PSSO2614

Social Psychology
NQF level: 6
16 Credits
Department of Psychology
Academic year: 2024

Compiled by: Ms. Mulalo Mpilo

Contents
Icon Library .................................................................................................................3
Welcoming message and lecturer information............................................................5
Grievance Procedures: ............................................................................................. 8
UFS graduate attributes..............................................................................................9
Module objectives and Outcomes..............................................................................11
The aims of this module are: ................................................................................... 11
Module Calendar.......................................................................................................13
Contact sessions and Class attendance. .................................................................14
Use of Blackboard Collaborate................................................................................ 14
Credits and notional learning hours ...........................................................................15
Pre-requisite..............................................................................................................15
Learning Units ...........................................................................................................16
Study Material ...........................................................................................................18
The prescribed textbook for this module is : ............................................................ 18
Assessment ..............................................................................................................18
Assessment breakdown ......................................................................................... 18
Departmental Guidelines ..........................................................................................22
PSSO2614 team ..................................................................................................... 24

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 Icon Library

Icon Description

Welcoming message and lecturer information

Module objective

Module outcomes

Action words, terms and concepts that need to be understood.

Indicates activities and resources made available on Blackboard.

Pre-requisites of the module.

Credits and notional hours relevant to the module.

Indicates face – to face contact sessions.

Indicates an activity to be completed on your own (Preparation). You

may still ask for feedback from your tutor or lecturer when you
encounter aspects that you have difficulty with.

A quiz – usually made available for self-assessment on Blackboard.

Unit specific content for the module.

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The resources to be consulted (such as the textbook, additional reading
material etc.)

The roadmap that contextualises (puts into perspective) the different

pieces of information in the module.

An indication of an important reminder/cautionary from your lecturer to

be paid attention to.

Assessment questions and opportunities.

Unit specific assessment criteria.

Indicates a learning unit.

Learning unit outcomes for a specific unit.

Purpose of the learning unit

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 Welcoming message and lecturer information

Dear Student,

Welcome to PSSO2614 focusing on Social Psychology.

Humans are inherently social beings, whether we acknowledge it or not. We act and
interact within social systems, and these very social systems guide and give meaning to
who we are. Even the abandoned child, the ostracised teenager or the substance user,
the unemployed adult or the forgotten elder all yearn for and find some system within which
they can function. At times our behaviour impacts the group within which we function, while
the alternative is just as true. Therefore, we must have a good understanding of how
groups (social systems) function and how the group and individual behaviour is influenced
within social systems.

How we perceive ourselves in relation to the rest of the

world plays an important role in our choices, behaviours,
and beliefs. Conversely, the opinions of others also
impact our behaviour and how we view ourselves. Social
psychology is concerned with how social phenomena
influence us and how people interact with others.
Understanding social psychology can be useful for many
reasons. First, we can better understand how groups
impact our choices and actions. Additionally, it also
allows us to gain a greater appreciation for how our
social perceptions affect our interactions with other
people.

Within the South African multi-cultural context, social psychology is more useful today than
ever. We are thus hopeful that you will find the learning material interesting and that it will
add value to your personal development as a social being. Social psychology offers
valuable insights for understanding ourselves or the social world around us.

The purpose of this module guide is to inform you about this module’s organisational and
administrative aspects and to provide you with a general overview of the module. This
module guide is compiled to structure your study of this module and must be used in
conjunction with other sources of learning, such as your prescribed textbook, lectures,
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tutorials, and group discussions. This module comprises of units and the chapters covered
in the various units, as well as the programme schedule, that can be found in this module
guide.

Although we, as lecturers, are committed to making this module as interesting as possible,
you are still responsible for your own learning. This means that you must make the most of
this learning opportunity. Remember, we welcome interaction with our students. Please feel
free to contact us regarding any problem you may encounter.

Your module guide will be available at Konica Minolta:

QwaQwa Campus: Mandela Hall room 003

Bloemfontein Campus: Sasol library 1st floor behind the computer lab

Wishing you all the best for the semester!

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 CO-ORDINATOR AND QWAQWA LECTURER

Co-ordinator & Lecturer: Ms M. Mpilo

Office number: Mendi Building, Campus Room 0034

Email address: mpilomt@ufs.ac.za

Phone number: 058 718 5997

Consultation To be announced on Blackboard

BLOEMFONTEIN LECTURER
Co-Lecturer: Dr M Ramarumo

Office number: Psychology Building, Room 102

Email address: ramarumom@ufs.ac.za

Phone number: 051 401 2264

Consultation To be announced on Blackboard

MODERATOR

Moderator: Dr J. Jordaan

Office number: Psychology Building, Room 4

Email address: jordaanj1@ufs.ac.za

Phone number: 051 401 2890

HEAD OF DEPARTMENT
Head of Department: Dr E. du Plessis

Office number: Psychology Building, Room 203

Email address: duPlesED@ufs.ac.za

Phone number: 051 401 2956

You are welcome to contact any of the above-mentioned individuals during their
consultation hours, preferably via email, to make an appointment. Please include
your name, student number, and contact number in the email—appendix B.

The Department of Psychology is proud of the pleasant understanding that has been
built between staff and students over the years. Therefore, we invite all students who
experience problems with any aspect of their learning to discuss the matter with us.
Should you experience problems, please follow the procedure as outlined in the
grievance procedure below.

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Grievance Procedures:

The Department of Psychology is proud of the pleasant rapport between faculty and
students over the years. As a result, we invite all students with difficulties with any
aspect of their learning to contact us and follow the procedure outlined below.

Step 1: Student/s approach class representative.

Step 2: The class representative approaches the lecturer via email and the
lecturer responds within three working days.
Step 3: The lecturer arranges a one-on-one meeting with student/s
(class representative may also be present). Decisions are
recorded.
Step 4: The class representative is informed that the issue has been resolved.
Step 5: If the issue were not resolved, the class representative and lecturer
would approach the AHD.
Step 6: AHD appoints a senior staff member as a referee and informs the
student Executive of the challenge within two working days.
Step 7: The referee and one member of the Student Executive meet with all
stakeholders to assess why the challenge was not resolved within 10
days.
Step 8: The referee and member of the Student Executive make
recommendations to AHD regarding how the challenge may be
resolved within ten days.
Step 9: AHD facilitates the resolution using recommendations made by the
meeting of stakeholders.
Step 10: If still not resolved, the AHD refers to the Dean, and the Student
Executive informs SRC of the challenge. The Dean and SRC
negotiate a resolution.

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 UFS graduate attributes

The UFS Graduate Attribute plan states the following:

The onus is on higher education institutions to produce employable and work-ready graduates
(Butler-Adam, 2018; Griesel & Parker, 2009; World Economic Forum (WEF), 2016). One way
to articulate graduates' contribution to the workplace is through graduate attributes. Graduate
attributes describe qualities developed through acquiring a university degree and are seen
internationally as a critical outcome of higher education (Barrie, 2006; de la Harpe & David,
2013).

Thus, the UFS has identified certain attributes (or characteristics) that need to be developed in
our students to ensure that UFS students can compete locally and globally once they have
obtained their qualifications. By developing these attributes in our students, we also want to
prioritise academic quality.

The figure below illustrates the UFS Graduate Attributes:

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The attributes are briefly described in the table below

Because the development of these attributes is a priority at the UFS, we will integrate the development
of the attributes into PSSO2614 as well. Relevant graduate attributes will be indicated in brackets next
to the chapter learning outcomes and facilitation activities by indicating “(GA)”.

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 Module objectives and Outcomes

Psychology is the science of understanding how individuals function, including their

thoughts, emotions, and behaviours. We also believe that all human beings are
influenced by the context in which they live. Your family, friends, religion, and
government are all examples of systems that influence your behaviour and decisions.
Bronfenbrenner (1979) compiled a bio-ecological model of human functioning that we
use to organise information in most areas of study in psychology. The following is an
adapted, simplified figure explaining this model:

Bronfenbrenner’s theory postulates that all these systems continuously interact and can
directly and/or indirectly influence the individual. Further, the changes in these
systems over time should also be considered. Overall, this module will give students an
understanding of the importance of personal relationships for their total functioning and
well-being.
The aims of this module are:
• To provide students with an understanding of the dynamics and processes
which underlie interpersonal interactions
• To provide an understanding of how certain psychosocial features play a role in
the development and maintenance of healthy relationships
• To promote a critical understanding of social psychological concepts through
reference to research
• To introduce students to different social psychological research methods
• To provide an understanding of how our behaviour impacts others and, in turn,
how their behaviour impacts us

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Upon successful completion of the module students should have engaged in:

• Critical thinking:
• Critically discuss the different theoretical approaches within the field of
social psychology
• Critically reflect on the basic features of groups and factors at play in
intergroup dynamics and processes
• Problem solving:
• Identify and discuss the psychosocial features that contribute to and/or
hinder the development and maintenance of personal relationships
• Written communication:
• As the campus SRC leader construct a speech and apply your
psychosocial knowledge to critical social issues such as
intercultural relations/dynamics on campus
• Ethical reasoning:
• Evaluate real basic scenarios/problems of psychosocial issues within the
context of social psychology and coherently provide possible solutions
relevant to the field of study
• Community engagement
• You are engaged in a project on gender-based violence, critically
discuss possible challenges and create a plan on how you will manage
the groups during campaigns.
• Entrepreneurial mindset.
• Students in the institutions around you need a service you can provide,
using the techniques of persuasion formulate possible ways of
attracting clients.

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 Module Calendar

The module schedule and syllabus (study material), either orally or in writing, can be updated
or modified at any time by the lecturer or the department. It is the responsibility of students
enrolled in this module to stay up to date with the schedule and syllabus. An announcement
of this type may be communicated on Blackboard or by email. It is recommended that
students check Blackboard daily to keep up to date with what is happening in this
module. Any work discussed during tutorial sessions and on Blackboard Collaborate
can be used for assessment purposes.

Module Calendar

Unit Chapter Week of Theme

0 12 February Orientation Class

1 Chapters 19 February Introduction to Social Psychology

1&2
2 Chapter 3 26 February The self & self in control

3 Chapter 4 04 March Choices and actions: The self in control

QM Quiz 1: Units 1 – 3
on the 4 March 8am – 5 March at 8 pm
4 Chapter 9 11 March Prosocial behaviour

SEMESTER TEST 1 (UNITS: 1 – 3)

16 March, Saturday 9am
5 Chapter 11 18 March Interpersonal attraction and rejection

6 Chapter 12 25 March Close relationships

QM Quiz 2: Unit 4-6

25 March 8am – 26 March 8pm
7 Chapter 10 1 April Aggression and antisocial behaviour – hurting others

SEMESTER TEST 2 (UNITS: 4 – 6)

6 April, Saturday 11am
Semester break 8 – 12 APRIL

8 Chapter 13 15 April Prejudice and intergroup relations

9 Chapter 8 22 April Social influence and persuasion

QM Quiz 3: Units 7 – 9
29 April at 8am – 30 April 8pm

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 SEMESTER TEST 3 (UNITS 7 – 9)
4 May, Saturday, 11am
10 Chapter 14 6 May Groups

Sick test (ALL UNITS)

11 May, Saturday 11am
- Week of 13 May Integration

Predicate 24 May

Exam based on Units 1-10

This schedule is subject to change. The student must ensure that they receive all the
information in connection to this module. Class attendance is compulsory in this module,
as it is offered face to face, and covering all lectures/topics is strongly recommended.

Contact sessions and Class attendance.

This module is offered face-to-face. ONE lecture period of three hours (theory and
tutorial) must be attended weekly. You have a choice between day or evening classes
(Bloemfontein campus). You are strongly advised to choose either of the options and not to
switch between day and evening classes. Please note that all the periods allocated for
PSSO2614, are not allowed to use these for any other subjects.
The lecture and tutorial schedule will be announced on Blackboard.

Use of Blackboard Collaborate

In 2024, this module will be presented (e.g., lectures and tutorials) and assessed (e.g.,
semester tests and examinations) fully face-to-face. Thus, students must attend the face-to-
face lectures and tutorial sessions, as no lecture or tutorial recordings will be available on
Blackboard. However, Blackboard Collaborate Sessions may be used as a lecturing tool if
and when the need arises. This will be done under extreme circumstances when face-to-
face lecturing is not possible and/or is suspended by the University’s Top
Management. Students will be notified of the Blackboard Collaborate Sessions timeously

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 Credits and notional learning hours

‘Notional learning hours’ indicate the amount of learning time taken by the ‘average’ student
to achieve the specified learning outcomes of the course-unit or programme. It includes all
learning relevant to the achievement of the learning outcomes (e.g., directed study,
essential practical work, group work, private study, preparation and assessment). Please
consult the “Faculty Important Information Guide” on Blackboard or the Faculty Rules and
Regulations in your Rulebook for more information if necessary.

This module is presented at NQF level six at second year and bears 16 credits. This
implies that students have to spend 160 nominal hours mastering the content of the module
during the semester to successfully complete this module. These hours are divided as
follows:

Engaging with lecture material 28 hours

Engaging with tutorial material 28 hours
Time spend on formal assessment activities 10 hours
Self-study 94 hours (approximately 7 hours per week)

You are therefore strongly advised to spend at least seven (7) hours per week studying
the content of this module to ensure that you successfully complete it.

Pre-requisite

There are no pre-requisites for this module. Please consult “the faculty important
information guide” on Blackboard or the Faculty Rules and Regulations in your rule
book for more information

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 Learning Units

The following learning units will be covered in this module (these are not the module
outcomes).
Units Chapters Content

Unit 1 Chapters Introduction to Social Psychology & Culture

1 and 2 • Basics of social psychology in relation to other fields of
psychology
• The history and origins of social psychology
• The Science of the Social side of life – Culture and
nature
• The human being as social and cultural being
• The important features of human social life
Unit 2 Chapter 3 The self
• What is the self?
• Where self-knowledge comes from
• Self-esteem and deception
• Self-presentation
• Self-regulating and habits
• Irrationality and self-destruction
Unit 3 Chapter 4 Choices and actions: The self in control
• The things you do and what it means
• Freedom of action
• Goals, plans and intentions
• Self-regulation and habits
• Irrationality and self-destruction
Unit 4 Chapter 9 Prosocial behaviour
• What is prosocial behaviour?
• Morality
• Cooperation, forgiveness, obedience, conformity and
trust
• Why do people help others? and Who helps whom?
• Bystanders helping in emergencies

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Unit 5 Chapter 11 Interpersonal attraction and rejection
• The need to belong
• Who likes whom?
• Rejection and its effects
Unit 6 Chapter 12 Close relationships
• Love, compassion and culture
• Types of relationships
• Maintaining relationships
• Sexuality
Unit 7 Chapter 10 Aggression and antisocial behaviour – Hurting others
• Human aggression: Inherited or learned
• Causes of aggression
• Self and culture in relation to aggression

Unit 8 Chapter 13 Prejudice and intergroup relations

• The basic concepts of intergroup relationships
• Common human prejudices and targets of prejudice
• Approaches to overcome stereotyping and to reduce
prejudice
• The effect of prejudice on the behaviour of targets

Unit 9 Chapter 8 Social influence and persuasion

• Types of social influence
• Techniques of social influence
• Persuasion & resisting social influence

Unit 10 Chapter 14 Groups

• How do groups think
• Understanding group behaviour
• How leaders influence groups

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 Study Material

The prescribed textbook for this module is :

It is strongly recommended that you prepare for
lectures by reading through the relevant material
as indicated by your lecturer. This is the textbook
required for the module.

R.F. Baumeister, B.J. Bushman, Y. Ally, D. de

Sousa. 2022. Social Psychology: a South African
Perspective. Author: Edition: 2nd. Publisher:
Cengage. ISBN13 (SKU) 9781473780521.

At the lecturer's discretion, additional readings

may be allocated, and students should prepare for
lectures as per the week the reading will be
uploaded on blackboard.

Assessment

In this module, you will be assessed as follow:

More information regarding the assessment policy of the Department of Psychology is

available in the Guide for Psychology students on the UFS website.

Assessment breakdown
QUIZZES

Three (3) online Questionmark quizzes will be scheduled. These activities will account for
10% of your semester mark and must be completed within the specified time frame. There
will be no additional online Questionmark quiz opportunities irrespective of what may
have happened while writing, including technical issues. You only have to write two
quizzes, but you may write all of the quizzes.

The two highest marks from the three quizzes will count towards your predicate
(semester mark).
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 QUESTIONMARK UNITS COVERED DATE
QUIZZES

QM Quiz 1 Units 1 – 3 4 March from 8 am – 5 March at 8 pm

QM Quiz 2 Units 4 – 7 25 March from 8 am – 26 March at 8 pm

QM Quiz 3 Unit 8 – 10 29 April from 8 am – 30 April at 8 pm

General tips and guidelines when completing any online assessments:

• Always make sure you have proof of technical issues experienced.

• Always take a photo of a successful submission. Sometimes, students are 100% sure
they have submitted something, yet there is no proof of them having written when
marks come out. Always ensure that you take a screenshot showing the test has been
submitted

• Quizzes will be available for 2 days. DO NOT wait until the latest possible time to
access the quiz. If you are too late, the link may have disappeared already. Or, if you
experience load shedding or technical issues at that exact time, you have also caused
problems for yourself.

• There will be no additional online Questionmark quiz opportunities after the

allocated two days irrespective of what may have happened while writing,
including technical issues.

• Immediately you experience technical issues, email QUESTIONMARK STUDENT

HELPDESK for online quizzes during office hours Monday to Friday: 07:45 -16:30
Email:eassessments@ufs.ac.za

For the first year and second year modules, THREE (03) semester tests will be scheduled.
ALL THREE semester test marks will contribute to your semester mark (predicate). Students
who want to qualify to promote these modules must participate in ALL THREE scheduled
semester tests. Students who missed a semester test and can provide valid reasons for missing
it within 48 hours after the specific test was written will be allowed to participate in the sick test.
This sick test will be scheduled at the end of the semester, covering the entire semester’s
module content. Only one sick test will be scheduled for the semester. Thus, the sick test can
only replace a maximum of one of the scheduled tests. It is, therefore, a priority to write all three
of the scheduled tests in the first place. Also, three (03) Questionmark quizzes will be
scheduled. The marks of the best two (02) Questionmark quizzes will contribute to your
semester mark (predicate).
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 Assessment Units covered Date

Test 1 Units 1 – 3 16 March 2023 Saturday

Test 2 Units 4 – 6 6 April 2023 Saturday

Test 3 Units 7 – 10 4 May 2023 Saturday

Sick test All units 11 May 2023 Saturday

Final exam All units and readings Exam calendar

Handing out test scripts

The Department of Psychology will adhere to the POPI Act as far as possible when
handing out test scripts. The Department of Psychology will create two hand-out
opportunities per semester test during which students need to sign for their test scripts.
You must collect your script during the provided time because you cannot query your
marks if you haven’t collected your script and compared it to the memorandum. Please
note that the Psychology Department cannot hand out and keep scripts indefinitely for
logistical reasons. Further information regarding the handing out of scripts will be
communicated on Blackboard.

Your final mark will be calculated as follows:

The Department of Psychology does not allow ANY ADDITIONAL TESTS OTHER THAN
THE ONES WHICH HAVE OFFICIALLY BEEN SCHEDULED. You will NOT be able to
request an additional test opportunity at the end of the semester if you have not
obtained a minimum of 40%, allowing you access to the module’s examination.

3 Semester Test Each test counts for 30%. The 03 tests account
for 90% of your predicate
3 Questionmark quizzes Each quiz counts for 5%. The highest marks
(Highest marks on two quizzes) obtained on 02 quizzes will account for 10%
of your predicate
Predicate A combination of percentages from the tests
(90%) and quizzes (10%)

Predicate counts 50% of the final mark with

the examination the other 50%.

EXAMINATION MARK:
You will write an examination paper of 100 marks for 2 hours during the official exam
opportunity scheduled by the University.

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An amendment to Regulation A14 stipulates that all our students must obtain a
minimum semester/module mark of 40% to be eligible to write the final
module/course examinations.

Students who did not obtain the required minimum mark of 40%, or any higher minimum
mark determined by the faculty, will be refused admission to the examination of this
module.

Students who qualify to write examinations will be compelled to write their papers during
the first opportunity and will only be allowed to write an additional examination once their
applications for this examination have been approved. Students who qualify for re-
assessment and special examinations will automatically be admitted to the additional
examination and will therefore be exempted from the application process.

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 Departmental Guidelines

DEPARTMENTALGUIDELINES
Important general information
• It is necessary for students to comply with all the requirements for a particular
module (as provided in the module guide). If a student, therefore, misses an
assessment opportunity (e.g., a class test, assignment) because he/she has
been absent, the lecturer is under no obligation to repeat the assessment
opportunity, and the student will merely forfeit those marks. If a student does not
comply with predicate/module mark requirements, he/she may be refused
admission to the examination.

• Test preparation is very important because the Department allows no additional

tests.

• Students writing assessments (i.e., tests, examinations) when they are not
feeling well do so at their own risk and may not request an additional test.

• Other tests scheduled for the same day will not constitute an excuse for
inadequate preparation.

• Students who do not take part in all of the assessment opportunities (quizzes,
tests and the exam) will receive an ‘incomplete’ for the module. This means that
the student will have to repeat the entire module in the following year.

• No enquiries concerning results will be handled telephonically. All information

will appear on the Grade Centre via PeopleSoft (your student portal).

• An announcement will be posted on blackboard as soon as your marks are

available

• Students should take note that plagiarism will not be tolerated in the Department
of Psychology and that acts of plagiarism will have serious consequences.

• If a student chooses to complete his/her examination paper/computer

sheet in pencil and/or make use of “Tippex”, NO corrections/queries will
be accepted after the paper has been given back to the student.

• An application for remarking of examination papers can be made in person by

completing the designated departmental form within five days after the marks

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 have been made available. No application for remarking may be done via email.
The Module Coordinator will process the applications within the five-day period.
The designated administrative person will inform students of the remark
outcome via email.

Promotion
• The promotion system applies to this module and allows students with a
minimum semester mark of 70% in PSSO2614 to be “promoted”.
• Promoting a module means that exams do not have to be written for the
module; Instead, the semester mark will become your final module mark
overall. However, the following must be noted:

o Promotion in Psychology ONLY applies at first- and second-year levels,

when the first-year and second-year modules are lectured and assessed
face-to-face. Students can promote first- and second-year Psychology
modules if they obtain predicates of 70% and higher for these modules
and when they have participated in ALL the scheduled formal
assessments (semester tests) in the module (the number of quizzes
participated in does not directly affect your chance of promoting).
o Students who qualify to be promoted may still participate in examinations
if they wish to improve their final marks for these modules. According to
the UFS guidelines, the exam mark will then become such a student’s
final mark.
o Important: Promotion module marks are not allowed to be condoned (i.e.
adjusted) according to the General Rules. A student who obtains 69%
as a semester mark may NOT be condoned to 70% and may thus
NOT be promoted based on the 69%.

When does the promotion system NOT apply?

• The promotion system does NOT apply when the teaching and
assessments are online.
• The promotion system does NOT apply to exit-level modules such as
third-year Psychology modules, whether lectured and assessed online or
face-to-face.
• The promotion system does NOT apply when Psychology modules
are completed as part of the Higher Certificate, as these modules are
exit-level modules.

Useful Sites

BLACKBOARD HELP:
Student Help
The student help organisation is an online Blackboard support portal for students. There you can
find videos and manuals to assist you with effectively using Blackboard.
Log on to Blackboard and click on the 'Student Help' tab located at the top of the page to access the portal.
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Need more help with Blackboard?
For any Blackboard related queries (access to modules, assistance with activities, etc.),
please contact the Blackboard Helpdesk:
Location Central computer labs next to the Sasol Library
Operating - Monday to Friday: 08:00 - 21 :00
hours -Saturday/Sunday/University and Public Holidays:
09:00 - 18:00
Telephone +27 51 401 9452
e-mail ehelpdesk@ufs.ac.za
*Please take note that e-mails sent after hours will only be
attended to the following business day.
IMPORTANT
The Blackboard Helpdesk cannot assist with UFS
passwords. For password related queries, please
contact ICT services.
Please see the Blackboard login page for ICT contact details and operating hours.

Conclusion

We trust that you will find this module to be a stimulating endeavour in Social
Psychology. Please feel free to contact your lecturers should you require any assistance
during the module.

Good luck!!

PSSO2614 team

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 Appendix A: Email and note template.

Email template to lecturers

Dear Ms. Mpilo/ Dr Ramarumo

My full name is
My student number is
I came to see you about / I am writing this email about:

Thank you and regards,

Your initials and surname

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 Appendix B: Mark Review Request

MARK REVIEW REQUEST (MRR) HUM 10

Student Surname and Initials:

Student number: hereby request that the
following marks be reviewed.
Name of assessment (e.g. Test 1):
Specific question number:
The reason for this request is: [please specify what you believe to be incorrect about the
marks you have received]

Date:
Student Signature
[deemed signed by student name in place of signature if submitted electronically].

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 Unit 1

The mission and the method & Culture

Chapter 1

Practice question #1: A brief history of social psychology

Jordan is studying for his PhD in social psychology. He is developing his dissertation
topic. Which of the following topics is he most likely to choose given the most recent
trends in the history of social psychology?

A. The effects of social rewards on group participation.

B. The influence of unconscious conflict on how a person feels about conforming.
C. How organisation of knowledge about oneself affects one’ self-esteem.
D. The likelihood of a group’s size influence on antisocial behaviour.

Practice question #2: What do social psychologists do?

Amara is studying how unconscious prejudice against obese people influences hiring
decisions. In terms of the ABC triad, what is the ‘B’ element of Amara’s research?

A. Hiring decisions.
B. Prejudice.
C. Unconscious.
D. Obesity.

Practice question #3: Why people study social psychology

Which of the following is the BEST example of basic research in social psychology?

A. Lebo, who is studying how to reduce racial bias in college admissions.

B. Mohammed, who is studying how to increase bystander intervention to prevent
date rape.

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 C. Danitha, whose research examines ways to help corporate decision makers avoid
groupthink.
D. Langa, who is trying to identify the main elements of group identification.

Chapter 2
• The ABC triad, what it consists of and the power of situations
• Social psychology’s place within psychology
• How do social psychologists answer their own questions
• Based on what you have studied, write a short essay to convience a sceptical student to
take up social psychology as a module by highlighting why do people study social
psychology
• Overview of the scientific method, especially the basic five steps

Possible activities:

• ABC and Real-World Situations

Use a real-world situation to reflect on the questions psychologists ask. Reflect on the
behaviour of first year students on campus during orientation. Come up with questions a
social psychologist might ask with regard to affect, behavior and cognition for that
situation.

• Explain, with examples, the relevance of social psychology within the following fields of
psychology:
o Counselling
o Educational
o Industrial
o Community
o Forensic
o Health

28 | P a g e
 • The basic steps of conducting research
o Think about yourself as a researcher in social psychology and provide steps, with
concrete examples, of how you might go through the steps of the scientific method
try to find the answer to this question:
■ Does drinking coffee increase your performance on mathematics?

In Chapter 2, look at the following as possible essay questions:

• Culture, the definition of culture, culture as a social system, culture as a praxis and nature
and culture interacting
• The distinction between social animals and cultural animals, and what makes cultural
animals
• The Duplex mind consists of the automatic system and deliberate system – discuss the
differences between these two systems and how they work together
• Nature says go and culture says stop. Discuss the reasoning behind this statement

Possible activities:

• Automatic actions
With this activity, think of one thing you do automatically. This can be anything from
always taking the same route to class to brushing your teeth a certain way. You should
describe the action and how that action became automatic. You should also describe a
time when you had to shift from automatic to conscious action. What happened that
prompted that shift?

• Analysing cultural behaviour

For this activity, think about two of your own actions that you think are influenced by
culture. Describe the action, how it is influenced by culture, and how the action might
appear different if done within a different cultural context.

• Discuss the duplex mind as a means of understanding the human mind. In your discussion
include:
o Each system’s individual characteristics
o Their comperative differences
o How they cooperate
o Their conscious override
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• Cultural Questions Activity
Think of the following:
o Where and how did you learn about what you know of your own culture?
o How do people acquire cultural knowledge?
o What ae the important things that are highly valued in your culture?

Practice questions
Practice question #1: Nature and social behaviour

Which woman might be considered the most ‘successful’ in terms of natural

selection?

A. Mpumi, who lived to be 113 years old.

B. Koletso, who lived to be 85 and had 3 children, 1 of whom died, while the other 2
had 1 grandchild each.
C. Palesa, who lived to be 65 and had 5 children who each had 2 grandchildren.
D. Maya, who lived to be 75 and had 8 children, none of whom died but only 2 of
whom had any children themselves (and these were only children).

Practice question #2: Culture and human social life

In South Africa, people drive on the left side of the road. In the United States, people
drive on the right side of the road. These elements of culture in these two countries
illustrate the concept of culture as

A. praxis.
B. social system.
C. shared ideas.
D. mutation.

Practice question #3: Culture and human social life

Which of the following is an example of humans as cultural animals, not merely

social animals?
A. Humans communicate with each other.
B. Humans help each other.
C. Humans are able to resolve disputes.
D. Humans have division of labour when they act together.

Practice question #4: Important features of human social life

Ellie is trying to decide where to go for university. She makes a chart and lists out all
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 the pros and cons for each university she considers, then she weights them as to which
factor is most important to her, and then uses this system to guide her decision. Ellie
is relying on the system in making her university decision.

A. automatic
B. deliberate
C. intuitive
D. unconscious

Practice question #5: Important features of human social life

Shenaaz is a manager in a large corporation. She is doing interviews with candidates,

and her third and final candidate is a black male from a large urban area. Although
Shenaaz generally does not think urban, black males are untrustworthy, she reminds
herself to set this judgement aside and take this candidate as an individual. To her
surprise, the candidate is articulate, charming, and bright. When Shenaaz sets aside
her tendency to see urban, black males as untrustworthy, she is engaged in

A. automatic processing.
B. conscious override.
C. a selfish impulse.
D. a social conscience.

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 Unit 2

The self

• The three main parts of the self and what each of these parts do
• The four methods people use to learn about themselves
• The three reasons (motives) why people want self-knowledge
• The self-deception strategies (mental tricks) that people use that help them to believe
things regarding their self-esteem that are false

Possible activities:

• Going on a date
Think about what you may consider important about yourself when preparing to impress
someone who asked you out for a date.

• Facebook
Reflect on the last time you logged in on facebook or another social networking site.
Report on the following questions: What kinds of materials do most people put on the
site? What does their purpose seem to be? Who seems to be the intended audience? Do
they seem to be putting on things that will portray them in a positive light or provide a
complete perspective of who they are? How does what you saw on the site apply to what
you read about self-presentation in the textbook?

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Practice questions
Practice question #1: What is the self?

Jabu is in school grounds playing basketball when another boy bumps into him and
knocks him over on purpose. Jabu feels his anger flare and jumps to his feet.
Although he really wants to push the other kid down in return, he decides he needs to
calm down first. He breathes deeply and talks to himself about how important it is to
let it go so that he doesn’t get in trouble for retaliation. After a few minutes, Jabu is
calm and happily playing more basketball. Jabu’s ability to change his emotional state
intentionally in this way is an example of

A. public self-awareness.
B. a standard.
C. self-regulation.
D. private self-awareness.

Practice question #2: Where self-knowledge comes from

Isaac has graduated from a small high school and is now at a large, prestigious
university. Although he had been a good student in high school, he now feels pretty
below average. Everyone around him was top of their class, a star athlete, or a theatre
star. It seems like he is nothing special at all. When Isaac looks at his university peers
and feels like he isn’t doing so well, he is engaged in a(n) social comparison.

A. upward
B. downward
C. lateral
D. public

Practice question #3: Self and information processing

Lucas is being shown a list of words. On the list is the word ‘outgoing’. Under which
condition will Lucas most likely remember the word ‘outgoing’ at a later time?

A. If he is asked if ‘outgoing’ is a long or a short word.

B. If he repeats the word over and over.
C. If he is asked to think of someone else who is outgoing.
D. If he is asked ‘Does this word describe you?’

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Practice question #4: Self-esteem, self-deception, and positive illusions

Lindi is depressed to the point where she has finally sought therapy. Her therapist
may well need to

A. teach Lindi to more accurately perceive the world.

B. show Lindi how to focus on her strengths and not her faults.
C. instruct Lindi to stop overestimating the amount of control she has over events.
D. help Lindi stop being overly optimistic as it only leads to disappointment.

Practice question #5: Self-presentation

Palesa’s mom just got a new job in a city far away. Palesa will have to finish her last
year of high school in a completely new place. On her first day of school, Palesa is
very nervous about making friends and wants to make a good first impression. Given
her concerns about how she presents herself, Palesa is likely to

A. make some more conservative decisions than she would at her old high school.
B. make some riskier decisions than she would at her old high school.
C. be more modest than she normally is.
D. feel exceptionally shy and quiet.

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 Unit 3

Choices and actions

• Steps in making choices, factors influencing choices, why people do not choose and
themes behind decision avoidance
• Self-regulation and its main components

Possible activities:

• Think of a particular bad habit that you have tried for so long to change or get rid of.
Explain the success or failure of that behaviour in terms of what you have learnt
regarding self-regulation and habits.

• Think: Read the questions below and reflect on them:

Given that the tendencies of people in decision making (risk aversion, temporal
discounting, certainty effect, status quo bias, and the omission bias) seem to be inherent
in the way humans work and that they are often irrational and can lead to bad decisions
what can we do to help others to make better decisions? Can we change the way people
make decisions? Why might we want to? Why might we not want to?

• Goals
Think about various goals you have set in your life and list them. As stated in the text,
you are likely to list about 15 goals. Expand on one of these goals in terms of your plan
for pursuing that goal, perhaps including a hierarchy of goals. Finally, reflect on the
material from the text in light of your goals. For example you might reflect on the
competing nature of some of your goals or the issues you have had with developing a
workable plan for reaching a goal.

• Restaurant ordering and the two steps of choosing

For a quick example of the two steps to choosing, consider how you made a decision of
what to order last time you were in a restaurant. When you consider how you want to

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 order, you are likely to find that you first narrowed down your choices to a few, perhaps
you were in the mood for chicken that day, so you found the four items on the menu that
sounded best. Then you decided between those few, perhaps asking others what they
would order or the waiter to help choose. You may realise that you didn’t decide until the
waiter came to take your order, illustrating that keeping options open influence on choice.

Practice questions
Practice question #1: What you do and what it means

Vuyo and Palesa have been married for 37 years. They have three wonderful children,
but they are not happy together and have not been so for quite a while. Even though
they both believe that there might be someone else out there with whom they would
be happier, but neither one really wants to disrupt their life together. After all, it isn’t
a happy marriage, but they aren’t miserable. Vuyo and Palesa’s preference for staying
together just because they are nervous about making a change illustrates the

A. preference for keeping options open.

B. tendency toward temporal discounting.
C. status quo bias.
D. omission bias.

Practice question #2: Freedom of action

Tumi is climbing up a tower to do a zip line for the first time. She is very afraid of
heights. Under which circumstance will her climb be least stressful?

A. If Tumi knows there is an option to go back at any time.

B. If Tumi has a lot of people behind her who make turning back impossible.
C. If no one is watching Tumi make the climb.
D. Any of these will be equally stressful to someone afraid of heights.

Practice question #3: Goals, plans, intentions

Vusi is in matric at high school. He plans to complete a medical degree and then a
business degree and then find a medical technology company so that he can make the
world a better place. He doesn’t really know what sorts of goals to set to help achieve
these big dreams, though. Vusi has adequate goals but not enough goals.

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 A. planned; shielded
B. shielded; planned
C. proximal; distal
D. distal; proximal

Practice question #4: Self-regulation and habits

Neo is buying a new car. He spends a lot of time researching different makes and
models, and then researching different dealerships. Then he spends time at each
dealership he has selected until he has finally found the car he wants to purchase.
Once he decides that he has found his car, the sales person sits him down to discuss a
whole host of other decisions. Neo is so tired of thinking about everything that he
pretty much takes the default option on every decision the sales person presents to
him. When Neo takes the default option on every decision he is to make after
choosing which vehicle, he is experiencing

A. capacity for change.

B. decision fatigue.
C. the planning fallacy.
D. goal shielding.

Practice question #5: Irrationality and self-destruction

You are terribly worried about your roommate, who has become increasingly
depressed and withdrawn. They won’t get out of bed, eat very little, and seem to take
pleasure in nothing. Just last week, you noticed them making several comments that
have led you to fear they are suicidal. Besides getting them professional help, what
might you try to focus a conversation towards to decrease the chance that they take
that self-destructive path?

A. All the things they have to live for right now in the present.
B. Long-term goals and pleasures that are out in the future
C. How you understand that life now is miserable and that suicide can seem
attractive.
D. How to improve their current situation so that they will be happier.

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 Unit 4

Prosocial behaviour

• Compare and contrast the different kinds of prosocial behaviours as cooperation,

forgiveness, obedience, conformity and trust
• What are the predictors of prosocial behaviour
• The factors that differentiate who helps whom
• The five steps that people pass through in determining whether and how to render help in
an emergency situation

Possible activities:

• Steps to helping
Once students know the steps to helping, they can often identify a time when they did
or did not help because of some of these factors. For this activity think about such a
time. If you did not help, at what point in the five steps to helping did you drop out?
What was at work that influenced you that way? If you did help, how did the situation
turn out? Were there points in the path to helping you can imagine things happening
differently with the result of not helping?

• Who would you save?

For the following scenario imagine yourself in the situation and decide who of the
three individuals listed you would choose to help. For each triad you may only help
one individual. Imagine the situation as such that you cannot do anything else. In each
scenario you may not have someone in your life who fits that description, imagine
what you would do if you did.

You are in a burning house and it has become evident that everyone in the house will die.
You have enough time to pull one person from the burning house. Everyone in the house is
sleeping; everyone but the one you save will die in the fire.

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 Do you save your Do you save your identical twin,

7-year-old female cousin, 52-year-old mother, or

75-year-old grandfather, 21-year-old acquaintance?
or 21-year-old acquaintance?
Do you save your 36-year-old aunt, Do you save your

15-year-old sister, or 21-year-old acquaintance,

75-year-old grandfather? 36 year-old-aunt, or
15-year-old sister?

Practice questions
Practice question #1: What is prosocial behaviour?

Vathiswe is dividing a pool of money up among his workers. He thinks about which
worker contributed the most to a project and awards them the most money. The
person who contributed least is awarded the smallest amount of money. Vathiswe is
using the norm to help divide the pool of money.

A. gratitude
B. reciprocity
C. equity
D. equality

Practice question #2: Morality

Thabang has always been pro-choice. He argues that it is important that young people
should not have to sacrifice their potential career success if they have an unplanned
and unwanted pregnancy. When he and his girlfriend find themselves with an
unplanned and unwanted pregnancy (even though it means he will have to stop
studying and take a less lucrative career path), neither Thabang nor his girlfriend can
bring themselves to have an abortion. It just feels wrong. In his own situation,
Thabang is making the decision about what to do based on

A. moral intuition.
B. moral reasoning.
C. conformity.
D. fairness.

Practice question #3: Cooperation, forgiveness, obedience, conformity, and trust

Nadya is at a concert hall listening to a symphony. She thinks that the programme is
pretty average, but after it is over the crowd jumps up in a rousing standing ovation.
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 Even though Nadya does not think it was a great programme, she also joins in the
standing ovation as if it were to fit in. Nadya has

A. trusted.
B. showed empathy.
C. obeyed.
D. conformed.

Practice question #4: Why do people help others?

According to kin selection, who is Mpumi most likely to help?

A. Her half-brother who she lived with all her life.

B. Her full brother who was adopted and raised by another family.
C. Her cousin whom she spent every Christmas with.
D. Each of these are equally likely to receive Mpumi’s help.

Practice question #5: Bystander helping in emergencies

Mandla is at a soccer match when he sees a spectator who has become overheated
faint. Although Mandla is well-trained in emergency response and what is required by
the situation, he is reluctant to step into the situation in case the person wakes up and
refuses his assistance, or he otherwise embarrasses himself in front of those around.
Mandla is experiencing

A. pluralistic ignorance
B. audience inhibition.
C. diffusion of responsibility.
D. belief in a just world.

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 Unit 5

Interpersonal attraction and rejection

• Differentiate between two ingrediants for belongingness and discuss why not belong is
bad for you
• Identify and discuss strategies for getting someone to like you

Possible activities:

• College adjustment

The basic need for belonging may become clear to students if they reflect on the
adjustment in their lives. Write about what coming to university was like for you.
What did you fear? Did you work hard to meet new people the first few weeks at
school? Despite the fact you had many people around you, did you ever feel lonely
without ongoing relationships? Now that you know about the need to belong, how
does that help you understand your university transition?

• The influence of technology

How might technology influence belonging? Think specifically about more recent
technological advances, the impact of the internet and social networking sites as well
as cell phones.

Practice questions

Practice question #1: The need to belong

Neo is a customer service representative who fields phone calls for a cell phone
carrier. She talks to people all day long; however, she doesn’t really know any of
these people or have repeated interactions with any of them. In terms of meeting her
need for belonging, Neo

A. has neither ongoing relationships nor regular social contact.

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 B. has ongoing relationships, but not enough regular social contact.
C. has regular social contact, but not enough ongoing relationships.
D. has both regular social contact and ongoing relationships.

Practice question #2: Attraction: Who likes whom?

Langa is an attractive black man who is about 30 years old. He likes to read, cycle,
and hike. He is religious. To whom will he most likely be attracted?

A. Zinhle, an attractive black female with a strong religious faith who loves the
outdoors.
B. Mpumi, a gorgeous black female with nominal religious beliefs who loves theatre
and the arts.
C. Simphiwe, a homely black female who is an atheist, but loves to read.
D. Sharene, an attractive white female, loves fitness, and hates to cook.

Practice question #3: Attraction: Who likes whom?

Tom wants his co-workers to like him. What should he do?

A. Make sure he is honest with them when they have an outfit on that is less than
flattering.
B. Give big gifts to them at their birthday so they will feel obligated to him.
C. Be as different from them as possible so as to appear very unique.
D. Do small favours for them that convey to them how much he likes them.

Practice question #4: Rejection ejection

Thabang has just experienced rejection from his co-workers – they all went to lunch
and made a point of not inviting him along. This has never happened before and he is
really hurt. Thabang will probably

A. become completely aggressive with them when they return.

B. perform more poorly than normal on intellective tasks he does that afternoon.
C. do some of his best work that afternoon while they are gone.
D. work harder at trying to be friends with other people.
Practice question #5: Rejection

Which person is most likely to experience loneliness?

A. Shenaaz, who has moved away from home but is deeply connected to her new
work community, which she enjoys.
B. Mohammed, who has 2 000 Facebook friend and parties a lot, but lacks intimacy
with anyone and wishes he could find it.
C. Jordan, who is totally into his work so much that he has little time for social
connection outside of it.
D. All of these people are equally likely to experience loneliness.

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 Unit 6

Close relationships: passion, intimacy and sexulity

• Identify factors that are important to maintaining relationships over time

Possible activities:
• Discuss the advantages and disadvantages of online dating.

• Singing about love

Think of a song that illustrates a type of love described in the text. Provide the lyrics and
a description of why you think the song you found illustrates that type of love. You are
likely to find many songs that describe passionate love. Find another song that illustrates
or describes companionate love (or the intimacy and commitment of Sternberg’s triangle).

• Damaging relationship
Consider how they might counsel a friend who is in a relationship that is damaging or
abusive. This is a good issue for students to explore in an assignment. Think about what
issues might be holding someone in a damaging relationship according to the investment
model and how you could talk about those things to help the individual figure out what to
do in such a situation.

Practice questions

Practice question #1: What is love?

Peter and Simphiwe have been married for years, but mostly they have stayed
together for their four children. They almost never have sex, they rarely share their
thoughts, and most of their communication is limited to logistical and practical
matters – who will pick up the children and drive them where they need to be, what
time to have dinner, and so forth. They are not emotionally close any longer. Yet
divorce has never crossed their minds. According to Sternberg’s triangular theory of
love, Peter and Simphiwe’s relationship is high in and low in .

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 A. intimacy and passion; commitment
B. intimacy; passion and commitment
C. commitment; passion and intimacy
D. commitment and passion; intimacy

Practice question #2: Maintaining relationships

Nkanyisa and Roscoe have been married for nearly twenty years. Nkanyisa is
constantly frustrated with Roscoe. When he does things like forgets to take out the
rubbish, she thinks it is because he is lazy and thoughtless. But when Roscoe does
things like makes a delicious dinner, it is just because there are guests coming over.
Nkanyisa seems to have a

A. narcissistic disposition.
B. lack of trust.
C. distress-maintaining style of attribution.
D. relationship-enhancing style of attribution.

Practice question #3: Sexuality

Johanna has taken a sexuality class at university. She has formed the opinion that
sexuality is learned based on early experiences and the social and political climate one
is raised in. Johanna’s viewpoint is most consistent with the theory of
sexuality.

A. evolutionary
B. social constructionist
C. social exchange
D. communal

Practice question #4: Sexuality

Palesa finds that her sexual attraction to others is very sensitive to situational
influences. If the situation is right, she may be attracted to another woman. In quite
another situation, she finds men more attractive. The flexibility of Palesa’s sexuality
is a good example of

A. lack of social reality.

B. erotic plasticity.
C. a double standard.
D. a reverse double standard.

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 Unit 7

Aggression and antisocial behaviour

• The differences between aggression, violence, and antisocial behavior

• Discuss, with examples, the inner, interpersonal and external causes of human aggression
and aggressive behaviour
• Critically discuss the three theories that attempt to explain if aggression is innate or
learned.

Possible activities:
• Aggression in the news
For this activity, think of examples of aggression from the news or television in general.
You should find one example of each of the following: hostile aggression, instrumental
aggression, passive aggression, active aggression. For each you should describe why you
believe the news story you found is an example of that type of aggression.

• Displacement
Many people have had an experience of displacing aggression or of observing others do
so. Write a brief report of a time when they displaced aggression. For this task, describe
the situation, the actual source of the anger, and the (likely) decision process in where the
anger was displaced.

• The text reports that 50% of people that commit a violent crime do so when intoxicated.
What are the implications of this? Some things to think about: If people commit violent
acts while intoxicated should we hold them more responsible because they chose to
consume a substance that would allow them to be more aggressive or less responsible
since it was the substance that allowed them to do be more aggressive? If we want to
reduce aggression should we regulate alcohol to a greater degree or make alcohol more
costly so it is more expensive to get intoxicated?

Practice questions

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Practice question #1: Defining aggression, violence, and antisocial behaviour

Aniya is really angry at a little girl in her class. When the girl leaves the room, she
walks over and trashes her desk. Because the little girl was not present at the time of
Aniya’s action, Aniya has engaged in aggression.

A. reactive
B. direct
C. indirect
D. displaced: C

Practice question #2: Inner causes of aggression

Kabello is at the swimming pool and a kid jumps off the diving board. Water goes
everywhere and soaks Kabello’s towel and bag. Although the kid did not mean to
soak Kabello’s things, Kabello sees the behaviour as an aggressive act and retaliates
by pushing the child off the ladder back into the pool. Kabello’s tendency to view the
incident as an intentional act of aggression when it just as easily could have been
viewed as an accident illustrates the

A. hostile attribution bias.

B. hostile expectation bias
C. hostile perception bias.
D. frustration-aggression hypothesis

Practice question #3: External causes of aggression

Which situation is most likely to cause aggression?

A. Having to wait at a cold bus stop.

B. Being at the pool on a hot summer day.
C. Being in a room with a strong smell of cooking at dinnertime.
D. Being in line at a crowded amusement part on a hot summer day.

Practice question #4: Self and culture

Bongani is walking down the hall and another guy bumps into him. Bongani reacts
aggressively, as he feels like the guy totally disrespected him. Bongani’s reaction is
consistent with being from a(n)

A. culture of the northern part of the USA.

B. culture of honour.
C. individualist culture.
D. collectivist culture.

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Practice question #5: Other antisocial behaviour

A criminal is in an interrogation room. Which of the following is most likely to detect

her lies?

A. A trained police officer.

B. A programme that does textual analysis on her answers in the interrogation.
C. A trained FBI specialist.
D. A polygraph test that detects arousal associated with telling lies.

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 Unit 8

Prejudice and intergroup relations

• Discuss common human prejudices and targets with reference to examples

• Are stereotypes always wrong, mostly wrong or mostly right?
• Identify and critically discuss and evaluate the various approaches used to overcome
stereotyping and reduce prejudice

Possible activities:

• Contact hypothesis reality check

Dixon, Durrheim, and Tredoux (2005) provide an overview and critique of research on
the contact hypothesis. One of the issues with research on the contact hypothesis they
discuss is that researchers tend to investigate and write about contact in ideal settings, not
in the messy real world. Another issue is the discussion of contact without knowing how
research participants are thinking about contact and how contact actually happens. They
suggest that studies addressing the contact hypothesis in non-ideal settings are needed.
Researchers also need to address not just changes in personal prejudice but also how
informal systems of system operate and perpetuate prejudice. Discuss with the students
how such recommendations could be implemented in research.

• You are a social psychologist approached by the MEC of Health to come up with an
intervention programme aimed at overcoming stereotyping and reduce prejudice toward
people with mental illness.

Practice questions
Practice question #1: Why prejudice exists

Khumo’s team and Abdul’s team have always competed for resources at work.
However, when a new boss is hired who they both dislike, Khumo’s and Abdul’s
teams come together in their mutual dislike for their leader. They cooperate to have
the new boss ousted. Khumo and Abdul’s conflict was resolved through the presence
of

A. the discontinuity effect.

B. the outgroup homogeneity effect.
C. a superordinate goal.
D. ingroup favouritism.
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Practice question #2: Content of prejudice and stereotypes

Which stereotype is LEAST likely to be accurate?

A. Nkanyiso thinks rugby supporters are not very smart.

B. Mpumi thinks that men are selfish.
C. Prakash thinks that women are interested in fashion.
D. Suzanne thinks that black men are good athletes.

Practice question #3: Inner processes

When Johan is not admitted to university, he blames black people for it. ‘They keep
admitting all these underqualified black people and won’t let in white males like me!’
Johan’s tendency to blame black people for his failure to get into university is most
consistent with

A. realistic conflict theory.

B. the contact hypothesis.
C. the confirmation bias.
D. scapegoat theory.

Practice question #4: Overcoming stereotypes, reducing prejudice

Ahmed and Mohammed are similar in nearly every demographic category. Yet
Ahmed is prejudiced and Mohammed is not. What is likely the biggest difference
between them?

A. Mohammed is less aware of stereotypes than Ahmed is.

B. Mohammed tries to consciously override his prejudice, while Ahmed does not.
C. Mohammed does not think of stereotypes when he meets someone, but Ahmed
does.
D. All of these are equally at work to make Ahmed prejudiced when Mohammed is
not.

Practice question #5: Impact of prejudice on targets

Mashudu is starting university in a big city. He comes from a small rural village. He is
worried about being academically successful at school. He knows that most of the
kids from his area who have gone to university have struggled or failed academically,
and he believes that most people people from rural areas to be less intelligent.
Because he is so worried about being seen as stupid, he is unable to perform his best
when he takes tests at university. Mashudu is experiencing

A. stigma.
B. stereotype threat.
C. scapegoating.
D. discrimination.
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 Unit 9

Social influence and persuasion

• Normative influence and informational influence

• ALL the techniques of social influence
• Elaboration Likelihood Model (ELM)
• Resisting social influence techniques

Possible activities:

• Normative Influence and Alcohol Use

Brainstorm how normative influence might come into play in the lives of university
students. One thing you may note is that alcohol use is likely influenced by normative
influence, individuals may drink to be liked and accepted by their peers.

• Informational Social Influence at University

Reflect on your first week at university. As you entered this new environment discuss
how informational social influence allowed yourself to negotiate it successfully.
Examples might include discussing eating in the cafeteria, being at the hostel, and going
to class. Think about other instances where informational social influence is helpful. For
example, if you want to know the best place to see the animals at the zoo, look at where
the people are.
• Advertisements
Some of the techniques described in this chapter are used by print or television advertisements.
Think about at least two examples of these techniques from advertisements on magazines, fliers,
or television, and identify the technique used.

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Practice questions
Practice question #1: Two types of social influence

Abdul is at a party. He has never used drugs before, but everyone at the party is using
a new drug. All his friends assure him it is safe. Abdul decides to try the drug because
he wants to be part of the group. Abdul is yielding to social influence.

A. informational
B. elaborative
C. normative
D. automatic

Practice question #2: Techniques of social influence

Busi is campaigning for an environmental organisation. She begins by asking people

walking by in a mall for just a minute to introduce herself and share a pamphlet. After
she gets them to stop for a minute, she actually launches into a much more assertive
pitch to get their volunteer time or money. When Busi gains their agreement to ‘stop
for a minute’ and then actually asks for ‘volunteer time’ or donations, she is
employing which social influence technique?

A. Low-ball
B. Foot-in-the-door
C. Labelling
D. Door-in-theface:

Practice question #3: Techniques of social influence

During a drought, people are often asked to reduce the amount of water they use on
their lawns. Yet after such a request, water usage will frequently increase. What factor
accounts for this response?

A. commitment
B. consistency
C. distraction
D. scarcity

Practice question #4: Persuasion

Vusi weighs 180 kilograms. He is trying to decide which approach to use to lose
weight. He examines all the different diets and reads the research on each. He finally
decides to use Weigh-Less based on the research evidence of its effectiveness over
time. Vusi was persuaded to use that diet based on

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 A. the peripheral route.
B. the central route.
C. heuristic processing.
D. automatic processing.
Practice question #5: Resisting social influence techniques

Mandla is dating a young woman that his parents intensely dislike. The more they
show their dislike and argue that he should dump her, the more Mandla desires her.
He seems to do the exact opposite of what they argue for. Mandla ’s response to his
parents’ persuasive efforts demonstrates

A. positive attitude change.

B. the boomerang effect.
C. attitude inoculation.
D. resource stockpiling.

Unit 10
Groups

• Explain how humans, as cultural animals, form groups that differ from the groups of other
social animals, emphasising how selves and roles alter the nature of human groups.
• Discuss how roles and the inner processes of the self affect group behaviour.
• Describe group outcomes that result from being individually identified in the group versus
feeling
• submerged in the group.
• Describe how individuals within a group share information, including brainstorming and
groupthink.
• Describe the traits of successful leadership and the five crucial effects that power has on
people.

*Practice questions for the unit will be presented in the tutorial sessions.

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