general psych 2 altruism – module 55 stereotypes and prejudices –module 55 march 9, 2004 class...

General Psych 2General Psych 2 Altruism – Module 55 Altruism – Module 55

Stereotypes and Prejudices –Stereotypes and Prejudices –Module 55 Module 55

March 9, 2004March 9, 2004

Class #13Class #13

AltruismAltruism

• Pure altruismPure altruism – Action intended to solely benefit Action intended to solely benefit

anotheranother– No external reward to the helper No external reward to the helper – No internal reward to the helperNo internal reward to the helper

• Some argue there is no such Some argue there is no such thing as pure altruism thing as pure altruism

Insights into the evolution Insights into the evolution of helpingof helping

• Inclusive FitnessInclusive Fitness - -– The ability of one’s genes to survive in The ability of one’s genes to survive in

one’s own offspring AND in any relatives one’s own offspring AND in any relatives one helpsone helps

– Helping a close relative promotes the Helping a close relative promotes the survival of those genessurvival of those genes

Genetic Relatedness and Genetic Relatedness and HelpingHelping

• Would you lend your car to your Would you lend your car to your brother?brother?

• What about your grandfather?What about your grandfather?• What about a cousin? What about a cousin? • What about an attractive stranger? What about an attractive stranger? • Michael Cunningham and his Michael Cunningham and his

colleagues asked people whether colleagues asked people whether they would be willing to help other they would be willing to help other people in different situationspeople in different situations

80808080

66006600

22002200

0000

HighHigh(parents(parents

, , siblings, siblings, childrenchildren

))



))

Cunningham et Cunningham et al.. (1995)al.. (1995)

Cunningham et Cunningham et al.. (1995)al.. (1995)

PercentaPercentage ge

VolunteerVolunteering to ing to HelpHelp


VolunteerVolunteering to ing to HelpHelp

44004400

Degree of Degree of RelatednessRelatednessDegree of Degree of

RelatednessRelatedness

Mod. Mod. (grand-(grand-parentsparents

))


))

Low Low (first (first

cousinscousins))


cousinscousins))

None None (attracti(attractive ve strangerstrangers)s)

None None (attracti(attractive ve strangerstrangers)s)

Burnstein, Crandall, & Kitayama (1994)

• There are three people who need you to run a small There are three people who need you to run a small errand to the store:errand to the store:– A cousinA cousin– A sisterA sister– An acquaintanceAn acquaintance

• You have time to help only one… You have time to help only one… – Whose errand do you run? Whose errand do you run?

Who do you help?Who do you help?

• Burnstein, Crandall, & Kitayama (1994)– Participants in this study were asked to Participants in this study were asked to

imagine scenarios like the following:imagine scenarios like the following:•There are three people asleep in There are three people asleep in

different rooms of a burning house:different rooms of a burning house:– Your 75 year-old grandfatherYour 75 year-old grandfather– Your 7 year-old female cousinYour 7 year-old female cousin– A 21 year-old acquaintanceA 21 year-old acquaintance

• You have time to rescue only one… You have time to rescue only one… – Who do you save? Who do you save?

I made this one up…I made this one up…

• If your house is burning down and there are If your house is burning down and there are several people asleepseveral people asleep

• You only have time to save one person – You only have time to save one person – who of the following would you save?who of the following would you save?– Your Uncle Charlie who owes you $200Your Uncle Charlie who owes you $200– Your step-mother who has raised you since Your step-mother who has raised you since

you were two and you love very muchyou were two and you love very much– Your adopted son who you have raised since Your adopted son who you have raised since

he was 6 months old and you love very muchhe was 6 months old and you love very much– Your biological son who you haven’t spoken Your biological son who you haven’t spoken

to since you kicked out of the house for to since you kicked out of the house for smoking pot smoking pot

Who do you help?Who do you help?

• For everyday help, people tended to For everyday help, people tended to help close relatives more than non-help close relatives more than non-relativesrelatives

• The difference became even more The difference became even more pronounced in life-or-death pronounced in life-or-death situationssituations– See next two slides…See next two slides…

3.03.03.03.0

2.2.552.2.55

1.51.51.51.5

1.1.001.1.00



))



))

Burnstein, Crandall, & Kitayama Burnstein, Crandall, & Kitayama (1994) (1994)

Burnstein, Crandall, & Kitayama Burnstein, Crandall, & Kitayama (1994) (1994)

TendenTendency to cy to HelpHelp


2.2.002.2.00




))


))


cousinscousins))


cousinscousins))

None None (acquaintan(acquaintances)ces)


For everyday For everyday help, people help, people

tended to help tended to help close relatives close relatives more than non-more than non-

relativesrelatives

For everyday For everyday help, people help, people

tended to help tended to help close relatives close relatives more than non-more than non-

relativesrelatives

3.03.03.03.0

2.2.552.2.55

1.51.51.51.5

1.1.001.1.00



))



))

Burnstein, Crandall, & Burnstein, Crandall, & Kitayama (1994)Kitayama (1994)

Burnstein, Crandall, & Burnstein, Crandall, & Kitayama (1994)Kitayama (1994)



2.2.002.2.00



Mod.Mod. (grand-(grand-parentsparents

))

Mod.Mod. (grand-(grand-parentsparents

))


cousinscousins))


cousinscousins))

The difference The difference became even became even

more pronounced more pronounced in life-or-death in life-or-death

situationssituations

The difference The difference became even became even

more pronounced more pronounced in life-or-death in life-or-death

situationssituations



Burnstein, Crandall, & Kitayama (1994): FindingsFindings

• Kin are helped more than non-kin, Kin are helped more than non-kin, especially in life-or-death situations especially in life-or-death situations – This assures that our genes will continueThis assures that our genes will continue

• Females are helped more than malesFemales are helped more than males– Except elderly females (post- menopausal)Except elderly females (post- menopausal)

• Young are helped more than oldYoung are helped more than old– Especially in life or death circumstancesEspecially in life or death circumstances

• Healthy relatives helped more than non-Healthy relatives helped more than non-healthy in life-or-death situationshealthy in life-or-death situations– Especially in life or death circumstancesEspecially in life or death circumstances

Gaining Social Status and Gaining Social Status and ApprovalApproval

• Potlatch CeremonyPotlatch Ceremony– Ritual in which a host gives guests enormous quantities of Ritual in which a host gives guests enormous quantities of

goods.goods.– Like philanthropic acts by wealthy individuals in modern Like philanthropic acts by wealthy individuals in modern

society, potlatch increased the status of the giversociety, potlatch increased the status of the giver • Social Responsibility Norm Social Responsibility Norm

– Societal rule that people should help those who need their Societal rule that people should help those who need their assistanceassistance

• Social Exchange TheorySocial Exchange Theory– Weighing all costs before helping Weighing all costs before helping – Like an accountant?Like an accountant?

““We didn’t want to get We didn’t want to get involved…”involved…”

• Kitty Genovese Kitty Genovese Tragedy Tragedy (March 13, (March 13, 1964)1964)– Short video clips Short video clips

included in this included in this discussiondiscussion

Winston Moseley , Winston Moseley , mugshotmugshot

She might still be alive She might still be alive today…today…

Diffusion of ResponsibilityDiffusion of Responsibility • Tendency for each group member to dilute Tendency for each group member to dilute

personal responsibility for acting by spreading personal responsibility for acting by spreading it among all other group members…it among all other group members…– Example: Bystanders to an emergency may assume Example: Bystanders to an emergency may assume

someone else will call the policesomeone else will call the police

Pluralistic IgnorancePluralistic Ignorance

• Phenomenon that occurs when Phenomenon that occurs when bystanders to an emergency, trying bystanders to an emergency, trying to look poised, give misleading cues to look poised, give misleading cues to others that no help is neededto others that no help is needed– Results suggest that people look to Results suggest that people look to

others to provide information…others to provide information…– If no one else seems upset, it suggests If no one else seems upset, it suggests

this isn’t an emergencythis isn’t an emergency

• Procedure:Procedure:– In this study, researchers pumped smoke into a lab In this study, researchers pumped smoke into a lab

while students filled out a questionnaire…while students filled out a questionnaire…• Some students were left aloneSome students were left alone• Some with 2 other real participantsSome with 2 other real participants• Some with 2 other confederates who pretended Some with 2 other confederates who pretended

nothing was wrongnothing was wrong

Latane & Darley (1968):Latane & Darley (1968):Smoke studySmoke study


• DV:DV: Going to get helpGoing to get help

• IV:IV: Number of people in the roomNumber of people in the room

• Results:Results:– See graph on next slideSee graph on next slide

80808080

66006600

22002200

0000

AlonAlon

ee

AlonAlon

ee

Latane & Darley Latane & Darley (1968):(1968):“Smoke Study” “Smoke Study” ResultsResults

Latane & Darley Latane & Darley (1968):(1968):“Smoke Study” “Smoke Study” ResultsResults


ReportinReporting Smokeg Smoke


ReportinReporting Smokeg Smoke

44004400

With With 2 2

other other real real

subjecsubjectsts

With With 2 2

other other real real

subjecsubjectsts

With 2 With 2 calm calm

confederaconfederatestes

With 2 With 2 calm calm

confederaconfederatestes


• Informational influence?Informational influence?– Being around others made people less Being around others made people less

likely to interpret smoke as an likely to interpret smoke as an emergency emergency

Latane & Darley (1968):Latane & Darley (1968):Seizure study Seizure study

• DVDV11:: % who help % who help • DVDV22:: mean time to help mean time to help• IV:IV: # of bystanders # of bystanders

• Results:Results:– Alone: Alone: 85% 52 seconds85% 52 seconds– 1 other bystander 62% 93 seconds1 other bystander 62% 93 seconds– 4 other bystanders 31% 166 4 other bystanders 31% 166

secondsseconds

Shotland & Straw (1976)Shotland & Straw (1976)

• Sometimes people assume help would be Sometimes people assume help would be seen as an unwelcome intrusion…seen as an unwelcome intrusion…– When a woman fighting with a man When a woman fighting with a man

shouted: shouted: •““I don’t even know you!” – she was I don’t even know you!” – she was

more likely to receive help than if she more likely to receive help than if she shouted: “I don’t know why I ever shouted: “I don’t know why I ever married you!”married you!”

Time Costs…Time Costs…

• Darley and Batson (1973)Darley and Batson (1973)– 40 students from Princeton Theological 40 students from Princeton Theological

Seminary Seminary •Remember we mentioned this in class Remember we mentioned this in class

11

Latané & Darley (1970) Latané & Darley (1970) Darley and Batson (1973) Darley and Batson (1973)

• Helping is the last step of a process Helping is the last step of a process involving multiple decisions:involving multiple decisions:– Helping Decision TreeHelping Decision Tree

•1. Notice the incident 1. Notice the incident •2. Interpret incident as emergency2. Interpret incident as emergency•3. Assume responsibility3. Assume responsibility•4. Know the appropriate response4. Know the appropriate response•5. Implement decision to help5. Implement decision to help•6. Time factors6. Time factors

Latané & Darley (1970) Latané & Darley (1970) Darley and Batson (1973)Darley and Batson (1973)

• If the answer is "no" at any step, If the answer is "no" at any step, helping will not occur helping will not occur

• Note: I’ve combined the two Note: I’ve combined the two research studies here with points 1-5 research studies here with points 1-5 coming from the 1970 study and coming from the 1970 study and point 6 from the 1973 studypoint 6 from the 1973 study

Stereotypes and PrejudicesStereotypes and Prejudices

• StereotypesStereotypes – The generalized perceptions, beliefs, and The generalized perceptions, beliefs, and

expectations a person has about members in some expectations a person has about members in some groupgroup

– Schemas about entire groups of peopleSchemas about entire groups of people– Effects of stereotypes on behavior can be Effects of stereotypes on behavior can be

automatic and unconsciousautomatic and unconscious• PrejudicePrejudice

– A negative attitude toward an individual based A negative attitude toward an individual based solely on the person’s membership is some groupsolely on the person’s membership is some group

– In one word…prejudgmentIn one word…prejudgment• DiscriminationDiscrimination

– Differential treatment of individuals who belong Differential treatment of individuals who belong to different groupsto different groups

Its getting better, but…Its getting better, but…

• Attitudes towards both women and Attitudes towards both women and people of color have improved since the people of color have improved since the 1940’s1940’s

• Most people agree that women and men Most people agree that women and men doing the same job should get equal paydoing the same job should get equal pay

• Most agree that white and black Most agree that white and black children should attend the same schoolchildren should attend the same school

• Will we have a women President in the Will we have a women President in the near future???near future???

Can race can influence how a given Can race can influence how a given behavior is interpreted?behavior is interpreted?

• Bottom-up processingBottom-up processing– Perceptions influenced by the visual field itselfPerceptions influenced by the visual field itself– Can be referred to as “true object” perceptions Can be referred to as “true object” perceptions

– making sense from our sensations– making sense from our sensations

• Top-down processingTop-down processing– These perceptions are influenced by what the These perceptions are influenced by what the

person expects or has experienced before person expects or has experienced before – Our experiences memories, and expectations Our experiences memories, and expectations

are what's important hereare what's important here– Can lead to biases and misperceptions…Can lead to biases and misperceptions…

• Duncan (1976)Duncan (1976)• See next slideSee next slide

““The ambiguous shove”The ambiguous shove”

• Duncan (1976)Duncan (1976)– White undergraduates viewed two nearly White undergraduates viewed two nearly

identical videosidentical videos– Participants were divided and placed Participants were divided and placed

randomly in on of two groups… randomly in on of two groups… •Group 1: Group 1:

– A black person is seen shoving a white A black person is seen shoving a white person person

•Group 2: Group 2: – A white person is seen shoving a black A white person is seen shoving a black

person person

Duncan (1976)Duncan (1976)

• What do you predict as the results ?What do you predict as the results ?– Why?Why?

Other examples (flaws) of top-Other examples (flaws) of top-down processing…down processing…

• Allport (1954)Allport (1954)– Found evidence for the stereotype that “fat Found evidence for the stereotype that “fat

people are jolly”people are jolly”

• Dion et al. (1972)Dion et al. (1972)– Attractive people are perceived as being more Attractive people are perceived as being more

honest than unattractive peoplehonest than unattractive people

• Karr (1978)Karr (1978)– Found that participants felt that homosexuals Found that participants felt that homosexuals

were shallow, yielding, tensewere shallow, yielding, tense

Ingroup vs. OutgroupIngroup vs. Outgroup

• Us vs. ThemUs vs. Them– Such group identifications can promote Such group identifications can promote

an ingroup bias (a favoring of one’s own an ingroup bias (a favoring of one’s own group over another)group over another)

Scapegoat TheoryScapegoat Theory

• Scapegoating begins with frustration Scapegoating begins with frustration which, in turn, causes aggressionwhich, in turn, causes aggression

• This aggression is then displaced and This aggression is then displaced and rationalized by blaming a minority grouprationalized by blaming a minority group

• Obviously, not all people who become Obviously, not all people who become frustrated are prejudice, but research has frustrated are prejudice, but research has shown that those who are high in prejudice shown that those who are high in prejudice are more likely to become frustrated than are more likely to become frustrated than those low in prejudicethose low in prejudice

• Apparently, since prejudice people cannot Apparently, since prejudice people cannot deal with their inner frustrations, they deal with their inner frustrations, they stereotype, blame, and attack less powerful stereotype, blame, and attack less powerful groups groups

““If there were no Jews, we If there were no Jews, we would have to invent them”would have to invent them”

• A Nazi leader was quoted as saying A Nazi leader was quoted as saying the above…the above…– Cialdini & Richardson (1980)Cialdini & Richardson (1980)

•Despised outgroups can boost an Despised outgroups can boost an ingroup’s self-esteemingroup’s self-esteem

•Students experiencing failure or made Students experiencing failure or made to feel insecure will often restore their to feel insecure will often restore their self-esteem by disparaging a rival self-esteem by disparaging a rival school or another personschool or another person

Motivational Theories of Motivational Theories of Prejudice and StereotypingPrejudice and Stereotyping

• Prejudice serves to meet certain needs Prejudice serves to meet certain needs and increases one’s sense of securityand increases one’s sense of security

• Prejudice especially more likely among Prejudice especially more likely among those high in authoritarianism who have:those high in authoritarianism who have:– An acceptance of very conventional or An acceptance of very conventional or

traditional valuestraditional values– A willingness to unquestioningly follow orders A willingness to unquestioningly follow orders

of authority figuresof authority figures– An inclination to act aggressively towards An inclination to act aggressively towards

those identified by authority figure as a threat those identified by authority figure as a threat to one’s values or well-beingto one’s values or well-being

Cognitive Theories of Cognitive Theories of Prejudice and StereotypingPrejudice and Stereotyping

• People use schemas and other cognitive People use schemas and other cognitive shortcuts to organize and make sense of shortcuts to organize and make sense of their social worldtheir social world

• Sometimes these processes lead to Sometimes these processes lead to inaccurate stereotypesinaccurate stereotypes

• For example:For example:– We tend to simplify our perceptions by seeing We tend to simplify our perceptions by seeing

group members as similar to one anothergroup members as similar to one another– We also see illusory correlations between an We also see illusory correlations between an

individual’s behavior and group membershipindividual’s behavior and group membership

Learning Theories of Prejudice Learning Theories of Prejudice and Stereotypingand Stereotyping

• Like attitudes, prejudices can be Like attitudes, prejudices can be learned…learned…– Explains how one can develop negative Explains how one can develop negative

attitudes towards never encountered attitudes towards never encountered groupsgroups

– Prejudice can be the result of Prejudice can be the result of observational learningobservational learning

– One can be directly reinforced for One can be directly reinforced for expressing prejudiceexpressing prejudice

CategorizationCategorization

• The classification of persons into groups The classification of persons into groups on the basis of common attributeson the basis of common attributes

• Can bias our perceptionsCan bias our perceptions• Stone (1997)Stone (1997)

– Radio broadcastRadio broadcast– Shown a photograph of the player to be Shown a photograph of the player to be

analyzedanalyzed– Participants rated the player better if they Participants rated the player better if they

thought he was blackthought he was black

““The biggest thing I don't like The biggest thing I don't like about about

New York are the foreigners”New York are the foreigners”

Some people think that he isn’t Some people think that he isn’t that far off…are they prejudiced that far off…are they prejudiced

too?too?• Its clear that Rocker doesn't like to Its clear that Rocker doesn't like to

mingle with people who speak mingle with people who speak different languages or look different different languages or look different than he does…than he does…– But is that racism or prejudice?But is that racism or prejudice?– A negative view – yes…A negative view – yes…– But was there hostility or were these But was there hostility or were these

simply irrational judgments being simply irrational judgments being made?made?

Borrowing a word from Borrowing a word from abnormal psychology…abnormal psychology…

• Maybe Rocker is simply Maybe Rocker is simply xenophobicxenophobic……– The fear and hatred of strangers and The fear and hatred of strangers and

foreignersforeigners

Realistic Group Conflict Realistic Group Conflict TheoryTheory

• Proposal that intergroup conflict, Proposal that intergroup conflict, and negative prejudices and and negative prejudices and stereotypes, emerge out of actual stereotypes, emerge out of actual competition between groups for competition between groups for desired resourcesdesired resources– Example: Members of different Example: Members of different

ethnic groups may compete for the ethnic groups may compete for the same jobs, or the same farmlandsame jobs, or the same farmland

Realistic group conflict Realistic group conflict theorytheory

• Competition for valuable but limited Competition for valuable but limited resources breeds hostility…resources breeds hostility…– Loser: becomes frustratedLoser: becomes frustrated– Winner: becomes threatenedWinner: becomes threatened

•Result: Much conflictResult: Much conflict• Example: Women and immigrants joining Example: Women and immigrants joining

the workforcethe workforce• When conflict arises there is a higher When conflict arises there is a higher

tendency to rely on stereotypes…“they’re tendency to rely on stereotypes…“they’re all the same”all the same”

Intergroup CompetitionIntergroup Competition

• Sherif (1961, 1988): Sherif (1961, 1988): The Robbers Cave ExperimentThe Robbers Cave Experiment– Two groups of eleven year-old boys Two groups of eleven year-old boys

were sent to a remote summer camp in were sent to a remote summer camp in Robbers Cave State Park (Oklahoma)Robbers Cave State Park (Oklahoma)

– Initially unaware of their fragile co-Initially unaware of their fragile co-existence, they formed tribalistic bonds, existence, they formed tribalistic bonds, and were having a great time…and and were having a great time…and then…then…

Experimenters did a bad Experimenters did a bad thing…thing…

• They put the boys in direct competitionThey put the boys in direct competition

•They competed for medals They competed for medals and attentionand attention

The Robbers Cave ExperimentThe Robbers Cave Experiment

• Raided one another’s cabinsRaided one another’s cabins• Stole and burned one another’s flagsStole and burned one another’s flags• Came to view one another as “stinkers” Came to view one another as “stinkers”

“smart-alecks” and “sneaks”“smart-alecks” and “sneaks”• Verbal prejudice became apparent, Verbal prejudice became apparent,

spiraling downward towards spiraling downward towards aggressive territorial violenceaggressive territorial violence

• The groups eventually had to be The groups eventually had to be separated separated

Perceived outgroup Perceived outgroup homogeneityhomogeneity

• Phenomenon of overestimating Phenomenon of overestimating the extent to which members the extent to which members within other groups are similar within other groups are similar to each otherto each other– Example: “They all look the same Example: “They all look the same

to me”to me”– Example: “All men are sports fans”Example: “All men are sports fans”

Need For StructureNeed For Structure• Some people like their lives to be Some people like their lives to be

simple and organized…simple and organized…– Can this attitude lead to Can this attitude lead to

stereotyping?stereotyping?

Reducing PrejudiceReducing Prejudice

• One hypothesis is - negative stereotypes One hypothesis is - negative stereotypes and prejudice are due to and prejudice are due to ignoranceignorance

• From this perspective, From this perspective, simply exposing simply exposing peoplepeople to members of different groups to members of different groups should reduce prejudiceshould reduce prejudice

• But merely putting different groups But merely putting different groups together has together has not generally workednot generally worked


• Another approach is based on the Another approach is based on the assumption that prejudice, stereotyping, assumption that prejudice, stereotyping, and discrimination serve important and discrimination serve important goalsgoals for peoplefor people

• A goal-based approach tries to target A goal-based approach tries to target interventions to the different goals interventions to the different goals


• Contact HypothesisContact Hypothesis– Stereotypes and prejudice toward a Stereotypes and prejudice toward a

group will diminish as contact with the group will diminish as contact with the group increasesgroup increases

– Getting to know and hopefully to Getting to know and hopefully to understand a groupunderstand a group

– Get two groups to work towards a Get two groups to work towards a common goalcommon goal• Cooperation helps; competition hurtsCooperation helps; competition hurts

Contact Helps When:Contact Helps When:

• Outgroup members have traits and abilities Outgroup members have traits and abilities challenging negative stereotypeschallenging negative stereotypes

• Contact is supported by local authorities and normsContact is supported by local authorities and norms• Groups are of equal status, at least in contact settingGroups are of equal status, at least in contact setting• Contact is at individual levelContact is at individual level• Contact is rewardingContact is rewarding• Groups work toward common goalsGroups work toward common goals

Back to the Rattlers and Eagles…Back to the Rattlers and Eagles…

• Importance of common goals was shown in the study Importance of common goals was shown in the study of the Rattlers and Eagles (boys in summer camp in of the Rattlers and Eagles (boys in summer camp in Oklahoma).Oklahoma).

• When their only contact involved When their only contact involved competitive competitive games, games, interactions interactions became increasingly negativebecame increasingly negative

• But then researchers forced the boys to cooperate But then researchers forced the boys to cooperate towards towards common goalscommon goals (such as starting a bus to take (such as starting a bus to take them all to a movie)them all to a movie)

•After competing, the Rattlers’ After competing, the Rattlers’ impressions of the Eagles were impressions of the Eagles were highly unfavorable, as were the highly unfavorable, as were the Eagles’ impressions of the RattlersEagles’ impressions of the Rattlers

•After competing, the Rattlers’ After competing, the Rattlers’ impressions of the Eagles were impressions of the Eagles were highly unfavorable, as were the highly unfavorable, as were the Eagles’ impressions of the RattlersEagles’ impressions of the Rattlers

100 100 100 100

8080 8080

6060 6060

4040 4040

20202020

0 0 0 0 After After

CooperationCooperationAfter After


CompetitionCompetitionAfter After

CompetitionCompetition

Percentage Percentage of Rattler of Rattler and Eagle and Eagle

Ratings That Ratings That Were Were

UnfavorableUnfavorable




Ratings of Own GroupRatings of Own GroupRatings of Own GroupRatings of Own Group

Ratings of Other GroupRatings of Other GroupRatings of Other GroupRatings of Other Group

•The hostility between the groups The hostility between the groups eventually turned into friendship and eventually turned into friendship and acceptance after they were induced to acceptance after they were induced to begin cooperating with each otherbegin cooperating with each other

•The hostility between the groups The hostility between the groups eventually turned into friendship and eventually turned into friendship and acceptance after they were induced to acceptance after they were induced to begin cooperating with each otherbegin cooperating with each other

100 100 100 100

8080 8080

6060 6060

4040 4040

20202020

0 0 0 0 After After



CompetitionCompetitionAfter After

CompetitionCompetition







Ratings of Own GroupRatings of Own GroupRatings of Own GroupRatings of Own Group

Ratings of Other GroupRatings of Other GroupRatings of Other GroupRatings of Other Group

Maybe we should just Maybe we should just eliminate these eliminate these

altogether…altogether…

general psych 2 altruism – module 55 stereotypes and prejudices –module 55 march 9, 2004 class...

Documents

people asleepif

pure altruism slide

slides slide

burning house

smoking pot slide

nonrelativesfor everyday

close relatives

children high parents