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 Table of Contents vii

Preface xviii

CHAPTER 1
Social Psychology Roots and Concepts
1.1 WHAT IS SOCIAL PSYCHOLOGY? 4
1.1 a Social Psychologists Study How We Are
Influenced by Others. 5
1.1 b Social Psychology Is More Than Common
Sense. 6
1.1 c Social Psychologists Study How Social Reality
Is Created (and Re-created). 6
1.1 d Social Psychology Is Studied in Both
Psychology and Sociology. 10
1.1 e Social Psychology Has Both European and
American Roots. 11

1.2 ORGANIZING CONCEPTS AND

PERSPECTIVES IN SOCIAL PSYCHOLOGY 16
1.2a The Self Is Shaped by-and Shapes-the
Social Environment. 16
1.2b Our Social Thinking Can Be Automatic or
Deliberate. 18
1.2c Culture Shapes Social Behavior. 20
1.2d Evolution Shapes Universal Patterns of
Social Behavior. 25
1.2e Brain Activity Affects and Is Affected by
Social Behavior. 28
1.2f Positive Psychology Is an Emerging
Perspective in Social Psychology. 30

me milestones in the field

of social psychology 31
Key Terms 33
Websites 33
viii Table of Contents

CHAPTER 2
Research Methods
2.1 THE GOALS AND PROCESS OF RESEARCH 37
2.1a Two Research Goals Focus on Acquiring and Applying
Knowledge. 37
2.1b The Research Process Involves a Series of Steps. 38
2.1c Meta-Analysis Examines the Outcomes of Many Studies. 45
2.1d The Scientific Method Is Self-Correcting. 46

2.2 COMMON SCIENTIFIC METHODS 47

2.2a Description Is the Goal of Observational Research. 47
2.2b Correlational Research Involves Assessing the Relationship
Between Variables. 50
2.2c Experimental Research Can Determine Cause-Effect
Relationships. 54

2.3 THE PROMISE AND CAUTION IN USING EMERGING

TECHNOLOGIES 56
2.3a Social Psychologists Are Increasingly Using New Technologies. 57
2.3b The Study of Actual Behavior Is Declining in Social
Psychology. 60
Key Terms 61
Websites 62

CHAPTER 3
Social Cognition and Perception
3.1 HOW DOESAUTOMATICTHINKING HELP US MAKE SENSE
OF SOCIAL INFORMATION? 67
3.1a We Are Categorizing Creatures. 67
3.1b Schemas Affect What Information We Notice and Later
Remember. 68
3.1c Schemas Can Be Situationally or Chronically Activated . 70
3.1d Heuristics Are Timesaving Mental Shortcuts. 73

3.2 HOW DOES DELIBERATE THINKING HELP US MAKE SENSE

OF PAST EVENTS? 77
3.2a The Hindsight Bias Is Fueled by Our Desire for Sense Making. 77
3.2b CounterfactualThinking Likely Follows Negative and
Unexpected Events. 79
3.2c Suppressing Thoughts Can Sometimes Backfire. 80
 Table of Contents ix

3.3 HOW DO WE FORM IMPRESSIONS OF OTHERS? 82

3.3a The Nonverbal Behaviors of Others Shape Our Impressions
ofThem. 82
3.3b Our Brains Are Wired for Gossip. 87
3.3c Most of Us Are Poor Deception Detectors. 88
3.3d We Develop Implicit PersonalityTheories Based on
Central Traits. 91
3.3e We Often Seek Information to Confirm Our First Impressions. 92

3.4 HOW DO WE CONSTRUCT CAUSAL EXPLANATIONS FOR

EVENTS?THETHEORY OF CAUSAL ATTRIBUTIONS 93
3.4a We Rely Upon Particular Information When Explaining
People's Actions. 93
3.4b The Covariation Model Explains Attributions Based on Three
Types of Information. 94
3.4c There Are Biases in the Attribution Process. 96
3.4d Making Attributions Involves Both Automatic and Deliberate
Thinking. 102
Applications 104
The Big Picture 106
Key Terms 107
Websites 107

CHAPTER 4
Attitudes and Persuasion
4.1 THE NATURE OF ATTITUDES 110
4.1 a Attitudes Are Positive or Negative Evaluations of Objects. 111
4.1 b Implicit Attitudes May Underlie Explicit Attitudes. 112

4.2 HOW DOES AUTOMATIC THINKING SHAPE ATTITUDES

AND BEHAVIOR? 114
4.2a Mere Exposure Can Lead to Positive Attitudes. 114
4.2b Attitudes Can Form Through Classical Conditioning . 117
4.2c Reinforcement and Punishment Can Shape Attitudes. 119
4.2d Nonverbal Behavior Can Shape Attitudes. 119

4.3 HOW DOES DELIBERATE THINKING SHAPE ATTITUDES

AND BEHAVIOR? 122
4.3a Self-Justification Can Shape Attitudes. 122
4.3b Cognitive Consistency Is Not a Universal Motive. 129
 x Table of Contents

4.3c Self-Perception Theory Contends That Behavior Causes

Attitudes. 131

4.4 THE NATURE OF PERSUASION 133

4.4a Persuasion Can OccurThrough Both Effortful and
Effortless Thinking. 133
4.4b Persuader Credibility and Attractiveness Can Affect
Persuasion. 136
4.4c Rapid Speech Discourages Central-Route Processing. 139
4.4d Emotions Can Motivate, Enhance, or Hinder Persuasion. 140
4.4e Two-Sided Messages Inoculate Audiences Against
Opposing Views. 143
4.4f Resisting Strong Arguments Creates Greater Attitude Certainty. 144
Applications 149
The Big Picture 152
Key Terms 153
Websites 153

CHAPTER 5
Prejudice and Discrimination
5.1 WHAT ARE THE COMPONENTS OF INTERGROUP CONFLICT? 157
5.1a Stereotypes Are Beliefs About Social Groups. 158
5.1b Prejudice Is an Attitude and Discrimination Is an Action. 162
5.1 c There Are Three Basic Forms of Prejudice. 164

5.2 WHO ARE COMMON TARGETS OF INTOLERANCE? 166

5.2a Race-Based Appearance Cues Can Trigger Discrimination. 167
5.2b Modern Racism Is More Ambivalent than Openly Hostile. 170
5.2c Sexism Has Both a Hostile and a Benevolent Component. 175
5.2d Intolerance Based on Weight, Sexual Orientation, and
Mental Illness Is Often Accepted. 178
5.2e Stigmatized Groups Can Experience StereotypeThreat. 182

5.3 WHAT SHAPES PREJUDICE AND DISCRIMINATION? 185

5.3a lngroup Members Are Favored over Outgroup Members. 186
5.3b Intergroup Competition Can Lead to Prejudice. 188
5.3c Prejudice Can Serve as a Justification for Oppression. 191
5.3d Authoritarianism Is Associated with Hostility Toward
Outgroups. 195
 Table of Contents xi

5.4 CAN WE REDUCE INTERGROUP BIAS AND INTOLERANCE? 198

5.4a Prejudice and Discrimination Can Be Reduced by
Monitoring StereotypedThinking. 198
5.4b Targets of Prejudice Can Become Agents of Positive
Social Change. 201
5.4c The Contact Hypothesis Identifies Social ConditionsThat
Reduce Intergroup Conflict. 202
Applications 206

The Big Picture 208

Key Terms 209

Websites 209

CHAPTER 6
Interpersonal Attraction
6.1 BELONGINGNESS NEEDS 213
6.1 a Two Reasons for Affiliation Are Comparison and Exchange. 213
6.1 b Our Evolutionary Heritage and Biology Influence Our
Belongingness Needs. 215
6.1 c Socialization Shapes Our Belongingness Needs. (Nurture) 216

6.2 CHARACTERISTICS OF THE SITUATION AND ATTRACTION 217

6.2a Close Proximity Fosters Liking. 217
6.2b Our Affiliation Desires Increase with Anxiety. 219

6.3 CHARACTERISTICS OF OTHERS AND ATTRACTION 224

6.3a We Are Drawn Toward the Physically Attractive. 224
6.3b There Are Gender-Based Attractiveness Standards. 227
6.3c Gender-Based Attractiveness Standards Shape Body Esteem. 231
6.3d Social Comparison Influences Attractiveness Judgments. 233
6.3e Birds of a Feather Really Do FlockTogether. 234
6.3f We Like Those Who Like Us. (Reciprocity) 237

6.4 WHEN SOCIAL INTERACTION BECOMES PROBLEMATIC 237

6.4a Social Anxiety Can Keep Us Isolated from Others. 238
6.4b Loneliness Is the Consequence of Social Isolation. 239
Applications 244

Key Terms 247

Websites 247
xii Table of Contents

CHAPTER 7
Intimate Relationships
7.1 WHAT IS INTIMACY? 250
7.1 a Intimacy Involves Including Another in Your Self-Concept. 251

7.2 PARENT-CHILD ATTACHMENT AND LATER ADULT

RELATIONSHIPS 254
7.2a Attachment Is an Inborn, Adaptive Response. 254
7.2b Attachment Styles Influence Romantic Relationships. 255

7.3 FRIENDSHIP 260

7.3a Self-Disclosure Shapes Friendship Development and
Maintenance. 260
7.3b Gender Differences Exist in Heterosexual Friendships. 262
7.3c Cross-Sex Heterosexual Friendships Gravitate to an
"Intimacy Mean:' 267
7.3d Friends-with-Benefits Relationships Pose Unique Challenges
and Dangers. 268
7.3e Gender Differences Disappear in Same-Sex Homosexual
Friendships. 269
7.3f Important Barriers to Long-Distance Friendships Are Falling. 270

7.4 ROMANTIC RELATIONSHIPS 270

7.4a Culture Shapes How We Think About Romantic Love. 271
7.4b Online Romance and Speed Dating Follow Similar Rules to
Face-to-Face Romance. 274
7.4c Passionate Love Can Be Triggered by Excitation Transfer. 275
7.4d Companionate Love Is More Stable and EnduringThan
Passionate Love. 280
Key Terms 282
Websites 282

CHAPTER S
Social Influence
8.1 WHAT IS SOCIAL INFLUENCE? 286
8.1a Conformity, Compliance, and Obedience Are Different Types
of Social Influence. 287
8.1 b People with Social Power Are More Likely to Initiate Action. 288

8.2 CLASSIC AND CONTEMPORARY CONFORMITY RESEARCH 289

8.2a Sherif Analyzed Conformity to an Ambiguous Reality. 289
 Table of Contents xiii

8.2b Social Norms Are Often Automatically Activated. 292

8.2c Asch Analyzed Conformity to a Unanimous Majority. 294
8.2d Normative and Informational Influence Shape Conformity. 297
8.2e Schachter Investigated the Rejection of the Nonconformist. 299

8.3 WHAT FACTORS INFLUENCE CONFORMITY? 301

8.3a Situational Factors Impact Conformity. 301
8.3b Personal Factors Influence Conformity. 304
8.3c Cultures Differ in Their Conformity Patterns. 306
8.3d The Minority Can Influence the Majority. 306

8.4 COMPLIANCE 310

8.4a Manipulating Moods and Invoking Norms Foster Compliance. 310
8.4b Two-Step Strategies Are Effective Compliance Traps. 313
8.4c Intense Social Influence Can Lead to Unusual Compliance. 317

8.5 OBEDIENCE 319

8.5a Milgram DiscoveredThat Destructive Obedience Is Common . 320
8.5b Recent Studies Partially Replicated Milgram's Original
Findings. 323
8.5c Observing Others Defying Authority Greatly Reduces
Obedience. 325

8.6 TOWARD A UNIFIED UNDERSTANDING OF SOCIAL

INFLUENCE 327
8.6a Social lmpactTheory Explains Influence Strength. 327
Applications 330

The Big Picture 332

Key Terms 334

Websites 334

CHAPTER 9
Prosocial and Helping Behavior
9.1 WHY DOWE HELP? 339
9.1 a There Are Two Basic Forms of Helping. 339
9.1 b Helping Is Consistent with EvolutionaryTheory. 340
9.1 c Social Norms Define the Rules of Helping Others. 341
9.1 d Political and Social Class Differences Shape Willingness to
Help. 342
9.1 e Individualists and Collectivists Differ in Their Helping
Tendencies. 344
xiv Table of Contents

9.1f Gender and Personality Influence Helping Responses. 345

9.1g Learning to Be a Helper Involves Both Observation and
Direct Reinforcement. 347
9.1h Being Helpful Can Benefit Personal Well-Being. 351

9.2 WHEN DO WE HELP? 351

9.2a Bystander Intervention Involves a Series of Decisions. 352
9.2b Outcome and Information Dependence Produce the
Audience Inhibition Effect. 355
9.2c Diffusion of Responsibility Increases with the Number of
Bystanders. 357
9.2d Bystander Intervention Is Shaped by Arousal and
Cost-Reward Assessments. 360
9.2e Positive and Negative Moods Can Either Increase or
Decrease Helping. 362
9.2f The Empathy-Altruism Hypothesis Contends That Empathy
Produces Altruistic Motivation. 364

9.3 WHOM DO WE HELP? 368

9.3a We Tend to Help Similar Others. 368
9.3b We Help Deserving Others, but We Also Blame Victims. 370

9.4 ARETHERE HIDDEN COSTS FOR HELP RECIPIENTS? 371

9.4a Being Unable to Reciprocate Help Can Create Stress. 371
9.4b Receiving Help Can Threaten Self-Esteem. 372
Applications 374

The Big Picture 375

Key Terms 376

Websites 376

CHAPTER 10
Aggression

10.1 WHAT IS AGGRESSION? 380

10.1 a Aggression Is Intentional Harm. 381
10.1 b Instrumental and Hostile Aggression Have Different Goals. 381
10.1 c Gender and Personality Moderate the Expression of
Aggression. 383
10.1 d Intergroup Aggression Is Often More Extreme Than
Interpersonal Aggression. 386

10.2 THE BIOLOGY OF AGGRESSION 388

10.2a Evolution Shaped Our Aggressive Behavior Patterns. 388
 Table of Contents xv

10.2b Biological Factors Influence Aggressive Behavior. 391

10.3 AGGRESSION AS A REACTION TO NEGATIVE AFFECT 392

10.3a The Frustration-Aggression Hypothesis Asserts That
Frustration Triggers Aggression. 392
10.3b Unpleasant Situations Can Activate Aggressive Thoughts
and Associations. 395
10.3c Alcohol Consumption Increases the Likelihood of
Aggression. 399
10.3d Excitation Transfer Can Intensify Hostility-Based Aggression . 401

10.4 LEARNING AGGRESSIVE BEHAVIOR 401

10.4a Social Learning Theory Emphasizes the Shaping of
Aggressive Behavior. 401
10.4b Media and Video Violence Foster Aggressive Behavior. 404
10.4c Media Coverage Can Encourage CopycatViolence. 408
10.4d Cultures of Honor Encourage Male Violence. 409

10.5 SEXUAL AGGRESSION 411

10.5a Pornography Promotes the "Rape Myth" and May Increase
Violence Against Women . 412
10.5b Culture-Based Sexual Scripts Make Acquaintance Rape
More Likely. 417

10.6 REDUCING AGGRESSION 418

10.6a Punishment Can Both Decrease and Increase Aggression . 419
10.6b Inducing Incompatible Responses Can Inhibit Aggression. 419
10.6c Teaching Nonaggressive Responses to Provocation Can
Control Aggression. 420
Applications 423
The Big Picture 424
Key Terms 425
Websites 425

CHAPTER 11
Behavior in Groups
11.1 THE NATURE OF GROUPS 428
11.1 a Groups Accomplish Instrumental Tasks and Satisfy
Socio-emotional Needs. 428
11.1 b There Are Five Phases to Group Membership. 429
11.1c Group Structure Develops Quickly and Changes Slowly. 432
11.1 d Group Success Fosters Social Identification. 433
xvi Table of Contents

11.1 e Groups Differ in Their Social Cohesiveness. 435

11.2 SOCIAL FACILITATION 437

11.2a The Presence of Others Can Improve Performance. 438
11.2b Social Loafing (the Ringelman Effect) Is an Example of
When the Presence of Others Impairs Performance. 441
11.2c Deindividuation 444

11.3 DECISION MAKING IN GROUPS 447

11.3a Group Decision Making Occurs in Stages and Follows
Various Rules. 448
11.3b Group Discussion Enhances Majority Opinions. 450
11.3c Groupthink Is When Consensus Seeking Overrides Critical
Analysis. 453

11.4 LEADERSHIP 456

11.4a A Leader Is an Influence Agent. 456
11.4b Transformational Leaders Inspire Followers. 457
11.4c The Contingency Model Is an lnteractionistView of
Leadership. 458
11.4d Gender and Culture Can Influence Leadership Style. 461

11.5 GROUP INTERESTS VERSUS INDIVIDUAL INTERESTS 463

11.5a Social Dilemmas OccurWhen Short-Term and Long-Term
Interests Conflict. 463
11.5b Cooperation Is Necessary to Resolve Social Dilemmas. 465
Key Terms 468
Websites 468

CHAPTER 12
The Self
12.1 THE SELF AS BOTH ACTIVE AGENT AND OBJECT OF
ATTENTION 473
12.1 a James and Mead Shaped Contemporary SelfTheories. 473
12.1 b Self-Awareness Is Reflective Thinking. 474
12.1c Self-Regulation Is the Self's Most Important Function. 480

12.2 THE SELF AS A SOCIAL CONSTRUCTION 482

12.2a Cultural Beliefs About Self-Group Relationships Shape
Self-Concept. 482
12.2b Gender Beliefs Shape Self-Concept. 487
12.2c Social Identities Establish "What" and "Where" We Are as
Social Beings. 488
 Table of Contents xvii

12.3 PRESENTINGTHE SELFTO OTHERS 490

12.3a Self-Presentations Are Either Consciously or Automatically
Constructed. 490
12.3b Self-Presentation Strategies Differ in Their Goals. 492

12.4 EVALUATING THE SELF 497

12.4a Self-Esteem Influences How We Approach and Respond to
Life Challenges. 498
12.4b Self-Enhancement and Self-Verification Motives Conflict in
Low Self-Esteem Persons. 499
12.4c There Is a Dark Side to High Self-Esteem. 500
12.4d In Relationships, Self-Esteem Is MaintainedThrough Social
Reflection and Social Comparison. 503
Applications 506
The Big Picture 508
Key Terms 509
Websites 509

Appendix 511
Glossary 527
Referen ces 537
Name Index 617
Subject Index 631
Preface
As anyone who teaches or takes college courses knows, textbook prices have "gone
through the roof' in recent years, causing resentment throughout academia. In an
attempt to resolve this problem, I have formed a partnership with BVT Publishing to
offer my social psychology text at a substantially lower price than virtually all other
comparable texts, with no reduction in quality. I am confident you will be very happy
with our final product.
Regarding this course of study, one of the most important lessons I have learned
as a teacher is that you should always have a good story to tell. Fortunately, social
psychology is a dynamic science consisting of many fascinating stories. These "scien-
tific stories" form the basis of this text, and my goal as an instructor and a textbook
author is to emphasize the process of research in social psychology: to engage students
in an exploration of how what we know about social psychology has evolved, to put
students in the mind-set of the social psychologists who have left their mark on the
field. Together, we explore the stories behind these classic and contemporary studies.
As a textbook author, I've learned that the text, too, must have its own story-one
that resonates with students and instructors alike and helps tie all of the various theo-
ries and concepts together. In this seventh edition, I continue to emphasize a central
theme- one that has worked well for me and my students- that I believe is essential
to how we think about social psychology, and one that will encourage students to think
about their own stories as they explore the concepts in this course.

THE SELF: AN INTEGRATED THEME

Social psychology is sometimes described as a scientific discipline consisting of loosely
connected research topics with no "grand theory" to connect everything. Although we
have no single theory that neatly packages social psychology for our students, I end
the analysis of the topic areas in each chapter with a discussion of how these particular
theories and studies "fit" into our overall understanding of social behavior. Throughout
the text I emphasize a core concept in social psychology: the self. Social psychology is
the study of how the individual, as a self, interacts with the social world. As selves we
become active agents in our social world, not only defining reality but also anticipating
the future and often changing our behavior to be in line with the anticipated reality.
This essential fact of social living has always been at the heart of this book, and it
reflects the orientation of social psychology in the twenty-first century.
To that end, the theme of the self is reflected in this text through the following:
• In Chapter 1, a section titled "The self is shaped by- and shapes- the social
environment" introduces this central theme.
• The central theme of the self is integrated through the discussion of
key concepts, including the following examples: Chapter 12's extensive
examination of various self-related theories; Chapter 3's discussion of how
self-esteem and self-regulation influence the hindsight bias and thought
suppression; Chapter 4's look at the role of the self in attitude formation
and persuasion; Chapter 5's analysis of reducing prejudice through self-
regulation; Chapter S's discussion of compliance and self-consistency;
Chapter 11 's coverage of reduced self-awareness and deindividuation;
Chapter 6's research on gender differences in body esteem; Chapter 7's
analysis of the self-inclusionary process of intimacy; Chapter l O's look at
 Preface xix

the self-regulation of aggressive thoughts; and Chapter 9's research on how

giving and receiving help can affect self-esteem.
• Beginning with Chapter 3's analysis of cognition and perception, each
chapter concludes with a "Big Picture" summary. These summaries discuss
how we, as self-reflective creatures, can use the social psychological
knowledge covered in the chapter to understand and actively shape our
social world.

EMPHASIZING SOCIAL PSYCHOLOGY'S RESEARCH BASIS

Often I hear from instructors that students enter the course assuming that social
psychology is "just plain common sense." It's a common goal among most social
psychology instructors to emphasize that social psychology is research based and
relies heavily on the experimental method.
With this common goal in mind, I emphasize research methods throughout the
book in the following ways:
• Chapter 2, "Research Methods," expands on the introductory chapter's
distinction between the scientific process and everyday thinking. This
chapter explores the process of conducting research, diverse scientific
methods and research strategies, emerging new scientific methodologies
and measuring instruments, and includes comprehensive coverage of survey
construction, meta-analysis, and ethical issues.
• Each chapter contains newly published research on social behavior and
in-depth descriptions and critiques of selected studies.
• "Applications" sections at the end of Chapters 3- 12 demonstrate how the
theories and research in a particular area of social psychology can be applied
to real-world settings and to your life.

TEXT ORGANIZATION CHAPTER BY CHAPTER

Revising a textbook is like renovating a building. The goal is to retain those designs
and features that are essential in maintaining the integrity and attractiveness of the
original product, while enhancing and updating the contents so that it will continue
to serve a useful function. Just as successful architects base their renovations on the
feedback of those who actually live in the buildings being restored, I have substan-
tially based my "renovations" of this edition on the opinions expressed by professors
and students who used the sixth edition. For those of you who "inhabited" previous
editions, I think you will find many familiar features among the new additions. The
primary goal of this updating process was to make this edition of Social Psychology an
even better structure for teaching and learning.
This edition offers the following familiar features:
• Critical thinking questions encourage students to examine their own social
surroundings while they simultaneously digest social psychological theories
and research. These questions often invite students to guess a study's
hypotheses or results, or to provide an alternative interpretation of findings.
The questions, many of which are new, are either inserted in the captions
of figures , tables, and photos, or are displayed in prominent critical thinking
sidebars. Answers to the former can be found in the chapter, while the
end-of-book appendix offers possible answers to the latter.
• Coverage of diversity and cultural analysis is fully integrated in each chapter,
rather than treated as a separate boxed insert or separate chapter. I seek to
 xx Preface

foster a sense of inclusion for all readers. For example, in the discussion of
social behavior in a cross-cultural context, the particular aspect of culture
highlighted is individualism versus collectivism. Why? Throughout much of
the history of American social psychology, the concept of individualism has
been an influential, yet unexamined, force directing our analysis of social
life. Today that is no longer the case. As the study of social psychology has
become a cross-cultural endeavor, some of the basic assumptions about the
relationship between the individual and the group have been questioned.
This text discusses how people from individualist and collectivist cultures
respond to similar social situations, helping students to understand the
richness and flexibility of social life.
• The evolutionary perspective illuminates how a universal pattern of social
behavior might have developed. One of the benefits of cross-cultural
research is that it allows us to not only identify those aspects of social
behavior that vary from one culture to the next but also to identify social
behaviors that are not culturally constrained. When a universal social
behavior is identified, discussion turns to how this pattern of behavior may
have evolved. Throughout the text I examine how evolutionary forces might
have left us with certain behavioral capacities, while also recognizing that
current social and environmental forces encourage or discourage the actual
development and use of t hese capacities.
• Social neuroscience uses the latest cutting-edge technology to study the
relationship between neural processes of the brain and social processes.
This "window into the brain" provides another layer of knowledge in our
understanding of social interaction.
• More than twenty Self/Social Connection Exercises contain self-report
questionnaires currently being used by researchers. The results of studies
employing them are also part of the text material. In these exercises,
students are encouraged to consider how this text material relates to their
own lives. Thus, as students learn about various social psychological theories
and relevant research findings, they also learn something about themselves.
• Bulleted end-of-section summaries provide a concise presentation to better
facilitate students' studying. The bulleted summaries in the sixth edition
were well received and have been retained in the new edition.

CHAPTER-BY-CHAPTER CHANGES

Chapter 1
Social Psychology Roots and Concepts
• Expanded coverage of cultural trends related to increased self-focus

Chapter 2
Research Methods
• New chapter-opening story
• Streamlined coverage of steps in the research process and correlational
research
 Preface xxi

• New coverage of how cultural values can shape people's responses to survey
items

Chapter 3
Social Cognition and Perception
• Reorganized discussion of schemas and heuristics
• Expanded coverage of counterfactual thinking
• Streamlined coverage of attribution theories and expanded coverage of
cultural influences

Chapter 4
Attitudes and Persuasion
• New research on the facial feedback hypothesis
• New research on the theory of planned behavior

Chapter 5
Prejudice and Discrimination
• New research on racial biases in perceiving angry faces
• Expanded coverage of African-Americans' perceptions of unfairness in the
criminal justice system
• New research on weight prejudice
• New section on mental illness prejudice

Chapter 6
Interpersonal Attraction
• New discussion of the need to belong
• New discussion of female attractiveness standards

Chapter 7
Intimate Relationships
• New chapter-opening story
• Revised discussion on the psychology of intimacy
• New research on collectivist versus individualist views of romantic love
• Expanded coverage of how social disapproval impacts romantic relationships
• New section on how being playful benefits romantic relationships
xxii Preface

Chapter 8
Social Influence
• New research on the automatic activation of conformity
• New section on intense social influence and compliance
• New Applications section on how the Internet influences voting behavior

Chapter 9
Prosocial and Helping Behavior
• New research on the decline of empathy among young adults
• New section on prosocial video games and helping
• New section on how being helpful benefits personal well-being

Chapter 10
Aggression
• New chapter-opening story
• Expanded coverage of the evolutionary basis of aggression
• New research on violence in video games
• New section on copycat violence
• Expanded coverage of sexual violence

Chapter 11
Behavior in Groups
• Revised coverage of the nature of groups
• Expanded coverage of female leadership

Chapter 12
The Self
• New chapter-opening story
• Expanded coverage and reorganization of self-regulation research and theory
• Reorganized coverage of the self as a social construction
• New coverage of research on the intersection of social neuroscience and self
processes
• Streamlined coverage of self-presentation strategies
• Reorganized coverage and new research on self-esteem processes
 Acknowledgments xxiii

ACKNOWLEDGMENTS
Many people have provided invaluable assistance and understanding while I was revis-
ing this text. I first want to thank my family, not only for supporting my writing efforts
and forgiving my memory lapses during this time, but also providing me with wonder-
ful examples of social psychological principles that I used throughout the text.
I also wish to thank the students in my social psychology courses at Marquette
University, who are the first to be exposed to my new stories of the social psychologi-
cal enterprise. In addition, I thank those students using my book at other colleges and
universities who wrote me letters and emails concerning their reactions to what they
read. The encouragement, enthusiasm, and criticism of all these students have made
revising the book much easier.
My appreciation also goes to the many Internet-user members of the Society of
Personality and Social Psychology (SPSP) who graciously responded to my requests
for reprints and preprints of recent scientific articles describing advances in our under-
standing of social behavior. Their responses greatly aided me in preparing a seventh
edition of Social Psychology that includes exciting new research and theoretical
developments. Listed below are some of these individuals:

Andrea Abele-Brehm, University ofErlangen

Rainer Banse, Universitdt Bonn
Veronica Benet-Martinez, University of California, Davis
Amara Brook, Santa Clara University
Edward Burkley, Oklahoma State University
Kathy Carnelley, University of Southampton
Zeynep Cemalcilar, Koc University, Istanbul, Turkey
Roxane Cohen Silver, University of California, Irvine
Jaime C. Confer, University of Texas
Katherine S. Corker, Kenyon College
llan Dar-Nimrod, University ofRochester Medical Center
Martin Day, University of Waterloo
Joseph P. Forgas, University of South Wales
Bertram Gawronski, The University of Western Ontario
Michael J . Gill, Lehigh University
Sam Gosling, University of Texas at Austin
Adam Hahn, The University of Western Ontario
Gordon Hodson, Brock University
Yuen J. Huo, University of California, Los Angeles
Hans IJzerman, Tilburg University
Keiko Ishii, Kobe University
Marc T. Kiviniemi, University at Buffalo, SUNY
Erika Koch , St. Francis Xavier University
Regina Krieglmeyer, University of Wuerzburg
Spike W. S. Lee, University of Toronto
xxiv Acknowledgments

Justin J. Lehmiller, Colorado State University

Edward Lemay, University of New Hampshire
Sonja Lyubomirsky, University of California, Riverside
Agostino Mazziotta, University of Jena
Allen R. McConnell, Miami University
Andrea L. Meltzer, University of Tennessee
Daniel Molden, Northwestern University
Nora A Murphy, Loyola Marymount University
Michelle R. Nario-Redmond, Hiram College
Bradley M. Okdie, The Ohio State University at Newark
Ulrich Orth, University ofBasel
Debra Oswald, Marquette University
Susannah Paletz, University of Pittsburgh
Miles L. Patterson, University ofMissouri-St. Louis
Carin Perilloux, University of Texas at Austin
John V Petrocelli, Wake Forest University
Angela G. Pirlott, University of Wisconsin-Eau
Claire Mariana A Preciado, University of California, Los Angeles
Bastiaan Rutjens, University ofAmsterdam
Norbert Schwarz, University ofMichigan
Phillip R. Shaver, University of California, Davis
James A Shepperd, University ofFlorida, Gainesville
Donna Shestowsky, University of California, Davis
Steven J Stanton, Duke University
Weylin Sternglanz, Nova Southeastern University
Wolfgang Stroebe, Utrecht University
Kate Sweeny, University of California, Riverside
Jordan Troisi, Widener University
Michelle vanDellen , University of Georgia
Leigh Ann Vaughn, Ithaca College
Kathleen Vohs, University ofMinnesota
T. Joel Wade, Bucknell University
Carol L. Wilson, Penn State Erie
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