Title: DO NOW:
1DO 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
2SOCIAL PSYCHOLOGY
- AP Psychology Ms. Desgrosellier 5.3.2010
3SOCIAL PSYCHOLOGY
- Objective SWBAT describe the three main focuses
of social psychology.
4SOCIAL PSYCHOLOGY
- social psychology the scientific study of how we
think about, influence, and relate to one
another.
5Social Thinking
- Objective SWBAT contrast dispositional and
situational attributions, and explain how the
fundamental attribution error can affect our
analysis of behavior.
6Social 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.
7Social 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.
8Attitudes Actions
- Objective SWBAT define attitude.
9Attitudes Actions
- attitude feelings, often based on our beliefs,
that predispose us to respond in a particular way
to objects, people, and events.
10Attitudes Can Affect Actions
- Objective SWBAT describe the conditions under
which attitudes can affect actions.
11Attitudes 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.
12Actions 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.
13Actions 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.
14Actions 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.
15Role-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.
16Role-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.
17Role-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
18Cognitive 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.
19Cognitive 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.
20SOCIAL INFLUENCE
21Conformity Obedience
- Objective SWBAT describe the chameleon effect,
and give an example of it.
22Conformity 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.
23Group Pressure Conformity
- Objective SWBAT discuss Aschs experiments on
conformity, and distinguish between normative and
informational social influence.
24Group Pressure Conformity
- Solomon Aschs conformity experiments only one
subject out of the group was a participant
everyone else was a part of the experiment.
25Which line on the right matches the one on the
left?
26Group 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.
27Group 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.
28Group Pressure Conformity
29Reasons 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.
30Obedience
- Objective SWBAT describe Milgrams experiments
on obedience, and outline the conditions in which
obedience was highest.
31Obedience
- 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.
32Obedience
- 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(No Transcript)
34Obedience
- 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.
35Obedience
- 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.
36Obedience
37GROUP INFLUENCE
38Obedience
- Objective SWBAT describe the conditions in which
the presence of others is likely to result in
social facilitation, social loafing, or
deindividuation.
39Obedience
- 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.
40Obedience
- 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.
41DO 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
42Obedience
- 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.
43Obedience
- 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.
44Obedience
- 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.
45Group Polarization
- Objective SWBAT discuss how group interaction
can facilitate group polarization and groupthink.
46Group 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.
47Group 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.
48ANTISOCIAL RELATIONS
49Prejudice
- Objective SWBAT identify the three components of
prejudice.
50Prejudice
- 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.
51Social Roots of Prejudice
- Objective SWBAT discuss the social factors that
contribute to prejudice.
52Social 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.
53Emotional Roots of Prejudice
- Objective SWBAT explain how scapegoating
illustrates the emotional component of prejudice.
54Emotional 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.
55Cognitive Roots of Prejudice
- Objective SWBAT cite four ways that cognitive
processes help create and maintain prejudice.
56Cognitive 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.
57Cognitive 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.
58Cognitive 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).
59Aggression
- Objective SWBAT explain how psychologys
definition of aggression differs from everyday
usage.
60Aggression
- aggression any physical or verbal behavior
intended to hurt or destroy.
61The Psychology of Aggression
- Objective SWBAT outline four psychological
triggers of aggression.
62The 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.
63Conflict
- Objective SWBAT explain how social traps and
mirror-image perceptions fuel social conflict.
64Conflict
- 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.
65PROSOCIAL RELATIONS
66Attraction
- Objective SWBAT describe the influence of
proximity, physical attractiveness, and
similarity on interpersonal attraction.
67Attraction
- 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.
68Attraction
- 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.
69Attraction
- 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.
70Attraction
- 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.
71Altruism
- Objective SWBAT define altruism, and give an
example. - altruism unselfish regard for the welfare of
others.
72Bystander Intervention
- Objective SWBAT describe the steps in the
decision-making process involved in bystander
intervention.
73Bystander 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.
74Bystander Intervention
- When alone with someone in need, 40 helped. In
the presence of others, only 20 helped.
75The Norms for Helping
- Objective SWBAT explain altruistic behavior from
the perspective of social exchange theory and
social norms.
76The 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.
77Peacemaking
- Objective SWBAT discuss effective ways of
encouraging peaceful cooperation and reducing
social conflict.
78Peacemaking
- superordinate goals shared goals that override
differences among people and require their
cooperation.