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Social Psych: Part 2. Do Now: Match the vocabulary to the example. Shelia has a new boyfriend and all her friends say they look a like. Pablo believes homeless people deserve what they get

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do now match the vocabulary to the example
Do Now: Match the vocabulary to the example
  • Shelia has a new boyfriend and all her friends say they look a like.
  • Pablo believes homeless people deserve what they get
  • When you do well on a test you say its because you worked hard but if you fail you blame it on your teacher
  • Sam over hears that Alex thinks he’s cute. Sam now likes Alex.
  • Marco makes a joke about Polish people being dumb.

Vocabulary: Prejudice, Discrimination, Matching Hypothesis, Reciprocity, Mere Exposure Effect, Self-Serving Bias, Fundamental Attribution Error, Just World

attitude and behavior
Attitude and Behavior
  • relatively stable organization of beliefs, feelings, & behavior tendencies

Cognitive Dissonance Theory

  • People want to have consistent attitudes and behaviors….when they are not they experience dissonance (unpleasant tension).
  • Usually they will change their attitude.

The teacher was really bad so in that class it is OK.

You have a belief that cheating on tests is bad.

But you cheat on a test!!!

attitude and behavior1
Attitude and Behavior
  • Festinger’s cognitive disonnance experiment- $1 v. $20
  • Effort Justification (type of CD)- you give a lot but receive little in return so to justify why you gave so much you rate it more favorably
  • Relate to cults
attitudes persuasion
Attitudes & Persuasion
  • Advertising is ALL based on attitude formation.
  • Mere Exposure Effect
  • Elaboration Likelihood Model- 2 basic “routes” to persuasion
    • Central Route v. Peripheral Route
compliance strategies
Compliance Strategies
  • Foot-in-the-door phenomenon
  • Door-in-the-face phenomenon
  • Norms of reciprocity
  • Low Ball Technique
prosocial behavior
Prosocial Behavior
  • Kitty Genovese case in Kew Gardens NY.

Bystander Effect:

  • Conditions in which people are more or less likely to help one another. In general…the more people around…the less chance of help….because of…
  • Diffusion of Responsibility
  • People decide what to do by looking to others (social cueing).


social facilitation theory
Social Facilitation Theory
  • If you are really good at something….or it is an easy task…you will perform BETTER in front of a group.
social loafing
Social Loafing
  • The tendency for people in a group to exert less effort when pooling efforts toward a common goal than if they were individually accountable.
group polarization
Group Polarization
  • Groups tend to make more extreme decisions than the individual.

The Challenger

  • Group members suppress their reservations about the ideas supported by the group.
  • They are more concerned with group harmony.
  • Worse in highly cohesive groups.
conformity studies
Conformity Studies

Candid camera

  • Adjusting one’s behavior or thinking to coincide with a group standard.
asch s results
Asch’s Results
  • About 1/3 of the participants conformed.
  • 70% conformed at least once.

To strengthen conformity:

  • The group is unanimous
  • The group is at least three people.
  • One admires the group’s status
  • One had made no prior commitment
milgram s study
Milgram’s Study

Of Obedience


what did we learn from milgram
What did we learn from Milgram?
  • Ordinary people can do shocking things.
  • Ethical issues….
  • Would not have received approval from today’s IRB (Internal Review Board).
  • People get swept up in a group and lose sense of self.
  • Feel anonymous and aroused.
  • Explains rioting behaviors.
zimbardo s stanford prison study
Zimbardo’s Stanford Prison Study
  • Illustrated the power of the situation
  • College subjects were assigned the role of a prisoner or guard for a make-shift prison
  • Subjects experienced a loss of identity and transformed into their roles
questions to a class divided
Questions to “A Class Divided”
  • What were your thoughts/reactions to Jane Elliott’s lesson?
  • Were you surprised by her students’ behaviors? Why or why not?
  • Even though this lesson was conducted in 1968, it is still relevant today. Explain how it is still relevant today.