• Sociocultural Level of Analysis (IB)• The biological and cognitive systems

that make up the individual are embedded in an even larger system of interrelationships with other individuals

• General Learning Outcomes (IB)• Examine how the social and cultural

environment influences individual behavior and who we want connectedness with

• Examine how the social and cultural environment influences perceptions of us as individuals and members of society

• Principles of the Sociocultural level of analysis (IB)

1. Human beings are social and have a basic need to “belong”.

2. Culture influences behavior.

3. Because humans are social, they have a social self.

4. People’s views of the world are resistant to change.

•5. The relationship between the individual and the group is Bidirectional: as the individual is affected by being part of a group, the individual can also affect behavior in the group.

•6. Culture can be defined as the norms and values that define a society.

•7. People have an individual identity, but also a collective or social identity.

•8. Many behaviors are determined by membership of groups such as family, community, club or nationality.

•9. The sense of self is developed within social and cultural contexts.

• Social Psychology: • Psychology that studies the

effects of social variables and cognitions on individual behavior and social interaction.

• Social psychology looks at how people’s thoughts, feelings, perceptions, motives and behavior are influenced by other people.

• It tries to understand behavior within its social context.

• But what happens when people try to change the social context?

• Z:\No Pants Subway Ride 2009.mp4• Z:\trigger happy tv.mp4

• Social Context

• Includes the real, imagined, or symbolic presence of other people; the activities and interactions that take place among people; the settings in which behavior occurs; and the expectations and social norms governing behavior in a given

setting (Sherif, 1981).

• Social PressureSocial Pressure• Social pressure can create powerful

psychological effects such as prejudice, discrimination, blind obedience, and violence.

• Social roles, rules, how we are dressed, competition, or the mere presence of others can profoundly influence how we behave and think

• We usually adapt our behavior to the demands of the social situation, and in ambiguous situations, we take our cues from the behavior of others in that setting.

• Situationism vs. DispositionismSituationism vs. Dispositionism• Situationism: A view that says

environmental conditions influence people’s behavior as much or more than their personal disposition does.

• Dispositionism: A view that says internal factors (genes, traits, character qualities) influence our behavior more than the situation we are in.

– Regardless of your view, people’s behavior depends heavily on two factors: the social roles they play, and the social norms of the group.

• Social Standards of BehaviorSocial Standards of Behavior• Social Roles: One of several socially

defined patterns of behavior that are expected of persons in a given setting or group.

• The roles people assume may be the result of a person’s interests, abilities and goals, or they may be imposed on a person by cultural, economic or biological conditions.

• Social Norms: • A group’s

expectations regarding what is appropriate and acceptable for it’s members’ attitudes and behaviors in given situations.

• Reflect the underlying value system of the group.

• Provide a frame of reference that enables group members to interpret and make judgments about their environment.

• Help define and enhance the common identity of the group.

• Allow group members to know what to expect from one another.

• Enable people to prepare themselves for being in different situations.

• Reduce psychological stress that might result from feeling uncertain about how to behave.

• Regulate the activities of group members.

• ConformityConformity• The tendency for

people to adapt the behaviors, attitudes, and opinions of other members of a group.

• Conforming does not typically involve overt pressure from other group members.

• Conforming means that you do what others “do” rather than what they “want”.

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The Asch EffectThe Asch EffectThe Asch Effect: A form of conformity in which a group majority influences individual judgments.

Asch’sStudy

Asch’s test had 4 trials. Groups of 7 people, 6 of whom were aware of the test. They would be shown cards like the one above and asked which of the lines matched exhibit 1. In the first three trials, all 6 of the “knowing” participants answered correctly. The 7th participant followed correctly. On the 4th trial, the first 6 participants intentionally answered incorrectly, in an attempt to see what the 7th participant would do.

• Asch’s Results• 75% conformed to the false judgment

of the group one or more times, while only 25% remained completely independent.

• In related studies, 50-80% conformed with the majority’s false estimate at least once, while 33% yielded to the majority on half of the trials or more.

• Asch’s findings have been replicated across cultures and nations

• People in nations with “conformist” cultures (Japan) conform more than people in more “individualistic” cultures (United States)

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• Characteristics that Promote ConformityCharacteristics that Promote Conformity• Asch identified 3 factors that influence

whether a person will yield to group pressure:– 1. The size of the majority– 2. The presence of a partner who

dissented from the majority– 3. The size of the discrepancy between

the correct answer and the majority’s opinion.

• Conformity increases when..

• 1. You feel incompetent or insecure.

• 2. You are in a group of 3 or more.

• 3. You are impressed by the status of the group.

• 4. You have made no prior commitment to a response.

• 5. You are being observed by the others in the group.

• 6. Your culture strongly encourages respect for social standards.

• Other factors that affect conformityOther factors that affect conformity• The impact of cohesiveness on conformity is

strong.• Individuals may be motivated to conform to

avoid rejection and the embarrassment of being different.

• If you want to be liked and accepted by others, the more likely you are to publicly accept their views, even if privately you disagree.

• Gender – In same-sex groups, women yield slightly more to conformity pressures than do men.

• The more strongly women adhere to traditional gender roles the more likely they are to conform.

• GroupthinkGroupthink• The mode of thinking that occurs when the The mode of thinking that occurs when the

desire for harmony in a decision making desire for harmony in a decision making group overrides a realistic view of the group overrides a realistic view of the alternatives.alternatives.

• Factors that promote groupthink:Factors that promote groupthink:• Isolation of the groupIsolation of the group• High group cohesivenessHigh group cohesiveness• Directive leadershipDirective leadership• Lack of norms requiring methodical Lack of norms requiring methodical

proceduresprocedures• Homogeneity of members’ social background Homogeneity of members’ social background

(being of the same nature)(being of the same nature)• High stress from external threatsHigh stress from external threats• **Was first developed to help understand bad **Was first developed to help understand bad

decisions made by the U.S. Government regarding decisions made by the U.S. Government regarding the bombing of Pearl Harbor and the Bay of Pigs the bombing of Pearl Harbor and the Bay of Pigs invasion**invasion**

• Others have cited groupthink as a factor Others have cited groupthink as a factor that contributed to bad decisions in the:that contributed to bad decisions in the:

• Space Shuttle disastersSpace Shuttle disasters• Bankruptcy of the Enron CorporationBankruptcy of the Enron Corporation• The 2003 decision to wage war against IraqThe 2003 decision to wage war against Iraq• Z:\Groupthink Definition Examples Free Z:\Groupthink Definition Examples Free

Intro to Sociology Video.mp4Intro to Sociology Video.mp4

• Group PolarizationGroup Polarization• The tendency for groups to make The tendency for groups to make

decisions that are more extreme than the decisions that are more extreme than the initial inclination of its members.initial inclination of its members.

• Even in the most cohesive groups, there Even in the most cohesive groups, there can be differences of opinioncan be differences of opinion

• When members of a group have similar, When members of a group have similar, though not identical, views about a topic though not identical, views about a topic and discuss them, their opinions become and discuss them, their opinions become more extreme and pronounced.more extreme and pronounced.

PolarizinPolarizing g figures??figures????

• Other Group BehaviorsOther Group Behaviors• Social Facilitation:Social Facilitation: Tendency for improved Tendency for improved

performance of tasks in the presence of others. performance of tasks in the presence of others. – This is generally because of a heightened state This is generally because of a heightened state

of awarenessof awareness• Social Loafing:Social Loafing: Tendency for people in a group to Tendency for people in a group to

exert less effort when pooling their efforts exert less effort when pooling their efforts towards a common goal. towards a common goal.

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• How and Why We Choose GroupsHow and Why We Choose Groups• Social Reality:Social Reality: An individual’s subjective An individual’s subjective

interpretation of other people and of interpretation of other people and of relationships with them.relationships with them.

• Determines who we find: attractive or Determines who we find: attractive or threatening; who we are drawn to or threatening; who we are drawn to or avoid…avoid…

• The judgments we make about others The judgments we make about others depend on their behavior and our depend on their behavior and our interpretations of their action.interpretations of their action.

• What Makes Up a GroupWhat Makes Up a Group• Generally, groups are characterized by three Generally, groups are characterized by three

features: features: rolesroles, , normsnorms and and cohesivenesscohesiveness..• Roles are an expected set of behaviors for Roles are an expected set of behaviors for

the group members, norms are the rules of the group members, norms are the rules of conduct, and cohesiveness is the force that conduct, and cohesiveness is the force that pulls group members together and forms pulls group members together and forms bonds that last. bonds that last.

• Interpersonal AttractionInterpersonal Attraction• Reward theory of attraction:Reward theory of attraction: The theory that The theory that

says we like those who give us maximum says we like those who give us maximum rewards or benefit at minimum costs.rewards or benefit at minimum costs.

• Psychologists have identified four especially Psychologists have identified four especially strong sources of reward that predict strong sources of reward that predict interpersonal attraction.interpersonal attraction.

• Four Sources of AttractionFour Sources of Attraction• 1. 1. Proximity:Proximity: The idea is that people will The idea is that people will

work harder to make friends with those to work harder to make friends with those to whom they are closest (physically).whom they are closest (physically).

• 2. 2. Similarity:Similarity: People usually find it more People usually find it more rewarding to have a relationship with rewarding to have a relationship with someone who shares the same attitudes, someone who shares the same attitudes, interests, values and experiences as they do.interests, values and experiences as they do.

• 3. 3. Self-Disclosure:Self-Disclosure: It takes time to develop It takes time to develop the trust necessary to share intimate details the trust necessary to share intimate details about oneself. Generally we want to spend about oneself. Generally we want to spend time around those who know us best.time around those who know us best.

• 4. 4. Physical Attractiveness:Physical Attractiveness: Yes it is vain, but Yes it is vain, but it is reality. People are generally attracted to it is reality. People are generally attracted to those who are more physically attractive. those who are more physically attractive.

•-Average=attractive-Average=attractive•-Beautiful=unapproachable-Beautiful=unapproachable

• Although the reward theory of attraction Although the reward theory of attraction seems to make sense, it fails to explain a seems to make sense, it fails to explain a few situations:few situations:

•A woman in an abusive relationshipA woman in an abusive relationship•Joining a frat/hazingJoining a frat/hazing

• Why might someone engage in these Why might someone engage in these relationships?relationships?

• Other Theories of AttractionOther Theories of Attraction• Reward theory of attraction is not the only Reward theory of attraction is not the only

theory about why we are attracted to who theory about why we are attracted to who we are.we are.– Matching Hypothesis:Matching Hypothesis: A prediction that A prediction that

most people will find friends and mates most people will find friends and mates that are perceived to be about their that are perceived to be about their same level of attractiveness.same level of attractiveness.

• Expectancy-Value Theory:Expectancy-Value Theory: The theory that The theory that people decide to pursue a relationship by people decide to pursue a relationship by weighing the potential value of the weighing the potential value of the relationship against their chances of relationship against their chances of succeeding in that relationship.succeeding in that relationship.

•Basically we try to have relationships Basically we try to have relationships with the most attractive people we with the most attractive people we think will probably like us in return.think will probably like us in return.

I am guessing that Jay-I am guessing that Jay-Z would not give up his Z would not give up his relationship with relationship with Beyonce for one with Beyonce for one with Lady Gaga.Lady Gaga.

• In your notes answer the following questions:

• 1. How would you define love?• 2. How can you make love last?

• Pair/Share• Make sure that each group member

has an opportunity to share their feelings

• Be prepared to discuss your answers

• Several theories exist• Psychologists have often claimed that

there are two types of love• 1. Passionate Love (Romantic Love)• Very intense, sensual, and all

consuming• Associated with a feeling of great

excitement and intense sexuality• Fades over time, not genuine or real

love• Many psychologists refer to passionate

love as lust

• 2. Compassionate Love- genuine or real love

• Includes deep friendship, mutual trusting, and true commitment

• Also includes a deep intimacy, a special knowledge of each other derived from uncensored self-disclosure

• Strengthens over time• ***Important*** All psychologists

agree that genuine love is not something that happens to you, but is something that you create by choice

• 1. What are the characteristics of passionate or romantic love?

• 2. What are the characteristics of compassionate love?

• 3. What do all psychologists agree on when it comes to genuine love?

• Falling in Love• Psychiatrist M. Scott Peck wrote

about love in his book The Road Less Traveled

• People mistake feeling of lust for genuine love

• “falling in love” is a myth and is not true, genuine love

• Love is an extension of one’s limits for another

• Love for someone would become real through efforts or actions

• Genuine love requires commitment, effort; “falling in love” requires no effort at all

• Dr. Peck argued that love was much more than a feeling

• Love is a choice, a decision, a work• When the emotional highs in a

relationship fade, then real love has a chance to flourish

• Love Languages• Dr. Gary Chapman claimed that there are

five different love languages• 1. Words of Affirmation• 2. Quality Time• 3. Receiving Gifts• 4. Acts of Service• 5. Physical Touch

• Everyone has a love language that is their “primary language”

• Sometimes couples are speaking the wrong love language to each other

• We tend to show our love for others in the same way that we would want to have love expressed to us

• Example:• John might feel loved when his wife performs

Acts of Service for him, so he does the same for her. However, his wife Shaniqua might need more Quality Time or Physical Touch

• They are not communicating in the right Love Language

• By learning your partner’s love language, you can effectively communicate your love for them

• Triangular Theory of Love• Proposed by Robert Sternberg• Accounts for the many forms of love• Love is made up of three parts• 1. Intimacy• 2. Passion• 3. Commitment• The various combinations of these three

parts account for why love is experienced in different ways

• Examples:• “love at first sight” feeling has a lot of

passion but little commitment• Couple celebrating their 50th anniversary

have much intimacy and commitment but probably less passion

• Five Stages of Committed Relationships• Psychologists suggest that all committed

relationships go through various stages.• 1. The Romance Stage• Everything is absolutely amazing. You

can't get enough of each other. Neither of you can do any wrong in the eyes of the other... mainly because you're both still on your best behavior.

• Endorphin production goes way up• You are happier than you have ever been

and can’t imagine ever feeling differently• 2. The Disillusionment Stage• Reality hits and you realize your partner

has flaws and various shortcomings. You see your partner in relaxed situations and you become more relaxed as well.

• Your body produces less endorphins

• 3. The Power Struggle Stage• Also known as the disappointment stage or

distress stage• Couples begin to define what is unacceptable

behavior and some consider ending the relationship altogether in this stage.

• Deep resentments begin to build if you’re unable to resolve issues in a respectful and agreeable way

• 4. The Stability Stage• Also known as the friendship stage.• Some never make it to this stage.• You begin to realize that your partner isn’t

perfect but your personal differences aren’t quite as threatening as they used to be

• You are able to resolve most of your differences and you begin to feel comfortable and happy with your deepening relationship

• 5. The Commitment Stage• Also known as the acceptance stage• Few couples actually make it to this stage• Both individuals have a clear

understanding of who their partner is, faults and all, and make the conscious choice to be with that person despite all of those things.

• You are genuinely in love with your partner and consider them to be your best friend

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• Marriage• According to statistics from the CDC,

marriages are successful if:• 1. the couple has similar cultural and

economic backgrounds• 2. the couple has about the same

level of education• 3. they practice (or fail to practice)

the same religion• 4. their parents were happily

married• 5. they had happy childhoods• 6. they maintain good relationships

with their families

• Facts About Marriage• Married adults tend to be healthier than

single, cohabitating, or divorced adults• Children of married parents enjoy better

health on average• Married men tend to be more ambitious

and earn more money than single men• Married men are less likely to engage in

reckless behavior• Married women are less likely to suffer

from depression• Married men have a greater life

expectancy than single men• Children of married parents are more

likely to graduate from college and acquire better jobs

• Advice About Marriage• 1. Marriage works best if it is viewed as a

lifelong commitment• 2. Look past appearance• 3. Don’t rush into marriage• 4. Choose a mate carefully or you will

regret it

• Social Learning TheorySocial Learning Theory• Developed by Albert Developed by Albert

BanduraBandura• The theory assumes that The theory assumes that

humans learn behavior humans learn behavior through observational through observational learninglearning

• People learn by watching People learn by watching others model behavior and others model behavior and then imitating that then imitating that behaviorbehavior

• Sometimes direct (teacher Sometimes direct (teacher instruction), sometimes instruction), sometimes indirect (child using foul indirect (child using foul language because parent language because parent does)does)

• According to Bandura, Social Learning According to Bandura, Social Learning involves the following factors:involves the following factors:

• 1. Attention: The person must first pay 1. Attention: The person must first pay attention to the modelattention to the model

• 2. Retention: Observer must be able to 2. Retention: Observer must be able to remember the behaviorremember the behavior

• 3. Motor Reproduction: Observer must be 3. Motor Reproduction: Observer must be able to replicate the actionable to replicate the action

• 4. Motivation: Learners must want to 4. Motivation: Learners must want to demonstrate what they have learneddemonstrate what they have learned

• Bandura et al. (1961)Bandura et al. (1961)• Aims: Aims: • 1. Would children imitate aggression modeled by 1. Would children imitate aggression modeled by

an adultan adult• 2. Are children more likely to imitate same-sex 2. Are children more likely to imitate same-sex

modelsmodels

• Procedure:Procedure:• 36 boys and 36 girls participated in the 36 boys and 36 girls participated in the

studystudy• One group was exposed to adult models One group was exposed to adult models

who showed aggression by bashing an who showed aggression by bashing an inflatable “Bobo” dollinflatable “Bobo” doll

• A second group observed a non-aggressive A second group observed a non-aggressive adult who assembled toys for 10 minutesadult who assembled toys for 10 minutes

• A third group was a control group and did A third group was a control group and did not see any modelnot see any model

• After watching the models, children were After watching the models, children were placed in a room with toysplaced in a room with toys

• Children were then removed from the toy room Children were then removed from the toy room being told that those toys were for other children being told that those toys were for other children and they were placed in the room with the Bobo and they were placed in the room with the Bobo dolldoll

• Findings:Findings:• Children who had observed the aggressive Children who had observed the aggressive

models were significantly more aggressive- models were significantly more aggressive- both physically and verballyboth physically and verbally

• Bandura claimed that the theory of social Bandura claimed that the theory of social learning was demonstrated since the learning was demonstrated since the children showed signs of observational children showed signs of observational learninglearning

• Bandura also observed that children were Bandura also observed that children were more likely to imitate the same-sex adult more likely to imitate the same-sex adult Z:\Z:\bobo doll experiment.mp4bobo doll experiment.mp4

• Evaluation:Evaluation:• Low ecological validity- study was held in a Low ecological validity- study was held in a

laboratory and not in a natural settinglaboratory and not in a natural setting• Only a brief encounter with the model and Only a brief encounter with the model and

the children are intentionally frustratedthe children are intentionally frustrated

• The situation does not account for what The situation does not account for what happens if a child is repeatedly exposed to happens if a child is repeatedly exposed to aggressive parents or violence on TVaggressive parents or violence on TV

• Does the aggression against a Bobo doll Does the aggression against a Bobo doll indicate learned aggression in general or is indicate learned aggression in general or is it specific to the situation?it specific to the situation?

• Aggression modeled by the adult was not Aggression modeled by the adult was not standardizedstandardized

• Ethical considerations as well. (Using Ethical considerations as well. (Using young children in such an experiment)young children in such an experiment)

• Could observing adult strangers acting Could observing adult strangers acting violent be frightening to children?violent be frightening to children?

• Is it appropriate to teach children to be Is it appropriate to teach children to be violent?violent?

• What if they adopted the violent behavior?What if they adopted the violent behavior?

• Applying Social Learning TheoryApplying Social Learning Theory• According to the theory, there is a chance According to the theory, there is a chance

that violence on TV will lead to more violent that violence on TV will lead to more violent childrenchildren

• The results of studies on the effects of The results of studies on the effects of televised violence are consistenttelevised violence are consistent

• Huesmann and EronHuesmann and Eron (1986) found a positive (1986) found a positive correlation between the number of hours of correlation between the number of hours of violence watched on TV by elementary violence watched on TV by elementary school children and the level of aggression school children and the level of aggression demonstrated when they were teenagersdemonstrated when they were teenagers

• They also found that children who watched a They also found that children who watched a lot of violence when they were 8 were more lot of violence when they were 8 were more likely to be arrested and prosecuted for likely to be arrested and prosecuted for criminal acts as adultscriminal acts as adults

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• Cognitive Dissonance TheoryCognitive Dissonance Theory• There is a tendency for individuals to seek There is a tendency for individuals to seek

consistency among their cognitions (i.e. consistency among their cognitions (i.e. beliefs, opinions).beliefs, opinions).

• When there is an inconsistency between When there is an inconsistency between attitudes or behaviors (dissonance), attitudes or behaviors (dissonance), something must change to eliminate the something must change to eliminate the dissonance.dissonance.

• Cognitive dissonance theoryCognitive dissonance theory says that says that when people’s cognitions and actions are when people’s cognitions and actions are in conflict (a state of dissonance) they in conflict (a state of dissonance) they often reduce the conflict by changing their often reduce the conflict by changing their thinking to fit their behavior (justification)thinking to fit their behavior (justification)– Start a rigorous exercise program and get soreStart a rigorous exercise program and get sore– ““Pain is just weakness leaving the body.”Pain is just weakness leaving the body.”

• Smokers tend to experience cognitive Smokers tend to experience cognitive dissonance because it is widely accepted dissonance because it is widely accepted that cigarettes cause lung cancer, yet that cigarettes cause lung cancer, yet virtually everyone wants to live a long and virtually everyone wants to live a long and healthy life.healthy life.

• The desire to live a long life is dissonant The desire to live a long life is dissonant with the activity of doing something that with the activity of doing something that will most likely shorten one's life. will most likely shorten one's life.

• The tension produced by these The tension produced by these contradictory ideas can be reduced by contradictory ideas can be reduced by quitting smoking, denying the evidence of quitting smoking, denying the evidence of lung cancer, or justifying one's smoking. lung cancer, or justifying one's smoking.

• For example, a smoker could rationalize his or her For example, a smoker could rationalize his or her behavior by concluding that everyone dies and so behavior by concluding that everyone dies and so cigarettes do not actually change anything. cigarettes do not actually change anything.

• Or a person could believe that smoking keeps one Or a person could believe that smoking keeps one from gaining weight, which would also be from gaining weight, which would also be unhealthy.unhealthy.

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• Making Cognitive Attributions, explaining Making Cognitive Attributions, explaining to ourselves why people act the way they to ourselves why people act the way they dodo

• We tend to attribute people’s behavior We tend to attribute people’s behavior and misfortunes to their personal traits and misfortunes to their personal traits rather than situational forces.rather than situational forces.

• The Fundamental Attribution Error (FAE)The Fundamental Attribution Error (FAE) is the tendency to overemphasize is the tendency to overemphasize personal traits while minimizing personal traits while minimizing situational influences.situational influences.

• Assigning the causality to personal Assigning the causality to personal characteristics when causality actually lies characteristics when causality actually lies with the situation.with the situation.

You’re clumsy

• Example…Example…• Think about the Think about the

last time you were last time you were driving and were driving and were cut off by another cut off by another car. Did you think: car. Did you think:

a)a)““what an idiot – what an idiot – that guy is a that guy is a terrible driver;” terrible driver;” or or

b)b)““That guy must That guy must have a good have a good reason to be in reason to be in such a hurry.”such a hurry.”

He should get a job. I can’t

believe I can’t find a job. I have to feed my family.

• Self-Serving BiasSelf-Serving Bias• While FAE is a pitfall of judging other While FAE is a pitfall of judging other

people, a self-serving bias is an error in people, a self-serving bias is an error in the way we look at and interpret the way we look at and interpret ourselves and the situations we find ourselves and the situations we find ourselves in.ourselves in.

• Self-Serving Bias is the tendency for us to Self-Serving Bias is the tendency for us to judge ourselves by a double standard:judge ourselves by a double standard:

a.) When things go well, the success is a.) When things go well, the success is a result of our own internal factors like a result of our own internal factors like motivation, talent or skill.motivation, talent or skill.

b.) When things go poorly it was the b.) When things go poorly it was the result of some uncontrollable external result of some uncontrollable external factor.factor.

• OBEDIENCEOBEDIENCE• Obedience is a form of Obedience is a form of

compliance where people compliance where people respond to the direct respond to the direct commands of some authority.commands of some authority.

• We learn to recognize and We learn to recognize and obey certain symbols of obey certain symbols of authority such as titles, authority such as titles, uniforms or badges.uniforms or badges.

• Obedience does not need the Obedience does not need the presence of another.presence of another.

• Stanley Milgram’s Obedience Stanley Milgram’s Obedience Experiment (1963)Experiment (1963)

• The focus of Milgram’s The focus of Milgram’s research was the conflict research was the conflict between obedience to between obedience to authority and personal authority and personal conscience.conscience.

• Milgram found that 65% of the Milgram found that 65% of the participants delivered shocks that participants delivered shocks that were beyond the danger level to the were beyond the danger level to the highest level on the “shock highest level on the “shock generator” panel.generator” panel.

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• Why do we OBEY???Why do we OBEY???• 1. Legitimacy of the authority – uniform, etc.1. Legitimacy of the authority – uniform, etc.• 2. Proximity of the victim – the closer the 2. Proximity of the victim – the closer the

victim, the level of obedience decreasedvictim, the level of obedience decreased• 3. Responsibility – obedience increases 3. Responsibility – obedience increases

when someone else does the “dirty work”when someone else does the “dirty work”• 4. Prestige – higher prestige = greater 4. Prestige – higher prestige = greater

obedienceobedience• 5. Threat of punishment5. Threat of punishment• 6. Direct surveillance – people are more 6. Direct surveillance – people are more

likely to obey when they are aware of being likely to obey when they are aware of being watchedwatched

• 7. Culture and environment – Level of 7. Culture and environment – Level of conformity is significantly lower for those conformity is significantly lower for those who live in countries with a strong who live in countries with a strong individualistic philosophyindividualistic philosophy

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• Two main theories have been put Two main theories have been put forward to explain the results of forward to explain the results of the obedience studies:the obedience studies:

• 1. 1. Social Impact theory:Social Impact theory: impact of impact of the experimenter’s power on the the experimenter’s power on the participantparticipant

• 2. 2. Milgram’s Agency theory:Milgram’s Agency theory: suggests that participants pass suggests that participants pass over responsibility for their over responsibility for their behavior to an authority figurebehavior to an authority figure

OBEY ME!

• IndividualizationIndividualization• Each of us has the potential to develop Each of us has the potential to develop

our own identity, this process is known as our own identity, this process is known as individualization.individualization.

• Typically begins in adolescence when we Typically begins in adolescence when we begin to separate our own identity from begin to separate our own identity from that of our parentsthat of our parents

• The extent to which this process takes The extent to which this process takes place will depend on your culture and place will depend on your culture and gender.gender.

• Stanford Prison ExperimentStanford Prison Experiment• Zimbardo, Haney and Zimbardo, Haney and

Banks (1973) Banks (1973) • An experiment in role An experiment in role

playing and obedience that playing and obedience that had to be terminated early had to be terminated early due to psychological due to psychological distress in participants.distress in participants.

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Stanford Prison Experiment

Individuals took on the characteristics of their roles leading to the ending of the experiment.

• DeindividuationDeindividuation• Loss of self-awareness and self-restraint Loss of self-awareness and self-restraint

occurring in group situations that foster occurring in group situations that foster action and anonymity.action and anonymity.

• Zimbardo uses the term to describe the Zimbardo uses the term to describe the way in which normal constraints on way in which normal constraints on behavior are loosened in a crowd situation behavior are loosened in a crowd situation and how this leads to an increased and how this leads to an increased likelihood that people will engage in likelihood that people will engage in impulsive and deviant actsimpulsive and deviant acts

• Key factors in a crowd situation are:Key factors in a crowd situation are:• 1. People are less accountable for their 1. People are less accountable for their

actionsactions• 2. There is an increased obedience to 2. There is an increased obedience to

group normsgroup norms• (riots, Stanford Prison Experiment, cults, (riots, Stanford Prison Experiment, cults,

military)military)

Ethical ConsiderationsEthical ConsiderationsBoth Milgram’s and Both Milgram’s and Zimbardo’s experiments Zimbardo’s experiments have been widely have been widely criticized as unethical criticized as unethical due to:due to:

• Caused distress to othersCaused distress to others• Involved deception to Involved deception to

participantsparticipants• Did not allow or made it Did not allow or made it

very difficult for very difficult for participants to withdraw participants to withdraw from studyfrom study

• May have caused long May have caused long term damageterm damage

• The Bystander Effect and Kitty GenoveseThe Bystander Effect and Kitty Genovese• Early in the morning on March 13, 1964, a young Early in the morning on March 13, 1964, a young

woman was walking from her car to her apartment. woman was walking from her car to her apartment. As she neared her house, a man approached and As she neared her house, a man approached and started chasing her.started chasing her.

• As he caught her, he stabbed her multiple times. As As he caught her, he stabbed her multiple times. As she was attacked she began to scream: "Oh my she was attacked she began to scream: "Oh my God, he stabbed me! Help me!”God, he stabbed me! Help me!”

• It was originally thought that as many as 38 people It was originally thought that as many as 38 people heard her screams or saw the attacks, yet no one heard her screams or saw the attacks, yet no one went to her aide. went to her aide.

• One neighbor yelled at the attacker to leave the One neighbor yelled at the attacker to leave the girl alone. Scared off by the neighbor, the attacker girl alone. Scared off by the neighbor, the attacker fled and Genovese staggered toward her fled and Genovese staggered toward her apartment.apartment.

• No one came out to her aide, and 10 minutes later, No one came out to her aide, and 10 minutes later, the attacker returned and found her lying in the the attacker returned and found her lying in the hallway of her own apartment building.hallway of her own apartment building.

• He then stabbed her multiple times and sexually assaulted her. He stole about $49 from her and left her dying in the hallway. This all happened within ½ hour.

Z:\The Bystander E

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• At least a dozen neighbors witnessed the At least a dozen neighbors witnessed the attacks.attacks.

• One person yelled at the attackerOne person yelled at the attacker• One person called the police 35 minutes One person called the police 35 minutes

after the attack startedafter the attack started• The lack of reaction by people who The lack of reaction by people who

witnessed some or all of the attack witnessed some or all of the attack outraged the public.outraged the public.

• Bystander Effect:Bystander Effect: a social psychological a social psychological phenomenon in which individuals are less phenomenon in which individuals are less likely to assist in an emergency situation likely to assist in an emergency situation when other people are presentwhen other people are present

• Probability of help is inversely proportional Probability of help is inversely proportional to the number of bystanders-as group size to the number of bystanders-as group size grows, odds of helping decreasesgrows, odds of helping decreases

• Prejudice and DiscriminationPrejudice and Discrimination• Our judgments about people can be both Our judgments about people can be both

positive and negative, but prejudice is always positive and negative, but prejudice is always a negative judgment.a negative judgment.

• Often people get these two terms confused, Often people get these two terms confused, though they are very different. Prejudice is though they are very different. Prejudice is having negative thoughts, emotions, having negative thoughts, emotions, attitudes or feelings towards an individual attitudes or feelings towards an individual solely based on his membership in a solely based on his membership in a particular group.particular group.

• Where prejudice is an attitude, discrimination Where prejudice is an attitude, discrimination is a negative action taken against a person is a negative action taken against a person because of his membership in a group.because of his membership in a group.

• 5 Causes of Discrimination Social 5 Causes of Discrimination Social Psychologists have identified:Psychologists have identified:

• 1. 1. Dissimilarity and Social Distance:Dissimilarity and Social Distance: The The perceived difference between two people-perceived difference between two people-usually culturally basedusually culturally based

• 2. 2. Economic Competition:Economic Competition: When one When one group wins economic benefits at the group wins economic benefits at the expense of another groupexpense of another group

• Example: logging industry: jobs vs. Example: logging industry: jobs vs. environmentenvironment

• 3. 3. Scapegoating:Scapegoating: Blaming an innocent Blaming an innocent person for one’s own troublesperson for one’s own troubles

• Example: Jewish people during Nazi Example: Jewish people during Nazi GermanyGermany

• 4. 4. Media Stereotypes:Media Stereotypes: Images, words or Images, words or ideas used to project groups in a certain, ideas used to project groups in a certain, over- generalized way.over- generalized way.

• 5. 5. Conformity to Social Norms:Conformity to Social Norms: An An “unthinking tendency” to keep things the “unthinking tendency” to keep things the way they are, even if they may be wrongway they are, even if they may be wrong

• A Class DividedA Class Divided

Jane Elliot (1968) divided her third grade Jane Elliot (1968) divided her third grade class into the “blue-eyed people” and the class into the “blue-eyed people” and the “brown-eyed people” to teach a lesson “brown-eyed people” to teach a lesson about prejudice and discriminationabout prejudice and discrimination

• In less than one day, students began to perceive In less than one day, students began to perceive each other in a negative way because of each other in a negative way because of “differences” outlined by the teacher. These “differences” outlined by the teacher. These perceptions resulted in discriminatory behaviorperceptions resulted in discriminatory behavior

• A Class Divided | FRONTLINE | PBSA Class Divided | FRONTLINE | PBS

• http://www.learner.org/series/http://www.learner.org/series/discoveringpsychology/26/e26expand.htmldiscoveringpsychology/26/e26expand.html