Social Psychology

1. Social Psychology

2. 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

3. 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.

4. 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.

5. 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.

6. 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

7. 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).

8. Social 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.

9. Situationism 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.

10. Social 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.

11. Social Norms: • A group’s expectations regarding what is appropriate and acceptable for it’s members’ attitudes and behaviors in given situations.

12. 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.

13. Conformity 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”. Z:\Asch Conformity Experiment.mp4

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

15. 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) Z:\Solomon Asch Conformity Experiment (Or How People Believe Obvious Lies).mp4

16. Characteristics 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.

17. 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.

18. Other 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.

19. Groupthink The mode of thinking that occurs when the desire for harmony in a decision making group overrides a realistic view of the alternatives. Factors that promote groupthink: Isolation of the group High group cohesiveness Directive leadership Lack of norms requiring methodical procedures Homogeneity of members’ social background (being of the same nature) High stress from external threats **Was first developed to help understand bad decisions made by the U.S. Government regarding the bombing of Pearl Harbor and the Bay of Pigs invasion**

20. Others have cited groupthink as a factor that contributed to bad decisions in the: • Space Shuttle disasters • Bankruptcy of the Enron Corporation • The 2003 decision to wage war against Iraq • Z:\Groupthink Definition Examples Free Intro to Sociology Video.mp4

21. Polarizing figures??? Group Polarization The tendency for groups to make decisions that are more extreme than the initial inclination of its members. Even in the most cohesive groups, there can be differences of opinion When members of a group have similar, though not identical, views about a topic and discuss them, their opinions become more extreme and pronounced.

22. Other Group Behaviors • Social Facilitation: Tendency for improved performance of tasks in the presence of others. • This is generally because of a heightened state of awareness • Social Loafing: Tendency for people in a group to exert less effort when pooling their efforts towards a common goal. • Z:\Social Loafing Social Facilitation Definition and Effects of Groups.mp4

23. How and Why We Choose Groups Social Reality: An individual’s subjective interpretation of other people and of relationships with them. Determines who we find: attractive or threatening; who we are drawn to or avoid… The judgments we make about others depend on their behavior and our interpretations of their action.

24. What Makes Up a Group Generally, groups are characterized by three features: roles, norms and cohesiveness. Roles are an expected set of behaviors for the group members, norms are the rules of conduct, and cohesiveness is the force that pulls group members together and forms bonds that last. Interpersonal Attraction Reward theory of attraction: The theory that says we like those who give us maximum rewards or benefit at minimum costs. Psychologists have identified four especially strong sources of reward that predict interpersonal attraction.

25. Four Sources of Attraction • 1. Proximity: The idea is that people will work harder to make friends with those to whom they are closest (physically). • 2. Similarity: People usually find it more rewarding to have a relationship with someone who shares the same attitudes, interests, values and experiences as they do. • 3. Self-Disclosure: It takes time to develop the trust necessary to share intimate details about oneself. Generally we want to spend time around those who know us best. • 4. Physical Attractiveness: Yes it is vain, but it is reality. People are generally attracted to those who are more physically attractive. • -Average=attractive • -Beautiful=unapproachable

26. Although the reward theory of attraction seems to make sense, it fails to explain a few situations: • A woman in an abusive relationship • Joining a frat/hazing • Why might someone engage in these relationships?

27. Other Theories of Attraction • Reward theory of attraction is not the only theory about why we are attracted to who we are. • Matching Hypothesis: A prediction that most people will find friends and mates that are perceived to be about their same level of attractiveness.

28. I am guessing that Jay-Z would not give up his relationship with Beyonce for one with Lady Gaga. • Expectancy-Value Theory: The theory that people decide to pursue a relationship by weighing the potential value of the relationship against their chances of succeeding in that relationship. • Basically we try to have relationships with the most attractive people we think will probably like us in return.

29. Love and Relationships • 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

30. Love and Relationships • 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

31. 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

32. Questions • 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?

33. 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

34. 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

35. 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 Shaniquamight 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

36. 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

38. 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

39. 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

40. 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 • Z:\Strangers_ again.mp4

41. 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

42. 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

43. 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

44. Social Learning Theory Developed by Albert Bandura The theory assumes that humans learn behavior through observational learning People learn by watching others model behavior and then imitating that behavior Sometimes direct (teacher instruction), sometimes indirect (child using foul language because parent does)

45. According to Bandura, Social Learning involves the following factors: 1. Attention: The person must first pay attention to the model 2. Retention: Observer must be able to remember the behavior 3. Motor Reproduction: Observer must be able to replicate the action 4. Motivation: Learners must want to demonstrate what they have learned Bandura et al. (1961) Aims: 1. Would children imitate aggression modeled by an adult 2. Are children more likely to imitate same-sex models

46. Procedure: 36 boys and 36 girls participated in the study One group was exposed to adult models who showed aggression by bashing an inflatable “Bobo” doll A second group observed a non-aggressive adult who assembled toys for 10 minutes A third group was a control group and did not see any model After watching the models, children were placed in a room with toys Children were then removed from the toy room being told that those toys were for other children and they were placed in the room with the Bobo doll

47. Findings: Children who had observed the aggressive models were significantly more aggressive- both physically and verbally Bandura claimed that the theory of social learning was demonstrated since the children showed signs of observational learning Bandura also observed that children were more likely to imitate the same-sex adult Z:\bobo doll experiment.mp4 Evaluation: Low ecological validity- study was held in a laboratory and not in a natural setting Only a brief encounter with the model and the children are intentionally frustrated

48. The situation does not account for what happens if a child is repeatedly exposed to aggressive parents or violence on TV Does the aggression against a Bobo doll indicate learned aggression in general or is it specific to the situation? Aggression modeled by the adult was not standardized Ethical considerations as well. (Using young children in such an experiment) Could observing adult strangers acting violent be frightening to children? Is it appropriate to teach children to be violent? What if they adopted the violent behavior?

49. Applying Social Learning Theory According to the theory, there is a chance that violence on TV will lead to more violent children The results of studies on the effects of televised violence are consistent Huesmann and Eron (1986) found a positive correlation between the number of hours of violence watched on TV by elementary school children and the level of aggression demonstrated when they were teenagers They also found that children who watched a lot of violence when they were 8 were more likely to be arrested and prosecuted for criminal acts as adults Z:\A very powerful ad.mp4

50. Cognitive Dissonance Theory • There is a tendency for individuals to seek consistency among their cognitions (i.e. beliefs, opinions). • When there is an inconsistency between attitudes or behaviors (dissonance), something must change to eliminate the dissonance. • Cognitive dissonance theorysays that when people’s cognitions and actions are in conflict (a state of dissonance) they often reduce the conflict by changing their thinking to fit their behavior (justification) • Start a rigorous exercise program and get sore • “Pain is just weakness leaving the body.”