Learning Objectives

1. Learning Objectives • What are the distinctions between a norm and a role? How does each shape social behavior? • What are the 4 reasons why people obey an authority figure? • What is the difference between a situational attribution and a dispositional attribution, and how does the fundamental attribution error highlight this distinction? • What is the difference between a situational attribution and a dispositional attribution, and how does the fundamental attribution error highlight this distinction?

2. Social and Cultural Psychology The study of how basic social and cultural forces affect good and bad behavior • Social Psychology: • How social roles, attitudes, relationships, and groups influence behavior • Cultural Psychology: • How culture and ethnicity influence roles and relationships

3. chapter 10 Social cognition The study of how the social environment influences thought, memory, perception, and other cognitive processes. Researchers are interested in how people’s perceptions of themselves and others affect. . . Relationships Thoughts Beliefs Values

4. chapter 10 Definitions Norms Rules that regulate human life, including social conventions, explicit laws, and implicit cultural standards Role A given social position that is governed by a set of norms for proper behavior Culture A program of shared rules that govern the behavior of members of a community or society, and a set of values, beliefs, and attitudes shared by most members of that community

5. chapter 10 What would you do? As part of an experiment on learning, you are told to administer an electric shock to another participant every time that participant misremembers a series of words. As the experiment proceeds, the amount of electricity you are administering rises. You started at 15 volts, but the switchboard goes up to 300. How far would you go before you refused to continue? 1. 50 volts 2. 100 volts 3. 200 volts 4. 300 volts

6. chapter 10 The Obedience Study:Stanley Milgram, 1960s Objective: Would people would follow orders from an authority figure, even when the order violated their ethical standards. Design: Participants were assigned to the role of “teacher” and another “volunteer” was assigned to the role of “learner” • the learner was really part of the experiment and acting out a preset script The “teacher” was told to give the “learner” an electric shock whenever the learner made an error in reciting a list of words he was supposed to have memorized • increasing in 15 volt increments with each error • machine was labeled slight shock to danger to severe shock

7. chapter 10 The Obedience Study:Stanley Milgram, 1960s Results: Most people were far more obedient than anyone expected. • Every single participant complied with at least some orders to shock another person. • Two-thirds shocked the learner to the full extent. • “Teachers” obeyed the experimenter even when they were clearly in a state of cognitive dissonance

8. chapter 10 The Obedience Study:Stanley Milgram, 1960s Factors leading to Disobedience: • When the experimenter left the room • When the “learner” was in the same room • When 2 experimenters issued conflicting orders • When the person ordering them to continue was an ordinary man • When the subject worked with peers who refused to go on

9. chapter 10 The Obedience Study:Stanley Milgram, 1960s Conclusion: Obedience is a function of the situation, rather than personality The participants were not administering shocks because they had sadistic personalities or pent-up anger they were taking out on the learner, but because they are following orders from an authority figure and playing the role they were assigned and following the norms they felt the situation called for

10. chapter 10 The Obedience Study:Stanley Milgram, 1960s Criticisms: Unethical Question conclusions – personality traits can influence willingness to obey an authority figure

11. chapter 10 The Stanford Prison Study:Zimbardo & Haney, 1970s Objective: What would happen to college students when assigned to the role of prisoner or prison guard Experimental Design: Subjects were physically and mentally healthy young men (college students) who volunteered to participate for money. Subjects were randomly assigned to be prisoners or guards. Basement of a Stanford building transformed into a prison, guards and prisoners had uniforms, students agreed to live there for 2 weeks

12. chapter 10 The Stanford Prison Study:Zimbardo & Haney, 1970s Results: Prisoners became distressed, helpless, and panicky. Guards became: • nice • “tough but fair” • tyrannical Study had to be ended after six days.

13. chapter 10 The Stanford Prison Study:Zimbardo & Haney, 1970s Conclusions: Demonstrated the power of roles Obedience to authority Example of how a social situation affects behavior, causing people to do things that seem “out of character”

14. Obedience • How is obedience to authority bad? • If it is blind obedience • C.P. Snow “more crimes have been committed in the name of obedience than in the name of rebellion • How is obedience to authority good? • Laws help a society to function • Help people learn the appropriate social roles and norms

15. chapter 10 Factors in obedience: • Allocating responsibility to the authority • Routinizing the task • Wanting to be polite • Becoming entrapped Entrapment: a gradual process in which individuals escalate their commitment to a course of action to justify their investment of time, money, or effort

16. chapter 10 Attributions Attribution theory Theory that people are motivated to explain own and others’ behavior by attributing causes of behavior to the situation or a disposition • Situational Attribution: Cause of action or behavior is due to something in the situation or environment • Dispositional Attribution: Cause of action or behavior is due to a personality trait or personal motive Fundamental attribution error Tendency to overestimate the influence personality factors and underestimate situational influence

17. chapter 10 Attributions Self-serving bias Tendency to take credit for one’s good actions but to rationalize one’s mistakes • Good behaviors = Dispositional Attribution • Bad/Embarrassing behavior = Situational Attribution Just-world hypothesis Many people need to believe that the world is fair and that justice is served. Bad people are punished and good people rewarded. Blaming the victim: restores believe in a just world wrongly attributes dispositional reasons for something unjust

18. Attributions “Suzy played really bad in the soccer game today and allowed 6 goals!” Situational Dispositional “Maybe she didn’t get a good night sleep” “But the field was awfully muddy in the goalie box” “She is so lazy” “She is so incompetent” Fundamental Attribution Error Ignore the situational influences and emphasizing personality traits

19. Attributions “I donated $200 to the Breast Cancer Foundation this month” Situational Dispositional It was Breast Cancer Awareness month My best friend was doing the 3 day Breast Cancer walk and made me feel guilty about not walking, so I gave her a lot of money to make myself feel better I am such a generous person Self-Serving Bias Ignore the situational influences when we do something good

20. Attributions “I yelled at my husband today” Situational Dispositional Its that time of the month I had a stressful day I am a grouchy person I have a bad temper Self-Serving Bias Ignore the dispositional influences when we do something bad

21. chapter 10 Your turn Your roommate studies hard for the psychology test, but does not do very well. After receiving the results, she says “It really wasn’t a fair test.” What sort of bias is reflected in this attribution? 1. Fundamental attribution error 2. Self-serving bias 3. Just world hypothesis

22. Last Class in Review Introduction to social and cultural psychology Norms: rules that regulate human life Role: a given social position governed by norms Culture: a set of shared rules that govern the behavior of its members Obedience: Milgram Obedience Study Stanford Prison Study Factors in obedience Social cognition The study of how the social environment influences thought, memory, perception, and other cognitive processes Attributions Attribution theory: people are motivated to explain own and others’ behavior by attributing causes of behavior to situation or disposition Situational and dispositional attribution Fundamental attribution error, self-serving bias, just-world hypothesis

23. Learning Objectives What are attitudes and where do they come from? What factors can change our attitudes? How can groups influence our behaviors? Under what circumstances is groupthink likely to occur? How do diffusion of responsibility and deindividuation each predict antisocial behavior by individuals in a group? What is ethnic identity and how might it contribute to ethnocentrism? How do stereotypes, prejudice, and discrimination differ from one another? What are four conditions that promote the reduction of prejudice and inter-group conflict?

24. chapter 10 Attitudes A relatively stable opinion containing beliefs and emotional feelings about people, groups, ideas or activities Explicit: we are aware of them, they shape conscious decisions Implicit: we are unaware of them, they influence our behavior in ways we do not recognize

25. Where do our Attitudes come from? • Learned from social-cultural interactions • Experiences, economic standing, social circles • Genetics • Some traits are highly heritable

26. chapter 10 What factors can change our Attitudes? • Change in social environment and behaviors • New information • New experiences • Need for consistency Cognitive dissonance: a state of tension that develops when a person simultaneously holds two contradictory cognitions or when a person’s belief is incongruent with his/her behavior

27. chapter 10 Influencing attitudes:Friendly Persuasion Familiarity Effect: The tendency to have positive feelings towards something because you have seen it frequently Validity Effect: Tendency to believe something is true because it has been repeated many times

28. chapter 10 (And familiarity effect) Influencing attitudes:Friendly Persuasion Implicit Memory Classical Conditioning

29. How can groups influence our behaviors? • Conformity • Groupthink • The Anonymous Crowd

30. chapter 10 Conformity Taking action or adopting an attitude as the result of group pressure Experimental objective: To see what would happen when a group would unanimously contradict an obvious fact Experimental Design Subjects in group asked to match line lengths. Confederates picked wrong line.

31. chapter 10 Conformity Results: Subjects went with wrong answer in 37% of trials. Conformity has decreased since 1950, possibly due to changing norms. Individualistic vs. collectivist cultures

32. chapter 10 Groupthink In close-knit groups, the tendency for all members to think alike and suppress disagreement for the sake of harmony. Symptoms • Illusion of invincibility • Self-censorship • Pressure on dissenters to conform • Illusion of unanimity Counteracted by • Creating conditions that reward dissent • Basing decision on majority rule

33. chapter 10 The anonymous crowd If you were to be the victim of a crime in a public place, such as a mugging, in what situation would you be most likely to get help: • 1 person is passing by • Several people were in the area • Dozens of people were in the area

34. chapter 10 The anonymous crowd Diffusion of responsibility The tendency of group members to avoid taking responsibility for actions or decisions because they assume others will do so. • Bystander apathy People fail to call for help when others are near because they assume someone else will • Social loafing When people work less in the presence of others, forcing others to work harder • Deindividuation Loss of awareness of your own individuality

35. chapter 10 Deindividuation In groups or crowds, the loss of awareness of one’s own individuality. Factors Size of city, group Uniforms or masks Can influence either unlawful or prosocial behaviors Depends on norms of specific situation

36. Group Identity Social Identity: part of our self concept that depends on the political, religious, national, and occupational groups we identify with Gives us a sense of place and position in the world

37. Ethnic Identity vs. Acculturation: Ethnic Identity: A person’s identification with a religious or ethnic group Acculturation: Identification with the dominant culture

38. Ethnic Identity vs. Acculturation: 4 ways to balance the conflict: • Bicultural:strong ties to both their ethnicity and the larger culture • Assimilation:weak feelings of ethnicity, but strong sense of acculturation • Ethnic Separatists:strong sense of ethnic identity, but weak feelings of acculturation • Marginal:connected to neither their ethnicity or dominant culture Is America become post-ethnic?

39. chapter 10 Ethnicity vs. Acculturation

40. chapter 10 Ethnocentrism The belief that one’s own ethnic group, nation, or religion is superior to all others.

41. chapter 10 Ethnocentrism The belief that one’s own ethnic group, nation, or religion is superior to all others ………………………………………… Robber’s Cave Boys randomly separated into two groups: Rattlers and Eagles To build in-group identity: each group worked on projects together Competition between groups = hostility To make peace between the groups: Groups required to work together to reach a goal Conclusion: • Us-Them social identities are strengthened when two groups compete with each other • Interdependence in reaching mutual goals reduces ethnocentrism

42. chapter 10 Stereotypes Cognitive schemas of a group, where the person believes that all members of a group have common trait(s). • Summarizes a person’s impression of a group • Traits may be positive, negative, or neutral How are stereotypes good? Allow us to process quickly new information and retrieve memories Allow us to organize experiences and make sense of differences How are stereotypes bad? They can distort reality: • Exaggerate differences between groups • Produce selective perception • Underestimate differences within groups

43. chapter 10 Prejudice A negative stereotype and a strong, unreasonable dislike or hatred of a group

44. chapter 10 Measuring prejudice • Not all people are prejudiced in the same way. • People know they shouldn’t be prejudiced so measures of prejudice have declined. • Explicit vs. implicit prejudice Explicit: conscious prejudice towards a group Implicit: Unconscious prejudice or negative emotional feelings that one tries to suppress

45. chapter 10 Measures of explicit prejudice

46. Measures of Implicit Prejudice • Experiments that pay attention to what people do, not what they say • Use fMRI and PET scans to determine what parts of the brain are involved in forming stereotypes and prejudices • Implicit Association Test (IAT)

47. Measures of Implicit Prejudice Aggression Experiment: • Objective: • To determine if an individual’s implicit prejudice will be revealed (as aggression) when stressed or angered • Experimental Design: • White students asked to administer a shock to black or white confederates of the experiment • Experimental condition: participants overheard the confederate making a nasty comment about them • Control condition: participants heard no nasty comments • Degree of aggression = level of shock

48. Measures of Implicit Prejudice Aggression Experiment: • Results: • Control: white students showed less aggression towards black confederates • Experimental group: White subjects showed more aggression towards blacks when they heard derogatory comments • Conclusion: • When people are stressed or angered they are not able to hide negative feelings or prejudice they might have toward others • To measure Implicit prejudice: Pay attention to what people do, not what they say

49. Measures of Implicit Prejudice fMRI and PET scans: • Objective: • Uses fMRI and PET scans to determine which part of the brain are involved in forming stereotypes and prejudices • Results (2 studies): • When African-American and whites saw pictures of each other, activity in the amygdala was elevated • Activity while looking at pictures of another ethnicity depended on what the person was asked to do with the picture • Amygdala was not activated when participants were asked to register faces as individuals or part of a visual test • Amygdala was activated when they were asked to identify faces as members of a “black” category

50. chapter 10 Measures of Implicit Prejudice Implicit Association Test (IAT) Measures speed of people’s positive and negative associations with a target group Conclusion: If white students take longer to respond to black faces associated with positive words than to black faces associated with negative words it means the white students have implicit prejudice Other interpretations: • Measures how much the word stands out • Measuring unfamiliarity with another ethnicity