Download - DO NOW4.14.2011
![Page 1: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/1.jpg)
DO NOW 4.14.2011• Reading notes due tomorrow
(Mod. 44-46)• Choose one the of the following to
describe:• Projective Personality Test• The Big Five• MMPI-2• Myers-Briggs Type Indicator
![Page 2: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/2.jpg)
Unit 12: Social Psychology
AP PsychologyMs. Desgrosellier
2010 – 2011
![Page 3: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/3.jpg)
Key Ideas:• Group dynamics• Bystander intervention• Attribution processes• Interpersonal perception• Organizational behavior• Conformity, compliance, and
obedience• Attitudes and attitude change• Aggression and antisocial behavior
![Page 4: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/4.jpg)
Social Psychology• Social Psychology: study of how
groups influence individual’s attitudes and behavior.
![Page 5: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/5.jpg)
Group Dynamics• Social group: two or more people
sharing common goals and interests.
• Interact and influence behavior of the other(s).
• Norms: rules either implicit or explicit that govern the behavior of group members.
![Page 6: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/6.jpg)
Social Roles• Roles: ascribed social positions
and defined behavior expectations in groups.
![Page 7: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/7.jpg)
Social Roles• Zimbardo Prison Study: Stanford
students were randomly assigned the roles of either prisoner or guard.– The experiment had to be stopped after only 6
days because of the severe stress inflicted by certain “sadistic” guards who took their roles too seriously.
– Those assigned the role of prisoner were cowering in their cells and one-third of those assigned to the role of guard inflicted harsh punishment for the slightest infraction of rules.
![Page 8: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/8.jpg)
Social Roles• Zimbardo Prison Study• Video starts at: 13:08
![Page 9: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/9.jpg)
Social Roles• Social loafing: the tendency of
individuals to put less effort into group projects than when individually accountable.
• e.g. When pulling a rope in tug-of-war, people tended to only pull 80% their real abilities when they were joined by other people.
![Page 10: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/10.jpg)
Social Roles• Deindividuation: when in a large
group, we tend to lose some self-awareness and may engage in behavior that is unusual or uncharacteristic for us because of the anonymity.– This especially occurs when there is a
heightened sense of arousal.– e.g. People in crowds that riot.– e.g. People in masks.
![Page 11: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/11.jpg)
Social Roles• Deindividuation can lead to
prosocial behavior, with an unusual outpouring and generosity among virtual strangers all caught up in an emotionally arousing situation.
![Page 12: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/12.jpg)
Effects of the Group• Social facilitation: improved
performance of well-learned tasks in front of others.–e.g. musicians who are well practiced
may perform better during a recital than during rehearsal.
• Social impairment: when first learning a new task, one may perform worse in front of other people.
![Page 13: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/13.jpg)
Effects of the Group• Group polarization: like-minded
people share ideas resulting in a more extreme position for every individual.–e.g. When groups like the KKK get
together, they become even more extremely racist.
![Page 14: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/14.jpg)
Effects of the Group• Groupthink: individuals self-
censor beliefs to preserve harmony in the group.
• Groupthink can be countered when outside people bring in new ideas and opinions.
![Page 15: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/15.jpg)
Minority Influence• minority influence: a lone
dissenter shows that a single individual with a strong opinion can also have an effect.
• e.g. on a jury, a single dissenting voice could change a verdict from guilty to not guilty.
![Page 16: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/16.jpg)
Bystander Influence• Bystander intervention: the active
involvement of a person in a situation that appears to require his/her aid.
• Diffusion of responsibility: an explanation of the failure of bystander intervention stating that when several bystanders are present, no one person assumes responsibility for helping.
![Page 17: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/17.jpg)
Bystander Influence• e.g. Kitty Genovese was repeatedly
stabbed and raped outside her Queens, New York apartment in 1964.
• 38 of her neighbors heard her screams for help at 3:30 am. Her attacker fled and then came back to stab her 8 more times and kill her.
• No one called the police until 3:50 am.
![Page 18: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/18.jpg)
Bystander Influence• Researchers set up a situation
where people were alone or with a group, and then they heard a call for help.–When alone with someone in need,
40% helped. – In the presence of others, only 20%
helped.
![Page 19: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/19.jpg)
Bystander Influence• Altruism: the unselfish concern of
one individual for the welfare of another.–e.g. helping someone who is injured
with no benefit (e.g. rewards of heroism) to you.
![Page 20: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/20.jpg)
Attribution Processes• Social cognition: the way people
gather, use, and interpret information about social world.
• Attribution theory: a way to understand how people explain others’ behaviors.
![Page 21: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/21.jpg)
Attribution Processes• Dispositional factors: individual
personality characteristics that affect a person’s behavior.
• Situational factors: environmental stimuli that affect a person’s behavior.
![Page 22: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/22.jpg)
Evaluating Behavior• Self-serving bias: to take
personal credit for our own achievements and blame our failures on situational factors.–e.g. “I got an A in Psychology
because I’m smart and I worked hard. I got a F in math because I have it first period and my classmates suck.”
![Page 23: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/23.jpg)
Evaluating Behavior• fundamental attribution error:
tendency when judging others’ behaviors to overestimate the role of personal factors and underestimate situational factors.–e.g. A peer fails a class because
they’re lazy or stupid, but ignores how their parents’ divorce affected their work.
![Page 24: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/24.jpg)
Evaluating Behavior• actor-observer bias: a tendency
to attribute our own behavior to situational causes and the behavior of others to personal causes.–e.g. I got into a car accident because
it was raining and slick on the road. YOU got into an accident because you weren’t paying attention on the road.
![Page 25: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/25.jpg)
Evaluating Behavior• just-world phenomenon:
tendency to believe in fairness, that people get what they deserve and deserve what they get.–e.g. blaming rape victims for what
happened to them.
![Page 26: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/26.jpg)
Influencing Behavior• Self-fulfilling prophecy: a
tendency to let preconceived expectations influence one’s behavior, thus evoking those very expectations.
![Page 27: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/27.jpg)
DO NOW 4.14.2011• Take out your reading notes to
be checked.• Recommended reading over
break:• Modules 47 – 58
• Briefly describe the Stanford Prison Study.
![Page 28: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/28.jpg)
Interpersonal Perception
• In-group: groups to which we belong and tend to favor.
• Out-group: groups to which we do not belong, we tend to attribute negative qualities to out-groups.
![Page 29: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/29.jpg)
Causes of Conflict• Prejudice: unjustified attitudes we
hold about others.• Discrimination: unjustified action
against an individual or group.• Stereotypes: scheme used to
quickly judge others.–Can be an overgeneralized belief
about the characteristics of members of a particular group.
![Page 30: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/30.jpg)
Causes of Conflict• Scapegoat theory: when own
self-worth is in doubt or jeopardy, we find others to blame.–attributes prejudice to frustration
• Ethnocentrism: belief that our culture or social group is superior to others.
![Page 31: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/31.jpg)
Causes of Conflict• Out-group homogeneity: belief
that members of another group are more similar in their attitudes than they actually are.–e.g. I’m a jock, but not all jocks are
the same. You’re a nerd, all nerds are the same.
![Page 32: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/32.jpg)
Increasing Cooperation
• Contact theory: if members of two opposing groups are brought together in an emergency situation, group cooperation will reduce prejudicial thinking.
![Page 33: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/33.jpg)
Increasing Cooperation
• Jigsaw classroom: expert groups of diverse backgrounds learn one part of a lesson and share information in jigsaw groups.– Students are dependent on others.– Self-esteem and achievement of “worse”
students improve.– Former stereotypes are diminished.– Friendships based on proximity, similarity,
reciprocal liking, and utilitarian value.
![Page 34: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/34.jpg)
Friendships
![Page 35: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/35.jpg)
Friendships• Mere exposure effect: the more
we come in contact with someone, the more likely we are to like that person.
• Most consider beautiful people to be more socially skilled than less attractive people.
![Page 36: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/36.jpg)
Friendships• Studies show that friends are rated
very similarly in physical attractiveness.
• Similarity of interests and social background is also likely to determine who become friends.
![Page 37: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/37.jpg)
Conformity• Conformity: the adoption of
attitudes and behaviors shared by a particular group of people.
![Page 38: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/38.jpg)
Conformity• Solomon Asch conformity study• Asch instructed subjects to choose which
of three lines was the same length as the original line shown. Each subject was on a panel with other “subjects” who were actually confederates who all initially gave the wrong answer.
• Approximately 35% of the real subjects chose to give an obviously wrong but conforming choice.
![Page 39: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/39.jpg)
Conformity
![Page 40: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/40.jpg)
Conformity• Asch – 7:07
![Page 41: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/41.jpg)
Conformity• Normative social influence:
going along with the decisions of a group in order to gain its social approval.
• Information social influence: accepting others’ opinions about reality especially in conditions of uncertainty.
![Page 42: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/42.jpg)
Compliance• Compliance: engaging in a particular
behavior at another person’s request.• Foot-in-the-door phenomenon:
agreement to a smaller request leads to agreement with larger requests later.–e.g. Letting me borrow $1 now makes it
more likely that you will lend me $5 next time.
![Page 43: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/43.jpg)
Compliance• Reciprocity: small gift makes
others feel obligation to agree to later request.–e.g. Have this free gift, but you can
make a donation if you want.
![Page 44: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/44.jpg)
Obedience to Authority
• Stanley Milgram obedience study:• Participants thought they were studying
how punishment influenced learning.• There was a confederate learner and the
participant was the teacher who had to give increasingly stronger electric shocks to the learner when they got an answer wrong.
• “Teachers” didn’t know that “learners” were not actually being shocked.
![Page 45: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/45.jpg)
Obedience to Authority
• If the “teacher” asked questions or hesitated to deliver a shock, the researcher in a lab coat would simply urge them to continue.
• Milgram found that 66% of participants would go up to the lethal shock level.
• Besides learning about obedience to authority, Milgram’s study also helped establish important ethical guidelines for psychological research.
![Page 46: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/46.jpg)
Obedience to Authority
• Milgram – 8:06
![Page 47: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/47.jpg)
DO NOW 4.25.2011• Take out your spring break
practice test to be checked.
• FINAL review session this Saturday, 9am – Noon.
• AP EXAM, Monday, 5.2.2011, Noon.
![Page 48: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/48.jpg)
Attitudes & Attitude Change
• Attitudes: learned predisposition to respond favorably or unfavorably to certain people, objects, or events.
• Mere exposure effect leads to increased liking of a person or another stimulus.– e.g. One study found that a confederate
placed in a lecture class only 3 times (and who never spoke) would be rated more attractive then strangers by the class.
![Page 49: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/49.jpg)
Ways of Changing Attitudes
• Elaboration likelihood model (ELM): attitudinal change through two routes: central or peripheral.
• Central route of persuasion: relatively stable change by carefully scrutinizing facts, statistics, and other information.
![Page 50: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/50.jpg)
Ways of Changing Attitudes
• Peripheral route of persuasion: pairs superficial positive factors (e.g. supermodels & celebrities) with an argument leading to less stable changes in attitudes.–Communicators should be experts,
likeable, and good-looking.–Messages should be geared to the
audience – one-sided if in agreement, two-sided if audience differs.
![Page 51: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/51.jpg)
Cognitive Dissonance• Cognitive dissonance: the
tension that results from holding conflicting beliefs, attitudes, opinions, or values when our actions do not coincide with these cognitions.
![Page 52: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/52.jpg)
Cognitive Dissonance• e.g. Leon Festinger had students complete
boring tasks and then asked students if they would lie and tell other students the tasks were interesting.– Some were paid $1 while some were paid $20.– Two weeks later they were asked about the task.– Those paid $20 still thought the task was boring.– Those who were only paid $1 revised their
opinion and believed the task to be more interesting than they first thought.
![Page 53: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/53.jpg)
Aggression/Antisocial Behavior
• Aggression: the intention to do harm to others.
• Instrumental aggression: to achieve some goal.
![Page 54: DO NOW4.14.2011](https://reader035.vdocuments.mx/reader035/viewer/2022062501/5681635a550346895dd41920/html5/thumbnails/54.jpg)
Aggression/Antisocial Behavior
• Hostile aggression: to inflict pain upon someone else.
• Though Freud believed aggression to be innate, the fact that different cultures display differing levels of aggression supports the belief that aggression is learned.