Social Psychology, Philosophy, Science, and Common Sense
Ho\,• Social Psychology Differs From Its Closest Cousins
TRY IT! Social Situations and Shyness
The Power of the S ituation
Underestin1ating the Po\,•er of the Situation
The Importance of Construal #trending What's in a Name?
Where Construa ls Come Fron1: Basic Hun1an Moti ves
The Self-Esteem Motive: The Need to Feel Good About Ourselves
SUFFERING AND SELF-JUSTIFICATION
The Social Cognition Motive: The Need to Be Accurate
Why Study Social Psychology?
TRY IT! Correlation and Causation: Knowing the Difference The Experin1ental Method: Ans\,•ering
New Frontiers in Social Psycho logical Research Culture and Social Psychology
Social Neuroscience
Ethical Issues in Social Psychology
Summary 48 • Test Yourself 49
3 Social Cognition: How We Think A b out the Social World
On Automatic P ilot: Low-Effort Thinking
People as Everyday Theorists: Automatic Thinking With Schemas
Whlch Schen1as Do We Use? Accessibility and Priming
Making Our Schemas Con1e True: The Self-Fulfilling Prophecy
#trend ing Do You Believe in Astrology?
Types of Automatic Thlnking
Auton1atic Goal Pursuit Auton1atic Thinking and Metaphors About the Body and the Mind
Mental Strategies and Shortcuts: Judgmental Heuristics
HOW EASILY DOES IT COME TO MIND? THE AVAILABILITY HEURISTIC • HOW SIMILAR IS A TO B? THE REPRESENTATIVENESS HEURISTIC • PERSONALITY TESTS AND THE REPRESENTATIVENESS HEURISTIC
TRY IT! Reasoning Quiz
TRY
Using Your Voice as a Nonverbal Cue Facial Expressions of Emotion
EVOLUTION AND FACIAL EXPRESSIONS • WHY IS DECODING SOMETIMES DIFFICULT?
THE CENTRAL AND PERIPHERAL ROUTES TO PERSUASION • THE MOTIVATION TO PAY ATTENTION TO THE ARGUMENTS • THE ABILITY TO PAY ATTENTION TO THE ARGUMENTS • HOW TO ACHIEVE LONG-LASTING ATTITUDE CHANGE
En1otion and Attitude Change
FEAR-AROUSING COMMUNICATIONS • EMOTIONS AS A HEURISTIC • EMOTION AND DIFFERENT TYPES OF ATTITUDES
Attitude Change and the Body
The Power o f Advertis ing
Ho\<\' Advertising Works
Subliminal Advertising: A Form of Mind Control?
DEBUNKING THE CLAIMS ABOUT SUBLIMINAL ADVERTISING • LABORATORY EVIDENCE FOR SUBLIMINAL INFLUENCE
TRY IT! Consumer Brand Attitudes
Advertising and Culture
Res isting Pers uasive Messages
Attitude Inoculation
Being Alert to Product Placement
Resisting Peer Pressure
When Persuasion Attempts Backfire: Reactance Theory
Summary 213 • Test Yourself 214
8 C onfo rmity and Ob e di enc e : Influe ncin g Behav io r
Co nfo rmity: When and Why
Informa ti o nal Social Influence: The Need to Kno\,v What's "Right"
The Importance of Being Accurate
When lnfom1ational Confom1ity Backfires
When Will People Conform to Infom1ational Social InfJ uence?
WHEN THE SllUATION IS AMBIGUOUS • WHEN THE SITUATION IS A CRISIS • WHEN OTHER PEOl'I..E ARE EXPERTS
No rmative Socia l Infl ue nce: The Need to Be Accep ted
Conformity and Social Approval: The Asch Line-Judgment Studies
The Importance of Being Accurate, Revisited
The Consequences of Resisting Normative Social InfJ uence
TRY IT! Unmasking Normative Social Influence by Breaking the Rules
When Will People Conform to Normative Social Influence?
WHEN THE GROUP IS IMPORTANT • WHEN ONE HAS NO ALLIES IN THE GROUP • WHEN THE GROUP'S CULTURE IS COLLECTIVISTIC
#trending Social Norms and Bigotry
Minority Influence: When the Fe\,' Influence the Many 240 Co nfo rmity Tactics
The Role of Injunctive and Descriptive Norms Using Norms to Change Behavior: Beware the "Boomerang Effect"
Other Tactics of Social Influence
Obedience to A utho r ity
The Milgram Study
The Role of Nom1ative Social Influence
The Role of Informational Social Influence
Other Reasons Why We Obey ADHERING TO THE WRONG NORM • SELF· JUSTIFICATION • THE LOSS OF PERSONAL RESPONSIBILITY
The Obedience Studies, Then and No\v
Summary 258 • Test Yourself 260
G r o up Processes : Influen ce in
What Is a Grou p?
Why Do People Join Groups?
The Con1position and Functions of Groups
SOCIAL NORMS • SOCIAL ROLES • GROUP COHESIVENESS • GROUP DIVERSITY
#trend i ng Diversity Research and the Affirmative Action Controversy
Ind ividual Beh av ior in a Group Setting
Social Facilitation: When the Presence of Others
SIMPLE VERSUS DIFFICULT TASKS • AROUSAL AND THE DOMINANT RESPONSE • WHY THE PRESENCE OF OTHERS CAUSES AROUSAL
Social Loafing: When the Presence of Others Relaxes Us
Gender and Cultural Differences in Social Loafing: Who Slacks Off the Most?
Deindividuation: Getting Lost in the Cro\,•d DEINDIVIDUATION MAKES PEOPLE FEEL LESS ACCOUNTABLE • DEINDIVIDUATION INCREASES OBEDIENCE TO GROUP NORMS • DEINDIVIDUATION ONLINE
Grou p Decisions: Are Two (or More) Heads Better Tha n One?
Process Loss: When Group Interactions Inhibit Good Problem Solving FAILURE TO SHARE UNIQUE INFORMATION • GROUPTHINK: MANY HEADS, ONE MIND
Group Polarization: Going to Extremes
Leadership in Groups
LEADERSHIP AND PERSONALITY • LEADERSHIP STYLES • THE RIGHT PERSON IN THE RIGHT SITUATION • GENDER AND LEADERSHIP • CULTURE AND LEADERSHIP
Conflict and Cooperation
Social Dilemmas
TRY IT! The Prisoner's Dilemma
INCREASING COOPERATION IN THE PRISONER'S DILEMMA
Using Threats to Resolve Conflict EFFECTS OF COMMUNICATION
Negotiation and Bargaining Summary 293 • Test Yourself 294
#trending "Re-accommodation": The United Airlines Debacle
Disrupting the Rejection-Rage Cycle
Summary 398 • Test Yourself 401
13 Prejudice: Causes, Consequences, and Cures
Defining Prejudice
The Cognitive Component: Stereotypes ARE POSITIVE STEREOTYPES GOOD?
TRY IT! Stereotypes and Aggression
The Affective Component: Emotions
The Behavioral Component: Discrimination
T RY IT ! Identifying Your Prejudices
INSTITUTIONALIZED DISCRIMINATION • EVERYDAY
DISCRIMINATION • FROM PREJUDICE TO DISCRIMINATION
Detecting Hidden Prejudices
Ways of Identifying Suppressed Prejudices
Ways of Identifying Implicit Prejudices
The Effects of Prejudice on the Victin1
The Self-Fulfilling Prophecy
Social Identity Threat
Pressures
Interdependence:
Jigsaw
THE GRADUAL SPREAD OF COOPERATIVE AND INTERDEPENDENT LEARNING Summary 437 • Test Yourself 439
Social Psychology in Action 1
Using Social Psychology to Achieve
Inducing Hypocrisy
Removing Small Barriers to Achieve Big Changes
Happiness and a Sustainable Lifestyle
What Makes People Happy?
SATISFYING RELATIONSHIPS • FLOW: BECOMING ENGAGED IN SOMETHING YOU ENJOY • ACCUMULATE EXPERIENCES, NOT THINGS • HELPING OTHERS
T RY IT! Applying the Research to Your Own Life
Do People Kno\,• What Makes Them Happy?
Stress and Human Hea lth Resilience
Effects of Negative Life Events LIMITS OF STRESS INVENTORIES
T RY IT! The College Life Stress Inventory
Perceived Stress and Health
Feeling in Charge: The Importance of Perceived Control
Reframing: Finding Meaning in Traumatic Events
Prevention: Promoting Healthier Behavior
tness Testimony
Why Are Eye\,•itnesses Often Wrong? ENCODING • STORAGE • RETRIEVAL
Judging Whether Eye\vitnesses Are Mistaken RESPONDING QUICKLY • POST-IDENTIFICATION FEEDBACK
T RY IT! The Accuracy of Eyewitness Testimony
The Recovered Men1ory Debate
Juries: Group Processes in Action
Ho\v Jurors Process Information during the Trial
Confessions: Are They Ahvays What They Seem?
Deliberations in the Jury Room
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Preface
h en we began wri tin g this boo k, o ur over ri din g goal was t o capt ure th e exci temen t of social psych o logy. We have been p leased to hear, in man y kind no tes a n d messages from professors and s tu dents, tha t we succeeded. One of o u r favo ri te r espon ses was from a studen t who said th at the boo k was so in t eresting that she always saved i t fo r last, t o rewa rd herself fo r finishin g h er o the r work Wi th that o n e studen t, a t least , we s u cceeded in making our boo k an enjoyable, fasci n atin g s t ory, not a dry report of facts and figures.
Th e re is a l ways r oom fo r imp r ovement, however, and o ur goal in this, th e ten th edition, is t o make the fie l d o f social psych o logy a n even better r ead. When we teach the course, ther e is nothing more gratifying than seeing the s leepy s tu dent s in th e back r ow sit u p vv i th in terest and say, "Wow, I didn't know that! Now tllnt's in t eresting." We hope that s tu den ts who read o u r book w ill have tha t same reac ti on.
What's New in This Edition?
First a word a b o ut w h a t has not ch a n ged. As men t ioned, we have don e o u r bes t t o t e ll the sto r y of social psycho logy in an e n gaging way t ha t w i ll r eson a t e w ith stu dents. We also h ave r etained fea tures tha t h e l p stu den ts lea rn and r e ta i n t h e materi a l. As befo r e, each chap t e r begins w it h l ea rning objectives, w h jch a r e repea t ed in t h e section s o f the chapte r th a t a r e mos t r eleva nt t o t h em and in t h e ch ap t er-endin g s u mma r y. All major sectio n s of eve r y chap t e r end with r ev i ew quizzes. Research shows t h a t stu dents learn ma t er ial better w h en t hey are tes t ed freq u en tl y; t hu s, these sec ti on q ui zzes, as we ll as the tes t q u es t ions at t he end of every chapter, sho uld be he lpful lea r nin g a ids. In th e Reve l ve r s i o n of t he t ex t , in s t r u c t o r s have t h e optio n of assignin g t hese q ui zzes and giv ing course cred it for co r rec t answe r s. Eac h chap t e r a lso has our Tr y It! fea ture t hat inv ites s tu dents t o apply w h a t t h ey have learn ed t o their own lives. Severa l of t hese Tr y It ! fea t ures h ave been u pda t ed.
We are p leased t o add seve r a l new feat ures to the tenth ed iti on t h a t we b e li eve w ill appeal t o s tu dents and ma ke it even eas i e r fo r t h em to lea r n t he mater i a l.
The firs t is called #Surviva lTips w h ic h are br ief videos recorded by studen t s who have taken a socia l psycho logy class. Each one tells a pe r sonal sto r y r e laying how t h e stu dent app li ed soc ial psychology to be t ter n aviga te or "s ur v i ve" a rea l s i tua t ion in their l ives. Fo r examp le,
o n e v i deo in Chap t e r 9 t ells t he s t o r y of how a stu den t learn ed t o avo i d process l oss i n her s tu dy groups. These videos are in the Reve l vers i on o f the t ex t , placed alongs ide t h e r eleva n t concep t s.
A secon d new fea t u re, ca ll ed #trendin g, is a b rief ana lys is of a c ur ren t event tha t illustr a t es a key p rincip l e in each ch ap t er. In C h ap t e r 11 on Prosocia l Behavior, fo r examp le, we desc r ibe an incident in which a Wh ite den tis t from Texas, in town for Dona ld Tru mp' s inaugur a t ion , le f t a $450 ti p for a n Afr i can Amer ica n wa i tress. Stu dents a r e as k ed to thin k abo u t how concep ts i n the chap ter migh t he lp expla in why t he man ac ted so gene r o u s ly, such as Ba t son's empa t hy-a ltruism hypo t hes i s. Impo r ta n t ly, t h ese examp les will be u pda t ed freq u e n tl y in the Reve l ver sion of the t ext, s u ch th a t s tu dents w i ll always be a b le t o connect wha t th ey are read ing t o cu rren t , r eal-wor ld events.
Third, eve r y ch apter now begin s w ith a feature called, "Wha t do YOU trunk?" whe re s tu dents answer a s u rvey q u esti on designed to illust ra te a concep t in that ch apt er. In Chapt e r 6, fo r example, s tu den ts are asked, "Have you ever join ed a grou p that required you t o do something humi liating or danger ous in order t o gain membership?" In the Revel ver s ion of the text, s tu dents ge t immed i ate feedback on h ow o th er s tu dents h ave a n swer ed (23°/o sai d yes to this q u esti on ). Then , at th e end of the ch ap t er, there is a w riting exercise ti ed to th e sur vey q u esti on th at instructors can ass ign if they wish In Chap te r 6, for examp le, the ques ti on is, "How does ju stification of e ffo rt h e lp explain w h y hazing a n d ini ti ation ri tes are common across so many d iffe r ent group types?"
Lastly, we h ave expanded a feature tha t proved t o be very pop ula r wi th u sers of the Reve l version of the prev io u s edition, namel y v ideos tha t r ecrea t e class ic experiment s in soci a l psych o logy. These videos, recor ded exclu s ivel y for this book, g ive s tu dents a v i vid and contemporary l ook at h ow a n experiment was done and what it found.
And, of cou rse, we have upda ted the ten th edi ti on s u bs t an ti ally, vv ith numerou s r eferences to new r esearch. Here is a sampling of the n ew research th at is cover ed:
• Chapt e r 1: This chapte r cont ains u pda t ed examples, a new Tr y It!, and a new secti on on th e r ole of b iologi cal approaches and evoluti on ary theor y in socia l psych ol ogy.
• Ch apt e r 2: A signa ture of our book continues to be a r eadab le, s tu dent- fri end ly ch ap t er on resea rch methods in social psychology. Th is chapter has been u pda ted
for the ten th editi on w i th n ew referen ces and examp les and a discussion of the rep lica ti on debate in social psychology.
• Chapter 3, "Socia l Cognition: How We Think Abou t the Social World ," has been upda ted w i th more than 40 new refer en ces. There is a new section on the p lanning fallacy a nd d iscuss ions of recent research fi ndin gs, s u ch as a study on cou nterfactual thinking and peop l e's beli ef in God.
• Chapter 4, "Social Percep ti on: How We Come to Und er s tand O the r People," now includ es seve ral n ew features, inclu din g a n ew open i n g drawin g on th e Black Mirror te levision series, a n in te ractive pho to ga llery on using firs t impressions t o your ad van tage, a discussion of cross-cu ltu ral attitu des rega rding k arma and bel iefs in a just world , and a reorgan ized discussion o f Kelley's cova ria ti on model.
• Chapter 5, " Th e Self: Understanding Oursel ves in a Socia l Con tex t," has b een u pda t ed w i th more than 35 new refe rences. The chapter headings h ave also been reor ganized int o three major secti ons, w hi ch shoul d make the materia l cleare r to stud ents. The r e is a n ew openin g examp le about chi ldren r aised by animals and how they migh t have infl u enced th eir sense of self. Lastl y, the section on self-est eem h as been upda ted and moved to Ch apt er 6.
• Chap ter 6, "Cognitive Disson ance and the Need to Pro tect Our Self-Es teem," is one o f the most extensive ly r ev ised chapters in this edition. This chap· ter has a lways been a signa ture of the boo k; we are the only text to devote an e ntire chap t e r t o cogni · tive dissonan ce theo r y a n d se lf-es teem maintenance. We p r o ud ly r etain this chap t e r in our te n th ed iti on, con t inuing to p r esen t cl assic wor k in cogni ti ve dissona n ce in a high ly readable manner w i th compelling examples designed to d r aw studen t s in. At the same time we h ave u pda t ed the chap ter, addin g a major new section on advances and ex te n sion s of dissonan ce theo r y th at incl u des discu ss i on s of self-affirmation theo r y a n d self -eva lu ation main te n ance th eor y. There is also a sec ti on on n arc issism and self- esteem, wh ich prev io u s ly appeared in Chapter 5. Lastly th e chap t e r has two new Try It ! exercises tha t stude n ts w ill e nj oy: In o n e th ey comp l ete a va lu es affirmation writing exercise, and in a n other th ey can t ake a s h or t version of the Narcissistic Personali t y Inventory and get fee dback on thei r score.
• Chap t e r 7, "A t ti tu des and A ttitud e Change: Influ enc i ng Thoughts a n d Fee lings," i ncludes a new opening story, new examp les from Election 2016 in t h e discuss io n of affec ti vely based atti tudes, and new disc u ss i on o f how implicit ve r sus exp li ci t atti tu des
can va r y in p r ed i c ting o utcomes when it comes to evaluation o f job r esumes based o n appl ican t name. A new in t erac t i ve fea t ure is also incl ud ed t o explain the fo r mula fo r persu as io n accord ing to t he Ya le A tti t ud e Change app roach.
• Chap t e r 8, "Conform i ty and Obedien ce: Influencing Behavior," n ow opens with a mor e positive foc u s on soc ia l i nfluen ce, in th e fo r m of Pe te Fra tes a n d the ALS ice bucket cha ll enge. We have ad d e d a discuss ion of th e pro liferation of "fake n ews" in the section o n info r mationa l soc i a l infl u e n ce. The chap t e r a lso feat ures a new inte r ac ti ve video d emonstr ati ng s tuden t s emp l oy ing var iou s social influen ce techn iques a n d a dd ed discussion of con t empor ary cr it icism of Mi lg r am's research.
• Ch ap ter 9, "Group Processes: Influence in Social G r ou ps," n ow opens with an analysis of p roblematic group decision making and s tra tegizing in Hilary Clinton's 2016 campaign team. We h ave also added coverage of recent r esearch on combating the p roblematic effects on deindivid uation online and g r ou p po lariza tion vi a soci al media feeds. The chapter also includ es expanded and u pda t ed discu ssion of the prisoner's dilemma and a new pho to gallery regarding resource dilemmas.
• Chap t er 10, "A ttrac t ion and Relationships: From Initia l Impression s to Long-Term Intimacy," has a new t i tl e t o bet ter reflec t t he balanced focus b etween initi a l a ttrac ti o n and re l a t ion shi p trajec tory I satisfac t ion . A n ew inte r ac t ive p h o t o galle r y exp lo r es the re lati onshi p between mere exposu r e and l iking, and a new in t e r active v id eo illu str a tes t h e ma tching h ypoth esis in attraction. We have added coverage (includ in g an in t erac ti ve figure) o f Ste r nber g's tr iangu l a r theory o f love a nd have r eorganized an d upd a ted th e concluding section on re l a t ion ship satisfac t ion a nd b reaki ng up.
• In Chap ter 11, "Prosocial Behavior: Why Do People Help?" includes more than 30 n ew r efe ren ces, expanded discussi ons of empathy and a l truism and vo lun teerism, and a revised discussion of r eligi on and p rosocial beh av ior.
• Chap t e r 12, "Aggr essi on: Why Do We Hurt Other People? Can We Preven t It?," has significan t con t e n t u pda t es in addition to cover in g new r esea rch . O ur discuss i on of t es t os terone and aggr ession i s more nua n ced, disentangling some aspec ts of gen der and h ormones a nd in t r o du cing the o t her sex h ormone r e l a t e d to aggression , estr adiol. We also in t roduce and eva lua t e two fo rm a l evolution ar y theo ries of aggression: th e challenge hypothesis and d u al -h ormone theory. We also streamlin ed th e section o n sexual assa ul t to make this importa n t secti o n c l earer. Ove r all, the
chap ter narra ti ve n ow emphasizes the con vergen t eviden ce for t h e r o l e of impulsivity in aggress ion across b io l ogica l and psycho l ogica l ev i dence.
• In Chapter 13, "Pr ej u dice: Causes, Consequences, and Cures," has undergone a major o r ganiza ti onal and con t e n t u pda t e. We generalized t h e discuss ion of preju di ce from the s t rong focus on Black -White and male-female relations t o r e l a t e more generally to other e thnic, gende r, a nd stigmatized i den t ities. None the less, we maintain an impor t a n t dialog on anti -Bl ac kn ess, includ ing a d iscussi on of po li ce shootings and ac t i v is t groups. We expanded th e discuss ion of emotion s as a core component o f prejud i ce, t hrou g h which we incl ud ed more phys io l ogica l research on prej ud i ce in to t he ch apte r Und e r t he ways to reduce prej ud i ce, we have ex t e n ded t h e discussion of inte rgroup con tact t o t each s tud en ts a b out indirect con t ac t , and we have str eamlin ed the d i scuss ion of the ji gsaw c lass r oom. The e ntire chap ter was u pda ted wi th new examp l es fr om r ecen t popul a r cul t ure a n d in teractive componen ts in Revel.
• Socia l Psych o l ogy in Ac ti on ch apters- "Using Social Psychology t o Achi eve a Sustainab le and Happy Future," "Socia l Psychology and Hea lth," and "Social Psychology and the Law" - have b een u pdated w ith many r eferences to new r esear ch, bu t remain s h o r te r chap ter s. When we t each th e cou rse, we find t h a t student s a r e exci t ed to lea rn abou t these app li ed a reas. At the same time, we recognize th at some instructors have difficulty fitti n g the ch apt ers into their cour ses. As with the p r eviou s edition, o u r approach r emains to maintain a sho rten ed length for th e app lied ch ap t ers to make i t easy to in tegra te these chapte rs in t o diffe rent par ts of the course in whatever fas h ion a n instruc to r deems b est. SPAl, "Using Soci al Psychology to Ach ieve a Sust ainable and Happy Future," includ es a n u pda t ed open i n g example abou t the e ffects o f climate change and new examp les o f ways in which students can b oth act in sus t ai nab le ways and maximize th e ir well-bein g. In SPA2, "Soci a l Psycho logy and Health," we u pda t ed cover age on perceived con tro l interventions amon g n ursing home residents and in cluded a n ew inter active o n coping w i th s tress. SPA3, "Soci al Psychol ogy a n d Law," has a new v ideo ab ou t a t t enti on al b li ndness and an in te r acti ve feature on best p r ac ti ces in eyewi tness identifica ti on p r oced ures.
Revel for Socia l Psychology
RevelTM
When s tu dent s are e n gaged deep ly, they lea rn more effective ly and perform better in th eir courses. This s imp le
fact inspi red th e creation of Revel: an interactive learning env ironmen t des igned fo r the way today's stud ents rea d , thi nk, a nd lea r n. Built in collaboration with ed u ca to r s and s t u dent s nati on wid e, Revel is the n ewest, fu ll y digital way to deliver respected Pearson conten t. Revel enlivens cou rse con tent with media inter actives and assessmen ts- iclu ding a n in te ractive figure) of n t egra t ed directly wi thi n the a uth ors' narrativ e-tha t p rovide opportuniti es for s tu dent s to read a b o u t and p ractice course ma t e ri al in tandem. This irnmersive ed u ca ti on a l techno logy boosts s tu den t e n gagement , which leads to bett er understanding o f con cepts and improved pe rfo rmance throu ghou t the cour se.
L earn More about Reve l
h ttp:/ /www.pearsonhighered .com/ r evel /
Rather t han s i mp ly offe ring oppo r t uniti es t o rea d a b out and s tud y socia l psycho logy, Reve l facilitates deep, engag i ng inte r ac t i ons w i t h t h e concep t s that matt er most. By p r oviding oppo r tunities t o improve s k ill s in ana l yz in g a nd in t e r p r etin g so u r ces of psycho logica l evidence, fo r example, Reve l engages stud ents directl y and i mmed i a t ely, whi ch leads to a better understanding of cour se mate r ia l. A wea l t h o f stud ent a nd instruc t or resources and in t e r ac ti ve mater ia ls ca n be found within Revel. Some of o ur favo r ites are mentioned in t he i nforma t ion tha t follows.
For more information about a ll th e tools and r esou rces in Revel and access to your ow n Revel accou nt for Socia l Psycho logy, go to www.pearsonhighered.com/ r evel.
Instructor Resources
We know tha t instruc t ors are "tou r g uid es" for t h e ir s tudents, leading them throu gh the exci ting world of socia l psycho logy in the class room. As such, we have inves te d tremendou s effort in the crea t i on of a wo rld-class collec ti on o f instruc to r resou rces tha t w ill s u pport p rofessors in the ir miss ion to teach th e best course possib le.
Coauthor Sam Sommers gu ided the crea ti on o f this s u pplements pack age, w h ich has b een reviewed and up · dated fo r the t enth ed iti on Here are the h ighlig hts of the s u pplements we a r e pleased t o provide:
PRESEN TATION TOOLS AN D CLASSROOM ACTIVITIE S
• Social Psychology PowerPoint Collection (0134700732)
The PowerPoints provide a n active fo rma t fo r presen ting concep ts from each chap te r and i ncorpora t ing r e levan t fi g ures a n d t ables. Instru c tors can choose fr om three PowerPoint presentations: a lecture p r esen tat ion se t tha t h igh li gh ts major t op i cs from t h e chap t e r s, a h ighly v isual lecture p r esen t ation set wi th embedded videos, or a PowerPoint co ll ect ion of t he comp le t e art fi l es from the tex t. The
PowerPoin t fil es can be downl oaded from www .pearsonhighe r ed.com.
• Ins tructor 's Re s our ce Manual (0134700694) The Instructor's Manua l incl u des key ter ms, l ecture i deas, teach i n g tips, s u gges ted r eadings, ch ap t er o u tlines, studen t p rojec ts a n d r esearch ass ignmen ts, Try It! exercises, cr itical- thin king top ics and discu ss ion q u esti ons, and a med i a r esou rce guide. It h as been u pdated fo r the ten th edi ti on wi th h yperlinks to ease facili t a ti on of naviga ti on w ithin the Instructor's Resource Manu a l.
ASS ESS MENT RE S O UR C ES
• Tes t Bank (0134700740) Each of the mor e th an 2,000 questions in this test bank is page-r efer enced t o the text and ca t egor ized by t op ic a n d skill level. Each q u estion in the t est bank was rev iewed by several instructors to ensu re tha t we are prov i ding you w i th the best and most accu rate con ten t in th e industry.
• M yTest Tes t Bank (0 134677897) This Web-based testgener a t ing soft ware p r ovi des in s tru ctors "bes t in class" features in an easy- to-u se program. Crea t e t es ts and easily select questions wi th drag-and-drop o r poin tand-cl ick functionality. Add or modify t es t q u esti on s using the buil t- in Q u es ti on Ed itor, and p ri n t t es ts in a varie t y of formats. The program comes w ith full technical s u pport.
Acknow ledgments
Elliot Aron son is del igh ted to acknow ledge the co ll abor ation o f Ca ro l Tavris. He would also like to acknow ledge the con trib u tion s o f h is bes t fr ie nd (who also happen s to be his wife of 60 years), Ver a Aron son . Ver a, as u s u a l, prov i ded insp iration fo r his i deas and acted as the soun ding boar d fo r and s u pporti ve cr itic of many of his semiformed n o ti on s, helpin g to mold them into more sensib le anal yses.
Tim Wilson would like to thank his g r adua te mentor, Ri chard E. N isbett , who n u rtu red h is in ter est in th e fie l d and showed h im the continu ity between social psycho logical research and everyday life. He a lso thanks the man y studen ts who h ave taken his course in social psycho logy over the years, for asking fasci n atin g questions and p r ovi din g wonder fu l examples o f soci al psych o l ogical phen omena in their ever yday l ives. Las tl y, he thanks th e many g r ad u ate stu d en ts with whom he has h ad the p r iv ilege of workin g for joining him in the ever-fascina t ing discove ry o f new socia l psychologica l p h enomena.
Sam Sommer s woul d like to acknowled ge, firs t and foremos t, the Sommers ladies, Mar ilyn, Abigail, and Sophia, fo r being pa ti ent w i th ro und -the-clock revision sessions, fo r toler ating the const antly expanding mass of papers and books o n the floor of the s tu dy (h e promises to clean them up before
work starts on the eleventh editi on), and fo r freq u en tl y prov jding excell ent real-life examples that ill ustra t e social psychological concepts. He a lso gives special thanks t o all of his teachers of social psycho logy, for introd ucing him to the fie l d, for continu ed s u pport, and for ser ving as ro le model s as instructors, ment o rs, r esearch ers, and w ri ters.
No book can be written a n d p u blished w i thou t the h elp of many people working w ith the autho r s beh ind the scenes, and our book is no excep ti on. We need to g i ve a spooal thanks to Elizabeth Page-Gould for her tremen dous h el p in rev ising two of the ch ap t ers. Her d eep knowledge of soci a l psych o l ogy and wond erful w riting style con tri buted greatly t o this edition. We wou ld also like t o thank the man y colleagues who read one o r more chap te rs of this edition and of p r evi ous edi tions of the book.
Reviewers of the Tenth Edition
Jim Allen, State University of New York, College at Geneseo; Kathryn Anderson, 011r Llldy of the Lake University; Anila Bhagavatu la, California State Uni versity - Long Beach; Amy Br adshaw-Hoppock, Embry -Riddle Aeronautical Universiti;; Ngoc Bui, University of La Verne; Berna r do Carducci , Indiana Universiti; Southeast; Alex Czopp , Western Washington Universiti;; Ke ith Dav is, University of South Carolina; M i chael D u d ley, So11then1 Illinoi s Universiti; Edwardsville; Heid i En g lis h , College of the Si skiyo11s; Joe Ferra r i, DePau/ University; Christ ine Floether, Centenary College; Kr is t a Forr es t, Uni versity of Nebraska at Kearney; Allen Gorman, Radford University; Je rry G r een , Tarrant Counti; College; Dana Greene, University of North Caro/inn; Donnell G r iffin, Da vidson County Comm11nity College; Lisa Harrison, California State Uni versity, Sacramento; G in a Hoover, Ohio State Universiti;; Jeffrey H u ntsin ger, Loyola Universiti; Chicago; Alisha Jan owsky, Uni versiti; of Central Florida; Bethany Johnson, Uni versiti; of Nebraska - Omaha; Deborah Jon es, Columbia Uni versity; Suzanne Kieffer, University of Hou .ston; Marvin Lee, Tennessee State Uni versity; Alexandra Luon g, University of Minnesota Duluth; Robyn Mall ett, Loyola Uni versity Chicago; Brian Mei er, Getti;sburg College; Andrea Mercuri o, Boston University; Lori Nelson , Uni versiti; of Iowa; Darr en Petronella, Nassau Communiti; College; Jenni fer Rivers, Elms College; Kari Terzino, Des Moines Area Community College; T. Joe l Wade, Bucknell Uni versity; Angel a Walker, Quinnipiac Uni versity; Chr ysa lis Wri gh t , Universiti; of Central Florida; Gar ry Zas low, Nassau Community College; Jie Z h ang, Universiti; at Buffalo
Reviewers of Past Editions
Jeffrey B. Adams, Saint Michael's College; Bi ll Ad ler, Collin County Community College; John R Aiello, R11tgers University; Cha rl es A. A l exan der, Ro ck Va/lei; College; Sowmya Anan d, Ohio State University; Nathan Arb u ckle,
Ohio Stnte University; Ar t Aron , Stnte Universiti; of Ne1u York, Stony Brook; Danny Axsom, Virginia Polytechnic Institute nnd State University; Joan W. Ba ily, Jersey Citi; State College; Nor ma Baker, Belmont Uni versity; Au stin Baldwin, Universiti; of Iowa; Joh n Bar gh, Ne1u York Uni versity; Wi lliam A. Ba rnar d, University of Northen1 Colorado; Doris G. Bazziru, Appalnchinn State University; Arthur Beaman, University of Kentuckt;; Gor don Bear, Ramapo College; Susan E. Beer s, Sweet Brinr College; Ka th y L. Be ll, University of North Carolina at Greensboro; Leon ard Berkow i tz, Uni versity of Wisconsin - Madison; Ellen S. Berschei d, University of Minnesota; John Bickford, University of Massachusetts, Amherst; Thomas Blass, Uni versity of Maryland; C. Geo rge Boeree, Shippensburg Universiti;; Lisa M. Bohon, California State Uni versity, Sncrnmento; Jenrufe r Bosson , The Universiti; of Oklahoma; Chan te C. Boyd, Carnegie Mellon Universiti;; Peter J. Br ady, Clark State CommuniflJ College; Kosha Bramesfe ld, Pennsylvania Stnte Universiti;; Kell y A. Br ennan, University of Texns, Austin; Richar d W. Br islin, Enst-West Center of the University of Hawaii; Jeff Br yson, San Diego State Uni versity; Me lissa Burkley, Oklahoma State Universiti;; Amy Bu s h , University of Houston; Amber Bush Amspoker, Universiti; of Houston; Br ad Bushman , lawa State Universiti;; Thomas P. Cafferty, Universiti; of South Cnrolinn, Columbia; Melissa A. Cahoon , Wright State Uni versity; Frank Ca labrese, Community College of Philadelphia; Michael Ca ruso, Uni versity of Toledo; N icho las Christenfel d, Universiti; of Califoniin, San Diego; Ma r gar et S. C la r k, Carnegie Mellon Universiti;; Russell D. Clar k, III, Uni versity of North Texas; Su san D. C layton, Allegheny College; Megan C legg-Kraynok, West Virginia University; Bri an M. Cohen, University of Texns, San Antonio; Flo re tte Cohen, Rutgers Universiti;; Jack Cohen, Camden Counti; College; St even G. Cole, Texas Christian Uni versi ty; Eri c J . Cooley, Western Oregon State Uni versity; Di ana Cor dova, Yale University; Traci Cr a ig, Uni versity of Idaho; Jack C r oxton, State University of Ne1u York, Fredonia; Ke i th E. Dav is, University of South Cnrolinn, Colu111bia; Ma r y Ellen De ll o St ritto, Ball State Universiti;; Doro thee Dietrich, Ha111line Universiti;; Ka t e Docker y, Universiti; of Florida; Su sann Doyle, Gainesville College; Steve D u ck, University of [own; Michae l G. Dudley, Southern Illinois University Edwardsville; Karen G. Duffy, Stnte University of New York, Geneseo; Va lerie Eastman, Drury College; Tami Eggleston, McKendree College; Timoth y Ell iot, Universiti; of Alnbamn- Binningham; Steve L. Ell yson , Youngstown Stnte University; Cin dy Elrod, Georgia State University; Kad imah Elson, Universiti; of Califoniia, Snn Diego/Grossmont College; Rebecca S. Fahr lan der, Uni versity of Nebraska nt Omaha; Alan Fein go ld, Yale University; Edwa r d Fern andes, East Cnrolinn Universiti;; Phil Finney, Southeast Missouri State Universiti;; Susan Fiske, Uni versity of Massachusetts; Rob in Franck , Southwesten1 College; Denise Frank , Ramapo College of Ne1u Jersey; Timothy M. Franz,
St John Fisher College; Wi lliam Rick Fry, Youngstown Stnte Uni versity; Ru sse ll Geen , Universiti; of Missouri; Gl enn Geher, Stnte Universiti; of Ne1u York nt New Pnltz; David Ger s h , Houston Community College; Fr ederick X. Gibbons, [own State Uni versity; Cy n thia G illi land, Louisinnn Stnte University; Genar o Gonza lez, University of Texas; Jess ica Gonza lez, Ohio State University; Sara Go r choff, Universiti; of Cnlifornin, Berkeley; Beverly G r ay, Youngsto1un Stnte Uni versity; Go rdon Hammerl e, Adrian College; H. Anna Han, Ohio State Universiti;; Judith Harackiewicz, Universiti; of Wisconsin - Madison; El ain e Ha t fie l d, University of Hawaii, Mnnon; Vi c ki S. Helgeson , Carnegie Mellon Universiti;; Joyce Hemphill, Cnzenovin College; Tr acy B. Henley, Mississippi State University; Ed H irt, Indiana University; Harold Hunziker J r., Coniing CommuniflJ College; Dav i d E. Hyatt, University of Wisconsin - Oshkosh; Ma ri t a Ingl eh art , Un iversiti; of Michigan; Carl Kallgren, Behrend College, Pennsylvania State University, Erie; Steph en Ki li anski, Rutgers Universiti;; Bill Klein, Colby College; James D. Johnson, University of North Carolina, Wilmington; Lee Ju ssim, Rutgers Universiti;; Stephen Kilianski, Rutgers University; Fred ri ck Koenig, Tulane University; Al an Lambert, Washington UniversiflJ, St. Louis; Emmett Lampkin, Kirk1uook Community College; Elizabeth C. Lan thi er, Northern Virginia Co111muniflJ College; Pa tricia Laser, Bucks County Community College; G. Darne l Lassi te r, Ohio University; Di anne Leader, Georgia Institute of Technology; John Lu , Concordia Universiti;; Stephan ie Madon, [own State Universiti;; John Ma la r key, Wilmington College; Andr ew Mamon , SI. Mary's Universiti; of Minnesota; Alle n R. McConnell, Michigan Stnte Universiti;; Adam Meade, North Carolina State Universiti;; Joann M. Mon tepare, Tufts Uni versity; Richa r d Mo r elan d, Universiti; of Pittsburgh; Dave Na lbone, Purdue Universiti; - Calumet; Carri e Nance, Stetson Uni versity; Todd D. Nelson, Michigan State University; Elaine Nocks, Furman Uni versi ty; Matylda Osi ka, Universiti; of Houston; Cheri Pa r ks, Colorado Christian Uni versity; W. Ge rrod Pa rrott, Georgetawn Uni versity; David Pete rson , Mount Senario College; Mary Pri tcha rd, Boise Stnte University; Cynthia K. S. Reed, Tarrant County College; Dan Richar d, Universiti; of North Florida; Neal Roese, Universiti; of Illinois; Da r rin L. Rogers, Ohio State Universiti;; Joan Rol lins, Rhode Island College; Pa u l Rose, Southern Illinois University Edwardsville; Lee D. Ross, Stanford Universiti;; Alex Ro thman, University of Minnesota; M. Su san Row ley, Champlain College; De li a Saenz, Arizona State Universiti;; Br ad Sagarin , Northern Illinois University; Fred San born, North Carolina Wesleyan College; Conrue Schick, Bloomsburg Uni versity; Norbert Schwartz, Uni versity of Michigan; G re t ch en Sech r is t, Uni versity at Buffalo; Ri chard C. Sherman, Miami University of Ohio; Pa ul Silv ia, Universiti; of North Carolina at Greensboro; Randolph A. Smith, Ouachita Baptist Uni versity; Linda Sol omon , Mnry111ount Mnnl1nttan College; Jan ice St e il, Adelphi Uni versity; Ja kob Stein ber g,
Fairleigh Dickinson University; Ma rk St ewa r t, American River College; Lo r i St one, University of Texas at Austin; JoNell Stro u g h , West Virginia University; T. Ga le Thompson, Bethany College; Scott Tindale, Loyola University of Chicago; Dav i d M. Tom, Columbus State Community College; David Trafimow, Ne1u Mexico State University; Ruth Wa rner, St. Louis University; Anne Wei her, Metropolitan State College of Denver; Gary L. We lls, Iawa State University; Jackie White, University of North Carolina at Greensboro; Pau l L. Wienir, Westen, Michigan University; Kipling D . Wil li ams, Universiti; of Toledo; Tama ra Willi ams, Hampton University; Pau l Windschi tl , University of Io wa; Mi ke W itme r, Skagit Valley College; Gvven Wi tte nbaum, Michigan State University; Wi lli am Doug las Woody, Universiti; of Northern Colorado; C l are Zaborows ki , San Jacinto College; Wil li am H Zachry, Universiti; of Tennessee - Martin; Leah Zinner, University of Wisconsin - Madison
We also thank the wonder ful ed i tor ial sta ff of Pearson fo r thei r expert ise and profess i on alism, in clu din g Dickson Musslew hite (Ed it ori al Director), Cecilia Turn e r (Con ten t Producer ), Ch r is topher Brown (Executi ve Product Ma r keting Man age r ), Lou is Fi err o (Edi to r ia l Assis t an t), a n d An gel Chavez (Pr ojec t Manage r). We would especially like t o thank Thomas Finn (Develop m en tal Edi to r), who provided expe rt guidan ce w ith const a n t good ch eer and insigh t even throu gh barr ages o f e-ma il exchan ges and a ttachments, and Amber Chow (Portfolio Manager ), whose sma rt vis ion fo r th e book, and commi t men t to making it as good as i t can be, h ave trul y mad e a diffe rence. Finally, we thank Mary Falcon , b u t fo r who m we neve r wo u l d have begun this p roject.
Thank you for inv iting u s in to your classroom. We welcome you r suggesti on s, a nd we wou l d be delighted t o hear you r comments a b o u t this boo k
Elliot Aron son el li ot@ca t s. u csc.ed u
Tim Wilson tdw@vir g inia.ed u
Sa m Sommer s sam.sommers@tuft s.edu
About the Authors
Elliot Aronson
When I was a ki d, we wer e the onl y Jew is h fam il y in a v iru len tly an ti -Semitic neighborhood . I had t o go to Hebrew sch ool ever y day, la te in the aft e r n oon. Bein g the only you ngs ter in m y neighborhood going t o Heb r ew sch ool made me an easy ta rget fo r some of the older n e ighborhood toughs. On my way h ome from Hebrew sch ool, a ft e r da r k, I was freq u en tl y way laid and r oughed u p by r ovin g gangs s h ou ti ng anti-Se mi ti c ep i the ts.
I h ave a v ivid memor y of sitting on a cu rb afte r o n e of these beatin gs, n u rsing a b l oody n ose or a split l ip, feelin g ver y sorr y fo r myself a n d won dering how these ki ds coul d ha t e me so much when th ey d i dn' t even know me. I though t abou t whether those ki ds wer e ta u g h t to hate Jews o r whe the r, somehow, they vvere bor n tha t way. I wonder ed if the ir hatr ed could be ch a n ged- if they got to know me b e tte r, woul d they h a te m e less? I specu la t ed about my own char act er. Wha t would I have don e if th e shoe were on the o the r foo t - tha t is, if I wer e bigge r a n d str o n ger tha n they, woul d I b e capab le of beating them up for no good r eason?
I did n't realize i t at the time, of cour se, but eventu a lly I discover ed th a t these were p rofound questions. And some 30 yea rs la t er, as a n experimen ta l social psychol ogis t, I had the g r eat good fo r tune to be in a pos iti on to answer some o f those questions and to in ven t techniqu es to r ed u ce th e kin d of p r eju dice tha t ha d c laimed me as a v ictim.
Elliot Aronson is Professor Emeritus at the University of Califoniia nt Santa Cruz and one of the most renowned social psi;clwlogists in the 1110rld. In 2 002, he tuns chosen as one of the 100 most eminent psychologists of the twentieth century . Dr. Aron.son is the only person in the 120 -year history of the American Psychological Association to l1ave received all three of its major awards: for distinguished tvriting, distinguished teaching, nnd distinguished research. Mnny other professional societies have honored his research and teaching ns well. These include the American Association for the Advance111ent of Science, tvhich gave him its highest l1onor, the Distinguished Scientific Research award; the American Council for the Advance111ent and Support of Education, 1vl1ich named l1im Professor of the Year of 1989; 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 nnd ethnic groups; and the William fames Atvard from the Association for Psychological Science In 1992 , he was named n Fellow of the American Academy of Arts and Sciences. A collection of papers and tributes by his former students and colleagues, Th e Scientist and the Humanist, celebrates his contributions to social psychological theon; nnd its application to
real -world problems. Dr. Aronson's own recent books for general audiences include Mis ta kes We re Made (b u t no t b y ME), with Carol Tnvris, nnd a memoir, Not by Chance Alone: My Life as a Social Psych o l ogis t.
Tim Wil so n
One day when I was 8, a couple o f olde r kids rode up on th e ir bi kes to share so m e b ig news: Th ey had d iscovered an abandon ed h ou se down a cou ntr y road. " It's rea ll y n ea t ," th ey sa id. "We bro ke a wi ndow and nobody car ed !" My frien d and I hopped ont o ou r bikes t o in vestiga te. We ha d n o trou ble finding the h ou se-ther e it was, s i tti ng off by itself, w i th a big, jagged hole in a first- fl oor w in dow. We got off o f our b ikes a nd looked a ro un d. My fr ie nd foun d a baseball-sized rock lyin g on the ground and threw a perfec t stri ke throu g h another fi rs t-floor wind ow. Th e re was so me thing exhila r atin g abou t the smash-an d-tin g le of s h a tte r ing glass, especia ll y when we knew there was nothing w r ong wi th wha t we we re d oing. Aft e r a ll, the h o u se was abandon ed, wasn't i t? We b rok e nearly every wind ow in th e hou se and th en climbed throu g h o n e of the fi rs t -floor wind ows to look around.
It was then tha t we r ealized so m e thing was te rr ibl y wron g. Th e h o u se certainl y did not loo k aband oned. Th e re we re pictu res o n th e wa ll, nice furn i ture, books in shelves. We went home feelin g fr igh te n ed and confused. We soon learned tha t the hou se was th e h ome o f a n eld erl y cou ple who we re avvay on vaca ti on. Even t u ally, my pa ren ts discovered wha t we h ad d one and paid a s ubs ta n tial sum t o r epai r th e wind ows. Fo r years, I p onde re d this inci den t: Why did I d o s u ch a terri ble thing? Was I a bad ki d? I didn't think so, a n d nei ther d i d my parents. How, then, coul d a good ki d do s u ch a b a d thing? Even though the n e ighborh ood ki ds sa id th e house was aban doned, w h y cou ldn' t my fr ie n d and I see th e clea r sign s tha t so m eone l ived the r e? How cr uci a l was it th at m y fr ie n d was th e re and threw the firs t r ock? Al th ou gh I di d n ' t know i t a t the t ime, these r e fl ections t ouched on severa l classic social psych o logi ca l issues, s u ch as w h e ther only ba d peop le do bad things, whether the soci a l si tu ation can be power fu l enou gh t o ma ke good p eople d o bad things, a nd the way in which o u r expec tations abo u t an event can m ake it diffi cu lt to see i t as i t r eally i s. Fortuna t e l y, my ca reer as a vanda l ended wi th this one inc i den t. It did , howeve r, ma r k the beginning o f my fasc ina ti on wi th b as ic questi on s abou t h ow people und erstand the mse lves and the socia l worl d - q u estions I contin ue t o investiga t e t o this day.
Tim Wilson did his 11ndergrndunte tvork at Willin111s College and Hn111pshire College and received his PhD from the University of Michigan. C11rrently Sherrell f. Aston Professor of Psychology at the University of Virginia, he fins published n11111ero11s articles in the nrens of introspection, attitude change, self-knowledge, and affective forecasting, ns tvell as n recent book, Redirect: The Surprisin g New Sci ence of Psychological Change. His research has received the support of the National Science Fo11ndntion and the National Institute for Mental Health. He hns been elected ttvice to the Executive Board of the SociehJ for Experi111ental Social Psychology and is a Fellow in the A111erican Psychological SociehJ and the Society for PersonalihJ and Social Psychologtj. In 2009, he tvas named a Fellow of the A111erican Acnde111y of Arts and Sciences. In 2015 he received the William James Fellows Atvard fro111 the Association for Psychological Science. Wilson has taught the Introduction to Social PsychologtJ co11rse nt the University of Virginia for more thnn 30 years. In 2001 he tvns awarded the University of Virginia All-UniversihJ 011tstnnd· ing Teaching Atvnrd, and in 2010 wns awarded the University of Virginia Disting11ished Scientist Atvard
Sa m Sommers
I wen t t o college to major in Eng lish. I o nl y fou n d myself in an In tro to Psychology course as a second-semester freshman beca u se, well , i t just seemed like the kin d o f thin g you d i d as a second-semes te r fr eshman. It was when we got to the socia l psychology section of the course tha t a li tt le voice in my head s ta r t ing whispering something al ong the Imes of, Hey, yo11've gotta admit this is prethJ good st11ff It's n lot like the conversations you hnve with your friends about daily life, but tvith scientific dnta .
As part of the class, we h ad the oppo rtun ity to participa te in r esearch s tu dies for cou rse cr edi t. So one day I fo un d myself in an in te r ac ti on s tu dy in which I was goin g t o work o n so lv ing prob lems with a partne r . I walked in and i t was clea r tha t the other guy ha d arri ved earl ier - his coat and b ag were a lready han ging on the b ack of a ch a ir I was led to another, sma lle r r oom and s h own a v id eo o f my soon -t o-be partner. Th en I was given a se ri es of w ri t t en q u es ti on s abou t my per ceptions of h im, my expectations for o ur u pcomin g sess ion toge ther, and so fo rth. Fin ally, I wal ked b ack in to the main area. Th e experimenter h anded me a cha ir and to l d me t o put i t down anywhere nex t to my partne r 's ch a ir, and tha t s h e wou ld go ge t him (he, t oo, was p r esumably comp letin g w r i tten q u esti on nai res in a priva te r oom).
So I did. I put my cha ir down, took a seat, and waited. Th en the exper iment er r eturned , b u t s h e was alon e. She told me the study was over . Ther e was n o other pa rti cipan t; there woul d be no p rob lem solving in pairs. The v i deo I
h ad watched was of an actor, and in some ver s i on s of the s tu dy h e menti on ed hav ing a gi r lfr i end. In o the r ver s ions, h e menti oned a boyfri en d. Wha t the researche rs we re actua lly stu d yin g was h ow this social ca tegory informa ti on of sexua l o ri en t a ti on wou ld infl u e n ce pa rticipan ts' atti tu des abou t th e in t eraction
And then s h e t oo k ou t a tape measur e.
The tape measu re was to gauge h ow cl ose to my pa rt· n er 's ch air I h ad p laced my own chair, the hypo th esis being that discomfort w ith a gay partne r might manifest in te r ms o f pa rti cipan ts p lacing th eir ch airs farther away. Grea t er comfor t w i th or affirtity fo r the par tn e r was pred i ct ed t o lead t o mo re des ire fo r proximi t y.
And a t th at, I was h ooked. Th e li tt le vo ice in my hea d h ad g r ovvn from a whisper to a full-throated ye ll that this was a fiel d I could get exci ted abou t. Fi rs t of a ll , the r esearche rs had tr icked me. Tha t , a l one, I thought was, for lack of a be tter wo rd , cool. Bu t mor e importan t , th ey ha d done so in the effort t o ge t me a n d my fellow part i cip ant s to r evea l somet hing abou t our attitu des, p re feren ces, and tendencies tha t we never would h ave admi tte d t o (or perh aps even wou l d have been aware of) h ad th ey ju s t asked u s directly. Her e was a fascinating ly crea ti ve resea r ch des ign, b e ing used in the e ffo rt to s tu dy what stru ck me as an incred i bly import an t socia l issu e.
Like I sai d, I was h ooked. An d I l ook fo r ward t o help· ing to introduce you to this fie l d that caugh t me by sur p rise back when I was a s tu den t and con tinu es t o intrig u e and inspire me t o this d ay.
Sn111 So111111ers earned his BA from Willin111s College nnd his PhD fro111 the University of Michigan . Since 2003 he hns been a faculty 111e111ber in the Depnrtnient of PsychologtJ nt Tufts Uni · versity in Medford, Massachusetts. His research examines issues related to stereotyping, prejudice, and group diversity, with n partic11/nr interest in hotv these processes play out in the legal do111ain. He has tvon multiple teaching awards at Tufts, including the Ler111an -Ne11bauer Prize for 011tstnnding Teaching and Advising and the Gerald R. Gill Professor of the Yenr Award. He was also ind11cted into the Tufts Hall of Diversity for his efforts to promote nn incl11sive cli111nte on campus for nll students. He hns testified as an expert tvitness on issues related to racial bins, j11ry decision 111aking, and eyewitness 111emory in cri111inal trial proceedings in eight states. He /ins tvritten two general audience books related to social psychologtJ: Si t u ations Ma tter: Unders tanding How Con t ex t Transfor ms Your Worl d (2011) and Th is Is Your Brain on Spor ts: Th e Science of Un de rdogs, the Valu e of Ri va lry, a n d What We Ca n Lea rn fro m the T-shirt Cannon (2016) He is nlso co -a11thor of Invitation to Psychology (7th edition), along with Carole Wnde, Carol Tavris, nnd Lisn Shin.
Special Tips for Students
//T h ere i s t hen c r eative r ead ing as well as c reati ve w r i tin g," said Ra lp h Wa ld o Eme r son i n 1837, and tha t aptly sums u p wha t you n eed to know to be a profi c ie n t s tu den t: Be an active, c r eative consumer of information. How do you accomp li sh t ha t fea t ? Actu ally, i t's n o t difficult. Like everything else in life, it ju s t takes some vvor k-s ome clever, well -p l anned, p u rposeful work. Here are some suggesti on s abou t h ow to do i t.
Get to Know the Textbook
Believe i t or n ot , in writing this boo k, we thou gh t car efu lly abou t the organiza ti on and s truc tu re of each chapt e r Things are presen ted as th ey are for a reason , and th at reason is to help you learn the materia l in th e bes t way poss ible. Here are some tips on wha t t o look for in each chapter.
Key t erms a re in bold f ace ty p e in the te xt s o tha t y ou' ll n o tice th e m. We defin e the t erms in the t ext , and tha t definition appear s aga in in the margin. These marginal definitions ar e there t o help you o u t if la t er in the chap ter you forge t w h a t something means. The mar gina l definitions are quick and easy to fi n d. You can also loo k up key te rms in the alphabeti cal G lossa r y a t the en d o f t his textbook.
Make s ure y ou notice th e h e adings and s ubheadings The headin gs are the s keleton that h o lds a chap ter toge th er. They link t ogether like verteb r ae. If you ever feel lost, l ook back to the p revious h eading and the h eadings before it - this will g i ve you the "b ig picture" of where the ch apte r is goin g. It s h o u ld also help you see the connec ti on s between sections.
Th e s ummary at the e nd o f e ach chapte r is a succinct sho rthand presentation of the chap ter information. You shoul d read it and make sure there are no surprises when you do so. If anything in the summary doesn' t ring a bell, go back to the chapter and reread that section Most impo rtan t, remember tha t the summar y is intentionally brief, whereas your understanding o f the material shoul d be fu ll and complete. Use the summary as a study aid before you r exams. When you read it over, everything should be fami liar. When you h ave that won derful feeling of knowing more than is in the summar y, you 'll know tha t you are ready to t ake the exam.
Be s ure to do th e Try It! exerci ses . They w ill make con cep ts from socia l psychology concrete and hel p you see how they can be app lied to your own life. Some of the Try It ! exercises repl ica t e social psych o logy exper imen ts. Others rep r od u ce self- report sca les so you can see where you stand in re lation
to o ther peop le. Sti ll others a r e shor t quizzes tha t i ll ustra t e socia l psychologica l con cepts.
Wa t ch th e videos . O ur carefully cur ated collecti on o f inte r v iews, n ews cli ps, and r esearch study reenactments is des igned to enhance, and help you bette r u nd erstand, the concep ts you ' r e readin g. If you can see the concep t in acti on, i t's like ly to s ink in a li ttle deeper.
Ju s t Say No to the Couch
Potato Within
Becau se social psycho logy is abou t ever yday life, you might lull you rsel f into believing tha t th e ma t erial is a ll common sense. Don ' t be foo l ed. Th e ma teria l presented in this book is more compl ica t ed than i t might seem. Therefo re, we want to emph asize tha t th e bes t way t o lea rn it is to work wi th i t in an active, n o t passive, fashion. You can ' t j ust read a chapte r once a n d expect i t to stick w i th you You h ave to go over th e ma t eri al , wres tl e wi th it , make your ovvn connection s t o it, question i t, t hink abou t it, in teract with it. Actively working w i th materia l makes i t memorab le a n d makes i t you r own. Beca u se i t's a safe bet th at someone is going t o ask you abou t this material later and you're going t o h ave to p u ll i t o ut o f memory, do what you can to ge t it into memory n ow. Here a r e some techniqu es to u se:
• Go ahea d and h ighligh t lines in the tex t- you can do so in Revel by clicking and d r agging the cursor over a sentence; you can even ch oose you r own col or, and add a n o te! If you highlig h t importa nt poin t s, you w ill r emember those import ant points be tte r and can scro ll back through th em l ate r.
• Read the ch ap t er before the applicab le class lect ure, not afte rward. This way, you ' ll ge t more o ut of the lectu re, w h ich wi ll like ly in troduce n ew ma teri a l in a d dition t o w h at is in the ch ap t er. The ch ap t er wi ll give you th e big picture, as well as a lot of det a il. The lecture w ill e nh a n ce th a t infor mation and help you p u t i t all together If you h aven't r ead th e ch apt e r firs t , you may no t unders tand some of the point s made in the lect ure or realize which points are most import an t.
• Her e's a good way to study ma t eri al: Wri t e o u t a key concep t or a stu d y in your own wor ds, w i thou t l ooking at the boo k o r your no tes. O r say it o ut lo u d t o yourself- again in your ow n words, w ith you r eyes
closed. Can you do i t? How good was your ver s ion? Di d you omit anything impo rtan t ? Di d you ge t s tuck at some point , un ab le to rememb er w h a t comes next? If so, you now know tha t you need to go over that information in mor e detai l. You can al so s tu dy wi th someo n e e lse, describing theories and studies to each o th er and seeing if you 're ma king sense.
• If you have tro u b le remember ing the r esul ts o f a n importa nt stu dy, try drawing you r own ver s i on of a graph of th e findi n gs (you can u se o ur da ta graph s fo r an idea of h ow t o p roceed). You will probably find th a t you remember th e resear ch r esul ts m u ch be tter in pict o rial form th an in wor ds. D raw th e information a few times and it will s t ay w ith you
• Remember, the more you wo r k w ith the material, the bette r you w ill lear n and r emember i t. Wri te i t in your own words, t alk about i t, explain i t t o o thers, o r d r aw visu a l r epr esent a ti ons o f it.
• Las t b u t no t least , remember tha t this materi al is a lo t of fun . You h aven't even s t arted reading the book ye t, b u t we thin k you' r e go ing to l ike it. In parti cular, you 'll see how much soci a l psychology has t o t ell you abou t yo u r r eal , everyday li fe. As this course p r ogresses, you m jgh t want to remin d yo u rself to ob serve the even t s o f your da il y li fe wi th new eyes - the eyes
o f a social psycho logis t- and tr y t o apply wha t you a re lea r ning to the b ehavio r of fr iends, acquaintances, s tr anger s, a n d, yes, even you rself. In each chap ter you wi ll see how o th er studen ts h ave done this in br ief v ideos called #Su rv iva lTips. Ma ke sur e you use the Try It! exer cises. Yo u w ill fi n d ou t how m u ch socia l psychol ogy can h e lp u s u n de rstand o u r li ves. When you read th e news, think a b out w h a t social psycho logy has t o say a b out curren t even t s and behav iors; we believe you wi ll find tha t you r u nders t a n din g of dai ly life i s ri ch er. If yo u n otice a n ews a rtic le tha t yo u think is a n espec i ally good examp le of "socia l psychology in ac ti on," p lease sen d it t o u s, wi th a full reference t o where you fou n d i t a n d o n w h a t page. If we deci de t o u se it in the next edition o f this boo k, we'll lis t you r n ame in th e Acknow l edgments.
We realize tha t 10 years from now you may not r emembe r a ll the facts, th eories, and names you learn n ow. Al th ou gh we hope you w ill rememb e r some o f them, our main goal is fo r you to ta k e w i th you in t o your futu r e a great man y of the b r oad soci a l psych o l ogical concepts p r esen t ed h erein - a n d, pe rh aps mo re importa nt, a cri tica l and scien tifi c way of thinkin g. If you open you rsel f to socia l psych o logy's magic, we b e lieve it wi ll enrich the way you loo k a t the worl d and the way you l ive in i t.
Chapter 1 Introducing Social Psychology
Chapter Outline and Learning Objectives
Defining Social Psychology
LO 1. 1 D efine social psychology and distinguish it from other discipl ines.
Social Psycho l ogy, Phi l osophy, Science, and Common Sense
How Socia l Psychol ogy Differs From I ts C l osest Cousins
The Power of the Situation
LO 1 2 Summarize why it matters ho,v people explain and interpret events, as well as their own and others' behavior.
Un d eresti mating t he Power of the Si tuation
The Importance of Construal
Where Construals Come From: Basic Human Mo t ives
LO 1 3 Explain what happens when peopl e's need to feel good about themselves conflicts with their need to be accurate
The Self-Esteem Moti ve: The Need to Feel Good About Ourselves
The Social Cognition Moti ve: The Need to Be Accurate
Why Study Social Psycho logy?
LO 1 .4 Explain why the study of social psychology is important.
WHAT DO YOU TH INK?
Do you consider your self good at predict ing how peopl e around you will behave and react under different c ircumstances?
Yes
No
It is a p leasure to be your tour gui des as we ta ke you on a jou rney thro u g h the worl d of socia l psycho logy. As we embark on this journey, o u r h ope is to convey our exci temen t abou t soci al psychology- what it is and why i t ma tte r s. Not o n ly do we, th e au tho r s, enjoy t eachin g this stu ff (which we've been doing, combin ed, fo r more th an 100 years), we a lso love contribu t ing to the grow th and deve lopmen t of this fie l d. In add iti on to b e ing t eachers, each of u s is a scie n tist who h as con trib u ted to the know ledge base that ma kes u p our discipli n e. Thus, n o t only a r e we leading this t our, we also helped crea te some of i ts attr action s. We w ill travel t o fascinating and exo ti c places like prejudice, love, p r opaganda, ed u cati on, con fo rmity, aggr ess ion, compassion all the ri ch var iet y and s u rp rise o f h uman social life. Ready? OK, let's go! Let's begin w i th a f ew examp les of the he ro ic, to u ching, tragic, and p u zzling things th a t people do:
• Jorge Munoz is a school b u s driver during the day b ut wor ks a differen t "job" a t n ight Feeding the h u ngry. When h e get s h ome from h is last schoo l b u s r un, he a n d his family coo k meals fo r dozen s of people using donated food and th eir own money. They then ser ve the food to peop l e dow n on their luck who line up at a s tree t comer in Q u eens, New Yor k. Over a 4-year period M u noz has fed more than 70,000 people. Why does he do i t ? "When they smi le," Mun oz says, "That's the way I get paid." (ht tp: / /www.karma tube.org/videos.ph p? id =1606)
• Kristen h as known Martin for 2 months a n d feels tha t she is madly in l ove w i th h im. "We' r e soul ma t es!" she t ells h er best fr ie n d. "He's the one!" "Wha t ar e you thinking?" says the best friend. "He's comp lete ly wron g for you! He's as d iffe r ent from you as can be-differen t back groun d, religion , politi cs; you even like differen t mov ies." "I'm no t wo rr ied," says Kr is t en. "Opposit es attr act. I know that's true; I r ead i t on Wi kiped ia!"
• Janine and h er bro th er Oscar ar e arguing about fr aterni ties. Janine's co ll ege di dn' t have any, b ut Oscar is a t a la rge s t a te uni versity in the M i dwes t, w h e r e he h as jo ined Alph a Be ta. He wen t through a severe and sca r y hazing ritu al t o jo in, a n d Janine cannot u nde rstand why he l oves these g u ys so m u ch. "They ma ke the p ledges do s u ch stup id stuff," she says. "They h u mi liate you and fo r ce you to ge t sick drun k and p r actica ll y freeze to dea th in the m idd le of the n i gh t How can you possib ly be h appy living there?" "You don ' t ge t i t," Oscar rep lies." Al pha Bet a is the best o f all fra ternities. My frat b r other s ju s t seem mor e fu n th an mos t o th e r guys."
• Abraham Biggs Jr., age 19, had been posting to an online discussi on boa r d for 2 yea r s. Unhappy about h is futu re and tha t a rel ationship had en ded, Biggs an · n ounced on camera tha t he was goin g t o commit suici de. He took a n ove rdose o f drugs a n d link ed t o a l ive v i deo feed from his bedroom. None of his h u n · d r eds of obse rver s called the pol ice fo r more tha n 10 hou rs; some egged him on. Pa r amed i cs reached h im too la t e, and Biggs died.
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TALE XIII.
THE DEAN’S LADY.
I.
Next, to a L I must bid adieu
Whom some in mirth or malice call a “Blue. ”
There needs no more when that same word is said, The men grow shy, respectful, and afraid; Save the choice friends who in her colour dress, And all her praise in words like hers express. Why should proud man in man that knowledge prize, Which he affects in woman to despise? Is he not envious when a lady gains, In hours of leisure, and with little pains, What he in many a year with painful toil obtains?
For surely knowledge should not odious grow, Nor ladies be despised for what they know; Truth, to no sex confined, her friends invites, And woman, long restrain’d, demands her rights. Nor should a light and odious name be thrown On the fair dame who makes that knowledge known Who bravely dares the world’s sarcastic sneer, And what she is, is willing to appear.
“And what she is not!” peevish man replies, His envy owning what his pride denies. But let him, envious as he is, repair
To this sage Dame, and meet conviction there! M sees her morning levee fill’d
With men, in every art and science skill’d Men who have gain’d a name, whom she invites, Because in men of genius she delights. To these she puts her questions, that produce Discussion vivid, and discourse abstruse; She no opinion for its boldness spares, But loves to show her audience what she dares; The creeds of all men she takes leave to sift, And, quite impartial, turns her own adrift. Her noble mind, with independent force, Her Rector questions on his late discourse;
Perplex’d and pain’d, he wishes to retire
From one whom critics, nay, whom crowds, admire— From her whose faith on no man ’ s dictate leans; Who her large creed from many a teacher gleans; Who for herself will judge, debate, decide, And be her own “philosopher and guide.”
Why call a lady Blue? It is because She reads, converses, studies for applause; And therefore all that she desires to know Is just as much as she can fairly show. The real knowledge we in secret hide; It is the counterfeit that makes our pride.
“A little knowledge is a dangerous thing”— So sings the Poet, and so let him sing; But, if from little learning danger rose, I know not who in safety could repose. The evil rises from our own mistake, When we our ignorance for knowledge take; Or when the little that we have, through pride And vain poor self-love view’d, is magnified. Nor is your deepest Azure always free From these same dangerous calls of vanity. Yet of the sex are those who never show, By way of exhibition, what they know. Their books are read and praised, and so are they, But all without design, without display. Is there not One who reads the hearts of men, And paints them strongly with unrivall’d pen? All their fierce Passions in her scenes appear; Terror she bids arise, bids fall the tear; Looks in the close recesses of the mind, And gives the finish’d portraits to mankind, By skill conducted, and to Nature true And yet no man on earth would call J Blue! Not so M ! She is ever prest
To give opinions, and she gives her best.
To these with gentle smile her guests incline, Who come to hear, improve, applaud—and dine. Her hungry mind on every subject feeds; She Adam Smith and Dugald Stewart reads; Locke entertains her, and she wonders why His famous Essay is consider’d dry.
For her amusement in her vacant hours
Are earths and rocks, and animals and flowers; She could the farmer at his work assist, A systematic agriculturist.
Some men, indeed, would curb the female mind, Nor let us see that they themselves are blind; But—thank our stars!—the liberal times allow, That all may think, and men have rivals now.
Miranda deems all knowledge might be gain’d
“But she is idle, nor has much attain’d; Men are in her deceived: she knows at most A few light matters, for she scorns to boast. Her mathematic studies she resign’d They did not suit the genius of her mind. She thought indeed the higher parts sublime, But then they took a monstrous deal of time!” Frequent and full the letters she delights
To read in part; she names not him who writes— But here and there a precious sentence shows, Telling what literary debts she owes.
Works, yet unprinted, for her judgment come, “Alas!” she cries, “and I must seal their doom. Sworn to be just, the judgment gives me pain Ah! why must truth be told, or man be vain?”
Much she has written, and still deigns to write, But not an effort yet must see the light. “Cruel!” her friends exclaim; “unkind, unjust!”
But, no! the envious mass she will not trust; Content to hear that fame is due to her, Which on her works the world might not confer
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Content with loud applauses while she lives; Unfelt the pain the cruel critic gives.
P. Now where the Learned Lady? Doth she live, Her dinners yet and sentiments to give— The Dean’s wise consort, with the many friends, From whom she borrows, and to whom she lends Her precious maxims?
F. Yes, she lives to shed Her light around her; but her Dean is dead. Seen her I have, but seldom could I see; Borrow she could not, could not lend to me. Yet I attended, and beheld the tribe Attending too, whom I will not describe Miranda Thomson! Yes, I sometimes found A seat among a circle so profound; When all the science of the age combined Was in that room, and hers the master-mind. Well I remember the admiring crowd, Who spoke their wonder and applause aloud; They strove who highest should her glory raise, And cramm’d the hungry mind with honied praise While she, with grateful hand, a table spread, The Dean assenting but the Dean is dead; And, though her sentiments are still divine, She asks no more her auditors to dine. Once from her lips came wisdom; when she spoke, Her friends in transport or amazement broke. Now to her dictates there attend but few, And they expect to meet attention too; Respect she finds is purchased at some cost, And deference is withheld, when dinner’s lost. She, once the guide and glory of the place Exists between oblivion and disgrace; Praise, once afforded, now they say not why, They dare not say it fickle men deny; That buzz of fame a new Minerva cheers, Which our deserted queen no longer hears. Old, but not wise, forsaken, not resign’d,
She gives to honours past her feeble mind; Back to her former state her fancy moves, And lives on past applause, that still she loves; Yet holds in scorn the fame no more in view, And flies the glory that would not pursue To yon small cot a poorly jointured Blue.
TALE XIV.
THE WIFE AND WIDOW.
I.
I leave S ; it would please me well, Before we part, on so much worth to dwell. ’Tis said of one who lived in times of strife, There was no boyhood in his busy life; Born to do all that mortal being can, The thinking child became at once the man; So this fair girl in early youth was led, By reasons strong in early youth, to wed. In her new state her prudence was her guide, And of experience well the place supplied; With life’s important business full in view, She had no time for its amusements too; She had no practised look man ’ s heart t’ allure, No frown to kill him, and no smile to cure; No art coquettish, nothing of the prude; She was with strong yet simple sense endued, Intent on duties, and resolved to shun Nothing that ought to be, and could be, done.
A Captain’s wife, with him she long sustain’d
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The toil of war, and in a camp remain’d; Her husband wounded, with a child in arms, She nurst them both, unheeded all alarms; All useless terror in her soul supprest— None could discern in hers a troubled breast. Her wounded soldier is a prisoner made She hears, prepares, and is at once convey’d Through hostile ranks; with air sedate she goes, And makes admiring friends of wondering foes. Her dying husband to her care confides Affairs perplex’d; she reasons, she decides; If intricate her way, her walk discretion guides. Home to her country she returns alone, Her health decay’d, her child, her husband, gone; There she in peace reposes, there resumes Her female duties, and in rest reblooms;
She is not one at common ills to droop, Nor to vain murmuring will her spirit stoop. I leave her thus: her fortieth year is nigh, She will not for another captain sigh; Will not a young and gay lieutenant take, Because ’tis pretty to reform a rake; Yet she again may plight her widow’d hand, Should love invite, or charity demand, And make her days, although for duty’s sake, As sad as folly and mischance can make.
P. Lives yet the W , whose firm spirit bore Ills unrepining?—
F. Here she lives no more; But where I speak with some good people’s leave Where all good works their due reward receive; Though, what reward to our best works is due, I leave to them and will my tale pursue. Again she married, to her husband’s friend, Whose wife was hers; whom going to attend, As on her death-bed she, yet young, was laid, The anxious parent took her hand and said: “Prove now your love; let these poor infants be As thine, and find a mother’s love in thee!”— “And must I woo their father?” “Nay, indeed; He no encouragement but hope will need; In hope too let me die, and think my wish decreed!” The wife expires; the widow’d pair unite; Their love was sober, and their prospect bright. She train’d the children with a studious love, That knew full well t’ encourage and reprove; Nicely she dealt her praise and her disgrace; Not harsh and not indulgent out of place; Not to the forward partial to the slow All patient, waiting for the time to sow The seeds that, suited to the soil, would grow. Nor watch’d she less the Husband’s weaker soul, But learn’d to lead him who abhorr’d control; Who thought a nursery, next a kitchen, best To women suited and she acquiesced; She only begg’d to rule in small affairs, And ease her wedded lord of common cares; Till he at length thought every care was small, Beneath his notice, and she had them all. He on his throne the lawful monarch sate, And she was by—the minister of state; He gave assent, and he required no more,
But sign’d the act that she decreed before. Again, her fates in other work decree
A mind so active should experienced be.
One of the name, who roved the world around, At length had something of its treasures found, And childless died, amid his goods and gain, In far Barbadoes on the western main. His kinsman heard, and wish’d the wealth to share, But had no mind to be transported there: “His Wife could sail her courage who could doubt? And she was not tormented with the gout.”
She liked it not; but for his children’s sake, And for their father’s, would the duty take. Storms she encounter’d, ere she reach’d the shore, And other storms when these were heard no more The rage of lawyers forced to drop their prey— And once again to England made her way.
She found her Husband with his gout removed, And a young nurse, most skilful and approved; Whom—for he yet was weak—he urged to stay, And nurse him while his consort was away: “She was so handy, so discreet, so nice, As kind as comfort, though as cold as ice! Else,” he assured his lady, “in no case, So young a creature should have fill’d the place.”
It has been held indeed, the point is clear “None are so deaf as those who will not hear;” And, by the same good logic, we shall find, “As those who will not see, are none so blind.”
The thankful Wife repaid th’ attention shown, But now would make the duty all her own.
Again the gout return’d; but, seizing now A vital part, would no relief allow.
The Husband died, but left a will that proved He much respected whom he coolly loved. All power was hers; nor yet was such her age
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But rivals strove her favour to engage. They talk’d of love with so much warmth and zeal, That they believed the woman ’ s heart must feel; Adding such praises of her worth beside, As vanquish prudence oft by help of pride. In vain! her heart was by discretion led She to the children of her Friend was wed; These she establish’d in the world, and died, In ease and hope, serene and satisfied. And loves not man that woman who can charm Life’s grievous ills, and grief itself disarm; Who in his fears and troubles brings him aid, And seldom is, and never seems, afraid?
No! ask of man the fair one whom he loves: You’ll find her one of the desponding doves, Who tender troubles as her portion brings, And with them fondly to a husband clings Who never moves abroad, nor sits at home, Without distress, past, present, or to come Who never walks the unfrequented street, Without a dread that death and she shall meet: At land, on water, she must guarded be, Who sees the danger none besides her see, And is determined by her cries to call All men around her: she will have them all. Man loves to think the tender being lives But by the power that his protection gives: He loves the feeble step, the plaintive tone, And flies to help who cannot stand alone; He thinks of propping elms and clasping vines, And in her weakness thinks her virtue shines; On him not one of her desires is lost, And he admires her for this care and cost. But, when afflictions come, when beauty dies, Or sorrows vex the heart, or danger tries— When time of trouble brings the daily care,
And gives of pain as much as he can bear:
’Tis then he wants, if not the helping hand,
At least a soothing temper, meek and bland; He wants the heart that shares in his distress
At least, the kindness that would make it less;
And when, instead, he hears th’ eternal grief
For some light want, and not for his relief
And when he hears the tender trembler sigh
For some indulgence he cannot supply—
When, in the midst of many a care, his “dear”
Would like a duchess at a ball appear,
And, while he feels a weight that wears him down,
Would see the prettiest sight in all the town—
Love then departs; and, if some Pity lives,
That Pity half despises, half forgives;
’Tis join’d with grief, is not from shame exempt, And has a plenteous mixture of contempt.
TALE XV. BELINDA WATERS. I.
Of all the beauties in our favour’d place, B W was the pride and grace. Say ye, who sagely can our fortunes read, Shall this fair damsel in the world succeed? A rosy beauty she, and fresh and fair, Who never felt a caution or a care; Gentle by nature, ever fond of ease, And more consenting than inclined to please. A tame good nature in her spirit lives She hates refusal for the pain it gives: From opposition arguments arise, And, to prevent the trouble, she complies. She, if in Scotland, would be fash’d all day, If call’d to any work or any play; She lets no busy, idle wish intrude, But is by nature negatively good.
In marriage hers will be a dubious fate: She is not fitted for a high estate There wants the grace, the polish, and the pride; Less is she fitted for a humble bride: Whom fair Belinda weds let chance decide! She sees her father oft engross’d by cares, And therefore hates to hear of men ’ s affairs. An active mother in the household reigns, And spares Belinda all domestic pains; Of food she knows but this, that we are fed; Though, duly taught, she prays for daily bread, Yet, whence it comes, of hers is no concern It comes; and more she never wants to learn. She on the table sees the common fare, But, how provided, is beneath her care. Lovely and useless, she has no concern About the things that aunts and mothers learn; But thinks, when married—if she thinks at all— That what she needs will answer to her call.
