Social psych part 2
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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.