Description For an undergraduate introductory level course in social psychology. Research made relevant through a storytelling approach. This renowned text maintains its acclaimed storytelling approach to convey the science of social psychology while making research relevant to students. The authors bring the material under study to life through real-world examples that capture students' attention and motivate further exploration.

Sixth Canadian Edition. Aronson Wilson Akert. REVEL for Social Psychology, Sixth Canadian Edition -- Student Access Card. When Elliot Aronson, Timothy Wilson, and Robin Akert started with the first edition of Social Psychology their overriding goal was simple but ambitious: capture the.

Paying particular attention to the classic research that has driven the field and introducing cutting-edge research that is the future of Social Psychology, Aronson/Wilson/Akert provide a firm foundation for students to build their understanding of this rigorous science in a way that engages and fascinates. Create a Custom Text: For enrollments of at least 25, create your own textbook by combining chapters from best-selling Pearson textbooks and/or reading selections in the sequence you want. To begin building your custom text, visit www.pearsoncustomlibrary.com. You may also work with a dedicated Pearson Custom editor to create your ideal text–publishing your own original content or mixing and matching Pearson content. Contact your Pearson Publisher’s Representative to get started. Research Made Relevant The 'Try It!' Exercises invite students to take a specific theory or research finding and apply it to their own lives.

Wielki Scratch Rapidshare Search. Three 'Try It!' Exercises are in each chapter and they encourage students to become active participants in the learning process.

Organization includes presenting two pressing real-world problems related to violence and aggression, then the use of actual research studies on these questions to illustrate the three major scientific methods. Connections 'Connections' are included in selected chapters where research findings can be directly applied to real-world problems. By connecting social psychology to real events the material is not only more interesting for students but also deepens their understanding. Story-telling approach Through real-life vignettes, which open each chapter, and 'mini-stories' throughout each chapter, Aronson 7e provokes student interest by focusing on real-life examples.

Chapters are constructed as much as possible to stand as independent units that could be relevant at many different points in a social psychology course. Classic and Modern research Aronson 7e presents a balance between the latest findings in the field with classic research in social psychology. Noting that some older studies deserve their status as classics and are important cornerstones to the discipline, Aronson 7e encourages students to experience the continuity and depth of the field versus regarding it as a collection of studies published in the past few years.

Older theories brought up to date. Examples: Culture, gender, self, and emotion (e.g., Gabriel & Gardner, 2004, Hyde, 2005) (Chapter 5); Self-esteem maintenance (e.g., Steele’s self-affirmation theory (Chapter 6); the process of dissonance reduction in different cultures (e.g., Sakai, 1998; Stone, Wiegand, Cooper, & Aronson, 1997; Viswesvaran & Deshpande, 1996) (Chapter 6); the role of accountability and accuracy in informational and normative conformity (e.g., Quinn & Schlenker, 2002; Barron and colleagues, 1996) in Chapter 8. The field of social psychology is expanding rapidly, and exciting new work is being done is all areas of the discipline. Aronson 7e has a great deal of added new material describing dozens of major studies done within the past few years. Additionally, hundreds of contemporary references have been added. These updated research findings keep students apprised of the latest developments in social psychology. Supplements • Instructor’s Resource Center.

(www.pearsonhighered.com)- The Instructor’s Resource Manual, Test Item File, and PowerPoints can be accessed and downloaded through this site. • PowerPoints. PowerPoints provide an active format for presenting concepts from each chapter. The PowerPoints files can be downloaded from the Instructor’s Resource Center at www.pearsonhighered.com.

• Instructor’s Resource Manual. The Instructor’s Manual includes lecture ideas, teaching tips, suggested readings, chapter outlines, student projects and research assignments, Try It! Exercises, critical thinking topics and discussion questions, and a media resource guide. • MyTest Testing Software—this test generating software provides instructors “best in class” features in an easy to use program. Create tests and easily select questions with drag-and-drop or point-and-click functionality. Add or modify test questions using the built-in Question Editor and print tests in a variety of formats.

The program comes with full technical support. • MyPsychLab— This robust course management platform enables instructors to assign tests, quizzes, and projects online. New writing resources are included to help students write better papers, and to help instructors provide students with better and faster feedback on their writing assignments. The Social Psychology Community is availalbe for instructors.

General Changes We are pleased to add two new features to this edition that we believe will appeal greatly to students. The first is a 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. 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 they might use concepts from the chapter to ensure that the group makes the best decision it can.

Smith And Wesson Model 1905 Serial Numbers on this page. 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 end each chapter with 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. Both of these new features, we believe, will be of substantial help in teaching students how to approach the material presented in the book. Chapter-By Chapter Changes •. 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. There is a new opening example that students should find interesting, namely the fact that some famous athletes (Michael Jordan and Mia Hamm) may have been so successful not only because of raw talent, but because of their self-views (that their talents were not fixed abilities but skills that needed to be practiced).

We discuss Carol Dweck’s research on self-views in more detail, under a new heading called, “Mindsets” Understanding Our Own Abilities” (which relates back to the opening example of Michael Jordan and Mia Hamm). 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. 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. The later Connections feature, “Was the Decision to Invade Iraq a Result of Groupthink?”, has been revised and updated, 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 11, “Prosocial Behavior: Why Do People Help?” We replaced or revised two of the Try It! Exercises, to make them more easy for students to carry out if they so choose. A discussion of group selection has been added to the section on evolutionary theory. In the section on Batson’s empathy-altruism theory we added a section on what causes people to feel empathy, including a discussion of research by Mikulincer and Shaver on attachment theory and research by Twenge et al. On the effects of social rejection.

Finally, we added a brief discussion of research on religion and prosocial behavior. Chapter 13, “Prejudice: Causes and Cures” One of the major additions to this chapter is of course, 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. 2009)showed a decrease in prejudice against African-Americans; Dillon (2009) showed a 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. Table of Contents Chapter 1 Introducing Social Psychology What Is Social Psychology? The Power of Social Interpretation How Else Can We Understand Social Influence? About the Author(s) Elliot Aronson Elliot Aronson is one of the most renowned social psychologists in the world. In 2002 he was chosen as one of the 100 most eminent psychologists of the twentieth century.

He is currently Professor Emeritus at the University of California at Santa Cruz and Distinguished Visiting Professor at Stanford University. Aronson is the only person in the 110-year history of the American Psychological Association to have received all three of its major awards: for distinguished writing, distinguished teaching, and distinguished research. Many other professional societies have honored his research and teaching as well. These include: the American Association for the Advancement of Science, which gave him its highest honor, the Distinguished Scientific Research award; the American Council for the Advancement and Support of Education, which named him Professor of the Year of 1989; the Society for the Psychological Study of Social Issues, which awarded him the Gordon Allport prize for his contributions to the reduction of prejudice among racial and ethnic groups.

In 1992, he was named a Fellow of the American Academy of Arts and Sciences. He has served as President of the Western Psychological Association as well as President of the Society of Personality and Social Psychology. Tim Wilson Tim Wilson did his undergraduate work at Williams College and Hampshire College and received his Ph.D. From the University of Michigan.

Currently Sherrell J. Aston Professor of Psychology at the University of Virginia, he has published numerous articles in the areas of introspection, attitude change, self-knowledge, and affective forecasting, as well as the recent book, Strangers to Ourselves: Discovering the Adaptive Unconscious. His research has received the support of the National Science Foundation and the National Institute for Mental Health.

He has been associate editor of the Journal of Personality and Social Psychology and a member of the Social and Groups Processes Review Committee at the National Institute of Mental Health. He has been elected twice to the Executive Board of the Society for Experimental Social Psychology and is a Fellow in the American Psychological Society. Wilson has taught the Introduction to Social Psychology course at the University of Virginia for more than twenty years.

He was recently awarded an All University Outstanding Teaching Award. Robin Akert Robin Akert graduated summa cum laude from the University of California at Santa Cruz, where she majored in psychology and sociology. She received her Ph.D.

In experimental social psychology from Princeton University. She is currently a professor of psychology at Wellesley College, where she was awarded the Pinanski Prize for Excellence in Teaching early in her career. She publishes primarily in the area of nonverbal communication and recently received the AAUW American Fellowship in support of her research. She has taught the social psychology course at Wellesley College every semester for over twenty years.