社會(huì)心理學(xué)（影印第7版）

前言

社會(huì)心理學(xué)是一方萬象紛呈、引人入勝的領(lǐng)土。顧名思義，社會(huì)心理學(xué)這一學(xué)科意在實(shí)現(xiàn)群體與個(gè)人兩種向度的交匯，由此探詢世界與自我之間的微妙關(guān)系。它既不單純是對(duì)氣質(zhì)各異的個(gè)體的縱深鉆研，也不完全是通過社會(huì)、歷史等視角對(duì)人的行為進(jìn)行宏觀的考察；它恰恰結(jié)合了兩者，從整體層次出發(fā)挖掘個(gè)體，追問人在特定社會(huì)情境的影響下做出某行為的心理動(dòng)因。借助社會(huì)心理學(xué)，我們可以看到身邊人在種種社會(huì)現(xiàn)象中的具體表現(xiàn)，剖析生活的真實(shí)本質(zhì)。我們?yōu)槭裁磿?huì)這樣看待某個(gè)人？我們又是怎樣認(rèn)識(shí)自己的？在一個(gè)團(tuán)體中，我們是如何受到影響甚至控制的？我們?yōu)槭裁聪矚g上某個(gè)人？為什么人們有時(shí)給予幫助，有時(shí)又會(huì)傷害別人？生活難免遇到這些問題，我們自然會(huì)對(duì)答案感到好奇；而社會(huì)心理學(xué)與所有這些問題聯(lián)系得如此緊密，它給我們提供了一種求解的途徑?！渡鐣?huì)心理學(xué)》無疑是這方領(lǐng)土上的一部重磅之作。三位作者都是該研究領(lǐng)域的佼佼者，包括《社會(huì)動(dòng)物》的作者阿倫森教授。他們通力合作，希望為讀者講述他們所理解的答案。不難看出，本書的章節(jié)經(jīng)過用心安排，易于由淺入深。有理有據(jù)，重點(diǎn)突出，實(shí)例生動(dòng)，語言流暢，學(xué)術(shù)性與生活化并行不悖，寓教于樂又不失嚴(yán)謹(jǐn)，這些特點(diǎn)都使本書躋身社會(huì)心理學(xué)最佳教科書之列。作者十分注重與日常生活的關(guān)聯(lián)、與讀者的互動(dòng)，特意編排了三章“實(shí)踐中的社會(huì)心理學(xué)”，運(yùn)用社會(huì)心理學(xué)的理論來研究環(huán)境、健康和法律的現(xiàn)實(shí)問題。每章開篇都用某個(gè)生活實(shí)例或具體情境引出主題，“鏈接”也為讀者提供了真實(shí)事件的心理學(xué)解讀。每章貫穿了“試一試！”“如何學(xué)以致用？”等特別欄目，引導(dǎo)讀者積極思考相關(guān)話題。隨文還配有很多鮮明的圖表，以使所述內(nèi)容更為直觀；重要概念都會(huì)標(biāo)注于正文旁，以示強(qiáng)調(diào)。每章章末均設(shè)置總結(jié)、習(xí)題和答案，有助于讀者梳理和復(fù)習(xí)該章的知識(shí)。最關(guān)鍵的是，作者將他們的生活感悟和人文關(guān)懷融進(jìn)寫作本書的過程。在本書開始，三位作者的自述無不傳達(dá)出這一點(diǎn)。相信讀者閱讀時(shí)既能享受思考的種種樂趣，又能強(qiáng)烈地體會(huì)到書中流露出的對(duì)生活的熱忱、對(duì)我們所處世界的關(guān)注。通過思考、研究來解決人的精神世界的問題，乃至促進(jìn)我們的生活，正是社會(huì)心理學(xué)等人文社會(huì)科學(xué)的意義。因此，我們?nèi)粢鸩教剿魅伺c社會(huì)這片瑰麗的疆域，這本書是頗好的向?qū)?。《社?huì)心理學(xué)》是三位作者的心血結(jié)晶，經(jīng)過不斷增刪變化，迄今已更新至第7版，內(nèi)容愈趨成熟，理論要點(diǎn)和實(shí)例也堅(jiān)持貼近當(dāng)下。為使讀者接觸到這本廣受歡迎的著作的原文，以最直接的方式深入理解社會(huì)心理學(xué)，我們影印出版了第7版。影印本在章節(jié)標(biāo)題處加上了相應(yīng)中文，以供參考。我們也已出版了第7版的中文版，讀者可以對(duì)照閱讀。希望本書的出版，能滿足廣大讀者閱讀原文以掌握社會(huì)心理學(xué)精髓的需要，幫助讀者加深對(duì)社會(huì)心理學(xué)的理解。后浪出版咨詢（北京）有限責(zé)任公司2012年10月When we began writing this book, our overriding goal was to capture the excitement of social psychology. We have been pleased to hear, in many kind letters and e-mail messages from professors and students, that we succeeded. One of our favorites was from a student who said that the book was so interesting that she always saved it for last, to reward herself for finishing her other work.With that one student, at least, we succeeded in making our book an enjoyable, fascinating story, not a dry report of facts and figures.There is always room for improvement, however, and our goal in this, the seventh edition, is to make the field of social psychology an even better read. When we teach the course, there is nothing more gratifying than seeing the sleepy students in the back row sit up with interest and say, “Wow, I didn’t know that!Now that’s interesting.” We hope that students who read our book will have that very same reaction.What’s New in This Edition?We are pleased to add two new features to this edition that we believe will appeal greatly to students. The first being the, “Critical Thinking: How Could You Use This?” feature. In Chapter 9, for example, we point out to students that sooner or later they will be part of a group that needs to make an important decision, and invite them to think about how they might use concepts fromthe chapter to ensure that the group makes the best decision it can. The purpose of this feature is to encourage students to think critically about the material and apply it to their own lives.In addition, we added sample test questions at the end of each chapter.Both of these new features, we believe, will be of substantial help in teaching students how to approach the material presented in the book.In addition to adding these new features we have updated the seventh edition substantially with numerous references to new research. Here is a sampling of the new research that is covered:A brand new section at the end of each chapter called, “Critical Thinking: How Could You Use This?” We pose questions to students about their everyday lives—ones that they should find interesting and intriguing—and ask them to address the questions using one or more of the major concepts from the chapter. The purpose of this feature is to encourage students to think critically about the material and apply it to their own lives.Also new to this edition are end of chapter sample test questions that are designed to communicate how to study and learn the material. These questions, which are mostly from our own test files, are critical-thinking type questions that are designed to encourage students to understand social psychological concepts and apply them to new situations, rather than viewing the material as a set of facts to be memorized.Chapter 2, “Methodology: How Social Psychologists Do Research” includes a new section entitled, “New Frontiers in Social Psychological Research.” This section discusses new methods and approaches that social psychologists have adopted in recent years, including cross-cultural research, evolutionary psychology, and social neuroscience.Chapter 3, “Social Cognition: How We Think about the Social World,” has been updated with over 40 references to recent research.We added a major new section entitled “Cultural Differences in Social Cognition” that discusses cultural influences on schemas and recent research on holistic versus analytic thinking in different cultures.In Chapter 4, “Social Perception: How We Come to Understand Other People,” we have updated the section on nonverbal communication,discussing several recent studies that address the evolutionary significance of facial expressions of emotion (for example, the work on pride and shame by Tracy & Matsumoto, 2008). We have revised and updated the section on attribution and culture. We begin this section with holistic versus analytic thinking, discussing the research of Masuda and colleagues(2008). We continue with studies that have used a social neuroscience methodology to study cultural differences in attribution, discussing the work of Hedden and colleagues (2008) and Lewis and colleagues (2008). In the area of attributional biases, we include new research on how perceptual saliency affects the correspondence bias in police interrogations and new research on cultural differences in the self-serving bias.Chapter 5 has been reorganized and renamed, “The Self: Understanding Ourselves in a Social Context,” to reflect the fact that it is includes a broad coverage of research on the self and not just self-knowledge. Reflecting the broader coverage of research on the self, there is a new major heading called, “Self-Control: The Executive Function Of The Self” that discusses recent research on self-regulation. There is also increased coverage of cultural differences in the self.In Chapter 6, “The Need to Justify Our Actions,” we have sharpened and updated our coverage of self-justification and included some new research on cultural differences. We have also included some recent research showing cognitive dissonance in monkeys. We have also expanded our coverage of research by Harmon-Jones showing differences in brain activity during the experi- ence of dissonance and dissonance reduction.Chapter 7, “Attitudes and Attitude Change: Influencing Thoughts and Feelings,” includes over 50 references to recent research. There is an expanded discussion of implicit attitudes, including recent research on the origins of implicit attitudes. We added a new section with the heading “Confidence in One’s Thoughts and Attitude Change” that discusses recent research by Petty and Brinol and colleagues. Finally, we revised substantially the section on subliminal advertising, with new research examples, and added a section on the effects of the media on attitudes toward weight in men and women.Chapter 8, “Conformity: Influencing Behavior,” includes over 45 new references to recent research. The opening vignette (the McDonald’s hoax )has been updated to reflect the recent conclusion of the suspect’s criminal trial. We have substantially revised the section on injunctive and descriptive norms, including discussion of the “boomerang effect.” We discuss new research on the use of informational conformity to change people’s behavior. The section on body image and conformity has also been updated with recent research. A major new section has been added, “The Obedience Studies, Then and Now,” which discusses the startling results of Jerry Burger’s (2009) research, the first replication of the Milgram obedience study in the United States in 30 years. This section has also been expanded to include a discussion of the ethical issues surrounding the obedience studies.Chapter 9, “Group Processes: Influence in Social Groups” has a new opening vignette that discusses President George W. Bush’s decision to initiate the Iraq War. Later in the chapter we return to this example (in a “Connections” feature) that discusses whether the decision to invade Iraq was the result of group-think, based on recent books by Bob Woodward, Scott McClelland, and others. The section on “Why People Join Groups” has been revised to include research on social rejection and social identity, and the section on gender and leadership is updated with a discussion of recent research on the “glass cliff.”Chapter 10, “Interpersonal Attraction: From First Impressions to Close Relationships,” includes over 50 new references to recent research. The section on evolution and love has been substantially revised. For example, recent research by Johnston and colleagues (2001) and Gangestad and colleagues (2007) is presented, which focuses on how the menstrual/ovulatory cycle affects women’s perceptions of male attractiveness. A second major addition is to the attachment styles section, which focuses on the genetic contribution to attachment styles, and discusses the recent work of Gillath and colleagues (2008) and Donnellan and colleagues (2008). Additional new material and revisions occur throughout the chapter, for example, in the sections on propinquity, similarity, facial attractiveness, assumptions about attractive people, and cultural definitions of love.Chapter 11, “Prosocial Behavior: Why Do People Help?” features two new Try It! exercises. This popular feature makes concepts from social psychology concrete and helps you see how they can be applied to your own life. Also, discussions of group selection, what causes people to feel empathy, and research on religion and prosocial behavior have been added.In Chapter 12, “Aggression: Why We Hurt Other People,” we have added comments on Craig Anderson’s recent study (2009) on the possible effects of global warming on aggression. We have also discussed Bushman’s (2007) research on scriptural violence and aggressive behavior. We have also included some recent research on building empathy as a way of curbing aggression.In Chapter 13, “Prejudice: Causes and Cures,” one of the major additions is on the election of an African American to the presidency. It has produced what one social psychologist has dubbed the Obama effect. Shortly after the election of Barack Obama, researchers were able to show two consequences of that election. Plant and colleagues (2009) showed a decrease in prejudice against African Americans; Dillon (2009) showed an apparent decrease in stereotype threat among African American test takers.Social Psychology in Action 1, “Making a Difference with Social Psychology: Attaining a Sustainable Future,” was new to the previous edition. We believe it was a timely addition, given current interest in global warming and other environmental issues, as well as the more general question of how social psychology can be used to address important social problems. We updated the chapter in this edition with a discussion of recent research, including studies by Goldstein, Cialdini, and Griskevicius (2008) on getting hotel guests to reuse their towels, research by Graham, Koo, and Wilson (in press) on how to get college students to conserve energy by driving less, and a study by Holland, Aarts, and Langendam (2006) on getting people to recycle more. Finally, in the section, “What Makes People Happy?” we added a description of a study by Dunn, Aknin, and Norton (2008) showing that helping others makes people happy.Social Psychology in Action 2: “Social Psychology and Health” includes a new opening vignette, namely a true story about a woman who showed remarkable resilience after losing 12 family members in a four-year period. The section on social support is completely revised, including the addition of recent reseach by Shelley Taylor and colleagues on cultural differences in social support and research by Niall Bolger and colleagues on visible versus invisible social support.Social Psychology in Action 3: “Social Psychology and the Law” has been updated considerably. For example, the section on line-ups and how to improve them is updated with an example of recent research by Gary Wells, research on individual differences in detecting lies by Bond and DePaulo (2008), and a study on recovered memories by Geraerts and colleagues (2007).Social psychology comes alive for students when they understand the whole context of the field: how theories inspire research, why research is performed as it is, how further research triggers yet new avenues of study. We have tried to convey our own fascination with the research process in a down-to-earth, meaningful way and have presented the results of the scientific process in terms of the everyday experience of the reader; however, we did not want to “water down” our presentation of the field. In a world where human behavior can be endlessly surprising and where research results can be quite counterintuitive, students need a firm foundation on which to build their understanding of this challenging discipline.The main way we try to engage students is with a storytelling approach. Social psychology is full of good stories, such as how the Holocaust inspired investigations into obedience to authority and how reactions to the marriage of the crown prince of Japan to Masako Owada, a career diplomat, illustrates cultural differences in the self-concept.By placing research in a real-world context, we make the material more familiar, understandable, and memorable. Each chapter begins with a real-life vignette that illustrates the concepts to come. We refer to this event at several points in the chapter, clarifying to students the relevance of the material they are learning. Examples of the pening vignettes include the tragic death of Amadou Diallo, who was shot 41 times by four white police officers, as he reached for his wallet in the vestibule of his New York apartment building (Chapter 3, “Social Cognition: How We Think about the Social World”), and some amazing acts of altruism at the sites of the terrorist attacks on September 11, 2001 (Chapter 11, “Prosocial Behavior: Why do People Help?”).We also weave “mini-stories” into each chapter that both illustrate specific concepts and bring the material to life. For each one, we first describe an example of a real-life phenomenon that is designed to pique students’ interest. These stories are taken from current events, literature, and our own lives. Next, we describe an experiment that attempts to explain the phenomenon. This experiment is typically described in some detail because we believe that students should not only learn the major theories in social psychology, but also understand and appreciate the methods used to test those theories. For example, in Chapter 4 on social perception, we introduce the correspondence bias by discussing public reaction to an event celebrating Rosa Parks’s courageous refusal in 1955 to move to the back of the bus in segregationist Montgomery, Alabama. In 2005, at the time of her death, transit companies across America posted signs in their city buses, asking people to leave the seat behind the driver empty for the day, in tribute to her. Despite the sign, some people sat in the seat anyway. A journalist, traveling on New York City buses, asked other riders what they thought of these “sitters.” Very negative internal attributions were made about them (e.g., that they were disrespectful, contemptuous or even racist). In fact, the explanation for their behavior was typically situational, that is, something external to them as a person. They hadn’t seen the sign, which was small in size and lost in the visual clutter of other signs in the bus, and therefore didn’t know that they weren’t supposed to sit in that seat. We invite you to thumb through the book to find examples of these mini-stories.Last but not least, we discuss the methods used by social psychologists in some detail. How can “boring” details about methodology be part of a storytelling approach, you might ask? We believe that part of what makes the story of social psycyhology so interesting is explaining to students how to test hypotheses scientifically. In recent years, the trend has been for textbooks to include only short sections on research methodology and provide only brief descriptions of the findings of individual studies. In this book, we integrate the science and methodology of the field into our story in several ways. First, we devote an entire chapter to methodology (Chapter 2). We use our storytelling approach by presenting two compelling real-world problems related to violence and aggression: Does pornography promote violence against women? Why don’t bystanders intervene more to help victims of violence? We then use actual research studies on these questions to illustrate the three major scientific methods (observational research, correlational research, and experimental research). Rather than a dry recitation of methodological principles, the scientific method unfolds like a story with a “hook” (what are the causes of real-world aggression and apathy toward violence?) and a moral (such interesting, real-world questions can be addressed scientifically). We have been pleased by the positive reactions to this chapter in the previous editions.Second, we describe prototypical studies in more detail than most texts. We discuss how a study was set up, what the research participants perceived and did, how the research design derives from theoretical issues, and the ways in which the findings support the initial hypotheses. We often ask readers to pretend that they were participants so they can better understand the study from the participants’ point of view. Whenever pertinent, we’ve also included anecdotal information about how a study was done or came to be; these brief stories allow readers insights into the heretofore hidden world of creating research. See, for example, the description of how Nisbett and Wilson (1977) designed one of their experiments on the accuracy of people’s causal inferences in Chapter 5 and the description of the origins of Aronson’s jigsaw puzzle technique in Chapter 13.Finally, we include a balanced coverage of classic and modern research. The field of social psychology is expanding rapidly, and exciting new work is being done in all areas of the discipline. In this seventh edition, we have added a great deal of new material, describing dozens of major studies done within the past few years. We have added hundreds of references from the past few years. Thus the book provides thorough coverage of up-to-date, cutting-edge research. But by emphasizing what is new, some texts have a tendency to ignore what is old.We have tried to strike a balance between the latest research findings and classic research in social psychology. Some older studies (e.g., early work in dissonance, conformity, and attribution) deserve their status as classics and are important cornerstones of the discipline. For example, unlike several other current texts, we present detailed descriptions of the Schachter and Singer (1962) study on misattribution of emotion (Chapter 5), the Festinger and Carlsmith (1959) dissonance study (Chapter 6), and the Asch (1956), and Sherif (1936) conformity studies (Chapter 8). We then bring up the older theories to date, following our discussions of the classics with modern approaches to the same topics. This allows students to experience the continuity and depth of the field, rather than regarding it as a collection of studies published in the past few years.

內(nèi)容概要

《社會(huì)心理學(xué)》是美國(guó)優(yōu)秀的社會(huì)心理學(xué)教材，三位編寫者在專業(yè)研究領(lǐng)域都有卓絕的成就，并且都在教學(xué)第一線有超過20年的教學(xué)經(jīng)驗(yàn)，被耶魯大學(xué)、哈佛大學(xué)等美國(guó)700多所大學(xué)采用作為教材?！渡鐣?huì)心理學(xué)》作者們將多年的教學(xué)經(jīng)驗(yàn)和研究成果融為一爐，內(nèi)容全面完整、系統(tǒng)連貫，涵蓋了社會(huì)心理學(xué)的基本問題和研究方法，以及個(gè)體對(duì)社會(huì)和自我的認(rèn)知、個(gè)體態(tài)度和從眾行為、團(tuán)體過程和人際吸引、親社會(huì)行為和攻擊行為等社會(huì)心理與行為特征，反映了在環(huán)境、健康、法律等領(lǐng)域中社會(huì)心理學(xué)的應(yīng)用價(jià)值?！渡鐣?huì)心理學(xué)》最大的特色是從解決現(xiàn)實(shí)問題的角度出發(fā)開展研究，從人們身邊發(fā)生的事情闡發(fā)深?yuàn)W的理論，使讀者不僅能夠領(lǐng)略一門學(xué)問嚴(yán)謹(jǐn)科學(xué)的魅力，同時(shí)也深深浸潤(rùn)在希望以科學(xué)使世界更美好的人文關(guān)懷之中。

作者簡(jiǎn)介

作者：（美國(guó)）埃略特?阿倫森 （美國(guó)）提摩太?D?威爾遜 （美國(guó)）羅賓?M?埃克特埃略特?阿倫森（Elliot Aronson），世界上最負(fù)盛名的社會(huì)心理學(xué)家之一。2002年他當(dāng)選20世紀(jì)百名最杰出心理學(xué)家之一，現(xiàn)在是加利福尼亞大學(xué)圣克魯茲分校的名譽(yù)教授和斯坦福大學(xué)的特邀訪問教授。阿倫森博士是美國(guó)心理學(xué)會(huì)（APA）120年歷史上唯一一個(gè)包攬其三個(gè)主要獎(jiǎng)項(xiàng)的人，即杰出寫作獎(jiǎng)（1975）、杰出教學(xué)獎(jiǎng)（1980）和杰出研究獎(jiǎng)（1999），許多其他的專業(yè)團(tuán)體也對(duì)他的研究和教學(xué)作出嘉獎(jiǎng)。他獨(dú)立撰寫的《社會(huì)動(dòng)物》（The Social Animal）被譽(yù)為“美國(guó)社會(huì)心理學(xué)的《圣經(jīng)》”，自1972年第一版以來至今全球銷量數(shù)千萬冊(cè)，是社會(huì)心理學(xué)領(lǐng)域最有影響力的著作。提摩太?D?威爾遜（Timothy D. Wilson），密歇根大學(xué)博士。他在弗吉尼亞大學(xué)教授社會(huì)心理學(xué)導(dǎo)論課程已經(jīng)有20多年，最近獲得了“全美大學(xué)杰出教學(xué)獎(jiǎng)”。2009年，他被提名為美國(guó)藝術(shù)與科學(xué)學(xué)院成員。羅賓?M??？颂兀≧obin M. Akert），普林斯頓大學(xué)實(shí)驗(yàn)社會(huì)心理學(xué)博士。她在韋爾茲利學(xué)院教授社會(huì)心理學(xué)課程近30年，她在從業(yè)初期就在那里獲得了杰出教學(xué)的皮南斯基獎(jiǎng)。

書籍目錄

CHAPTER1 社會(huì)心理學(xué)導(dǎo)論 什么是社會(huì)心理學(xué)？ 試一試！價(jià)值觀是如何改變的？ 社會(huì)性解讀的力量 了解社會(huì)影響的其他方法 社會(huì)心理學(xué)與人格心理學(xué)的比較 試一試！社會(huì)情境與行為 社會(huì)心理學(xué)與社會(huì)學(xué)的比較 社會(huì)影響的威力 低估社會(huì)影響的力量 社會(huì)情境的主觀性 解讀從何而來：人性的基本動(dòng)機(jī) 自尊取向：保持良好自我感覺的需要 社會(huì)認(rèn)知取向：對(duì)準(zhǔn)確性的需求 其他動(dòng)機(jī) 社會(huì)心理學(xué)與社會(huì)問題 CHAPTER2 方法論：社會(huì)心理學(xué)家如何進(jìn)行研究 社會(huì)心理學(xué)：一門實(shí)證科學(xué) 試一試！社會(huì)心理學(xué)小測(cè)試：你的預(yù)期是什么？ 假說和理論的形成 從過去的理論和研究成果中獲得靈感 以個(gè)人觀察為依據(jù)建立假說 觀察法：描述社會(huì)行為 檔案分析法 試一試！檔案分析：女性、男性和媒體 觀察法的局限性 相關(guān)法：預(yù)測(cè)社會(huì)行為 調(diào)查法 鏈接 政治民意調(diào)查中的隨機(jī)抽樣 相關(guān)法的局限性：相關(guān)分析不等于因果分析 試一試！相關(guān)和因果： 了解它們的差異 實(shí)驗(yàn)法：解釋因果關(guān)系 自變量與因變量 實(shí)驗(yàn)的內(nèi)部效度 實(shí)驗(yàn)的外部效度 基礎(chǔ)研究與應(yīng)用研究 社會(huì)心理學(xué)研究的新思路 文化與社會(huì)心理學(xué) 進(jìn)化心理學(xué) 社會(huì)神經(jīng)科學(xué) 社會(huì)心理學(xué)的倫理問題 倫理研究的指導(dǎo)方針 CHAPTER3 社會(huì)認(rèn)知：我們?nèi)绾嗡伎忌鐣?huì)性世界 自動(dòng)化：低努力水平思維 作為日常理論家的人們：運(yùn)用圖式進(jìn)行自動(dòng)化思考 試一試！避免自證預(yù)言 心理策略與心理捷徑 鏈接 人格測(cè)驗(yàn)與代表性法則 試一試！推理小測(cè)驗(yàn) 無意識(shí)思維的力量 社會(huì)認(rèn)知的文化差異 控制性社會(huì)認(rèn)知：高努力水平思維 在心理上改變歷史：反事實(shí)推理 思考抑制和反向加工 改進(jìn)人類思維 試一試！你的推理能力如何？ 阿馬登·戴爾羅案例反思 CHAPTER4 社會(huì)知覺：我們?nèi)绾卫斫馑?非語言行為 試一試！用你的聲音作為非語言線索 表達(dá)情緒的面部表情 文化與非語言交流的渠道 多渠道的非語言交流 鏈接 e—mail的兩難：沒有非語言線索的交流 內(nèi)隱人格理論：填補(bǔ)空白 文化與內(nèi)隱人格理論 因果歸因：回答“為什么”的問題 歸因過程的本質(zhì) 共變模式：內(nèi)部歸因與外部歸因 試一試！聽聽別人如何進(jìn)行歸因 一致性偏見：人人都是人格心理學(xué)家 鏈接 警察審問和一致性偏見 文化與一致性偏見 當(dāng)事人與旁觀者差異 自利歸因 試一試！體育專欄中的自利歸因 文化與其他歸因偏見 自我：在社會(huì)情境中理解我們自己 自我認(rèn)知 自我定義的文化差異 試一試！獨(dú)立性與相互依存性量表 自我定義的性別差異 試一試！對(duì)關(guān)系的相互依存性的量表 通過內(nèi)省來認(rèn)識(shí)自己 試一試！測(cè)量你的內(nèi)在自我意識(shí) 通過觀察自己的行為來認(rèn)識(shí)自己 鏈接 父母應(yīng)怎樣贊揚(yáng)孩子？ 心態(tài)：理解我們的能力 通過他人來認(rèn)識(shí)自己 自我控制：自我的執(zhí)行功能 印象管理：世界是個(gè)大舞臺(tái) 文化、印象管理和自我提升 CHAPTER6 合理化行為的需要：減少失調(diào)的代價(jià)和收益 保持穩(wěn)定、積極的自我形象 認(rèn)知失調(diào)理論 理性行為與合理化行為 決策，決策，還是決策 試一試！一錘子買賣的好處 認(rèn)知失調(diào)、大腦和進(jìn)化 合理化你的努力 試一試！合理化你的行為 非充分合理化的心理學(xué) 社會(huì)問題中的擁護(hù)和偽善 善行與惡行 試一試！善 行 文化與失調(diào) 錨接 主流記者基于認(rèn)知失調(diào)理論對(duì)自殺性爆炸事件的解釋 關(guān)于失調(diào)的最后幾點(diǎn)思考：從我們所犯的錯(cuò)誤中學(xué)習(xí) 再探天門教事件 CHAPTER7 態(tài)度與態(tài)度改變：影響思維和情緒 態(tài)度的本質(zhì)與根源 態(tài)度從何而來？ 試一試！態(tài)度的情感和認(rèn)知基礎(chǔ) 外顯態(tài)度與內(nèi)隱態(tài)度 態(tài)度是如何改變的？ 通過改變行為來改變態(tài)度：重返認(rèn)知失調(diào)理論 說服性溝通與態(tài)度改變 試一試！認(rèn)知需求 情緒與態(tài)度改變 …… CHAPTER8 從眾：影響行為 CHAPTER9 團(tuán)體過程：社會(huì)團(tuán)體的影響 CHAPTER10 人際吸引：從第一印象到親密關(guān)系 CHAPTER11 親社會(huì)行為：為什么人們助人？ CHAPTER12 侵犯：我們?yōu)槭裁磦λ耍磕芊乐箚幔?CHAPTER13 偏見：原因與消除

章節(jié)摘錄

版權(quán)頁(yè)：   插圖：   Does this sound farfetched?How do we know that the people in the fraternitywere not objectively nicer when Oscar was a member than when Sam was a member?In a series of well-controlled laboratory experiments.social psychologists have investigated the phenomenon of hazing,holding constant everything in the situation.including the precise behavior of the fraternity members-except for the severity of thehazing students underwent in order to become members.These experiments demonstrated conclusively that the more unpleasant the procedure the participants underwent to get into a group,the better they liked the group-even though,objectively,the group members were the same people behaving in the same manner(Aronson·＆Mills,1959；Gerard＆Mathewson,1966).We discuss this phenomenon more thoroughly in Chapter 6.The important points to remember here are that human beingsare motivated to maintain a positive picture of themselves,in part by iustifying theirpast behavior,and dlat under certain specifiable conditions.this leads them to dothings that at first glance might seem surprising or paradoxical.For example.theymight prefer people and things for whom they have suffered to people and things theyassociate With ease and pleasure. Again,we want to emphasize that the results of this research tradition should notbe taken to mean that behaviorist theories are dead wrong；those theories explainsome behavior very well(see our discussion in Chapter 10 of the research on social exchange theory).In our view,however,behavioristic approaches are inadequate to account for a huge subset of important attitudes and behaviors.This wil！become muchclearer as you read on.In future chapters.we will try to specify the precise conditionsunder which one or the other set of principles is more likely to apply.

媒體關(guān)注與評(píng)論

這是一本值得永遠(yuǎn)珍藏的好書。與其他《社會(huì)心理學(xué)》教材相比，作者阿倫森的語言和敘述風(fēng)格使我們學(xué)習(xí)社會(huì)心理學(xué)成為一種享受。目前，這本書已經(jīng)被美國(guó)哈佛大學(xué)、耶魯大學(xué)等700多所高校所采用。相信，她將成為一本“暢銷書式的教科書”。——樂國(guó)安，中國(guó)心理學(xué)會(huì)副理事長(zhǎng)、中國(guó)社會(huì)心理學(xué)會(huì)原理事長(zhǎng)、南開大學(xué)社會(huì)心理學(xué)系主任進(jìn)入一門學(xué)科的最好辦法是讀好書。好書必是行家力作，非行家不能出好書；雖是行家，但不是力作，也很難是好書。以阿倫森為主的編寫組在社會(huì)心理學(xué)方面是行家，他們的《社會(huì)心理學(xué)》出到第七版，則稱得上是力作，故是好書。讀一本好書，勝過讀一批擾亂視聽的混世著作。—— 金盛華，北京師范大學(xué)心理學(xué)院教授、博士生導(dǎo)師生活在轉(zhuǎn)型社會(huì)中的我們有許許多多的困惑，我們不僅有迷失自我的可能，而且因?yàn)閷?duì)社會(huì)的錯(cuò)誤理解，我們也可能成為社會(huì)的棄兒。相信通過閱讀阿倫森的《社會(huì)心理學(xué)》，你能夠找到自己，理解他人以及社會(huì)的影響。—— 侯玉波，北京大學(xué)心理學(xué)系副教授

編輯推薦

《社會(huì)心理學(xué)(影印第7版)》最大的特色是從解決現(xiàn)實(shí)問題的角度出發(fā)開展研究，從人們身邊發(fā)生的事情闡發(fā)深?yuàn)W的理論，使讀者不僅能夠領(lǐng)略一門學(xué)問嚴(yán)謹(jǐn)科學(xué)的魅力，同時(shí)也深深浸潤(rùn)在希望以科學(xué)使世界更美好的人文關(guān)懷之中。

名人推薦

這是一本值得永遠(yuǎn)珍藏的好書。與其他《社會(huì)心理學(xué)》教材相比，作者阿倫森的語言和敘述風(fēng)格使我們學(xué)習(xí)社會(huì)心理學(xué)成為一種享受。目前，這本書已經(jīng)被美國(guó)哈佛大學(xué)、耶魯大學(xué)等700多所高校所采用。相信，她將成為一本“暢銷書式的教科書”?！獦穱?guó)安，中國(guó)心理學(xué)會(huì)副理事長(zhǎng)、中國(guó)社會(huì)心理學(xué)會(huì)原理事長(zhǎng)、南開大學(xué)社會(huì)心理學(xué)系主任進(jìn)入一門學(xué)科的最好辦法是讀好書。好書必是行家力作，非行家不能出好書；雖是行家，但不是力作，也很難是好書。以阿倫森為主的編寫組在社會(huì)心理學(xué)方面是行家，他們的《社會(huì)心理學(xué)》出到第七版，則稱得上是力作，故是好書。讀一本好書，勝過讀一批擾亂視聽的混世著作?！鹗⑷A，北京師范大學(xué)心理學(xué)院教授、博士生導(dǎo)師生活在轉(zhuǎn)型社會(huì)中的我們有許許多多的困惑，我們不僅有迷失自我的可能，而且因?yàn)閷?duì)社會(huì)的錯(cuò)誤理解，我們也可能成為社會(huì)的棄兒。相信通過閱讀阿倫森的《社會(huì)心理學(xué)》，你能夠找到自己，理解他人以及社會(huì)的影響。——侯玉波，北京大學(xué)心理學(xué)系副教授

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