Monday, October 2nd

Good morning!

I hope you had a great Fall Break!

As you come in, please get a Unit Five Overview off

the front table and a Psych textbook off the back

bookshelf. Then use the first few minutes of class to

begin completing your Unit Five vocabulary!

Class Updates

Reminders:

• Tutoring – Tuesday & Thursday – 3:40 – 4:30pm

• October 5th – school photos make-up/re-do’s

• October 10th – 3 hour homeroom for PSAT

• October 11th – Early Release Day

• Have to purchase a Parking Pass now

Social Psychology

What does it sound like?

https://www.youtube.com/watch?v=zCJzcS1BugQ

Social Psychologycrash course thru 3:29

the scientific study of how we think about,

influence, and relate to one another

Attitude Attraction AggressionGroup Behavior

WHY IS THIS MAN HOMELESS? RICH?

PART I: SOCIAL THINKING

Attribution Theory

• the theory that we tend to

give a causal explanation for

someone’s behavior, often

crediting either a…

Situational Attribution

Dispositional Attribution

ATTRIBUTION THEORY

• People usually attribute others’ behavior to either

internal dispositions or to their external situation

• If a very good friend gets angry with you, how

would you explain his/her behavior?

• If someone you have recently met walks by you in

the hall but doesn’t say hello, what would you think

about them? Why?

• Are your thoughts about your good friend’s

behavior different than your thoughts about

someone you just met? Why?

DISPOSITIONAL ATTRIBUTION

• In an internal, or dispositional attribution,

people infer that an event or a person's

behavior is due to personal factors such

as traits, abilities, or feelings.

SITUATIONAL ATTRIBUTION

• In an external, or situational, attribution,

people infer that a person's behavior is

due to situational factors.

• https://www.youtube.com/watch?v=PJgTSgleIb8

FUNDAMENTAL ATTRIBUTION ERROR

• The tendency for observers, when analyzing another’s

behavior, to underestimate the impact of the situation and

to overestimate the impact of personal disposition

• Effects of Attribution

• In everyday life, we struggle to explain others’ actions

• Did the student fail the test because they lack intelligence or

because his/her parents are going through a divorce?

• Did my wife have a bad day or is she a mean person?

• Is he not working because he’s lazy or there are no jobs?

LET’S PRACTICE!

• We’re going to watch some video clips.

• After the clip, work with your neighbor to brainstorm how

the clip demonstrate different examples of Fundamental

Attribution Error.

• https://www.youtube.com/watch?v=0T18b1Dw1ck

• https://www.youtube.com/watch?v=OowhhosobsA

LET’S WRAP IT UP!

• https://www.youtube.com/watch?v=1jBAetCVYwc

TUESDAY, OCTOBER 4TH

• Good morning!

• As you come in, please:

• Pick up a ‘Why Attitude is More Important

than IQ’ article, read it and answer the

questions at the end.

CLASS UPDATES

Report to 1st Block 8:10

Warning Bell 8:18

1st Block - 8:20 – 9:35

Warning Bell 9:40

Homeroom 9:42 – 10:12

Warning Bell 10:17

2nd Block 10:19 – 11:36

Warning 11:41

3rd Block 11:43 – 1:52

A Lunch 11:36 – 12:00

B Lunch 12:04 – 12:28

C Lunch 12:32 – 12:56

D Lunch 1:00 – 1:24

E Lunch 1:28 – 1:52

Warning Bell 1:57

4th Block 1:59 – 3:31

Today’s Bell

Schedule

Attitudes

• a belief and feeling that predisposes one to

respond in a particular way to objects,

people, events

• Advertising is ALL based on attitude

formation

Mere Exposure Effect

Central Route v. Peripheral Route start @ 3:19

cartoon of central/peripheral r.o.p

Central

Peripheral

Attitudes

• Advertising is ALL based on attitude

formation

Mere Exposure Effect

Central Route v. Peripheral Route start @ 3:19

cartoon of central/peripheral r.o.p

Central

Peripheral

Meer Exposure Effect

• The mere-exposure effect is a psychological

phenomenon by which people tend to develop a

preference for things merely because they are

familiar with them.

• In social psychology, this effect is sometimes called

the familiarity principle.

• https://www.youtube.com/watch?v=6z9ex2Xbn0g

Central Route v. Peripheral Route

Two methods in which individuals can be persuaded

•Central Route - occurs when a person is

persuaded to act based on the arguments or the

content of the message

•Peripheral Route - when a person is persuaded

by something other than the argument or content

of the message• https://study.com/academy/lesson/central-route-to-persuasion-definition-examples-

quiz.html

ATTITUDES AND ACTIONS

• Foot-in-the-Door Phenomenon

• A tendency for people who agree to a small action to

comply with a larger one later on

• Has helped boost charitable contributions, blood

donation, and product sales

False Consensus Effect

Self-Serving Bias

We tend to overestimate the extent in which others share our beliefs and behaviors.

If you win it is because you are awesome…if you lose, it must have been the referees or weather or….

ATTITUDES AND ACTIONS

• Attitudes are feelings, often influenced by our beliefs that

predispose our reactions to objects, people, and events

• If we believe that human activity causes climate change, we

are more likely to favor policies designed to reduce

emissions

• Actions Affect Attitudes

• Not only will people stand up for what they believe, they will

also come to believe in the idea they have supported

(attitudes follow behavior)

ATTITUDES AND ACTIONS

• Strong social pressures can weaken the attitude-

behavior connection

• Ex.: Many members of Congress voted for the war in

Iraq despite their negative attitude toward war because

a majority of the public favored war

ATTITUDES AND ACTIONS

• Role Playing

• When you adopt a new role, you strive to follow the

social rules and expectations for being in that role

• Famous Example: The Stanford Prison

Experiment

• https://www.youtube.com/watch?v=sZwfNs1pqG0

ROLE-PLAYING AFFECTS ATTITUDE: THE STANFORD PRISON EXPERIMENT• The work of Philip Zimbardo

• Wanted to learn about behaviors and feelings of prisoners or guards

• Set up a phony prison in a university building

• Recruited male college students to participate

• Randomly assigned 24 participants to role of either prisoner or guard

Zimbardo’s Prison Studystart @ 4:12

cartoon example

• Illustrated the importance of role playing & deindividuation in attitude formation.

STANFORD PRISON EXPERIMENT: METHODOLOGY

• Guards instructed to make prisoners feel frustrated and not in control

• Prisoners arrested and booked as real prisoners

• Guards bullied the prisoners, began cruel treatment of prisoners and even developed feelings of power.

STANFORD PRISON EXPERIMENT: RESULTS

• Prisoners staged a rebellion on the second day

• Guards stepped up their harassment and treated rebellion “ringleaders” differently than the “good” prisoners

• Prisoners told they couldn’t leave; many became anxious

• Guards increased bullying tactics as they perceived prisoners to be a real threat

• Zimbardo and his colleagues adapted to their roles

STANFORD PRISON EXPERIMENT: RESULTS

• Everyone took on the role to

which they were assigned—

the experiment became very

realistic

• Experiment ended after six

days instead of two weeks

• Prisoners had lost their

identity

Attitude and Behaviorstart @ 7:53

• Do attitudes tell us about

someone’s behavior?

Cognitive Dissonance TheoryKhan Academy

• People want to have

consistent attitudes and

behaviors… when they are

not, they experience

dissonance (unpleasant

tension).

• Usually they will change

their attitude.

You have a belief

that cheating on

tests is bad.

But you cheat on

a test!!!

The teacher was

really bad so in

that class it is OK.

ATTITUDES AND ACTIONS

• Cognitive Dissonance: Relief from Tension

• When we act to reduce the discomfort (dissonance) we

feel when two of our thoughts (cognitions) are

inconsistent

• To relieve the tension,

we bring our attitudes

in line with our actions

ATTITUDES AND ACTIONS

• Remember: Changing our behavior can change how

we think about others and how we feel about

ourselves

• Act as though you like someone, and soon you will!

Find Your Hidden Bias

We all have hidden biases – some we’re aware of

and others we aren’t!

Let’s read the article, focus on ourselves and find

our hidden biases.

WEDNESDAY, OCTOBER 4TH

• Good morning!

• Teacher’s Choice on seating!

• As you enter, please;

• Pull out your ‘Find your hidden bias’ article, read it

and answer the questions.

• Also, pull out your Guided Notes/Attitudes from

yesterday and we’ll finish them in a minute.

Class Updates

Reminders:

• Tutoring – Tuesday & Thursday – 3:40 – 4:30pm

• October 5th – school photos make-up/re-do’s

• October 11th – 3 hour homeroom for PSAT

• October 12th – Early Release Day

• Have to purchase a Parking Pass now

LET’S GET STARTED

• Would OTHERS do or say something asked of them, even if

they thought it was stupid, false, or immoral?

LET’S GET STARTED

• Would YOU do or say something asked of you, even if you

thought it was stupid, false, or immoral? Give an example

IT DEPENDS…

• UNDER WHAT CONDITIONS would your do something

stupid, false or immoral?

• Are genocides and other mass killings are committed by

mentally disturbed people with no sense of honor or

morality or well -adjusted people put in conditions

described above?

• https://www.youtube.com/watch?v=K2a4Eg6iTH8

PART II: SOCIAL INFLUENCE

SOCIAL INFLUENCE

• Conformity and Obedience

• Behavior is contagious!

• We are natural mimics, which is why we yawn when we see

others yawning

• Copycat violence

• Teenage Pregnancy pacts

• Group Pressure and Conformity

• Solomon Asch

• http://www.youtube.com/watch?v=NyDDyT1lDhA

Asch’s Study of ConformityExperiment

modern example; start @ 2:46

Asch’s Results• About 1/3 of the time,

participants conformed.

• 70% of participants

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.

SOCIAL INFLUENCE

• Conditions that Strengthen Conformity

• One is made to feel incompetent or insecure

• The group has at least 3 people

• The group is unanimous

• One admires the group’s status and attractiveness

• One has made no prior commitment to any response

• Others in the group observe one’s behavior

• One’s culture strongly encourages respect for social

standards

SOCIAL INFLUENCE

• Reasons for Conforming

• Normative social influence

• We are sensitive to social norms—understood rules for accepted

and expected behavior—because the price we pay for being

different may be severe

• Informative social influence

• Groups provide valuable information; only an uncommonly

stubborn person will never listen to others

• Influence resulting from one’s willingness to accept others’

opinions about reality

STANLEY MILGRAMOBEDIENCE EXPERIMENT

• Real subjects were assigned

the role of teacher

• Actors assigned the role of

learner, but the actual

subjects thought the learners

were also subjects in the

experiment

MILGRAM: METHODOLOGY

• Teacher

instructed to

give the learner

electric shocks

if he answered a

question wrong

• Teacher didn’t

know the

shocks were

not real

MILGRAM’S METHODOLOGY

• Learner would groan and

eventually scream in agony

• The experimenter insisted that the

teacher continue

How likely would you be to

obey instructions from

someone wearing a lab

coat?

MILGRAM’S RESULTS

• Teachers were visibly distressed about the experiment, but 63%

continued it until the end

• When the learner said he had a “slight heart condition” and screamed

even louder, 65% of teachers continued until the end

• Similar results for women and for men

Distribution of Breakoff Points

0

5

10

15

20

25

30

15 60 105 150 195 240 285 330 375 420

Verbal designation and voltage indication

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bje

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for

wh

om t

his

was

max

imu

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shoc

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MILGRAM: FURTHER FINDINGS

• More likely to obey instructions when “victim” was at a

distance and depersonalized

• More likely to disobey if they saw somebody else defy the

authority figure’s orders

• Teachers most likely to obey perceived authority figures,

especially those from prestigious institutions

What did we learn from Milgram?• Ordinary people will do “shocking” things when told

to do so (obedience).

• Later studies revealed that obedience varied with…

Proximity of Authority Figure

Respect for Authority Figure

Depersonalization of “Student”

Role Models of Disobedience

https://www.youtube.com/watch?v=8g1MJeHYl

E0

SOCIAL INFLUENCE

• Lessons From the Conformity and Obedience Studies

• In Milgram’s experiment, participants were torn

between their moral sense to cause no harm and their

moral sense to obey

• Strong social influences can make people conform to

many types of behaviors (even cruelty)

• In any society, great evil grows out of people’s

compliance with lesser evils (foot-in-the-door)

PERSUASION

• Let’s get some practice at being a Super Spy on

persuasion in advertising.

1. Find an advertising example that is interesting to

you;

a magazine ad – tear it out and keep it

a TV commercial – share a summary of it

something you got in the mail – keep it

a billboard (take a photo to print out)

PERSUASION

• Let’s get some practice at being a Super Spy on

persuasion in advertising.

2. Read the passage on ‘Persuasion’ and several

prominent theories

• Connect at least 3 ideas/concepts from your Persuasive

Object to the info in the article

• Describe your connections

PERSUASION

• Let’s get some practice at being a Super Spy on

persuasion in advertising.

3. Find, or describe, an occurrence of conformity from

your own life, where you (or somebody you observed)

demonstrated conformity despite the evidence.

PERSUASION

• Let’s get some practice at being a Super Spy on persuasion in

advertising.

4. Find, or describe an occurrence of obedience from your own

life, where you (or somebody you observed) did something

that you weren’t exactly sure was the ‘Right’ thing because

somebody told you to. Connect your observations to the

Milgram study.

5. Project Due Tuesday, October 10th at the beginning of

class

PERSUASION & CONFORMITY

• Let’s watch some video clips – tell me what you see!

THURSDAY, OCTOBER 6TH

• Good morning!

• Teacher’s Choice on seating! Make wise choices

or I’ll help you

• Find a seat and wait for further instructions!

Class Updates

Reminders:

• Today – 3:40 – 4:30pm

• Today – school photos make-up/re-do’s

• Wed, October 11th – 3 hour homeroom for

PSAT

• Th, October 12th – Early Release Day

WHAT WOULD YOU DO?

• Completely confidential – on a blank sheet of paper – no names -

answer the following:

• “If you could do anything humanly possible with

complete assurance that you would not be detected

or held responsible, what would you do?”

• Fold your paper and turn them in

• https://www.youtube.com/watch?v=h6HLDV0T5Q8&index=37&list=PL8

dPuuaLjXtOPRKzVLY0jJY-uHOH9KVU6

DEINDIVIDUATION

We normally carry our sense of identity around with us and are

thus well aware of how we are relating to other people.

There are ways, however of losing ourselves, including:

•Becoming a part of a large group, such as a mob or army.

•Becoming engrossed in an interesting task, such as a hobby.

•Meditation and other contemplative activities.

DEINDIVIDUATION

As a person moves into a group it can result in a loss of individual

identity and a gaining of the social identity of the group.

The three most important factors for deindividuation in a group

of people are:

•Anonymity, so I can not be found out.

•Diffused responsibility, so I am not responsible for my actions.

•Group size, as a larger group increases the above two factors.

DEINDIVIDUATION

When you are in a group, you may feel a shared responsibility and so less

individual responsibility for your actions. In this way a morally questionable act

may seem less personally wrong. You may also feel a strong need to conform to

social norms.

A paradox of deindividuation is that when you let go of your self, returning to

you self can be an exhilarating experience. This is one of the rewards of

engrossing hobbies and meditation.

Significant external stimulation helps deindividuation as it distracts you from

internal chatter and rumination. This is one reason that pop and rock music

(and orchestral music, for that matter) is often played loudly along with

dramatic visual lighting effects

LET’S GO BACK TO OUR QUESTION

• “If you could do anything humanly possible with complete

assurance that you would not be detected or held responsible,

what would you do?”

• A wide variety of responses can occur, including:

• prosocial behavior (intended to benefit others),

• antisocial (intended to injure others or deprive them of rights),

• non-normative behavior (clearly violates social norms but does not

directly help or harm others).

• Let’s see how our responses came out!

SOCIAL INFLUENCE

• Group Influence

• How do groups affect our behavior?

SOCIAL INFLUENCE

• Individual Behavior in the Presence of Others

• Social Facilitation

• Refers to improved behavior or performance on tasks in

the presence of others. Triplett noticed cyclists’ race

times were faster when they competed against

others than when they just raced against the clock.

The opposite is social impairment (what you

struggle with will seem impossible with others

watching)• You play the piano better at your recital than you do during weekly

practices.

SOCIAL INFLUENCE

• Social Loafing - People acting as a group feel less

accountable and therefore do less

• In a team of tug-of-war, do you suppose you would

exert as much effort as you would exert in a one on

one match?

SOCIAL INFLUENCE

• Should teachers still use group work activities?

• Does having group members evaluate each other

minimize social loafing?

• Does assigning roles help minimize social loafing?

• How can group members motivate each other to

work their hardest?

SOCIAL INFLUENCE

• Deindividuation

• Sometimes the presence of others both arouses

people and diminishes their sense of responsibility

• Feel like they become

anonymous

• Ex.: Food fight in a cafeteria,

rioting, looting, etc

SOCIAL INFLUENCE

• Effects of Group Interaction

• Group Polarization

• If a group is like-minded, discussion strengthens its

prevailing opinions.

• Beliefs and attitudes grow stronger through

discussion with like-minded people

• Eg.: Talking over racial issues increased prejudice in a

high prejudice group of high school students and

decreased it in a low prejudice group

• Eg.: Terrorist groups, cults, the Internet

SOCIAL INFLUENCE

• Groupthink

• Occurs when people suppress their opinions (self-

censoring) in order to maintain perceived group

harmony. People in groupthink situations do not want

to be the “odd one out”

• Reflects the presence of a charismatic leader. Everyone

in the group seems to be going along with the leader,

making it difficult to speak out

• Led to the Bay of Pigs, Iraq War

FESTINGER & CARLSMITH’SCOGNITIVE DISSONANCE EXPERIMENT

• Study participants completed a boring task and were

then were paid to lie and tell the next subject that it

was an enjoyable task.

• Some subjects were paid $20, while others were paid

$1.

• Those who were paid less were found to have

significantly more positive attitudes toward the

experiment.

when persuaded to lie without being given enough justification, will perform a task by convincing themselves of the falsehood, rather than telling a lie.

Compliance Strategiesstart @ 4:46

• Foot-in-the-door

phenomenon

• Door-in-the-face

phenomenon

• Norms of Reciprocity

Conformity StudiesCandid Camera: accurate example? why?

• Adjusting one’s behavior

or thinking to coincide

with a group standard.

REASONS FOR CONFORMINGKHAN ACADEMY

Normative Social Influence:

Influence resulting from a

person’s desire to gain approval

or avoid disappointment

Informational Social Influence:

Influence resulting from one’s

willingness to accept others’

opinions about reality

WOULD HOW YOU DRESS FOR SCHOOL BE AFFECTED, IF YOU LIVED IN SMALL-TOWN TEXAS?

• When could this be an

example of normative

social influence?

• When could this be an

example of

informative social

influence?

Social Media –

Pro’s and Con’s

One of the strongest influences on us today is social media!

Work within your group to brainstorm:

• Advantages of social media

• Disadvantages of social media

• Tie each advantage and disadvantage back to the concepts

we studied in class today

1. As a group, brainstorm on your anchor chart

2. Individually, capture your brainstorms on your graphic

organizer and use the thought starters on the back of your

page.

Social Media –

Pro’s and Con’s

• Question – How can we keep the positives of social media

and minimize the negatives?

Friday, October 7th

How do others perceive you?

What is it like to be you?

Today we’re going to write a poem entitled “Just Because”

Just Because…

Just BecauseAnonymous teen girl, San Diego CA

An example

Just because I am Mexican,

Doesn’t mean I speak Spanish

Doesn’t mean I am “illegal”

Doesn’t mean I’m illiterate

I am a good reader.

Just because I am a girl,

Doesn’t mean I like to shop

Doesn’t mean I am boy crazy

Doesn’t mean I can’t play sports

I am a loyal friend.

An ExampleJust Because

Anonymous teen girl, San Diego CA

Just because I’m Catholic,

Doesn’t mean I go to church

Doesn’t mean I read the Bible

Doesn’t mean I am better than you

I am a nice person.

Just because I am young,

Doesn’t mean I am naïve

Doesn’t mean I don’t care

Doesn’t mean I will “understand someday”

I am a human being.

Your Turn!

Now it’s your turn to write your own poem!

Stereotypes, Prejudice and Discriminationstart @ 2:10

Stereotype

• Overgeneralized idea about a group of people.

Prejudice

• Undeserved (usually negative) attitude towards a group of people. Ethnocentrism is a typical result of prejudice.

Discrimination

• An action based on a prejudice.

Is it just race?

NO

• Palestinians and Jews

• Lambert and South

• Men and Women

PREJUDICE

• An unjustifiable (usually negative) attitude toward

a group and its members.

• Related Concepts:

• Stereotypes – general beliefs about a group of

people

• Discrimination – specific actions for or against a

group of people based on prejudicial beliefs

PREJUDICE

• Ingroup vs. Outgroup

• Ingroup = people you identify with

• Outgroup = people perceived as “the other”

• Ingroup Bias – favoring and/or giving preferential

treatment to a member of your own group

• Scapegoating – blaming an outgroup or its members

for your problems

PREJUDICE

• How do usual thoughts and behaviors lead to

prejudicial thoughts, beliefs and practices?

• We normally form social groups

• We normally categorize people, things, and events

• Just-World Phenomenon – the belief that the

world is fair and everybody gets what they deserve &

deserves what they get.

• Obviously, this is not realistic

JUST-WORLD PHENOMENON

The tendency of people to believe the world is just, and people get what they deserve and deserve what they get. Is often the reason that we sometimes blame the

victim (for instance, she was raped because she dresses provocatively).

http://www.npr.org/2014/04/04/295360962/does-money-make-you-mean

HINDSIGHT BIAS

After learning an outcome, the

tendency to believe that we could have

predicted it beforehand may contribute

to blaming the victim and forming a

prejudice against them.

How does prejudice occur?

Social Roots

•In-Group Bias

•In-Group versus Out-Groups Human Zoo

•Scapegoat Theory

Cognitive Roots

•Categorization

•“Vivid Cases” (Availability

Heuristic)

•Just World Phenomenon

•start @ 7:08

Combating Prejudiceexample of contact theory

Contact Theory

• Contact between hostile groups will reduce animosity

if they are made to work towards a superordinate

goal.

• Sherif Camp Study crash course

COOPERATION

• Superordinate goals –shared goals that override

differences among people and require their

cooperation

• The Robber Cave Experiment by Musafer Sherif

AGGRESSION

• What factors cause aggressive behaviors toward others?

• Biological Factors

• Low Serotonin

• High Testosterone

• Environment

• Frustration-Aggression

• Socio-economics

• Climate

Prejudices can often lead to a…

Self-Fulfilling Prophecy

• A prediction that

causes itself to be

true. example

• “A Class Divided” – Blue

Eye / Brown Eye Lesson

• Rosenthal and

Jacobson’s “Pygmalion

Effect” experiment.

HOT WEATHER AND AGGRESSION

AGGRESSION AND TV

Watches=

• By the time you are 18, you spend more time in front of TV than in school

• 2/3 of all homes have 3 or more sets average 51 hours a week.

• By the time a child finishes elementary school they have witnessed 8000 murders and 100,000 other acts of violence on TV

• Over half of all deaths do NOT show the victim's pain

• As TV watching has grown exponentially, so does violent behavior- a strong positive correlation with aggression.

MONDAY, OCTOBER 9TH

MUZAFER SHERIF’S “ROBBER’S CAVE” EXPERIMENT

• 22 Boy Scouts divided into two equal groups

• “Rattlers” and “Eagles”

• Stage 1: each group lived separately, developed their own rules

and leadership

• At end of stage 1, began to become aware of the other group

“ROBBER’S CAVE” EXPERIMENT

• In stage 2, intense

rivalry developed

between the two

groups

• Researchers kept the

scores close

• Competed for prizes

“ROBBER’S CAVE” EXPERIMENT, STAGE 3

• Researchers tried to build peace between the two groups by creating superordinate goals

IMPLICATIONS OF SHERIF’S STUDY

• Peacebuilding worked well; boys ended up getting along

• More difficult in other, unstaged conflicts

Attraction

5 Factors of Attraction

Proximity

• Physical nearness

• Mere Exposure Effect

• Familiarity breeds Fondness

Taiwanese Letters

Student/Classmate

Reciprocal Liking

• You are more likely

to like someone who

likes you.

• Why?

• Except in

elementary school!!!!

Similarity

• Paula Abdul was

wrong- opposites do

NOT attract.

• Birds of the same

feather do flock

together.

• Similarity breeds

content.

Liking through Association

• Classical Conditioning can play a part in attraction.

• If I were incredibly fond of a certain restaurant and I saw the same waitress every time I ate there, I might begin to associate that waitress with the good feelings I get by going to that restaurant.

Physical Attractiveness

The Hotty Factor

• Physical attractiveness predicts dating frequency

• They are perceived as healthier, happier, more honest and successful than less attractive counterparts.

What is beauty?

Youth and Symmetry seem to be two culturally universal marks of attractiveness.

Beauty and Culturebeauty video

Obesity is so revered among Mauritania's white Moor Arab population that the young girls are sometimes force-fed to obtain a weight the government has described as "life-threatening".

Prosocial Behaviorstart @ 5:30

start @ 7:53

• Kitty Genovese case, NY• Khan Academy

• Bystander Effect conditions under which people are

more or less likely to help one another. In general, the more people around, the less chance of help.

Why? Diffusion of Responsibility

• Altruism-unselfish regard for the welfare of others

• modern example

PROSOCIAL BEHAVIORS:

• Altruism - Unselfishness, doing things for others (even

though you may not get anything back in return)

• Cooperation

• What factors can cause or prevent these prosocial

behaviors?

ALTRUISM - BYSTANDER INTERVENTION

• March 13, 1964 – Kitty Genovese was

brutally attacked outside her apartment

in Queens, NYC. She was stabbed and

raped over a period of about 35 minutes.

• In spite of her repeated screams for help,

why didn’t Kitty Genovese’s neighbors

call the police earlier or help her in some

other way before it was too late?

JOHN DARLEY AND BIBB LATANÉ’SBYSTANDER INTERVENTION EXPERIMENTS

•The Genovese case as well as other similar cases caused Darley and Latanéto study why people didn’t help out.

•In their experiment, they hypothesized that people would be less likely to report smoke in a room if others were present

DARLEY AND LATANÉ : METHODOLOGY AND RESULTS

• Placed subjects in rooms that filled with smoke

• 75% of subjects reported smoke if they were alone; 10% if

they were with confederates of the researchers; 38% if

they were with other subjects

0

10

20

30

40

50

60

70

80

% t

hat

rep

ort

sm

ok

e

1 Subject Subject & 2

Conf.

3 Subjects

# of bystanders

DARLEY AND LATANÉ

In order for bystanders to help:

• People have to interpret the incident as urgent

• People have to take responsibility for helping out

• People are less likely to help if others are around.

This is called the Bystander Effect.

But…

• People have to notice the incident

DARLEY AND LATANÉ

• People assume someone else will help (a.k.a.

“Diffusion of Responsibility”)

• This was proven again through a follow-up Epileptic

seizure experiment

0

20

40

60

80

100

Subject

alone

1 other

listening

4 others

listening

Epileptic seizure results

% of those who

helped

DARLEY AND LATANÉ

• There are certain circumstances under which people are more likely to help someone in need when:

• they’re not in a hurry

• they have observed someone else being helpful

• they feel guilty

• they’re in a good mood

• they’re focused on others and not preoccupied

• they’re outside of an urban area

• the victim appears to be truly deserving of help

• the victim is similar in appearance or other characteristics to the bystanders

ALTRUISM

Presence of Examples

Not in a Hurry

Victim Appears to

Need/Deserve Help

Victim is Similar to Observer

Small Town / Rural Area

Feelings of Guilt

Focused on Others / Not

Preocuppied

Good Mood

What makes it likely that someone will help, counteracting the “bystander effect”?

SOCIAL EXCHANGE THEORYSTART @ 7:25

The idea that our social behavior is an exchange

process, which we maximize benefits and minimize costs

(weigh the pro’s/cons of giving blood!)

Reciprocity Norm

to give as much as we receive

“AA sent me some beautiful address labels this year so I

will donate $$ to them”