chapter 14:social psychology samuel r. mathews, ph.d. the department of psychology the university of...
TRANSCRIPT
![Page 1: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/1.jpg)
Chapter 14:Social Psychology
Samuel R. Mathews, Ph.D.
The Department of Psychology
The University of West Florida
![Page 2: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/2.jpg)
Social Psychology• Study of the impact of the social context:
– Presence of other individuals (real or imagined)
– Activities and interactions among individuals– Contexts in which those interactions occur– Expectations and norms governing behavior
within those contexts– Resulting behaviors related to social factors
AND
![Page 3: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/3.jpg)
Social Psychology
• Study of the subjective interpretations of so-called real and objective situations
AND
• The impact of interactions between the context and interpretations on individual and group behaviors
![Page 4: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/4.jpg)
Situationism
• Two forces that influence human behavior:– Individual dispositions (e.g. temperament,
personality)– Social Context (e.g. people, physical
environment)
• Situationism is the position that the Social Context is likely the more influential
![Page 5: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/5.jpg)
Social Standards for Behavior
• Consider a study by Maurer & Pleck (2006) on parenting by fathers– Investigated how fathers’ parenting behaviors
were related to their subjective interpretations of:
• Their wives’ stated expectations• Other fathers’ parenting behaviors• Other fathers’ comments and reflections on father-
parenting behaviors
![Page 6: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/6.jpg)
Social Standards for Behavior
• Maurer & Pleck (2006)– They found that fathers’ parenting behaviors
were related to:• Subjective interpretations of:
–Their wives’ stated expectations–Other fathers’ comments and reflections
on father-parenting behaviors– The interpretation of others’ views was the
most important factor in determining fathers’ parenting behavior
![Page 7: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/7.jpg)
Social Standards for Behavior
• Social Roles (e.g. Gender): socially defined pattern of behaviors expected of individuals in a given class or group
• Script (e.g. parenting behaviors): knowledge of the sequence of events and actions expected of an individual within a given setting
![Page 8: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/8.jpg)
Social Standards for Behavior
• Social norms (e.g. fathers’ rules for behavior): a group’s expectations about what is appropriate for its members’ attitudes and behaviors
![Page 9: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/9.jpg)
Themes in Social Psychology
• Conformity (Ashe’s work)
• Obedience to Authority (Milgram’s work)
• Bystander Problem
• Attributions about Others
• Prejudice
![Page 10: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/10.jpg)
A 1 2 3
Standard line Comparison lines
Conformity: The Asch studies
• Which line matches the line on the left?
![Page 11: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/11.jpg)
Group Characteristics That Produce Conformity
• Ashe identifies three factors that influence whether a person will yield to pressure:– The size of the majority– The presence of a partner who dissented from
the majority– The size of the discrepancy between the
correct answer and the majority position
![Page 12: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/12.jpg)
Conformity: Groupthink
• In “groupthink,” members of the group attempt to conform their opinions to what each believes to be the consensus of the group
![Page 13: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/13.jpg)
Conformity: Conditions Likely to Promote Groupthink
• Isolation of the group
• High group cohesiveness
• Directive leadership
• Lack of norms requiring methodical procedures
• Homogeneity of members’ social background and ideology
• High stress from external threats with low hope of a better solution than that of the group leader
![Page 14: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/14.jpg)
Obedience to Authority
• Milgram’s work:
• Research on conforming to authority– Participants were deceived and thought it was
a study on punishment and memory– Deliver “painful shocks” to a middle aged man
who had been treated for heart problems– “Shocks” were delivered when the man gave
an incorrect response– “Shocks” were increased in intensity as the
trial progressed
![Page 15: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/15.jpg)
Obedience to Authority
• Milgram’s study:– Middle aged man with heart condition was an
actor;– Actor received no real shock– Actor began with a mild pain response, moved
to a scream, then pretended to pass out– Participants willingly gave what they thought
were increasingly strong shocks regardless of actor’s reactions
![Page 16: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/16.jpg)
Ten Steps Toward Evil-Getting Good People to Harm Others
• Provide people with an ideology to justify beliefs for actions
• Make people take a small first step toward a harmful act with a minor, trivial action and then gradually increase those small actions
• Make those in charge seem like a “just authority”
• Slowly transform a once compassionate leader into a dictatorial figure
• Provide people with vague and ever changing rules
![Page 17: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/17.jpg)
Ten Steps Toward Evil-Getting Good People to Harm Others
• Relabel the situation’s actors and their actions to legitimize the ideology
• Provide people with social models of compliance
• Allow verbal dissent but only if people continue to comply behaviorally with orders
• Encourage dehumanizing the victim• Make exiting the situation difficult
![Page 18: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/18.jpg)
The Bystander Problem
• Diffusion of responsibility :–Dilution or weakening of each group member’s obligation to act when responsibility is perceived to be shared with all group members
![Page 19: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/19.jpg)
The Bystander Problem
• Diffusion of Responsibility– The greater the number of bystanders, the
less likely any individual is to respond– Conformity to others in the group who do not
respond
![Page 20: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/20.jpg)
The Bystander Problem
• Overcoming Bystander Problem– Educating on the impact of diffusion of
responsibility– Victim can ask an individual for help—that
“breaks” groupthink/conformity– Be specific in request for help
![Page 21: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/21.jpg)
Attributions: Judgments about Others and Ourselves
• Attributions about Others:– Fundamental Attribution Error: using some
personal trait or characteristic as an explanation in lieu of situational constraints
• Attributions about Ourselves:– Success: Self-serving bias—we are just good
at _____– Failure: External attributions to protect our
own self-esteem—”the professor was unfair”
![Page 22: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/22.jpg)
Prejudice and Discrimination
• Prejudice – A negative attitude toward an individual based solely on his or her membership in a particular group
• Discrimination – A negative action taken against an individual as a result of his or her group membership
![Page 23: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/23.jpg)
Prejudice and Discrimination
• Causes of Prejudice– Dissimilarity and social distance– Economic and resource competition– Scapegoating– Conformity to social norms– Media stereotypes
![Page 24: Chapter 14:Social Psychology Samuel R. Mathews, Ph.D. The Department of Psychology The University of West Florida](https://reader036.vdocument.in/reader036/viewer/2022070308/551c4981550346a5458b4973/html5/thumbnails/24.jpg)
Prejudice and Discrimination
• Combating Prejudice– Seeking our and interacting with new role
models of “out-group”– Seeking contact in an “equal status” context– Creating opportunities for interdependence– Legislation providing equal access to equal
opportunities