V I S U A L I Z I N G
P r e p a r e d B y:
D a w n M o r e,
A l g o n q u i n C o l l e g e
C h a p t e r 1 5:
S o c i a l P s y c h o l o g y
Media Enhanced PowerPoint
偲e獥湴a瑩on
Copyright © 2013 John Wiley & Sons, Canada Ltd
2
L e c t u r e Ov e r v i e w
•
Our Thoughts about Others
•
Our Feelings about Others
•
Our Actions toward Others
•
Applying
Social Psychology
to Social
Problems
Copyright © 2013 John Wiley & Sons, Canada Ltd
3
O u r T h o u g h t s
a b o u t O t h e r s
Copyright © 2013 John Wiley & Sons, Canada Ltd
4
1.
Expl ai n how
at t r i but i ons
and
at t i t udes
af f ect the way we
per cei ve and j udge other s.
2.
Summar i ze the thr ee components
of
at t i t udes
.
3.
Descr i be cul tur al di f f er ences i n
how peopl e expl ai n behavi our.
L E ARNI NG OBJ E CT I VE S:
Ou r T h o u g h t s a b o u t
Ot h e r s
•
Social Psychology
: study of how other people
influence our thoughts, feelings, and actions
–
Attribution: explanation for the cause of
behaviours or events
–
To determine the cause, we first decide whether
the behaviour comes from an:
•
Internal (dispositional) cause, such as personal
characteristics, or
•
External (situational) cause, such as situational demands
Copyright © 2013 John Wiley & Sons, Canada Ltd
5
O u r T h o u g h t s a b o u t
O t h e r s: M i s t a k e n
A t t r i b u t i o n s
•
Fundamental attribution
error
: misjudging causes
of others’ behaviour and
attributing to internal
(dispositional) versus
external (situational) ones
–
Saliency bias
: may explain
this focus on dispositional
causes.
–
Self
-
Serving Bias
: taking
credit for our successes
and externalizing our
failures
Copyright © 2013 John Wiley & Sons, Canada Ltd
6
Ou r T h o u g h t s a b o u t
Ot h e r s
•
Attitude: learned predisposition to respond
cognitively, affectively, and behaviourally to
a particular object
Copyright © 2013 John Wiley & Sons, Canada Ltd
7
O u r T h o u g h t s a b o u t
O t h e r s: C o g n i t i v e
D i s s o n a n c e
•
Cognitive Dissonance
:
feeling of discomfort
created from a
discrepancy between
an attitude and a
behaviour or between
two competing
attitudes
Copyright © 2013 John Wiley & Sons, Canada Ltd
8
O u r T h o u g h t s a b o u t
O t h e r s: C o g n i t i v e
D i s s o n a n c e
Copyright © 2013 John Wiley & Sons, Canada Ltd
9
O u r T h o u g h t s a b o u t
O t h e r s: C o g n i t i v e
D i s s o n a n c e
•
Festinger and
Carlsmith’s
Cognitive
Dissonance
Study:
–
Participants given VERY boring tasks to
complete, and then paid either $1 or $20 to tell
next participant the task was “very enjoyable”
and “fun.”
–
Result: Those paid $1 experienced greater
cognitive dissonance
, and, therefore changed
their attitude more than those paid $20.
Copyright © 2013 John Wiley & Sons, Canada Ltd
10
P au s e an d R e f l e c t:
Ch e c k & R e v i e w
1.
What is the
fundamental attribution error
?
2.
According to the _____ theory, people are
motivated to change their
attitudes
because of
tension created by a discrepancy between an
attitude and a
behaviour
or between two or
more competing
attitudes
.
Copyright © 2013 John Wiley & Sons, Canada Ltd
11
O u r F e e l i n g s
a b o u t O t h e r s
Copyright © 2013 John Wiley & Sons, Canada Ltd
12
1.
Expl ai n t he di f f er ence bet ween
pr ej udi ce
and
di scr i mi nat i on
.
2.
I dent i f y f our expl anat i ons f or why
pr ej udi ce
devel ops.
3.
Summar i ze t he f act or s t hat i nf l uence
i nt er per sonal at t r act i on
.
4.
Expl ai n how l ovi ng i s di f f er ent f r om
l i ki ng.
L E ARNI NG OBJ E CT I VE S:
O u r F e e l i n g s a b o u t O t h e r s:
P r e j u d i c e a n d
D i s c r i m i n a t i o n
•
Prejudice
: learned, generally negative,
attitude toward members of a group
•
Discrimination
: negative behaviours
directed at members of a group
Copyright © 2013 John Wiley & Sons, Canada Ltd
13
O u r F e e l i n g s a b o u t O t h e r s:
P r e j u d i c e a n d
D i s c r i m i n a t i o n
Copyright © 2013 John Wiley & Sons, Canada Ltd
14
O u r F e e l i n g s a b o u t O t h e r s:
P r e j u d i c e a n d
D i s c r i m i n a t i o n
•
There are three components of
prejudice
:
1.
Cognitive
–
Stereotype: set of beliefs about the
characteristics of people in a group generalized to
all group members
2.
Affective: feelings associated with objects of
prejudice
3.
Behavioural
–
Discrimination
: negative behaviours directed at
members of a group
Copyright © 2013 John Wiley & Sons, Canada Ltd
15
O u r F e e l i n g s a b o u t O t h e r s:
S o u r c e s o f P r e j u d i c e a n d
D i s c r i m i n a t i o n
•
Learned response
•
Mental shortcut
–
Ingroup
favouritism
:
ingroup
viewed more
positively than
outgroup
–
Outgroup
homogeneity effect
:
outgroup
judged
as less diverse than
ingroup
Copyright © 2013 John Wiley & Sons, Canada Ltd
16
O u r
F e e l i n g s
a b o u t
O t h e r s:
P r e j u d i c e
a n d
D i s c r i m i n a
-
t i o n
Copyright © 2013 John Wiley & Sons, Canada Ltd
17
P a u s e a n d R e f l e c t:
C r i t i c a l T h i n k i n g
•
Do you believe you are free of
prejudice
? Would
you date and marry someone of another ethnic
group? If you are heterosexual, would you live
with a roommate who is gay or lesbian? Why or
why not?
Copyright © 2013 John Wiley & Sons, Canada Ltd
18
O u r F e e l i n g s a b o u t
O t h e r s: I n t e r p e r s o n a l
A t t r a c t i o n
•
Interpersonal attraction
: positive feelings
toward another
–
Three key factors:
•
Physical attractiveness
•
Proximity (geographic closeness)
•
Similarity
Copyright © 2013 John Wiley & Sons, Canada Ltd
19
O u r F e e l i n g s a b o u t O t h e r s:
I n t e r p e r s o n a l A t t r a c t i o n
( L i k i n g a n d L o v i n g )
•
Liking is a favourable evaluation of another.
Copyright © 2013 John Wiley & Sons, Canada Ltd
20
Ou r F e e l i n g s a b o u t
Ot h e r s: I n t e r p e r s o n a l
A t t r a c t i o n
•
Romantic Love
: erotic
attraction with future
expectations
•
Companionate Love
:
lasting attraction based
on trust, caring,
tolerance, and
friendship
Copyright © 2013 John Wiley & Sons, Canada Ltd
21
P a u s e a n d R e f l e c t:
C h e c k & R e v i e w
1.
Briefly explain how
prejudice
differs from
discrimination
.
2.
How does
romantic love
differ from
companionate love
?
Copyright © 2013 John Wiley & Sons, Canada Ltd
22
O u r A c t i o n s
T o w a r d s
O t h e r s
Copyright © 2013 John Wiley & Sons, Canada Ltd
23
1.
I dent i f y t he f act or s t hat cont r i but e t o
conf or mi t y
and
obedi ence
.
2.
Expl ai n how gr oups af f ect behavi our
and deci si on
-
maki ng.
3.
Summar i ze t he bi ol ogi cal and
psychosoci al f act or s bel i eved t o be
i nvol ved i n
aggr essi on
.
4.
Compar e t he
egoi st i c model
wi t h t he
empat hy
–
al t r ui sm hypot hesi s
.
L E ARNI NG OBJ E CT I VE S:
O u r A c t i o n s t o w a r d
O t h e r s: S o c i a l I n f l u e n c e
•
Conformity
: changing
behaviour because of
real or imagined group
pressure
•
Obedience
: following
direct commands,
usually from an
authority figure
Copyright © 2013 John Wiley & Sons, Canada Ltd
24
Ou r A c t i o n s t o wa r d
Ot h e r s: C o n f o r mi t y
•
Asch’s
Conformity
Study
–
Participants were asked
to select the line closest
in length to X.
–
When confederates gave
obviously wrong answers
(A or C), more than 1/3
conformed and agreed
with the incorrect
choices.
Copyright © 2013 John Wiley & Sons, Canada Ltd
25
Ou r A c t i o n s t o wa r d
Ot h e r s: C o n f o r mi t y
•
Why do we conform?
–
Normative social influence: need for approval
and acceptance
–
Informational social influence: need for
information and direction
–
Reference groups
: we conform to people we
like and admire because we want to be like
them
Copyright © 2013 John Wiley & Sons, Canada Ltd
26
Ou r A c t i o n s t o wa r d
Ot h e r s: Ob e d i e n c e
•
Milgram’s
obedience
study: Participants
serving as “teachers” are ordered to
continue shocking someone with a known
heart condition who is begging to be
released.
•
Result: 65% of “teachers” delivered highest
level of shock (450 volts) to the heart
condition “learner.”
Copyright © 2013 John Wiley & Sons, Canada Ltd
27
Ot h e r s: Ob e d i e n c e
•
Milgram’s
“Learner” & Shock Generator
Copyright © 2013 John Wiley & Sons, Canada Ltd
28
Ou r A c t i o n s t o wa r d
Ot h e r s: Ob e d i e n c e
•
Four major factors affecting
obedience
:
–
legitimacy and closeness of the authority figure
–
remoteness of the victim
–
assignment of responsibility
–
modeling/imitation
Copyright © 2013 John Wiley & Sons, Canada Ltd
29
Ou r A c t i o n s t o wa r d
Ot h e r s: Ob e d i e n c e
Copyright © 2013 John Wiley & Sons, Canada Ltd
30
P a u s e a n d R e f l e c t:
C r i t i c a l T h i n k i n g
•
How would you have behaved if you were a
“teacher” in
Milgram’s
obedience
studies? Would
you have given the highest level of shocks? What
about your best friend or parents? Would their
behaviour
differ from yours? Why and how?
Copyright © 2013 John Wiley & Sons, Canada Ltd
31
O u r A c t i o n s t o w a r d
O t h e r s:
G r o u p P r o c e s s e s
•
Group membership involves:
–
Roles: set of behavioural patterns connected
with particular social positions
–
Deindividuation
: anonymity leads to reduced
inhibition, self
-
consciousness, and personal
responsibility
Copyright © 2013 John Wiley & Sons, Canada Ltd
32
G r o u p P r o c e s s e s: “ P o w e r
o f t h e S i t u a t i o n ”
•
Zimbardo’s
Stanford
Prison Study
–
Students were randomly
assigned to play the role of
either “prisoner” or
“guard.”
–
Original study was
scheduled for 2 weeks, but
it was stopped after 6 days
due to serious
psychological changes in
both “prisoners” and
“guards.”
Copyright © 2013 John Wiley & Sons, Canada Ltd
33
G r o u p P r o c e s s e s:
P r o b l e ms w i t h D e c i s i o n
M a k i n g
•
Group Polarization
:
group movement
toward either a riskier
or more conservative
decision; result
depends on the
members’ initial
dominant tendency
•
Groupthink
: faulty
decision making
occurring when a highly
cohesive group seeks
agreement and avoids
inconsistent
information
Copyright © 2013 John Wiley & Sons, Canada Ltd
34
Ou r A c t i o n s
t o wa r d
Ot h e r s:
Gr o u p
P r o c e s s e s
•
How
Groupthink
occurs
Copyright © 2013 John Wiley & Sons, Canada Ltd
35
Ou r A c t i o n s t o wa r d
Ot h e r s: A g g r e s s i o n
•
Aggression
: any behaviour intended to
harm someone
•
Biological factors in
aggression
: instincts,
genes, brain and nervous system, hormones
and neurotransmitters, substance abuse,
and other mental disorders
Copyright © 2013 John Wiley & Sons, Canada Ltd
36
Ou r A c t i o n s t o wa r d
Ot h e r s: A g g r e s s i o n
•
Psychosocial Factors in
Aggression
:
–
Aversive stimuli
–
Culture and learning
–
Violent media/video
games
Copyright © 2013 John Wiley & Sons, Canada Ltd
37
Ou r A c t i o n s t o wa r d
Ot h e r s: A g g r e s s i o n
•
How can we control or reduce
aggression
?
–
Introduce incompatible responses
–
Improve social and communication skills
Copyright © 2013 John Wiley & Sons, Canada Ltd
38
Ou r A c t i o n s t o wa r d
Ot h e r s: A l t r u i s m
•
Altruism
: actions designed to help others
with no obvious benefit to the helper
•
Why do we help?
–
Egoistic Model
: helping motivated by
anticipated gain
–
Empathy
-
Altruism
Model: helping motivated
by empathy
Copyright © 2013 John Wiley & Sons, Canada Ltd
39
Ou r A c t i o n s t o wa r d
Ot h e r s: A l t r u i s m
Copyright © 2013 John Wiley & Sons, Canada Ltd
40
Ou r A c t i o n s t o wa r d
Ot h e r s: A l t r u i s m
•
Why don’t we help?
–
Diffusion of Responsibility
: dilution, or
diffusion, of personal responsibility by
spreading it among others
–
Ambiguity of the Situation: unclear what help is
needed
Copyright © 2013 John Wiley & Sons, Canada Ltd
41
P a u s e a n d R e f l e c t:
C h e c k & R e v i e w
1.
Briefly explain how
groupthink
differs
from
group polarization
.
2.
What are the best ways to reduce
aggression
?
Copyright © 2013 John Wiley & Sons, Canada Ltd
42
A p p l y i n g S o c i a l
P s y c h o l o g y t o
S o c i a l P r o b l e m s
Copyright © 2013 John Wiley & Sons, Canada Ltd
43
1.
Descr i be f our maj or appr oaches t o
r educi ng
pr ej udi ce
and
di scr i mi nat i on
.
2.
Expl ai n how soci al changes mi ght
cr eat e
cogni t i ve di ssonance
and
event ual l y pr omot e a r educt i on i n
pr ej udi ce
.
3.
Summar i ze t he pr i nci pl es t hat expl ai n
dest r uct i ve
obedi ence
t o aut hor i t y.
L E ARNI NG OBJ E CT I VE S:
A p p l y i n g S o c i a l
P s y c h o l o g y t o
S o c i a l P r o b l e ms
•
Prejudice
and
discrimination
–
How do we reduce
prejudice
and
discrimination
?
•
Encourage cooperation
and
superordinate
goals
•
Increased contact
•
Cognitive retraining
•
Employ
cognitive
dissonance
Copyright © 2013 John Wiley & Sons, Canada Ltd
44
A p p l y i n g S o c i a l
P s y c h o l o g y t o
S o c i a l P r o b l e m s:
•
Destructive
Obedience
–
How do we reduce destructive
obedience
?
•
Adjust socialization toward
obedience
•
Recognize power of the situation
•
Protect against
groupthink
•
Avoid
foot
-
in
-
the
-
door technique
: making a small
request followed by increasingly larger requests
•
Guard against relaxed moral guard
Copyright © 2013 John Wiley & Sons, Canada Ltd
45
P a u s e a n d R e f l e c t:
Wh y S t u d y P s y c h o l o g y?
•
Psychology provides scientific research and
insight into social problems, like
prejudice
and destructive
obedience
.
•
Psychologists also produce concrete
suggestions for reducing these problems.
Copyright © 2013 John Wiley & Sons, Canada Ltd
46
P a u s e a n d R e f l e c t:
C r i t i c a l T h i n k i n g
•
Chapter 15 is often the last chapter covered
in a general psychology course. If this is
true for you, stop and take the time to list
the top 5 to 10 concepts or terms that you
learned in this course and want to
remember for the rest of your life.
Copyright © 2013 John Wiley & Sons, Canada Ltd
47
Mu l t i me d i a
Social Psychology Network
Welcome to Social Psychology Network, one of the
largest Internet sites devoted to psychological
research and teaching.
Mirror Neurons
Why do sports fans feel so emotionally invested in
the game, reacting almost as if they were part of the
game themselves?
You Have Found the Prisoner’s Dilemma
A fiendish cyberspace wizard has locked you and
Serendip
into a diabolical game with the following
rules
Locus Of Control &
Attributional
Style Test
Do you control your destiny or are you controlled by
it?
Project Implicit
The demonstration site for the Implicit Association
Test (IAT).
Cognitive Dissonance theory
Cognitive Dissonance theory was first developed by
Leon Festinger in 1956 after the publication of a
book
When Prophecy Fails
, written with co
-
authors
Henry W.
Riecken
and Stanley
Schachter
, to explain
how members of a UFO doomsday cult increased
their commitment to the cult when a prophesised
destruction of the Earth did not happen.
Cognitive Dissonance
Cognitive dissonance is a theory of human
motivation that asserts that it is psychologically
uncomfortable to hold contradictory cognitions.
Festinger and
Carlsmith
Cognitive consequences of forced compliance
Understanding Prejudice
Exercises and Demonstrations
Justice4Youth
Homepage
Copyright © 2013 John Wiley & Sons, Canada Ltd
Web Links
48
Mu l t i me d i a
Kids Help Phone
Homepage
Virtual Attractiveness
A remarkable result of our research project is that
faces which have been rated as highly attractive do
not exist in reality.
How Love Works
If you've ever been in love, you've probably at least
considered classifying the feeling as an addiction.
The Science of Love
Poets have been struggling to describe love for
centuries.
Indecently Exposed
Profile: Jane Elliott
Stanley
Milgram
The purpose of this website is to be a source of
accurate information about the life and work of one
of the most outstanding social scientists of our time,
the social psychologist Stanley
Milgram
.
Thirty Years Later, Stanford Prison Experiment Lives
On
Thirty years ago, a group of young men were
rounded up by Palo Alto police and dropped off at a
new jail
--
in the Stanford Psychology Department.
A Simulation Study of the Psychology of
Imprisonment Conducted at Stanford University
Welcome to the Stanford Prison Experiment web
site, which features an extensive slide show and
information about this classic psychology
experiment, including parallels with the abuse of
prisoners at Abu Ghraib.
Philip G.
Zimbardo
Welcome to the website of Philip G.
Zimbardo
,
Professor Emeritus of Psychology at Stanford
University, current core faculty at Palo Alto
University, two
-
time past president of the Western
Psychological Association, and the past president of
the American Psychological Association.
Copyright © 2013 John Wiley & Sons, Canada Ltd
Web Links
49
Mu l t i me d i a
How Groups can Intensify Decisions
People in groups often advocate riskier decisions
than individuals
Helping Preschoolers Resolve Social Conflicts
We can help even the youngest of our girls express
their feelings and solve conflicts directly so they
don't need to use indirect forms of aggression.
Understanding Boy Aggression
What did the boys play at recess today?
Media Smarts
Canada’s Centre for Digital and Media Literacy
Is it the Media?
Does violence in the media contribute to boys'
aggressive behavior or does it reflect it?
International Center for Aggression Replacement
Training
The International Center for Aggression Replacement
Training, ICART, is an organization devoted to the
practice and evaluation of Aggression Replacement
Training (ART), a cognitive
-
behavioral intervention
designed for aggressive children, adolescents, and
adults.
What We Can Do
There are ways we can help support our boys' active
impulses and help them work through feelings of
aggression.
Re
-
Establishing Altruism As A Viable Social Norm
What is Altruism?
Egoism/Altruism Test
Are you the type who will bend over backwards for
others until it hurts or do you merely look out for #1?
Copyright © 2013 John Wiley & Sons, Canada Ltd
Web Links
50
Mu l t i me d i a
Research Bulletin: Reducing Prejudice with Fiction
We have discussed the relation between fiction and
empathy extensively in
OnFiction
, but have not really
broached the topic of what the consequences of this
empathy might be.
Jigsaw Classroom
Welcome to the official web site of the
jigsaw classroom, a cooperative learning technique
that reduces racial conflict among school children,
promotes better learning, improves student
motivation, and increases enjoyment of the learning
experience.
Jane Elliot’s Blue Eyes Brown Eyes Exercise
Jane Elliott, internationally known teacher, lecturer,
diversity trainer, and recipient of the National Mental
Health Association Award for Excellence in
Education, exposes prejudice and bigotry for what it
is, an irrational class system based upon purely
arbitrary factors.
Jigsaw Classroom
Chapter 1: What Happened at Columbine?
Resisting the Effects of Destructive Obedience
Obedience is something that everyone must exhibit
in one form or another in order to be considered a
productive member of society, however, obedience
may be taken to a form which in many ways becomes
a crime against others (Hamilton, 1978).
Copyright © 2013 John Wiley & Sons, Canada Ltd
Web Links
51
Mu l t i me d i a
Gender and Love (1:27)
Are men from Mars and women from Venus? As this
ScienCentral
News video reports, this Valentine's
Day, brain scientists offer new evidence for that
continuing debate.
Copyright © 2013 John Wiley & Sons, Canada Ltd
52
Videos
Mu l t i me d i a
Attitudes and Cognitive Dissonance
Imagine that after months of searching, you and your
spouse have found the home of your dreams
–
a
beautiful old house on a tree
-
lined street. You love
everything about the house, and you’re even more
captivated by the old
-
fashioned charm of the
neighbourhood. Then and there, you decide to make
an offer.
Copyright © 2013 John Wiley & Sons, Canada Ltd
Animations
53
C o p y r i g h t
Copyright ©
2013
John Wiley & Sons Canada, Ltd.
All rights reserved. Reproduction or translation of this
work beyond that permitted by Access Copyright (The
Canadian Copyright Licensing Agency) is unlawful.
Requests for further information should be addressed
to the Permissions Department, John Wiley & Sons
Canada, Ltd. The purchaser may make back
-
up
copies for his or her own use only and not for
distribution or resale. The author and the publisher
assume no responsibility for errors, omissions, or
damages caused by the use of these programs or
from the use of the information contained herein.
54
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