Logo UAB

Social Dimension of the Person

Code: 102579 ECTS Credits: 6
Degree Type Year Semester
2502443 Psychology FB 1 2
The proposed teaching and assessment methodology that appear in the guide may be subject to changes as a result of the restrictions to face-to-face class attendance imposed by the health authorities.


Joel Feliu Samuel Lajeunesse

Use of Languages

Principal working language:
catalan (cat)
Some groups entirely in English:
Some groups entirely in Catalan:
Some groups entirely in Spanish:

Other comments on languages

Those who wish to receive the exams in Spanish must request the coordination of the course before Week 4


Miquel Domènech Argemí
Lupicinio Iñíguez Rueda
Félix Vázquez Sixto
Joan Moyà Köhler
Laura Sanmiquel Molinero
Álvaro Ramírez March


This course does not require previous knowledge of other subjects. On the contrary, it serves, together with the second-year course Social Influence and Groups, as a useful preparation for following many of the other subjects that make up the Psychology curriculum at UAB, which has a large social component. These include the third-year subjects Psychology of Organizations and Social Psychology of the Contemporary World. The set of these four compulsory subjects is the basis for enrolling on the Specialisation in Analysis and Psychosocial Intervention or in Psychology of Work and Organizations, but also it allows students to obtain knowledge about the social dimension of individuals, which they will need in every other psychology specialisation.

Objectives and Contextualisation

This course offers an approach to the social, relational, cultural and historical nature of psychological processes, it introduces the relevance of social processes in understanding and explaining human behaviour and it provides the necessary concepts to allow a psychosocial approach to the analysis of everyday life.
Specifically, its goals are:
- To approach the discipline known as Social Psychology
- To understand that psychological phenomena are not private phenomena emerging from within people, but, on the contrary, that they are phenomena that take place in the relationship between people.
- To acquire a critical sensitivity towards psychological studies, theories and methods.


  • Actively listen to be able to obtain and synthesise relevant information and understand the content.
  • Communicate efficiently, using the appropriate media (oral, written or audio-visual) taking into account diversity and all elements that may ease communication or make it more difficult.
  • Recognise and appreciate external assessment of personal actions.
  • Recognise the social dimension of human beings, considering historical and sociocultural factors involved in shaping human psychology.
  • Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  • Work in a team.

Learning Outcomes

  1. Apply concepts and identify psychosocial processes in analysing the elements that facilitate and hinder social communication.
  2. Formulate questions and answers about concepts and psychosocial processes explained in class.
  3. Identify some of the psychosocial concepts and processes that show the social dimension of individual behaviour in a person.
  4. Illustrate concepts and psychosocial processes by finding examples in everyday life.
  5. Outline in writing, classical texts of social psychology.
  6. Psychosocial concepts and processes inferred from classic watch experiences of social psychology.
  7. Publicly present the analysis and results of psychosocial research previously worked on in class.
  8. Recognise and appreciate external assessment of personal actions.
  9. Reorganise audio-visual material in classics experiments of social psychology.
  10. Report psychosocial concepts and processes that enable the understanding and explanation of social interaction between people.
  11. Students must be capable of collecting and interpreting relevant data (usually within their area of study) in order to make statements that reflect social, scientific or ethical relevant issues.
  12. Work in a team.


0) What is Social Psychology? Basic concepts. Main currents
1) Attitudes. Definition. Measurement. Attitude-behaviour relationship. Functions of attitudes. Attitude formation. Change of attitudes. Theory of persuasive communication. Theory of cognitive dissonance.
2) Communication and Language. Society of communication. Definitions and communication problems. Verbal and non-verbal communication. Realistic, representationist and constructionist conceptions of language. Language and discourse as constructors of realities. Speech and social practices.
3) The Social and Cultural Factors of Perception. New look in Perception. Incidence of cultural and social factors in perception. Incidence of categorization processes. Formation of impressions
4) The Social Construction of Emotions. Theories and models in the study of emotions. The social construction of emotions. Historicity, cultural relativism and emotional scenarios. Emotions and social control.
5) Violence and Aggression. Explanatory theories: ethology, frustration-agression theory, reinforcement learning, vicarious learning, social norms, a sociohistorical vision in the definition and study of aggression.
6) Solidarity and Pro-social behaviour. Explanatory theories: sociobiology, social exchange, norms, vicarious learning. Factors that mediate pro-social behaviour.
7) Interpersonal attraction and Gender Relations. Explanatory theories: social exchange and reinforcement, norms and sociohistorical aspects. Social factors that mediate interpersonal attraction. Gender relations in a patriarchal world.
8) Identities: Social identity and personal identity. Goffman and impression management. Identity in Symbolic Interactionism. Status. Roles. Social categorization. Effects of the construction of identities: prejudice and discrimination. Gendered identities. Socio-historical aspects of identity.
9) Memory as a Social Construction: Background: Frederic C. Bartlett and Maurice Halbwachs. Memory as a social construction: present time, discourse and multiple versions. The "material world" and commemorations.


The course is taught in two group types: macro-groups or large groups and seminar groups.
Classes in large groups are formal lectures, while in seminar groups peer work predominates.
Classes in large groups will be held in sessions of one and a half hours twice a week for arrounf 12 weeks (totalling 34.5 hours).
Classes in seminar groups will take place in two-hour sessions, once a week for 9 weeks (totalling 18 hours).

N.B. The proposed teaching and assessment methodologies may experience some modifications as a result of the restrictions on face-to-face learning imposed by the health authorities. The teaching staff will use the Moodle classroom or the usual communication channel to specify whether the different directed and assessment activities are to be carried out on site or online, as instructed by the Faculty.


Title Hours ECTS Learning Outcomes
Type: Directed      
Classes in seminar groups 18 0.72 2, 7, 4, 11, 8, 9, 12
Formal lectures in large groups 34.5 1.38 1, 3, 10, 6
Type: Supervised      
Follow-up and tutoring of text reading, oral presentation and final group work report 9 0.36 2, 5, 4, 11
Type: Autonomous      
Peer group work 7.5 0.3 11, 8, 12
Reading 38 1.52 2, 5, 4
Reading for assessments 3 0.12 2, 5, 4
Search of information 7 0.28 5, 9
Studying 30 1.2 1, 3, 10, 6


Learning evidences and their respective weights in the final grade:

In order to pass, it is necessary to demonstrate the acquisition of the course competences through the presentation of 3 compulsory learning evidences:

Evidence #1 (25%): Individual examination. Multiple-choice test from the reading of a Social Psychology classic book or a Social Psychology article: 25%

Evidence #2 (35%):Exercise A: Peer group oral presentation of the group work done in the seminar sessions= 17.5%
Exercise B: Peer group work final report = 17.5%
Evidence #2 (practical) consists of two exercises and the overall mark for the evidence is the average of their marks. There is not a minimum mark requirement in each of the exercises to pass this evidence. This allows students to offset a possible bad mark in the first exercise with a better mark in the second exercise. For this reason this evidence is excluded from any possible resit examination at the end of the semester.

Evidence #3 (40%): Individual examination. Multiple options test on the contents lectured and the compulsory readings: 40%

Evidence #4 (optional): Peer group work infographics= 1 additional point.
It is possible to do an additional exercise to add a maximum of 1 additional point to the final grade. This exercise is optional and is linked to the work done in peer groups, however it can only be done individually or in couples formed by members of the peer group. It consists of preparing an infographic for the dissemination of the results obtained during the group work. The mark obtained in this exercise only applies in the case of having a final grade equal to or greater than 5 for all the compulsory evidences and, moreover, if the student obtains a minimum mark of 5 (Pass) in this Evidence #4. This means that all infographics with a mark of less than 5 will not add to the final mark.

Each evidence (#1, #2 and #3) is compulsory and must be presented in the corresponding week. Not submitting any of these evidences or submitting them with an unjustified delay means failing the course without the possibility of a resit examination.
Students need to obtain a minimum mark of 4 in Evidence #3 (final examination) to pass the course. The course will be considered passed if they obtain a final grade equal to or greater than 5. A student will be considered "Not Assessable" if he/she presents assessment activities that together do not have a weight of 40% in the final grade.

In order to pass the course, it is mandatory to submit all evidences. If any evidence is not delivered, even if the final average of the delivered ones exceeds 5, the final grade will have a stop point of 4.9 and, therefore, the course will be considered failed without the possibility of a resit examination.
If all the evidences have been delivered and a final average grade of less than 5 has been obtained or an average of 5 or more is obtained but in evidence #3 a mark of less than 4 has been obtained, evidences #1 and/or #3 can be resubmitted in order to reach an average final grade equal to or greater than 5 and/or obtain a mark equal to or greater than 4 in evidence #3.
To consider the course passed after the resit examination, the same criteria of the continuous assessment will be applied. The new marks will replace any previous mark. In case of not achieving the established requirements the maximum grade to consign in the academic transcript will be of 4.9 points.

For students of 2nd or later enrolment in this course we will provide the possibility of being assessed through means of a single non-recoverable synthesis test on all the subjects of the course.

Teamwork Competence (T06) will be assessed during peer work in seminar groups.

Part of the mark students get, both in the oral presentation (Exercise A of Evidence #2) and in the final report (Exercise B of Evidence #2), will be the result of students’ teamwork. For this reason, the whole team will get the same mark regardless of any differences in individual contribution. It is therefore the responsibility of the whole team to achieve their target grade in each exercise regardless of the contribution of each one of the team members.

Also for this reason, attendance at seminar sessions is mandatory: any absence must be justified with the pertinent documentation and more than two justified absences (2 out of 9 is 20%) are not accepted. Of course, there cannot be any unjustified absence. Having more than two justified absences or one or more unjustified absences implies failing to pass evidence #2 and therefore the course.

Class attendance is monitored through signatures. The falsification of an absent peer’s signature will entail that the peer will fail the course and will be submitted to other possible disciplinary measures by the faculty administration.


Plagiarism or copying of any learning evidence, or part of it, implies a fail mark for that evidence and, therefore, failing the entire course without any possibility of a resit examination. In order to avoid any involuntary plagiarism you can consult the following guide:

Link to the guidelines of assessment of the Faculty of Psychology 2019-20 (approved in Permanent Board of 06.05.2019): https://www.uab.cat/web/estudiar/graus/graus/avaluacions-1345722525858.html

Assessment Activities

Title Weighting Hours ECTS Learning Outcomes
Ev. 1. Exam from the reading of a Social Psychology classic text (first assessment period) 25% 1 0.04 2, 5, 4
Ev. 2A. Peer group oral presentation in seminar sessions (11th Week aprox.) 17.5% 0 0 7, 11, 8, 12
Ev. 2B: Peer group work final report (14th Week aprox.) 17.5% 0 0 2, 4, 6, 11, 8, 9, 12
Ev. 3. Individual examination (second assessment period) 40% 2 0.08 1, 3, 10
Ev. 4 Infographics (optional) maximum 1 additional point 0 0 1, 7, 4, 9, 12



Ibáñez,Tomás (Coord.) (2003) Introducció a la Psicologia social. Barcelona: Editorial UOC.

Gil, Adriana. i Vitores, Anna. (2009). Comunicació i discurs. Barcelona: UOC.

Feliu, Joel. (2019). Ajuda i Solidaritat. Atracció, intimitat i gènere. Material de l’assignatura Bases psicosocials en criminologia. Barcelona: UOC.

Pérez Fernández, Francisco (2009) Altruismo, violencia, poder y delito. Replanteamiento crítico a la luz de algunos puntos de vista clásicos. EduPsykhé, 8(2):145-163.

Billig, Michael y Edwards, Derek (1994). La construcción social de la memoria. Mundo Científico, 14(150): 814-817.

Lindesmith, Alfred R.; Strauss, Anselm L. i Denzin, Norman K. (2006). Las emociones y como les ponemos nombre. A Alfred R. Lindesmith; Anselm R. Strauss i Norman K. Denzin. Psicología Social. Madrid: CIS-Siglo XXI, 179-191.

Harré, Rom; Clarcke, David i Carlo, Nicola. (1989). La relatividad cultural de las emociones, a Rom Harré; David Clarcke i Nicola Carlo. Motivos y mecanismos: introducción a la teoría de la acción (pàg. 139-143). Barcelona: Paidós.


Alvaro, José Luis y Garrido, Alicia (2003) Psicología Social: Perspectivas psicológicas y sociológicas. Madrid: McGraw Hill.

Asch, Solomon (1952). Psicología Social. Buenos Aires: Eudeba.

Bierhoff, Hans.W. y Klein, Renate. (1988). Conducta prosocial. En Miles Hewstone, William Stroebe, Jean Pierre.Codol y G.M.Stephenson (Dirs.). Introducción a la Psicología Social. Barcelona: Ariel, 1990.

Billig, Michael (2006). Nacionalisme Banal.València: Afers/Universitat de València.

Blanch, Josep Maria (1982). Psicologías Sociales. Aproximación histórica. Barcelona: Hora.

Botella, Mercè (1996). La interacció social. En T. Ibáñez (Coord.) (2003) Introducció a la Psicologia social. Barcelona: UOC.

Bruner, Jerome. (1990). Actos de significado. Más allá de la revolución cognitiva. Madrid: Alianza Editorial, 1991.

Burr, Viviane. (1995). Introducció al construccionisme social. Barcelona: UOC/Proa, 1996.

Cherry, Frances (1995) The 'stubborn particulars' of social psychology. London: Routledge, pp. 16-29.

Collier, Gary, Minton, Henry .L. i Reynolds, Graham. (1991). Escenarios y tendencias de laPsicología Social. Madrid: Tecnos, 1996.

Darley, John. M. y Batson, C. Daniel (1973). De Jerusalem a Jericó: un estudi de les variables situacionals i disposicionals en el comportament d’ajuda. [Document electrònic consultat el maig de 2011 a http://materials.cv.uoc.edu/continguts/UW08_10500_00576/index.html]

Deutsch, Morton. i Krauss, Robert M. (1970). Teorías en psicología social. Buenos Aires: Paidós.

Dumont, Louis (1983).  Ensayos sobre el individualismo. Buenos Aires: Amorrortu.

Elejabarrieta, Francisco Javier; Íñiguez, Lupicinio  (1984). Construcción de escalas de actitud. Documentos de Psicología Social. Serie Monografías. Universidad Autónoma de Barcelona.

Fernández Villanueva, Concepción (Ed.) (1998) Jóvenes violentos. Causas psicosociales de la violencia en grupo. Barcelona: Icaria.

Fernandez Villanueva, Concepción (2003) Psicologías Sociales en el umbral del SXXI. Madrid. Ed. Fundamentos

Gergen, Kenneth (1992).  El yo saturado. Barcelona: Paidós.

Gergen, Kenneth (1994). Realidades y relaciones. Aproximaciones a la construcción social. Barcelona: Paidós, 1996.

Goffman, Erving (1959). La presentación de la persona en la vida cotidiana. Buenos Aires: Amorrortu, 1997.

Goffman, Erving (1963). Estigma. La identidad deteriorada. Buenos Aires: Amorrortu, 1998.

Gil, Adriana. i Vitores, Anna. (2009). Comunicació i discurs. Barcelona: UOC.

Hewstone, Miles i al. (Dir.) (1990). Introducción a la Psicología Social. Una perspectiva europea. Barcelona: Ariel.

Ibáñez,Tomás (1988). Aproximaciones a la Psicología Social: Barcelona. Sendai.

Martin-Baró, Ignacio (1983). Acción e ideología. Psicología Social desde Centroamérica.. El Salvador: UCA Editores.

Martin-Baró, Ignacio (1989). Sistema, grupo y poder. Psicología Social desde Centroamérica(II).. El Salvador: UCA Editores.

Martín-Baró, Ignacio (1983).Violencia y agresiónsocial. En I.Martín-Baró: Acción e ideología. PsicologíaSocial desde Centroamérica. San Salvador: UCA, 1996.

Mead, George Herbert (1934). Espíritu, persona y sociedad. Ciutat de Mèxic: Paidós, 1990.

Morales, José Francisco. (coord) (1999). Psicología Social. Madrid: McGraw-Hill, 2ªed.

Moscovici, Serge. (Ed.) (1986). Psicología Social, Barcelona: Paidós, (2 vols.).

Muñoz,Juan. (1990). El papel de las normasen la definición de agresión. Boletín de Psicología, 26, 33-51.

Myers, David G. (2004). Psicología Social. México: McGraw Hill.

Myers, David G. (2008). Exploraciones de la psicología social. Madrid: McGraw Hill.

Torregrosa, José Ramón i Crespo, Eduardo. (eds.) (1984). Estudios básicos de psicología social. Barcelona: Hora.

Vázquez, Félix. (2001). La memoria como acción social. Relaciones, significados e imaginario. Barcelona: Paidós.

Vázquez,Félix i Muñoz, Juan. (2003). La memoria social como construcción colectiva. Compartiendo y engendrando significados y acciones. En F.Vázquez (Ed.). Psicología del comportamiento colectivo. Barcelona UOC, pàgs. 189-258.

Yela, Carlos. (2000). El amor desde la psicología social. Ni tan libres ni tan racionales. Madrid: Pirámide