Transcript 2 - faculty.georgebrown.ca

PowerPoint Slide Set, Version 1.0
by April O’Connell and Lois-Ann Kuntz
for
CHOICE AND CHANGE
The Psychology of Personal Growth
and
Interpersonal Relationships, 7th ed.
by
April O’Connell, Vincent O’Connell, and Lois-Ann Kuntz
Chapter 2 THE SELF IN SOCIETY
ISBN:
0-13-189170-7
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The Self In Society
LEARNING OBJECTIVES
After reading this chapter, you should be able to:
1. Distinguish the differences between prejudice and discrimination
2. Describe Adorno’s authoritarian personality
3. State the implications of Asch’s study of conformity
4. State the implications of Milgram’s studies of obedience
5. State the implications of Zimbardo’s prison
experiment
6. Describe Darley and Latane’s bystander effect
7. Differentiate internal from external
attribution bias
8. Differentiate Jung’s concepts of the
individuated and deindividuated person
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ELEMENTS OF PREJUDICE
•
Prejudice involves stereotypic thinking.
•
Prejudice can involve a person, an ethnic group, an entire
professional group, or simply a person different from us.
•
Prejudice can be positive or negative.
•
Evolutionary psychology posits that
is hard-wired into human nature
had survival value for the species.
•
If the above statement is valid, then
everyone is prejudiced.
•
We cannot eliminate prejudice from
our thinking.
•
If we try to eliminate a prejudicial
thought, it may only result in the “rebound effect.”
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prejudice
and
Elements of Discrimination
A.
B.
Discrimination is acting upon our
prejudicial attitudes
Discrimination can only be negative.
C.
Discrimination is often expressed in
violent acts against a person
or a group of people.
D.
Discrimination can also be expressed
in subtle social ways via:
* Zoning laws or “preferred” locations
* Job requirements of height
* Requiring health exams for jobs
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Distinguishing Prejudice and Discrimination
Read the following statements and decide which statement refers to prejudice and
which statement refers to discrimination:

Willing “to live and let live” but secretly believing our primary group is
superior.

Violent acts against a group of people who differ from us in ethnic
background.

Being inclined to believe a witness similar to ourselves
in personality traits.

Beating up a person because the person seems
to be gay or lesbian.

Can never be positive; can only be negative.

Can never eradicate it from our behaviors.

Trying to eliminate it results in the “rebound effect.”
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Asch’s Studies of Conformity
X
ABC
Findings:
When the Subject had no ally, 35 % of the students caved to public opinion.
When the Subject was ridiculed by the student confederates, 65 % to 75 %
caved in to public opinion. The more intense the pressure, the more likely
he was to conform.
With only one ally, the Subject was more able to withstand public pressure.
Asch concluded the following:
Group pressure makes for conformity.
It is difficult for Americans to resist public opinion.
In small traditional societies and in more authoritarian nations (such as Nazi
Germany), people are even more likely to conform.
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MILGRAM’S OBEDIENCE EXPERIMENTS
Purpose of experiment: How far would
Americans go to obey “authority”?
Method: The Teacher was told to shock the
Learner every time the Learner missed the
answer. Shocks started with 15 volts and went
up to 450 volts.
The Learner started
screaming that he was in pain and by 300 volts
fell silent.
Question: What would the Teacher do?
Findings: Although clearly disturbed, 66 percent of Teachers went up to 450
volts. When later they were asked why they did, most couldn’t say why, but some
even blamed the victim, saying, “It was his fault for being so dumb.” Others said
they were just doing their job.
Conclusions: When faced with this kind of moral dilemma, most people will
obey authority.
Implications: 1. This may account for the Holocaust—the German soldiers
were just obeying orders. 2. Being raised in a democracy does not insure high
moral/ethical judgment and behavior. . Copyright © by Pearson Education, Inc. All rights reserved
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DARLEY AND LATANÉ: WHEN WILL PEOPLE BE GOOD SAMARITANS?
The Genovese murder took place within
earshot of 38 persons. These two
psychologists undertook a line of
studies to answer the questions all
Americans were asking:
 When will Americans help others in
distress?
 What conditions will increase the
likelihood of “Good Samaritanism?
 Are people who live in big cities so
inured to crime that they have become
jaded?
The basic principle of what fosters “good Samaritanism” is: The fewer people in
the vicinity, the more likely are people to stop and help. Conversely, the more
people in the vicinity, less likely are people to stop and help.
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ZIMBARDO’S PRISON EXPERIMENT
Question: What happens to people when put into social roles?
Method: Zimbardo enlisted college students to become prisoners and
prison guards strictly by the throw of a coin. The students who were
designated as prisoners were picked up by the San Francisco police,
taken to the city jail where they were finger printed, given prison
uniforms, and taken to the makeshift college jail. The prison guards
were told they could not hurt the prisoners. Otherwise, they were free
to do what they could to keep order.
Findings: Both prisoners and prison guards quickly adopted the attitudes
of their new social roles. Although all were college students (some had
been friends), the “prison guards” quickly became abusive,and the
prisoners became submissive, showing signs of serious
mental/emotional symptoms.
.
Although the experiment was to run for
two weeks, the research team was so
horrified by what they were observing, they
ended the experiment after six days.
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ZIMBARDO’S PRISON EXPERIMENT
Zimbardo and his research team asked the following questions:
▪ Does this experiment account for the extermination of six
million Jews during the holocaust simply by virtue of their
prison guard roles?
▪ Does the experiment validate the oft-quoted maxim that:
“Power corrupts and absolute power corrupts absolutely.”
▪ What does the experiment suggest for jails and prisons?
Do they really habilitate?
▪ How would the experiment account for the phenomenon
of mental hospital “institutionalism,” which means
that the longer the inmate remains in the hospital, the
less he is able to adjust to the outside world?
▪ What kinds of environments would foster more positive
results for inmates of prisons and mental hospitals?
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JUNG: THE INDIVIDUATED AND DEINDIVIDUATED PERSON
Jung proposed a model of the deindividuated person as:
•
Under cover of darkness, mask, or uniform, individual identity is lost
•
Now merged into a group of deindividuated persons, the person is
now under the sway of “mob psychology” and behave in ways he or
she would not otherwise exhibit.
To a man on a roof, they will shout, “Jump! Jump!”
In uniform, they will do what others are doing, even atrocities.
By contrast, Jung described the individuated person as:
•
Has not lost his or her individual identity
•
Acts from his or her “center” or conscience
•
Can stand alone if necessary, and be that “minority of one”
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