Download Unit 14 Social Psychology

UNIT 14 SOCIAL PSYCHOLOGY
Label a new blank page in your notebook:
Social psychologists
 Study social forces that explain why the
same person acts differently in different
situations
https://www.youtube.com/watch?v
=epuTZigxUY8
Q1: HOW DOES FUNDAMENTAL ATTRIBUTION ERROR
DESCRIBE HOW WE TEND TO EXPLAIN OTHERS’
BEHAVIOR COMPARED TO OURS? https://www.youtube.com/watch?v
=epuTZigxUY8
Fundamental Attribution Error
 tendency
for observers, when analyzing
another’s behavior, to underestimate the
impact of the situation and to
overestimate the impact of personality
traits
What are the real
world implications
of the f.a.e?
poverty?
relationships ?
Q2: WHAT IS AN ATTITUDE & HOW DO
ATTITUDES AND ACTIONS AFFECT EACH OTHER
attitudes:
feelings, based on our
Attitudes
beliefs that influence our
Behavior
behavior
If we believe someone is mean we may
feel dislike and then act unfriendly
toward them

…but, there is evidence that
attitudes can develop from behavior
Behavior
Attitudes
Attitudes follow behavior…

Foot-in-the-door
phenomenon


REUTERS/ Vasily Fedosenko
If someone convinced you
to act against your beliefs,
you’d change your belief
(attitude) to match your
action.
People agreeing to a small
request will find it easier to
later agree to a larger one
Principle works for negative
and positive behavior
ATTITUDES FOLLOW BEHAVIOR
Cooperative actions, such as those
performed by people on sports teams
feed mutual liking.
Q2 CONTINUED…ACTIONS AFFECT ATTITUDES…
: a set of expectations about a
social position, defining how those in
the position should act.
 Role
 Cognitive
dissonance theory
the theory that we act to reduce the
discomfort (dissonance) we feel
when two of our thoughts
(cognitions) are inconsistent.
If you do a behavior that is
“bad” you change your attitude
about the behavior.
Q2…
https://www.youtube.com/watch?v=L_LKzEqlPto
29 min
https://www.youtube.com/watch?v=fa7QZWfivtc
A.G 5 min
POWER OF THE SITUATION / ROLE
ZIMBARDO PRISON STUDY

Purpose: If you put good people in a bad situation, will the

Participants: College age men. Randomly assigned to Guard &
person do bad things
Prisoner
Cut short after 6 days. Guards & Prisoners both
 Results: felt shame & humiliation. For most, the situation
did control behavior. Some guards did “evil” things
and others didn’t speak up.

Ethics:
1. Informed Consent
2. 2. Keep results confidential
3. Do no physical or mental harm
4. Debrief participants
Q3: WHAT DO EXPERIMENTS ON CONFORMITY &
OBEDIENCE TELL US ABOUT THE POWER OF SOCIAL
INFLUENCE?(PG. 382)
https://www.youtube.com/watch?v=TYIh4MkcfJA
chameleon effect:
Asch’s Conformity Study:
 define:
Method
deceived:
 # of participants:
 task:
 What is the decision participant has to make during the 3rd trial?

Results



when answering alone…
when in the room with confederates who answered incorrectly…
more likely to conform when… (7)
confederate
participant
confederate
Asch’s Conformity Study:
 define: adjusting our thinking or behavior to go along with a group
standard
 METHOD
deceived: a study on visual perception
 # of participants: you & 5 others
 task: state, 1 by 1, which of 3 lines is the same as a standard 1. Easy.
 What is the decision you have to make during the 3rd
trial? Should I conform?


RESULTS
when answering alone… wrong less than 1% of the time
 when in the room with confederates who answered
incorrectly… wrong 37% of the time


more likely to conform when…
feel insecure
admire the
groups’ status
group has
at least
THREE
everyone else
agrees
have not already
know others
committed to an
will observe
answer
our behavior
MILGRAM’S OBEDIENCE STUDY
Define:
Method









https://www.youtube.com/watch?v=GD0PVFrNYH4
Re-visited 1st 3 minutes
“fake” study –
https://www.youtube.com/watch?v=AwOeCF27PzM
Re-visited remainder
draw randomly to determine –


https://www.youtube.com/watch?v=16QMQXIjYVU
Intro to Obedience (5 min)
teacher task –
learner task-
teacher after 1st wrong answer:
teacher after 8th wrong answer:
learner after 10th wrong answer:
You want to stop hurting this person but the experimenter says:
“…”
Final shock v:
At what level would you stop?
At what level would most people (say) stop?
Results

Obedience is highest when… (4)
MILGRAM’S OBEDIENCE STUDY
Define: changing a behavior to follow a command
Method


“Fake” study (deception) – “Effect of punishment on learning”
Participants: 1 “teacher” & 1 “learner”








teacher task – test learner on word pairs; if wrong = shock them
learner task- to learn the words….actually an actor (confederate)
teacher is too gradually increase shocks given to “learner” each
time they are wrong
If participant (“teacher”) wants to stop, the researcher says…
“You have no choice. You must go on.”
Final shock v: 450 volt
At what level would you stop? your opinion
At what level would most people say they would stop?
Men vs. Women:
Results

Obedience is highest when…
OBEDIENCE HIGHEST WHEN…


Person giving order is close by & was an authority figure
The authority figure was associated with a respected
institution

The victim was depersonalized or far away

There was no role model of defiance
Point to Remember:
1. People are not evil, they are obedient.
2. One person can make a difference…
minority influence:
you can sway the majority if you hold firmly to your
beliefs – power of committed individual is as strong
as power of the group
WINDING TIMES LAB DIRECTIONS
1.
In your group, assign yourself the role of
Subject #1, #2, #3, or #4
2.
Subjects #1 and #2 should go somewhere quiet
and time each other, one by one, winding the
yarn as fast as they can. Subjects #3 and #4
should do the same.
3.
Report your scores to Mrs. Mal.
Q5: HOW DOES THE PRESENCE OF OTHERS
INFLUENCE OUR ACTIONS THROUGH SOCIAL
FACILITATION
& SOCIAL LOAFING
Winding Times Lab:
1. According to our class data, did social facilitation prove to be true in
this experiment?
Explain your answer using the data to support your response.
2. Why does social facilitation occur?
3. What are positive effects of social facilitation?
4. Would the impact of social facilitation increase or decrease with
group size? Explain.
5. How does social facilitation explain home-team advantage?
6. What were the flaws in this experiment?
Q5: …CONTINUED…


Social Facilitation:
 people tend to have a stronger response (do
better) on simple or well-learned tasks in the
presence of others.
Social Loafing:
 tendency to give less effort when in a group
Don’t feel accountable
 Not worth the effort

Q7-8-9:
WHAT IS PREJUDICE AND WHAT ARE THE SOCIAL,
EMOTION, & COGNITIVE ROOTS OF PREJUDICE?

Prejudice:
Negative attitude towards a group
1. beliefs (stereotypes)
2. emotions (hostility, envy, fear)
3. predisposed to action (discrimination)

behavior
Open prejudice
declines but
subtle prejudice
lingers
page 391 -393
Due Thursday: 15 points
…CREATE THIS CHART IN YOUR NOTES…
Social
just-world
phenomenon
(define &
example)
in group
v. out
group
Emotional
scapegoat
theory
9/11
example
Cognitive
explain how
forming
categories
categories
can lead to
prejudice
explain how
remembering
vivid cases
vivid
cases
leads to
prejudice
SOCIAL ROOTS OF PREJUDICE
 Just
World Phenomenon
 people get what they deserve; good is rewarded
& evil is punished
 Stereotypes rationalize inequalities
women
 slave owners

 In
Group (us)- Out Group (them)
social identities lead us to like our ingroup
 ingroup bias


tendency to favor our own group
EMOTIONAL ROOTS OF PREJUDICE
 Scapegoat
Theory
 outlet for anger by providing someone
to blame
 poverty


Prejudice levels are high among economically
depressed people
feeling insecure leads us to repair that by
talking badly about others
 9/11

Outraged people lashed out at innocent Arab-Am.
COGNITIVE ROOTS OF PREJUDICE
 Categories
categories = simplify our world

When we categorize people, we often
overestimate their similarities

other race effect
Recall faces of one’s own race more
accurately than faces of other races
 Vivid

Cases
Vivid cases are readily available in our memory
& fed our stereotypes.
Q10 & Q11:
WHY DO WE LIKE WHO WE DO & WHAT ARE
PASSIONATE AND COMPANIONATE LOVE?
Love Style Survey
Eros (Items 1–4) Passionate love. . It focuses strongly on
physical attraction &sensual satisfaction. Rapidly
developing, emotionally intense, intimate relationships. They
tend to idealize their lovers and are willing to take risks.
Ludus (Items 5–8) Love is a game. Likes the “chase”. This type
of person dates several partners and moves in and out of
love affairs quickly & easily. He or she refuses to make longrange plans. Wary of emotional intensity from others.
Storge (Items 9–12) These people find themselves in
relationships that take time to develop. Desire a long-term
relationship based on mutual trust. Often dates past friends
Pragma (Items 13–16) Need to be in a relationship where each
satisfies each other’s basic or practical needs. Relationships
are based on satisfactory rewards rather than romantic
attraction. (“I need a boy/girl friend”) (“We’re just hanging out”)
Mania (Items 17–20) Possessive, dependent love. Often
fearful of being rejected by partner. Highly emotional
expressiveness and a lot of disclosure, but sometimes low selfesteem. Yearns for love, but believes being in love is painful. He
or she tries to force the partner into greater expressions of
affection. (“Tell me how you feel”) (“Show me you love me”)
Agape (Items 21–24) All-giving, selfless, non-demanding
love. You would sacrifice your own interests in favor of your
partner’s and give without expecting a reward. They are not
happy unless the partner is also happy. Prepared to share all
they have, they are vulnerable to exploitation.
PSYCH SIM 5 DATING AND MATING
1. Three factors that influence
romantic attraction are
a)
b)
c)
3. According to Darwin, sexual
selection is....
4. Gender Difference in Mate
Selection
Men
prefer____ ________ ______
because....
Women prefer
_______ ________ __________ _
_________ _______ because...
5. Women and men differ in jealousy
in that men...... and women.....
6. What are the differences between
men and women in terms of fantasy
literature?
7. Across cultures, the top two
preferences for mates were ______
and _______.
8. People tend to marry someone.....
Q14:
WHEN ARE WE MOST & LEAST LIKELY TO
INTERVENE? (402)

Altruism


Kitty Genovese


unselfish concern for others
(help)
https://www.youtube.com/watch?v=BdpdUbW
8vbw&list=PLGT6Pl4TS54xKajHCZtHlUQuzMI60SEQ&index=1
Kitty G (6:43)
murdered while 38 of her
neighbors didn’t help
https://youtu.be/z4S1LLrSzVE?t=1m28s
Bystander Effect 6 min
Bystander Intervention
Three things required in order
for someone to help
1. Notice the incident
2. Interpret it as an emergency
3. Assume responsibility

Bystander Effect
The tendency for people to
be less likely to help when
other people are present.