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Ethics (wrap up)

Ethics (wrap up). Class 3. Procedure of Stanford Prison Study Setting: Stanford basement is prison Zimbardo is head warden Ex-con provides advice Subjects: Young men living in/near Palo Alto Sign up for 2 weeks, $15 per day (= $70)

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Ethics (wrap up)

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  1. Ethics (wrap up) Class 3

  2. Procedure of Stanford Prison Study Setting: Stanford basement is prison Zimbardo is head warden Ex-con provides advice Subjects: Young men living in/near Palo Alto Sign up for 2 weeks, $15 per day (= $70) Role Assignment:Totally random

  3. Becoming a prisoner: Arrested at home, taken to police HQ Deindividuation at Stanford Prison -- search and stripped -- deloused -- issued emasculating uniform -- wear chain -- issued prison number Becoming a guard: No specific training Issued uniform that confers authority Reflective sunglasses  deindividuation

  4. Key Episodes in Zimbardo Prison Study http://www.prisonexp.org/psychology/2 http://www.prisonexp.org/psychology/14 http://www.prisonexp.org/psychology/22 http://www.prisonexp.org/psychology/31 http://www.prisonexp.org/psychology/40

  5. Termination of Prison Study Prison Study terminated in 6 days, rather than 2 weeks. * Guards becoming increasing sadistic, especially late at night when presumed to be unobserved. * Prisoners becoming increasingly pathological; depressed, demoralized. * Experimenters lose distinction between roles of “warden” and researcher. TAKE HOME POINTS??? 1. Situations can rob people sense of self, reduce them to dependent compliance 2. Positions of authority can lead to abuse of power, and to expression of “dark impulses”. Thanatos (Freud), impulse to destroy.

  6. Alternatives to Deception Alternative Problem w’ Alternative Observational studies No control People can’t predict own motives, cognitive processes People can’t predict interactive effects Biased responses: social desirability, e.g. Role playing and mutual disclosure

  7. Social Contributions of Deception Research (A Very Small Sample) Social Issue Do people stand up for beliefs, even if others disagree? Will people resist immoral authority? Do people see their own prejudices? IQ race-based, per The Bell Curve? Group conflict require history of tension? Can group conflict be resolved? Related Research People compliant to consensus (Asch) People comply with authority, even at peril to others (Milgram) Often not (Gaertner & Dovidio) Racial deficits affected by stereotype threat (Steele and Aronson). Group conflict can be created quickly, based on minimal diffs. (Sharif). Yes, focus on common goals (Sharif)

  8. Social Contributions of Deception Research (A Very Small Sample) Social Issue Do people stand up for beliefs, even if others disagree? Will people resist immoral authority? Do people see their own prejudices? IQ race-based, per The Bell Curve? Group conflict require history of tension? Can group conflict be resolved? Related Research People compliant to consensus (Asch) People comply with authority, even at peril to others (Milgram) Often not (Gaertner & Dovidio) Racial deficits affected by stereotype threat (Steele and Aronson). Group conflict can be created quickly, based on minimal diffs. (Sharif). Yes, focus on common goals (Sharif)

  9. Self-Affirmation Reverses Racial Achievement Gap: A Deception Study Cohen, G. L., Garcia, J., Apfel, N., & Master, A. (2006). Reducing the racial achievement gap: A social-psychological intervention. Science, 313, 1307-1310.

  10. Ethics Unrelated to Methods or Procedures Intellectual property: Who owns an idea? Fraud:p = .056; Overselling Authorship: Order, power-assertion, conformity Reviewing manuscripts, grants: How many, well, fairly? Departmental citizenship: Teaching, committees, etc. Subject pools: Forced labor? Distribution of R pts. Socially disruptive findings

  11. Dutch University Sacks Social Psychologist Over Faked Data by Martin Enserink, Science Insider, 7 September 2011 Coping with Chaos: How Disordered Contexts Promote Stereotyping and Discrimination Diederik A. Stapel1,* and Siegwart LindenberScience 8 April 2011: Vol. 332 no. 6026 pp. 251-253 Diederik Stapel Tilburg U., Holland Editor: Psych Sci., PSPB As to the whistleblowers, [Dean] Eijlander told the television interviewer that "I have a lot of respect for them, because they found it very difficult."

  12. Science Charging Blindly Exponential change is catastrophic. “Singularity 1” – Artificial intelligence, "Moore's Law" “Singularity 2”– Health care and (im)mortality Should there be limits on science? What kind? Set by whom?

  13. Meet Albert, Your New Friend http://www.youtube.com/watch?v=PoBPkgjFIo4

  14. The Quantified Self Do we destroy what we observe by observing it? Do we compromise integrity of self by reducing it to measurable parts? Civil liberties and privacy www.youtube.com/watch?v=cHuSktaQRuE Die Gedanken Sind Frei – MyThoughts Are Free—for now?

  15. IDEA GENERATION

  16. Develop Your Research Skills 1. Follow the leaders 2. Learn technology 3. Grazing: Wandering through the lit 4. Read/explore inside and outside your domain

  17. Early Art Photography

  18. Edward Weston, ca. 1930

  19. Willard Van Dyke, ca. 1930s

  20. Willard Van Dyke, 1938

  21. The Plow That Broke the Plains 1937 The River, 1938 The City, 1939

  22. Grazing: Making Scents of Francis Galton 1822-1911

  23. Research Leads Outside of Psychology: Literature, e.g. You would be surprised if you listen to the number of times a day people tell you something will last a lifetime or tell you something killed them, or tell you they are dead. “I was simply dead” they say, “He killed me,” “I am dying,” which I never noticed before but now begun to notice more and more.   Mark Harris, Bang the Drum Slowly, 1953

  24. RAF, Surprise, and Handedness RAF pilots line up for photo. Just before picture taken, shot fired behind them. Photo shows nearly all pilots look over left shoulder, except for L-handed pilots. Relevance (to pilots, and to psychologists)? Do handedness and response to threat interact? Why?

  25. Know Yourself 1. Tastes and preferences 2. Self-observation: Wertheimer, Frankl, Lewin, Kip Williams 3. Generate many ideas 4. Maintain idea journal 5. Develop secondary research line a. Different topic b. Different techniques c. Different mentor/collaborators 6. Cultivate internal “good cop/bad cop” 7. Let ideas percolate 8. Articulate ideas

  26. Idea Journal June 30, 2000 Feedback as a function of race and ideology I. Idea is that feedback bias might be jointly affected by race of writer (W or B) and by the essay topic. If writer writes about topic that is "pro Black" (i.e., MLK) would feedback supplier be more wary of dispensing critical feedback? Feedback as a function of race and ideology II. Would feedback be jointly affected by writer race and whether essay agreed/disagreed with feedback suppliers' own beliefs and opinions?

  27. Articulate Ideas • Graphically: draw a picture, table, graph • Discussions with friends • Presentations • Write “concept paper”

  28. Engage Phenomena 1. Explore data “errors”, outliers, exceptions Does everyone conform in Milgram study? Why does disclosure NOT help some people? 2. Track controversies: Where there’s smoke, there’s an experiment. Cognitive dissonance or self-perception? Why does Cog. Diss rely on embarrassment? 3. Capitalize on naturally occurring phenomena Earthquakes and Wars (Pennebaker & Harber, 1992) New Jersey attacked by Martians (Cantril, 1938) 4. Observe daily events, and ask "who", "how", "why" 5. Construct domain maps

  29. Feedback Supplier  Recipient Writing Quality WB BW BB Good Poor Harber, 1998 DOMAIN MAPPING AND IDEA GENERATION

  30. Engage in Intellectual Community 1. Maintain social/professional connections a. Conferences b. Professional Associations c. Journals/newsletter 2. Be aware of situational/social constraints on creativity.

  31. Anti-Creativity Letters • R. Nisbett, 1990 • To stiflecreativity: • Have no friendships, or life, outside of field. • 2. Associate with the “sneerers”—the recreationally critical. • Never read outside of discipline. • Never read the classics in psych. • 5. Chase all the current trends • 6. Go to a place that values criticism above all else, e.g., Yale circa mid-1950s. • 7. Work in isolation; believe that all ideas must be “grand ideas.”

  32. Anti-Creativity Letters • Avoid learning the nuts and bolts from senior researcher. • Fan feelings of inadequacy, esp. around intelligence. Let this enforce isolation. Ironically, couple this with arrogance— too smart to do anything but genius work. • 10. Diminish respect for own field, i.e., psych < physics. • Avoid research you are genuinely interested in, and go for “safe bets” that don’t matter to you. • 12. Obsess over the social relevance, applied value of work.

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