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DO NOW: ON A PIECE OF PAPER: What do you think social psychology is? How do you think it is used in everyday life? READING ASSIGNMENT: PGS. 641 723 – PowerPoint PPT presentation

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Title: DO NOW:


1
DO NOW
  • ON A PIECE OF PAPER
  • What do you think social psychology is?
  • How do you think it is used in everyday life?
  • READING ASSIGNMENT PGS. 641 723
  • DUE MONDAY 5/10

2
SOCIAL PSYCHOLOGY
  • AP Psychology Ms. Desgrosellier 5.3.2010

3
SOCIAL PSYCHOLOGY
  • Objective SWBAT describe the three main focuses
    of social psychology.

4
SOCIAL PSYCHOLOGY
  • social psychology the scientific study of how we
    think about, influence, and relate to one
    another.

5
Social Thinking
  • Objective SWBAT contrast dispositional and
    situational attributions, and explain how the
    fundamental attribution error can affect our
    analysis of behavior.

6
Social Thinking
  • attribution theory suggests how we explain
    someones behavior by crediting either the
    situation or the persons disposition.
  • dispositional attribution attributing behavior
    to internal dispositions.
  • situational attribution attributing behavior to
    external situation.

7
Social Thinking
  • fundamental attribution error the tendency for
    observers, when analyzing anothers behavior, to
    underestimate the impact of the situation and to
    overestimate the impact of personal disposition.
  • e.g. youre a new babysitter and the kid youre
    watching starts crying when their parent leaves,
    and they will not stop.

8
Attitudes Actions
  • Objective SWBAT define attitude.

9
Attitudes Actions
  • attitude feelings, often based on our beliefs,
    that predispose us to respond in a particular way
    to objects, people, and events.

10
Attitudes Can Affect Actions
  • Objective SWBAT describe the conditions under
    which attitudes can affect actions.

11
Attitudes Actions
  • Attitudes are an imperfect predictor of behavior
    because other factors, including the external
    situation, also influence behavior.
  • However, attitudes may affect behavior when other
    influences are minimal, when attitude is specific
    to the behavior, and when we are keenly aware of
    our attitudes.

12
Actions Can Affect Attitudes
  • Objective SWBAT explain how the foot-in-the-door
    phenomenon, role-playing, and cognitive
    dissonance illustrate the influence of actions on
    attitudes.

13
Actions Can Affect Attitudes
  • Attitudes can also follow behavior.
  • foot-in-the-door phenomenon the tendency for
    people who have first agreed to a small request
    to comply later with a larger request.

14
Actions Can Affect Attitudes
  • e.g. first you ask to borrow a dollar and someone
    says yes. Then you ask for 5, theyll probably
    say yes. Then you could probably ask for 10 as
    well.
  • e.g. following racial desegregation of schools,
    peoples prejudice also began to lessen.

15
Role-Playing Affects Attitudes
  • When you adopt a new role (college student, get
    married, etc.), you try to follow the social
    prescriptions.
  • At first, it might feel like acting, but before
    long it becomes who you are.

16
Role-Playing Affects Attitudes
  • Stanford Prison Experiment designed by Philip
    Zimbardo. He assigned college students to the
    role of either prison guard, with uniforms, billy
    clubs, and whistles, and certain rules to
    enforce, or prisoner, with humiliating outfits
    and being locked in a cell.

17
Role-Playing Affects Attitudes
  • After only a day or two, students fell fully into
    their roles. Guards came to have disparaging
    attitudes and even created cruel and degrading
    routines. Prisoners broke down, rebelled, or
    became passively resigned.
  • The study was called off after only 6 days (it
    was planned to last for 2 weeks).
  • Real life example Abu Ghraib Prison

18
Cognitive Dissonance Relief from Tension
  • cognitive dissonance theory the theory that we
    act to reduce the discomfort (dissonance) we feel
    when two of our thoughts (cognitions) are
    inconsistent.

19
Cognitive Dissonance Relief from Tension
  • For example, when our awareness of our attitudes
    and of our actions clash, we can reduce the
    resulting dissonance
  • e.g. When the US went to war with Iraq over
    supposed WMD, many people felt cognitive
    dissonance when no weapons were found. To reduce
    dissonance, some people revised their memories to
    change the reason for the war to liberate the
    oppressed people there.

20
SOCIAL INFLUENCE
21
Conformity Obedience
  • Objective SWBAT describe the chameleon effect,
    and give an example of it.

22
Conformity Obedience
  • conformity adjusting ones behavior or thinking
    to coincide with a group standard.
  • chameleon effect unconsciously mimicking others
    expressions, postures, and voice tones helps us
    feel what they are feeling.

23
Group Pressure Conformity
  • Objective SWBAT discuss Aschs experiments on
    conformity, and distinguish between normative and
    informational social influence.

24
Group Pressure Conformity
  • Solomon Aschs conformity experiments only one
    subject out of the group was a participant
    everyone else was a part of the experiment.

25
Which line on the right matches the one on the
left?
26
Group Pressure Conformity
  • When asked which line on the right was the same
    as the one on the left, the confederates all
    answered incorrectly.
  • 70 of all participants went with the group and
    the clearly wrong answer at least once.
  • Asch reported that more than one-third of the
    time, participants were will to give the
    obviously wrong answer to go along with the group.

27
Group Pressure Conformity
  • When asked which line on the right was the same
    as the one on the left, the confederates all
    answered incorrectly.
  • 70 of all participants went with the group and
    the clearly wrong answer at least once.
  • Asch reported that more than one-third of the
    time, participants were will to give the
    obviously wrong answer to go along with the group.

28
Group Pressure Conformity
  • Learner.org 707 804

29
Reasons for Conforming
  • normative social influence influence resulting
    from a persons desire to gain approval or avoid
    disapproval.
  • informational social influence influence
    resulting from ones willingness to accept
    others opinions about reality.

30
Obedience
  • Objective SWBAT describe Milgrams experiments
    on obedience, and outline the conditions in which
    obedience was highest.

31
Obedience
  • Social psychologist Stanley Milgram wanted to
    find out if people would comply with outright
    commands.
  • Participants acted as a teacher. The experimenter
    looked like an authority figure in a lab coat.
    There was also a learner posing as another
    participant, but who was actually part of the
    research team.

32
Obedience
  • The learner is strapped to a chair that looks
    like it is wired to an adjoining room with an
    electric shock machine. In reality, the learner
    will not be shocked, but they will act like it,
    and the teacher does not know any of this.
  • The participant teaches a list of word pairs to
    the learner. When the learner made a mistake, the
    teacher had to deliver an electric shock,
    starting with a slight shock and moving all the
    way up to a lethal one.

33
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34
Obedience
  • Before the experiment, Milgram surveyed
    psychologists who all said that people would stop
    when the learned indicated they were in pain.
  • Milgram found that 63 of participants complied
    all the way to the last switch.

35
Obedience
  • Milgram redid the study with a new group of
    teachers and changed the learner to have a fake
    heart condition.
  • Still, 65 of the new teachers complied fully.
  • By varying the social conditions, the range of
    fully compliant participants could change from 0
    to 93.

36
Obedience
  • Learner.org 805 1146

37
GROUP INFLUENCE
38
Obedience
  • Objective SWBAT describe the conditions in which
    the presence of others is likely to result in
    social facilitation, social loafing, or
    deindividuation.

39
Obedience
  • social facilitation stronger responses on simple
    or well-learned tasks in the presence of others.
  • e.g. after a light turns green, drivers take
    about 15 less time to travel the first 100 yards
    when another car is beside them at the
    intersection than when they are alone.

40
Obedience
  • On tougher tasks, people perform less well when
    observers or others working on the same task are
    present.
  • What you do well, you are likely to do even
    better in front of an audience, especially a
    friendly audience.
  • What you normally find difficult may seem all but
    impossible when you are being watched.

41
DO NOW
  • Briefly explain one of the following major social
    psychology experiments and what we learned from
    it
  • Milgram Shock Studies
  • Stanford Prison Experiment
  • Aschs Conformity Experiments
  • READING ASSIGNMENT PGS. 641 723
  • DUE MONDAY 5/10

42
Obedience
  • Social loafing the tendency for people in a
    group to exert less effort when pooling their
    efforts toward attaining a common goal than when
    individually accountable.
  • When playing tug-of-war blindfolded and told to
    pull as hard as they can, people exerted only 82
    as much effort when they thought three others
    were also pulling behind them.

43
Obedience
  • Deindividuation the loss of self-awareness and
    self-restraint occurring in group situations that
    foster arousal and anonymity.
  • e.g. women dressed in depersonalizing hoods
    delivered twice as much electric shock to a
    victim as did identifiable women.
  • To lose self-consciousness is to become more
    responsive to the group experience.

44
Obedience
  • Hawthorne effect when people know that they are
    being observed, they change their behavior to
    what they think the observer expects or to make
    themselves look good.

45
Group Polarization
  • Objective SWBAT discuss how group interaction
    can facilitate group polarization and groupthink.

46
Group Polarization
  • group polarization the enhancement of a groups
    prevailing inclinations through discussion within
    the group.
  • e.g. when high-prejudice students discussed
    racial issues, they became more prejudiced, while
    low-prejudice students became even more accepting.

47
Group Polarization
  • groupthink the mode of thinking that occurs when
    the desire for harmony in a decision-making group
    overrides a realistic appraisal of alternatives.
  • e.g. during situations of war in the US,
    government officials and advisors demonstrated
    groupthink.

48
ANTISOCIAL RELATIONS
49
Prejudice
  • Objective SWBAT identify the three components of
    prejudice.

50
Prejudice
  • prejudice an unjustifiable (and usually
    negative) attitude toward a group and its
    members. Prejudice generally involves stereotyped
    beliefs, negative feelings, and a predisposition
    to discriminatory action.
  • stereotype a generalized (sometimes accurate but
    often overgeneralized) belief about a group of
    people.
  • discrimination unjustifiable negative behavior
    toward a group or its members.

51
Social Roots of Prejudice
  • Objective SWBAT discuss the social factors that
    contribute to prejudice.

52
Social Roots of Prejudice
  • ingroup Us people with whom one shares a
    common identity.
  • outgroup Them those perceived as different
    or apart from ones ingroup.
  • ingroup bias the tendency to favor ones own
    group.

53
Emotional Roots of Prejudice
  • Objective SWBAT explain how scapegoating
    illustrates the emotional component of prejudice.

54
Emotional Roots of Prejudice
  • Scapegoat theory the theory that prejudice
    offers an outlet for anger by providing someone
    to blame.
  • In experiments, students who experience failure
    or are made to feel insecure will often restore
    their self-esteem by putting down a rival school
    or another person.

55
Cognitive Roots of Prejudice
  • Objective SWBAT cite four ways that cognitive
    processes help create and maintain prejudice.

56
Cognitive Roots of Prejudice
  • Categorization putting people into groups using
    stereotypes, biasing our perceptions of their
    diversity.
  • We recognize how greatly we differ from other
    individuals in our groups, but we overestimate
    the similarity of those within other groups.

57
Cognitive Roots of Prejudice
  • We judge the frequency of events by instances
    that readily come to mind.
  • Vivid cases vivid (violent) cases are readily
    available to our memory and therefore influence
    our judgments of a group.

58
Cognitive Roots of Prejudice
  • Just-world phenomenon the tendency of people to
    believe the world is just and that people
    therefore get what they deserve and deserve what
    they get.
  • Hindsight bias can lead to prejudice (e.g. when
    people say rape victims, abused spouses, or
    people with AIDS got what they deserved).

59
Aggression
  • Objective SWBAT explain how psychologys
    definition of aggression differs from everyday
    usage.

60
Aggression
  • aggression any physical or verbal behavior
    intended to hurt or destroy.

61
The Psychology of Aggression
  • Objective SWBAT outline four psychological
    triggers of aggression.

62
The Psychology of Aggression
  • frustration-aggression principle the principle
    that frustration the blocking of an attempt to
    achieve some goal creates anger, which can
    generate aggression.
  • e.g. After the frustration and stress of the 9/11
    attacks, many American responded with a readiness
    to fight.

63
Conflict
  • Objective SWBAT explain how social traps and
    mirror-image perceptions fuel social conflict.

64
Conflict
  • conflict a perceived incompatibility of actions,
    goals, or ideas.
  • social trap a situation in which the conflicting
    parties, by each rationally pursuing their
    self-interest, become caught in mutually
    destructive behavior.
  • e.g. individual whalers hunting them toward
    extinction.

65
PROSOCIAL RELATIONS
66
Attraction
  • Objective SWBAT describe the influence of
    proximity, physical attractiveness, and
    similarity on interpersonal attraction.

67
Attraction
  • Proximity geographic nearness, is a friendships
    most powerful predictor.
  • mere exposure effect the phenomenon that
    repeated exposure to novel stimuli increases
    liking of them.
  • e.g. When four equally attractive women silently
    attended a 200-student class for 0, 5, 10, or 15
    class session, students rated the one they saw
    the most as the most attractive at the end of the
    course.

68
Attraction
  • Physical attractiveness most affects your first
    impressions, more than personality or
    intelligence.
  • It predicts frequency of dating, feelings of
    popularity, and others initial impression of
    their personalities.

69
Attraction
  • They are perceived as healthier, happier, more
    sensitive, more successful, and more socially
    skilled, though not more honest or compassionate.
  • Attractiveness also depends on our feelings about
    the person.

70
Attraction
  • In real life, opposites rarely attract, and
    usually retract.
  • Friends and couples are more likely to share
    common attitudes, beliefs, and interests than are
    randomly paired people.
  • Reward theory of attraction we will like those
    whose behavior is rewarding to us and that we
    will continue relationships that offer more
    rewards than costs.

71
Altruism
  • Objective SWBAT define altruism, and give an
    example.
  • altruism unselfish regard for the welfare of
    others.

72
Bystander Intervention
  • Objective SWBAT describe the steps in the
    decision-making process involved in bystander
    intervention.

73
Bystander Intervention
  • bystander effect the tendency for any given
    bystander to be less likely to give aid if other
    bystanders are present.
  • 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
    330 am. Her attacker fled and then came back to
    stab her 8 more times and rape her again.
  • No one called the police until 350 am.

74
Bystander Intervention
  • When alone with someone in need, 40 helped. In
    the presence of others, only 20 helped.

75
The Norms for Helping
  • Objective SWBAT explain altruistic behavior from
    the perspective of social exchange theory and
    social norms.

76
The Norms for Helping
  • social exchange theory the theory that our
    social behavior is an exchange process, the aim
    of which is to maximize benefits and minimize
    costs.
  • reciprocity norm an expectation that people will
    help, not hut, those who have helped them.
  • social-responsibility norm an expectation that
    people will help those dependent upon them.

77
Peacemaking
  • Objective SWBAT discuss effective ways of
    encouraging peaceful cooperation and reducing
    social conflict.

78
Peacemaking
  • superordinate goals shared goals that override
    differences among people and require their
    cooperation.
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