1 social psychology scientific study of how people’s thoughts, feelings, and behaviors are...
TRANSCRIPT
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Social Psychology
Scientific study of how people’s thoughts, feelings, and behaviors are influenced
by the real, imagined, or implied presence of others
Behavior = physical action, cognition, emotion, etc.
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Break it down…
• the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.
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Break it down…
• the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.
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Break it down…
• the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.
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Break it down…
• the scientific study of how individuals' thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others.
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Small Groups Exercise
In groups of 2-3 students, quietly discuss the research that I have given you. Do you find it surprising? Try to think of personal instances that support the research.
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Is Social Psychology Simply Common Sense?
• Hindsight bias: • The tendency to exaggerate one’s ability to
have foreseen how something turned out.
• AKA:‘I knew it all along’ phenomenon.
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Science ReviewScience Review
Social psychology, like any science, involves:
• Description careful and reliable observation
•Explanation development of theories
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Science Review
What are theories good for?
1. connect and organize existing data
2. provide a framework from which we can generate future research
3. tell a coherent story
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Major Social Psych “Theories”
SocioculturalSocioculturalSocioculturalSociocultural
EvolutionaryEvolutionaryEvolutionaryEvolutionary
Social LearningSocial LearningSocial LearningSocial Learning
PhenomenologicalPhenomenologicalPhenomenologicalPhenomenological
Social CognitiveSocial CognitiveSocial CognitiveSocial Cognitive
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Sociocultural Perspective
• Influence of larger social groups drives behavior
• What kinds of groups? – Cultures, religions, ethnicities, social classes,
teams…
• What kind of influences?– Social norms, fads, customs, shared values
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Sociocultural PerspectiveSociocultural theorists often ask: “What are the differences in social behavior & norms between groups?”
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Sociocultural Perspective
• Social Norms – rules & expectations for appropriate
social behavior
• Culture – beliefs, customs, habits, and language
shared by the people living in a particular time and place
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Culture, Choice & Intrinsic Motivation
•U.S. culture teaches children to cherish their own individual choice and independence.
•Asian cultures emphasize more collective values – viewing the self as interdependent with family and social group.
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Culture, Choice & Intrinsic Motivation
In one study, researchers asked Anglo-American and Asian-American children to solve word puzzles that were either:
•Chosen by the child (Personal Choice)•Chosen by the experimenter•Chosen by the child’s mom
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1010
55
00
Personal Choice
Personal Choice
Iyengar & Lepper, 1999
Experimenter Choice
Experimenter Choice
•But Asian-American children were more motivated when their mothers had chosen the task
•But Asian-American children were more motivated when their mothers had chosen the task
Number of Word
Puzzles Completed
Number of Word
Puzzles Completed
Anglo American
Anglo American •Personal choice
enhanced motivation for Anglo-American children
•Personal choice enhanced motivation for Anglo-American children
Asian American
Asian American
Mom ChoiceMom
Choice
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Evolutionary Perspective
• Genetic predispositions that promoted our ancestors’ survival and reproduction drive behavior
• What kinds of predispositions?– Competition for resources and mates,
displays to attract mates, social bonding, nurturing of young
• What sub-theories explain these?– Natural selection, sexual selection, inclusive
fitness, behavioral ecology
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Evolutionary PerspectiveEvolutionary theorists often ask:“What are the similarities in social behavior among groups?”
Array
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Evolutionary Theories
• Natural selection – creatures that are better adapted to the
demands of the environment will survive and have more surviving offspring
• Sexual selection – creatures that attract more mates will have
more offspring
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Age Preferences in Mates
One example of a seemingly universal feature of social behavior is the difference between men and women in the preference for younger versus older partners.
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--2020
10s10s
00
--1010
10s10s
2020
1010
00
--1010
20s20s 30s30s 40s40s 50s50s 60s60s
2020
1010
--2020
20s20s 30s30s 40s40s 50s50s 60s60s
MALE'S AGEMALE'S AGE FEMALE'S AGEFEMALE'S AGE
DIF
FE
RE
NC
E F
RO
MD
IFF
ER
EN
CE
FR
OM
TA
RG
ET
'S A
GE
TA
RG
ET
'S A
GE
Oldest preferredOldest preferred
Youngest preferredYoungest preferred
Kenrick & Keefe, Behavioral & Brain Sciences, (1992)
Young menYoung men showshow no no particular preference particular preference for youngerfor younger partners, partners, but older men prefer but older men prefer partners younger than partners younger than themselvesthemselves
Women of all ages ask Women of all ages ask for menfor men around their around their own age or olderown age or older
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2020
1010
00
--1010
--202020s20s 30s30s 40s40s >50>50
MALE'S AGEMALE'S AGE FEMALE'S AGEFEMALE'S AGE
10s10s 20s20s 30s30s 40s40s >50>5010s10s
DIF
FE
RE
NC
E F
RO
MD
IFF
ER
EN
CE
FR
OM
TA
RG
ET
'S A
GE
TA
RG
ET
'S A
GE
Oldest preferred Oldest preferred
Youngest preferredYoungest preferred
Phoenix Singles AdsPhoenix Singles AdsThe same pattern was The same pattern was found on afound on a remote island remote island in the Philippinesin the Philippines
PORO - 1913 - 1929PORO - 1913 - 1929
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Social Learning Perspective
• Conditioned preferences drive behavior
• What kinds of conditioning?– classical, operant, teaching, imitation
• What kinds of preferences?– Anything we’re rewarded or punished for– Also anything we see other people rewarded
or punished for
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Social Learning PerspectiveSocial Learning theorists often ask:“What experiences cause changes in people’s social behavior?”
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What sorts of things might you become conditioned to fear?
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Learning Violence from Video Games
One team of researchers hypothesized that violent video games may make aggression rewarding, by allowing a person to win points for killing and maiming human-like opponents.
• In an experiment, students first played a violent video game (Wulfenstein) or a nonviolent game (Tetrix).
• They then played a competitive game in which they could retaliate against real opponents by delivering unpleasantly loud blasts of noise.
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8585
8080
Nonviolent Nonviolent
Anderson & Dill, 2000
ViolentViolent
Retaliatory Aggression (unpleasant noise level)
Retaliatory Aggression (unpleasant noise level)
Students who played a
violent video game
demonstrated significantly higher levels of retaliatory aggression
Students who played a
violent video game
demonstrated significantly higher levels of retaliatory aggression
Type of Videogame
Type of Videogame
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Phenomenological Perspective
• Subjective Interpretation
• What kinds of interpretations?– Beliefs, opinions, intuitions, evaluations
• What is most important?– The individual’s ideas and feelings
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Phenomenological Perspective“How does a particular person perceive what is going on?”
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Change in Fans Self-Perceptions After Team Losses
Fans watched their school team play a basketball game, then asked to evaluate their own performance on a word scramble.
• Their actual performance was the same whether their team lost or won
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+ .5+ .5
-.5-.5
WinWin
Hirt, Zillmann, Erickson, & Kennedy, 1992
LossLoss
Subjective Estimate of Their Own
Performance
Subjective Estimate of Their Own
Performance
But fans who watched their
team lose made
(incorrect) lower
estimates of their own
performance on the test
But fans who watched their
team lose made
(incorrect) lower
estimates of their own
performance on the test
Team’s Outcome Team’s Outcome
Control (no game)Control (no game)
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Phenomenological Perspective
Social constructivist view we do not discover reality but rather construct it.
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Social Cognitive Perspective
• Behavior is driven by:– attention– interpret and judge social situations– encoded– retrieve from memory
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Social Cognitive Perspective
“What types of information are going in and out of our brains?”
Attention Encoding Retrieval
Judging
Behavior
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Self-serving appraisals of past and present selves
Our memory processes are often biased.
• Students were asked to:
“Describe yourself as you are now, and as you were several years ago.”
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44
00
PastPast
Wilson & Ross, 2001
NowNow
Frequency of Self-
Descriptions
Frequency of Self-
Descriptions
Students described
their present selves as
champs, with more positive
and fewer negative
features than the chumps they used to
be
Students described
their present selves as
champs, with more positive
and fewer negative
features than the chumps they used to
be
Self-Description Self-Description
22
(+)(+) (-)(-)
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PerspectivePerspective
Sociocultural
Evolutionary
Phenomenological
Social Learning
Social Cognitive
What drives social behavior?What drives social behavior?
Sociocultural
Evolutionary
Social Learning
Phenomenological
Social Cognitive
larger social groups
Genetic predispositions
Conditioned responses
subjective interpretation
information
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Basic Principles of Social Behavior
1. goal-oriented.
2. continual interaction between person and situation.
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Social Goals
The goals of our social behaviors function at different levels
ProximateProximate UltimateUltimate• day-to-day
• current
• conscious
• big picture
• long-term
• not always conscious
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Social GoalsAt the broadest level (ultimate),
fundamental motives
Social tiesSocial tiesSocial tiesSocial ties
Understand us & othersUnderstand us & othersUnderstand us & othersUnderstand us & others
StatusStatusStatusStatus
Defend ourselves and those we valueDefend ourselves and those we valueDefend ourselves and those we valueDefend ourselves and those we value
Attract and retain matesAttract and retain matesAttract and retain matesAttract and retain mates
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Person-Situation Interactions
Person = internal to the individual
Situation = outside the person.
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Person-Situation Interactions
1. Different persons respond 1. Different persons respond differently to the same situationdifferently to the same situation1. Different persons respond 1. Different persons respond
differently to the same situationdifferently to the same situation
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Person-Situation Interactions
2. Situations Choose the Person2. Situations Choose the Person2. Situations Choose the Person2. Situations Choose the Person
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Person-Situation Interactions
3. Persons Choose Their Situations3. Persons Choose Their Situations3. Persons Choose Their Situations3. Persons Choose Their Situations
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Person-Situation Interactions
4. Different Situations Prime 4. Different Situations Prime Different Parts of the Same PersonDifferent Parts of the Same Person
4. Different Situations Prime 4. Different Situations Prime Different Parts of the Same PersonDifferent Parts of the Same Person
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Person-Situation Interactions
5. Persons Change the Situation5. Persons Change the Situation5. Persons Change the Situation5. Persons Change the Situation
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Person-Situation Interactions
6. Situations Change the Person6. Situations Change the Person6. Situations Change the Person6. Situations Change the Person