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Title: Splash Screen


1
Splash Screen
2
Contents
CHAPTER FOCUS SECTION 1 Group Behavior SECTION
2 Conformity and Obedience SECTION
3 Conflict and Cooperation CHAPTER
SUMMARY CHAPTER ASSESSMENT
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section.Press the ESC key at any time to exit
the presentation.
3
Chapter Focus 1
Chapter Objectives
Section 1 Group Behavior
  • Explain that a group is a collection of people
    who interact, share common goals, and influence
    how members think and act. Explore how groups are
    unified by the attitudes and standards members
    share and their commitment to them. ?

Section 2 Conformity and Obedience
  • Describe how you may engage in behavior because
    of direct or indirect group pressure or in
    response to orders given by authorities.

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4
Chapter Focus 2
Chapter Objectives (cont.)
Section 3 Conflict and Cooperation
  • Explore conflicts between groups that result
    because groups influence how individuals perceive
    and respond to situations.

5
End of Chapter Focus
Click the mouse button to return to the Contents
slide.
6
Section 1-1
Readers Guide
Main Idea
  • A groupa collection of people who interact,
    share common goals, and influence how members
    think and actis unified by the attitudes and
    standards members share and by their commitment
    to them. ?

Objectives
  • Define and explain different types of groups. ?
  • Describe the interactive patterns within groups.

Click the mouse button or press the Space Bar to
display the information. Section 1 begins on page
545 of your textbook.
7
Section 1-2
Readers Guide (cont.)
Vocabulary
  • group ?
  • task functions ?
  • social functions ?
  • norms ?
  • ideology ?
  • social facilitation ?
  • social inhibition ?
  • group polarization ?
  • groupthink ?
  • sociogram

Click the Speaker button to listen to Exploring
Psychology.
Click the mouse button or press the Space Bar to
display the information. Section 1 begins on page
545 of your textbook.
8
Section 1-3
What Are Groups?
  • A group is a collection of people who interact,
    share common goals, and influence how members
    think and act. ?
  • In general, the features that distinguish a group
    from an aggregate (a nongroup) are
    interdependence, shared goals, and communication.

group a collection of people who have shared
goals, a degree of interdependence, and some
amount of communication
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9
Section 1-4
What Are Groups? (cont.)
  • People who congregate but do not interact are not
    considered a group but rather an aggregate. ?
  • Interaction is the key factor in forming a group.
    ?
  • Several people who interact form a group.

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10
Section 1-5
Interdependence
  • To be classified as a group, a collection of
    people must demonstrate interdependence. ?
  • Interdependence occurs when any action by one
    member will affect or influence the other
    members. ?
  • In small groups, members usually have a direct
    influence on one another one member communicates
    directly with another. ?
  • In larger groups, the influence may be indirect.

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11
Section 1-6
Interdependence (cont.)
  • Communication is crucial to the functions of a
    group. ?
  • In some cases, the communication is directed
    outward as a declaration of group membership. ?
  • In other instances, the communication is
    internal, intended primarily for group members to
    announce group activities. ?
  • Direct communication aids members feelings of
    belonging.

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12
Section 1-7
Shared Goals
  • Group members become interdependent because they
    share common goals. ?
  • Groups are usually created to perform tasks or to
    organize activities that no individual could
    handle alone.

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13
Section 1-8
Shared Goals (cont.)
  • The purposes groups serve are of two general
    kinds ?
  • task functions ?
  • social functions ?
  • In most groups, task and social functions are
    combined naturally and cannot be separated
    easily, although one dominates in any given group.

task functions activities directed toward getting
a job done
social functions responses directed toward
satisfying the emotional needs of members
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14
Section 1-9
How Groups Are Held Together
  • The factors that work to hold groups
    togetherthat increase the groups
    cohesivenessinclude ?
  • the attitudes and standards they share ?
  • their commitment to them

15
Section 1-10
Norms
  • Unwritten rules that govern the behavior and
    attitudes of group members are called norms. ?
  • They include rulesshared beliefs about the
    correct way to behave and what to believe.

norms shared standards of behavior accepted by
and expected from group members
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16
Section 1-11
Norms (cont.)
  • These rules may be more like tendencies or
    habits. ?
  • Group members are expected to act in accordance
    with group norms and are punished in some way if
    they do not. ?
  • If the norm is very important to the group, a
    member who violates it may endure a more severe
    social reaction or may be excluded from the group.

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17
Section 1-12
Ideology
  • For a group to be cohesive, members must share
    the same values. ?
  • In some cases, people are drawn together because
    they discover they have common ideas, attitudes,
    and goalsthat is, a common ideology.

ideology the set of principles, attitudes, and
defined objectives for which a group stands
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18
Section 1-13
Ideology (cont.)
  • Some people are attracted to a group because its
    ideology provides them with a new set of goals
    and means for achieving them. ?
  • Leaders, heroes and heroines, rallies, books and
    pamphlets, slogans, and symbols all help
    popularize an ideology, win converts, and create
    feelings of solidarity among group members.

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19
Section 1-14
Commitment
  • One factor that increases individual commitment
    is the requirement of personal sacrifice. ?
  • If a person is willing to pay money, endure
    hardship, or undergo humiliation to join a group,
    he or she is likely to continue with it. ?
  • Cohesiveness will be high if members are
    committed to their group. ?
  • Another factor that strengthens group commitment
    is participation.

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20
Section 1-15
Commitment (cont.)
  • The processes that hold a group together must
    work both ways. ?
  • The individual must be responsive to the norms of
    the group, subscribe to its ideology, and be
    prepared to make sacrifices to be part of it. ?
  • The group must also respond to the needs of its
    members. ?
  • It cannot achieve cohesiveness if its norms are
    unenforceable, if its ideology is inconsistent
    with the beliefs of its members, or if the
    rewards it offers do not outweigh the sacrifices
    it requires.

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21
Section 1-16
Types of Groups
  • Groups can be differentiated by in-groups and
    out-groups and primary and secondary groups. ?
  • When a groups members identify with their group,
    they are referred to as the in-group. ?
  • The out-group includes everyone who is not a
    member of the in-group. ?
  • A primary group is a group of people who interact
    daily face-to-face. ?
  • A secondary group is a larger group of people
    with whom you might have more impersonal
    relationships.

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22
Section 1-17
Social Facilitation Versus Social Inhibition
  • Social facilitation refers to the tendency to
    perform better in the presence of a group. ?
  • At times, however, you may perform poorly in
    front of crowds. ?
  • This is an example of social inhibition.

social facilitation an increase in performance in
front of a crowd
social inhibition a decrease in performance in
front of a crowd
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23
Section 1-18
Social Facilitation Versus Social Inhibition
(cont.)
  • Social facilitation and social inhibition may
    occur because the presence of a crowd increases
    ones drive or arousal. ?
  • Psychologist Robert Zajonc (1965) noticed that
    social facilitation seemed to occur when
    participants performed simple or well-learned
    tasks. ?
  • Social inhibition occurred when participants
    performed more complex tasks or tasks that
    involved unfamiliar factors to the participants.

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24
Section 1-19
Social Facilitation Versus Social Inhibition
(cont.)
  • The effect of a crowd on your behavior may also
    be a reflection of your concern about being
    evaluated.

25
Section 1-20
Interactions Within Groups
  • Providing an individual with values and a sense
    of identity is only one aspect of the groups
    meaning to him or her. ?
  • The particular role he or she plays in the
    groups activities is also important. ?
  • The study of the roles various members play in
    the group and how these roles are interrelated is
    the study of group structure.

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26
Section 1-21
Interactions Within Groups (cont.)
  • There are many aspects to group structure ?
  • the personal relationships between individual
    members, such as liking relationships and
    trusting relationships ?
  • the rank of each member on a particular
    dimension, such as power, popularity, status, or
    amount of resources ?
  • the roles various members play

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27
Section 1-22
Interactions Within Groups (cont.)
  • A role is behavior expected of an individual
    because of his or her membership in a particular
    group. ?
  • Each of us has multiple roles that shift as we
    merge with different groups. ?
  • Occasionally, we may find ourselves in role
    conflict, such as if you switch schools and your
    old school plays your new school in football.

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28
Section 1-23
Decision Making
  • Most groups must make decisions. ?
  • Group polarization and groupthink are two
    processes of group decision making.

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29
Section 1-24
Decision Making (cont.)Group Polarization
  • According to group polarization, the majoritys
    point of view is reinforced through group
    discussion. ?
  • If opinions of a group are equally split on an
    issue before a discussion, though, the group
    discussion usually results in compromise.

group polarization theory that group discussion
reinforces the majoritys point of view and
shifts group members opinions to a more extreme
position
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30
Figure 1-1
Group Polarization
31
Section 1-25
Decision Making (cont.)Groupthink
  • When groups emphasize sticking together and fail
    to adequately appraise alternative courses of
    action, they are guilty of groupthink. ?
  • Group members may refrain from criticizing one
    another, and they may not discuss opposing
    viewpoints or critically evaluate the situation.

groupthink poor group decision making that occurs
as a result of a group emphasizing unity over
critical thinking
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32
Section 1-26
Decision Making (cont.)How to Improve Group
Decision Making
  • Leaders should avoid strongly advocating their
    own views and, instead, encourage group
    discussion. ?
  • During discussion, group members should hear all
    viewpoints and challenge one anothers views. ?
  • Also, group members should focus on the taskthe
    issue to be discussed or the problem to be
    resolved.

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33
Section 1-27
Decision Making (cont.)How to Improve Group
Decision Making
  • Group members should not focus on group unity
    when making decisions. ?
  • They should focus on keeping the lines of
    communication open and gathering enough
    information to make an unbiased decision.

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34
Section 1-28
Communication Patterns
  • When studying groups, social psychologists use a
    technique called the sociogram to analyze group
    structure. ?
  • Sociograms can help psychologists predict how
    that individual is likely to communicate with
    other group members.

sociogram a diagram that represents relationships
within a group, especially likes and dislikes of
members for other members
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35
Section 1-29
Communication Patterns (cont.)
  • Another way to discover the structure of a group
    is to examine the communication patterns in the
    groupwho says what to whom and how often. ?
  • A centralized organization seems more useful for
    task-oriented groups, whereas a decentralized
    network is more useful in socially oriented
    groups.

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36
Figure 1-2
Sociograms
37
Section 1-30
Leadership
  • All groups, whether made up of students, workers,
    Girl Scouts, or politicians, have leaders. ?
  • A leader embodies the norms and ideals of the
    group and represents the group to outsiders. ?
  • Within the group, a leader initiates action,
    gives orders, makes decisions, and settles
    disputes.

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38
Section 1-31
Leadership (cont.)
  • Most of us think of leadership as a personality
    trait. ?
  • One psychologist (Stogdill, 1974) identified
    leadership as being an aspect of personalitythe
    ability to get people to comply. ?
  • Other researchers (Blake Mouton, 1985) argue
    that leaders are concerned to some degree with
    both output (that is, the task) and the welfare
    of the people.

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39
Section 1-32
Leadership (cont.)
  • Another way to think of leadership is as the end
    product of the reinforcements of the group being
    led (Berry Houston, 1993). ?
  • In this way, leadership is simply the center or
    focus of group action, an instrument for
    achieving the groups goal or a result of group
    interaction (Stogdill, 1974). ?
  • Different circumstances call for different kinds
    of leaders.

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Section 1-33
Leadership (cont.)
  • One kind of leadership is called transformational
    leadership. ?
  • This leadership produces large-scale
    organizational change by changing the goals of
    group members and deepening their commitment. ?
  • Transformational leaders are charismatic, they
    provide individualized attention to group
    members, and they are able to enthuse and
    intellectually stimulate group members.

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41
Figure 1-3
Leavitts Communication Network System
42
Section 1-34
Leadership (cont.)Leadership Styles
  • The three leadership styles are authoritarian,
    laissez-faire, and democratic. ?
  • An authoritarian leader makes all the decisions
    and assigns tasks to group members. ?
  • A laissez-faire leader is only minimally involved
    in a groups decision making. ?
  • A democratic leader encourages group members to
    come to decisions through consensus.

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43
Section 1-Assessment 1
Section Assessment
Review the Vocabulary Explain how groups
organized for task functions differ from those
organized for social functions.
Task function groups exist to get the job done.
Social function groups exist to fulfill the
emotional needs of members.
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44
Section 1-Assessment 2
Section Assessment (cont.)
Visualize the Main Idea Using a graphic
organizer similar to the one found on page 554 of
your textbook, identify and describe three styles
of leadership.
Authoritarian leaders make all the decisions and
assign tasks. Laissez-faire leaders are minimally
involved and let the group make its own
decisions. Democratic leaders encourage groups to
make decisions through consensus.
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45
Section 1-Assessment 3
Section Assessment (cont.)
Recall Information What is the difference
between an in-group and an out-group. Give an
example of each group.
In-group members identify with their group. All
non-members of the group are the out-group. An
example is an athletic team that considers all
people who are not starters on the team as the
out-group.
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46
Section 1-Assessment 4
Section Assessment (cont.)
Think Critically When might a group benefit from
a laissez-faire style of leadership? When might a
group benefit from authoritarian leadership?
Answers will vary.
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47
Section 1-Assessment Close
Section Assessment (cont.)
What kind of interaction occurs with each model? ?
Explain why the Circle network is slower but more
satisfying than the Wheel network for solving
tasks.
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48
End of Section 1
Click the mouse button to return to the Contents
slide.
49
Section 2-1
Readers Guide
Main Idea
  • You may engage in behavior because of direct or
    indirect group pressure or in response to orders
    given by authorities. ?

Objectives
  • Identify ways that groups can influence an
    individuals behavior. ?
  • Explain why most people tend to obey authority
    figures.

Click the mouse button or press the Space Bar to
display the information. Section 2 begins on page
555 of your textbook.
50
Section 2-2
Readers Guide (cont.)
Vocabulary
  • conformity ?
  • obedience

Click the Speaker button to listen to Exploring
Psychology.
Click the mouse button or press the Space Bar to
display the information. Section 2 begins on page
555 of your textbook.
51
Section 2-3
Group Pressure to Conform
  • Psychologist Solomon Asch (1952) designed what
    has become a classic experiment to test
    conformity to pressure from ones peers. ?
  • Conformity involves any behavior that you engage
    in because of direct or indirect group pressure.

conformity acting in accordance with some
specified authority
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52
Section 2-4
Group Pressure to Conform (cont.)
  • Asch found that people may conform to other
    peoples ideas of the truth, even when they
    disagree. ?
  • Asch found that almost one-third of his 50
    participants conformed at least half the time to
    the viewpoint of five hired actors. ?
  • These conformers he called theyielders. ?
  • Asch called those who did not conform
    independents.

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53
Section 2-5
Group Pressure to Conform (cont.)
  • According to one theory, most children are taught
    the overriding importance of being liked and of
    being accepted. ?
  • Conformity is the standard means of gaining this
    approval.

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54
Figure 2-1
Aschs Experiment
These two cards were shown to participants in one
trial of Aschs experiment on conformity. The
participants task was to determine whether the
length of the standard line matches the length of
the comparison lines. The actual discrimination
is easy.
55
Section 2-6
Why Do People Conform?
  • One of the most important findings of Aschs
    experiment was that if even one person among the
    first five actors failed to conform to the
    groups judgment, the participant was able to
    stick to his own perceptions. ?
  • It seems that it is hardest to stand alone. ?
  • Later researchers have shown that under some
    conditions, a minority view can come to win over
    the larger group (Moscovici, 1985).

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56
Section 2-7
Why Do People Conform? (cont.)
  • A minority dissenter may also serve an
    informational purpose by making others question
    whether the majority view is actually right. ?
  • In Aschs experiment, participants conformedthey
    responded to match the other group members
    responses, yet they might not have actually
    changed their beliefs that the lines matched. ?
  • This is an example of compliance.

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57
Section 2-8
Why Do People Conform? (cont.)
  • Compliance occurs when we give in to social
    pressure in our public behavior however, we do
    not actually change our private beliefs. ?
  • A method of gaining compliance is the
    foot-in-the-door technique. ?
  • This occurs when you get a person to agree to a
    relatively minor request. ?
  • This minor request, which the participant is
    likely to agree with, is really a set-up for a
    major request.

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Section 2-9
Why Do People Conform? (cont.)
  • There are several factors that increase
    conforming behavior in people including ?
  • belonging to a group that emphasizes the role of
    groups rather than individuals ?
  • the desire to be liked by other members of the
    group ?
  • low self-esteem ?
  • social shyness ?
  • lack of familiarity with a task ?
  • group size ?
  • cultural influences

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59
Section 2-10
Obedience to Authority
  • The influence other people have on your attitudes
    and actions is considerable. ?
  • Obedience, or behavior in response to orders
    given by authorities, can be either useful or
    destructive. ?
  • Psychologists are more interested in the negative
    aspects of obedience.

obedience a change in attitude or behavior
brought about by social pressure to comply with
people perceived to be authorities
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60
Section 2-11
Obedience to Authority (cont.)
  • They know from cases in history such as German
    Nazism and American atrocities in Vietnam that
    individuals frequently obey irrational commands. ?
  • In fact, people often obey authority even when
    obedience goes against their conscience and their
    whole system of morality.

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61
Section 2-12
The Milgram Experiment
  • Psychologist Stanley Milgram conducted the most
    famous investigation of obedience in 1963. ?
  • Milgram wanted to discover how far participants
    in an experiment would follow his instructions
    and how much electric shock they would be willing
    to give a fellow human being.

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62
Section 2-13
The Milgram Experiment (cont.)
  • As the experiment began, the learner
    continually gave wrong answers, and the teacher
    began to administer the prescribed shocks from an
    impressive-looking shock generator. ?
  • The generator had a dial that ranged from 15
    volts, which was labeled Slight Shock, to 450
    volts, which was labeled Danger Severe Shock.
    ?
  • After each of the learners mistakes, the teacher
    was told to increase the voltage by one level.

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63
Section 2-14
The Milgram Experiment (cont.)
  • As the experiment progressed, the learner made
    many mistakes, and the teacher was instructed to
    give increasingly severe shocks. ?
  • The experiment ended either when the maximum 450
    volts was administered or when the teacher
    refused to administer any more shocks. ?
  • If at any point the teacher indicated that he
    wanted to stop, the experimenter calmly told him
    to continue. ?

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64
Section 2-15
The Milgram Experiment (cont.)
  • Sixty-five percent of the participants delivered
    the full range of shocks. ?
  • What accounts for this surprisingly high level of
    obedience? ?
  • Part of the answer is that the experimenter
    represents a legitimate authority. ?
  • People assume that such an authority knows what
    he is doing, even when his instructions seem to
    run counter to their own standards of moral
    behavior.

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65
Section 2-16
The Milgram Experiment (cont.)
  • Milgrams experiment is important because it
    questions so many different aspects of
    psychology. ?
  • The experiment raised questions about the ethics
    of some psychological experiments. ?
  • Since the experiment, the APA has changed the
    ethical standards for experiments. ?
  • Today all experiments, especially those that
    could cause harm to the participants, are
    carefully screened by research committees.

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66
Section 2-17
The Zimbardo Experiment
  • Philip Zimbardo and his colleagues (Haney
    Zimbardo, 1975) performed an experiment that
    randomly divided male volunteers into two groups
    prisoners and prison guards. ?
  • Zimbardo sent both groups to live in a simulated
    prison set up in the basement of a Stanford
    University building. ?
  • He gave the guards instructions to maintain
    order.

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67
Section 2-18
The Zimbardo Experiment (cont.)
  • Within two days, most of the guards had become
    intoxicated with power, and they acted cruelly
    toward the prisoners, often without reason. ?
  • At the same time, the prisoners began showing
    signs of extreme stress, often acting subdued and
    depressed. ?
  • The emotional reactions were so extreme that
    experimenters ended the planned two-week
    experiment after only six days.

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68
Section 2-19
The Zimbardo Experiment (cont.)
  • Although the participants in this experiment were
    emotionally mature and stable, the roles these
    individuals adopted changed the way they acted. ?
  • The experiment not only changed the ethical
    standards of experimentation in psychology but it
    also demonstrated the power that situations can
    have in changing how we feel, think, and behave.
    ?
  • The social situation of being in the prison
    changed the rules, roles, and expectations of the
    students (Zimbardo, 1975).

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69
Section 2-20
The Zimbardo Experiment (cont.)Why Do People
Obey?
  • Psychologists have proposed that people learn to
    obey authority figures. ?
  • Throughout our lives, we have learned to follow
    orders. ?
  • However, we are more likely to follow these rules
    when the authority figure is actually present.

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70
Section 2-Assessment 1
Section Assessment
Review the Vocabulary Give an example of a way
you show conformity.
Answers will vary. Think of useful ways to
conform, as well as ways that can lead to poor
decision making or harmful behavior.
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71
Section 2-Assessment 2
Section Assessment (cont.)
Visualize the Main Idea Duplicate and complete
the chart found on page 562 of your textbook
describing the Asch experiment.
Hypothesis People will conform to a group
decision even if they know it is wrong. Method
Describe the various trials and the results of
each trial. Results Describe the results of
yielders and independents.
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display the answer.
72
Section 2-Assessment 3
Section Assessment (cont.)
Recall Information How is compliance related to
to conformity?
Compliance is a change in behavior without an
accompanying change in thinking. Outwardly, the
person appears to be conforming.
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73
Section 2-Assessment 4
Section Assessment (cont.)
Think Critically Do you think that conforming to
a group is always a negative thing to do? Explain.
No. Some examples include wearing coats in cold
weather and abiding by societys traffic
regulations.
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74
Section 2-Assessment Close
Section Assessment (cont.)
Recently in a college dorm 3 people died in a
fire. Although the alarm sounded, there had been
18 false alarms in the same dorm in the four
months preceding the fire. How can something like
repeated false alarms dull the senses to the
point that antisocial or harmful behavior seems
acceptable?
75
End of Section 2
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slide.
76
Section 3-1
Readers Guide
Main Idea
  • Conflicts between groups are a fact of everyday
    life because groups influence how individuals
    perceive and respond to situations. ?

Objectives
  • Explain causes of group conflict and cooperation.
    ?
  • Summarize how group dynamics promote or restrain
    altruism and aggression.

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display the information. Section 3 begins on page
564 of your textbook.
77
Section 3-2
Readers Guide (cont.)
Vocabulary
  • aggression ?
  • catharsis ?
  • altruism ?
  • diffusion of responsibility ?
  • bystander effect ?
  • social loafing ?
  • deindividuation

Click the Speaker button to listen to Exploring
Psychology.
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display the information. Section 3 begins on page
564 of your textbook.
78
Section 3-3
Aggression
  • Any behavior that is intended to cause physical
    or psychological harm is called aggression. ?
  • It seems that our society is being torn apart by
    increasing violence and aggression. ?
  • Psychologists have proposed several theories to
    explain aggression.

aggression behavior intended to do physical or
psychological harm to others
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79
Figure 3-1
A Model of Aggression
80
Section 3-4
Biological Influences
  • Psychologists have proposed that humans have
    innate biological factors that cause aggression. ?
  • Neurotransmitters, such as serotonin, influence a
    persons aggressive behavior. ?
  • When a person has too much serotonin in the
    brain, he or she may experience violent
    outbursts. ?
  • Psychologists, though, warn against labeling
    aggression as caused by only biological factors.

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81
Section 3-5
Cognitive Factors
  • Psychologist Albert Bandura proposes that
    children learn aggressive behavior by observing
    and imitating their parents. ?
  • His social learning theory also proposes that
    aggressive behavior may be reinforced in several
    ways ?
  • Parents who use aggression to discipline their
    children may be teaching their children to use
    aggression. ?
  • The mediatelevision, movies, video games, and
    musicmay also be teaching aggressive behavior to
    children.

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82
Section 3-6
Personality Factors
  • Certain personality traits, such as impulsiveness
    and having little empathy, combined with favoring
    domination can turn a person into a bully. ?
  • Usually past experience is the best predictor. ?
  • An aggressive child usually becomes an aggressive
    adult.

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83
Section 3-7
Environmental Factors
  • Sometimes something provokes you and you become
    violent. ?
  • Psychologists explain acts of violence that arise
    from unexpected situations with the
    frustration-aggression hypothesis. ?
  • This is the idea that frustration or a failure to
    obtain something expected leads to aggression. ?
  • The hypothesis, though, fails to note that
    frustration does not always lead to aggressive
    behavior.

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84
Section 3-8
Environmental Factors (cont.)
  • Leonard Berkowitz (1989) proposed a modified
    frustration-aggression hypothesis. ?
  • Berkowitz proposed that frustration leads to
    aggression only in certain instances.

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85
Section 3-9
Controlling Aggression
  • Aggression is a combination of biological,
    cognitive, personality, and environmental
    factors. ?
  • One method of controlling aggression is through
    catharsis. ?
  • Critics of catharsis believe that any expression
    of aggression is negative.

catharsis releasing anger or aggression by
letting out powerful negative emotions
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86
Section 3-10
Controlling Aggression (cont.)
  • Other strategies of controlling aggression
    include punishing children for violent behavior
    and cutting down on the violence they observe. ?
  • Aggressive behavior can be controlled by teaching
    people to accept frustrations and move on and to
    react to disappointments in ways other than
    violence.

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87
Section 3-11
Group Conflict Versus Cooperation
  • Conflicts between groups are a fact of everyday
    life. ?
  • A group of psychologists (Sherif Hovland, 1961)
    created a boys camp to study intergroup
    relations. ?
  • From the beginning of the experiment, the boys
    were divided into two groups. ?
  • The psychologists had hypothesized that when
    these two groups of boys were placed in
    competitive situations, where one group could
    achieve its goals only at the expense of the
    other, hostility would develop.

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88
Section 3-12
Group Conflict Versus Cooperation (cont.)
  • The psychologists demonstrated the ease with
    which they could produce unity within the two
    boys groups and hatred between them. ?
  • The experimenters then tried to see what might
    end the conflict and create harmony between the
    two groups. ?
  • They deliberately invented a series of
    emergencies so that the boys either would have
    to help one another or lose the chance to do or
    get something they all wanted.

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89
Section 3-13
Group Conflict Versus Cooperation (cont.)
  • Gradually, through cooperative activities,
    intergroup hostility and tensions lessened. ?
  • The results of this experiment showed that the
    crucial factor in eliminating group hostility was
    cooperation. ?
  • The question of conflict applies to large
    communities, too, but then the possibility of a
    social trap is greater. ?
  • A social trap occurs when individuals in a group
    decide not to cooperate.

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90
Section 3-14
Group Conflict Versus Cooperation (cont.)
  • One approach to overcome a social trap is to use
    laws to bring about behavior changes. ?
  • Other ways to change peoples behavior is to
    educate them concerning the issues and to
    communicate the idea that Yes, you do make a
    difference. ?
  • In this way, people find it more beneficial to
    cooperate than to act in a purely selfish manner.

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91
Section 3-15
Altruism
  • Altruism means helping another, often with a risk
    to oneself, for reasons other than the
    expectation of a reward. ?
  • Whether you help or not may depend on the
    diffusion of responsibility.

altruism helping others, often at a cost or risk,
for reasons other than rewards
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92
Section 3-16
Diffusion of Responsibility
  • Sometimes when several people are faced with a
    common problem and there is no opponent, they may
    not even see themselves as a group. ?
  • There have been many famous examples of muggings,
    rapes, and murders that were committed in public
    while a large group of people watched without
    intervening or calling for help. ?
  • Psychologists have tried to find out why these
    people did not act by studying artificial crises.

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93
Section 3-17
Diffusion of Responsibility (cont.)
  • Psychologists have suggested that this behavior
    was the result of diffusion of responsibility. ?
  • In other words, because several people were
    present, each participant assumed someone else
    would help.

diffusion of responsibility the presence of
others lessens an individuals feelings of
responsibility for his or her actions or failure
to act
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94
Section 3-18
Diffusion of Responsibility (cont.)
  • The researchers found that in experiments where
    people could see the other participants, the same
    pattern emerged. ?
  • The bystander effect occurs when a person
    refrains from taking action because of the
    presence of others.

bystander effect an individual does not take
action because of the presence of others
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95
Section 3-19
Diffusion of Responsibility (cont.)
  • These findings suggest that the larger the crowd
    or group of bystanders, the more likely any given
    individual is to feel that he or she is not
    responsible for whatever is going on (Darley
    Latané, 1968). ?
  • Another influence that inhibits action is the
    tendency to minimize the need for any response. ?
  • It is easier to persuade yourself that nothing
    needs to be done if you look around and see other
    people behaving calmly.

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96
Section 3-20
Diffusion of Responsibility (cont.)
  • Both the presence of a leader and being familiar
    with the person needing help, however, increase
    the likelihood and speed of help being offered. ?
  • The same is true of knowing what kind of help is
    required, seeing the correct form of assistance
    being modeled, or expecting future interactions
    with the person needing help. ?
  • These situations increase the chances that
    assistance will be offered when it is most needed
    (Baron Byrne, 1991).

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97
Section 3-21
Diffusion of Responsibility (cont.)Social Loafing
  • Your evaluations of a situation also may lead to
    social loafing. ?
  • Social loafing occurs when you allow your
    contributions to the group to slack off because
    you realize that individual contributions are not
    as apparent and easily measured in a group
    setting.

social loafing the tendency to work less hard
when sharing the workload with others
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98
Section 3-22
Diffusion of Responsibility (cont.)Deindividuatio
n
  • When people act as individuals, obey their
    consciences, and are concerned with
    self-evaluation, we think of them as
    individualistic. ?
  • When deindividuation occurs, people lose their
    sense of self and follow group behaviors.

deindividuation individuals behave irrationally
when there is less chance of being personally
identified
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99
Section 3-23
Diffusion of Responsibility (cont.)Deindividuatio
n
  • The deindividuated person acts without thinking
    about self and goes along with the group. ?
  • Researchers believe that being in a crowd may
    reduce feelings of guilt or self-awareness that
    one ordinarily feels. ?
  • Social pressure can affect us in positive ways,
    too. ?
  • Maybe you went out of your way to act
    compassionately while others witnessed your
    actions.

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100
Section 3-Assessment 1
Section Assessment
Review the Vocabulary How does diffusion of
responsibility affect individuals in a group?
Individuals are less likely to act and take
responsibility when others are around because
they expect someone else to act.
Click the mouse button or press the Space Bar to
display the answer.
101
Section 3-Assessment 2
Section Assessment (cont.)
Visualize the Main Idea Using a graphic
organizer like the one shown on page 570 of your
textbook, compare and contract aggression and
altruism.
Aggression is intended to do physical or
psychological harm. Altruism is the act of
helping others without expecting a reward, and it
may involve risk. The overlap exists in that both
acts are voluntary and involve a choice by the
individual.
Click the mouse button or press the Space Bar to
display the answer.
102
Section 3-Assessment 3
Section Assessment (cont.)
Recall Information What is deindividuation, and
how does it occur?
Deindividuation is irrational behavior performed
by an individual when there is little or no
chance of being identified. It occurs when people
lose their sense of self and let the group direct
their behavior.
Click the mouse button or press the Space Bar to
display the answer.
103
Section 3-Assessment 4
Section Assessment (cont.)
Think Critically Do you think that most students
work harder on projects they must complete alone
for a grade or on team projects in which no
individual grades are given? Explain your
reasoning.
Answers will vary and will likely depend on the
individual and the amount of pressure exerted by
the group.
Click the mouse button or press the Space Bar to
display the answer.
104
Section 3-Assessment Close
Section Assessment (cont.)
Why did you help or not help when your fellow
classmate accidentally dropped his or her
belongings?
105
End of Section 3
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106
Chapter Summary 1
Section 1 Group Behavior
  • To be classified as a group, a collection of
    people must demonstrate interdependence. ?
  • Groups serve two general purposes task functions
    and social functions. ?
  • To be part of a group, an individual must be
    responsive to the norms of the group, subscribe
    to its ideology, and be prepared to make
    sacrifices in order to be part of it. ?
  • Groups can be differentiated by in-groups and
    out-groups and primary and secondary groups.

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107
Chapter Summary 2
Section 1 Group Behavior (cont.)
  • Research has shown that social facilitation seems
    to occur when participants perform simple tasks,
    whereas social inhibition seems to occur when
    participants perform more complex tasks. ?
  • Group polarization and groupthink are two
    processes of group decision making.

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108
Chapter Summary 3
Section 2 Conformity and Obedience
  • Psychologists believe that people conform to gain
    approval. ?
  • Compliance occurs when an individual gives in to
    social pressure in his or her public behavior but
    does not actually change private beliefs. ?
  • Psychologists believe that people conform because
    they learn to obey authority figures and to
    follow orders and rules.

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109
Chapter Summary 4
Section 3 Conflict and Cooperation
  • Aggression is a combination of biological,
    cognitive, personality, and environmental
    factors. ?
  • Psychologists have found that the larger the
    crowd or group of bystanders, the more likely any
    given individual is to feel that he or she is not
    responsible for whatever is going on.

Click the mouse button or press the Space Bar to
display the information.
110
Chapter Summary 5
Section 3 Conflict and Cooperation (cont.)
  • Social loafing occurs when people allow their
    contributions to the group to slack off because
    they realize that individual contributions are
    not as apparent and easily measured in a group
    setting. ?
  • When deindividuation occurs, people lose their
    sense of self and follow group behaviors.

Click the mouse button or press the Space Bar to
display the information.
111
End of Chapter Summary
Click the mouse button to return to the Contents
slide.
112
Chapter Assessment 1
Reviewing Vocabulary
Use the correct term or concept to complete the
following sentences.
1. _______________ occurs when the majoritys
point of view is reinforced and an extreme view
dominates. 2. A behavior that is intended to
cause physical or psychological harm is called
__________. 3. A group with a common __________
shares a set of principles, attitudes, and
defined objectives for which the group
stands. 4. __________ involves any behavior that
an individual engages in because of direct or
indirect group pressure.
Group polarization
aggression
ideology
Conformity
Click the mouse button or press the Space Bar to
display the answers.
113
Chapter Assessment 2
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the
following sentences.
5. The tendency to perform poorly in front of a
group is known as _____________. 6. _____________
occurs when people lose their sense of self and
follow group behaviors. 7. Punching a pillow to
release anger is a form of __________. 8. The
tendency to perform better in the presence of a
group is known as ______________. 9. __________
is behavior in response to orders given by
authorities.
social inhibition
Deindividuation
catharsis
social facilitation
Obediance
Click the mouse button or press the Space Bar to
display the answers.
114
Chapter Assessment 3
Reviewing Vocabulary (cont.)
Use the correct term or concept to complete the
following sentences.
10. The _____________ occurs when a person
refrains from taking action because of the
presence of others.
bystander effect
Click the mouse button or press the Space Bar to
display the answer.
115
Chapter Assessment 4
Recalling Facts
Using a diagram similar to the one on page 573 of
your textbook, identify the characteristics of a
group.
Characteristics of a group are interdependence,
shared goals, and communication.
Click the mouse button or press the Space Bar to
display the answer.
116
Chapter Assessment 5
Recalling Facts
What factors work to hold a group together? What
factors increase the commitment of a person to
the group?
Shared norms, a common ideology, and high
commitment and participation of group members
work to hold a group together. Commitment
increases when the individuals can share in group
decisions and share the rewards and when there is
a requirement of personal sacrifice.
Click the mouse button or press the Space Bar to
display the answer.
117
Chapter Assessment 6
Recalling Facts
Why do people conform?
People conform to increase their sense of
belonging to a group and to avoid standing out.
Click the mouse button or press the Space Bar to
display the answer.
118
Chapter Assessment 6
Recalling Facts
How does the cognitive theory explain aggression?
The cognitive theory assumes aggression is
learned in childhood by observing and imitating
the behavior of models.
Click the mouse button or press the Space Bar to
display the answer.
119
Chapter Assessment 6
Recalling Facts
What are two factors that inhibit individual
action within a group setting?
Diffusion of responsibility and the bystander
effect inhibit individual action within a group
setting. Diffusion of responsibility occurs when
the presence of others lessens an individuals
feelings of responsibility. When a person
refrains from taking action because of the
presence of others, it is known as the bystander
effect.
Click the mouse button or press the Space Bar to
display the answer.
120
Chapter Assessment 7
Building Skills
Interpreting a Graph
Milgram was upset about the willingness of his
participants to obey an authority. In later
experiments, he tried to find ways to reduce
obedience. He found that distance between the
teacher and the learner had an effect. The graph
on the next slide shows the percentage of
teachers who obeyed orders at three different
physical distances. Review the graph, then answer
the questions following.
121
Chapter Assessment 7
Building Skills
Interpreting a Graph
122
Chapter Assessment 8
Building Skills
Interpreting a Graph
What percentage of teachers obeyed orders when
they could only hear the learner?
65 percent of teachers obeyed orders when they
could only hear the learner.
Click the mouse button or press the Space Bar to
display the answer.
123
Chapter Assessment 9
Building Skills
Interpreting a Graph
What happened to the percentage of teachers who
obeyed orders when they were in the same room and
could see the learner? When they were asked to
touch the learner?
The percentage declined to 40 percent and 30
percent, respectively.
Click the mouse button or press the Space Bar to
display the answer.
124
Chapter Assessment 10
Building Skills
Interpreting a Graph
What reasons can you give for the differences in
the percentage of participants obeying authority
in the three physical distances illustrated in
the graph?
The better one knows a person or the closer one
physically is to a person, the less likely one
will be to harm that person. It could be said
that it is easier to harm another when you dont
have to witness the consequences.
Click the mouse button or press the Space Bar to
display the answer.
125
Chapter Assessment 11
I have just been hired by a large company that
was once a leader in its markets but has not kept
up with the changes in technology. I have been
told that I have three years to make the company
profitable. What kind of leader do I need to be?
I need to be a transformational leader
Click the mouse button or press the Space Bar to
display the answer.
126
End of Chapter Assessment
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