Transcript Social Psychology - HCC Learning Web

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Carpenter/ Huffman: Visualizing Psychology
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Carpenter/ Huffman: Visualizing Psychology
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©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Visualizing
Psychology
by Siri
Carpenter &
Karen Huffman
PowerPoint  Lecture Notes Presentation
Chapter 15:
Social Psychology
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Lecture Overview

Our Thoughts About Others

Our Feelings About Others

Our Actions Toward Others

Applying Social Psychology to
Social Problems
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Introductory Definition

Social Psychology: study of how other people
influence our thoughts, feelings, and actions
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others

Attribution: explanation for the cause of
behaviors or events

To determine the cause, we first decide
whether the behavior comes from an:
• internal (dispositional) cause, such
as personal characteristics, or
• external (situational) cause, such as
situational demands.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others:
Mistaken Attributions
1. Fundamental Attribution Error:
misjudging causes of others’
behavior and attributing to
internal (dispositional) vs.
external (situational) ones
•
Saliency bias may
explain this focus on
dispositional causes.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others:
Mistaken Attributions
1. Self-Serving Bias:

taking credit for our
successes,
and

externalizing our failures
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others

Attitude: learned predisposition to respond cognitively,
affectively, and behaviorally to a particular object
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others:
Cognitive Dissonance

Cognitive Dissonance:
feeling of discomfort
created from a
discrepancy between
an attitude and a
behavior or between
two competing attitudes
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others:
Cognitive Dissonance (Continued)
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Thoughts About Others:
Cognitive Dissonance (Continued)
•
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.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
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 behavior or between two or more
competing attitudes.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Prejudice and Discrimination


Prejudice: learned,
generally negative,
attitude toward
members of a group
Discrimination:
negative behaviors
directed at members
of a group
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Prejudice and Discrimination (Cont.)
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. Behavioral
•
Discrimination: negative behaviors directed at
members of a group

©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Sources of Prejudice and
Discrimination
Learned response
Mental shortcut
•
•
•
•
Ingroup Favoritism:
ingroup viewed more
positively than
outgroup
Outgroup
Homogeneity Effect:
outgroup judged as
less diverse than
ingroup
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Sources of Prejudice and Discrimination
(Continued)
•
•
Economic and
political competition
Displaced
aggression
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Critical Thinking

Do you believe you are free of prejudice? Would
you date and marry someone of another ethnic
group? If you’re heterosexual, would you share a
college dorm room with someone who is gay or
lesbian? Why or why not?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Interpersonal Attraction

Interpersonal Attraction:
positive feelings
toward another

Three Key Factors:
Physical Attractiveness
Proximity: geographic closeness
Similarity: need complementarity vs. need
compatibility
•
•
•
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others: Interpersonal Attraction (Liking and
Loving)

Liking is a favorable
evaluation of another.

Loving can be defined
in terms of caring,
attachment, and
intimacy.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others: Interpersonal Attraction (Liking and
Loving)

Sample items from Rubin’s liking
and loving test:
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Feelings About Others:
Interpersonal Attraction (Continued)
•
•
Romantic Love:
erotic attraction
with future
expectations
Companionate
Love: lasting
attraction based on
trust, caring,
tolerance, and
friendship
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1. Briefly explain how prejudice differs
from discrimination.
2. How does romantic love differ from
companionate love?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Social Influence

Conformity: changing
behavior because of
real or imagined group
pressure

Obedience: following
direct commands,
usually from an
authority figure
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Conformity
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.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Conformity (Continued)
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
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Obedience

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.”
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Obedience
Milgram’s
“Learner” &
Shock
Generator
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Obedience
Four major factors affecting obedience:
• legitimacy and closeness of the
authority figure
• remoteness of the victim
• assignment of responsibility
• modeling/imitation
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others: Obedience
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Critical Thinking

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
behavior differ from yours? Why and how?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Group Processes

Group membership involves:
Roles: set of behavioral
patterns connected with
particular social positions
 Deindividuation: anonymity
leads to reduced inhibition,
self-consciousness, and
personal responsibility

©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Group Processes: “Power of the
Situation”
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.”
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Group Processes: Problems with
Decision Making

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
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Group Processes (Continued)
How Groupthink
Occurs:
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Aggression

Aggression:
any behavior
intended to
harm someone
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Aggression (Continued)

Biological Factors in
Aggression: instincts,
genes, brain and nervous
system, hormones and
neurotransmitters,
substance abuse, and
other mental disorders
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Aggression (Continued)

–
–
–
Psychosocial
Factors in
Aggression:
Aversive stimuli
Culture and
learning
Violent media/
video games
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Aggression
(Continued)

•
•
How can we control or reduce aggression?
Introduce incompatible responses
Improve social and communication skills
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others:
Altruism

Altruism: actions
designed to help
others with no
obvious benefit to
the helper
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others: Altruism

Why do we help?

Egoistic Model:
helping motivated by
anticipated gain

Empathy-Altruism Model:
helping motivated by
empathy
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others: Altruism
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Our Actions Toward Others: Altruism
Why Don’t We Help?
 Diffusion of
Responsibility:
dilution, or diffusion,
of personal
responsibility
 Ambiguity of the
Situation: unclear
what help is needed
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Check & Review
1. Briefly explain how groupthink differs
from group polarization.
2. What are the best ways to reduce
aggression?
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Applying Social Psychology to
Social Problems

Prejudice and
Discrimination

Destructive
Obedience
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Applying Social Psychology to
Social Problems

How do we reduce
prejudice and
discrimination?
•
Encourage cooperation
and superordinate goals
Increased contact
Cognitive retraining
Employ cognitive
dissonance
•
•
•
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Applying Social Psychology to
Social Problems:

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
•
•
•
•
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Why Study Psychology?

Psychology provides scientific research and
insight into social problems, like prejudice
and destructive obedience. Psychologists
also produce concrete suggestions for
reducing these problems.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Pause and Reflect:
Critical Thinking

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.
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology
Visualizing
Psychology
by Siri
Carpenter &
Karen Huffman
PowerPoint  Lecture Notes Presentation
End of Chapter 15:
Social Psychology
Siri Carpenter, Yale University
Karen Huffman, Palomar College
©John Wiley & Sons, Inc. 2008
Carpenter/ Huffman: Visualizing Psychology