DO NOW:

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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
• DUE MONDAY 5/10

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SOCIAL PSYCHOLOGY

• AP Psychology Ms. Desgrosellier 5.3.2010

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SOCIAL PSYCHOLOGY

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

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SOCIAL PSYCHOLOGY

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

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Social Thinking

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

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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.

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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.

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Attitudes Actions

• Objective SWBAT define attitude.

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Attitudes Actions

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

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Attitudes Can Affect Actions

• Objective SWBAT describe the conditions under
  which attitudes can affect actions.

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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.

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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.

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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.

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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.

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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.

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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.

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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

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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.

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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.

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SOCIAL INFLUENCE
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Conformity Obedience

• Objective SWBAT describe the chameleon effect,
  and give an example of it.

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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.

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Group Pressure Conformity

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

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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.

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Which line on the right matches the one on the
left?
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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.

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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.

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Group Pressure Conformity

• Learner.org 707 804

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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.

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Obedience

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

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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.

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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.

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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.

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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.

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Obedience

• Learner.org 805 1146

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GROUP INFLUENCE
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Obedience

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

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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.

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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.

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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

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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.

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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.

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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.

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Group Polarization

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

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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.

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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.

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ANTISOCIAL RELATIONS
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Prejudice

• Objective SWBAT identify the three components of
  prejudice.

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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.

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Social Roots of Prejudice

• Objective SWBAT discuss the social factors that
  contribute to prejudice.

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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.

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Emotional Roots of Prejudice

• Objective SWBAT explain how scapegoating
  illustrates the emotional component of prejudice.

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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.

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Cognitive Roots of Prejudice

• Objective SWBAT cite four ways that cognitive
  processes help create and maintain prejudice.

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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.

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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.

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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).

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Aggression

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

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Aggression

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

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The Psychology of Aggression

• Objective SWBAT outline four psychological
  triggers of aggression.

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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.

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Conflict

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

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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.

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PROSOCIAL RELATIONS
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Attraction

• Objective SWBAT describe the influence of
  proximity, physical attractiveness, and
  similarity on interpersonal attraction.

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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.

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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.

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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.

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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.

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Altruism

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

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Bystander Intervention

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

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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.

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Bystander Intervention

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

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The Norms for Helping

• Objective SWBAT explain altruistic behavior from
  the perspective of social exchange theory and
  social norms.

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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.

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Peacemaking

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

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Peacemaking

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