《社会心理学》是美国**的社会心理学教材,三位编写者在专业研究领域都有卓绝的成就,并且都在教学**线有超过20年的教学经验,被耶鲁大学、哈佛大学等美国700多所大学采用作为教材。
《社会心理学》作者们将多年的教学经验和研究成果融为一炉,内容全面完整、系统连贯,涵盖了社会心理学的基本问题和研究方法,以及个体对社会和自我的认知、个体态度和从众行为、团体过程和人际吸引、亲社会行为和攻击行为等社会心理与行为特征,反映了在环境、健康、法律等领域中社会心理学的应用价值。
《社会心理学》*大的特色是从解决现实问题的角度出发开展研究,从人们身边发生的事情阐发深奥的理论,使读者不仅能够领略一门学问严谨科学的魅力,同时也深深浸润在希望以科学使世界更美好的人文关怀之中。 社会心理学-影印第7版_(美)阿伦森,(美)威尔逊,(美)埃克特_世界图书出版公司_

When we began writing this book, our overriding goal was to
capture the excitement of social psychology. We have been pleased
to hear, in many kind letters and e-mail messages from professors
and students, that we succeeded. One of our favorites was from a
student who said that the book was so interesting that she always
saved it for last, to reward herself for finishing her other
work.With that one student, at least, we succeeded in making our
book an enjoyable, fascinating story, not a dry report of
facts and figures.
There is always room for improvement, however, and our goal in
this, the seventh edition, is to make the field of social
psychology an even better read. When we teach the course, there is
nothing more gratifying than seeing the sleepy students in the back
row sit up with interest and say, “Wow, I didn’t know that!Now
that’s interesting.” We hope that students who read our book will
have that very same reaction.
What’s New in This Edition?
We are pleased to add two new features to this edition that we
believe will appeal greatly to students. The first being the,
“Critical Thinking: How Could You Use This?” feature. In Chapter 9,
for example, we point out to students that sooner or later they
will be part of a group that needs to make an important decision,
and invite them to think about how they might use concepts
from
the chapter to ensure that the group makes the best decision it
can. The purpose of this feature is to encourage students to think
critically about the material and apply it to their own
lives.
In addition, we added sample test questions at the end of each
chapter.Both of these new features, we believe, will be of
substantial help in teaching students how to approach the material
presented in the book.
In addition to adding these new features we have updated the
seventh edition substantially with numerous references to new
research. Here is a sampling of the new research that is
covered:
?A brand new section at the end of each chapter called, “Critical
Thinking: How Could You Use This?” We pose questions to students
about their everyday lives—ones that they should find interesting
and intriguing—and ask them to address the questions using one or
more of the major concepts from the chapter. The purpose of this
feature is to encourage students to think critically about the
material and apply it to their own lives.
?Also new to this edition are end of chapter sample test questions
that are designed to communicate how to study and learn the
material. These questions, which are mostly from our own test
files, are critical-thinking type questions that are designed to
encourage students to understand social psychological concepts and
apply them to new situations, rather than viewing the material as a
set of facts to be memorized.
?Chapter 2, “Methodology: How Social Psychologists Do Research”
includes a new section entitled, “New Frontiers in Social
Psychological Research.” This section discusses new methods and
approaches that social psychologists have adopted in recent years,
including cross-cultural research, evolutionary psychology, and
social neuroscience.
?Chapter 3, “Social Cognition: How We Think about the Social
World,” has been updated with over 40 references to recent
research.We added a major new section entitled “Cultural
Differences in Social Cognition” that discusses cultural influences
on schemas and recent research
on holistic versus analytic thinking in different cultures.
?In Chapter 4, “Social Perception: How We Come to Understand Other
People,” we have updated the section on nonverbal
communication,discussing several recent studies that address the
evolutionary significance of facial expressions of emotion (for
example, the work on pride and shame by Tracy & Matsumoto,
2008). We have revised and updated the section on attribution and
culture. We begin this section with holistic versus analytic
thinking, discussing the research of Masuda and colleagues(2008).
We continue with studies that have used a social neuroscience
methodology to study cultural differences in attribution,
discussing the work of Hedden and colleagues (2008) and Lewis and
colleagues (2008). In the area of attributional biases, we include
new research on how perceptual saliency affects the correspondence
bias in police interrogations and new research on cultural
differences in the self-serving bias.
?Chapter 5 has been reorganized and renamed, “The Self:
Understanding Ourselves in a Social Context,” to reflect the fact
that it is includes a broad coverage of research on the self and
not just self-knowledge. Reflecting the broader coverage of
research on the self, there is a new major heading called,
“Self-Control: The Executive Function Of The Self” that discusses
recent research on self-regulation. There is also increased
coverage of cultural differences in the self.
?In Chapter 6, “The Need to Justify Our Actions,” we have sharpened
and updated our coverage of self-justification and included some
new research on cultural differences. We have also included some
recent research showing cognitive dissonance in monkeys. We have
also expanded our coverage of research by Harmon-Jones showing
differences in brain activity during the experi- ence of dissonance
and dissonance reduction.
?Chapter 7, “Attitudes and Attitude Change: Influencing Thoughts
and Feelings,” includes over 50 references to recent research.
There is an expanded discussion of implicit attitudes, including
recent research on the origins of implicit attitudes. We added a
new section with the heading “Confidence in One’s Thoughts and
Attitude Change” that discusses recent research by Petty and Brinol
and colleagues. Finally, we revised substantially the section on
subliminal advertising, with new research examples, and added a
section on the effects of the media on attitudes toward weight in
men and women.
?Chapter 8, “Conformity: Influencing Behavior,” includes over 45
new references to recent research. The opening vignette (the
McDonald’s hoax )has been updated to reflect the recent conclusion
of the suspect’s criminal trial. We have substantially revised the
section on injunctive and descriptive norms, including discussion
of the “boomerang effect.” We discuss new research on the use of
informational conformity to change people’s behavior. The section
on body image and conformity has also been updated with recent
research. A major new section has been added, “The Obedience
Studies, Then and Now,” which discusses the startling results of
Jerry Burger’s (2009) research, the first replication of the
Milgram obedience study in the United States in 30 years. This
section has also been expanded to include a discussion of the
ethical issues surrounding the obedience studies.
?Chapter 9, “Group Processes: Influence in Social Groups” has a new
opening vignette that discusses President George W. Bush’s decision
to initiate the Iraq War. Later in the chapter we return to this
example (in a “Connections” feature) that discusses whether the
decision to invade Iraq was the result of group-think, based on
recent books by Bob Woodward, Scott McClelland, and others. The
section on “Why People Join Groups” has been revised to include
research on social rejection and social identity, and the section
on gender and leadership is updated with a discussion of recent
research on the “glass cliff.”
?Chapter 10, “Interpersonal Attraction: From First Impressions to
Close Relationships,” includes over 50 new references to recent
research. The section on evolution and love has been substantially
revised. For example, recent research by Johnston and colleagues
(2001) and Gangestad and colleagues (2007) is presented, which
focuses on how the menstrual/ovulatory cycle affects women’s
perceptions of male attractiveness. A second major addition is to
the attachment styles section, which focuses on the genetic
contribution to attachment styles, and discusses the recent work of
Gillath and colleagues (2008) and Donnellan and colleagues (2008).
Additional new material and revisions occur throughout the chapter,
for example, in the sections on propinquity, similarity, facial
attractiveness, assumptions about attractive people, and cultural
definitions of love.
?Chapter 11, “Prosocial Behavior: Why Do People Help?” features two
new Try It! exercises. This popular feature makes concepts from
social psychology concrete and helps you see how they can be
applied to your own life. Also, discussions of group selection,
what causes people to feel empathy, and research on religion and
prosocial behavior have been added.
?In Chapter 12, “Aggression: Why We Hurt Other People,” we have
added comments on Craig Anderson’s recent study (2009) on the
possible effects of global warming on aggression. We have also
discussed Bushman’s (2007) research on scriptural violence and
aggressive behavior. We have also included some recent research on
building empathy as a way of curbing aggression.
?In Chapter 13, “Prejudice: Causes and Cures,” one of the major
additions is on the election of an African American to the
presidency. It has produced what one social psychologist has dubbed
the Obama effect. Shortly after the election of Barack Obama,
researchers were able to show two consequences of that election.
Plant and colleagues (2009) showed a decrease in prejudice against
African Americans; Dillon (2009) showed an apparent decrease in
stereotype threat among African American test takers.
?Social Psychology in Action 1, “Making a Difference with Social
Psychology: Attaining a Sustainable Future,” was new to the
previous edition. We believe it was a timely addition, given
current interest in global warming and other environmental issues,
as well as the more general question of how social psychology can
be used to address important social problems. We updated the
chapter in this edition with a discussion of recent research,
including studies by Goldstein, Cialdini, and Griskevicius (2008)
on getting hotel guests to reuse their towels, research by Graham,
Koo, and Wilson (in press) on how to get college students to
conserve energy by driving less, and a study by Holland, Aarts, and
Langendam (2006) on getting people to recycle more. Finally, in the
section, “What Makes People Happy?” we added a description of a
study by Dunn, Aknin, and Norton (2008) showing that helping others
makes people happy.
?Social Psychology in Action 2: “Social Psychology and Health”
includes a new opening vignette, namely a true story about a woman
who showed remarkable resilience after losing 12 family members in
a four-year period. The section on social support is completely
revised, including the addition of recent reseach by Shelley Taylor
and colleagues on cultural differences in social support and
research by Niall Bolger and colleagues on visible versus invisible
social support.
?Social Psychology in Action 3: “Social Psychology and the Law” has
been updated considerably. For example, the section on line-ups and
how to improve them is updated with an example of recent research
by Gary Wells, research on individual differences in detecting lies
by Bond and DePaulo (2008), and a study on recovered memories by
Geraerts and colleagues (2007).
Social psychology comes alive for students when they understand the
whole context of the field: how theories inspire research, why
research is performed as it is, how further research triggers yet
new avenues of study. We have tried to convey our own fascination
with the research process in a down-to-earth, meaningful way and
have presented the results of the scientific process in terms of
the everyday experience of the reader; however, we did not want to
“water down” our presentation of the field. In a world where human
behavior can be endlessly surprising and where research results can
be quite counterintuitive, students need a firm foundation on which
to build their understanding of this challenging discipline.
The main way we try to engage students is with a storytelling
approach. Social psychology is full of good stories, such as how
the Holocaust inspired investigations into obedience to authority
and how reactions to the marriage of the crown prince of Japan to
Masako Owada, a career diplomat, illustrates cultural differences
in the self-concept.By placing research in a real-world context, we
make the material more familiar, understandable, and memorable.
Each chapter begins with a real-life vignette that illustrates the
concepts to come. We refer to this event at several points in the
chapter, clarifying to students the relevance of the material they
are learning. Examples of the pening vignettes include the tragic
death of Amadou Diallo, who was shot 41 times by four white police
officers, as he reached for his wallet in the vestibule of his New
York apartment building (Chapter 3, “Social Cognition: How We Think
about the Social World”), and some amazing acts of altruism at the
sites of the terrorist attacks on September 11, 2001 (Chapter 11,
“Prosocial Behavior: Why do People Help?”).
We also weave “mini-stories” into each chapter that both illustrate
specific concepts and bring the material to life. For each one, we
first describe an example of a real-life phenomenon that is
designed to pique students’ interest. These stories are taken from
current events, literature, and our own lives. Next, we describe an
experiment that attempts to explain the phenomenon. This experiment
is typically described in some detail because we believe that
students should not only learn the major theories in social
psychology, but also understand and appreciate the methods used to
test those theories. For example, in Chapter 4 on social
perception, we introduce the correspondence bias by discussing
public reaction to an event celebrating Rosa Parks’s
courageous refusal in 1955 to move to the back of the bus in
segregationist Montgomery, Alabama. In 2005, at the time of her
death, transit companies across America posted signs in their city
buses, asking people to leave the seat behind the driver empty for
the day, in tribute to her. Despite the sign, some people sat in
the seat anyway. A journalist, traveling on New York City buses,
asked other riders what they thought of these “sitters.” Very
negative internal attributions were made about them (e.g., that
they were disrespectful, contemptuous or even racist). In fact, the
explanation for their behavior was typically situational, that is,
something external to them as a person. They hadn’t seen the sign,
which was small in size and lost in the visual clutter of other
signs in the bus, and therefore didn’t know that they weren’t
supposed to sit in that seat. We invite you to thumb through the
book to find examples of these mini-stories.
Last but not least, we discuss the methods used by social
psychologists in some detail. How can “boring” details about
methodology be part of a storytelling approach, you might ask? We
believe that part of what makes the story of social psycyhology so
interesting is explaining to students how to test hypotheses
scientifically. In recent years, the trend has been for textbooks
to include only short sections on research methodology and provide
only brief descriptions of the findings of individual studies. In
this book, we integrate the science and methodology of the field
into our story in several ways. First, we devote an entire chapter
to methodology (Chapter 2). We use our storytelling approach by
presenting two compelling real-world problems related to violence
and aggression: Does pornography promote violence against women?
Why don’t bystanders intervene more to help victims of violence? We
then use actual research studies on these questions to illustrate
the three major scientific methods (observational research,
correlational research, and experimental research). Rather than a
dry recitation of methodological principles, the scientific method
unfolds like a story with a “hook” (what are the causes of
real-world aggression and apathy toward violence?) and a moral
(such interesting, real-world questions can be addressed
scientifically). We have been pleased by the positive reactions to
this chapter in the previous editions.
Second, we describe prototypical studies in more detail than most
texts. We discuss how a study was set up, what the research
participants perceived and did, how the research design derives
from theoretical issues, and the ways in which the findings support
the initial hypotheses. We often ask readers to pretend that they
were participants so they can better understand the study from the
participants’ point of view. Whenever pertinent, we’ve also
included anecdotal information about how a study was done or came
to be; these brief stories allow readers insights into the
heretofore hidden world of creating research. See, for example, the
description of how Nisbett and Wilson (1977) designed one of their
experiments on the accuracy of people’s causal inferences in
Chapter 5 and the description of the origins of Aronson’s jigsaw
puzzle technique in Chapter 13.
Finally, we include a balanced coverage of classic and modern
research. The field of social psychology is expanding rapidly, and
exciting new work is being done in all areas of the discipline. In
this seventh edition, we have added a great deal of new material,
describing dozens of major studies done within the past few years.
We have added hundreds of references from the past few years. Thus
the book provides thorough coverage of up-to-date, cutting-edge
research. But by emphasizing what is new, some texts have a
tendency to ignore what is old.We have tried to strike a balance
between the latest research findings and classic research in social
psychology. Some older studies (e.g., early work in dissonance,
conformity, and attribution) deserve their status as classics and
are important cornerstones of the discipline. For example, unlike
several other current texts, we present detailed descriptions of
the Schachter and Singer (1962) study on misattribution of emotion
(Chapter 5), the Festinger and Carlsmith (1959) dissonance study
(Chapter 6), and the Asch (1956), and Sherif (1936) conformity
studies (Chapter 8). We then bring up the older theories to date,
following our discussions of the classics with modern approaches to
the same topics. This allows students to experience the continuity
and depth of the field, rather than regarding it as a collection of
studies published in the past few years.
……
About the Authors 关于作者
Elliot Aronson
When I was a kid, we were the only Jewish family in a virulently
anti-Semitic neighborhood. I had to go to Hebrew school every day,
late in the afternoon. Being the only youngster in my neighborhood
going to Hebrew school made me an easy target for some of the older
neighborhood toughs. On my way home from Hebrew school, after
dark,I was frequently waylaid and roughed up by roving gangs
shouting anti-Semitic epithets.
I have a vivid memory of sitting on a curb after one of these
beatings, nursing a bloody nose or a split lip, feeling very sorry
for myself and wondering how these kids could hate me so much when
they didn’t even know me. I thought about whether those kids were
taught to hate Jews or whether, somehow, they were born that way. I
wondered if their hatred could be changed—if they got to know me
better, would they hate me less? I speculated about my own
character. What would I have done if the shoe were on the other
foot—that is, if I were bigger and stronger than they—would I be
capable of beating them up for no good reason?
I didn’t realize it at the time, of course, but eventually I
discovered that these were profound questions. And some thirty
years later, as an experimental social psychologist, I had the
great good fortune to be in a position to answer some of those
questions and to invent techniques to reduce the kind of prejudice
that had claimed me as a victim.
Elliot Aronson is one of the most renowned social psychologists in
the world. In 2002 he was chosen as one of the 100 most eminent
psychologists of the twentieth century. He is currently Professor
Emeritus at the University of California at Santa Cruz and
Distinguished Visiting Professor at Stanford University.
Dr. Aronson is the only person in the 110-year history of the
American Psychological Association to have received all three of
its major awards:for distinguished writing, distinguished teaching,
and distinguished research. Many other professional societies have
honored his research and teaching as well. These include the
American Association for the Advancement of Science, which gave him
its highest honor, the Distinguished Scientific Research award; the
American Council for the Advancement and Support of Education,
which named him Professor of the Year of 1989; and the Society for
the Psychological Study of Social Issues, which awarded him the
Gordon Allport prize for his contributions to the reduction of
prejudice among racial and ethnic groups. In 1992, he was named a
Fellow of the American Academy of Arts and Sciences. He has served
as president of the Western Psychological Association as well as
president of the Society of Personality and Social
Psychology.
Tim Wilson
One day, when I was 8, a couple of older kids rode up on their
bikes to share some big news: They had discovered an abandoned
house down a country road. “It’s really neat,” they said. “We broke
a window and nobody cared!” My friend and I hopped onto our bikes
to investigate. We had no trouble finding the house—there it was,
sitting off by itself,with a big, jagged hole in a first-floor
window. We got off of our bikes and looked around. My friend found
a baseball-sized rock lying on the ground and threw a perfect
strike through another first-floor window. There was something
exhilarating about the smash-and-tingle of shattering glass,
especially when we knew there was nothing wrong with what we were
doing. After all, the house was abandoned, wasn’t it? We broke
nearly every window in the house and then climbed through one of
the first-floor windows to look around.
It was then that we realized something was terribly wrong. The
house certainly did not look abandoned. There were pictures on the
wall, nice furniture, books in shelves. We went home feeling
frightened and confused. We soon learned that the house was the
residence of an elderly couple who were away on vacation.
Eventually my parents discovered what we had done and paid a
substantial sum to repair the windows. For years, I pondered this
incident: Why did I do such a terrible thing? Was I a bad kid? I
didn’t think so, and neither did my parents. How, then, could a
good kid do such a bad thing? Even though the neighborhood kids
said the house was abandoned, why couldn’t my friend and I see the
clear signs that someone lived there? How crucial was it that my
friend was there and threw the first rock? Although I didn’t know
it at the time, these reflections touched on several classic social
psychological issues, such as whether only bad people do bad
things, whether the social situation can be powerful enough to make
good people do bad things, and the way in which our expectations
about an event can make it difficult to see it as it really is.
Fortunately, my career as a vandal ended with this one incident. It
did, however, mark the beginning of my fascination with basic
questions about how people understand themselves and the social
world—questions I continue to investigate to this day.
Tim Wilson did his undergraduate work at Williams College and
Hampshire College and received his Ph. D. from the University of
Michigan. Currently Sherrell J. Aston Professor of Psychology at
the University of Virginia, he has published numerous articles in
the areas of introspection, attitude change, self-knowledge, and
affective forecasting, as well as the recent book, Strangers to
Ourselves: Discovering the Adaptive Unconscious. His research has
received the support of the National Science Foundation and the
National Institute for Mental Health. He has been associate editor
of the Journal of Personality and Social Psychology and a member of
the Social and Groups Processes Review Committee at the National
Institute of Mental Health. He has been elected twice to the
Executive Board of the Society for Experimental Social Psychology
and is a Fellow in the American Psychological Society and the
Society for Personality and Social Psychology. In 2009, he was
named a Fellow of the American Academy of Arts and Sciences. Wilson
has taught the Introduction to Social Psychology course at the
University of Virginia for more than twenty years. In 2001 he was
awarded an All University Outstanding Teaching Award.
Robin Akert
One fall day, when I was about 16, I was walking with a friend
along the shore of the San Francisco Bay. Deep in conversation, I
glanced over my shoulder and saw a sailboat capsize. I pointed it
out to my friend, who took only a perfunctory interest and went on
talking. However, I kept watching as we walked, and I realized that
the two sailors were in the water, clinging to the capsized boat.
Again I said something to my friend, who replied, “Oh, they’ll get
it upright, don’t worry.”
But I was worried. Was this an emergency? My friend didn’t think
so. And I was no sailor; I knew nothing about boats. But I kept
thinking, “That water is really cold. They can’t stay in that water
too long.” I remember feeling very confused and unsure. What should
I do? Should I do anything? Did they really need help?
We were near a restaurant with a big window overlooking the bay,
and I decided to go in and see if anyone had done anything about
the boat. Lots of people were watching but not doing anything. This
confused me too. Very meekly, I asked the bartender to call for
some kind of help. He just shrugged. I went back to the window and
watched the two small figures in the water. Why was everyone so
unconcerned? Was I crazy?
Years later, I reflected on how hard it was for me to do what I did
next: I demanded that the bartender let me use his phone. In those
days before “911,” it was lucky that I knew there was a Coast Guard
station on the bay, and I asked the operator for the number. I was
relieved to hear the Guardsman take my message very
seriously.
It had been an emergency. I watched as the Coast Guard cutter sped
across the bay and pulled the two sailors out of the water. Maybe I
saved their lives that day. What really stuck with me over the
years was how other people behaved and how it made me feel. The
other bystanders seemed unconcerned and did nothing to help. Their
reactions made me doubt myself and made it harder for me to decide
to take action. When I later studied social psychology in college,
I realized that on the shore of the San Francisco Bay that day, I
had experienced the “bystander effect” fully: The presence of
other, apparently unconcerned bystanders had made it difficult for
me to decide if the situation was an emergency and whether it was
my responsibility to help.
Robin Akert graduated summa cum laude from the University of
California at Santa Cruz, where she majored in psychology and
sociology. She received her Ph. D. in experimental social
psychology from Princeton University. She is currently a Professor
of psychology at Wellesley College, where she was awarded the
Pinanski Prize for Excellence in Teaching early in her
career. She publishes primarily in the area of nonverbal
communication and recently received the AAUW American Fellowship in
support of her research. She has taught the Social Psychology
course at Wellesley College for nearly thirty years.
Special Tips for Students 给学生们的特别提示

Brief Contents 简目
CHAPTER 1 Introducing Social Psychology 社会心理学导论
CHAPTER 2 Methodology:How Social Psychologists Do Research
方法论:社会心理学家如何进行研究
CHAPTER 3 Social Cognition:How We Think about the Social World
社会认知:我们如何思考社会性世界
CHAPTER 4 Social Perception:How We Come to Understand Other People
社会知觉:我们如何理解他人
CHAPTER 5 The Self:Understanding Ourselves in a Social Context
自我:在社会情境中理解我们自己
CHAPTER 6 The Need to Justify Our Actions:The Costs and Benefits of
Dissonance Reduction 合理化行为的需要:减少失调的代价和收益
CHAPTER 7 Attitudes and Attitude Change:Influencing Thoughts and Feelings
态度与态度改变:影响思维和情绪
CHAPTER 8 Conformity:Influencing Behavior 从众:影响行为
CHAPTER 9 Group Processes:Influence in Social Groups
团体过程:社会团体的影响
CHAPTER 10 Interpersonal Attraction:From First Impressions to Close
Relationships 人际吸引:从**印象到亲密关系
CHAPTER 11 Prosocial Behavior:Why Do People Help?
亲社会行为:为什么人们助人?
CHAPTER 12 Aggression:Why Do We Hurt Other People? Can We Prevent It?
侵犯:我们为什么伤害他人?能防止吗?
CHAPTER 13 Prejudice:Causes and Cures 偏见:原因与消除
SOCIAL PSYCHOLOGY IN ACTION 1 Making a Difference with Social Psychology:Attaining a Sustainable Future
实践中的社会心理学之一:获得可持续的未来
SOCIAL PSYCHOLOGY IN ACTION 2 Social Psychology and Health
实践中的社会心理学之二:社会心理学与健康
SOCIAL PSYCHOLOGY IN ACTION 3 Social Psychology and the Law
实践中的社会心理学之三:社会心理学与法律
Contents 目录
出版前言 iii
前言 iv
关于作者 xi
给学生们的特别提示 xiii
Chapter 1 Introducing Social Psychology 社会心理学导论
What Is Social Psychology? 什么是社会心理学?
TRY IT! How Do Values Change? 试一试!价值观是如何改变的?
The Power of Social Interpretation 社会性解读的力量
How Else Can We Understand Social Influence? 了解社会影响的其他方法
Social Psychology Compared with Personality Psychology
社会心理学与人格心理学的比较
TRY IT! Social Situations and Behavior 试一试!社会情境与行为
Social Psychology Compared with Sociology 社会心理学与社会学的比较
The Power of Social Influence 社会影响的威力
Underestimating the Power of Social Influence 低估社会影响的力量
The Subjectivity of the Social Situation 社会情境的主观性
Where Construals Come From: Basic Human Motives
解读从何而来:人性的基本动机
The Self-Esteem Approach: The Need to Feel Good about Ourselves
自尊取向:保持良好自我感觉的需要
The Social Cognition Approach: The Need to Be Accurate
社会认知取向:对准确性的需求
Additional Motives 其他动机
Social Psychology and Social Problems 社会心理学与社会问题
Chapter 2 Methodology: How Social Psychologists Do Research
方法论:社会心理学家如何进行研究
Social Psychology: An Empirical Science 社会心理学:一门实证科学
TRY IT! Social Psychology Quiz: What‘s Your Prediction?
试一试!社会心理学小测试:你的预期是什么?
Formulating Hypotheses and Theories 假说和理论的形成
Inspiration from Earlier Theories and Research
从过去的理论和研究成果中获得灵感
Hypotheses Based on Personal Observations 以个人观察为依据建立假说
The Observational Method: Describing Social Behavior
观察法:描述社会行为
Archival Analysis 档案分析法
TRY IT! Archival Analysis: Women, Men, and the Media
试一试!档案分析:女性、男性和媒体
Limits of the Observational Method 观察法的局限性
The Correlational Method: Predicting Social Behavior
相关法:预测社会行为
Surveys 调查法
CONNECTIONS Random Selection in Political Polls
链接 政治民意调查中的随机抽样
Limits of the Correlational Method: Correlation Does Not Equal Causation
相关法的局限性:相关分析不等于因果分析
TRY IT! Correlation and Causation: Knowing the Difference
试一试!相关和因果:了解它们的差异
The Experimental Method: Answering Causal Questions
实验法:解释因果关系
Independent and Dependent Variables 自变量与因变量
Internal Validity in Experiments 实验的内部效度
External Validity in Experiments 实验的外部效度
Basic Versus Applied Research 基础研究与应用研究
New Frontiers in Social Psychological Research
社会心理学研究���新思路
Culture and Social Psychology 文化与社会心理学
The Evolutionary Approach 进化心理学
Social Neuroscience 社会神经科学
Ethical Issues in Social Psychology 社会心理学的伦理问题
Guidelines for Ethical Research 伦理研究的指导方针
Chapter 3 Social Cognition: How We Think about the Social World
社会认知:我们如何思考社会性世界
On Automatic Pilot: Low-Effort Thinking 自动化:低努力水平思维
People as Everyday Theorists: Automatic Thinking with Schemas
作为日常理论家的人们:运用图式进行自动化思考
TRY IT! Avoiding Self-Fulfilling Prophecies 试一试!避免自证预言
Mental Strategies and Shortcuts 心理策略与心理捷径
CONNECTIONS Personality Tests and the Representativeness Heuristic
链接 人格测验与代表性法则
TRY IT! Reasoning Quiz 试一试!推理小测验
The Power of Unconscious Thinking 无意识思维的力量
Cultural Differences in Social Cognition 社会认知的文化差异
Controlled Social Cognition: High-Effort Thinking
控制性社会认知:高努力水平思维
Mentally Undoing the Past: Counterfactual Reasoning
在心理上改变历史:反事实推理
Thought Suppression and Ironic Processing 思考**和反向加工
Improving Human Thinking 改进人类思维
TRY IT! How Well Do You Reason? 试一试!你的推理能力如何?
The Amadou Diallo Case Revisited 阿马登?戴尔罗案例反思
Chapter 4 Social Perception: How We Come to Understand Other People 社会知觉:我们如何理解他人
Nonverbal Behavior 非语言行为
TRY IT! Using Your Voice as a Nonverbal Cue
试一试!用你的声音作为非语言线索
Facial Expressions of Emotion 表达情绪的面部表情
Culture and the Channels of Nonverbal Communication
文化与非语言交流的渠道
Multichannel Nonverbal Communication 多渠道的非语言交流
CONNECTIONS The E-Mail Dilemma: Communicating Without Nonverbal Cues
链接 e-mail 的两难:没有非语言线索的交流
Implicit Personality Theories: Filling In the Blanks
内隐人格理论:填补空白
Culture and Implicit Personality Theories 文化与内隐人格理论
Causal Attribution: Answering the “Why” Question
因果归因:回答“为什么”的问题
The Nature of the Attribution Process 归因过程的本质
The Covariation Model: Internal versus External Attributions
共变模式:内部归因与外部归因
TRY IT! Listen as People Make Attributions
试一试!听听别人如何进行归因
The Correspondence Bias: People as Personality Psychologists
一致性偏见:人人都是人格心理学家
CONECTIONS Police Interrogations and the Correspondence Bias
链接 警察审问和一致性偏见
Culture and the Correspondence Bias 文化与一致性偏见
The Actor/Observer Difference 当事人与旁观者差异
Self-Serving Attributions 自利归因
TRY IT! Self-Serving Attributions in the Sports Pages
试一试!体育专栏中的自利归因
Culture and Other Attributional Biases 文化与其他归因偏见
Chapter 5 The Self: Understanding Ourselves in a Social Context
自我:在社会情境中理解我们自己
Self-Knowledge 自我认知
Cultural Differences in Defining the Self 自我定义的文化差异
TRY IT! A Measure of Independence and Interdependence
试一试!独立性与相互依存性量表
Gender Differences in Defining the Self 自我定义的性别差异
TRY IT! A Measure of Relational Interdependence
试一试!对关系的相互依存性的量表
Knowing Ourselves Through Introspection 通过内省来认识自己
TRY IT! Measure Your Private Self-Consciousness
试一试!测量你的内在自我意识
Knowing Ourselves by Observing Our Own Behavior
通过观察自己的行为来认识自己
CONNECTIONS How Should Parents Praise Their Children?
链接 父母应怎样赞扬孩子?
Mindsets: Understanding Our Own Abilities 心态:理解我们的能力
Using Other People to Know Ourselves 通过他人来认识自己
Self-Control: The Executive Function of the Self
自我控制:自我的执行功能
Impression Management: All the World’s a Stage
印象管理:世界是个大舞台
Culture, Impression Management, and Self-Enhancement
文化、印象管理和自我提升
Chapter 6 The Need to Justify Our Actions: The Costs and Benefits of Dissonance Reduction
合理化行为的需要:减少失调的代价和收益
Maintaining a Stable, Positive Self-Image
保持稳定、积极的自我形象
The Theory of Cognitive Dissonance 认知失调理论
Rational Behavior versus Rationalizing Behavior 理性行为与合理化行为
Decisions, Decisions, Decisions 决策,决策,还是决策
TRY IT! The Advantage of Finality 试一试!一锤子买卖的好处
Dissonance, the Brain, and Evolution 认知失调、大脑和进化
Justifying Your Effort 合理化你的努力
TRY IT! Justifying Actions 试一试!合理化你的行为
The Psychology of Insufficient Justification 非充分合理化的心理学
Advocacy and Hypocrisy Applied to Social Problems
社会问题中的拥护和伪善
Good and Bad Deeds 善行与恶行
TRY IT! Good Deeds 试一试!善 行
Culture and Dissonance 文化与失调
CONNECTIONS Dissonance Theory Used by Mainstream Journalist to Explain the Actions of Suicide Bombers
链接 主流记者基于认知失调理论对自杀性爆炸事件的解释
Some Final Thoughts on Dissonance: Learning from Our Mistakes
关于失调的*后几点思考:从我们所犯的错误中学习
Heaven‘s Gate Revisited 再探天门教事件
Chapter 7 Attitudes and Attitude Change: Influencing Thoughts and Feelings 态度与态度改变:影响思维和情绪
The Nature and Origin of Attitudes 态度的本质与根源
Where Do Attitudes Come From? 态度从何而来?
TRY IT! Affective and Cognitive Bases of Attitudes 试一试!态度的情感和认知基础
Explicit versus Implicit Attitudes 外显态度与内隐态度
How Do Attitudes Change? 态度是如何改变的?
Changing Attitudes by Changing Behavior: Cognitive Dissonance Theory Revisited 通过改变行为来改变态度:重返认知失调理论
Persuasive Communications and Attitude Change 说服性沟通与态度改变
TRY IT! The Need for Cognition 试一试!认知需求
Emotion and Attitude Change 情绪与态度改变
Confidence in One’s Thoughts and Attitude Change 对个人想法的信心与态度改变
Resisting Persuasive Messages 抗拒说服信息
Attitude Inoculation 态度的预防免疫
Be Alert to Product Placement 警惕产品内置
Resisting Peer Pressure 拒绝同伴压力
When Persuasion Attempts Boomerang: Reactance Theory 当说服产生反作用:抗拒理论
When Will Attitudes Predict Behavior? 态度何时能预测行为?
Predicting Spontaneous Behaviors 预测自发行为
Predicting Deliberative Behaviors 预测有意行为
The Power of Advertising 广告的威力
How Advertising Works 广告如何发挥作用
CONNECTIONS Do Media Campaigns to Reduce Drug Use Work?
链接 减少**使用的媒体宣传有用吗?
Subliminal Advertising: A Form of Mind Control? 阈下广告:一种精神控制方式?
Advertising, Cultural Stereotypes, and Social Behavior 广告、文化的刻板印象与社会行为
TRY IT! Advertising and Mind Control 试一试!广告与思想控制
Chapter 8 Conformity: Influencing Behavior 从众:影响行为
Conformity: When and Why 从众行为:发生的时机与原因
Informational Social Influence: The Need to Know What‘s “Right”
信息性社会影响:想知道“正确”情况的需要
The Importance of Being Accurate 保持正确的重要性
When Informational Conformity Backfires 当信息性社会影响导致相反的效果时
When Will People Conform to Informational Social Influence? 何时人们会顺从信息性社会影响?
TRY IT! Informational Social Influence and Emergencies
试一试!信息性社会影响与突发事件
Normative Social Influence: The Need to Be Accepted
规范性社会影响:希望被接受的需要
Conformity and Social Approval: The Asch Line Judgment Studies
从众与社会认同:阿希线段判断研究
The Importance of Being Accurate, Revisited 回顾:保持正确的重要性
The Consequences of Resisting Normative Social Influence 拒绝规范性社会影响的后果
TRY IT! Unveiling Normative Social Influence by Breaking the Rules
试一试!违规:揭开规范性社会影响的面纱
Normative Social Influence in Everyday Life 日常生活中的规范性社会影响
When Will People Conform to Normative Social Influence? 何时人们会顺从规范性社会影响?
TRY IT! Fashion: Normative Social Influence in Action
试一试!时装:现实中的规范性社会影响
Minority Influence: When the Few Influence the Many
少数人的影响:少数人何时能影响多数人
CONNECTIONS The Power of Propaganda 链接 宣传的威力
Using Social Influence to Promote Beneficial Behavior 利用社会影响以促进有益行为
The Role of Injunctive and Descriptive Norms 命令性规范与描述性规范的作用
Obedience to Authority 服从权威
The Role of Normative Social Influence 规范性社会影响的作用
The Role of Informational Social Influence 信息性社会影响的作用
Other Reasons Why We Obey 服从的其他原因
The Obedience Studies, Then and Now 过去和现在的服从研究
Chapter 9 Group Processes: Influence in Social Groups 团体过程:社会团体的影响
What Is a Group? 什么是团体?
Why Do People Join Groups? 人们为什么要加入团体?
The Composition and Functions of Groups 团体的组成与功能
TRY IT! What Happens When You Violate a Role? 试一试!当你违背角色时会怎样?
Groups and Individuals’ Behavior 团体与个人行为
Social Facilitation: When the Presence of Others Energizes Us
社会促进:他人在场为我们增添活力
Social Loafing: When the Presence of Others Relaxes Us 社会懈怠:他人在场使我们放松
Gender and Cultural Differences in Social Loafing: Who Slacks Off the Most?
社会懈怠的性别和文化差异:谁*偷懒?
Deindividuation: Getting Lost in the Crowd 去个体化:迷失在人群中
Group Decisions: Are Two (or More) Heads Better Than One?
团体决策:两人(或者更多人)的决策一定优于单独决策吗?
Process Loss: When Group Interactions Inhibit Good Problem Solving
过程损失:团体互动**了良好的解决办法
CONNECTIONS Was the Decision to Invade Iraq a Result of Groupthink?
链接 出兵伊拉克的决定是团体思维的结果吗?
Group Polarization: Going to Extremes 团体极化:走向**
TRY IT! Choice Dilemmas Questionnaire 试一试!选择困境问卷
Leadership in Groups 团体中的领导
Conflict and Cooperation 冲突与合作
Social Dilemmas 社会困境
TRY IT! The Prisoner‘s Dilemma 试一试!囚徒困境
Using Threats to Resolve Conflict 用威胁解决冲突
Effects of Communication 沟通的作用
Negotiation and Bargaining 协商与讨价还价
Chapter 10 Interpersonal Attraction: From First Impressions to Close Relationships 人际吸引:从**印象到亲密关系
What Causes Attraction? 产生吸引的原因
The Person Next Door: The Propinquity Effect 住在隔壁的人:时空接近效应
TRY IT! Mapping the Effect of Propinquity in Your Life
试一试!在生活中体验时空接近效应
Similarity 相似性
Reciprocal Liking 互惠式的好感
Physical Attractiveness and Liking 外表的吸引力与好感
Theories of Interpersonal Attraction: Social Exchange and Equity
人际吸引理论:社会交换理论和公平理论
Close Relationships 亲密关系
Defining Love 爱的定义
TRY IT! Passionate Love Scale 试一试!激情之爱量表
Culture and Love 文化和爱
Love and Relationships 爱情和人际关系
Evolution and Love: Choosing a Mate 进化和爱:选择配偶
CONNECTIONS Does Ovulation Affect Perceptions of Male Attractiveness?
链接 排卵是否会影响对男性吸引力的知觉?
Attachment Styles in Intimate Relationships 亲密关系中的依恋类型
CONNECTIONS This Is Your Brain ... In Love 链接 恋爱中的大脑
Social Exchange in Long-Term Relationships 长期人际关系中的社会交换
Equity in Long-Term Relationships 长期人际关系中的公平性
Ending Intimate Relationships 亲密关系的结束
The Process of Breaking Up 分手的过程
The Experience of Breaking Up 分手的体验
Chapter 11 Prosocial Behavior: Why Do People Help? 亲社会行为:为什么人们助人?
Basic Motives Underlying Prosocial Behavior: Why Do People Help?
亲社会行为的基本动机:为什么人们助人?
Evolutionary Psychology: Instincts and Genes 进化心理学:本能与基因
TRY IT! Does the Reciprocity Norm Increase Helping?
试一试!互惠规范能促进帮助行为吗?
Social Exchange: The Costs and Rewards of Helping 社会交换:助人的成本与报酬
Empathy and Altruism: The Pure Motive for Helping 移情与利他主义:助人的纯粹动机
Personal Qualities and Prosocial Behavior: Why Do Some People Help More Than Others?
个人品质与亲社会行为:为什么一些人比其他人更多助人?
Individual Differences: The Altruistic Personality 个体差异:利他人格
Gender Differences in Prosocial Behavior 亲社会行为中的性别差异
Cultural Differences in Prosocial Behavior 亲社会行为中的文化差异
Religion and Prosocial Behavior 宗教和亲社会行为
The Effects of Mood on Prosocial Behavior 心境对亲社会行为的影响
TRY IT! Do Good, Feel Good? 试一试!心情好,做好事?
Situational Determinants of Prosocial Behavior: When Will People Help?
亲社会行为的情境决定因素:什么时候人们会助人?
Environment: Rural versus Urban 环境:乡村与城市
Residential Mobility 居民流动性
The Number of Bystanders: The Bystander Effect 旁观者数目:旁观者效应
The Nature of the Relationship: Communal versus Exchange Relationships
关系的性质:共有关系与交换关系
TRY IT! The Lost Letter Technique 试一试!遗失信件技术
How Can Helping Be Increased? 怎样增加助人行为?
Increasing the Likelihood That Bystanders Will Intervene 增加旁观者干预的可能性
Positive Psychology and Prosocial Behavior 积极心理学与亲社会行为
CONNECTIONS Increasing Volunteerism 链接 增加志愿主义
Chapter 12 Aggression: Why Do We Hurt Other People? Can We Prevent It? 侵犯:我们为什么伤害他人?能防止吗?
What Is Aggression? 什么是侵犯?
Is Aggression Inborn or Learned? 侵犯是天生的还是后天习得的?
Is Aggression Instinctual? Situational? Optional?
侵犯行为是本能的、情境性的还是选择性的?
TRY IT! Fighting and Its Attractiveness 试一试!打架及其吸引力
Aggression and Culture 侵犯与文化
Neural and Chemical Influences on Aggression 神经生化因素对侵犯的影响
Gender and Aggression 性别与侵犯
Alcohol and Aggression 酒精与侵犯
Pain, Discomfort, and Aggression 疼痛、不适与侵犯
TRY IT! Heat, Humidity, and Aggression 试一试!炎热、潮湿与侵犯
Social Situations and Aggression 社会情境与侵犯
Frustration and Aggression ��折感与侵犯
Being Provoked and Reciprocating 被激怒和报复
Aggressive Objects as Cues 攻击性物体的提示作用
TRY IT! Insults and Aggression 试一试!侮辱和侵犯
Endorsement, Imitation, and Aggression 社会赞许、模仿和侵犯
Violence in the Media: TV, Movies, and Video Games
媒体中的暴力:电视、电影和电子游戏
Does Violence Sell? 暴力能提高销售吗?
Violent Pornography and Violence against Women 暴力色情与对女性的暴力
How to Reduce Aggression 如何减少侵犯
Does Punishing Aggression Reduce Aggressive Behavior? 惩罚能减少侵犯行为吗?
CONNECTIONS Curbing Bullying: A Case Study in Reducing Agression at School
链接 阻止恃强凌弱:一项减少学校中侵犯行为的个案研究
Catharsis and Aggression 宣泄与侵犯
The Effect of War on General Aggression 战争对总体侵犯性的影响
What Are We Supposed to Do with Our Anger? 我们应该怎么处理愤怒?
Dehumanization: The Opposite of Empathy 去人性化:同情心的反面
CONNECTIONS Teaching Empathy in School 链接 学校里的同情心教育
Could the Columbine Massacre Have Been Prevented?
哥伦比亚屠杀本来可以避免吗?
Chapter 13 Prejudice: Causes and Cures 偏见:原因与消除
Prejudice: The Ubiquitous Social Phenomenon 偏见:普遍的社会现象
Prejudice and Self-Esteem 偏见和自尊
A Progress Report 发展的报告
Prejudice Defined 偏见的定义
Stereotypes: The Cognitive Component “刻板印象”:认知要素
TRY IT! Stereotype and Aggression 试一试!刻板印象和攻击
Discrimination: The Behavioral Component “歧视”:行为要素
What Causes Prejudice? 偏见的起因
The Way We Think: Social Cognition 我们的思维方式:社会认知
How We Assign Meaning: Attributional Biases 如何赋予意义:归因偏差
Blaming the Victim 责怪受害者
Prejudice and Economic Competition: Realistic Conflict Theory
偏见和经济竞争:“现实冲突理论”
The Way We Conform: Normative Rules 从众行为:规范性标准
Subtle Sexism 内隐性别歧视
How Can Prejudice be Reduced? 如何消除偏见?
The Contact Hypothesis 接触假说
When Contact Reduces Prejudice: Six Conditions 接触减少偏见的六个条件
Why Early Desegregation Failed 早期种族混合教育为什么会失败
CONNECTIONS Cooperation and Interdependence: The Jigsaw Classroom
链接 合作与互倚:拼图教室
Why Does Jigsaw Work? 拼图教室法为什么有效
TRY IT! Jigsaw-Type Group Study 试一试!拼图式的学习小组
CONNECTIONS A Letter from“Carlos” 链接 来自“卡洛斯”的一封信
SOCIAL PSYCHOLOGY IN ACTION
Making a Difference with Social Psychology: Attaining a Sustainable Future
实践中的社会心理学之一:获得可持续的未来
Applied Research in Social Psychology 社会心理学的应用性研究
Capitalizing on the Experimental Method 利用实验法
Social Psychology to the Rescue 社会心理救援
Using Social Psychology to Achieve a Sustainable Future
利用社会心理学实现可持续发展
Resolving Social Dilemmas 解决社会困境
Conveying and Changing Social Norms 传递并改变社会规范
TRY IT! Reducing Littering with Descriptive Norms
试一试!通过描述性规范减少乱丢垃圾的行为
Keeping Track of Consumption 追踪消费
Introducing a Little Competitiveness 适当引入竞争
Inducing Hypocrisy 诱导伪善
Removing Small Barriers to Achieve Big Changes 消除小障碍,实现大变化
TRY IT! Changing Environmentally Damaging Behaviors 试一试!改变破坏环境的行为
Happiness and a Sustainable Lifestyle 幸福和可持续的生活方式
What Makes People Happy? 让人们幸福的是什么?
Money, Materialism, and Happiness **,物质主义和幸福
Do People Know What Makes Them Happy? 人们知道让他们幸福的是什么吗?
SOCIAL PSYCHOLOGY IN ACTION
Social Psychology and Health
实践中的社会心理学之二:社会心理学与健康
Stress and Human Health 压力与人类健康
Resilience 恢复力
TRY IT! The College Life Stress Inventory 试一试!大学生生活压力量表
Perceived Stress and Health 知觉压力与健康
Feeling in Charge: The Importance of Perceived Control 自主感:知觉控制感的重要性
Knowing You Can Do It: Self-Efficacy 知道自己能做得到:自我效能
Explaining Negative Events: Learned Helplessness 解释负性事件:习得性无助
Optimism: Looking on the Bright Side 乐观:从光明面看
TRY IT! The Life Orientation Test 试一试!生活定向测验
Coping with Stress 压力的应对
Gender Differences in Coping with Stress 应对压力的性别差异
Social Support: Getting Help from Others 社会支持:获得他人的帮助
TRY IT! Social Support 试一试!社会支持
Opening Up: Making Sense of Traumatic Events 敞开心扉:弄清创伤性事件的意义
Prevention: Promoting Healthier Behavior 预防之道:改善健康习惯
Preventable Health Problems 可预防的健康问题
Social Psychological Interventions: Targeting Safer Sex 社会心理学干预:更**的性行为
TRY IT! Changing Your Health Habits 试一试!改变你的健康习惯
SOCIAL PSYCHOLOGY IN ACTION
Social Psychology and the Law
实践中的社会心理学之三:社会心理学与法律
Eyewitness Testimony 目击者证词
Why Are Eyewitnesses Often Wrong? 为何目击者经常指认错误?
Judging Whether Eyewitnesses Are Mistaken 判断目击证人是否犯错
TRY IT! The Accuracy of Eyewitness Testimony 试一试!目击者证词的准确性
Judging Whether Witnesses Are Lying 判断证人是否撒谎
TRY IT! Lie Detection 试一试!测谎
Can Eyewitness Testimony Be Improved? 目击者的证词能够得到改进吗?
The Recovered Memory Debate 关于恢复性记忆的争论
Juries: Group Processes in Action 陪审团:团体判决过程
How Jurors Process Information During the Trial 审判过程中陪审员对信息的处理
Confessions: Are They Always What They Seem? 认罪:它们总是像看起来那样吗?
Deliberations in the Jury Room 陪审室内的商议
Why Do People Obey the Law? 公民为何守法?
Do Severe Penalties Deter Crime? 严惩能够阻止犯罪吗?
TRY IT! Are You Aware of the Penalties for Federal Crimes?
试一试!你了解各种联邦罪名的量刑吗?
Procedural Justice: People’s Sense of Fairness 程序公平:人们对公平的理解
Glossary 重要词汇
References 参考文献
Credits 鸣谢
Name Index 人名索引
Subject Index 主题索引