1. How do we relate to others?
Social Relations
Attraction
Conflict and Prejudice
Altruism and Peacemaking
Aggression
How do we relate to others?

2. Prejudice An unjustifiable attitude towards a group of people.
Usually involves stereotyped beliefs (a generalized belief about a group of people).
Overt
Subtle

3. Prejudice Over Time

4. Is it just race? NO Palestinians and Jews Country and City
Mainland and Island
Men and Women
But women have some things going for them like……

5. Which person would you want to have a long term relationship with?
Most pick B—feminine characteristics

6. Social Inequalities (A principle reason behind prejudice)
Ingroup: “us”- people with whom one shares a common identity.
Outgroup: “them”- those perceived as different than one’s ingroup.
Ingroup bias: the tendency to favor one’s own group.
Mike Hewitt/ Getty Images
Scotland’s famed “Tartan Army” fans.

7. Scapegoat Theory
The theory that prejudice provides an outlet for anger by providing someone to blame.

8. Why is there prejudice? Categorization
Vivid Cases (Availability Heuristic)
9/11—All Muslims are terrorists
The Just-World Phenomenon
Good rewarded
Bad punished

9. Just-World Phenomenon
The Just-World Phenomenon is the tendency of people to believe the world is just and that people therefore get what they deserve and deserve what they get.
NOTES
Point out it has been suggested that the desire for justice is a two-edged sword: under certain circumstances, it may make one more sensitive to the reality of injustice and more likely to correct it (Lerner, 1980).
For example, when victims have been portrayed as having relatively finite, manageable needs— so that providing help will successfully restore justice—high Just World Scale scorers have been more willing to help than low scorers.
Belief in a just world may motivate willingness to help when the help is relatively easy to give, when helping does not run counter to firmly entrenched social attitudes such as preexisting prejudice against blacks or women, and when the altruistic behavior has the sanction of authority (Rubin & Peplau, 1975).
Sources:
Lerner, M. (1980). The belief in a just world. New York: Plenum.
Rubin, Z., & Peplau, L.A. (1975). Who believes in a just world? Journal of Social Issues, 31,
Raman, L., & Winer, G. (1999, August). Evidence for immanent justice reasoning in adults. Poster presented at the 107th Annual Convention of the American Psychological Association, Boston.

10. Consider This…
How does the Just-World Phenomenon help explain bystanders’ responses to crimes they witness?
What role might hindsight play in people’s belief in a just world?
NOTES
Point out that people often justify their prejudice by blaming victims. Bystanders, too, may blame victims by assuming the world is just and therefore “people get what they deserve.”
Explain that in the classic test of the just-world hypothesis students come into a laboratory to participate in a study which is ostensibly on the perception of emotional cues. By what appears to be random choice, one of the participants (actually an accomplice of the experimenter) is selected to perform a memory task. She is to receive a painful shock for each error she makes; the other participants are to observe and note her emotional response. After watching her receive a number of painful shocks, they are asked to evaluate her along several dimensions. The observers tended to reject and devalue the participant. Subsequent research has suggested that this is particularly true of those who have a strong belief in a just world (Lerner, 1980).
Finally, point out that hindsight is involved in the phenomenon of blaming the victim (Janoff-Bulman & others, 1985). When given a detailed account of a date that ended with a woman being raped, people perceived the woman’s behavior as at least partly to blame. In hindsight, they thought, “she should have known better.” Others given the same account with the date rape ending omitted, did not perceive the woman’s behavior as inviting rape.
***These questions should be used to promote class discussion. They are not constructed for use with Classroom Response System (iClicker) technology.
Sources:
Lerner, M. (1980). The belief in a just world. New York: Plenum.
Janoff-Bulman, R., Timiko, C., & Carli, L.L. (1985). Cognitive biases in blaming the victim. Journal of Experimental Social Psychology, 21,

11. Aggression
Any physical or verbal behavior intended to hurt or destroy.
In the U.S. we are MUCH more likely to be murdered compared to most other developed nations.

12. The Biology of Aggression
Genetics
Neural Influences (is aggression in the brain?)
Biochemical
Testosterone
Castration leads to docility (“fixing” males cats…stay home more, dogs less aggressive)
Injections of testosterone leads to increased aggression

13. The Psychology of Aggression
Frustration-Aggressive Principle:
the blocking of an attempt to achieve some goal
Creates anger which generates aggression.
Goals can be:
Sports or work
Relationship
Body Condition etc…

14. Hot Weather and Aggression

15. Can we learn to be aggressive or gentle?
They can be learned but….
Once learned they are…difficult to change.

16. Acquiring Social Scripts
The media portrays social scripts and generates mental tapes in the minds of the viewers. When confronted with new situations individuals may rely on such social scripts. If social scripts are violent in nature, people may act them out.
“We are what we repeated do (see?)” Aristotle

17. Aggression and TV/Movies/Video Games=
Watches
By the time you are 18, you spend more time in front of TV than in school
2/3 of all homes have 3 or more sets average 51 hours a week.
By the time a child finishes elementary school they have witnessed 8000 murders and 100,000 other acts of violence on TV
Over half of all deaths do NOT show the victim's pain
As TV watching has grown exponentially, as does violent behavior- a strong positive correlation.
How do you think TV has effected sexual aggression?

18. Conflict
Conflict is perceived as an incompatibility of actions, goals, or ideas.
A Social Trap is a situation in which the conflicting parties, by each rationally pursuing their self-interest, become caught in mutually destructive behavior.

19. Conflict
A perceived incompatibility of actions, goals or ideas.

20. People in conflict form diabolical images of one another.
Enemy Perceptions
People in conflict form diabolical images of one another.
George Bush
“Evil”
Saddam Hussein
“Wicked Pharaoh”

21. 5 Factors of Attraction….

22. 1-Proximity Geographic nearness Mere exposure effect:
Repeated exposure to something breeds liking.
A rare white penguin born in a zoo was accepted after 3 weeks by other penguins just due to proximity.
Rex USA

23. 2-Reciprocal Liking You are more likely to like someone who likes you.
Why?
Except in elementary school!!!!

24. 3-Similarity Paula Abdul was wrong- opposites do NOT attract.
Birds of the same feather do flock together.
Similarity breeds content.

25. 4-Liking through Association
Classical Conditioning can play a part in attraction.
Mr. Kaplan loves Theo’s Wings. If he sees the same waitress every time he goes there, he may begin to associate that waitress with the good feelings he gets from Theo's.

26. 5-Physical Attractiveness

27. The Hotty Factor
Physically attractiveness predicts dating frequency (they date more).
They are perceived as healthier, happier, more honest and successful than less attractive counterparts.

28. WHY?

29. What is beauty?
Some people say beauty is facial symmetry.

30. Beauty and Culture

31. Are these cultures really that different?

32. LOVE
Passionate Love: an aroused state of INTENSE positive absorption of another.
Compassionate Love: the deep affectionate attachment we feel for those with whom our lives are intertwined.

33. The Ideal Romantic Partner
This activity is a classroom survey that measures characteristics of students’ ideal romantic partner.
RELATED TOPICS: Theories of emotion, adulthood, sexual motivation, attraction.
Acknowledgements: This activity was written by Thomas E. Ludwig, Hope College, with contributions by Ann Merriwether, State University of New York at Binghamton

34. The Ideal Romantic Partner
Mate selection is one of the most fascinating aspects of human behavior. Both men and women spend a great deal of time and energy advertising themselves as potential mates and evaluating the desirability of other people as mates.
NOTES
The next four screens present questions in the Ideal Romantic Partner Survey.
In addition to this survey, you might have students write down a definition of romantic love or a description of their perfect soul mate, possibly in the form of a personal advertisement. Read aloud some definitions and/or descriptions to the class and have students speculate whether a definition or description was written by a male or female. (You might find, as one instructor has reported, that gender guesses are often wrong!)

35. Question 1: HEIGHT My ideal romantic partner would be:
considerably taller than I am.
a little taller than I am.
exactly my height.
a little shorter than I am.
any height; height isn’t an issue for me.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

36. Question 2: AGE My ideal romantic partner would be:
considerably younger than I am.
a little younger than I am.
exactly my age.
a little older than I am.
any age; age isn’t an issue for me.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

37. Question 3: WEIGHT My ideal romantic partner would be:
considerably underweight.
a little underweight.
average weight.
a little overweight.
considerably overweight.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

38. Question 4: COMMITMENT My ideal romantic partner would be:
Completely committed and faithful for life.
Willing to commit for a period of time.
Happy if both of us continued to “play the field.”
Either committed to me or not; commitment isn’t an issue for me.
NOTES
You should ask male and female students to respond separately. The “typical responses” presented later in the activity are based on gender differences in answers.
If you are using Classroom Response System (iClicker) technology to poll your students, you can graph their responses. For more information on iClicker, go to:
If you don’t have iClicker technology, tally responses manually by having students write responses on a piece of paper. You may collect the papers or ask students to raise their hands to indicate the response they chose.
You can use class responses to launch a discussion or start a debate.

39. A Typical Pattern of Results
Typical Female Prefers
Taller mate
Older mate
Average weight
Mate willing to commit
Ambitious, high status mate
Financially secure mate
Healthy mate
Attractive mate
Strong integrity
Issue
Height
Age
Weight
Commitment
Ambition
Finances
Health
Attractiveness
Ethics
Typical Male Prefers
Shorter mate
Younger mate
Committed for now
Not an issue
Very attractive mate
Flexible ethics
NOTES
Point out that across cultures men consistently place more value than women do on a potential mate’s physical attractiveness, youthfulness, and health. Women consistently place more value than men do on attracting mature, dominant, affluent and powerful mates; women also want mates who will make a long-term investment in their offspring.
Sources:
Barber, N. (1995). The evolutionary psychology of physical attractiveness: Sexual selection and human morphology. Ethology and Sociobiology, 16, 395–424.
Buss, D.M. (1989). Sex differences in human mate selection: Evolutionary hypotheses tested in 37 cultures. Behavior and Brain Sciences, 12, 1–49.
Regan, P.C., & Joshi, A. (2003). Ideal partner preferences among adolescents. Social Behavior & Personality, 31, 13–20.
Schmitt, D.P. (2002). A meta-analysis of sex differences in romantic attraction. British Journal of Social Psychology, 41, 387–402.
Sprecher, S., & Regan, P. C. (2002). Liking some things (in some people) more than others: Partner preferences in romantic relationships and friendships. Journal of Social & Personal Relationships, 19, 463–481.
Waynforth, D. (2001). Mate choice trade-offs and women's preference for physically attractive men. Human Nature, 12, 207–219.

40. Preferences Across Cultures
European- American
Trust
Friendship
Love
Honesty
Men
Women
African- American
Patience
Understanding
Communi-
cation
Jamaican
Caring
Truth
Respect
Japanese
Beauty
Cooking Ability
Kindness
Youth
Wealth
Fun
NOTES
But note that cultural differences have also been shown. Mutual interactions, developmental stages, socioeconomic forces, and historical and cultural context can also influence romantic partner preferences. The results shown in this chart, are from a study of college students from four ethnic groups. Though men and women from other cultures, or at an older age, might give rankings different from the ones shown, the differences make it clear that culture also influences our expectations and perceptions (Nicotera, 1997).
Source:
Nicotera, A. M. (1997). The mate relationship: Cross-cultural applications of a rules theory. Albany, NY: SUNY Press.

41. Consider This…
Evolutionary psychologists believe that there are cultural universals in mate selection today and these universals are the product of millions of years of history.
Consider your responses to the Ideal Romantic Partner Survey, along with the typical results presented. What do you think are some of these universal attitudes and behaviors?
NOTES
Point out that despite some cultural differences, there seem to be universals in mate selection.
For example, for a woman to reproduce, she must endure a long pregnancy and a dangerous childbirth; then she must feed and care for the child until it is old enough to survive on its own. Her chances of reproductive success are greatly enhanced by selecting a mate who will stay around after conception to provide protection, food, and other resources, as well as to help out with all of the work. Over millions of years, women who preferred men with these characteristics had children who survived. Today’s women are descendants of females who were good at evaluating the resources and commitment of potential mates.
Also point out that a man’s ability to reproduce depends on his mate’s fertility. His chances of reproductive success are greatly enhanced by selecting a mate who is young and healthy. Over millions of years, men who preferred young, vigorous mates (with clear skin, bright eyes, and symmetrical faces to indicate good health) had many healthy children, whereas men who preferred older women or women with chronic diseases were less likely to produce offspring (or their offspring died). Today’s men are descendants of males who were good at visually assessing the health and fertility of potential mates.
***These questions should be used to promote class discussion. They are not constructed for use with Classroom Response System (iClicker) technology.
Sources:
Barber, N. (1995). The evolutionary psychology of physical attractiveness: Sexual selection and human morphology. Ethology and Sociobiology, 16, 395–424.
Buss, D.M. (1989). Sex differences in human mate selection: Evolutionary hypotheses tested in 37 cultures. Behavior and Brain Sciences, 12, 1–49.
Regan, P.C., & Joshi, A. (2003). Ideal partner preferences among adolescents. Social Behavior & Personality, 31, 13–20.
Schmitt, D. P. (2002). A meta-analysis of sex differences in romantic attraction. British Journal of Social Psychology, 41, 387–402.
Sprecher, S., & Regan, P. C. (2002). Liking some things (in some people) more than others: Partner preferences in romantic relationships and friendships. Journal of Social & Personal Relationships, 19, 463–481.
Waynforth, D. (2001). Mate choice trade-offs and women's preference for physically attractive men. Human Nature, 12, 207–219.

42. Keys for a Loving Relationship
Equity a condition in which people receive from a relationship in proportion to what they give to it.
Self-disclosure revealing intimate aspects of oneself to others.
NOTES
Point out that the kind of loving relationship discussed on this slide is companionate love, which is the deep affectionate attachment we feel for those with whom our lives are entwined. Companionate love is different than passionate love, which is an aroused state of intense positive absorption in another, usually present at the beginning of a love relationship.
Further point out that the authors of the Trust Scale suggest “trust” as a third key ingredient in loving relationships. Students will respond to items on the handout that measure three elements of trust (predictability, dependability, faith).
Once students have had time to think about the ideas presented on this screen, ask them to follow the directions and complete the handout (file name = HO1_Trust.doc). Tell students they should NOT look at the “scoring” handout until they have completed the first questionnaire.
When the questionnaires are complete, tell students to score their handouts using the scoring method provided on the second handout (file name = HO2_Trust.doc).
On the next four slides you can poll students on their results.
Slides 3 through 5 poll for each subscale (predictability, dependability, faith). Slide 7 polls students for the sum of the three subscale totals in order to determine their total trust score.

43. Loving Relationships and Trust
Equity and self-disclosure are keys to a loving relationship.
The authors of the Trust Scale suggest that predictability, dependability, and faith are three elements of trust, possibly another key to a loving relationship.
NOTES
Point out again that the kind of love referred to here is companionate love, which is the deep affectionate attachment we feel for those with whom our lives are intertwined.

44. Altruism Unselfish regard for the welfare of others.
Hotel Rwanda
Kitty Genovese case.
Bystander Effect (bystanders less willing to help if there are other bystanders around)

45. Bystander Effect
Tendency of any given bystander to be less likely to give aid if other bystanders are present.
Those who witnessed Kitty Genovese murder failed to act because they did not take personal responsibility for helping the victim.

46. The Norms for Helping
Social Exchange Theory: Our social behavior is an exchange process. The aim is to maximize benefits and minimize costs.
Reciprocity Norm: The expectation that we should return help and not harm those who have helped us. (If I send you a Christmas card unexpectedly, you will feel obligated to return one to me… Likes on social media)
Social–Responsibility Norm: Largely learned, it is a norm that tells us to help others when they need us even though they may not repay us.

47. Peacemaking
Give people superordinate (shared) goals that can only be achieved through cooperation.
Win Win situations through mediation.
GRIT (Graduated and Reciprocated Initiatives in Tension Reduction).
This is a strategy designed to decrease international tensions. One side recognizes mutual interests and initiates a small conciliatory act that opens the door for reciprocation by the other party.
Kennedy in stopping atmospheric nuclear tests