1. Unit 14 Social Psychology
Label a new blank page in your notebook:

2. Social psychologists
Study social forces that explain why the same person acts differently in different situations

3. What are the real world implications of the f.a.e?
Q1: How does fundamental Attribution error describe how We tend to explain others’ behavior compared to ours?
Fundamental Attribution Error
tendency for observers, when analyzing another’s behavior, to underestimate the impact of the situation and to overestimate the impact of personality traits
What are the real world implications of the f.a.e?
poverty?
relationships ?

4. …but, there is evidence that attitudes can develop from behavior
Q2: What is an attitude & how do attitudes and actions affect each other
attitudes: feelings, based on our beliefs that influence our behavior
If we believe someone is mean we may feel dislike and then act unfriendly toward them
Attitudes
Behavior
…but, there is evidence that attitudes can develop from behavior
Behavior
Attitudes

5. Attitudes follow behavior…
If someone convinced you to act against your beliefs, you’d change your belief (attitude) to match your action.
Foot-in-the-door phenomenon
People agreeing to a small request will find it easier to later agree to a larger one
Principle works for negative and positive behavior
REUTERS/ Vasily Fedosenko
ATTITUDES FOLLOW BEHAVIOR
Cooperative actions, such as those performed by people on sports teams feed mutual liking.

6. Q2 continued…Actions Affect Attitudes…
Role: a set of expectations about a social position, defining how those in the position should act.
Cognitive dissonance theory
the theory that we act to reduce the discomfort (dissonance) we feel when two of our thoughts (cognitions) are inconsistent.
CHEATING
If you do a behavior that is “bad” you change your attitude about the behavior.

7. Power of the situation / role zimbardo prison study
Q2…
29 min
A.G 5 min
Power of the situation / role zimbardo prison study
Purpose:
Participants:
Results:
Ethics:
If you put good people in a bad situation, will the person do bad things
College age men. Randomly assigned to Guard & Prisoner
Cut short after 6 days. Guards & Prisoners both felt shame & humiliation. For most, the situation did control behavior. Some guards did “evil” things and others didn’t speak up.
Informed Consent
2. Keep results confidential
Do no physical or mental harm
Debrief participants

8. Q3: What do experiments on Conformity & obedience tell us about the power of social influence?(pg. 382)
chameleon effect:
Asch’s Conformity Study:
define:
Method
deceived:
# of participants:
task:
What is the decision participant has to make during the 3rd trial?
Results
when answering alone…
when in the room with confederates who answered incorrectly…
more likely to conform when… (7)

9. confederate
confederate
participant

10. Asch’s Conformity Study: define: METHOD
deceived:
# of participants:
task:
What is the decision you have to make during the 3rd trial?
RESULTS
when answering alone…
when in the room with confederates who answered incorrectly…
more likely to conform when…
adjusting our thinking or behavior to go along with a group standard
a study on visual perception
you & 5 others
state, 1 by 1, which of 3 lines is the same as a standard 1. Easy.
Should I conform?
wrong less than 1% of the time
wrong 37% of the time
everyone else agrees
group has at least THREE
feel insecure
have not already committed to an answer
know others will observe our behavior
admire the groups’ status

11. Milgram’s Obedience Study
Intro to Obedience (5 min)
Define:
Method
“fake” study –
draw randomly to determine –
teacher task –
learner task-
teacher after 1st wrong answer:
teacher after 8th wrong answer:
learner after 10th wrong answer:
You want to stop hurting this person but the experimenter says: “…”
Final shock v:
At what level would you stop?
At what level would most people (say) stop?
Results
Obedience is highest when… (4)
Re-visited 1st 3 minutes
Re-visited remainder

12. Milgram’s Obedience Study
Define: changing a behavior to follow a command
Method
“Fake” study (deception) – “Effect of punishment on learning”
Participants: 1 “teacher” & 1 “learner”
teacher task – test learner on word pairs; if wrong = shock them
learner task- to learn the words….actually an actor (confederate)
teacher is too gradually increase shocks given to “learner” each time they are wrong
If participant (“teacher”) wants to stop, the researcher says… “You have no choice. You must go on.”
Final shock v: 450 volt
At what level would you stop? your opinion
At what level would most people say they would stop?
Men vs. Women:
Results
Obedience is highest when…

13. Obedience highest when…
Person giving order is close by & was an authority figure
The authority figure was associated with a respected institution
The victim was depersonalized or far away
There was no role model of defiance
Point to Remember:
1. People are not evil, they are obedient.
2. One person can make a difference…
minority influence:
you can sway the majority if you hold firmly to your beliefs – power of committed individual is as strong as power of the group

14. Winding Times Lab Directions
In your group, assign yourself the role of Subject #1, #2, #3, or #4
Subjects #1 and #2 should go somewhere quiet and time each other, one by one, winding the yarn as fast as they can. Subjects #3 and #4 should do the same.
Report your scores to Mrs. Mal.

15. Q5: How Does the Presence of others influence our actions through social facilitation & social loafing
Winding Times Lab: 1. According to our class data, did social facilitation prove to be true in this experiment? Explain your answer using the data to support your response. 2. Why does social facilitation occur? 3. What are positive effects of social facilitation? 4. Would the impact of social facilitation increase or decrease with group size? Explain. 5. How does social facilitation explain home-team advantage? 6. What were the flaws in this experiment?

16. Q5: …continued… Social Facilitation:
people tend to have a stronger response (do better) on simple or well-learned tasks in the presence of others.
Social Loafing:
tendency to give less effort when in a group
Don’t feel accountable
Not worth the effort
WHY?

17. Q7-8-9: What is prejudice and what are the social, emotion, & cognitive roots of prejudice?
Negative attitude towards a group
beliefs (stereotypes)
emotions (hostility, envy, fear)
predisposed to action (discrimination)
behavior

18. Open prejudice declines but subtle prejudice lingers

19. …create this chart in your notes…
Due Thursday: 15 points
page
…create this chart in your notes…
Social Emotional Cognitive
just-world phenomenon
(define & example)
explain how forming categories can lead to prejudice
scapegoat theory
categories
in group v. out group
9/11 example
explain how remembering vivid cases leads to prejudice
vivid cases

22. Social Roots of Prejudice
Just World Phenomenon
people get what they deserve; good is rewarded & evil is punished
Stereotypes rationalize inequalities
women
slave owners
In Group (us)- Out Group (them)
social identities lead us to like our ingroup
ingroup bias
tendency to favor our own group
why?
Woman are naturally sensitive so justifies why hold women responsible for care taking of children

23. Emotional Roots of Prejudice
Scapegoat Theory
outlet for anger by providing someone to blame
poverty
Prejudice levels are high among economically depressed people
feeling insecure leads us to repair that by talking badly about others
9/11
Outraged people lashed out at innocent Arab-Am.

24. Cognitive Roots of Prejudice
categories = simplify our world
Categories
When we categorize people, we often overestimate their similarities
other race effect
Recall faces of one’s own race more accurately than faces of other races
Vivid Cases
Vivid cases are readily available in our memory & fed our stereotypes.
Two groups given list containing info about 50 men. 1st group: 10 arrested for nonviolent crime. 2nd grougp: 10 arrested for murder. Later, both asked to estimate how many of 50 committed any sort of crime. The 2nd group overestimated the number.

25. Q10 & Q11: Why do we like who we do & What Are Passionate and companionate love?
Love Style Survey
Eros (Items 1–4) Passionate love. . It focuses strongly on physical attraction &sensual satisfaction. Rapidly developing, emotionally intense, intimate relationships. They tend to idealize their lovers and are willing to take risks.
Ludus (Items 5–8) Love is a game. Likes the “chase”. This type of person dates several partners and moves in and out of love affairs quickly & easily. He or she refuses to make long-range plans. Wary of emotional intensity from others.
Storge (Items 9–12) These people find themselves in relationships that take time to develop. Desire a long-term relationship based on mutual trust. Often dates past friends

26. Pragma (Items 13–16) Need to be in a relationship where each satisfies each other’s basic or practical needs. Relationships are based on satisfactory rewards rather than romantic attraction. (“I need a boy/girl friend”) (“We’re just hanging out”)
Mania (Items 17–20) Possessive, dependent love. Often fearful of being rejected by partner. Highly emotional expressiveness and a lot of disclosure, but sometimes low self-esteem. Yearns for love, but believes being in love is painful. He or she tries to force the partner into greater expressions of affection. (“Tell me how you feel”) (“Show me you love me”)
Agape (Items 21–24) All-giving, selfless, non-demanding love. You would sacrifice your own interests in favor of your partner’s and give without expecting a reward. They are not happy unless the partner is also happy. Prepared to share all they have, they are vulnerable to exploitation.

27. Psych Sim 5 Dating and Mating
5. Women and men differ in jealousy in that men  and women.....
6. What are the differences between men and women in terms of fantasy literature?
7. Across cultures, the top two preferences for mates were ______ and _______.
8. People tend to marry someone.....
1. Three factors that influence romantic attraction are a) b) c)
3. According to Darwin, sexual selection is....
4. Gender Difference in Mate Selection
Men prefer____  ________  ______ because....
Women prefer _______  ________  __________  _ _________  _______ because...

28. Q14: When are we most & least likely to intervene? (402)
Altruism
unselfish concern for others (help)
Kitty Genovese
murdered while 38 of her neighbors didn’t help
Bystander Intervention
Three things required in order for someone to help
Notice the incident
Interpret it as an emergency
Assume responsibility
Kitty G (6:43)
Bystander Effect 6 min
Bystander Effect
The tendency for people to be less likely to help when other people are present.