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Chapter 12

              Social Psychology


McGraw-Hill           ©2010 The McGraw-Hill Companies, Inc. All rights reserved.
Attitudes and Social Cognition

• Learning Outcomes
      – Define persuasion
      – Explain social cognition




McGraw-Hill                    ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   2
Persuasion: Changing Attitudes
• Attitudes: evaluations of a particular person,
  behavior, belief, or concept
      – Attitude change depends on factors:
              • Message source: characteristics of the communicator, such
                as expertise & trustworthiness
              • Characteristics of the message: two-sided (presenting both
                sides of the argument) more effective than one-sided
              • Characteristics of the target: for example, intelligent
                people are more resistant to persuasion than less
                intelligent people


McGraw-Hill                             ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   3
Persuasion: Changing Attitudes (cont.)
     – Central route processing: message interpretation
       characterized by thoughtful consideration of the
       issues and arguments used to persuade (content
       of the message)
     – Peripheral route processing: message
       interpretation characterized by consideration of
       the source and related general information rather
       than of the message itself (how the message is
       provided)


McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   4
Persuasion: Changing Attitudes (cont.)
     – Cognitive dissonance: the conflict that occurs
       when a person holds two contradictory attitudes
       or thoughts (cognitions)




McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   5
Persuasion: Changing Attitudes (cont.)




McGraw-Hill        ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   6
Social Cognition: Understanding
                       Others
• Social cognition: the cognitive processes by
  which people understand and make sense of
  others and themselves
      – Schemas: sets of cognitions about people and
        social experiences
      – Impression formation: how we organize
        information about another person to form an
        overall impression of that person
              • Central traits: the major traits considered in forming
                impressions of others

McGraw-Hill                             ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   7
Social Cognition: Understanding
                   Others (cont.)
      – Attribution theory: seeks to explain how we
        decide, on the basis of samples of an individual’s
        behavior, what the specific causes of that person’s
        behavior are
              • Situational causes: perceived causes of behavior that
                are based on environmental factors
              • Dispositional causes: perceived causes of behavior that
                are based on internal traits or personality factors




McGraw-Hill                            ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   8
Social Cognition: Understanding
                  Others (cont.)
• Attribution biases
     – The halo effect: an initial understanding that a person
       has positive traits is used to infer other uniformly positive
       characteristics
     – Assumed-similarity bias: the tendency to think of people
       as being similar to oneself, even when meeting them for
       the first time
     – Self-serving bias: tendency to attribute personal success
       to personal factors (skill, ability, or effort), and to
       attribute failure to factors outside oneself

McGraw-Hill                       ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   9
Social Cognition: Understanding
                   Others (cont.)
      – Fundamental attribution error: a tendency to
        over-attribute others’ behavior to dispositional
        causes and the corresponding minimization of the
        importance of situational causes; prevalent in
        Western cultures




McGraw-Hill                   ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 10
Social Influence and Groups
• Learning Outcomes
     – Define conformity
     – Explain compliance
     – Discuss obedience




McGraw-Hill                 ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 11
Conformity: Following What Others Do

• Conformity: a change in behavior or attitudes
  brought about by a desire to follow the beliefs or
  standards of other people; comes from subtle,
  sometimes even unspoken, social pressure
     – Solomon Asch experiments: participants conformed in
       about 1/3 of the trials; conformity higher when people
       must respond publicly, lower when at least one other
       person dissents from the group




McGraw-Hill                      ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 12
Conformity: Following What Others Do
                    (cont.)
     – Social roles: the behaviors that are associated
       with people in a given position
              • Philip Zimbardo “prison” study: conforming to a social
                role can have a powerful consequence on the behavior
                of anyone




McGraw-Hill                            ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 13
Compliance: Submitting to Direct
              Social Pressure
• Compliance: behavior that occurs in response
  to direct social pressure
    – Foot-in-the-door technique: people are more
      likely to agree to a more important request if they
      have first agreed to a smaller one
    – Door-in-the-face technique: making a large
      request, expecting it to be refused, then following
      with a smaller one, which is the targeted request


McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 14
Compliance: Submitting to Direct
          Social Pressure (cont.)
    – That’s-not-all technique: immediately after an initial
      offer at an inflated price, you are offered an incentive to
      clinch the deal
    – Not-so-free sample: you feel the need to reciprocate
      when given a free sample, so you are more likely to buy
      the product (based on the norm of reciprocity)
• Industrial-organizational (I/O) psychology: focuses on
  work and job-related issues, including worker
  motivation, satisfaction, safety, and productivity


McGraw-Hill                      ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 15
Obedience: Following Direct Orders
• Obedience: a change in behavior in response
  to the commands of others (people in
  power/authority figures)
     – Stanley Milgram experiments: 65% of participants
       eventually used the highest setting on the shock
       generator (450 volts)
              • Participants said they obeyed mostly because they
                believed the experimenter would be responsible for
                any potential harm to the learner



McGraw-Hill                           ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 16
Prejudice and Discrimination
• Learning Outcomes
      – Identify the origins of prejudice
      – Distinguish measuring practices for prejudice and
        discrimination
      – Assess ways to reduce prejudice and
        discrimination




McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   17
Prejudice and Discrimination (cont.)
• Stereotype: a set of generalized beliefs and
  expectations about a particular group and its
  members
      – Help in categorizing & organizing information
      – Can be negative or positive, but all stereotypes
        oversimplify the world
• Prejudice: a negative (or positive) evaluation of
  a particular group and its members (attitudes)

McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   18
Prejudice and Discrimination (cont.)

• Discrimination: behavior directed toward
  individuals on the basis of their membership
  in a particular group
• Self-fulfilling prophecy: when expectations
  about a behavior act to increase the likelihood
  that the behavior will occur



McGraw-Hill            ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   19
The Foundations of Prejudice
• Prejudices are not innate; they are learned
      – Observational learning approaches: the behavior of
        parents, other adults, and peers shapes children’s
        feelings about members of various groups; prejudice is
        learned through imitation and reward and punishment
      – Social identity theory: people tend to be ethnocentric,
        viewing the world from their own perspective and
        judging others in terms of their group membership



McGraw-Hill                    ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   20
Measuring Prejudice and
              Discrimination: The Implicit
                    Personality Test
• Implicit Association Test (IAT): allows for
  measurement of subconscious attitudes, and
  attitudes that people do not want to be shown,
  toward members of specific groups
      – Go to https://implicit.harvard.edu/implicit to take
        the test



McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   21
Reducing Prejudice and Discrimination
• Increasing contact between the target of stereotyping
  and the holder of the stereotype
      – Contact is relatively intimate
      – Individuals are of equal status
      – Participants must cooperate with one another
• Making values and norms against prejudice more
  conspicuous
• Providing information about the targets of stereotyping




McGraw-Hill                    ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   22
Positive and Negative Social Behavior
• Learning Outcomes
      – Compare and contrast the concepts of “like” and
        love
      – Explain aggression and prosocial behavior




McGraw-Hill                 ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   23
Liking and Loving: Interpersonal
     Attraction and the Development of
                Relationships
• Interpersonal attraction (close relationships):
  positive feelings for others; liking and loving
• Factors in attraction (liking):
      – Proximity: geographic closeness leads to liking
      – Mere exposure: repeated exposure to any
        stimulus usually makes you like it more; if
        negative initial interaction, dislike will intensify

McGraw-Hill                    ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   24
Liking and Loving: Interpersonal
     Attraction and the Development of
             Relationships (cont.)
      – Similarity: increases liking because we assume
        that people with similar attitudes will evaluate us
        positively, which promotes our attraction to that
        person because of the reciprocity-of-liking effect
      – Physical attractiveness: all else being equal,
        physically attractive people are more popular than
        physically unattractive ones (beautiful = good)




McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   25
Liking and Loving: Interpersonal
     Attraction and the Development of
             Relationships (cont.)
• Passionate (romantic) love: a state of intense absorption in
  someone that includes intense physiological arousal,
  psychological interest, and caring for the needs of another
• Companionate love: the strong affection we have for those
  with whom our lives are deeply involved
• Sternberg says love consists of decision/commitment, an
  intimacy component, and a passion component




McGraw-Hill                   ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   26
Liking and Loving: Interpersonal
     Attraction and the Development of
             Relationships (cont.)




McGraw-Hill         ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   27
Aggression and Prosocial Behavior:
         Hurting and Helping Others
• Aggression: the intentional injury of, or harm to,
  another person
      – Instinct approaches: aggression is the outcome of
        innate urges
              • Catharsis: the process of discharging built-up aggressive
                energy
              • Little evidence to support the need for catharsis
      – Frustration-aggression approaches: frustration
        produces anger, which leads to a readiness to act
        aggressively




McGraw-Hill                             ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   28
Aggression and Prosocial Behavior:
      Hurting and Helping Others (cont.)
      – Observational learning approaches: social and
        environmental conditions can teach individuals to
        be aggressive
              • Rewards and punishment given to both the individual
                and models whose behavior is imitated
              • Research shows much support
• Prosocial behavior: helping behavior
      – Diffusion of responsibility: tendency for people to
        feel that responsibility for acting is shared, or
        diffused, among those present

McGraw-Hill                         ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   29
Aggression and Prosocial Behavior:
      Hurting and Helping Others (cont.)
• Four basic steps in deciding to help
      – Noticing a person, event, or situation that may
        require help
      – Interpreting the event as one that requires help
      – Assuming responsibility for helping
      – Deciding on and implementing the help
              • Altruism: helping behavior that is beneficial to others
                but clearly requires self-sacrifice



McGraw-Hill                           ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   30
Stress and Coping
• Learning Outcomes
      – Define stress and discuss how it affects us
      – Explain the nature of stressors
      – Describe how we people cope with stress




McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   31
Stress: Reacting to Threat and
                        Challenge
• Stress: a person’s response to events that are
  threatening or challenging
      – Stressors: circumstances or events that produce
        threats to our well-being
      – Both positive and negative events can produce
        stress




McGraw-Hill                 ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   32
The Nature of Stressors: My Stress Is
             Your Pleasure
• Categories of stressors
      – Cataclysmic events: strong stressors that occur
        suddenly, affecting many people at once (ex.:
        natural disasters)
      – Personal stressors: major life events, such as the
        death of a family member, that have immediate
        negative consequences that generally fade with
        time


McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   33
The Nature of Stressors: My Stress Is
          Your Pleasure (cont.)
              • Posttraumatic stress disorder (PTSD): victims of major
                catastrophes or strong personal stressors feel long-
                lasting effects that may include re-experiencing the
                event in vivid flashbacks or dreams
      – Background stressors (daily hassles): everyday
        annoyances that cause minor irritations and may
        have long-term ill effects if they continue or are
        compounded by other stressful events



McGraw-Hill                          ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   34
The Nature of Stressors: My Stress Is
          Your Pleasure (cont.)
• High cost of stress
      – Continued exposure to stress can result in decline
        in overall functioning because of constant
        secretion of stress-related hormones
      – Psychophysiological disorders (formerly known as
        psychosomatic disorders): medical problems
        influenced by an interaction of psychological,
        emotional, and physical difficulties


McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   35
The Nature of Stressors: My Stress Is
          Your Pleasure (cont.)




McGraw-Hill         ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   36
The Nature of Stressors: My Stress Is
          Your Pleasure (cont.)
• Psychoneuroimmunology (PNI): the study of
  the relationship among psychological factors,
  the immune system, and the brain
      – Consequences of stress
              • Direct physiological effects
              • Engaging in behaviors harmful to one’s health
              • Indirect health-related behaviors




McGraw-Hill                         ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   37
Coping with Stress
• Coping: efforts to control, reduce, or learn to
  tolerate the threats that lead to stress
      – Emotion-focused coping: trying to manage your
        emotions in the face of stress
      – Problem-focused coping: trying to modify the
        stressful problem or source of stress
      – Avoidant coping: trying to use escape routes, such
        as wishful thinking, drug or alcohol use, or
        overeating; is often ineffective and can make the
        problem worse

McGraw-Hill                  ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   38
Coping with Stress (cont.)
      – Learned helplessness: a state in which people
        conclude that unpleasant or aversive stimuli
        cannot be controlled – a view of the world that
        becomes so ingrained that they cease trying to
        remedy the aversive circumstances, even if they
        can actually exert some influence; correlated with
        depression
      – Social support: a mutual network of caring,
        interested others
              • Helps in coping with stress

McGraw-Hill                          ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   39
Coping with Stress (cont.)
• Effective coping strategies
      – Turn threat into a challenge, focusing on ways to
        control it
      – Make a threatening situation less threatening; if
        situation is uncontrollable, change your appraisal and
        modify your attitude
      – Change your goals
      – Take physical action (ex.: exercise)
      – Prepare for stress before it happens (proactive
        coping)
McGraw-Hill                    ©2010 The McGraw-Hill Companies, Inc. All rights reserved.   40

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Feldman1psychlife ppt ch12

  • 1. Chapter 12 Social Psychology McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved.
  • 2. Attitudes and Social Cognition • Learning Outcomes – Define persuasion – Explain social cognition McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 2
  • 3. Persuasion: Changing Attitudes • Attitudes: evaluations of a particular person, behavior, belief, or concept – Attitude change depends on factors: • Message source: characteristics of the communicator, such as expertise & trustworthiness • Characteristics of the message: two-sided (presenting both sides of the argument) more effective than one-sided • Characteristics of the target: for example, intelligent people are more resistant to persuasion than less intelligent people McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 3
  • 4. Persuasion: Changing Attitudes (cont.) – Central route processing: message interpretation characterized by thoughtful consideration of the issues and arguments used to persuade (content of the message) – Peripheral route processing: message interpretation characterized by consideration of the source and related general information rather than of the message itself (how the message is provided) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 4
  • 5. Persuasion: Changing Attitudes (cont.) – Cognitive dissonance: the conflict that occurs when a person holds two contradictory attitudes or thoughts (cognitions) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 5
  • 6. Persuasion: Changing Attitudes (cont.) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 6
  • 7. Social Cognition: Understanding Others • Social cognition: the cognitive processes by which people understand and make sense of others and themselves – Schemas: sets of cognitions about people and social experiences – Impression formation: how we organize information about another person to form an overall impression of that person • Central traits: the major traits considered in forming impressions of others McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 7
  • 8. Social Cognition: Understanding Others (cont.) – Attribution theory: seeks to explain how we decide, on the basis of samples of an individual’s behavior, what the specific causes of that person’s behavior are • Situational causes: perceived causes of behavior that are based on environmental factors • Dispositional causes: perceived causes of behavior that are based on internal traits or personality factors McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 8
  • 9. Social Cognition: Understanding Others (cont.) • Attribution biases – The halo effect: an initial understanding that a person has positive traits is used to infer other uniformly positive characteristics – Assumed-similarity bias: the tendency to think of people as being similar to oneself, even when meeting them for the first time – Self-serving bias: tendency to attribute personal success to personal factors (skill, ability, or effort), and to attribute failure to factors outside oneself McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 9
  • 10. Social Cognition: Understanding Others (cont.) – Fundamental attribution error: a tendency to over-attribute others’ behavior to dispositional causes and the corresponding minimization of the importance of situational causes; prevalent in Western cultures McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 10
  • 11. Social Influence and Groups • Learning Outcomes – Define conformity – Explain compliance – Discuss obedience McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 11
  • 12. Conformity: Following What Others Do • Conformity: a change in behavior or attitudes brought about by a desire to follow the beliefs or standards of other people; comes from subtle, sometimes even unspoken, social pressure – Solomon Asch experiments: participants conformed in about 1/3 of the trials; conformity higher when people must respond publicly, lower when at least one other person dissents from the group McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 12
  • 13. Conformity: Following What Others Do (cont.) – Social roles: the behaviors that are associated with people in a given position • Philip Zimbardo “prison” study: conforming to a social role can have a powerful consequence on the behavior of anyone McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 13
  • 14. Compliance: Submitting to Direct Social Pressure • Compliance: behavior that occurs in response to direct social pressure – Foot-in-the-door technique: people are more likely to agree to a more important request if they have first agreed to a smaller one – Door-in-the-face technique: making a large request, expecting it to be refused, then following with a smaller one, which is the targeted request McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 14
  • 15. Compliance: Submitting to Direct Social Pressure (cont.) – That’s-not-all technique: immediately after an initial offer at an inflated price, you are offered an incentive to clinch the deal – Not-so-free sample: you feel the need to reciprocate when given a free sample, so you are more likely to buy the product (based on the norm of reciprocity) • Industrial-organizational (I/O) psychology: focuses on work and job-related issues, including worker motivation, satisfaction, safety, and productivity McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 15
  • 16. Obedience: Following Direct Orders • Obedience: a change in behavior in response to the commands of others (people in power/authority figures) – Stanley Milgram experiments: 65% of participants eventually used the highest setting on the shock generator (450 volts) • Participants said they obeyed mostly because they believed the experimenter would be responsible for any potential harm to the learner McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 16
  • 17. Prejudice and Discrimination • Learning Outcomes – Identify the origins of prejudice – Distinguish measuring practices for prejudice and discrimination – Assess ways to reduce prejudice and discrimination McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 17
  • 18. Prejudice and Discrimination (cont.) • Stereotype: a set of generalized beliefs and expectations about a particular group and its members – Help in categorizing & organizing information – Can be negative or positive, but all stereotypes oversimplify the world • Prejudice: a negative (or positive) evaluation of a particular group and its members (attitudes) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 18
  • 19. Prejudice and Discrimination (cont.) • Discrimination: behavior directed toward individuals on the basis of their membership in a particular group • Self-fulfilling prophecy: when expectations about a behavior act to increase the likelihood that the behavior will occur McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 19
  • 20. The Foundations of Prejudice • Prejudices are not innate; they are learned – Observational learning approaches: the behavior of parents, other adults, and peers shapes children’s feelings about members of various groups; prejudice is learned through imitation and reward and punishment – Social identity theory: people tend to be ethnocentric, viewing the world from their own perspective and judging others in terms of their group membership McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 20
  • 21. Measuring Prejudice and Discrimination: The Implicit Personality Test • Implicit Association Test (IAT): allows for measurement of subconscious attitudes, and attitudes that people do not want to be shown, toward members of specific groups – Go to https://implicit.harvard.edu/implicit to take the test McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 21
  • 22. Reducing Prejudice and Discrimination • Increasing contact between the target of stereotyping and the holder of the stereotype – Contact is relatively intimate – Individuals are of equal status – Participants must cooperate with one another • Making values and norms against prejudice more conspicuous • Providing information about the targets of stereotyping McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 22
  • 23. Positive and Negative Social Behavior • Learning Outcomes – Compare and contrast the concepts of “like” and love – Explain aggression and prosocial behavior McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 23
  • 24. Liking and Loving: Interpersonal Attraction and the Development of Relationships • Interpersonal attraction (close relationships): positive feelings for others; liking and loving • Factors in attraction (liking): – Proximity: geographic closeness leads to liking – Mere exposure: repeated exposure to any stimulus usually makes you like it more; if negative initial interaction, dislike will intensify McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 24
  • 25. Liking and Loving: Interpersonal Attraction and the Development of Relationships (cont.) – Similarity: increases liking because we assume that people with similar attitudes will evaluate us positively, which promotes our attraction to that person because of the reciprocity-of-liking effect – Physical attractiveness: all else being equal, physically attractive people are more popular than physically unattractive ones (beautiful = good) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 25
  • 26. Liking and Loving: Interpersonal Attraction and the Development of Relationships (cont.) • Passionate (romantic) love: a state of intense absorption in someone that includes intense physiological arousal, psychological interest, and caring for the needs of another • Companionate love: the strong affection we have for those with whom our lives are deeply involved • Sternberg says love consists of decision/commitment, an intimacy component, and a passion component McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 26
  • 27. Liking and Loving: Interpersonal Attraction and the Development of Relationships (cont.) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 27
  • 28. Aggression and Prosocial Behavior: Hurting and Helping Others • Aggression: the intentional injury of, or harm to, another person – Instinct approaches: aggression is the outcome of innate urges • Catharsis: the process of discharging built-up aggressive energy • Little evidence to support the need for catharsis – Frustration-aggression approaches: frustration produces anger, which leads to a readiness to act aggressively McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 28
  • 29. Aggression and Prosocial Behavior: Hurting and Helping Others (cont.) – Observational learning approaches: social and environmental conditions can teach individuals to be aggressive • Rewards and punishment given to both the individual and models whose behavior is imitated • Research shows much support • Prosocial behavior: helping behavior – Diffusion of responsibility: tendency for people to feel that responsibility for acting is shared, or diffused, among those present McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 29
  • 30. Aggression and Prosocial Behavior: Hurting and Helping Others (cont.) • Four basic steps in deciding to help – Noticing a person, event, or situation that may require help – Interpreting the event as one that requires help – Assuming responsibility for helping – Deciding on and implementing the help • Altruism: helping behavior that is beneficial to others but clearly requires self-sacrifice McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 30
  • 31. Stress and Coping • Learning Outcomes – Define stress and discuss how it affects us – Explain the nature of stressors – Describe how we people cope with stress McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 31
  • 32. Stress: Reacting to Threat and Challenge • Stress: a person’s response to events that are threatening or challenging – Stressors: circumstances or events that produce threats to our well-being – Both positive and negative events can produce stress McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 32
  • 33. The Nature of Stressors: My Stress Is Your Pleasure • Categories of stressors – Cataclysmic events: strong stressors that occur suddenly, affecting many people at once (ex.: natural disasters) – Personal stressors: major life events, such as the death of a family member, that have immediate negative consequences that generally fade with time McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 33
  • 34. The Nature of Stressors: My Stress Is Your Pleasure (cont.) • Posttraumatic stress disorder (PTSD): victims of major catastrophes or strong personal stressors feel long- lasting effects that may include re-experiencing the event in vivid flashbacks or dreams – Background stressors (daily hassles): everyday annoyances that cause minor irritations and may have long-term ill effects if they continue or are compounded by other stressful events McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 34
  • 35. The Nature of Stressors: My Stress Is Your Pleasure (cont.) • High cost of stress – Continued exposure to stress can result in decline in overall functioning because of constant secretion of stress-related hormones – Psychophysiological disorders (formerly known as psychosomatic disorders): medical problems influenced by an interaction of psychological, emotional, and physical difficulties McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 35
  • 36. The Nature of Stressors: My Stress Is Your Pleasure (cont.) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 36
  • 37. The Nature of Stressors: My Stress Is Your Pleasure (cont.) • Psychoneuroimmunology (PNI): the study of the relationship among psychological factors, the immune system, and the brain – Consequences of stress • Direct physiological effects • Engaging in behaviors harmful to one’s health • Indirect health-related behaviors McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 37
  • 38. Coping with Stress • Coping: efforts to control, reduce, or learn to tolerate the threats that lead to stress – Emotion-focused coping: trying to manage your emotions in the face of stress – Problem-focused coping: trying to modify the stressful problem or source of stress – Avoidant coping: trying to use escape routes, such as wishful thinking, drug or alcohol use, or overeating; is often ineffective and can make the problem worse McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 38
  • 39. Coping with Stress (cont.) – Learned helplessness: a state in which people conclude that unpleasant or aversive stimuli cannot be controlled – a view of the world that becomes so ingrained that they cease trying to remedy the aversive circumstances, even if they can actually exert some influence; correlated with depression – Social support: a mutual network of caring, interested others • Helps in coping with stress McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 39
  • 40. Coping with Stress (cont.) • Effective coping strategies – Turn threat into a challenge, focusing on ways to control it – Make a threatening situation less threatening; if situation is uncontrollable, change your appraisal and modify your attitude – Change your goals – Take physical action (ex.: exercise) – Prepare for stress before it happens (proactive coping) McGraw-Hill ©2010 The McGraw-Hill Companies, Inc. All rights reserved. 40

Editor's Notes

  1. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  2. Social psychology : the scientific study of how people’s thoughts, feelings, and actions are affected by others McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  3. Persuasion is the process of changing attitudes, one of the central aspects of social psychology. The ease with which we can change our attitudes depends on a number of factors, including message source (characteristics of a person who delivers a persuasive message), characteristics of the message (what the message is like: one-sided or two-sided), and characteristics of the target (i.e., intelligent people are more resistant to persuasion than those who are less intelligent). Attitudes influence behavior. Generally, people strive for consistency between their attitudes and their behavior. People tend to hold fairly consistent attitudes. Ironically, in some cases, it is our behavior that shapes our attitudes. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  4. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  5. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  6. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  7. One of the dominant areas in social psychology during the last few years has focused on learning how we come to understand what others are like and how we explain the reasons underlying others’ behavior. How can we decide what’s important and what isn’t and make judgments about the characteristics of others? Social psychologists interested in this question study social cognition – the way people understand and make sense of others and themselves. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  8. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  9. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  10. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  11. Social influence : the process by which the actions of an individual or group affect the behavior of others McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  12. The classic demonstration of pressure to conform comes from a series of studies carried out in the 1950s by Solomon Asch. In the experiments, participants thought they were taking part in a test of perceptual skills with 6 other people. The experimenter showed participants one card with 3 lines of varying length and a second card that had a fourth line that matched one of the first 3. Participants had to announce aloud which of the first 3 lines was identical in length to the “standard” line on the second card. Asch found that in about 1/3 of the trials, the participants conformed to the unanimous but erroneous group answer, with about 75% of all participants conforming at least once. Subsequent research shows that conformity is considerably higher when people must respond publicly than when they can respond privately. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  13. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  14. When we refer to conformity, we usually mean a phenomenon in which the social pressure is subtle or indirect. But in some situations, social pressure is much more obvious, with direct, explicit pressure to endorse a particular point of view or behave in a certain way. Several specific techniques represent attempts to gain compliance. They include foot-in-the-door (sign a petition, then get pressured to make a donation to a cause – since you’ve already signed the petition, you have a hard time turning this request down); door-in-the-face (someone makes an outrageous request which they expect to be refused – they follow with a more reasonable request, which is more often complied with); and that’s-not-all (salesperson offers a deal at an inflated price, but immediately thereafter offers an incentive, discount or bonus to clinch the deal). McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  15. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  16. Compliance techniques are used to gently lead people toward agreement with a request. In some cases, however, requests aim to produce obedience – a change in behavior in response to the commands of others. Although obedience is considerably less common than conformity and compliance, it does occur in several specific kinds of relationships (boss to subordinate, teacher to student, parent to child). The classic experiment conducted by social psychologist Stanley Milgram in the 1960s had participants give increasingly strong shocks to another person as part of a study on learning. Most people who hear a description of this experiment feel that it’s unlikely that any participant would give the maximum level of shock, but in the experiment, some 65% of participants eventually used the highest setting on the shock generator (450 volts). McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  17. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  18. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  19. No one has ever been born disliking a specific racial, religious or ethnic group. People learn to hate, in much the same way they learn the alphabet. For example bigoted parents may commend their children for expressing prejudicial attitudes. Such learning starts early – children as young as 3 years old begin to show a preference for members of their own race. Other explanations of prejudice and discrimination focus on how being a member of a specific group helps to magnify one’s sense of self-esteem. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  20. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  21. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  22. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  23. Nothing is more important in most people’s lives than their feelings for others. Consequently, it’s not surprising that liking and loving have become a major focus of interest for social psychologists. This area, known more formally as the study of interpersonal attraction (close relationships) addresses the factors that lead to positive feelings for others. Some factors considered by social psychologists include: proximity, mere exposure, similarity and physical attractiveness. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  24. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  25. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  26. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  27. Drive-by shootings, robberies, and abductions are just a few examples of the violence that seems all too common today. But also common are the simple kindnesses of life: lending a valuable compact disc, stopping to help a child who’s fallen off her bike, or merely sharing a candy bar with a friend. Such instances of helping are no less characteristic of human behavior than are the distasteful examples of aggression. Sigmund Freud was one of the first to suggest, as part of his theory of personality, that aggression is a primarily instinctual drive. Little research has found evidence for the existence of a pent-up reservoir of aggression that needs to be released. In fact, some studies flatly contradict the notion of catharsis, leading psychologists to look for other explanations for aggression. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  28. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  29. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  30. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  31. Most of us need little introduction to the phenomenon of stress! All of us face stress in our lives. Some psychologists believe that daily life actually involves a series of repeated sequences of perceiving a threat, considering ways to cope with it, and ultimately adapting to the threat, with greater or lesser success. Although adaptation is often minor and occurs without our awareness, adaptation requires a major effort when stress is more severe or longer lasting. Ultimately, our attempts to overcome stress may produce biological and psychological responses that result in health problems. Stress means different things to different people. For example, bungee jumping may be perceived as “exhilarating” by one person, and “near-deadly” by another. For people to consider an event stressful, they must perceive it as threatening or challenging and must lack all the resources to deal with it effectively. A person’s interpretation of events plays an important role in the determination of what is stressful. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  32. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  33. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  34. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  35. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  36. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  37. Stress is a normal part of life, and not necessarily a completely bad part. Without stress, we may not be sufficiently motivated to complete the activities we need to accomplish. It’s also clear that too much stress can take a toll on both our physical and psychological health. Efforts to control, reduce, or learn to tolerate the threats that lead to stress are known as coping . We habitually use certain coping responses to deal with stress, and most of the time we’re not aware of these responses. People often employ several types of coping strategies simultaneously. They use emotion-focused strategies more frequently when they perceive circumstances as being unchangeable and problem-focused approaches in situations they see as relatively modifiable. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  38. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.
  39. How can we deal with the stress in our lives? There’s no universal solution because effective coping depends on the nature of the stressor and the degree to which it can be controlled. Good coping strategies include turning a threat into a challenge; making the situation less threatening where possible; changing your goals; exercising to relieve stress; and preparing for stress before it happens. We can’t get away from stress while we’re alive. Our best bet is to be as proactive as we can in realizing that stress will be with us and the best we can do is cope the best we can. McGraw-Hill (c) 2010 The McGraw-Hill Companies, Inc. All rights reserved.