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Debating!

Debating!. 7 volunteers for a little “debate” 8 minutes to discuss the following statement: 17 year old girls are smarter than 17 year old boys. Debriefing. Can you guess what your label was? On what cues did you base your guess?

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Debating!

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  1. Debating! • 7 volunteers for a little “debate” • 8 minutes to discuss the following statement: 17 year old girls are smarter than 17 year old boys

  2. Debriefing • Can you guess what your label was? • On what cues did you base your guess? • How did your label (perceived or real) influence your behavior? • How did your group members’ behavior influence your behavior? • Did you like your role? Why or why not? • If you were stuck with that label for the rest of your life, how do you think that would influence your self-image? Your success in school, life, etc.? • What roles do the friends in your group, you sporting team, your family have? How might you act differently during your next group meeting?

  3. Social Groups • Social group - 2 or more individuals sharing common goals and interests, interacting, and influencing each other’s behavior - What are some ways behavior was influenced in our simulation? • Effect of the group on individual behavior can have a positive influence or a negative influence

  4. Influence on behavior • Social Facilitation • improved performance of tasks in the presence of others • occurs with simple or well-learned tasks but not with tasks that are difficult or not yet mastered

  5. Home Advantage in Major Team Sports Home Team Games Winning Sport Studied Percentage Baseball 23,034 53.3% Football 2,592 57.3 Ice hockey 4,322 61.1 Basketball 13,596 64.4 Soccer 37,202 69.0 Example: Social Facilitation Example: Social Facilitation

  6. Social Loafing • tendency for people in a group to exert less effort when pooling their efforts toward attaining a common goal than when individually accountable

  7. Group Influence Continued • Deindividuation • loss of self-awareness and self-restraint in group situations that foster arousal and anonymity

  8. Student Responses to ? • The most frequent responses to the question tend to be: • criminal acts (26%) • sexual acts (11%) • spying behaviors (11%) • most common single response usually “rob a bank” (15%) • Majority antisocial responses (36%) or neutral (meet none of other 3), 19 % non-normative (violate social norms but not help or hurt), and only very small % prosocial

  9. Social Identity Theory • States that, given even the slenderest of criteria, we naturally split people into 2 groups – an “in-group” and an “out-group.” • Ingroup • “Us”- people with whom one shares a common identity • Outgroup • “Them”- those perceived as different or apart from one’s ingroup

  10. Group Behavior Continued • Group Polarization • enhancement of a group’s prevailing attitudes through discussion within the group • Groupthink • mode of thinking that occurs when the desire for harmony in a decision-making group overrides realistic appraisal of alternatives

  11. +4 +3 +2 +1 0 -1 -2 -3 -4 High High-prejudice groups Prejudice Low-prejudice groups Low Before discussion After discussion Example of Group Polarization • If a group is like-minded, discussion strengthens its prevailing opinions

  12. Social Relations • Prejudice • an unjustifiable (and usually negative) attitude toward a group and its members • involves stereotyped beliefs, negative feelings, and a predisposition to discriminatory action • Stereotype • a generalized (often over-generalized) belief about a group of people • Can you think of some stereotypes we see everyday (think t.v., movies, etc)? • Ethnocentrism • Making judgments towards another culture based on views from your own culture • Typically negative

  13. Clorox clip

  14. Social Relations • Ingroup Bias • tendency to favor one’s own group • Scapegoat Theory • theory that prejudice provides an outlet for anger by providing someone to blame • Just-World Phenomenon • tendency of people to believe the world is just • people get what they deserve and deserve what they get

  15. IAT Testing! • Harvard’s Implicit Association Test: It is well known that people don't always 'speak their minds', and it is suspected that people don't always 'know their minds'. • Understanding such divergences is important to scientific psychology. • This web site presents a method that demonstrates the conscious-unconscious divergences. • https://implicit.harvard.edu/implicit/demo/

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