Applied Social Psychology · 2017. 4. 19. · Developing and testing theories 8 Basic and applied social psychology as science 9 Goals of science 10 Causes of behaviour and cognitions

Cambridge University Press978-1-107-04408-1 — Applied Social Psychology2nd EditionFrontmatterMore Information

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Applied Social Psychology

Applied Social Psychology combines the science of social psychology with the

practical application of solving social problems that exist in the real world. This

exciting textbook provides a thorough explanation of how social psychologists

can contribute to the understanding and management of different social problems.

A highly prestigious team of contributors from across Europe and the United

States illustrate how social psychological theories, research methods, and inter-

vention techniques can be successfully applied to problems encountered in the

fields of physical and mental health, immigration and integration, economic

behaviour, political behaviour, environmental behaviour, organizations, and the

classroom. This expanded edition also features new chapters on the fields of

consumer behaviour, traffic behaviour, criminal behaviour, sport, and develop-

ment aid. Each field studied features an overview of important problems, the role

of human behaviour in these problems, the factors influencing relevant behaviour,

and effective ways to change this behaviour. This is an essential volume for all

undergraduate and graduate students studying applied social psychology.

linda steg is Professor in Environmental Psychology at the University of

Groningen.

kees ke izer is Assistant Professor in Environmental Psychology at the

University of Groningen.

abraham p. buunk is Professor of Evolutionary Social Psychology at the

University of Groningen and Professor of Social and Organizational Psychology

at the University of Curaçao.

talib rothengatter was Professor of Applied Psychology at the Univer-

sity of Groningen.

www.cambridge.org/9781107044081www.cambridge.org



Applied Social PsychologyUnderstanding and Managing Social Problems

linda stegUniversity of Groningen, The Netherlands

kees keizerUniversity of Groningen, The Netherlands

abraham p. buunkUniversity of Groningen, The Netherlands, and University of Curaçao

talib rothengatterUniversity of Groningen, The Netherlands




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Table of contents

List of figures page xv

List of tables xix

List of boxes xx

List of contributors xxii

Acknowledgements xxv

1. Introduction to applied social psychology 1

linda steg and talib rothengatter

Introduction: social problems, human cognition, and behaviour 1

Definition of applied social psychology 4

Correspondence between basic and applied social psychology 8

Developing and testing theories 8

Basic and applied social psychology as science 9

Goals of science 10

Causes of behaviour and cognitions 11

Features of applied social psychology 14

The role of personal values 14

The use of multiple theories, intervention techniques, and research methods 16

Interdisciplinary research 17

Field settings 18

Social utility 18

Roles of applied social psychologists 21

Researcher 21

Consultant 22

Policy advisor 22

Overview of the book 22

Conclusion 23

Glossary 24

Review questions 24

Further reading 25

References 25

2. The use of theory in applied social psychology 27

mica estrada and p. wesley schultz

Introduction 27

v




The role of theory in the field of applied social psychology 28

Theories, principles, and constructs 31

Social-psychological theories 33

Social thinking 33

Social influence 36

Social relationships 39

Things to consider when using theory in applied work 43

How basic, applied, and use-inspired researchers develop theory 45

Conclusion 47

Glossary 47

Review questions 49

Further reading 49

References 49

3. Applications of social psychology to increase the impactof behaviour-focused intervention 52

philip k. lehman, e. scott geller, and jan willem bolderdijk

Introduction 52

A behavioural-science approach to intervention 52

Behavioural intervention strategies 54

Antecedent strategies 54

Education and training 54

Prompts 55

Modelling 56

Behavioural commitment 56

Consequence strategies 57

Penalties 57

Rewards 58

Feedback 60

Enhancing interventions through social influence 61

Principle 1: consistency 62

Foot in the door 62

Cognitive dissonance 63

Public commitment 63

Principle 2: social proof 66

Normative prompts 67

Correcting misperceived norms 67

Normative feedback 67

Make participation salient 69

Principle 3: authority 69

Principle 4: liking 70

Block-leader approach 71

Principle 5: reciprocity 71

Pre-behaviour rewards 72

vi Table of contents




Pay-what-you-want 72

Principle 6: scarcity 72

Avoid reactance 73

Make potential losses salient 73

Fear appeals 74

Conclusion 74

Glossary 75

Review questions 77

Further reading 77

References 78

4. The dilemmatics approach to applied research design:a case study of violent video game effects and aggression 82

melissa burkley and hart blanton

Research designs in applied social psychology 82

Selecting a research design 82

True experiments: maximizing precision 84

Defining features of true experiments 84

Advantages of true experiments 86

Disadvantages of true experiments 88

Minimizing the disadvantages of true experiments 89

Correlational research: generalizing to situations 91

Defining features of correlational research 91

Advantages of correlational research 92

Disadvantages of correlational research 93

Minimizing the disadvantages of correlational studies 93

Quasi-experiments: compromising between precision and

generalizability to situations 96

Defining features of quasi-experimental research 96

Advantages of quasi-experimental research 99

Disadvantages of quasi-experimental research 99

Survey research: generalizing to people 100

Defining features of survey research 100

Advantages of survey research 102

Disadvantages of survey research 102

Minimizing disadvantages of survey research 103

Rules for deciding between research designs 104

Rule #1: Pursue programmatic research 104

Rule #2: Do what has not been done before 104

Rule #3: Construct the best research team 104

Conclusion 105

Glossary 105

Review questions 106

Table of contents vii




Further reading 107

References 107

5. The social psychology of consumer behaviour 109

wolfgang stroebe and kees keizer

Introduction 109

The function of goods 109

Deliberate versus impulsive buying 112

Theories of deliberate behaviour 112

Impulse buying 114

Goal conflicts, self-control dilemmas, and impulsive actions 115

The impact of advertising on consumer attitudes and behaviour 118

The cognitive route: advertising as persuasive communications 118

The affective route: evaluative conditioning 120

The subliminal route 122

Applied social psychology in context 124

Conclusions 125

Glossary 126


Further reading 127

References 127

6. Social psychology and development aid 130

nina hansen

Introduction 130

The evaluation of development aid interventions 131

Testing the effectiveness of development aid interventions 133

Development aid and social psychology 136

Unanticipated cultural change through laptop usage 140


Conclusions 146

Glossary 146


Further reading 147

References 148

7. Social psychology and economic behaviour: heuristics andbiases in decision-making and judgement 150

w. fred van raaij

Introduction 150

Economic theory of utility maximization 150

viii Table of contents




Anomalies 151

Social-psychological factors 152

Personal, social, and situational reference 152

Personal reference 152

Social reference (social comparison) 153

Situational reference 154

Loss aversion 155

Introduction 155

Framing 157

Hedonic framing 157

Endowment effect 160

Status-quo bias 161

Sunk-costs effect 163

Time preference 164

Conclusions: towards a new ‘rationality’ of economic behaviour

of consumers, investors, and entrepreneurs 166


Conclusion 167

Glossary 168


Further reading 170

References 170

8. Applying social psychology to the classroom 172

pascal huguet and hans kuyper

Introduction 172

Social comparison 173

Upward social comparison in the classroom 175

Students’ ‘theories’ of intelligence and academic self-concept 177

Academic self-concept of failure and performance 178

Academic self-concept of success and the BFLPE 180

Stereotype threat: the role of negative stereotypes 183

Classroom climate 185


Final thoughts 186

Conclusion 187

Glossary 188


Further reading 189

References 190

Table of contents ix




9. Social psychology and environmental problems 193

linda steg and robert gifford

Introduction 193

Environmental influences on well-being and behaviour 194

Environmental problems and human behaviour 195

Understanding behaviour that affects the quality of the environment 198

Values and environmental concern 198

Norm activation model and value-belief-norm theory of environmentalism 200

Morality and personal costs 201

Habit 202

Promoting pro-environmental behaviour 204

Changing perceptions, cognitions, motivations, and norms 204

Changing the incentives 207


Conclusion 209

Glossary 209


Further reading 210

References 211

10. Social psychology of health and illness 214

arie dijkstra and alexander rothman

Introduction 214

The societal burden of unhealthy behaviours 214

The societal burden of chronic illnesses 215

Contributions of social psychology to prevent and solve

health problems 216

Understanding health and illness behaviours 217

Motivation and self-efficacy expectations 217

Motivation 217

Self-efficacy expectations 218

Initiation and implementation of behaviour 220

Illness behaviour 221

Stage models 222

Research methods to assess changes over time 223

Promoting healthy behaviour 225

Tailoring messages 225

Framing messages 227

Changing the environment 229


Conclusion 230

Glossary 230

x Table of contents





Further reading 232

References 232

11. Social psychology and immigration: relations betweenimmigrants and host societies 235

jan pieter van oudenhoven, charles judd,

and colleen ward

Introduction 235

Migration and cultural diversity in the twenty-first century 235

Acculturation theory and research 237

One-dimensional models of acculturation 237

Multidimensional models of acculturation 238

Social-psychological theories and research 242

Acculturation research and social-psychological theories 245

Interventions 247

Applied social psychology in context: the influence of globalization

on host-immigrant relationships 248

Conclusion 250

Glossary 251


Further reading 252

References 252

12. Social psychology and mental health 255

pieternel dijkstra and abraham p. buunk

Introduction 255

Disturbed body image 255

Consequences of disturbances in body image 259

Theoretical explanations of disturbed body image 259

Social comparison theory 259

Self-discrepancy theory 260

Helping cope with body image disturbances 261

Depression 262

Theoretical explanations of depression 263

Coping with stress 263

Attributional model of depression 264

Preventing depression 265

Relationship problems 266

Theoretical explanations of relationship problems 267

Attachment theory 267

Table of contents xi




Social exchange theory 268

Preventing relationship problems 271


Conclusion 272

Glossary 273


Further reading 274

References 274

13. Explaining crime over the life course 277

arjan blokland

Introduction 277

Explaining the age-crime curve 277

Stable individual differences and crime: criminal propensity 278

The dynamics of criminal development: the Dual Taxonomy 279

Life course persistent offending 280

Adolescence-limited offending 282

The onset of Adolescence-limited offending 282

Desistance from Adolescence-limited offending 285

Cumulative disadvantage and continuity of offending 287

Policy implications 288

Critiques of the Dual Taxonomy 291

Social psychology in context 293

Conclusion 293

Glossary 294


Further reading 295

References 295

14. The social psychology of organizations 298

dick de gilder and naomi ellemers

Introduction 298

Social psychology of organizations 299

A social identity perspective on organizations 300

Work motivation and commitment 302

Innovation and change in organizations 304

Diversity at work 307

Classical organizational issues and the social psychology of organizations 312

Applying social psychology in organizations 312


Conclusions 315

Glossary 315

xii Table of contents





Further reading 316

References 317

15. Social psychology and political behaviour 319

martin rosema and bert n. bakker

Introduction 319

Political leadership 321

‘Big Five’ personality factors 321

Profiling political leaders 322

Crisis decision-making 323

Groupthink 325

Voting behaviour 326

To vote or not to vote? 326

Theory of reasoned action 327

The Michigan model of voting 330

Motivated political reasoning 332

Ideology 334

Does ideology (still) exist? 334

Ideology and values 335

Prejudice 336


Conclusion 337

Acknowledgement 338

Glossary 338


Further reading 339

References 340

16. Social sport and exercise psychology 342

remco polman, erika borkoles, and xavier sanchez

Introduction 342

Explaining and promoting exercise behaviour 343

The self in exercise 345

Explaining and enhancing sport performance 345

The dynamics of teams in sport: cohesion and performance 345

How to build successful teams 349

Best individual athletes do not make the best team 350

Social facilitation 352

Choking under pressure 353

Environmental influences on sport performance: game location/home

advantage 354

Table of contents xiii





Conclusion 356

Glossary 357


Further reading 358

References 358

17. Social psychology and driving behaviour 361

ayça berfu ünal and bryan e. porter

Introduction 361

Theories and models to explain driving behaviour 362

The ‘what’ factor: behavioural and attitudinal factors 362

The ‘who’ factor: influence of personality and individual differences on driving

behaviour 363

The ‘why and how’ factors: understanding the processes behind the

regulation of driver behaviour 365

Risk Homeostasis Theory 366

Task Capability Interface Model 367

Methods in traffic psychology 370

Driving simulators 370

Direct and naturalistic observations 371

Digging into databases: archival studies 372

Interventions to promote safe driving behaviour 372

Enforcement 372

Driver education 373

Persuasive messages 375


Conclusions 377

Glossary 377


Further reading 378

References 378

Index 381

xiv Table of contents




Figures

Figure 1.1 Foot-in-the-door technique page 4

Figure 1.2 Cognitive dissonance reduction 5

Figure 1.3 Deductive (left) and inductive (right) approach 6

Figure 2.1 Three functions of theories in applied social psychology (USE) 28

Figure 2.2 Three roles of theory in applied social psychology 31

Figure 2.3 Quadrant model of scientific research (Stokes, D. (1997). Pasteur’s

quadrant: basic science and technological innovation. Washington, DC:

Brookings. Redrawn from p. 73.) 46

Figure 3.1 Polite prompts are usually more effective 55

Figure 3.2 A promise card can be used to encourage a number of behaviours 57

Figure 3.3 Negative consequences motivate, but don’t make us happy 58

Figure 3.4 Extrinsic rewards can stifle intrinsic motivation 61

Figure 3.5 When peers perform, there’s pressure to conform 66

Figure 3.6 Similarity increases liking 70

Figure 3.7 The reciprocity norm involves payback 71

Figure 4.1 Three-horned dilemma: most research choices involve trade-offs 83

Figure 4.2 Violent video games cause an increase in aggressive behaviour 85

Figure 4.3 Confounds 86

Figure 4.4 Effects of violent media preference and aggression during grade

3 and grade 13 (Eron et al., 1972) 95

Figure 4.5 Effects of video game violence and gender on noise blast intensity

(Bartholow and Anderson, 2002) 98

Figure 4.6 Context of survey research can impact the quality of the data 103

Figure 5.1 Consumers prefer brands associated with traits that are congruent

with their own self-image 110

Figure 5.2 The Theory of Planned Behaviour applied to exercising 113

Figure 5.3 Our level of self-control depends on both internal and

situational factors 115

Figure 5.4 Handing out a glass of champagne can increase sales by

lowering consumers’ self-control, raising their mood and

stimulating reciprocity 118

Figure 5.5 Many marketing strategies are still playing the unaware consumer 123

Figure 5.6 Percentage of participants choosing Lipton ice as a function of thirst

(From Karremans et al., 2006) 124

Figure 6.1 Example of a result chain for a laptop programme for students 133

Figure 6.2 How to measure and study effects 136

xv




Figure 6.3 Instructions on how to use the solar water disinfection

method (SODIS) 137

Figure 6.4 Ethiopian students sitting under a tree with their laptops while

herding their cattle 142

Figure 6.5 Mean difference in attitude change in gender equality for children

who received and did not receive a laptop, in urban versus rural

areas. Standard errors are presented in the figure by the error bars

attached to each column (Hansen, Postmes, Tovote, and Bos, 2014) 143

Figure 7.1 The value function of prospect theory 156

Figure 7.2 Segregation of gains 158

Figure 7.3 Integration of losses 159

Figure 7.4 Integration of a loss with a larger gain 159

Figure 7.5 Segregation of a gain from a larger loss 160

Figure 8.1 Children doing a geometry or drawing test 178

Figure 8.2 The complex figure used by Huguet et al. (2001b) 178

Figure 8.3 Memory recall score of students (max = 44 points) by task

context and academic standing 179

Figure 8.4 The big-fish-little-pond effect (BFLPE): theoretical predictions

(adapted from Marsh and Hau, 2003) 182

Figure 9.1 The level of noise annoyance depends on social-psychological

factors 195

Figure 9.2 World energy consumption by fuel type, 1990–2040 (EIA,

International Energy Outlook, 2013) 197

Figure 9.3 A schematic representation of the VBN theory of environmentalism

(adapted from Stern, 2000) 200

Figure 9.4 Self-serving denial 202

Figure 10.1 Percentages of healthy years lost caused by health-related

behaviours and risk factors (World Health Organization, 2002) 216

Figure 10.2 Increasing self-efficacy 219

Figure 10.3 A stage model of health behaviour change 223

Figure 10.4 Computer-tailored persuasion composes individualized output

(on paper or on screen) based on an individual assessment 226

Figure 10.5 Computer-tailored information 228

Figure 11.1 One-dimensional model of acculturation 237

Figure 11.2 A two-dimensional model of acculturation strategies (Berry, 1997) 238

Figure 11.3 Integration 239

Figure 11.4 Assimilation 239

Figure 11.5 Separation 240

Figure 11.6 Marginalization 240

Figure 11.7 Liking (1 = little; 5 = much) of ‘neighbours’ dependent on

nationality, religion, and employment status (N = 2389) 243

Figure 12.1 Disturbed body image 256

Figure 12.2 Stimuli presented to the participants in Fallon and Rozin’s

study (1985) 258

xvi List of figures




Figure 12.3 Possible feared selves 261

Figure 12.4 Attachment theory: the four-group model of attachment 268

Figure 12.5 Relationship inequity 270

Figure 13.1 Age-crime curve based on the number of registered crime suspects

in 2009 278

Figure 13.2 Who is the fledgling career criminal? 278

Figure 13.3 Schematic representation of the two developmental pathways

proposed by the Dual Taxonomy 280

Figure 13.4 Bridging the maturity gap 283

Figure 13.5 Peer influences on deviance 285

Figure 13.6 Social control may explain desistance from crime 287

Figure 13.7 Labeling theory's self-fulfilling prophecy 289

Figure 14.1 An organization is a social arrangement for achieving controlled

performance in pursuit of collective goals

Diego Rivera, 1932 – Mural Ford Factories, Detroit 299

Figure 14.2 In a sports team, distinctive personal features are less important. What

matters is how individuals can contribute to achieving team goals.

Kazimir Malevich, 1928 – Sportsmen 301

Figure 14.3 Organizational-level (or team-level) comparisons can be a

source of pride for individual employees, regardless of their

personal merits or contributions to this success 302

Figure 14.4 In larger or multinational organizations, employees are likely to

self-categorize and identify in terms of lower level and more

specific units 303

Figure 14.5 Socialization programmes can make new employees more reluctant

to share their fresh perspective by conveying what procedures,

practices, and rules of conduct are considered standard, common,

or acceptable in the organization 306

Figure 14.6 Components of identification and commitment in organizations

(based on Ouwerkerk, Ellemers, and De Gilder, 1999) 308

Figure 14.7 With citizens originating from all parts of the world, the workforce

is becoming increasingly diverse 308

Figure 14.8 Increased diversity implies that the variety of goals, ambitions, and

motives among workers is greater than ever. Organizations that seek

to enhance the motivation and performance of their workers need to

cater for these diverging concerns by offering different incentives,

career paths and growth opportunities, as one size no longer fits all 309

Figure 15.1 Poster used to encourage people to vote 320

Figure 15.2 Psychological processes bring leaders support from their staff 325

Figure 15.3 Why some people do not bother to vote 327

Figure 15.4 The relevance of politics to the young 328

Figure 15.5 Facebook messages to encourage voting (Bond et al. 2012, p.296) 329

Figure 15.6 The Michigan model of voting 331

Figure 15.7 Candidate differences determine level of electoral turnout 332

List of figures xvii




Figure 16.1 Together Everyone Achieves More (TEAM) 346

Figure 16.2 Social loafing: taking a free-ride! 351

Figure 16.3 Why teams are more likely to win at home than away! 355

Figure 17.1 When perceived risk is low, drivers might engage in risky driving

behaviours to meet their target level of risk 366

Figure 17.2 Task Capability Interface Model (adopted from Fuller, 2005) 367

Figure 17.3 Task Capability Interface Model 368

Figure 17.4 Self-reported mental effort among participants who carried out the

simulated driving with and without music 370

Figure 17.5 Enforcement is effective when perceived chance of being

caught is high 374

xviii List of figures




Tables

Table 2.1 Summary of focus, examples, and application of social-psychological

theories page 34

Table 3.1 Applications of social influence principles for behaviour-focused

intervention 75

Table 4.1 Summary of the four research designs 84

Table 7.1 Preference for a coffee mug or a piece of chocolate 162

Table 7.2 Average amounts to delay and speed up receiving a gift

certficate of $7 165

Table 10.1 Changes in life expectancy in years by world region 215

Table 16.1 Factors and sample item of the Group Environment Questionnaire 347

xix




Boxes

Box 1.1 Solving social problems via changing cognitions and behaviour page 2

Box 1.2 The power of situations: the Stanford prison experiment 12

Box 1.3 City dwellers are less friendly when many people are around 13

Box 2.1 Knowledge is not enough: knowledge-deficit model of behaviour change 29

Box 2.2 Applying the elaboration likelihood model to reduce HIV-risky

behaviours 39

Box 3.1 The hypocrisy effect: facilitating behaviour change with reminders

of past failures 65

Box 3.2 The social-norms approach to reducing college student drinking 68

Box 4.1 Example of experimental research 85

Box 4.2 Example of correlational research 92

Box 4.3 Example of quasi-experimental research 98

Box 4.4 Example of survey research 101

Box 5.1 The categorization of goods 111

Box 5.2 Applying theories: extending the standard Theory of Planned Behaviour 114

Box 5.3 Applying methods: explicit versus implicit measures of attitudes 116

Box 5.4 Applying interventions: weapons of influence 117

Box 5.5 The unaware consumer 123

Box 6.1 Applying methods: an example of a result chain as methodological

tool of the intervention planning and evaluation 132

Box 6.2 Applying interventions: effects of different interventions on

immunization rates among children aged 1–3 135

Box 6.3 Applying theories: promotional strategies to increase solar water

disinfection 139

Box 7.1 Applying research methods: choice prospects 151

Box 7.2 Applying intervention strategies: Save More Tomorrow™ 161

Box 7.3 Research design on the endowment effect 162

Box 8.1 Theory application: how to make use of social comparison principles 175

Box 8.2 Application of a research technique 181

Box 8.3 Application of a research method: should the two genders be

separated in the school setting? 184

Box 9.1 Applying research methods: social design saves pain and

improves moods in hospitals 196

Box 9.2 Applying theories: habit versus planned behaviour 203

Box 9.3 Applying intervention strategies: effects of feedback on household

gas use 206

Box 10.1 Sources of self-efficacy 219

xx




Box 10.2 Near real-time versus retrospective recall 224

Box 10.3 Computer-tailored persuasive messages 227

Box 11.1 Testing the theory: the similarity-attraction hypothesis 243

Box 11.2 From theory to practice: how to promote a common ingroup identity 245

Box 11.3 An innovative research method 246

Box 12.1 How satisfied are you with your body? 257

Box 12.2 Experiment: gender differences in weight dissatisfaction 258

Box 12.3 Symptoms of a depression 263

Box 12.4 Cognitive coping strategies 264

Box 12.5 Example of possible attributions in the case of romantic rejection 265

Box 12.6 Assessing attachment style 269

Box 12.7 Applying theories: individual differences in exchange orientation 270

Box 13.1 Predicting persistence in offending 281

Box 13.2 The influence of peer deviance 283

Box 13.3 Youth mentoring programmes 290

Box 14.1 Applying theories: the relevance of distinguishing team commitment

and organizational commitment 305

Box 14.2 Applying methods: finding ways to deal with the dual identity as

worker and parent 310

Box 14.3 Applying intervention strategies: changing expectations about

working in cross-gender teams 311

Box 15.1 Prospect theory and the Cuban missile crisis 324

Box 15.2 Effects of personal appeals on voter turnout 329

Box 15.3 The dynamic information board 333

Box 16.1 Intervention study: increasing physical activity using the TPB 344

Box 16.2 Testing theories: the Ringelmann effect 350

Box 16.3 Social facilitation: Triplett’s legacy 352

Box 17.1 Applying theories: the Theory of Planned Behaviour 364

Box 17.2 Applying research methods and tools: a driving simulator study 369

Box 17.3 Applying an interdisciplinary approach as an intervention:

‘shared space’ in traffic 376

List of boxes xxi




Contributors

bert n. bakker, University of Amsterdam, Amsterdam School of

Communication Research

[email protected]

hart blanton, University of Connecticut, Department of Psychological

Sciences

[email protected]

arjan blokland, Leiden University, Institute of Criminal Law and

Criminology

[email protected]

jan willem bolderdijk, University of Groningen, Department of Economics

and business

[email protected]

erika borkoles, Bournemouth University, Department of Sport and

Physical Activity

[email protected]

melissa burkley, Oklahoma State University

[email protected]

abraham buunk, University of Groningen, Department of Psychology

[email protected]

arie dijkstra, University of Groningen, Department of Psychology

[email protected]

pieternel dijkstra, Private Practice of Social Psychology, The Netherlands

[email protected]

naomi ellemers, Utrecht University, Faculty of Social Sciences

[email protected]

mica estrada, University of California, San Francisco, Department of Social

and Behavioural Sciences

[email protected]

scott geller, Virginia Polytechnic Institute and State University

[email protected]

xxii




robert gifford, University of Victoria, Department of Psychology

[email protected]

dick de gilder, VU University Amsterdam, Department of Organization

Sciences

[email protected]

nina hansen, University of Groningen, Department of Psychology

[email protected]

pascal huguet, Université Clermont Auvergne et CNRS, Laboratoire de

Psychologie Sociale et Cognitive (UMR 6024)

[email protected]

charles judd, University of Colorado Boulder, Department of Psychology and

Neuroscience

[email protected]

kees keizer, University of Groningen, Department of Psychology

[email protected]

hans kuyper, University of Groningen, Institute for Educational Research

[email protected]

phil lehman, Virginia Polytechnic Institute and State University

[email protected]

jan pieter van oudenhoven, University of Groningen, Department of

Psychology

[email protected]

remco polman, Bournemouth University, Department of Psychology

[email protected]

bryan e. porter, Old Dominion University, Department of Psychology

[email protected]

fred van raaij, Tilburg University, Department of Social Sciences

[email protected]

martin rosema, University of Twente, Department of Political Science and

Research Methods

[email protected]

alexander rothman, University of Minnesota, Department of Psychology

[email protected]

xavier sanchez, University of Cumbria, Department of Medical and Sport

Sciences

[email protected]

List of contributors xxiii




p. wesley schultz, California State University, Department of Psychology

[email protected]

linda steg, University of Groningen, Department of Psychology

[email protected]

wolfgang stroebe, University of Groningen, Department of Psychology

[email protected]

ayça berfu ünal, University of Groningen, Department of Psychology

[email protected]

colleen ward, Victoria University of Wellington, School of Psychology

[email protected]

xxiv List of contributors




Acknowledgements

We express our gratitude to the following students from the Bachelor of Science in

Psychology course at the University of Groningen for carefully reviewing the draft

chapters of this book: Anita Vlasma, Anika Schultz, Julian Mestwerdt, Radboud Huizinga,

Manolya Oflazoglu, Steven de Rooij, Kristina Rocho, Güven Kandemir, Hagen Brüg-

mann, and Julian Mutz. Their comments have significantly improved this book.

Our thoughts and also gratitude go out to Talib Rottengatter, who was editor and

contributor to the first edition of this book. We regret that Talib passed away in 2009,

and was not able to contribute to this second edition. Talib was very successful in

promoting the application of social psychological theories, methods, and interventions to

manage real life problems. He was Professor of Traffic Psychology at the Faculty of

Behavioural and Social Sciences at the University of Groningen, and played a major role in

this field. He launched the very successful series of International Congress of Traffic and

Transport Psychology, established Division 13 ‘Traffic and Transportation Psychology’

within the International Association of Applied Psychology, and founded the journal

Transportation Research Part F. We really enjoyed working with him on this book, and

we miss him greatly.

xxv

Documents

Applied Social Psychology · 2017. 4. 19. · Developing and testing theories 8 Basic and applied social psychology as science 9 Goals of science 10 Causes of behaviour and cognitions