Aguiar ap social psychology ss

Social
Psychology
Social
Psychology
Social
Psychology

ocial
psychology
Influence
of
real,
imagined
or
implied
presence
of
others

Section 1: Attributing Behavior
• Learning Goals:
– Students should be able to answer the following:
How do we tend to explain others’ behavior and our own?
3
Rating Student Evidence
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explain others’ behavior In addition to 3.0 , I can
demonstrate applications and inferences beyond
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behavior, and compare/contrast multiple aspects of
the learning goal.
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explain others’ behavior, but need to review this
concept more.
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tasks

Fact or Falsehood
1. Compared with people in Western countries, those in East Asian cultures
are more sensitive to situational influences on behavior.
2. To change people’s racial behaviors, we first need to change their racial
attitudes.
3. Chimps are more likely to yawn after observing another chimp yawn.
4. Most people would refuse to obey an authority figure who told them to
hurt an innocent person.
5. Studies of college and professional athletic events indicate that home
teams win about 6 in 10 games.
6. Individuals pull harder in a team tug-of-war than when they pull in a
one-on-one tug-of-war.
7. The higher the morale and harmony of a social group, the more likely are
its members to make a good decision.
8. Suicide bombers and those who support them tend to be uneducated
and desperately poor.
9. From research on liking and loving, it is clear that opposites do attract.
10. We are less likely to offer help to a stranger if other bystanders are
present.

PrejudiceAttribution
CategorizingDissonance
CultsBystanderAggressionLoveAttraction
AttitudeObedienceComplianceGroupthinkConformity
Attribution Theory
• ATTRIBUTION THEORY (FRITZ HEIDER)
– How we explain someone's behaviors in terms of
dispositional (personality) or situational effects
• FUNDAMENTAL ATTRIBUTION ERROR
– Think it is more personality and less the situation
that contributes to someone’s behavior
• Example: Why did that person not say hi to
me?
• ACTOR-OBSERVER BIAS (Self-
Serving Bias)
• We attribute other’s behavior to dispositional
attribution and our own behavior to
situational
• Happens more in individualistic cultures than
collectivistic cultures
5

Attribution Theory
• Tries to explain how
people determine the
cause of the behavior
they observe.
It is either a….
• Situational Attribution
• Dispositional Attribution
And
• Stable Attribution
• Unstable Attribution

Attribution Theory
7

Attribution Theory
8

Fundamental Attribution Error
• We tend to
overestimate the role
of dispositional
factors.
Individualistic V.
Collectivistic Cultures
False Consensus Effect
Self-Serving Bias
How do you view your
teacher’s behavior?
You probably
attribute it to their
personality rather
than their profession.
But do you really
know?
When you start a
romance, you assume
that they agree with
your world
views….honeymoon
period.
If you win it is because
you are awesome…if
you lose, it must have
been the coach or
weather or….

Critical Thinking…
10
If a good friend gets angry with you, how
would you explain his/her behavior?
If that same friend does something nice for
you, how would you explain the behavior?
If somebody you have recently gotten to know
walk by you in the hall but doesn’t say hello
(even as you try to say hello to them), what
would you think about them? Why?

1. How do we tend to explain others’ behavior and our own?
11
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explain others’ behavior In addition to 3.0 , I can
what was taught
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the learning goal.
2.0
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Formative AP Question
Jessie and a friend are driving in rush-hour traffic
when a car suddenly cuts in front of them in order
to reach an unmarked exit ramp. Jessie’s
passenger points out that the circumstances may
have required the other drive to do so, while Jessie
loudly criticizes the personal qualities of the other
driver. Jessie’s response is best explained by
A)Cognitive dissonance
B)The fundamental attribution error
C)A self-fulfilling prophecy
D)The mere exposure effect
E)Social inhibition theory
12

Formative Summary
The fundamental attribution error occurs when individuals do which of
the following?
A.mold their interpretations of the past to fit how events actually turned
out
B.Incorrectly assume that virtually all behavior is determined by genetic
factors.
C.Underestimate the influence of unconscious motivation when trying
to explain their own behavior
D.Overestimate the influence of personal qualities relative to situational
factors when trying to explain the behavior of others
E.Assume that very attractive people tend to be more intelligent and
more competent than people who are somewhat less attractive
13

Section 2: Attitudes and Actions
• Learning Goals:
Does what we think affect what we do, or does what we do affect what we think?
15
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Attitudes
• A set of beliefs
and feelings.
• Advertising is ALL
based on attitude
formation.
• Mere Exposure Effect-
the more one is
exposed to something,
the more one will come
to like it.

Attitudes and Actions
• Attitudes
– Belief-based feelings about objects,
people and events that guide our
behavior and remain stable over
time
– Do attitudes help form behaviors? Or
do behaviors help form attitudes?
17

Cognitive Dissonance (Leon Festinger)
• The discomfort we feel when two thoughts are inconsistent
Rationalize why we do something
• ($2 vs. $200 to write an essay you disagree with)
• Inconsistent behavior could can someone’s attitude

Cognitive Dissonance
(Consistency) theory
• Theory is concerned with why people
become motivated to change their
attitudes
• Festinger (1957) proposed theory. It is
concerned with the way people change
their attitudes when they realise that two
thoughts or cognitions they hold are
inconsistent.
• This conflict creates a negative feeling of
dissonance, or psychological discomfort.

An example of Cognitive Dissonance: Smoking
• People can make a case
for continuing to smoke
although, rationally,
their arguments would
not stand up.
• Festinger argued that
people selectively avoid
information that will
increase dissonance. (e.g.
My roommate refuses to
watch the film “Supersize
me” because he knows he
eats too much
McDonalds)

• People deal with dissonance either by changing
one of the cognitions or adding a new cognition
to explain the conflict.
• Festinger believed that the need to reduce
dissonance is as basic as need for safety or to
avoid hunger. It is a drive that compels us to be
consistent, and the more important the issue
and the greater the discrepancy between
attitude and behaviour, the greater the feelings
of dissonance experienced.
• This theory recognizes that people do not
always think rationally. People do try to
rationalize their behavior, sometimes in a
irrational way.

Does this image create dissonance
in you?

Avoiding cognitive dissonance
• We selectively choose TV shows and read
books that confirm our attitudes and
behavior.
• We also choose our friends on the same
basis, which is why many of our friends
have similar views to ourselves.
• People who disagree with us or present
differing views are likely to increase the
discomfort felt by the dissonance
processes (Griffin, 1997)

Compliance Strategies
• Foot-in-the-door
phenomenon
• Door-in-the-face
phenomenon
• Norms of
reciprocity

Foot-in-the-door phenomenon
• The tendency for
people who have first
agreed to a small
request to comply
later with a larger
request.
If I give out an answer on a quiz, what
happens next?

Door-in-face Phenomenon
• The tendency for
people who say no
to a huge request,
to comply with a
smaller one.
If my girlfriend asks for a
new tiffany’s ring, I will
say……NO
But I may buy her a
new pair of shoes.

Changing Attitudes
• Attitudes and Behaviors
– Dr. Zimbardo’s Prison Study showed that role-playing
normative behaviors can have a strong impact on
attitudes
– Q: How can normal, healthy people become sadistic?
• A: The situation, foot-in-the-door, cognitive
dissonance and social norms align to create the perfect
situation
28

Zimbardo’s Prison Study
29

Dark Matters: Stanford Prison Experiment

Social Psychology and Abu Ghraib

Attitude and Behavior
• Persuasive messages can be
processed through the central
route or the peripheral route.
• The central route to persuasion
involves deeply processing the
content of the message
(logistics or statistics); what
about this potato chip is so
much better than all the
others?
• The peripheral route-involves
other aspects of the message
including the characteristics of
the person imparting the
message (the communicator).
•
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.

FYI: When are we most persuaded?
• Two-sided Arguments
– Present both sides and discredit the opponent’s
message
• Emotional Appeals (Peripheral Route)
– loyalty, desire, fear (works best)
• The Messenger
– Experts, Trustworthy, Physically Attractive, Similar to
the audience
• The Situation
– People in a good mood are more likely to be persuaded
(less likely to evaluate things carefully)
• The Audience
– Emotional appeals work better with children where
logic works better on adults
33

Does what we think affect what we do, or does what we do
affect what we think?
34
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thinking and actions. In addition to 3.0 , I can
what was taught
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and compare/contrast multiple aspects of the
learning goal.
2.0
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Formative Summary
Cognitive dissonance theory predicts that after people
engage in counter-attitudinal behavior, they will:
A.Convince themselves they really didn’t perform the
behavior.
B.Change their attitudes to make it more consistent with
their behavior.
C.Change their attitudes to make it less consistent with
their behavior.
D. Do nothing.
35

Formative Summary
A person who agrees to a small request initially is
more likely to comply with a larger demand later.
This describes which phenomenon?
A.Door-in-the-face
B.Foot-in-the-door
C.Low-ball technique
D.High-ball technique
E.Door-in-the-foot
36

Super bowl commercials 2011: Persuasive Techniques
used?
37

Section 3: Conformity and Obedience
• Learning Goals:
What do experiments on conformity and compliance reveal about the power of
social influence?
38
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compare/contrast the aspects of the learning goal.
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Conformity Studies
• Adjusting one’s
behavior or thinking
to coincide with a
group standard.

Asch’s Study of Conformity (1951)

Conformity

Asch’s Results
• When answered alone,
get it wrong less than
1% of the time
• About 1/3 of the
participants conformed.
• 70% conformed at least
once.

Reasons for Conformity
• NORMATIVE SOCIAL INFLUENCE
– Avoid rejection & Gain social approval (Follow the Norm)
– “Wanting to be liked and accepted”
• INFORMATIONAL SOCIAL INFLUENCE
– If we are unsure of what is right, and if being right matters,
we are very receptive to other's opinions
– “Not sure what the answer is, so I will go with everyone
else”
43

Social Influence

Conditions for Conformity
• Under what conditions do you think make people conform
to others?
• Feeling insecure or incompetent
• Group has at least three people
• The group is unanimous
• One admires the group's status or attractiveness
• Has made no prior commitment to any response
• Others in the group observes one's behavior
• One's culture strongly encourages respect for social
standards
– An Individualistic culture promotes nonconformity
45

Conformity Conditions
• More Important
Decisions = Higher
Conformity
• More Difficult
Decisions = Higher
Conformity
46

Other Types of Conformity
• CHAMELEON EFFECT
– People sometimes nonconsciously
imitate others body position
– Might actually show empathy for
others
• MOOD LINKAGE
– People nonconsciously imitate others
emotions (shows empathy) We like
people more who imitate us (in a subtle
way)
• COPYCATS
– We also have copycats
– Examples: More school
shootings immediately after
Columbine & More suicides
following Marilyn Monroe's
death
47

Formative Assessment Summary
Gary has signed up to attend a college orientation. He shows up to the college
campus, which he has never been to before, and sees a group of young people
entering a large building. He follows them in, thinking they are going to the
orientation, only to find out they are there for a lecture on earth sciences. He
gets up, travels down the sidewalk, and finally meets up with other pre –
freshman. While talking to the other pre-freshmen, he unconsciously starts to
mimic their gestures. After a brief orientation presentation, a college advisor
goes around the room and asks people to say their name and prospective
major. Gary, wants to major in Romantic British Literature, but says “pre-
med” (even though he has no desire to be a doctor) because several other
people before him said “pre-med” and received smiles from others. What
psychological terms can you spot from this scenario?
48

Milgram Experiment

Milgram’s Experiment on Obedience (1963)
• Stanley Milgram’s
Experiment
– Teacher (True Subject)
– Learner (Confederate)
– Experimenter
(Confederate)
50
Key Word: Compliance
Proving why people
followed Nazi
Orders

Milgram Results
51

Milgram’s Variations: Generate a Hypothesis
19 different experiments in all, here are a few:
– What if the ‘Learner’ says he has a heart
condition?
– What if he conducted the study at a
location other than Yale University?
– What if the experimenter doesn’t wear a
lab coat, but regular clothes?
– What if women are used as the “teachers?”
– What if they see another ‘teacher’ refusing
to go on?
– What if the ‘teacher’ can see the ‘learner’
being ‘shocked’ is in pain?
– What if the teacher, did not directly shock,
but instructed someone else to do it?
52
More obedient, rate of
shocking increases
Less obedient, rate of
shocking decreases
Rate of obedience stays
the same as the original
study

Milgram’s Experiment on Obedience
• SUMMARY: When is obedience at its highest?
– Person giving orders is close
– Person giving orders is perceived as an authority
figure (lab coat)
– Person is supported by a prestigious organization (Yale
University)
– Victim is depersonalized or unseen
– There are no role models for disobeying
53

What the heck… The McDonald’s Incident
(Disclaimer)

Compare and Contrast
Compare Milgram’s Obedience Study and the Real-life McDonalds
incident in terms of similarities and differences.
55
Milgram’s Study McDonald’s Incident
• Occurs in
laboratory
• Authority figure is
in the room
• Victim is in other
room (unseen)
• The victim was
male and older
• Happens in real life
• Authority figure is
not present in the
room
• Victim is in the
same room
• Victim was female
and young
• An authority figure
is male and seems
legit
• Foot-in-the-door
demands are
present
• People willing
comply against
better judgment
• Leads to
psychological
trauma

What did we learn from Milgram?
• Ordinary people can
do shocking things.
• Ethical issues….
• Would not have
received approval
from today’s IRB
(Internal Review
Board).

What do experiments on conformity and compliance reveal about the power of
social influence?
57
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Formative Question
When Stanley Milgram asked psychiatrists to
predict how far participants would go in
administering shocks in his demonstration of
obedience to authority, the psychiatrists
A)Made accurate predictions
B)Significantly overestimated the level of those who
would obey
C)Significantly underestimated the level of those
who would obey
D)Said they were unable to make a prediction
58

In Stanley Milgram’s obedience experiments,
subjects were LEAST likely to deliver maximum
levels of shock when the
A)The experiment was conducted at a prestigious
institution
B)The “learner” screamed loudly in pain
C)The experimenter told hesitant subjects, “you
have no choice you must go on”
D)The “learner” said that he had a heart condition
E)Subjects observed other subjects who refused to
obey the experimenter’s orders
59

Section 4: Group Influence• Learning Goals:
• How is out behavior affected by the presences of others or by being part of a group?
• What are group polarization and groupthink?
• How do cultural norms affect our behavior?
• How much power do we have as individuals? Can a minority sway a majority?
60
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influence our thinking patterns and behavior In
addition to 3.0 , I can demonstrate applications and
inferences beyond what was taught
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patterns and behavior), and compare/contrast the
Aspects of the learning goal.
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Group Dynamics

How can behavior be influenced by simply being part of a group?
• SOCIAL FACILITATION
– People good at a task will perform better when
other people are watching
– Example: Boys will reel a fishing rod faster
when around others
– Example: going faster at the traffic light
– Increases with the presence of others because of
arousal
– Even animals perform behaviors faster in
groups (animal response?)
• SOCIAL INHIBITION
– People bad at a task will perform worse when
other people are watching
– Nervousness gets the better of them
62

Social Loafing
• The tendency for people in
a group to exert less
effort when pooling efforts
toward a common goal than
if they were individually
accountable.
• Example: College students will
pull harder on a rope when
pulling alone than with others.

Social Loafing

Deindividuation (Risky Shift)
• People get swept up in a
group and lose sense of
self.
• Feel anonymous and
aroused.
• Explains rioting behaviors.
– Loss of awareness and self-
restraint while in group
– Example: Mob
attacks, prison riots,
riots after sporting
events, wearing masks
or sunglasses

Deindividuation: Lord of the Flies

Group Polarization
• Groups tend to make
more extreme decisions
than the individual.
– The enhancement of a group's
prevailing inclinations through
discussion with the group
– In other words: People get into
a frenzy within their group and
reinforce their own opinions

Groupthink
• Group members suppress their
reservations about the ideas
supported by the group.
• They are more concerned with
group harmony.
• Worse in highly cohesive
groups.
– When does it occur?
• Overconfidence
• Pressure from outside
source
• No one willing to speak
up
• Gathers only selective
information
– Examples:
– JFK's Bay of Pigs
– The Challenger Shuttle

Groupthink: Bay of Pigs

Groupthink: Jonestown 

Culture
• Culture- the behaviors,
ideas, attitudes, values, and
traditions shared by a group
of people and transmitted
from one generation to the
next.
• Culture enables the
preservation of innovation
and the efficient division of
labor.
• All cultural groups evolve
their own:
• Norms—rules that govern
their members’ behaviors.

When members of a group who tend to agree on an
issue become more extreme in their opinion after
the issue is discussed, which of the following has
taken place?
A)Deindividuation
B)Depersonalization
C)Groupthink
D)Group norming
E)Group polarization
73

Which of the following is the best example of social
inhibition?
A)A child refuses to imitate the modeled behavior of
an adult.
B)An intelligent, charming person acts uncaring
and sullen at a party.
C)A person who is very good at “ring toss”
performs even better as a crowd gathers.
D)A person declines to contribute to a church group
even though a gift is offered to them.
E)A person who is a poor bowler begins to bowl
even worse than usual when several friends are
watching. 74

• How is out behavior affected by the presences of others or by being part of a group?
• What are group polarization and groupthink?
• How do cultural norms affect our behavior?
• How much power do we have as individuals? Can a minority sway a majority?
75
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influence our thinking patterns and behavior In
addition to 3.0 , I can demonstrate applications and
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patterns and behavior), and compare/contrast the
Aspects of the learning goal.
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Section 5: Prejudice• Learning Goals:
• What is prejudice?
• What are the social and emotional roots of prejudice?
• What are the cognitive roots of prejudice?
76
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influences thinking and group behavior, I can
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the Aspects of the learning goal.
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Components of Prejudice
Stereotype:
• Overgeneralized idea
about a group of people.
Prejudice:
• Undeserved (usually
negative) attitude
towards a group of
people. Ethnocentrism is
an example of a
prejudice.
Discrimination:
• An action based on a
prejudice.

Troy and Abed

Does perception change with race?

WWYD Racism

Is it just race?
NO
• Palestinians and Jews
• Christians and
Satanists
• Men and Women
But women have some things going for them
like……

Which person would you want to have a long term relationship with?

Society and Prejudice
• Ingroup: “us”- people with whom
one shares a common identity.
• Outgroup: “them”- those
perceived as different than one’s
ingroup.
Ingroups & Outgroups (Us & Them)
• Ingroup Bias: The tendency to
favor one’s own group through a
sense of social identity.
• A sense of social identity
promotes Ingroup Bias
(ethnocentrism)
83

Group Identity: in-groups and out-groups

Scapegoat Theory
• The theory
that prejudice
provides an
outlet for
anger by
providing
someone to
blame.

Combating Prejudice
Contact Theory
• Contact between hostile groups will reduce animosity
if they are made to work towards a superordinate
goal.
• Serif camp study
• Election of Obama?

Prejudices can often lead to a….
Self-Fulfilling Prophecy
• A prediction that
causes itself to be
true.
• Rosenthal and
Jacobson’s “Pygmalion
in the Classroom”
experiment.

The Pygmalion Effect

Cognition and Prejudice
– One way we simplify our world is to categorize
(schemas). We categorize people into groups
by stereotyping them.
– The key is to overcome our stereotypes!
– In vivid cases such as the 9/11 attacks,
terrorists can feed stereotypes or prejudices.
• Although 9/11 made us believe that most
terrorists are Muslim, in fact, most
terrorists are non-Muslims.
– Just World Phenomenon:
• The tendency of people to believe the
world is just, and people get what they
deserve and deserve what they get.
• Example: Unemployed people are lazy
89

WWYD Prejudice 1

WWYD Prejudice 2

• What is prejudice?
• What are the social and emotional roots of prejudice?
• What are the cognitive roots of prejudice?
92
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the Aspects of the learning goal.
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Section 6: Aggression
• Learning Goals:
• What biological factors make us more prone to hurt one another?
• What psychological factors may trigger aggressive behavior?
93
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and behavior and compare/contrast the Aspects of
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Aggression
• Any physical or
verbal behavior
intended to hurt or
destroy.
• In the U.S. we are
MUCH more likely
to be murdered
compared to most
other developed
nations.

The Biology of Aggression
• Genetics
– Identical twins are likely to report the same temperament
– The Y (male) chromosome increases aggression
– Monoamine oxidase A
• Neural Influences
– Amygdala plays a role (deep brain stimulation)
– Lack of activity in the Orbital Cortex
– Many death row inmates show brain damage
– Frontal lobe may inhibit aggression through decision
making
• Biochemical Influences
– Testosterone increases aggression
• Teen Boys (w/ high testosterone) have increased
bullying
• As testosterone diminishes with ages, so does
aggression
– Drinking alcohol is correlated with aggression

The Brain and Aggressive Tendencies

Psychology of Aggression
Two types of aggression
1.Instrumental
Aggression- when the
act is intended to
secure a particular end
2.Hostile Aggression-no
clear purpose, based
on the anger level of
the person displaying
the aggression

Can we learn to be aggressive or
gentle?
They can be learned but….
Once learned they are difficult to
change.

Psychological Causes of Aggression
• Aversive Events
– Frustration-aggression principle:
• Being blocked from completing a goal leads to react
with higher levels of aggression
• More likely to say bad things about people
– Environmental factors can lead to increased aggression
(heat, foul odors, cigarette smoke)
– Ostracism increases aggression
• Aggression is Rewarded (Conditioning)
– Operant Conditioning
– Modeling violence (bobo doll)
99

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, as does violent behavior- a strong
positive correlation.
•How do you think TV has effected sexual aggression?

Social Causes of Aggression
• OBSERVED AGGRESSION
– Desensitized to violence by watching television
– Sexually coercive men are promiscuous and hostile in their
relationships with women. This coerciveness has increased due to
television viewing of R- and X-rated movies.
– Absent fathers may increase aggression
• SOCIAL SCRIPTS
– The media portrays social scripts and generates mental tapes in the
minds of the viewers.
– When confronted with new situations individuals may rely on such
social scripts. If social scripts are violent in nature, people may act
them out.
• VIDEO GAMING & AGRESSIVENESS
– Virtual reality gaming increases aggressive behavior compared to
average video games
– Various studies show that aggressive video games lead to more angry
behavior 102

• What biological factors make us more prone to hurt one another?
• What psychological factors may trigger aggressive behavior?
103
4.0
Expert
I can teach someone else about aggression and how
it affects thinking and behavior, In addition to 3.0 , I
can demonstrate applications and inferences beyond
what was taught
3.0
Proficient
I can analyze aggression and how it affects thinking
and behavior and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with aggression and
how it affects thinking and behavior, but need to
1.0
Beginning
tasks

The frustration-aggression hypothesis
views aggression as
A)Unconscious
B)Physiological
C)Innate
D)Reactive
E)Cognitive
104

The common tendency to assume that
the beliefs, values attitudes, or actions
of one’s own group are superior to
those of other groups is called
A)Deinidividuation
B)Groupthink
C)Observer bias
D)Ethnocentrism
E)Reactance
105

Section 7: Attraction and Love
• Learning Goals:
• Why do we befriend or fall in love with some people and not others?
• How does romantic love typically change as time passes?
106
4.0
Expert
I can teach someone else about how attraction and
love affect thinking and behavior) In addition to 3.0 ,
I can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze how attraction and love affect thinking
and behavior, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with how attraction
and love affect thinking and behavior, but need to
1.0
Beginning
tasks

Attraction
• Proximity
– Geographic nearness
– Helps make friends
– Evolutionary (those close to us are usually safe)
• Mere Exposure Effect
– The phenomenon that repeated exposure to novel
stimuli increases the liking of them
• Physical Attractiveness (#1 Factor in first
meeting)
– It matters to both males and females
– Large Eyes, High Cheekbones, Narrow Jaws
– As early as two months infants look longer at
attractive faces
107

What is beauty?

Beauty and Culture
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".

Are these cultures really that different?

Physical Attractiveness

Reciprocal Liking
• You are more likely
to like someone who
likes you.
• Why?
• Except in
elementary school!!!!

Matching Hypothesis
• Physically
attractiveness
predicts dating
frequency (they date
more).
• They are perceived
as healthier,
happier, more honest
and successful than
less attractive
counterparts.

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.
• I love Taco bus.
If I see the same
waitress every time
I go there, I may
begin to associate
that waitress with
the good feelings I
get from Taco bus.

Hatfield’s Theory of Love
• Passionate Love (dating)
– Two Factor Theory
– Adrenaline makes the heart
grow fonder
• Companionate Love
(marriage)
– Deeper, more affectionate
attachment
– Same interests, backgrounds,
hobbies
– Evolutionary Ψ: more time
raising kids, less time with lover
116

Maintaining Love
• Equity
– The give and take
– Receive equal love
– Share resources of relationship
• Self-Disclosure
– Revealing intimate details to one another
– Those who reveal more about themselves tend to feel
closer to their partners
117

• Why do we befriend or fall in love with some people and not others?
• How does romantic love typically change as time passes?
118
4.0
Expert
I can teach someone else about how attraction and
love affect thinking and behavior) In addition to 3.0 ,
I can demonstrate applications and inferences
beyond what was taught
3.0
Proficient
I can analyze how attraction and love affect thinking
and behavior, and compare/contrast the Aspects of
the learning goal.
2.0
Developing
I can identify terms associated with how attraction
and love affect thinking and behavior, but need to
1.0
Beginning
tasks

Section 8: Altruism and Peace-Making
• Learning Goals:
• When are we most and least likely to help others?
• How do social traps and mirror-image perceptions fuel social conflict?
• How can we transform feelings of prejudice, aggression and conflict into attitudes that promote
peace?
119
4.0
Expert
I can teach someone else about, altruism and
peacemaking In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze altruism and peacemaking, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with altruism and
peacemaking, but need to review this concept
more.
1.0
Beginning
I need prompting and more support to complete
2.0 tasks

Altruism
• ALTRUISM - unselfish regard for the
welfare of others.
• DIFFUSION OF RESPONSIBILITY
– When more people are around to help,
people are less likely to give aid
• BYSTANDER EFFECT
– The tendency for any given bystander to be
less likely to give aid if other people are
present
– EXAMPLE:
• The Genovese rape and murder case
• The Office Cubical Experiment
• Who will NOT help?
– Not sure if the person really needs help
– Some people think there is nothing they can
do
– Fear of injury or embarrassment
– Someone else appears is better qualified
120

Group Dynamics- Bystander Effect

When will someone help?
• The victim appears to deserve help
• The victim is in some way similar to us
• We have just observed someone else being
helpful
• We are not in a hurry
• We are in a small town or rural area
• We are feeling guilty
• We have the ability to help (nurse)
• We are focused on others and not
preoccupied
• We are in a good mood (will almost always
get someone to help)
122

Why do we help?
• SOCIAL EXCHANGE THEORY
– Weighting the rewards and costs of
helping (think cost-benefit analysis) We
maintain relationships with physically
attractive and people who like us people
because of this
• RECIPROCITY NORM
– We have been socialized (taught) to give
as much as we receive
– Example: Secret Santa, St. Jude
donations
• SOCIAL-RESPONSIBILITY NORM
– We have been socialized to help those
who don't have the ability to help
themselves
123

AttitudeObedienceComplianceGroupthinkConformity 124
Social Trap- a situation in which the conflicting parties, by
each rationally pursuing their self-interest, become caught in
mutually destructive behavior.
Mirror-Image Perceptions- mutual views often held by
conflicting people, as when each side sees itself as ethical
and peaceful and views the other side as evil and aggressive
Conflict and Peacemaking

AttitudeObedienceComplianceGroupthinkConformity 125
Superordinate Goals - shared goals that override
differences among people and require their cooperation.
Graduated & Reciprocated Initiatives in Tension-
Reduction (GRIT)- a strategy designed to decrease
international tensions.
Conflict and Peacemaking

WWYD Bystander Effect

• When are we most and least likely to help others?
• How do social traps and mirror-image perceptions fuel social conflict?
• How can we transform feelings of prejudice, aggression and conflict into attitudes that
promote peace?
127
4.0
Expert
I can teach someone else about, altruism and
peacemaking In addition to 3.0 , I can demonstrate
applications and inferences beyond what was
taught
3.0
Proficient
I can analyze altruism and peacemaking, and
compare/contrast the Aspects of the learning goal.
2.0
Developing
I can identify terms associated with altruism and
peacemaking, but need to review this concept
more.
1.0
Beginning
I need prompting and more support to complete
2.0 tasks

Aguiar ap social psychology ss

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