All 60 ec of the first-year in Psychology obtained.
Economic and consumer behaviour is to a large extent social behaviour, which means that understanding social cognition is essential to understanding economic and consumer behaviour. This course provides advanced knowledge of social cognition (theories, paradigms, empirical findings) and of how this knowledge can in turn be applied to understand and influence economic and consumer behaviour. The course consists of 2 complementary parts: lectures and work group sessions. The lectures will provide a solid theoretical basis in social cognition. The work group sessions consist of discussion meetings on assigned readings. The discussions are initiated by students’ presentations of the topics. Students are encouraged to think actively about the assigned readings and topics by developing essay questions for each work group session. Moreover, during the course students are required to write and review a paper in which the theoretical ideas of the course are applied to a relevant question in the field of economic and consumer psychology.
Upon completion of the course, students can:
recognize and reproduce knowledge about the most important theories, paradigms, and empirical findings in the field of social cognition;
apply knowledge of social cognition to understand and analyse economic and consumer behaviour; and
explain, discuss, and report on problems regarding economic and consumer behaviour and has further developed his or her academic skills through reading, presenting, assessing, and discussing recent literature on economic and consumer behaviour.
For the timetables of your lectures, workgroups, and exams, select your study programme. Psychology timetables
Students need to register for lectures, workgroups and exams. Instructions for registration in courses for the 2nd and 3rd year
Elective students have to enroll for each course separately. For admission requirements contact your study advisor.
For admission requirements, please contact your exchange coordinator
Students are not automatically enrolled for an examination. They can register via uSis from 100 to 10 calendar days before the date; students who are not registered will not be permitted to take the examination. Registering for exams
Mode of instruction
8 2-hour lectures and 8 2-hour mandatory work group sessions.
Examination consisting of multiple-choice and essay questions (50%) and work group sessions assignments (50%). The book Social Cognition (Fiske & Taylor, 2013) and the information presented in lectures and on Blackboard is part of the examination material. The examination is in English. Work group sessions are in Dutch or English.
The Institute of Psychology uses fixed rules for grade calculation and compulsory attendance. It also follows the policy of the Faculty of Social and Behavioural Sciences to systematically check student papers for plagiarism with the help of software. Disciplinary measures will be taken when fraud is detected. Students are expected to be familiar with and understand the implications of these three policies.
- Fiske, S. T., & Taylor, S. E. (2013). Social cognition: From brains to culture (2nd/3rd ed.). London: Sage.
Loveland, K. E., Smeesters, D., & Mandel, N. (2010). Still preoccupied with 1995: The need to belong and preference for nostalgic products. Journal of Consumer Research, 37(3), 393-408.
Griskevicius, V., & Kenrick, D. T. (2013). Fundamental motives: How evolutionary needs influence consumer behavior. Journal of Consumer Psychology, 23(3), 372-386.
Janiszewski, C., Kuo, A., & Tavassoli, N. T. (2012). The influence of selective attention and inattention to products on subsequent choice. Journal of Consumer Research, 39(6), 1258-1274.
Yang, M., & Roskos-Ewoldsen, D. R. (2007). The effectiveness of brand placements in the movies: Levels of placements, explicit and implicit memory, and brand-choice behavior. Journal of Communication, 57(3), 469-489.
Carter, T. J., & Gilovich, T. (2012). I am what I do, not what I have: The differential centrality of experiential and material purchases to the self. Journal of Personality and Social Psychology, 102(6), 1304-1317.
Mochon, D., Norton, M. I., & Ariely, D. (2012). Bolstering and restoring feelings of competence via the IKEA effect. International Journal of Research in Marketing, 29(4), 363-369.
Cho, H., & Schwarz, N. (2008). Of great art and untalented artists: Effort information and the flexible construction of judgmental heuristics. Journal of Consumer Psychology, 18(3), 205-211.
Nash, J. G., & Rosenthal, R. A. (2014). An investigation of the endowment effect in the context of a college housing lottery. Journal of Economic Psychology, 42, 74-82.
Winterich, K. P., Gangwar, M., & Grewal, R. (2018). When celebrities count: Power distance beliefs and celebrity endorsements. Journal of Marketing, 82(3), 70-86.
Cheung, C. M. Y., Sia, C. L., & Kuan, K. K. (2012). Is this review believable? A study of factors affecting the credibility of online consumer reviews from an ELM perspective. Journal of the Association for Information Systems, 13(8), 618-635.
Aaker, J., Vohs, K. D., & Mogilner, C. (2010). Nonprofits are seen as warm and for-profits as competent: Firm stereotypes matter. Journal of Consumer Research, 37(2), 224-237.
Grau, S. L., & Zotos, Y. C. (2016). Gender stereotypes in advertising: A review of current research. International Journal of Advertising, 35(5), 761-770.
Antonetti, P., & Maklan, S. (2014). Feelings that make a difference: How guilt and pride convince consumers of the effectiveness of sustainable consumption choices. Journal of Business Ethics, 124(1), 117-134.
Grégoire, Y., Tripp, T. M., & Legoux, R. (2009). When customer love turns into lasting hate: The effects of relationship strength and time on customer revenge and avoidance. Journal of Marketing, 73(6), 18-32.
Dr. Arianne van der Wal email@example.com