Zimbardo lesson 3
•Download as PPTX, PDF•
3 likes•1,271 views
The document provides an overview of research on conformity and social roles. It summarizes key studies such as Asch's conformity experiments from the 1950s, Philip Zimbardo's infamous 1971 Stanford Prison Experiment, and the BBC's replication of the prison study in 2001. The document examines how conformity rates differ based on factors like culture, group size, and task difficulty. It also discusses how quickly participants conformed to roles as guards or prisoners in the Stanford and BBC prison studies, and the implications this has for understanding the situational factors that influence behavior.
Report
Share
Report
Share
Recommended
Stanford Prison Experiment
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo to study the psychological effects of perceived power and roles. 24 male college students were randomly assigned to be either prison guards or prisoners. The guards quickly began treating the prisoners cruelly by enforcing harsh punishments for disobedience. Within days, the prisoners began to show signs of stress and mental breakdown. The experiment revealed how easily people can be corrupted by perceived power and authority, and how strongly our behavior is influenced by social and situational factors rather than internal character traits alone.
Zimbardo
1) Zimbardo conducted a study in 1973 where male college students were randomly assigned to roles of prisoners or guards in a mock prison set up in the basement of the Stanford psychology building.
2) The guards took their roles very seriously, quickly becoming authoritarian and abusive towards the prisoners to such an extent that the study had to be stopped after only 6 days.
3) Criticisms of Zimbardo's study include that it did not obtain proper informed consent from participants and that it subjected prisoners to humiliation and psychological harm.
The role of “ ROLE” in our life. (Zimbardo Experiment)
the experiment is about Deindividuation. it's called The stanford prison experiment done by Philip Zimbardo.
Stanford Prison Study
The document summarizes the Stanford Prison Experiment conducted by Philip Zimbardo. In the experiment, male college students were randomly assigned to play the role of either prisoners or guards in a mock prison. The guards quickly began behaving in authoritarian and abusive ways towards the prisoners. This supported Zimbardo's theory that the situation and social roles people are placed in have a major influence on their behavior, rather than individual personality traits. However, the experiment faced criticism for its lack of ecological validity, failure to replicate results, and serious ethical issues in subjecting participants to psychological harm without intervention.
The stanford prison experiment
The Stanford Prison Experiment was a study in the 1970s that investigated the psychological effects of perceived authority and social roles. In the study, researchers recruited college students to take on roles of either prisoners or guards in a mock prison. The experiment quickly spiraled out of control as the guards enforced authoritarian rules and punished prisoners, while the prisoners began suffering from emotional distress. The study had to be ended early due to one prisoner having an emotional breakdown. The researchers realized they had lost control of the situation and ethical boundaries had been crossed.
Philip Zimbardo: The Lucifer Effect
The document summarizes Philip Zimbardo's work on how situational forces and systems can influence normally good people to do evil acts. It discusses studies such as the Stanford Prison Experiment and Milgram's study on obedience to authority that showed participants inflicting harm due to situational coercion rather than dispositional evil. Zimbardo argues understanding what creates evil systems is key to addressing evil, and calls for awareness of how anonymity, stereotyping, conformity and other social influences can override individual morality.
Stanford prison experiment
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo and involved randomly assigning 24 male undergraduate students to either be guards or prisoners in a simulated prison environment. The experiment was intended to last two weeks but had to be stopped after only six days due to the extreme negative behaviors that had emerged. Both the guards and prisoners began to act consistent with their roles, with guards displaying increasingly cruel behavior and prisoners becoming submissive. The experiment was later criticized for its lack of informed consent and failure to adequately protect participants from psychological harm.
The Stanford prison experiment: how our environment can affect our behaviour
In 1971 psychology professor Phillip Zimbardo conducted a study to look at the roles people play in prison situations. He discovered that people are very susceptible to behaving in accordance with the social norms of the roles they are expected to play.
Recommended
Stanford Prison Experiment
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo to study the psychological effects of perceived power and roles. 24 male college students were randomly assigned to be either prison guards or prisoners. The guards quickly began treating the prisoners cruelly by enforcing harsh punishments for disobedience. Within days, the prisoners began to show signs of stress and mental breakdown. The experiment revealed how easily people can be corrupted by perceived power and authority, and how strongly our behavior is influenced by social and situational factors rather than internal character traits alone.
Zimbardo
1) Zimbardo conducted a study in 1973 where male college students were randomly assigned to roles of prisoners or guards in a mock prison set up in the basement of the Stanford psychology building.
2) The guards took their roles very seriously, quickly becoming authoritarian and abusive towards the prisoners to such an extent that the study had to be stopped after only 6 days.
3) Criticisms of Zimbardo's study include that it did not obtain proper informed consent from participants and that it subjected prisoners to humiliation and psychological harm.
The role of “ ROLE” in our life. (Zimbardo Experiment)
the experiment is about Deindividuation. it's called The stanford prison experiment done by Philip Zimbardo.
Stanford Prison Study
The document summarizes the Stanford Prison Experiment conducted by Philip Zimbardo. In the experiment, male college students were randomly assigned to play the role of either prisoners or guards in a mock prison. The guards quickly began behaving in authoritarian and abusive ways towards the prisoners. This supported Zimbardo's theory that the situation and social roles people are placed in have a major influence on their behavior, rather than individual personality traits. However, the experiment faced criticism for its lack of ecological validity, failure to replicate results, and serious ethical issues in subjecting participants to psychological harm without intervention.
The stanford prison experiment
The Stanford Prison Experiment was a study in the 1970s that investigated the psychological effects of perceived authority and social roles. In the study, researchers recruited college students to take on roles of either prisoners or guards in a mock prison. The experiment quickly spiraled out of control as the guards enforced authoritarian rules and punished prisoners, while the prisoners began suffering from emotional distress. The study had to be ended early due to one prisoner having an emotional breakdown. The researchers realized they had lost control of the situation and ethical boundaries had been crossed.
Philip Zimbardo: The Lucifer Effect
The document summarizes Philip Zimbardo's work on how situational forces and systems can influence normally good people to do evil acts. It discusses studies such as the Stanford Prison Experiment and Milgram's study on obedience to authority that showed participants inflicting harm due to situational coercion rather than dispositional evil. Zimbardo argues understanding what creates evil systems is key to addressing evil, and calls for awareness of how anonymity, stereotyping, conformity and other social influences can override individual morality.
Stanford prison experiment
The Stanford Prison Experiment was conducted in 1971 by Philip Zimbardo and involved randomly assigning 24 male undergraduate students to either be guards or prisoners in a simulated prison environment. The experiment was intended to last two weeks but had to be stopped after only six days due to the extreme negative behaviors that had emerged. Both the guards and prisoners began to act consistent with their roles, with guards displaying increasingly cruel behavior and prisoners becoming submissive. The experiment was later criticized for its lack of informed consent and failure to adequately protect participants from psychological harm.
The Stanford prison experiment: how our environment can affect our behaviour
In 1971 psychology professor Phillip Zimbardo conducted a study to look at the roles people play in prison situations. He discovered that people are very susceptible to behaving in accordance with the social norms of the roles they are expected to play.
Zimbardo's Experiment : The Stanford Prison Experiment
The Stanford prison experiment (SPE) was an attempt to investigate the psychological effects of perceived power, focusing on the struggle between prisoners and prison officers. It was conducted at Stanford University between August 14–20, 1971, by a research group led by psychology professor Philip Zimbardo.
The Milgram Experiment
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
Obedience 12 a
The document discusses research into conformity and obedience. It outlines Milgram's famous experiment on obedience, in which participants were instructed to administer electric shocks to another participant. The document summarizes Milgram's key findings, including that 65% of participants administered the maximum shock. It then evaluates Milgram's experiment, noting issues with external validity, demand characteristics, lack of diversity in samples, and ethical concerns regarding deception and risk of harm. Variations of Milgram's experiment that altered situational factors like location or having participants work in groups are also briefly discussed.
Obedience
Obedience is a form of social influence that involves performing an action under the orders of an authority figure. It differs from
compliance (which involves changing your behavior at the request of another person) and
conformity (which involves altering your behavior in order to go along with the rest of the group). Instead, obedience involves altering your behavior because a figure of authority has told you to.
Social Psychology -- Stanley Milgram on Obedience
The document summarizes Stanley Milgram's famous obedience experiments from the 1960s. It provides context on Milgram's inspiration from WWII and the Eichmann trial. It then describes the key aspects of Milgram's experiment where participants believed they were administering electric shocks to a learner. Milgram found that 65% of participants continued shocking to the maximum voltage, despite the learner's pleas to stop. The document discusses factors that influenced obedience levels like proximity to the learner and experimenter. It also notes the controversy around Milgram's deception of participants and criticisms of the experiment's validity and ethics.
Stanford Prison Experiment
The Stanford Prison Experiment from 1971 explored the psychological effects of roles assigned to college students acting as either prison guards or inmates during a two-week simulation. Within days, the guards became authoritarian and abusive towards the prisoners, who began to experience humiliation, loss of identity, and rebellion. The experiment was ended after only six days as Zimbardo lost sight of his role and the prisoners showed signs of severe emotional trauma and distress. The rapid emergence of abusive behavior from students assigned guard roles showed how social roles and situations can profoundly impact human behavior and mental states.
Milgram
This is a presentation on Milgram(1961) Obedience Study.
You might want to download the presentation so that the animations work in the procedure slide and it gives you a clear understanding of how the study went.
Instead of looking at a slide with lots of things on it, clustered (which was done on purpose - because of the animations)
Enjoy Milgram! :)
Stanley milgram
Stanley Milgram was a social psychologist born in 1933 in New York City. He received his PhD from Harvard University in 1960. Milgram is best known for his theory of obedience, which he tested in a famous experiment where participants were instructed to administer electric shocks to another person. Contrary to experts' predictions, 65% of participants continued shocking the other person to the highest levels, demonstrating people's willingness to obey authority even when it causes harm. The experiment had significant implications for understanding why people commit unethical acts when following orders.
Obedience to authority
This document summarizes Stanley Milgram's famous obedience experiment from 1961. The experiment found that 65% of participants continued administering electric shocks up to 450 volts when ordered by an authority figure, even though they believed it could seriously harm or kill the person receiving the shocks. This challenged the common belief that Germans were uniquely obedient to authority. The experiment highlighted how ordinary people can obey orders to commit unethical acts if directed by perceived authority. Later studies like the Hofling hospital experiment supported Milgram's findings by showing obedience to authority also occurs in real-world settings outside the lab.
How good people turn evil
A presentation I gave for university course aptly named "Presentation Skills" – It's mostly based on Phil Zimbardo's insightful book "The Lucifer Effect".
More info on the website: LuciferEffect.org and link to http://www.LuciferEffect.org/
Look for him presenting on TED.com.
Milgram's experiment
Stanley Milgram conducted an experiment to test how willing ordinary people were to obey authority figures who instructed them to harm others. In the experiment, participants believed they were administering electric shocks to a learner when they answered questions incorrectly, with the shocks increasing in intensity up to labels of "danger" and "XXX". In reality, there were no shocks and the learner was an actor. Most participants continued following the experimenter's instructions to administer increasingly strong shocks, despite the learner's pleas to stop. The experiment highlighted how obedient people can be to authority even when instructed to perform harmful acts.
Milgram research evil
Stanley Milgram conducted experiments in the 1960s to test the "Germans are different" hypothesis, which claimed Germans had a greater propensity to obey authority without question. In his famous obedience experiments, Milgram found that 65% of American participants were willing to deliver what they believed were fatal electric shocks when instructed by an authority figure. This disproved the hypothesis, showing that obedience to authority is a problem that can occur anywhere. Milgram theorized that people obey due to conforming to their social group and taking on an "agentic state" where they no longer see themselves as responsible for their actions. His findings have important implications for understanding how atrocities can occur in any society when people blindly follow authorities
Zimbardo Analysis Project
The document summarizes Philip Zimbardo's infamous Stanford prison experiment from 1971. In the experiment, volunteer students were randomly assigned to be prisoners or guards in a mock prison setup in the basement of the Stanford psychology building. The experiment was intended to last two weeks but had to be stopped after only six days because things had spiraled out of control. Both the prisoners and guards had begun to take on their roles too seriously, with guards exhibiting increasingly authoritarian and abusive behavior and prisoners showing signs of extreme stress and emotional breakdown. While the experiment yielded important insights into group dynamics and conformity, it violated ethical standards in subjecting participants to psychological harm without their full consent.
Prison experiment zimbaredo jordan carer
The document summarizes key aspects of the Stanford Prison Experiment. Participants were selected through newspaper ads and screened for psychological and medical issues. 24 students were randomly assigned to be guards or prisoners. The fake prison was created in the basement with cells and a yard area. Prisoners wore uniforms without underclothes and had ID numbers instead of names. Guards had no training and created their own rules. On the second day, prisoners rebelled but were put down forcefully by guards who began harsher treatment like solitary confinement and withholding of privileges. A rumored escape plot increased tensions but did not actually occur. The experiment was cancelled after only 6 days due to concerns about the treatment of prisoners.
Studies into Obedience - Milgram
Milgram conducted an experiment to test obedience to authority figures where participants were instructed to administer electric shocks to another person for incorrect answers. 40 male participants were told they were participating in a memory test as a "Teacher" and were instructed to increase the shock level each time the "Learner" made a mistake, up to 450 volts which could be fatal. Surprisingly, 65% of participants administered the full 450 volt shock due to being pressed to continue by the experimenter, revealing people's willingness to obey authority even when it means harming another person.
Learned Helplessness
This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
Learned helplessness
Learned helplessness occurs when a human or animal learns to act helpless even when opportunities exist to help themselves. Examples at school include failing to respond to technology failures or a teacher's mistake, or blaming others when work is not completed. The document encourages taking action to address weaknesses and seeking help to help oneself rather than remaining helpless.
Stanford Prison Study
This document provides an overview of the Stanford Prison Experiment, which studied the psychological effects of becoming a prisoner or prison guard. It describes how volunteers were selected and the prison environment was constructed. Within days, the guards became sadistic and prisoners depressed. The experiment had to end early due to the negative effects on participants. It aimed to test how people respond in situations of power and powerlessness.
Martin Seligman's Theories
Martin Seligman developed the theories of learned helplessness and learned optimism. His daughter inspired him to focus on positive psychology when she told him about stopping her whining. Seligman found that when dogs received random and uncontrollable shocks, they later failed to escape subsequent shocks even when escape was possible. In humans, this relates to reactive depression and learned helplessness. However, optimism and control can be learned through encouraging effort and showing people they influence events. Seligman developed techniques like attributional style to help people explain events in a more optimistic and flexible way.
Psychology: Motivation And Emotion
Motivation refers to an internal state or condition that activates behavior and gives it direction.
Emotion is a state involving pattern of facial and bodily changes, cognitive appraisals, subjective feelings, and tendencies toward action.
Emotions are positive or negative feelings generally in reaction to stimuli that are accompanied by physical, psychological arousal and related behavior.
Emotions give life its feeling and meaning. They enrich life. Without emotions, things would be quite a routine and dull.
Motivation in Learning
The presentation defines motivational learning theories that help students learn in the most effective way.
Social Learning Theory Bandura
The document discusses the importance of observing and modeling the behaviors of others. It defines observation as watching someone or something carefully to learn, and modeling as copying or learning from someone seen as competent. Modeling involves four processes: attention, retention, reproduction, and motivation. The document suggests teachers should use vicarious reinforcement and model positive behaviors themselves to help students learn.
More Related Content
What's hot
Zimbardo's Experiment : The Stanford Prison Experiment
The Stanford prison experiment (SPE) was an attempt to investigate the psychological effects of perceived power, focusing on the struggle between prisoners and prison officers. It was conducted at Stanford University between August 14–20, 1971, by a research group led by psychology professor Philip Zimbardo.
The Milgram Experiment
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
Obedience 12 a
The document discusses research into conformity and obedience. It outlines Milgram's famous experiment on obedience, in which participants were instructed to administer electric shocks to another participant. The document summarizes Milgram's key findings, including that 65% of participants administered the maximum shock. It then evaluates Milgram's experiment, noting issues with external validity, demand characteristics, lack of diversity in samples, and ethical concerns regarding deception and risk of harm. Variations of Milgram's experiment that altered situational factors like location or having participants work in groups are also briefly discussed.
Obedience
Obedience is a form of social influence that involves performing an action under the orders of an authority figure. It differs from
compliance (which involves changing your behavior at the request of another person) and
conformity (which involves altering your behavior in order to go along with the rest of the group). Instead, obedience involves altering your behavior because a figure of authority has told you to.
Social Psychology -- Stanley Milgram on Obedience
The document summarizes Stanley Milgram's famous obedience experiments from the 1960s. It provides context on Milgram's inspiration from WWII and the Eichmann trial. It then describes the key aspects of Milgram's experiment where participants believed they were administering electric shocks to a learner. Milgram found that 65% of participants continued shocking to the maximum voltage, despite the learner's pleas to stop. The document discusses factors that influenced obedience levels like proximity to the learner and experimenter. It also notes the controversy around Milgram's deception of participants and criticisms of the experiment's validity and ethics.
Stanford Prison Experiment
The Stanford Prison Experiment from 1971 explored the psychological effects of roles assigned to college students acting as either prison guards or inmates during a two-week simulation. Within days, the guards became authoritarian and abusive towards the prisoners, who began to experience humiliation, loss of identity, and rebellion. The experiment was ended after only six days as Zimbardo lost sight of his role and the prisoners showed signs of severe emotional trauma and distress. The rapid emergence of abusive behavior from students assigned guard roles showed how social roles and situations can profoundly impact human behavior and mental states.
Milgram
This is a presentation on Milgram(1961) Obedience Study.
You might want to download the presentation so that the animations work in the procedure slide and it gives you a clear understanding of how the study went.
Instead of looking at a slide with lots of things on it, clustered (which was done on purpose - because of the animations)
Enjoy Milgram! :)
Stanley milgram
Stanley Milgram was a social psychologist born in 1933 in New York City. He received his PhD from Harvard University in 1960. Milgram is best known for his theory of obedience, which he tested in a famous experiment where participants were instructed to administer electric shocks to another person. Contrary to experts' predictions, 65% of participants continued shocking the other person to the highest levels, demonstrating people's willingness to obey authority even when it causes harm. The experiment had significant implications for understanding why people commit unethical acts when following orders.
Obedience to authority
This document summarizes Stanley Milgram's famous obedience experiment from 1961. The experiment found that 65% of participants continued administering electric shocks up to 450 volts when ordered by an authority figure, even though they believed it could seriously harm or kill the person receiving the shocks. This challenged the common belief that Germans were uniquely obedient to authority. The experiment highlighted how ordinary people can obey orders to commit unethical acts if directed by perceived authority. Later studies like the Hofling hospital experiment supported Milgram's findings by showing obedience to authority also occurs in real-world settings outside the lab.
How good people turn evil
A presentation I gave for university course aptly named "Presentation Skills" – It's mostly based on Phil Zimbardo's insightful book "The Lucifer Effect".
More info on the website: LuciferEffect.org and link to http://www.LuciferEffect.org/
Look for him presenting on TED.com.
Milgram's experiment
Stanley Milgram conducted an experiment to test how willing ordinary people were to obey authority figures who instructed them to harm others. In the experiment, participants believed they were administering electric shocks to a learner when they answered questions incorrectly, with the shocks increasing in intensity up to labels of "danger" and "XXX". In reality, there were no shocks and the learner was an actor. Most participants continued following the experimenter's instructions to administer increasingly strong shocks, despite the learner's pleas to stop. The experiment highlighted how obedient people can be to authority even when instructed to perform harmful acts.
Milgram research evil
Stanley Milgram conducted experiments in the 1960s to test the "Germans are different" hypothesis, which claimed Germans had a greater propensity to obey authority without question. In his famous obedience experiments, Milgram found that 65% of American participants were willing to deliver what they believed were fatal electric shocks when instructed by an authority figure. This disproved the hypothesis, showing that obedience to authority is a problem that can occur anywhere. Milgram theorized that people obey due to conforming to their social group and taking on an "agentic state" where they no longer see themselves as responsible for their actions. His findings have important implications for understanding how atrocities can occur in any society when people blindly follow authorities
Zimbardo Analysis Project
The document summarizes Philip Zimbardo's infamous Stanford prison experiment from 1971. In the experiment, volunteer students were randomly assigned to be prisoners or guards in a mock prison setup in the basement of the Stanford psychology building. The experiment was intended to last two weeks but had to be stopped after only six days because things had spiraled out of control. Both the prisoners and guards had begun to take on their roles too seriously, with guards exhibiting increasingly authoritarian and abusive behavior and prisoners showing signs of extreme stress and emotional breakdown. While the experiment yielded important insights into group dynamics and conformity, it violated ethical standards in subjecting participants to psychological harm without their full consent.
Prison experiment zimbaredo jordan carer
The document summarizes key aspects of the Stanford Prison Experiment. Participants were selected through newspaper ads and screened for psychological and medical issues. 24 students were randomly assigned to be guards or prisoners. The fake prison was created in the basement with cells and a yard area. Prisoners wore uniforms without underclothes and had ID numbers instead of names. Guards had no training and created their own rules. On the second day, prisoners rebelled but were put down forcefully by guards who began harsher treatment like solitary confinement and withholding of privileges. A rumored escape plot increased tensions but did not actually occur. The experiment was cancelled after only 6 days due to concerns about the treatment of prisoners.
Studies into Obedience - Milgram
Milgram conducted an experiment to test obedience to authority figures where participants were instructed to administer electric shocks to another person for incorrect answers. 40 male participants were told they were participating in a memory test as a "Teacher" and were instructed to increase the shock level each time the "Learner" made a mistake, up to 450 volts which could be fatal. Surprisingly, 65% of participants administered the full 450 volt shock due to being pressed to continue by the experimenter, revealing people's willingness to obey authority even when it means harming another person.
What's hot (15)
Zimbardo's Experiment : The Stanford Prison Experiment
Zimbardo's Experiment : The Stanford Prison Experiment
Viewers also liked
Learned Helplessness
This presentation deals with Learned Helplessness. Optimism and Pessimism as causes of Learned Helplessness. It also deals with the health and the social impacts of learned helplessness.
Learned helplessness
Learned helplessness occurs when a human or animal learns to act helpless even when opportunities exist to help themselves. Examples at school include failing to respond to technology failures or a teacher's mistake, or blaming others when work is not completed. The document encourages taking action to address weaknesses and seeking help to help oneself rather than remaining helpless.
Stanford Prison Study
This document provides an overview of the Stanford Prison Experiment, which studied the psychological effects of becoming a prisoner or prison guard. It describes how volunteers were selected and the prison environment was constructed. Within days, the guards became sadistic and prisoners depressed. The experiment had to end early due to the negative effects on participants. It aimed to test how people respond in situations of power and powerlessness.
Martin Seligman's Theories
Martin Seligman developed the theories of learned helplessness and learned optimism. His daughter inspired him to focus on positive psychology when she told him about stopping her whining. Seligman found that when dogs received random and uncontrollable shocks, they later failed to escape subsequent shocks even when escape was possible. In humans, this relates to reactive depression and learned helplessness. However, optimism and control can be learned through encouraging effort and showing people they influence events. Seligman developed techniques like attributional style to help people explain events in a more optimistic and flexible way.
Psychology: Motivation And Emotion
Motivation refers to an internal state or condition that activates behavior and gives it direction.
Emotion is a state involving pattern of facial and bodily changes, cognitive appraisals, subjective feelings, and tendencies toward action.
Emotions are positive or negative feelings generally in reaction to stimuli that are accompanied by physical, psychological arousal and related behavior.
Emotions give life its feeling and meaning. They enrich life. Without emotions, things would be quite a routine and dull.
Motivation in Learning
The presentation defines motivational learning theories that help students learn in the most effective way.
Social Learning Theory Bandura
The document discusses the importance of observing and modeling the behaviors of others. It defines observation as watching someone or something carefully to learn, and modeling as copying or learning from someone seen as competent. Modeling involves four processes: attention, retention, reproduction, and motivation. The document suggests teachers should use vicarious reinforcement and model positive behaviors themselves to help students learn.
ALBERT BANDURA Social Learning Theory
Social learning theory, also known as observational learning, emphasizes that learning occurs through observation of others. The theory proposes that people can learn new behaviors both by watching others perform behaviors and through the associated outcomes of those behaviors, without their own direct experiences. There are four main concepts of social learning theory: attention, retention, reproduction, and motivation. Teachers can apply social learning theory in the classroom by having students observe and model behaviors, such as using adjectives in a descriptive writing lesson.
Dependency Theory
Presentation on Dependency Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
Theories of Motivation
Maslow's hierarchy of needs theory proposes that people are motivated to fulfill basic physiological needs before moving on to safety, social, esteem and self-actualization needs. Herzberg's two-factor theory distinguishes between motivators like achievement and responsibility that create job satisfaction, and hygiene factors like company policies that prevent dissatisfaction. Both theories have been widely studied but lack strong evidence and may oversimplify human motivation, which can vary between individuals and cultures. Overall, they recognize motivation as internal rather than dependent solely on external factors.
Viewers also liked (10)
Similar to Zimbardo lesson 3
RESEARCH: STUDYING SOCIAL LIFE
48-110 (Foundations of Social Life) - Lesson Objectives:
1. Distinguish between positivist and interpretivist methodological approaches;
2. Differentiate the features of quantitative and qualitative research methods;
3. Identify and relate examples of key ethical issues involved in doing social research;
4. Summary the advantages of learning and understanding statistics
3. Conformity & Obedience
This document provides an overview of key concepts in social psychology related to conformity and obedience. It discusses classic studies on conformity by Sherif and Asch, and on obedience by Milgram. Factors that influence conformity and obedience are explored, such as group size and unanimity. The document also examines theories to explain these behaviors, such as informational and normative influence, and the agentic shift proposed by Milgram to explain why people obey authority figures. Criticisms of classic studies and strategies for resisting social pressure are also summarized.
Lecture 3 core concepts
This document summarizes key concepts from sociology, including research methods, feedback, associations between variables, experiments, and four famous social psychology experiments.
It discusses three types of studies - case studies, cross-sectional studies, and longitudinal studies. It also describes two types of feedback - positive and negative. Experiments are defined as manipulating an independent variable and observing its effect on a dependent variable. Famous experiments summarized include Milgram's obedience experiment, Zimbardo's Stanford prison experiment, and Rosenhan's study on distinguishing sane from insane behaviors.
The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx
The Milgram Experiment
by Saul McLeod published 2007
Milgram selected participants for his experiment by newspaper advertising for male participants to take part in a study of learning at Yale University. The procedure was that the participant was paired with another person and they drew lots to find out who would be the ‘learner’ and who would be the ‘teacher’. The draw was fixed so that the participant was always the teacher, and the learner was one of Milgram’s confederates (pretending to be a real participant).
The learner (a confederate called Mr. Wallace) was taken into a room and had electrodes attached to his arms, and the teacher and researcher went into a room next door that contained an electric shock generator and a row of switches marked from 15 volts (Slight Shock) to 375 volts (Danger: Severe Shock) to 450 volts (XXX).
Milgram's Experiment
Procedure:
At the beginning of the experiment, each participant was introduced to another participant, who was actually a confederate of the experimenter (Milgram). They drew straws to determine their roles – learner or teacher – although this was fixed and the confederate was always the learner. There was also an “experimenter” dressed in a grey lab coat, played by an actor (not Milgram).
Two rooms in the Yale Interaction Laboratory were used - one for the learner (with an electric chair) and another for the teacher and experimenter with an electric shock generator.
The “learner” (Mr. Wallace) was strapped to a chair with electrodes. After he has learned a list of word pairs given him to learn, the "teacher" tests him by naming a word and asking the learner to recall its partner/pair from a list of four possible choices.
The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time. There were 30 switches on the shock generator marked from 15 volts (slight shock) to 450 (danger – severe shock).
The learner gave mainly wrong answers (on purpose) and for each of these the teacher gave him an electric shock. When the teacher refused to administer a shock the experimenter was to give a series of orders / prods to ensure they continued. There were 4 prods and if one was not obeyed then the experimenter (Mr. Williams) read out the next prod, and so on.
Prod 1: please continue.
Prod 2: the experiment requires you to continue.
Prod 3: It is absolutely essential that you continue.
Prod 4: you have no other choice but to continue.
Results:
65% of all the participants (teachers) continued to the highest level of 450 volts. All the participants continued to 300 volts. Milgram did more than one experiment – he carried out 18 variations of his study. All he did was alter the situation (IV) to see how this affected obedience (DV).
Conclusion:
Ordinary people are likely to follow orders given by an authority figure, even to the extent of killing an innocent human being. Obedience to authority is ingrained in us all from the way.
Psychology Unit 1 (social approach)
The document provides an overview of social psychology theories and studies related to obedience and conformity. It summarizes Milgram's agency theory, which proposes that people can be in an agentic state where they have no will and simply obey authority, or an autonomous state where they have free will. It also summarizes Tajfel's social identity theory about how social categorization can lead to prejudice between in-groups and out-groups. Key studies discussed include Milgram's obedience experiments, Sherif's Robber's Cave study, and Meeus and Raaijmaker's study on obedience. The document analyzes these studies and evaluates their strengths and limitations in explaining obedience and conformity.
PSYA2 - Social
The document discusses various concepts related to social influence and obedience. It defines key terms like conformity, compliance, internalization, and obedience. It also outlines and evaluates several classic studies on these topics, including Asch's line judgment study, Milgram's obedience study, and Moscovici's minority influence study. Various reasons for conformity and obedience are explored, such as normative and informational social influence, gradual commitment, and locus of control.
Bradford 213 lecture 3 four famous social psychology experiments
The document summarizes 4 famous social psychology experiments: Stanley Milgram's obedience experiment found that 65% of participants were willing to administer what they thought were dangerous electric shocks when instructed by an authority figure; Philip Zimbardo's Stanford prison experiment had to be stopped after 6 days as participants adopted corrupted behaviors from their assigned roles as guards or prisoners; D.L. Rosenhan's study found that sane individuals posing as patients in a psychiatric hospital were not detected as sane by staff and diagnosed with mental illnesses; and Solomon Asch's conformity experiments demonstrated people's strong tendency to conform to group opinions instead of relying on their own perceptions.
Read Zimbardo’s Experiment The Individual and the Social Role,” lo.docx
Read “Zimbardo’s Experiment: The Individual and the Social Role,” located on page 48 of the textbook. Discuss one (1) alternative approach to the one used in the Zimbardo experiment to investigate how role expectations shape behavior. Provide a rationale for your response.
Here is the information :
Zimbardo’s Experiment: The Individual and the Social Role Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbardo, 1973) wanted to investigate how role expectations shape behavior. He was intrigued by the possibility that the frequently observed cruelty of prison guards was a consequence of the institutional setting and role, not the guards’ personalities. In an experiment that has since become well known, Zimbardo converted the basement of a Stanford University building into a makeshift prison. A newspaper ad seeking young men to take part in the experiment for pay drew 70 subject candidates, who were given a battery of physical and psychological tests to assess their emotional stability and maturity. The most mature 24 were selected for the experiment and randomly assigned to roles as “guards” or “prisoners.” Those assigned to be prisoners were “arrested,” handcuffed, and taken to the makeshift prison by the Palo Alto police. The behavior of the guards and the prisoners was filmed. Within a week, the prison setting took on many of the characteristics of actual prisons. The guards were often aggressive and seemed to take pleasure in being cruel. The prisoners began planning escapes and expressed hostility and bitterness toward the guards. The subjects in the experiment so identified with their respective roles that many of them displayed signs of depression and anxiety. As a result, some were released early, and the experiment was canceled before the first week was over. Since the participants had all been screened for psychological and physical problems, Zimbardo concluded that the results could not be attributed to their personalities. Instead, the prison setting itself (the independent variable) appeared to be at the root of the guards’ brutal behavior and the prisoners’ hostility and rebelliousness (the dependent variable). Zimbardo’s research shows how profoundly private lives are shaped by the behavioral expectations of the roles we occupy in social institutions.
Despite questions about the ethics of Philip Zimbardo’s experiment, sociologists still study his work. Is it wrong to use research data gathered by means we now consider unethical? Do the results of research ever justify subjecting human beings to physical or psychological discomfort, invasion of privacy, or deception? Stanford University archives Think It Through
▶
Zimbardo’s experiment could not be repeated today, as it would violate guidelines for ethical research with human subjects. How might a researcher design an ethical experiment to test the question of the circumstances under which apparently “normal” individuals will engage in violent or cruel acts?
Refer ...
standford prison experiment adadaadadada
The Stanford Prison Experiment aimed to show that situational factors rather than personality caused negative behaviors in prisons. Researchers randomly assigned participants to play guards or prisoners in a simulated prison. Guards enforced authoritarian rules while prisoners reacted helplessly. Within days, prisoners began suffering mental breakdowns. The experiment was stopped after only 6 days instead of the planned 2 weeks due to the psychological impacts on prisoners. The findings supported the idea that situational factors strongly influence behavior more than personality. However, the experiment's ethics and validity have faced significant criticism.
Mikes presentation
The Stanford Prison Experiment conducted by Philip Zimbardo in 1971 sought to test whether personality traits or the prison environment caused abusive behavior. Students were randomly assigned roles of prisoner or guard in a mock prison in the basement of the psychology building. The guards quickly became abusive in their use of power over the prisoners. Within days, two prisoners had emotional breakdowns and quit. The experiment was stopped early when a guard forced a prisoner to sexually assault another prisoner, showing how the prison environment corrupted both guards and prisoners.
Stanford experiment cja 344
The Stanford Prison Experiment was a psychological study conducted in 1971 where researchers assigned randomly selected male students to play the roles of either prisoners or guards in a mock prison. The experiment was meant to last two weeks but was stopped after only six days because the guards became abusive and the prisoners showed signs of severe emotional distress. The study demonstrated how the psychological aspects of being a prisoner or guard can influence human behavior and that people can internalize their roles to the point of harming others.
Lesson 2 conformity
There are three main types of conformity according to the document:
1. Compliance, which involves going along with a group to gain approval or avoid disapproval, but does not reflect a change in underlying attitudes.
2. Internalization, which involves accepting and believing the group's views both publicly and privately.
3. Identification, which involves conforming in order to fit in as a group member and has elements of both compliance and internalization.
The two main explanations for conformity are normative social influence, which is conforming to avoid being rejected or mocked by the group, and informational social influence, which involves accepting information from others as evidence about reality when uncertain.
Key experiments discussed include
Resistance to social influence
1. The document discusses factors that influence an individual's ability to resist social influence, including situational and dispositional factors.
2. It analyzes research on the situational factor of social support, finding that social support from others providing alternative responses reduces conformity by breaking the unanimous position of the majority.
3. The document also analyzes the dispositional factor of locus of control, finding that individuals with an internal locus of control are more resistant to social influence because they believe they can control events through their own efforts rather than external forces.
2 aggression slt
This document summarizes key aspects of social learning theory (SLT) and research on aggression. It discusses Bandura's classic Bobo doll experiments which found that children imitate aggressive behaviors they observe in adult role models, especially if the role models are rewarded for their aggression. Later studies by Bandura manipulated whether role models were rewarded or punished for aggression. The document also reviews research on the impact of media violence on aggression, presenting studies by Eron in support and Charlton et al challenging a causal link. Overall, the document outlines SLT explanations of aggression and evaluates supporting and conflicting research evidence.
Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbard.docx
Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbardo, 1973) wanted to investigate how role expectations shape behavior. He was intrigued by the possibility that the frequently observed cruelty of prison guards was a consequence of the institutional setting and role, not the guards’ personalities.
In an experiment that has since become well known, Zimbardo converted the basement of a Stanford University building into a makeshift prison. A newspaper ad seeking young men to take part in the experiment for pay drew 70 subject candidates, who were given a battery of physical and psychological tests to assess their emotional stability and maturity. The most mature 24 were selected for the experiment and randomly assigned
to roles as “guards” or “prisoners.” Those assigned to be prisoners were “arrested,” handcuffed, and taken
to the makeshift prison by the Palo Alto police. The behavior of the guards and the prisoners was filmed. Within a week, the prison setting took on many of the characteristics of actual prisons. The guards were often aggressive and seemed to
take pleasure in being cruel. The prisoners began planning escapes and expressed hostility and bitterness toward the guards.
The subjects in the experiment so identified with their respective roles that many of them displayed
Despite questions about the ethics of Philip Zimbardo’s experiment, sociologists still study his work. Is it wrong to use research data gathered by means we now consider unethical? Do the results of research ever justify subjecting human beings to physical or psychological discomfort, invasion of privacy, or deception?
signs of depression and anxiety.
As a result, some were released early, and the experiment was canceled
before the first week was over. Since the participants had all been screened for psychological and physical problems, Zimbardo concluded that the results could not be attributed to their personalities. Instead, the prison setting itself (the
independent variable
) appeared to be at the root of the guards’ brutal behavior and the prisoners’ hostility and rebelliousness (the
dependent variable
). Zimbardo’s research
shows how profoundly private
lives are shaped by the behavioral expectations of the roles we occupy in social institutions.
.
Institutional aggression
The document discusses two social psychological theories of aggression: social learning theory and deindividuation theory. Social learning theory proposes that aggression can be learned through observation and modeling of others' aggressive behavior. Deindividuation theory suggests that reduced self-awareness in crowds can lead to disinhibition and increased aggression due to feelings of anonymity. Empirical evidence is presented supporting both theories, though some studies have found inconsistencies. The document also examines situational factors that may contribute to institutional aggression, such as those found in prisons.
IB Psychology Paper 1 Sociocultural Level of Analysis
I reccomend psychology IB students to see this presentation.
Hello everyone, here is a presentation of the IB Sociocultural level which breaks down the section to all its components:
Principles
Studies supporting principles
Research methods used in SCLA
Limitations of research methods
How to overcome limitations
Ethical considerations in research methods
Situational and dispositional factors in explaining behaviour
Two errors in attribution
Social Identity Theory
Formation of stereotypes and effect on behaviour
Social Learning Theory
Compliance techniques
Conformity
I hope you like it :D Good luck everyone!
Bradford mvsu fall 2012 intro social structure (ch5)
Dr. Bradford discusses social structures and how society is organized through statuses and roles. Statuses refer to positions in social hierarchies that can be ascribed or achieved, while roles refer to the expected behaviors of those who occupy a particular status. Key findings from experiments by Milgram, Zimbardo, and Asch showed that people are highly influenced by social situations and will conform to authorities and social norms even if it means acting against their personal values.
Human psychology
Human psychology is the scientific study of human behavior and mental processes. Some key theories include Sigmund Freud's theory of the unconscious mind guiding behavior, and theories about personality being an integration of individual traits by Munn N.L. and about learned avoidance of punishment by B.F. Skinner. Psychological studies have shown that people have a capacity for evil as seen in Zimbardo's Stanford prison experiment, and that conformity is common as in Asch's line experiment. Studies also demonstrate learned behavior through imitation as in Bandura's Bobo doll experiment, and that being observed changes behavior as in the Hawthorne effect.
Similar to Zimbardo lesson 3 (19)
The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx
The Milgram Experimentby Saul McLeod published 2007Milgram sel.docx
Bradford 213 lecture 3 four famous social psychology experiments
Bradford 213 lecture 3 four famous social psychology experiments
Read Zimbardo’s Experiment The Individual and the Social Role,” lo.docx
Read Zimbardo’s Experiment The Individual and the Social Role,” lo.docx
Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbard.docx
Social psychologist Philip Zimbardo (1974; Haney, Banks, & Zimbard.docx
IB Psychology Paper 1 Sociocultural Level of Analysis
IB Psychology Paper 1 Sociocultural Level of Analysis
Bradford mvsu fall 2012 intro social structure (ch5)
Bradford mvsu fall 2012 intro social structure (ch5)
More from gbaptie
Minority influence
This document discusses minority influence and the three key behaviors (CCF) that a persuasive minority requires according to Nemeth (2010): consistency, commitment, and flexibility. It provides examples of studies that show minorities are most influential when they remain consistently expressing their opinion over time (Wood et al, 1994). It also discusses how minorities must show commitment to their position while also demonstrating some flexibility in negotiations. An example study from Moscovici et al (1969) found a consistent minority had more influence than an inconsistent one in a color judgment task.
Lesson 1
This document provides an introduction to psychology as a course of study. It outlines the structure and content of the AS and A Level exams, including the topics that will be covered and the grading scheme. It also gives a brief history of psychology, noting that Wilhelm Wundt established the first psychology laboratory in 1879 and used introspection as a method, though this was later deemed unreliable. The scientific method is emphasized as the standard approach used in psychological research.
L5 authoritarian personality
This document evaluates explanations for obedience by examining Milgram's agentic state theory and the legitimate authority explanation. It finds issues with the agentic state theory, such as it removing individual blame and not accounting for gradual changes in behavior. The legitimate authority explanation is supported by real-world examples but seen as too simplistic. Other possible explanations discussed include gradual commitment, dehumanization, and authoritarian personality traits influencing obedience.
Dispositional factors
1. The F-scale consists of closed questions where participants rate their level of agreement on a scale.
2. Positive correlation. A positive correlation means that as one variable increases, the other variable also increases. So in this case, as Authoritarianism increased, obedience also increased.
3.
High
|
|
|
|
|
|
|
|
Low
-----------------------------------
Low High
Obedience
4. Two advantages of using an interview rather than a questionnaire:
- Interviews allow for open-ended questions which can provide more detailed explanations than closed questions.
- Interviews allow the researcher to ask follow up questions to gain further context and clarification from
Conformity 12 a
Solomon Asch conducted an experiment in 1956 that demonstrated people's tendency to conform to group pressure and provide incorrect answers to basic visual judgments to fit in. Participants were shown cards with a line on them and asked to identify which of three other lines matched the length of the line, but unbeknownst to them, some of the confederates in the group intentionally gave the wrong answer. Despite the clear right answer, many participants went along with the incorrect majority to conform rather than stand alone. The study showed that both normative and informational social influence can cause people to conform to a group, even if it means ignoring their own judgment.
Agentic state
Here is a potential 4 mark outline of the role of the agentic state in obedience:
The agentic state theory proposes that when individuals are placed in a situation with a perceived legitimate authority figure, they enter an 'agentic state' where they see themselves less as autonomous individuals and more as agents acting on behalf of the authority. This agentic shift allows people to distance themselves from responsibility for their own actions, increasing the likelihood they will obey orders from the authority figure due to feeling less personally accountable.
More from gbaptie (6)
Recently uploaded
Equivariant neural networks and representation theory
Or: Beyond linear.
Abstract: Equivariant neural networks are neural networks that incorporate symmetries. The nonlinear activation functions in these networks result in interesting nonlinear equivariant maps between simple representations, and motivate the key player of this talk: piecewise linear representation theory.
Disclaimer: No one is perfect, so please mind that there might be mistakes and typos.
dtubbenhauer@gmail.com
Corrected slides: dtubbenhauer.com/talks.html
Shallowest Oil Discovery of Turkiye.pptx
The Petroleum System of the Çukurova Field - the Shallowest Oil Discovery of Türkiye, Adana
Applied Science: Thermodynamics, Laws & Methodology.pdf
When I was asked to give a companion lecture in support of ‘The Philosophy of Science’ (https://shorturl.at/4pUXz) I decided not to walk through the detail of the many methodologies in order of use. Instead, I chose to employ a long standing, and ongoing, scientific development as an exemplar. And so, I chose the ever evolving story of Thermodynamics as a scientific investigation at its best.
Conducted over a period of >200 years, Thermodynamics R&D, and application, benefitted from the highest levels of professionalism, collaboration, and technical thoroughness. New layers of application, methodology, and practice were made possible by the progressive advance of technology. In turn, this has seen measurement and modelling accuracy continually improved at a micro and macro level.
Perhaps most importantly, Thermodynamics rapidly became a primary tool in the advance of applied science/engineering/technology, spanning micro-tech, to aerospace and cosmology. I can think of no better a story to illustrate the breadth of scientific methodologies and applications at their best.
The binding of cosmological structures by massless topological defects
Assuming spherical symmetry and weak field, it is shown that if one solves the Poisson equation or the Einstein field
equations sourced by a topological defect, i.e. a singularity of a very specific form, the result is a localized gravitational
field capable of driving flat rotation (i.e. Keplerian circular orbits at a constant speed for all radii) of test masses on a thin
spherical shell without any underlying mass. Moreover, a large-scale structure which exploits this solution by assembling
concentrically a number of such topological defects can establish a flat stellar or galactic rotation curve, and can also deflect
light in the same manner as an equipotential (isothermal) sphere. Thus, the need for dark matter or modified gravity theory is
mitigated, at least in part.
Bob Reedy - Nitrate in Texas Groundwater.pdf
Presented at June 6-7 Texas Alliance of Groundwater Districts Business Meeting
Compexometric titration/Chelatorphy titration/chelating titration
Classification
Metal ion ion indicators
Masking and demasking reagents
Estimation of Magnisium sulphate
Calcium gluconate
Complexometric Titration/ chelatometry titration/chelating titration, introduction, Types-
1.Direct Titration
2.Back Titration
3.Replacement Titration
4.Indirect Titration
Masking agent, Demasking agents
formation of complex
comparition between masking and demasking agents,
Indicators/Metal ion indicators/ Metallochromic indicators/pM indicators,
Visual Technique,PM indicators (metallochromic), Indicators of pH, Redox Indicators
Instrumental Techniques-Photometry
Potentiometry
Miscellaneous methods.
Complex titration with EDTA.
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...
Travis Hills of Minnesota developed a method to convert waste into high-value dry fertilizer, significantly enriching soil quality. By providing farmers with a valuable resource derived from waste, Travis Hills helps enhance farm profitability while promoting environmental stewardship. Travis Hills' sustainable practices lead to cost savings and increased revenue for farmers by improving resource efficiency and reducing waste.
bordetella pertussis.................................ppt
Bordettela is a gram negative cocobacilli spread by air born drop let
SAR of Medicinal Chemistry 1st by dk.pdf
In this presentation include the prototype drug SAR on thus or with their examples .
Syllabus of Second Year B. Pharmacy
2019 PATTERN.
如何办理(uvic毕业证书)维多利亚大学毕业证本科学位证书原版一模一样
原版纸张【微信：741003700 】【(uvic毕业证书)维多利亚大学毕业证】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原海外各大学 Bachelor Diploma degree, Master Degree Diploma
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
The debris of the ‘last major merger’ is dynamically young
The Milky Way’s (MW) inner stellar halo contains an [Fe/H]-rich component with highly eccentric orbits, often referred to as the
‘last major merger.’ Hypotheses for the origin of this component include Gaia-Sausage/Enceladus (GSE), where the progenitor
collided with the MW proto-disc 8–11 Gyr ago, and the Virgo Radial Merger (VRM), where the progenitor collided with the
MW disc within the last 3 Gyr. These two scenarios make different predictions about observable structure in local phase space,
because the morphology of debris depends on how long it has had to phase mix. The recently identified phase-space folds in Gaia
DR3 have positive caustic velocities, making them fundamentally different than the phase-mixed chevrons found in simulations
at late times. Roughly 20 per cent of the stars in the prograde local stellar halo are associated with the observed caustics. Based
on a simple phase-mixing model, the observed number of caustics are consistent with a merger that occurred 1–2 Gyr ago.
We also compare the observed phase-space distribution to FIRE-2 Latte simulations of GSE-like mergers, using a quantitative
measurement of phase mixing (2D causticality). The observed local phase-space distribution best matches the simulated data
1–2 Gyr after collision, and certainly not later than 3 Gyr. This is further evidence that the progenitor of the ‘last major merger’
did not collide with the MW proto-disc at early times, as is thought for the GSE, but instead collided with the MW disc within
the last few Gyr, consistent with the body of work surrounding the VRM.
Immersive Learning That Works: Research Grounding and Paths Forward
We will metaverse into the essence of immersive learning, into its three dimensions and conceptual models. This approach encompasses elements from teaching methodologies to social involvement, through organizational concerns and technologies. Challenging the perception of learning as knowledge transfer, we introduce a 'Uses, Practices & Strategies' model operationalized by the 'Immersive Learning Brain' and ‘Immersion Cube’ frameworks. This approach offers a comprehensive guide through the intricacies of immersive educational experiences and spotlighting research frontiers, along the immersion dimensions of system, narrative, and agency. Our discourse extends to stakeholders beyond the academic sphere, addressing the interests of technologists, instructional designers, and policymakers. We span various contexts, from formal education to organizational transformation to the new horizon of an AI-pervasive society. This keynote aims to unite the iLRN community in a collaborative journey towards a future where immersive learning research and practice coalesce, paving the way for innovative educational research and practice landscapes.
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Current descriptions of immersive learning cases are often difficult or impossible to compare. This is due to a myriad of different options on what details to include, which aspects are relevant, and on the descriptive approaches employed. Also, these aspects often combine very specific details with more general guidelines or indicate intents and rationales without clarifying their implementation. In this paper we provide a method to describe immersive learning cases that is structured to enable comparisons, yet flexible enough to allow researchers and practitioners to decide which aspects to include. This method leverages a taxonomy that classifies educational aspects at three levels (uses, practices, and strategies) and then utilizes two frameworks, the Immersive Learning Brain and the Immersion Cube, to enable a structured description and interpretation of immersive learning cases. The method is then demonstrated on a published immersive learning case on training for wind turbine maintenance using virtual reality. Applying the method results in a structured artifact, the Immersive Learning Case Sheet, that tags the case with its proximal uses, practices, and strategies, and refines the free text case description to ensure that matching details are included. This contribution is thus a case description method in support of future comparative research of immersive learning cases. We then discuss how the resulting description and interpretation can be leveraged to change immersion learning cases, by enriching them (considering low-effort changes or additions) or innovating (exploring more challenging avenues of transformation). The method holds significant promise to support better-grounded research in immersive learning.
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...Abdul Wali Khan University Mardan,kP,Pakistan
hematic appreciation test is a psychological assessment tool used to measure an individual's appreciation and understanding of specific themes or topics. This test helps to evaluate an individual's ability to connect different ideas and concepts within a given theme, as well as their overall comprehension and interpretation skills. The results of the test can provide valuable insights into an individual's cognitive abilities, creativity, and critical thinking skillsCytokines and their role in immune regulation.pptx
This presentation covers the content and information on "Cytokines " and their role in immune regulation .
Recently uploaded (20)
mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
mô tả các thí nghiệm về đánh giá tác động dòng khí hóa sau đốt
Equivariant neural networks and representation theory
Equivariant neural networks and representation theory
Applied Science: Thermodynamics, Laws & Methodology.pdf
Applied Science: Thermodynamics, Laws & Methodology.pdf
The binding of cosmological structures by massless topological defects
The binding of cosmological structures by massless topological defects
Compexometric titration/Chelatorphy titration/chelating titration
Compexometric titration/Chelatorphy titration/chelating titration
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...
Travis Hills' Endeavors in Minnesota: Fostering Environmental and Economic Pr...
bordetella pertussis.................................ppt
bordetella pertussis.................................ppt
aziz sancar nobel prize winner: from mardin to nobel
aziz sancar nobel prize winner: from mardin to nobel
The debris of the ‘last major merger’ is dynamically young
The debris of the ‘last major merger’ is dynamically young
Immersive Learning That Works: Research Grounding and Paths Forward
Immersive Learning That Works: Research Grounding and Paths Forward
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
Describing and Interpreting an Immersive Learning Case with the Immersion Cub...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
THEMATIC APPERCEPTION TEST(TAT) cognitive abilities, creativity, and critic...
Cytokines and their role in immune regulation.pptx
Cytokines and their role in immune regulation.pptx
Zimbardo lesson 3
- 1. QUIZ • What is the definition of conformity? • What are the 3 types of conformity? • What are 2 explanations of conformity? • What percentage of ppt’s conformed in the majority of the clinical trials in Asch’s study? • Name 3 evaluation points for Asch’s study • What is one study (other than Asch) into conformity?
- 2. STATUS: PERRIN & SPENCER (1980) • Youths on probation as the participants and probation officers as confederates. • The results showed 29% of participants conformed at least once – a result comparable to Asch’s 1956 study
- 3. GROUP SIZE: CAMPBELL & FAIREY (1989) • Group size has a different effect depending on the type of judgement being made and the motivation of the individual • If the motivation is to fit in = a larger group size is required to change behaviour • If the motivation is to be correct = just 1 or 2 others is sufficient to change behaviour
- 4. TASK DIFFICULTY: LUCAS ET AL (2006) • Difficulty of task effected ppt’s low in ‘self – efficacy’
- 5. CULTURAL DIFFERENCES IN CONFORMITY? • Smith and Bond (2006) conducted a meta-analysis of Asch-type studies across different cultures • Average of 25% conformity rates across individualist cultures • 37% in collectivist cultures
- 6. 1.
- 7. 2.
- 9. CONFORMITY TO SOCIAL ROLES • INTRODUCTION TO ZIMBARDO • EVALUATION OF THE STANFORD PRISON EXPERIMENT • INTRODUCTION TO THE BBC PRISON STUDY (2006) • APPLICATION OF RESULTS FROM PRISON STUDIES
- 10. SOCIAL ROLES • The part people play as members of a social group. With each social role you adopt, your behavior changes to fit the expectations both you and others have of that role.
- 11. CONFORMING TO SOCIAL ROLES • With each social role you adopt, your behavior changes to fit the expectations both you and others have of that role • How many social roles have you played in the last year?
- 12. ATTICA PRISON, NEW YORK: 1971 • 2,200 inmates initiated a riot based upon political rights and better living conditions in the prison • 43 people died in the uprising • 10 correctional officers • 33 inmates
- 13. ZIMBARDO (1971) • Following the news of the prison riot, Philip Zimbardo was interested in finding out whether ‘normal’ people would conform to prison roles.
- 14. ZIMBARDO (1971) • The Stanford Prison Experiment • Is aggression in prison as a result of Situational Factors or Dispositional factors?
- 15. ZIMBARDO (1971) Zimardo placed an ad in the local newspaper asking for volunteers for his prison study. All applicants were screened for any psychological disorders
- 16. ZIMBARDO (1971) • After screening, 21 male college students were randomly assigned to either prisoner or guard. • 11 guards • 10 prisoners • The experiment was to last for 14 days, the prisoners would spend 24 hours a day inside the prison
- 18. ZIMBARDO (1971) • Prisoners were told to “maintain order within the prison” • They were not permitted to use any physical violence • What would you expect to occur during those 2 weeks?
- 20. ZIMBARDO (1971) • Findings… • Violence in the prison was so severe, the experiment had to be prematurely terminated after just 6 days. • Even when unaware of being watched, ppt’s still conformed to their prison roles of prisoner or guard • Does Zimbardo’s findings support a dispositional or situational view on prison violence?
- 21. EVALUATION OF ZIMBARDO’S STUDY (1971)
- 22. BBC PRISON STUDY (REICHER & HASLAM, 2001) • 15 male participants were randomly assigned to either guard or prisoner, • 5 Guards • 10 Prisoners
- 23. BBC PRISON STUDY (2001) • Do you think the results from Zimbardo’s original study will reflect in the BBC prison study? • Why might differences occur?
- 25. BBC PRISON STUDY (2001) • Results: • The prisoners increasingly identified as a group and worked collectively to challenge guards’ authority. • The guards failed to conform to their role and failed to impose their authority. • The only elements of aggression in this study came from the prisoners.
- 26. IMPLICATIONS OF RESEARCH INTO CONFORMITY TO SOCIAL ROLES… Zimbardo believed that the guard’s drift into sadistic behaviour was an automatic consequence of them embracing their roles, this stopped them from seeing that their behaviour was wrong Reicher & Haslam believe that behaviour is dependent on the norms and values associated with their specific social identity.
- 27. IMPLICATIONS OF RESEARCH INTO CONFORMITY TO SOCIAL ROLES… • Conformity to social roles is not automatic… • There was little conformity in the BBC study • There were some ‘nice’ guards in Zimbardo’s experiment
- 28. EVALUATION OF RESEARCH INTO CONFORMITY TO SOCIAL ROLES • Demand characteristics? • Ethics? • Internal Validity? • Real – world application
- 29. ABU GHRAIB • Prison in Iraq, famous for the amount of human rights violations against detainees were committed
- 30. ZIMBARDO • Zimbardo is a situationist • He believes the individual should not be held accountable for their actions when in settings which elicit authoritative roles
- 31. EXAM PREP
Editor's Notes
- Change in behaviour or belief as a result of real or imagined group pressure Internalisation
- After killing of george jackson
- https://www.youtube.com/watch?v=ZaXXqrUzKHw