The document summarizes an experiment on intergroup conflict and cooperation involving dividing 24 boys into two groups. It tested the hypotheses that groups would develop hierarchical roles and statuses, and that competition between groups would lead to negative attitudes towards the outgroup. The experiment involved three stages: in-group formation where groups bonded, a friction phase where groups competed, and an integration phase where tensions decreased through cooperation. Analysis of Lord of the Flies found similarities in the rise of intergroup conflict and competition leading to hostility, and how contact could later reduce tensions through finding common goals, though integration in the novel led to increasingly savage behavior.

2.  The Robbers Cave
Experiment
 The Stanford Prison
Experiment
 Milgram‘s Experiment

4.  Experiment on intergroup conflict and
co-operation
 Interdisciplinary ―psychological‖ and
―sociological‖
 Test on intergroup relations

5.  Hypotheses tested:
1. Individuals with no established relationships,
but brought together with common goal,
would produce a group structure with
hierarchical statuses and roles within it.
2. Two groups, with a functional relationship,
came under the condition of competition,
negative attitudes and hostile actions
towards the out-group members would arise

6. Setting of the experiment:
 24 boys of about 12 years of age
 Similar, settled, lower-middle class
Protestant
 Well-adjusted psychologically
 Of normal physical development
 In the same year of schooling

7. 1st stage: In-Group Formation
 Individuals were selected and divided
into two groups randomly
 Balancing the physical, mental, and
social talents

8. Analysis from Lord of the Flies:
 Ralph and Jack created two tribes
 According to different strength, abilities,
beliefs, and responsibilities
› ―The choir belongs to you, of course. They
could be army, or hunters.‖ (Golden 19)

9. Ralph’s tribe Jack’s tribe
Want(s) •To be rescued •Hunt
•Go back home •Fulfill own desires
(eat meat)
•Being protected
from the beast
Responsibility •Build shelters •Hunt
•Protect littluns •Keep the signal fire
Civilization / Civilization Savagery
Savagery

10.  Promote group cohesion and
cooperation
 Two groups worked together to fulfill the
basic needs of all boys
 Positive attitudes with their in-group
members (as they had similar thinking
and beliefs)

11. 2nd stage: Friction phase
 Two groups were bring into competition
 Imply frustration in group relations
 Disrespect actions would occur
 Name-calling, razzing back and forth.
And singing of derogatory songs

12. Analysis from Lord of the Flies:
 Ralph and Jack were competing about the
belief of civilization and savagery
 Compete for honor, authority, and followers
 Jack persuaded the boys to follow him, as he
could protect him from the beast
 Ralph and Piggy claimed that there was no
beast, it was just the fear in their heart
› ―I gave you food, and my hunters will protect you
from the beast. Who will join my tribe?‖(Golden 166)
› ―I‘m chief, because you chose me. And we were
going to keep the fire going. Now you run after
food – ― (Golden 166)

13.  Negative attitude towards out-group
members:
› Jack: being rude and name-calling towards
Piggy
› ―Shut up, Fatty.‖ (Golden 17)
› ―His specs – use them as burning
glasses!‖(Golden 40)

14. 3rd stage: Integration phase
 Two groups had a series of contact
situations
 Tension would be decreased
 Attainment is beyond the resources and
efforts of one group alone

15. Analysis from Lord of the Flies:
 Negative integration
 Jack successfully persuade most of the
boys to become relatively more savage
 In order to eat meat, and get protection
from the beast, the boys joined Jack‘s
tribe

16.  Tension between the two tribes decreased, as
they had common belief – savagery
 United Actions:
 Use the signal fire to roast the hunted pig
› ―Piggy and Ralph, under the treat of the sky, found
themselves eager to take a place in this demented
but partly secure society.‖ (Golden 167)
 Killed Simon
› ―Kill the beast! Cut his throat! Spill his blood! Do him
in!‖ (Golden 168)
› ―There was no words, and no movements but the
tearing of teeth and claws.‖ (Golden 169)
 Wanted to kill Ralph
› ―They had smoked him out and set the island on fire.‖
(Golden 219)

17.  Even Ralph and Piggy stepped towards
to become savagery
 Gave up the signal fire – gave up the
civilized part in their heart
 Tension decreased
 Common thinking and beliefs – Savagery
 Not contributive, positive, and morally
right

18.  Conclusion:
1. Individual difference
› Rise of inter-group conflict
› Divide into two groups according to
interests, beliefs, and abilities
2. Competition between two groups
› Hostile and aggressive attitudes toward the out-
group
3. Contact with the other group
› Reduce negative attitudes toward the other
group
› Super-ordinate goal and united cooperative
action can reduce friction between groups

20.  Degeneration and breakdown of the
established rules and morals
 Dictate how people should behave
towards each other
 About the amorality and darkness that
inhabits the human psyche.
 Failure
 Gave an insight into human psychology
and social behavior

21. Setting of the experiment:
 24 physical
 Mental health
 Emotional stability
Students were divided into two teams
› one group posing as prison guards
› another group posing as prisoner
 15 days long
 Ends at the sixth day because of the injuries
and some experimenters quit the test

22. Result of the experiment:
 Degenerated very quickly
 The dark and inhuman side of human
nature became apparent very quickly
 Suffer a wide array of humiliations and
punishments at the hands of the guards
 Many began to show signs of mental and
emotional distress
› Prisoners organized a mass revolt and riot, as a
protest about the conditions
› One third of the guards began to show an
extreme and imbedded streak of sadism

23. Same theme with Lord of the Flies:
 At first, the boys were not too offensive
to each other
 Characters soon became evil and
violence
 Forgot own beliefs (civilization)
 Showed their dark and savage side

24. Analysis from Lord of the Flies:
 Jack
 At first, he was not able to kill a pig
 Soon, became more savagery
 Hunting became something exciting
 ―Kill the pig. Cut her throat. Bash her in.‖
(Golden 75)

25.  After Jack got authority, his cruel
personality showed more obviously
 Torture the sow he hunted
 ―He skewered the carcass, lifted the
dead weight, and stood ready. In the
silence, and standing over the dry blood,
they looked suddenly furtive.‖ (Golden
150)
 Cruel
 Bloodlust

26. Analysis from Lord of the Flies:
 No longer respect and care about lives
 ―‘You want a real pig,‘ said Robert, still
caressing his rump, ‗because you‘ve got
to kill him.‘ ‗Use a littlun,‘ said Jack‖
(Golden 126)
 Selfish
 Self-centered

27. Analysis from Lord of the Flies:
 Started to destroyed the rules they set up
 Tended to break democratic rules
 Tried to make civilization thoughts to
disappear
 ―We don‘t need the conch anymore.
We know who ought to say things. It‘s
time some people know they‘ve got to
keep quiet and leave deciding things to
the rest of us – ―(Golden 111)

28. Conclusion:
 Individuals‘ personalities could be
swamped when they were given
positions of authority
 Individuals‘ reactions to the specific
needs of the situation rather than
referring to their own internal morals or
beliefs

29.  However,
 Believe man‘s nature at birth is good
 Conscience and education can
enhance our goodness
 Allow us to become better person
 Only under pressure and force, we will
tend to be savagery

31.  This experiment reveals the majority of
people are willing to obey an authority
figure who instructed them to perform
acts that conflicted with their personal
coincidence.
 Lord of the flies is a typical example of
obedience to authority, the boys are
willing to go to almost any length on the
command.

32. Experiment:
 The experimenter (E) orders the
teacher (T), the subject of the
experiment, to give what the latter
believes are painful electric shocks
to a learner (L), who is actually an
actor.
 The subject believes that for each wrong
answer, the learner will receive actual
electric shocks, though in reality there were
no such punishments

33.  Students were separated from the subject
 Confederate set up a tape recorder
integrated with the electro-shock
generator, which played pre-recorded
sounds for each shock level
 If the answer was incorrect, the teacher
would administer a shock to the learner, with
the voltage increasing in 15-volt increments
for each wrong answer.
 If correct, the teacher would read the next
word pair.

34.  When the subject attempted to quit the
experiment, the experimenter would tell
the subject:
1. Please continue.
2. The experiment requires that you continue.
3. It is absolutely essential that you continue.
4. You have no other choice, you must go on.
5. If the participant still want to quit after this 4
steps , they are allowed to quit
 Establish status and authority

35. Factors that affect obedience
Status of Location Personal Responsibility
Prestige of a location increases Less personal responsibility enables
obedience obedience to increases
Legitimacy of Authority Figure Status of Authority Figure
People tend to obey others from other The uniform of the authority figure can
people if they recognize their authority give them status
as morally right and / or legally based
Peer Support Proximity of Authority Figure
The presence of others who are seen It is easier to resist the orders from an
to disobey the authority figure reduces authority figure if they are not close by
the level of obedience

36. Hypothesis:
 Only 0%- 3% of participant would be
prepared to inflict the max voltage
Result:
 65% (26 of 40) of experiment participants
administered the final massive 450-volt
shock under experimenter‘s order

37. Result of the Experiment:
 Deception
› the participants believed they were shocking a
real person
 Protection of participants
› participants were exposed to extremely stressful
situations
› potential to cause psychological harm
 Milgram debrief the participants fully after
the experiment and also followed up after
a period of time to ensure that they came
to no harm

38. Analysis from Lord of the Flies:
1. During the feast , Jack sat like an idol
and leader , he issued commands
 ―Who‘s going to join my tribe?‖ (Golden
215)
 Most of the boys accepted
 As the boys wanted meat, and
protection from the beast

39. Analysis from Lord of the Flies:
2. Wilfred was punished by Jack with no
apparent reason , but Roger and rest of
the boys of the tribe feel nothing about it
 ―I don‘t know. He didn‘t say. He got angry
and made us tie Wilfred up. He‘s been‖—
Robert giggled excitedly—―he‘s been tied
for hours, waiting—‖ (Golden 229)
 None of the boys had courage to stand up
for Wilfred
 Fear of authority
 Gave up justice

40. Analysis from Lord of the Flies:
3. Roger and Jack begin to torture Sam
and Eric, forcing them to submit to
Jack‘s authority and join his tribe.
 Force the weak ones to follow them
 Violence action
 False use of authority

41. Analysis from Lord of the Flies:
4. The evil tribe including Jack did not
make any disagreement with the officer
when he assign Ralph as the leader and
in charge
 Under the officer, who is powerful, Jack
did not have the courage to admit he
took over most of the power
 He did not admit he persuaded others
to be savagery

42. Analysis from Lord of the Flies:
5. The civilized officer is part of an adult
world in which violence and war go
hand in hand with civilization and social
order
 Obey the authority
 Do things to destroy world peace
 Similar to what the boys did

43. Compare novel with the experiment:
 The boys were fear about the beast
(electronic shock)
 Allowed Jack to gain power (obedience)
 Control them and persuade them to be
savagery (obey the experimenters)
 Boys followed, so they could get protection
(not to get shocked)
 ―We‘re strong – we hunt! If there‘s a beast,
we hunt it down! We‘ll close in and beat
and beat and beat -!‖ (Golden 99)

44. Conclusion:
 The legal and philosophic aspects of
obedience are of enormous import
 The extreme willingness of adults to go to
almost any lengths on the command of
an authority constitutes the chief finding
of the study and the fact most urgently
demanding explanation
 People with authority gets to control