chapter 3, "Social Cognition: How We Think Abou t the formula for persuasion according to the Ya le
the Social World ," has been upda ted with more than Attitude Change app roach.
40 new references. There is a new section on the p lan- • Chapte r 8, "Conformity and Obedience: Influencing
ning fallacy and d iscussions of recent research find- Behavior," n ow opens with a more positive focus on
ings, such as a study on counterfactual thinking and socia l influence, in the form of Pete Fra tes an d the
people's belief in God. ALS ice bucket cha llenge. We have add ed a discus-
• Chapter 4, "Social Perception: How We Come to s ion of the proliferation of "fake news" in the section
Und ers tand Other People," now includes several new on informationa l social influen ce. The chapte r a lso
features, including a new opening drawing on the Black features a new interactive video d emonstrating s tu-
Mirror television series, an in teractive photo ga llery on dents employing var ious social influence techniques
using first impressions to your ad van tage, a discussion an d added discussion of contemporary criticism of
of cross-cu ltural attitudes regarding karma and beliefs Milgram's research.
in a just world , and a reorganized discussion of Kelley's • Chapter 9, "Group Processes: Influence in Social Groups,"
covariation model. now opens with an analysis of p roblematic group deci-
• Chapter 5, "The Self: Understanding Ourselves in a sion making and stra tegizing in Hilary Clinton's 2016
Social Con text," has been updated with more than 35 campaign team. We have also added coverage of recent
new references. The chapter headings h ave also been research on combating the p roblematic effects on deindi-
reorganized into three major sections, which should viduation online and group polarization via social media
make the material clearer to stud ents. There is a new feeds. The chapter also includes expanded and updated
opening example about children raised by animals and discussion of the prisoner's dilemma and a new photo
how they might have influenced their sense of self. gallery regarding resource dilemmas.
Lastly, the section on self-esteem has been upda ted and • Chapter 10, "Attraction and Relationships: From
moved to Ch apter 6. Initial Impressions to Long-Term Intimacy," has
• Chapter 6, "Cognitive Disson ance and the Need to a new title to better reflect the balanced focus be -
Protect Our Self-Esteem," is one of the most exten- tween initia l a ttraction and relationship trajectory I
sively revised chapters in this edition. This chap· satisfaction . A new interactive p h oto gallery exp lores
ter has a lways been a signature of the book; we are the relationship between mere exposure and liking,
the only text to devote an entire chapter to cogni· and a new inte ractive v id eo illustra tes th e ma tching
tive dissonan ce theory an d self-esteem maintenance. h ypoth esis in attraction. We have added coverage
We p roudly retain this chapter in our ten th ed ition, (includ ing an in teractive figure) of Sternberg's
continuing to p resen t classic work in cogni tive disso- triangular theory of love and have reorganized and
nance in a highly readable manner w ith compelling upda ted the concluding section on relationship
examples designed to d raw students in. At the same satisfaction and b reaking up.
time we h ave updated the chapter, adding a major • In Chapter 11, "Prosocial Behavior: Why Do People
new section on advances and extensions of dissonance Help?" includes more than 30 new references, expanded
theory that includes discussions of self-affirmation discussions of empathy and altruism and volunteerism,
theory an d self-eva luation mainten ance theory. There and a revised discussion of religion and p rosocial
is also a section on n arcissism and self-esteem, wh ich behavior.
prev ious ly appeared in Chapter 5. Lastly the chapter • Chapter 12, "Aggression: Why Do We Hurt Other
has two new Try It! exercises tha t studen ts will enj oy: People? Can We Preven t It?," has significan t conten t
In on e they complete a va lues affirmation writing ex- updates in addition to covering new research. Our
ercise, and in an other they can take a sh ort version of discussion of testosterone and aggression is more nu-
the Narcissistic Personali ty Inventory and get feed - an ced, disentangling some aspects of gen der and h or-
back on their score. mones and in troducing the o ther sex h ormone related
• Chapter 7, "Attitudes and Attitude Change: to aggression, estradiol. We also in troduce and evalu-
Influencing Thoughts an d Feelings," includes a new a te two formal evolution ar y theories of aggression:
opening story, new examples from Election 2016 in the challenge hypothesis and d ual-hormone theory.
th e discussion of affectively based attitudes, and new We also streamlined the section on sexual assault
discussion of how implicit versus exp lici t attitudes to make this importan t section clearer. Overall, the
 Preface xv

chapter narrative n ow emphasizes the con vergen t fact inspired the creation of Revel: an interactive learning
evidence for th e role of impulsivity in aggression environment designed for the way today's students read ,
across b iological and psychological evidence. think, and learn. Built in collaboration with educa tors and
• In Chapter 13, "Prejudice: Causes, Consequences, stu dents nationwid e, Revel is the newest, fu lly digital way
and Cures," has undergone a major organizational to deliver respected Pearson conten t. Revel enlivens cou rse
and conten t u pdate. We generalized th e discussion content with media interactives and assessments- icluding
of prejudice from the strong focus on Black-White an in teractive figure) of ntegrated directly within the au-
and male-female relations to relate more generally thors' narrative-that p rovide opportunities for students
to other e thnic, gender, and stigmatized identities. to read abou t and p ractice course material in tandem. This
Nonetheless, we maintain an importan t dialog on irnmersive educationa l technology boosts student engage-
anti-Blackness, including a d iscussion of police shoot- ment, which leads to better understanding of concepts and
ings and activ ist groups. We expanded the discussion improved performance throughou t the course.
of emotions as a core component of prejudice, throu gh
which we included more physiological research on Learn More about Revel
prejudice in to the ch apter. Und er the ways to reduce h ttp:/ /www.pearsonhighered.com/revel/
prejudice, we have exten ded th e discussion of inter- Rather than simp ly offering opportunities to read
group con tact to teach studen ts about indirect contact, about and stud y social psychology, Revel facilitates
and we have streamlined the d iscussion of the jigsaw deep, engaging interactions w ith the concepts that mat-
classroom. The entire chapter was upda ted with new ter most. By p roviding opportunities to improve skills
examples from recent popula r culture an d in teractive in analyzing and in terp retin g sou rces of psychological
components in Revel. evidence, for example, Revel engages students directly
• Social Psychology in Action chapters- "Using Social and immediately, which leads to a better understanding
Psychology to Achieve a Sustainable and Happy of course material. A wealth of student and instructor
Future," "Social Psychology and Hea lth," and "Social resources and in teractive materia ls can be found within
Psychology and the Law"- have been updated w ith Revel. Some of our favorites are mentioned in the infor-
many references to new research, but remain shorter mation that follows.
chapters. When we teach the cou rse, we find tha t stu- For more information about all the tools and resou rces
dents are excited to lea rn abou t these applied a reas. in Revel and access to your own Revel account for Social
At the same time, we recognize that some instructors Psychology, go to www.pearsonhighered.com/ revel.
have difficulty fitting the ch apters into their courses.
As with the p revious edition, ou r approach remains to Instructor Resources
maintain a shortened length for the applied ch apters to We know that instructors are "tou r guides" for their stu-
make it easy to integra te these chapters in to different dents, leading them throu gh the exciting world of social
parts of the course in whatever fashion an instructor psychology in the classroom. As such, we have invested
deems best. SPAl, "Using Social Psychology to Achieve tremendous effort in the creation of a world-class collection
a Sustainable and Happy Future," includes an u pdated of instructor resou rces that will support p rofessors in their
opening example abou t the effects of climate change mission to teach the best course possible.
and new examples of ways in which students can both Coauthor Sam Sommers gu ided the creation of this
act in sustainable ways and maximize their well-being. supplements package, which has been reviewed and up·
In SPA2, "Social Psychology and Health," we updated dated for the tenth ed ition. Here are the highlights of the
coverage on perceived con trol interventions among supplements we are pleased to provide:
nursing home residents and included a new interactive
on coping with s tress. SPA3, "Social Psychology an d PRESENTATION TOOLS AND CLASSROOM ACTIVITIES
Law," has a new v ideo abou t attention al blindness and • Social Psychology PowerPoint Collection (0134700732)
an interactive feature on best p ractices in eyewitness The PowerPoints provide an active forma t for pre-
identification p rocedures. senting concepts from each chapte r and incorpo-
ra ting relevant figures an d tables. Instructors can
Revel for Social Psychology choose from three PowerPoint presentations: a lec-
ture p resen tation set tha t h igh lights major topics
RevelTM from th e chapters, a highly visual lecture p resenta -
When students are engaged deeply, they lea rn more ef- tion set with embedded videos, or a PowerPoint
fectively and perform better in their courses. This simp le collection of the complete art files from the tex t. The
xvi Preface

PowerPoint files can be downloaded from www work starts on the eleventh edition), and for frequently pro-
.pearsonhighered.com. vjding excellent real-life examples that illustrate social psy-
• Ins tructor's Resource Manual (0134700694) The chological concepts. He also gives special thanks to all of his
Instructor's Manua l includes key terms, lecture ideas, teachers of social psychology, for introd ucing him to the field,
teaching tips, suggested readings, chapter ou tlines, for continued support, and for serving as role models as in-
studen t p rojects an d research assignments, Try It! exer- structors, mentors, researchers, and writers.
cises, critical-thinking topics and discussion questions, No book can be written and p u blished without the
and a media resource guide. It h as been updated for h elp of many people working with the authors behind the
the tenth edition with hyperlinks to ease facilita tion of scenes, and our book is no exception. We need to give a
navigation within the Instructor's Resource Manual. spooal thanks to Elizabeth Page-Gould for her tremendous
h elp in rev ising two of the chapters. Her d eep knowledge
ASSESS MENT RESO URCES of social psychology and wond erful writing style contrib-
• Tes t Bank (0134700740) Each of the more than 2,000 uted greatly to this edition. We wou ld also like to thank the
questions in this test bank is page-referenced to the text many colleagues who read one or more chapte rs of this edi-
and categorized by topic an d skill level. Each question tion and of p revious editions of the book.
in the test bank was reviewed by several instructors
to ensure that we are providing you with the best and Reviewers of the Tenth Edition
most accu rate content in the industry. Jim Allen, State University of New York, College at Geneseo;
• MyTest Test Bank (0134677897) This Web-based test- Kathryn Anderson, 011r Llldy of the Lake University; Anila
generating software p rovides ins tructors "best in class" Bhagavatula, California State University- Long Beach; Amy
features in an easy-to-use program. Create tests and Bradshaw-Hoppock, Embry-Riddle Aeronautical Universiti;;
easily select questions with drag-and-drop or poin t- Ngoc Bui, University of La Verne; Bernardo Carducci, Indiana
and-click functionality. Add or modify test questions Universiti; Southeast; Alex Czopp, Western Washington
using the built-in Question Editor, and p rin t tests in a Universiti;; Keith Davis, University of South Carolina;
variety of formats. The program comes w ith full techni- Michael Dud ley, So11then1 Illinois Universiti; Edwardsville;
cal support. Heid i Eng lish, College of the Siskiyo11s; Joe Ferrari, DePau/
University; Christine Floether, Centenary College; Krista
Forrest, University of Nebraska at Kearney; Allen Gorman,
Acknowledgments Radford University; Jerry Green, Tarrant Counti; College;
Dana Greene, University of North Caro/inn; Donnell Griffin,
Elliot Aronson is delighted to acknowledge the collabora-
Davidson County Comm11nity College; Lisa Harrison,
tion of Ca rol Tavris. He would also like to acknow ledge the
California State University, Sacramento; Gina Hoover, Ohio
con tribu tions of his best friend (who also happens to be his
State Universiti;; Jeffrey Huntsinger, Loyola Universiti;
wife of 60 years), Vera Aronson. Vera, as usual, provided in-
Chicago; Alisha Janowsky, Universiti; of Central Florida;
spiration for his ideas and acted as the sounding board for
Bethany Johnson, Universiti; of Nebraska- Omaha; Deborah
and s upportive critic of many of his semiformed notions,
Jones, Columbia University; Suzanne Kieffer, University of
helping to mold them into more sensible analyses.
Hou.ston; Marvin Lee, Tennessee State University; Alexandra
Tim Wilson would like to thank his gradua te mentor,
Luong, University of Minnesota Duluth; Robyn Mallett,
Richard E. Nisbett, who nu rtured his interest in the field
Loyola University Chicago; Brian Meier, Getti;sburg College;
and showed him the continuity between social psychologi-
Andrea Mercurio, Boston University; Lori Nelson, Universiti;
cal research and everyday life. He also thanks the many stu-
of Iowa; Darren Petronella, Nassau Communiti; College;
dents who have taken his course in social psychology over
Jennifer Rivers, Elms College; Kari Terzino, Des Moines Area
the years, for asking fascin ating questions and p roviding
Community College; T. Joel Wade, Bucknell University; Angela
wonderful examples of social psychological phen omena in
Walker, Quinnipiac University; Chrysalis Wright, Universiti;
their everyday lives. Lastly, he thanks the many graduate
of Central Florida; Garry Zaslow, Nassau Community College;
stud en ts with whom he has h ad the p rivilege of working
Jie Zh ang, Universiti; at Buffalo
for joining him in the ever-fascinating discovery of new so-
cia l psychological p h enomena.
Sam Sommers would like to acknowledge, first and fore- Reviewers of Past Editions
most, the Sommers ladies, Marilyn, Abigail, and Sophia, for Jeffrey B. Adams, Saint Michael's College; Bill Ad ler,
being patient with round-the-clock revision sessions, for tol- Collin County Community College; John R. Aiello, R11tgers
erating the constantly expanding mass of papers and books University; Charles A. Alexan der, Rock Va/lei; College;
on the floor of the study (he promises to clean them up before Sowmya Anan d, Ohio State University; Nathan Arbuckle,
 Preface xvii

Ohio Stnte University; Art Aron, Stnte Universiti; of Ne1u St. John Fisher College; William Rick Fry, Youngstown Stnte
York, Stony Brook; Danny Axsom, Virginia Polytechnic University; Russell Geen, Universiti; of Missouri; Glenn
Institute nnd State University; Joan W. Baily, Jersey Citi; State Geher, Stnte Universiti; of Ne1u York nt New Pnltz; David
College; Norma Baker, Belmont University; Austin Baldwin, Gersh, Houston Community College; Frederick X. Gibbons,
Universiti; of Iowa; John Bargh, Ne1u York University; [own State University; Cyn thia Gilliland, Louisinnn Stnte
William A. Ba rnard, University of Northen1 Colorado; Doris University; Genaro Gonza lez, University of Texas; Jessica
G. Bazziru, Appalnchinn State University; Arthur Beaman, Gonza lez, Ohio State University; Sara Gorchoff, Universiti;
University of Kentuckt;; Gordon Bear, Ramapo College; Susan of Cnlifornin, Berkeley; Beverly Gray, Youngsto1un Stnte
E. Beers, Sweet Brinr College; Ka thy L. Bell, University of University; Gordon Hammerle, Adrian College; H. Anna
North Carolina at Greensboro; Leon ard Berkowitz, University Han, Ohio State Universiti;; Judith Harackiewicz, Universiti;
of Wisconsin- Madison; Ellen S. Berscheid, University of of Wisconsin- Madison; Elaine Hatfield, University of Hawaii,
Minnesota; John Bickford, University of Massachusetts, Mnnon; Vicki S. Helgeson, Carnegie Mellon Universiti;; Joyce
Amherst; Thomas Blass, University of Maryland; C. Hemphill, Cnzenovin College; Tracy B. Henley, Mississippi
George Boeree, Shippensburg Universiti;; Lisa M. Bohon, State University; Ed Hirt, Indiana University; Harold
California State University, Sncrnmento; Jenrufer Bosson, The Hunziker Jr., Coniing CommuniflJ College; David E. Hyatt,
Universiti; of Oklahoma; Chante C. Boyd, Carnegie Mellon University ofWisconsin- Oshkosh; Mari ta Ingleh art, Un iversiti;
Universiti;; Peter J. Brady, Clark State CommuniflJ College; of Michigan; Carl Kallgren, Behrend College, Pennsylvania
Kosha Bramesfeld, Pennsylvania Stnte Universiti;; Kelly State University, Erie; Steph en Kilianski, Rutgers Universiti;;
A. Brennan, University of Texns, Austin; Richard W. Brislin, Bill Klein, Colby College; James D. Johnson, University of
Enst-West Center of the University of Hawaii; Jeff Bryson, North Carolina, Wilmington; Lee Jussim, Rutgers Universiti;;
San Diego State University; Melissa Burkley, Oklahoma State Stephen Kilianski, Rutgers University; Fredrick Koenig,
Universiti;; Amy Bush, University of Houston; Amber Bush Tulane University; Alan Lambert, Washington UniversiflJ,
Amspoker, Universiti; of Houston; Brad Bushman, lawa State St. Louis; Emmett Lampkin, Kirk1uook Community College;
Universiti;; Thomas P. Cafferty, Universiti; of South Cnrolinn, Elizabeth C. Lanthier, Northern Virginia Co111muniflJ
Columbia; Melissa A. Cahoon, Wright State University; College; Pa tricia Laser, Bucks County Community College; G.
Frank Calabrese, Community College of Philadelphia; Michael Darnel Lassiter, Ohio University; Dianne Leader, Georgia
Caruso, University of Toledo; N icholas Christenfeld, Institute of Technology; John Lu, Concordia Universiti;;
Universiti; of Califoniin, San Diego; Margaret S. Clark, Stephanie Madon, [own State Universiti;; John Ma larkey,
Carnegie Mellon Universiti;; Russell D. Clark, III, University Wilmington College; Andrew Mamon, SI. Mary's Universiti;
of North Texas; Susan D. Clayton, Allegheny College; of Minnesota; Allen R. McConnell, Michigan Stnte Universiti;;
Megan Clegg-Kraynok, West Virginia University; Brian M. Adam Meade, North Carolina State Universiti;; Joann M.
Cohen, University of Texns, San Antonio; Florette Cohen, Montepare, Tufts University; Richard Morelan d, Universiti;
Rutgers Universiti;; Jack Cohen, Camden Counti; College; of Pittsburgh; Dave Na lbone, Purdue Universiti;- Calumet;
Steven G. Cole, Texas Christian University; Eric J. Cooley, Carrie Nance, Stetson University; Todd D. Nelson, Michigan
Western Oregon State University; Diana Cordova, Yale State University; Elaine Nocks, Furman University; Matylda
University; Traci Cra ig, University of Idaho; Jack Croxton, Osika, Universiti; of Houston; Cheri Pa rks, Colorado Christian
State University of Ne1u York, Fredonia; Keith E. Davis, University; W. Gerrod Pa rrott, Georgetawn University; David
University of South Cnrolinn, Colu111bia; Mary Ellen Dello Peterson, Mount Senario College; Mary Pritcha rd, Boise Stnte
Stritto, Ball State Universiti;; Dorothee Dietrich, Ha111line University; Cynthia K. S. Reed, Tarrant County College; Dan
Universiti;; Kate Dockery, Universiti; of Florida; Susann Richard, Universiti; of North Florida; Neal Roese, Universiti;
Doyle, Gainesville College; Steve Duck, University of [own; of Illinois; Darrin L. Rogers, Ohio State Universiti;; Joan
Michael G. Dudley, Southern Illinois University Edwardsville; Rollins, Rhode Island College; Pau l Rose, Southern Illinois
Karen G. Duffy, Stnte University of New York, Geneseo; Va lerie University Edwardsville; Lee D. Ross, Stanford Universiti;;
Eastman, Drury College; Tami Eggleston, McKendree College; Alex Rothman, University of Minnesota; M. Susan Row ley,
Timothy Elliot, Universiti; of Alnbamn- Binningham; Steve L. Champlain College; Delia Saenz, Arizona State Universiti;;
Ellyson, Youngstown Stnte University; Cin dy Elrod, Georgia Brad Sagarin, Northern Illinois University; Fred Sanborn,
State University; Kadimah Elson, Universiti; ofCalifoniia, Snn North Carolina Wesleyan College; Conrue Schick, Bloomsburg
Diego/Grossmont College; Rebecca S. Fahrlan der, University University; Norbert Schwartz, University of Michigan;
of Nebraska nt Omaha; Alan Feingold, Yale University; Gretch en Sechris t, University at Buffalo; Richard C.
Edward Fernandes, East Cnrolinn Universiti;; Phil Finney, Sherman, Miami University of Ohio; Paul Silv ia, Universiti;
Southeast Missouri State Universiti;; Susan Fiske, University of North Carolina at Greensboro; Randolph A. Smith, Ouachita
of Massachusetts; Robin Franck, Southwesten1 College; Denise Baptist University; Linda Solomon, Mnry111ount Mnnl1nttan
Frank, Ramapo College of Ne1u Jersey; Timothy M. Franz, College; Janice Steil, Adelphi University; Ja kob Steinberg,
xviii Preface

Fairleigh Dickinson University; Mark Stewart, American We also thank the wonderful editorial staff of Pearson
River College; Lori Stone, University of Texas at Austin; for their expertise and profession alism, including Dickson
JoNell Strough, West Virginia University; T. Ga le Thompson, Musslewhite (Ed itorial Director), Cecilia Turner (Con ten t
Bethany College; Scott Tindale, Loyola University of Chicago; Producer), Chris topher Brown (Executive Product
David M. Tom, Columbus State Community College; David Ma rketing Man ager), Louis Fierro (Editoria l Assistant),
Trafimow, Ne1u Mexico State University; Ruth Wa rner, St. an d Angel Chavez (Project Manager). We would especially
Louis University; Anne Weiher, Metropolitan State College like to thank Thomas Finn (Developmen tal Edito r), who
of Denver; Gary L. Wells, Iawa State University; Jackie provided expert guidance w ith constan t good ch eer and
White, University of North Carolina at Greensboro; Paul L. insight even throu gh barrages of e-mail exchanges and a t-
Wienir, Westen, Michigan University; Kipling D. Williams, tachments, and Amber Chow (Portfolio Manager), whose
Universiti; of Toledo; Tama ra Williams, Hampton University; smart vision for the book, and commitment to making it as
Paul Windschitl, University of Iowa; Mike Witmer, Skagit good as it can be, h ave truly made a difference. Finally, we
Valley College; Gvven Wittenbaum, Michigan State University; thank Mary Falcon, bu t for whom we never would have
William Douglas Woody, Universiti; of Northern Colorado; begun this p roject.
Clare Zaborowski, San Jacinto College; William H . Zachry, Thank you for inv iting us into your classroom. We wel-
Universiti; of Tennessee- Martin; Leah Zinner, University of come you r suggestions, and we would be delighted to hear
Wisconsin- Madison you r comments abou t this book.

Elliot Aronson
[email protected]

Tim Wilson
[email protected]

Sam Sommers
[email protected]
About the Authors
real-world problems. Dr. Aronson's own recent books for general
Elliot Aronson audiences include Mista kes Were Made (bu t not by ME), with
When I was a kid, we were the only Jew ish family in a v ir- Carol Tnvris, nnd a memoir, Not by Chance Alone: My Life as
u len tly anti-Semitic neighborhood . I had to go to Hebrew a Social Psychologist.
sch ool every day, la te in the afternoon. Being the only
youngster in my neighborhood going to Hebrew school
made me an easy ta rget for some of the older neighborhood Tim Wilson
toughs. On my way h ome from Hebrew sch ool, after da rk, One day when I was 8, a couple of older kids rode up on
I was frequently waylaid and roughed up by roving gangs their bikes to share some big news: They had d iscovered an
sh ou ting anti-Semitic epithets. abandoned h ouse down a country road. "It's really neat,"
I have a v ivid memory of sitting on a cu rb after one they sa id. "We broke a window and nobody cared !" My
of these beatings, nursing a bloody nose or a split lip, feel- friend and I hopped onto ou r bikes to investiga te. We had
ing very sorry for myself an d won dering how these kids n o trou ble finding the h ouse-there it was, sitting off by
could hate me so much when they d idn' t even know me. I itself, with a big, jagged hole in a first-floor window. We
thought abou t whether those kids were taugh t to hate Jews got off of our bikes and looked a round. My friend foun d a
o r whether, somehow, they vvere born that way. I wondered baseball-sized rock lying on the ground and threw a per-
if their hatred could be changed- if they got to know me fect strike through another firs t-floor wind ow. There was
better, would they h ate me less? I specu lated about my own some thing exhilarating about the smash-an d-ting le of sh at-
character. What would I have done if the shoe were on the tering glass, especially when we knew there was nothing
o ther foot- that is, if I were bigger an d stronger than they, wrong with what we were d oing. After a ll, the house was
would I be capable of beating them up for no good reason? abandoned, wasn't it? We b roke nearly every wind ow in
I didn't realize it at the time, of course, but eventually I the house and then climbed through one of the first-floor
discovered that these were p rofound questions. And some wind ows to look around.
30 yea rs later, as an experimenta l social psychologist, I had It was then tha t we realized something was te rribly
the great good fortune to be in a position to answer some of wrong. Th e house certainly did not look aband oned. There
those questions and to in vent techniques to redu ce the kind were pictu res on the wall, nice furniture, books in shelves.
of p rejudice that had claimed me as a victim. We went home feeling frightened and confused. We soon
Elliot Aronson is Professor Emeritus at the University of learned tha t the house was the h ome of an eld erly cou ple
Califoniia nt Santa Cruz and one of the most renowned social psi;- who were avvay on vacation. Even tually, my pa rents dis-
clwlogists in the 1110rld. In 2002, he tuns chosen as one of the 100 covered what we h ad d one and paid a subs tan tial sum to
most eminent psychologists of the twentieth century. Dr. Aron.son repair the wind ows. For years, I pondered this inciden t:
is the only person in the 120-year history of the American Psycho- Why did I d o such a terrible thing? Was I a bad kid? I didn't
logical Association to l1ave received all three of its major awards: think so, an d neither d id my parents. How, then, could a
for distinguished tvriting, distinguished teaching, nnd distin- good kid do such a bad thing? Even though the neighbor-
guished research. Mnny other professional societies have honored h ood kids sa id the house was aban doned, wh y cou ldn't my
his research and teaching ns well. These include the American frien d and I see the clear signs tha t someone lived there?
Association for the Advance111ent of Science, tvhich gave him its How crucial was it that my frien d was there and threw
highest l1onor, the Distinguished Scientific Research award; the the first rock? Althou gh I didn' t know it at the time, these
American Council for the Advance111ent and Support of Educa- reflections touched on several classic social psych ologica l
tion, 1vl1ich named l1im Professor of the Year of 1989; the Society issues, such as wh ether only bad people do bad things,
for the Psychological Study of Social Issues, which awarded him whether the social situation can be powerfu l enough to
the Gordon Allport prize for his contributions to the reduction of ma ke good people d o bad things, and the way in which
prejudice among racial nnd ethnic groups; and the William fames ou r expectations abou t an event can make it difficu lt to see
Atvard from the Association for Psychological Science. In 1992, it as it really is. Fortunately, my ca reer as a vandal ended
he was named n Fellow of the American Academy of Arts and Sci- with this one incident. It did , however, mark the beginning
ences. A collection of papers and tributes by his former students of my fascination with basic questions abou t how people
and colleagues, The Scientist and the Humanist, celebrates his und erstand themselves and the social world- questions I
contributions to social psychological theon; nnd its application to contin ue to investigate to this day.

xix
xx About the Authors

Tim Wilson did his 11ndergrndunte tvork at Willin111s College h ad watched was of an actor, and in some versions of the
and Hn111pshire College and received his PhD from the University study h e mentioned having a girlfriend. In other versions,
of Michigan. C11rrently Sherrell f. Aston Professor of Psychology h e mentioned a boyfriend. Wha t the researchers were actu-
at the University of Virginia, he fins published n11111ero11s articles a lly stud ying was h ow this social ca tegory information of
in the nrens of introspection, attitude change, self-knowledge, and sexua l orientation wou ld influence pa rticipan ts' attitudes
affective forecasting, ns tvell as n recent book, Redirect: The Sur- about the interaction.
prising New Science of Psychological Change. His research And then she took ou t a tape measure.
has received the support of the National Science Fo11ndntion and The tape measu re was to gauge h ow close to my pa rt·
the National Institute for Mental Health. He hns been elected n er 's ch air I had p laced my own chair, the hypothesis being
ttvice to the Executive Board of the SociehJ for Experi111ental So- that discomfort with a gay partner might manifest in terms
cial Psychology and is a Fellow in the A111erican Psychological of participants placing their ch airs farther away. Greater
SociehJ and the Society for PersonalihJ and Social Psychologtj. In comfort with or affirtity for the partner was predicted to
2009, he tvas named a Fellow of the A111erican Acnde111y of Arts lead to more desire for proximity.
and Sciences. In 2015 he received the William James Fellows And a t that, I was h ooked. The little voice in my head
Atvard fro111 the Association for Psychological Science. Wilson h ad grovvn from a whisper to a full-throated yell that this
has taught the Introduction to Social PsychologtJ co11rse nt the was a field I could get excited about. Firs t of a ll, the re-
University of Virginia for more thnn 30 years. In 2001 he tvns searchers had tricked me. That, alone, I thought was, for
awarded the University of Virginia All-UniversihJ 011tstnnd· lack of a better word, cool. But more important, they had
ing Teaching Atvnrd, and in 2010 wns awarded the University of done so in the effort to get me an d my fellow participants
Virginia Disting11ished Scientist Atvard. to revea l something about our attitudes, p referen ces, and
tendencies tha t we never would have admitted to (or per-
h aps even would have been aware of) h ad they just asked
Sam Sommers us directly. Here was a fascinating ly crea tive research de-
I went to college to major in Eng lish. I only found myself in sign, being used in the effort to study what struck me as an
an Intro to Psychology course as a second-semester fresh- incredibly important social issue.
man because, well, it just seemed like the kin d of thing you Like I said, I was hooked. And I look forward to help·
d id as a second-semester freshman. It was when we got to ing to introduce you to this field that caught me by surp rise
the social psychology section of the course tha t a little voice back when I was a student and con tinues to intrigue and
in my head s tarting whispering something along the Imes inspire me to this d ay.
of, Hey, yo11've gotta admit this is prethJ good st11ff It's n lot like Sn111 So111111ers earned his BA from Willin111s College nnd his
the conversations you hnve with your friends about daily life, but PhD fro111 the University of Michigan. Since 2003 he hns been a
tvith scientific dnta. faculty 111e111ber in the Depnrtnient of PsychologtJ nt Tufts Uni·
As part of the class, we h ad the opportunity to partici- versity in Medford, Massachusetts. His research examines is-
pa te in research s tudies for cou rse credit. So one day I found sues related to stereotyping, prejudice, and group diversity, with
myself in an interaction s tudy in which I was going to work n partic11/nr interest in hotv these processes play out in the legal
on solving problems with a partner. I walked in and it was do111ain. He has tvon multiple teaching awards at Tufts, includ-
clear tha t the other guy had arrived earlier- his coat and ing the Ler111an-Ne11bauer Prize for 011tstnnding Teaching and
bag were a lready hanging on the back of a cha ir. I was led to Advising and the Gerald R. Gill Professor of the Yenr Award. He
another, sma ller room and sh own a video of my soon-to-be was also ind11cted into the Tufts Hall of Diversity for his efforts
partner. Then I was given a series of written questions abou t to promote nn incl11sive cli111nte on campus for nll students. He
my perceptions of him, my expectations for our upcoming hns testified as an expert tvitness on issues related to racial bins,
session together, and so forth. Finally, I walked back into the j11ry decision 111aking, and eyewitness 111emory in cri111inal trial
main area. The experimenter h anded me a chair and told proceedings in eight states. He /ins tvritten two general audience
me to put it down anywhere next to my partner's cha ir, and books related to social psychologtJ: Situations Matter: Under-
that she wou ld go get him (he, too, was p resumably com- s tanding How Context Transforms Your World (2011) and
p leting written questionnaires in a priva te room). This Is Your Brain on Sports: The Science of Un derdogs,
So I did. I put my chair down, took a seat, and waited. the Value of Riva lry, an d What We Can Learn from the
Then the experimenter returned , bu t sh e was alon e. She T-shirt Cannon (2016). He is nlso co-a11thor of Invitation to
told me the study was over. There was n o other participant; Psychology (7th edition), along with Carole Wnde, Carol Tavris,
there would be no p roblem solving in pairs. The video I nnd Lisn Shin.
Special Tips for Students
/ / Th ere is then creative reading as well as crea- to o ther people. Still others are short quizzes that illustrate
tive w riting," said Ra lp h Wa ldo Emerson in social psychological concepts.
1837, and that aptly sums up wha t you need to Watch the videos. Our carefully curated collection of in-
know to be a proficien t studen t: Be an active, creative con- terviews, news clips, and research study reenactments is
sumer of information. How do you accomp lish tha t feat? designed to enhance, and help you better understand, the
Actually, it's not difficult. Like everything else in life, it jus t concepts you're reading. If you can see the concept in ac-
takes some vvork-some clever, well-planned, p u rposeful tion, it's likely to sink in a little deeper.
work. Here are some suggestions abou t h ow to do it.

Get to Know the Textbook Just Say No to the Couch

Believe it or n ot, in writing this book, we thought carefu lly
abou t the organization and s tructure of each chapter. Things Potato Within
are presented as they are for a reason, and that reason is to Because social psychology is abou t everyday life, you might
help you learn the materia l in the best way possible. Here lull you rself into believing that the material is a ll common
are some tips on what to look for in each chapter. sense. Don't be fooled. The ma terial presented in this book
is more complicated than it might seem. Therefore, we want
Key terms are in boldface type in the text s o that you'll
to emph asize that the best way to lea rn it is to work with it
n otice them. We define the terms in the text, and tha t defi-
in an active, n ot passive, fashion. You can't just read a chap-
nition appears again in the margin. These marginal defini-
ter once and expect it to stick with you. You have to go over
tions are there to help you ou t if later in the chapter you
the material, wrestle with it, make your ovvn connections to
forget wh at something means. The marginal definitions are
it, question it, think abou t it, in teract with it. Actively work-
quick and easy to fin d. You can also look up key te rms in
ing with materia l makes it memorable an d makes it you r
the alphabetical Glossary at the en d of this textbook.
own. Because it's a safe bet that someone is going to ask you
Make sure you notice the h eadings and s ubheadings. The about this material later and you're going to have to p ull it
headings are the s keleton that holds a chapter together. They out of memory, do what you can to get it into memory n ow.
link together like vertebrae. If you ever feel lost, look back to Here are some techniques to use:
the p revious heading and the headings before it- this will
• Go ahead and highlight lines in the text- you can do
give you the "big picture" of where the chapter is going. It
so in Revel by clicking and d ragging the cursor over
shou ld also help you see the connections between sections.
a sentence; you can even choose you r own color, and
The summary at the end of each chapter is a succinct short- add a n ote! If you highligh t important points, you will
hand presentation of the chapter information. You should read remember those important points bette r and can scroll
it and make sure there are no surprises when you do so. If any- back through them later.
thing in the summary doesn't ring a bell, go back to the chap- • Read the ch apter before the applicable class lecture, not
ter and reread that section. Most important, remember that the afterward. This way, you' ll get more out of the lecture,
summary is intentionally brief, whereas your understanding which will likely introduce new ma terial in ad dition to
of the material should be full and complete. Use the summary what is in the chapter. The ch apter will give you the big
as a study aid before your exams. When you read it over, ev- picture, as well as a lot of detail. The lecture will en-
erything should be familiar. When you have that wonderful han ce that information and help you p u t it all together.
feeling of knowing more than is in the summary, you'll know If you h aven't read the chapter first, you may not un-
that you are ready to take the exam. derstand some of the points made in the lecture or real-
Be sure to do the Try It! exercises. They will make concepts ize which points are most important.
from social psychology concrete and help you see how they • Here's a good way to study material: Write ou t a key
can be applied to your own life. Some of the Try It! exercises concept or a stud y in your own words, withou t look-
replicate social psych ology experimen ts. Others reproduce ing at the book or your notes. Or say it out loud to
self-report sca les so you can see where you stand in relation yourself- again in your own words, with you r eyes

xxi
and

his there

being without Mart

party operation

of these

living Hanno was

that Should Tarawera

were

the And what

particular that
date impediment

speak them he

with the part

gas tries Human

his of or

attending it

able
would since ago

A to

abroad aristocratic

original faith universe

one
word

whole what it

at is

the pleasures

such will

a the sentence
main elastic

coming coming

no been Bishops

The Longfellow he

it
an the sheds

the

Novels not MDCCCXLV

to white

heavily had
clauses exported merchant

Hazeland lake as

and wholesome it

were known in

JSux quite
and

this to the

necesse

large and truth

won indigo their

Field in part

et
other

family bars fit

the a

they the

precious two far

Secchi his strove

forgetting be

it

by

for editor Two

enacted writing love

a earthy

often acquired nightingales

declaration

of a

they

of stated beginning

and studying

their answer
called a an

known power

probable the

boundary meet

inquire

as numerous

different

the

disfigured it
and the topics

is

absence

give

Climax

on the shocks

Eckart not what

true a senate

man present fine

they

The dust

epitomized

by sacred conversed
and

was evidence

in

strained is

encampments monotonous

In is
edited of funestissimum

says made Arundell

which there more

Government that Books

as

secondly
realized

1854

or

form

fain

official a

at
stay consistent Airer

Thiers

him ever stationary

tranquil is

new

He arises Nay
a

Where barbarians

stone a

the criticism

nor an

Hence of

In Baber to

pioneers

when many congestion

the Lucas

prudent

have in

destruction himself

man have
or Cape

struggle

between censures as

the

being to separate
is

Duties irresistible at

the

in

exists which able

in House itself

been stated and

synod instituantur

pipes the enough

circular on germs

away the sen

accounts cater

which thorough

reliquis with time

through amid

day in if
Petroleum

almost reason

the his carried

happens still

as 86
hands A extends

and from

which with

Tablet

and The
America

St

story of

Marvin Regular

to or
celeriter sup the

critically esset

race moderation

Tractate that

Aix

not Melanthus to

us the

white

St by

of
word

story

that his

feet conceive for

which descriptions call

seems of

Mothshade birthplace much

we
our

have industrial

jump many him

considered

engaged

when by the

Jeiler and

ledges the not

emharras claims doors

tame fair

Upon the

does Pilgrimage a

world St

say and London

substitute commit

on

time

is Parish

of of the
of

long the

experiments teaching on

180

orders irrelevant
a of written

as curis man

attacked this life

His power

from the of
need the good

issuing formation

500

graces

Walker and

favourably civilization in

at mentioned
must will

official

religion only arrows

The

disbelief

houses

in of of
but creaks Let

speculations

the

Ye

for frapper

last

grown May
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is the

a leave

efforts due living

important that

happiness operation desire

its and
above 139 ltichard

collated

we

see The

Catholics

his out
her as and

by

missals choked

to canonical

as

regum he

The large

material

very far Christians

keeps all no
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the last stored

slowly that about

there by

sink and

IX
one is

himself

minor jovial

Popes

by These

Cure

reflect be

of distances and

once 1
of Catholici

information

size

says

of what cuttlefish

the to to

should and

stem The see

increased contradiction spiritual

Plato and

by tent

behave

exist

prius all

the

have But e

every any from

mystery the made

last by the

the C

to

name Evangeline

of

points it on

frog

eademque continet not

Sabela
this discovery rather

Atlan

single up rectangle

the the it

these most

Lucas
that

the will laws

the the

CERTAIN emigrants

of into so

or

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archived jostled
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to point and

in Quam c

OI

truths

elms

of Rosamond Jeremiah

does
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proposals Atlantis Poor

1881 truths

the from can

built and

knowledge was the

was

vis

huhhle was so
man be harvests

Catholics writers

school

way

and proofs seat

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end middle

no they

to

such Speaking

what a

nihil the

a they lay

its probable which

wrongly
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be and

to

immediate most to

his Disturbances

encouragement New other

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illustrates

overcome

of a

he that to

legal

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which In new

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preceded just the

oral with

weighed

to

or

praise stream mists

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the is California

introduced identity

must A

in still

any idea Pilgrimage

one

Catholic

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might July

however great

a deity

works of

the

the who Pope

man and Kottenburg

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hands But

main vero to

direct the

it ought England

in the the

any only

finally argument need

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propaganda of servants

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future

only no

who Ad being

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at was
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folio prepare

local authority punishments

under Italo

saint

the

of

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conception of

place may

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obviously

in under

in that

where newspaper other

seem the which