Transcript Social Psychology

Experiment Time!
 As
you come in, grab three small slips of
paper from the desk by my projector.
 Put
your name on all three slips.
Extra Credit Opportunity

You will be deciding how many bonus points will be awarded to your
learning tests.

Your options: #1. Write the word “everyone” if you think all
students should get two extra credit points. #2. Circle your name if
you think that only you should get 5 extra credit points.
I will read each slip out loud (the name and the vote)…..The rules:

If all students choose “everyone”, every student will earn 2 extra
points.

If 3 or less students choose themselves, those students will earn 5
extra points and everyone else will get nothing.

If more than three students choose themselves, no one will get
extra credit points.
 What
do you predict will happen?
 What went into your decision?
 How did the presence of others impact
your behavior?
Trial #2: Extra Credit Opportunity

Same instructions but now the results will be read out-loud.
 How
do you think the results will compare
with the first trial? Why?
 What
was different in your decision making
when you knew your vote wouldn’t be
publicized?
Final Trial: This one counts!
 Heads:
Public Tails: Secret
Unit 5: Social Psychology

The study of how we think about, influence, and
relate to one another.

Imagine this… You’re driving down a highway
when a woman cuts in front of you without
signaling, almost resulting in an accident.
 Why
did she do this?
What separates social psychology from
what we’ve done so far?

Previous Unit: Personality
 Focused
on individual characteristics of a person.
 Called
“dispositional attributions” (she acted that way
because she’s just a bad driver).

This unit: Social Psychology
 Focused
on how an individual’s behavior can be
influenced by others.
 Called
“situational attributions” (she acted that way
because she had a rude child distracting her in the
back seat).
Topics to come and questions to think about:
-Compliance and persuasion: How do advertisers and
salespeople manipulate your behavior?
-Obedience: Would you hurt another person if an
authority figure told you it was okay?
-Group dynamics: If thousands of people were rioting,
looting and vandalizing property, would you do it too?
-Conformity: If you were in a room of highly intelligent
people and they all were asked if the square root of 64
was 10, and they all replied “yes”, how would you
answer?
-Gender: Is gender and sex the same thing?
-Attraction: Do you have a “type”?
-Attitudes and Actions: If a person tells you a second
semester teacher is horrible and the class “sucks”, how
would that affect your behavior?
In your notebooks:
 Define
 Are
attitude in your own words.
there multiple common uses?
Attitude
 The
belief and feeling that predisposes
someone to respond in a particular way to
objects, people, and events.
What is your attitude about…

School

Exercise

Smoking

Your parents

Your closest friend

President Obama
Attitudes impact actions (behaviors)

Some studies show that attitudes predict
behavior.
 We

do “talk the talk and walk the walk.”
Especially when….
 The
 We
outside influences are minimal.
are very aware of our attitudes.
Day 1 Essential question: How can
actions impact attitudes?
 Any
personal experiences?
Stanford Prison Study (1972)

Google: CBS News Stanford Prison …and choose
the first link.

As you go through the slideshow, look for at least
five actions and how each one had an impact on
attitudes.
Stanford Video
 12:23-19:26
http://www.learner.org/series/discovering
psychology/19/e19expand.html
 Fill
out Day 1 of your chart with
information from the slideshow yesterday
and the video today.
Optical Illusion Review

Do you remember optical illusions like this from
our sensation and perception unit? Which of the
two lines in each image is larger?

Stay tuned for the connection to social
psychology.
Social-Spatial Perception

Studies have found a strong correlation between
individuals with poor social skills and an inability
to judge size differences in objects.
 These
people tend to be fooled more easily by
optical illusions than the average person.
 Psychologists
reason.
are still trying to figure out a
Trial #1
Trial #2
Trial #3
Conformity

https://www.youtube.com/watch?v=BgRoiTWkBHU Candid Camera

https://www.youtube.com/watch?v=SnAyr0kWRGE Dead Poets Society
 Why
did conformity happen according to
evidence found in conformity studies? (323324)
Add to your unit chart:
 Label
Day 2 with the topic “conformity”.
 Use
the first couple pages of the packet
titled “Conformity and Obedience” from
yesterday to find evidence to help answer
the essential question.
 **If
you were absent, you have no idea what
I’m talking about. Please see me.
Obedience
 The
tendency to comply with orders,
implied or real, from someone perceived as
an authority.
 In
packet: 2nd paragraph on page 324.
 Follow
along as I read.
 Milgrim
replication video
https://www.youtube.com/watch?v=y6GxIu
ljT3w
Stickpeople Group Share
 What
examples of obedience did you find?
 Discuss
what likely caused them to be
obedient.
Add evidence to Day 3: Obedience
 Milgrim’s
evidence.
 Examples
of obedience in real life.

http://abcnews.go.com/WhatWouldYouDo/video/beating-car-breathalyzer10713920
 Is
this showing conformity, obedience or
neither?
Grab Computers

Finish up your post from yesterday and make at
least one comment (a useful one!) about another
classmate’s post. Useful means insightful,
critical, your reaction, etc.

When you are complete, take time to fill in
evidence in your chart about Persuasion (Day 4).
Infomercials and Salespeople
 What
kinds of tactics do they use to
sell products?

https://www.youtube.com/watch?v=08xQLGWTSag Supercut

https://www.youtube.com/watch?v=Y-6QncKMf_Y Every infomercial ever
Day 5: Compliance (5/1/15)
 Fill
in the chart with evidence
Good compliance definition.
Examples of compliance techniques

Complete the NASA activity individually
NASA Assignment Answers…
1.
Take the absolute value of the ‘actual answer’
minus ‘your answer’.
2.
Do this for your individual rankings and your
group consensus.
3.
Total each column.
NASA recap
Who did better individually than your group? Who
did better in your group than individually?
 What was difficult about working in a group?
 What was your group good at, or what was helpful
about working with your group?
 Were there members that were leaders?
Followers? Slackers? Or did everyone contribute
equally?

“Group Dynamics”

How does group membership affect our behavior, thinking and
decision making?

Characteristics of a group….
 They
have a set of people who engage in frequent interactions
 They
identify with one another.
 They
are defined by others and themselves as a group.
 They
share beliefs, values, and norms about areas of common
interest.
 They
come together to work on common tasks and for agreed
purposes.

Listen to the possible groups and choose either “group”, “not a
group” or “maybe a group.
 How
did each of those group dynamic
terms applied to the NASA group task?
If
they didn’t apply, how could they
have applied?
Group Dynamics
Social Facilitation: Improved performance on tasks in the
presence of others.

This works for well-learned or easy tasks (think about
sports)

For difficult tasks, the presence of others hurts
performance.
Social Loafing: Tendency for people in a group to give less
effort when pooling their efforts.

People feel less accountable.

People think their efforts don’t matter.
Group Dynamics
Group Polarization: Enhancement of a group’s already
existing attitudes through discussion.

Talking with like-minded people strengthened your
beliefs.

Think of terrorist groups (ISIS, KKK, etc.)
Groupthink: Thinking that occurs when the desire for
harmony in a decision-making group overrules logical
choices.

Conformity is involved.

People think their efforts don’t matter.
Apply your knowledge
 Come
up with a time that you’ve
experienced each of the group
dynamic terms.
 If
you were invisible for 24 hours, what
would you do? What would you not do?
Your Chart

Day 6-7 (combined): Group Dynamics (5/4-5/5)
Today’s Topics
Individuation
The
Bystander Effect
Take out your charts and add info for
the following:

Day 8 (1/15): Deindividuation and the Bystander
Effect
Attraction

If you have (or have had) a boyfriend or girlfriend,
or are attracted to someone, why did that
happen?

http://www.learner.org/series/discoveringpsychology/01/e01expand.html
(start at 5:25)

https://www.youtube.com/watch?v=QZ9mOCPhfAc Redone in the 70s.
Three Factors in Attraction
1. Proximity: how physically close you are.

Mere exposure effect: The more you are exposed to a stimuli (like
a person), the better chance of liking it.

Through evolution, we judge familiar faces as less threatening.
2. Physical Attractiveness: how they look on the surface.

First impressions are based on superficial factors.

Women are more likely to say that appearance doesn’t matter,
although it does to them.

Culturally, attractive people are judged in a more positive light.

Standards of attractiveness change over time and across cultures.
Three Factors in Attraction
3. Similarity: how much you have in common.

Research shows that opposites don’t attract.

Similar interests and characteristics make relationships easier.

Similarity = Longer relationships
One additional factor: We tend to like people who like us.

Expressing friendship toward another increases your own
attractiveness.
Who is this person? Is she physically
attractive?
Today’s Main Topic: Physical
attractiveness through facial symmetry.
Read-Aloud
 What
makes a face attractive? Research
tells us…
 Averageness
 Symmetry
Options Today:


Symmetry: Using Microsoft Paint and Microsoft Word, you will be
find pictures, cropping, flipping, cutting, pasting to create
symmetrical faces.

www.webcamtoy.com can help do this for yourself.

Could be your own face, friends, celebrities, etc.

Can you find a person’s face that is close to symmetrical? That means
their “right only” and “left only” faces look very similar to their
actual picture.
Averageness: www.faceresearch.org (See demos, participate in
experiments, learn about facial attractiveness.)

For full access, create an account (takes a minute).
Predict:
1. What are
some things
that will be
featured in
this children’s
book?
2. When do
you think this
book was
written?
Create a two column chart

What factors influence our gender identity?

One column will be labeled “biological” and the other
“social/cultural”.

You will be filling in information from a handout today that
supports each factor.
 Biological
means genetics, physical differences, evolution.
 Social/cultural
means the environment, expectations,
customs, situations.

Let’s practice with the children’s book.

Read Aloud “Culture and Gender” hand out.

What info can be added to the chart

What do these terms mean?

Sex

Gender

Gender Role

Gender Identity
Where do you see gender roles today?
Did you find a connection between the two
columns?
How do we see gender roles today?

Halloween costumes?

Television shows?

Movies?

Occupations?

Entertainment?

Music?