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PowerPoint Slide Set, Version 1.0 by April O’Connell and Lois-Ann Kuntz for CHOICE AND CHANGE The Psychology of Personal Growth and Interpersonal Relationships, 7th ed. by April O’Connell, Vincent O’Connell, and Lois-Ann Kuntz Chapter 2 THE SELF IN SOCIETY ISBN: 0-13-189170-7 Copyright © by Pearson Education, Inc. All rights reserved The Self In Society LEARNING OBJECTIVES After reading this chapter, you should be able to: 1. Distinguish the differences between prejudice and discrimination 2. Describe Adorno’s authoritarian personality 3. State the implications of Asch’s study of conformity 4. State the implications of Milgram’s studies of obedience 5. State the implications of Zimbardo’s prison experiment 6. Describe Darley and Latane’s bystander effect 7. Differentiate internal from external attribution bias 8. Differentiate Jung’s concepts of the individuated and deindividuated person Copyright © by Pearson Education, Inc. All rights reserved ELEMENTS OF PREJUDICE • Prejudice involves stereotypic thinking. • Prejudice can involve a person, an ethnic group, an entire professional group, or simply a person different from us. • Prejudice can be positive or negative. • Evolutionary psychology posits that is hard-wired into human nature had survival value for the species. • If the above statement is valid, then everyone is prejudiced. • We cannot eliminate prejudice from our thinking. • If we try to eliminate a prejudicial thought, it may only result in the “rebound effect.” Copyright © by Pearson Education, Inc. All rights reserved prejudice and Elements of Discrimination A. B. Discrimination is acting upon our prejudicial attitudes Discrimination can only be negative. C. Discrimination is often expressed in violent acts against a person or a group of people. D. Discrimination can also be expressed in subtle social ways via: * Zoning laws or “preferred” locations * Job requirements of height * Requiring health exams for jobs Copyright © by Pearson Education, Inc. All rights reserved Distinguishing Prejudice and Discrimination Read the following statements and decide which statement refers to prejudice and which statement refers to discrimination: Willing “to live and let live” but secretly believing our primary group is superior. Violent acts against a group of people who differ from us in ethnic background. Being inclined to believe a witness similar to ourselves in personality traits. Beating up a person because the person seems to be gay or lesbian. Can never be positive; can only be negative. Can never eradicate it from our behaviors. Trying to eliminate it results in the “rebound effect.” Copyright © by Pearson Education, Inc. All rights reserved Asch’s Studies of Conformity X ABC Findings: When the Subject had no ally, 35 % of the students caved to public opinion. When the Subject was ridiculed by the student confederates, 65 % to 75 % caved in to public opinion. The more intense the pressure, the more likely he was to conform. With only one ally, the Subject was more able to withstand public pressure. Asch concluded the following: Group pressure makes for conformity. It is difficult for Americans to resist public opinion. In small traditional societies and in more authoritarian nations (such as Nazi Germany), people are even more likely to conform. Copyright © by Pearson Education, Inc. All rights reserved MILGRAM’S OBEDIENCE EXPERIMENTS Purpose of experiment: How far would Americans go to obey “authority”? Method: The Teacher was told to shock the Learner every time the Learner missed the answer. Shocks started with 15 volts and went up to 450 volts. The Learner started screaming that he was in pain and by 300 volts fell silent. Question: What would the Teacher do? Findings: Although clearly disturbed, 66 percent of Teachers went up to 450 volts. When later they were asked why they did, most couldn’t say why, but some even blamed the victim, saying, “It was his fault for being so dumb.” Others said they were just doing their job. Conclusions: When faced with this kind of moral dilemma, most people will obey authority. Implications: 1. This may account for the Holocaust—the German soldiers were just obeying orders. 2. Being raised in a democracy does not insure high moral/ethical judgment and behavior. . Copyright © by Pearson Education, Inc. All rights reserved Copyright © by Pearson Education, Inc. All rights reserved DARLEY AND LATANÉ: WHEN WILL PEOPLE BE GOOD SAMARITANS? The Genovese murder took place within earshot of 38 persons. These two psychologists undertook a line of studies to answer the questions all Americans were asking: When will Americans help others in distress? What conditions will increase the likelihood of “Good Samaritanism? Are people who live in big cities so inured to crime that they have become jaded? The basic principle of what fosters “good Samaritanism” is: The fewer people in the vicinity, the more likely are people to stop and help. Conversely, the more people in the vicinity, less likely are people to stop and help. Copyright © by Pearson Education, Inc. All rights reserved ZIMBARDO’S PRISON EXPERIMENT Question: What happens to people when put into social roles? Method: Zimbardo enlisted college students to become prisoners and prison guards strictly by the throw of a coin. The students who were designated as prisoners were picked up by the San Francisco police, taken to the city jail where they were finger printed, given prison uniforms, and taken to the makeshift college jail. The prison guards were told they could not hurt the prisoners. Otherwise, they were free to do what they could to keep order. Findings: Both prisoners and prison guards quickly adopted the attitudes of their new social roles. Although all were college students (some had been friends), the “prison guards” quickly became abusive,and the prisoners became submissive, showing signs of serious mental/emotional symptoms. . Although the experiment was to run for two weeks, the research team was so horrified by what they were observing, they ended the experiment after six days. Copyright © by Pearson Education, Inc. All rights reserved ZIMBARDO’S PRISON EXPERIMENT Zimbardo and his research team asked the following questions: ▪ Does this experiment account for the extermination of six million Jews during the holocaust simply by virtue of their prison guard roles? ▪ Does the experiment validate the oft-quoted maxim that: “Power corrupts and absolute power corrupts absolutely.” ▪ What does the experiment suggest for jails and prisons? Do they really habilitate? ▪ How would the experiment account for the phenomenon of mental hospital “institutionalism,” which means that the longer the inmate remains in the hospital, the less he is able to adjust to the outside world? ▪ What kinds of environments would foster more positive results for inmates of prisons and mental hospitals? Copyright © by Pearson Education, Inc. All rights reserved JUNG: THE INDIVIDUATED AND DEINDIVIDUATED PERSON Jung proposed a model of the deindividuated person as: • Under cover of darkness, mask, or uniform, individual identity is lost • Now merged into a group of deindividuated persons, the person is now under the sway of “mob psychology” and behave in ways he or she would not otherwise exhibit. To a man on a roof, they will shout, “Jump! Jump!” In uniform, they will do what others are doing, even atrocities. By contrast, Jung described the individuated person as: • Has not lost his or her individual identity • Acts from his or her “center” or conscience • Can stand alone if necessary, and be that “minority of one” Copyright © by Pearson Education, Inc. All rights reserved