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HW, PRINT OFF UNIT GOALS 2. LOST AND FOUND 1. In one color---you In another color- Donald Trump Psychology: Keogh 1. You and DT(form) 2. Why the need to write the book? Look at the selection of kids books you have brought/selected—You will eventually pick one to highlight the following. Read pages 724-726 and takes notes and understand: Attributions Attribution theory Dispositional attribution Situational attribution Fundamental attribution error Psychology: Keogh Your goal: Select one children's text that highlights/emphasizes all of the aspects listed above—remember this is your opinion. You will give a short presentation by reading the book to us in a story time kids hour, and explaining how all of the psy principals (how we think in social situations) are related. You can only use the book and creativity. The presentations can be only 8-10 minutes long and will be evaluated using blooms taxonomy Psychology: Keogh Plan for the week: Period 2 and 5 Start Friday Monday Take notes Groups Book Rubric—you are sheep Apply to ideas—rubric--plan Bring all you need for Tuesday??? Tuesday Bring all material Finalize Practice, Practice, Practice Prepare to go on Thursday??? Psychology: Keogh Attribution Scale: For each of the following pairs, circle the trait that best describes Donald Trump… Depends on the situation: 2.98 chosen 14.4% ‘For each of the following pairs, circle the trait that best describes you… 5.82 chosen 28% Depends on the situation: Why? We see ourselves in other situations but others in relatively few. “we” are adaptable, flexible, dynamic…others…? We go on what we think we know Psychology: Keogh I. Attribution: are inferences people make about their own or others behavior Attribution theory: attributing people’s behavior to internal disposition or environmental factors/external situations Dispositional and Situational: Fundamental attribution error: Overestimating the impact of personality (disposition) and underestimating the situational influence Self-serving bias: The tendency to attribute personal success to internal rather than external factors. Lau and Russel (1980-) football coaches: wins and losses How we think in Social Situations David Matsumoto “Culture and psychology.” (Know this name) Discusses 1984 study with Hindus and American regarding thinking about a person that did something good or bad to another person. Then after a description they were asked why the person acted the way they did: Americans explained behavior in dispositional terms “she is bad…” Hindus focused on situational (caste, duties, social roles…) Why? The point? Psychology: Keogh The lunch date: 1990 Oscar winner for best short film http://www.youtube.com/watch?v=epuTZig xUY8 Psychology: Keogh Psychology: Keogh Self-Fulfilling prophesy or Pygmalion Effect: Before: http://www.youtube.com/watch?v=jhninL_G3Fg After: http://www.youtube.com/watch?v=2gX3lPSd8Xc Rosenthal and Jacobson 1966/68 experiment: Public elementary school Given the “Harvard Test of Inflected Acquisition.” Test determined IQ and “Rapid, above average intellectual performance.” Teacher given the names of students that would do well in the coming year At the beginning and end of the school year the students were given a real IQ test and: On average: “Harvard kids” 12% IQ Increase regular 8% Lower grades 1st “Harvard kids” over 25% IQ Increase regular over 10% nd Lower grades 2 “Harvard kids” over 15% IQ increase regular over 5% Teachers comments : “Harvard kids” better behaved, intellectually curious, friendlier…etc Teacher expectations impact student learning Teacher favor “brighter” students (verbal and non-verbal) Fairness of testing? Impact on cultures and genders? http://www.npr.org/blogs/health/2012/09/17/161159263/teachersexpectations-can-influence-how-students-perform Larger issues: Psychology: Keogh Attitudes and Actions: A. Read and take notes on actions affecting attitudes (Objectives 3,4 &5 726-731). Please make sure these are detailed notes. Come up with a real life, detailed example of cognitive dissonance These are due by the end of the period…I hope. Psychology: Keogh Attitudes: feelings based on beliefs that dictate/predisposition our behavior Foot in the door phenomena: agree to small request, then larger one later, can escalate often against beliefs—doing can become believing Door in the face phenomena: Refusing a large request can result in… Psychology: Keogh Cognitive dissonance Class poll: (task boring, asked to lie, then privately rate enjoyment of task, paid $1 or $20. “After which amount do you believe your actual enjoyment of the task would be higher--$1 or $20.” $1 $20 Psychology: Keogh Cognitive dissonance cont. Festinger and Carlsmith1956 study…same idea but… Afterward, subjects asked “how enjoyable were the tasks” rating on -5 to +5 scale. Subject paid $1 had more positive feeling toward the task than those that paid $20. Why? Conclusion: those paid $20 had little cognitive dissonance as they were paid to lie. Those that paid $1 had more cognitive dissonance as $1 was not much of an external motivation, thus this produced a change in attitude about the tasks. “Whether or not they find WMDs doesn’t matter because the rationale for the war changed.” Frank Luntz (2003 GOP pollster) Psychology: Keogh Festinger example 1. Repetitive task = boredom 2. (new information) told to lie to people about the task…which results in cognitive dissonance Afterward, paid either $1 or $20 and told to rate the enjoyment of the repetitive task (privately) $1 Cognitive dissonance is more as they do not have the justification of money. Problem is how do they justify their actions? By changing their attitude about the task. Did you enjoy the task—yes? Internally “actually I said the task was Enjoyable and really it was” $20 Cognitive dissonance is less as they have a reason to lie—they were paid well Internally “why did you lie” answer I got paid to pal. Did you enjoy the task—no it was boring! Psychology: Keogh Just to make sure… Dissonance is a feeling of disharmony. Cognitive dissonance is inconsistencies among our attitudes, beliefs, knowledge; which we as humans must generally address EX: 1. Sunbathing = enjoyment 2. New knowledge (sunbathing can cause skin cancer)…which results in dissonance 3. Solution A. B. Sunbathing =not so much fun Sunbathing in moderation, with sunscreen lotion =enjoyment Psychology: Keogh How do we act/learn in a social setting? Ivan Pavlov (1849-1936) UNR becomes a CR. Association John Watson--conditional emotions/Little Albert and Behaviorism B.F. Skinner—operational conditioning-reinforcement Thus everything is learned and reinforced—learning is controlled by external stimuli. Psychology: Keogh Not so fast: Must involve, at least, cognition : Albert Bandura--1961/65— how do kids learn by watching—must be some cognition. Bobo doll experiment Harlow’s monkeys Latent learning Psychology: Keogh How do we act/learn in a social setting? On March 23rd, 1954 a Seattle newspaper reported damage or “pitting” to auto windshields in a city 80 miles north of Seattle In the following days reports surfaced in cities closer to Seattle. On April 14th, report of damage came from a town/naval station 45 miles away By 6:00 pm on April 15th 242 people called the Seattle police department to report damage to 3,000 cars. Damage was described as pitting Marks grew into bubbles about the size of a thumbnail The mayor made emergency appeals to the governor and the US President April 16th only 50 reports and on the 18th there were no reports of pitting Why? Human suggestibility? Context: H-bomb, doom and gloom of atomic age Psychology: Keogh For this question please read the scenario below before you answer the question. Nurses in 22 different hospital wards receive a phone call from a new staff doctor that they have not yet met. The caller says “This is Doctor Riley from psychiatry calling. I was asked to see Mr. Thomson this morning, and I am going to have to see him again tonight. I would like him to have some medication by the time I get to the ward. Will you please check to see if you have any Astroten?” Mr. Thompson is a real patient and the drug Astroten is found in the drug cabinet by the nurse. A label on the drug states that the maximum daily dose for this drug is 10 milligrams. When the nurse reports back to the doctor, he says; “Please give Mr. Thompson a dose of 20 milligrams, I’ll be up in 10 minutes to sign the order but I’d like the drug to have started taking effect.” The hospital has specific rules that prevent medication orders be given over the phone and have a list of list of drugs that are allowed on the ward (Astroten is not one of them). Question: Based on the above information, in your opinion, what percentage of nurses would have given the 20 milligram dose of Astroten to the patient Mr. Thompson? 0-10% 10-20% 20-30% 30-40% 40-50% 50-60% 60-70% 70-80% 80-90% 90-100% Psychology: Keogh 0-10 10-20 20-30 3040 40-50 50-60 60-70 70-80 8090 90-10 8% 13% 5% 14% 5% 9% 24% 15% 5% 16% 7% 3% 1% 7% 9% 3% 1% Priming: 2% Non Priming: 36% 17% In the real study by Charles Hofling 95% (1966) of the nurses started to give the medication. Why did they obey? Doctors get angry. When a familiar drug was used—less compliance When the nurses could consult someone—less compliance Psychology: Keogh Milgram intro: http://www.learner.org/resources/series138.html?p op=yes&pid=1516# Until 20:00 Psychology: Keogh http://www.youtube.com/watch?v=y6GxIuljT3w Psychology: Keogh For the Milgram experiment in groups please summarize the: Introduction The methodology Results Discussion and subsequent research Recent applications What other factors need to be taken into consideration (this is YOU) Psychology: Keogh Methodology Subjects: recruited through newspaper “a study of learning and research methods” Paid $4.50 cents Method: 1. Recruited 2. Entered into Yale and sat by other fake subject—told studying the effects of punishment on learning. Then drew rigged lots and the subject saw the learner being strapped into the chair. The subject told about task (memorizing lists of words not very easy) Then told by experimenter that he had to administer shocks. At some stage the subject would turn to the experimenter who would say and this is important) 3. 4. 5. 6. a. b. c. d. Please continue The experiment requires that you continue It is absolutely essential that you continue You have no other choice, you must continue Psychology: Keogh Discussion: Two main points: 1. People obeyed—why? Not just the experimenter—it is also the situation (and this must be powerful) 2. People that obeyed went through incredible suffering/anxiety/etc. Why? Being done by Yale—therefore must be good?? Must complete the goal of the experiment which is important. Then learner volunteered and has an obligation to the experiment. Chance that one is the learner and the experimenter and one must play the role given I am being paid—must do the job Yield to the psychologist’s discretion. They said shocks were painful but not dangerous Psychology: Keogh Significance: Milgram’s study has held up well 2. Later studies found that psychical distance influences emotional distance to the victim. 3. Closer to victim/shocked person obedience went down. Also closer to the experimenter the higher the acceptance rate. 4. When choosing their own shock without assistance most people would not go above 45 volts (switch #2) 1. Psychology: Keogh Criticism Emotional stress could have … 2. Also criticism of the ecological validity… 3. Milgram did survey one year after and found… 4. Milgram shaped both the field of Social psychology and ethical guidelines. 1. Psychology: Keogh Recent applications Thomas Blass, who has a vested interest in Milgram’s work, says all is well. That no real difference between genders, etc. 2. Louisiana's Prison guards that carry out executions—seem to do well. Why? Religion, peer group and diffusion of responsibility (really interesting). Not my fault. 3. Ethical issues. 1. Psychology: Keogh These must be added on to your Final Milgram comments: 1.Milgram showed gender had little impact on results, when victims/learner were women it occasionally reduced conformity. 2.Sheridan and King (1972) A. B. C. Replicated Milgram exactly, except that (a) participants were male & female college students, (b) victim was a "cute, fluffy, puppy," and (c) the shocks were real. Participants instructed to deliver a shock each time the puppy failed to learn a discrimination task, which was actually unsolvable Results:—75% obedience. Psychology: Keogh Terms/ideas I want you to know regarding conformity 1. Conformity define 732 2. Brief overview of Asch and conditions that strengthen conformity 732-3 3. Normative social rules 733 4. Informational social rules 733 5. Milgram--handout 6. Lessons of Milgram 736-37 (next slide) Psychology: Keogh 6. Read Lessons of Milgram 736-37 and answer the following. The so what of Milgram? https://www.youtube.com/watch?v=UGxGDdQnC1Y Obedience highest when…?, further/nearer, when choosing own shock level? P 736 B. Ordinary Men (Christopher Browning)/village of La Chambon and sematic of humanity? P 736 A. Einsatzgruppen and evil? A. B. C. A. https://www.youtube.com/watch?v=Z8NAZmUnAEE B. https://www.youtube.com/watch?v=E5V4Hk2TO04 Le Chambon and humanity? https://www.youtube.com/watch?v=TdlJql-TY6c Semantic (workings) of evil? (foot in the door, etc.) https://www.youtube.com/watch?v=UDOt_uax35o A. Explain B. Do you agree? D. Ecological validity? Do you agree? E. Paragraph reaction of what makes people act in Evil/kind ways C. Psychology: Keogh Conformity define 732 1. • Changing… Brief overview of Asch and conditions that strengthen conformity 732-3 2. • • • • • • • Incompetent/insecure 3 Unanimous Admire group status No knowledge of activity Culture encourages… Add on…but self-esteem and confidence of expertise play role Normative social rules/influence 733 3. • • Liked (wanting positive outcomes or avoiding negative outcomes) Examples: Social norms (body type? What to wear at funeral? Education?) Informational social rules/influence 733 4. • • Right (accepting information from other as evidence about reality—often changing your view) Examples: he is a smart person? What is funny? Psychology: Keogh For each of the following: A. Title the activity/Reading B. Briefly summarize—so you can reference again later on…say in a graded discussion (Solid paragraph, please) C. Think (and then write) how it could be connected with Milgram/how we act/obey. (Solid paragraph, please) 1st activity/reading is Maus Psychology: Keogh 2. Zimbardo Ted Talk http://www.ted.com/talks/philip_zimbardo_on_the_p sychology_of_evil?language=en Psychology: Keogh is Culture and Conformity 4th is Blass and Obedience Experiments at 50th 5th is Milgram A level over views and ethics 6th is “We Wish to Inform You That Tomorrow we will be Killed with our Families” 7th (may or may not do) is on server—The Lucier Effect. 8th (may or may not do) Gina Perry “Critic and Criticized” 9th (may or may not do) Banality of Heroism) 3rd Psychology: Keogh 3rd activity is Culture and conformity—but make sure… 1. 2. 3. 4. 5. Define Conformity, Compliance and Obedience What were the results of the Rokeach Value Survey? What were the results of the Meta-analysis? What was the conclusion of the Smith and Bond analysis? Do you agree with Matsumoto’s conclusions (last paragraph)?
