Zimbardo
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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.
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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.
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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.
The stanford prison experiment ppt
The Stanford Prison Experiment was a study conducted in 1971 by psychologist Philip Zimbardo that investigated the psychological effects of perceived power and roles on participants. 24 male college students were randomly assigned to be either guards or prisoners in a mock prison set up in the basement of the psychology building at Stanford University. The experiment was intended to last two weeks but was stopped after only six days as the guards began to exhibit increasingly cruel behavior towards the prisoners, including physical and emotional abuse. The findings supported the situational hypothesis that the prison environment itself was the primary cause of the escalating brutality rather than any dispositional traits of the individuals involved. The experiment raised serious ethical issues around informed consent and protecting participants from psychological harm.
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Group
Social psychologists consider a group to be composed of two or more people who interact and depend on each other in some way. Groups usually have the following features:
Norms that determine appropriate behavior (A)
Roles that are assigned to people that determine what behaviors and responsibilities people should take on(B)
A communication structure that determines who talks to whom within the group ( C)
A power structure that determines how much authority and influence group members have(D)
Social influence intro asch & sherif
This document discusses social influence and conformity. It defines social influence as how people affect each other's attitudes and behavior. Conformity is changing one's behavior or thoughts in response to group pressure. There are two types of conformity: compliance, which involves superficial public changes in behavior but not personal views; and internalization, which involves deep private changes in both behavior and personal views. The document summarizes classic studies by Asch and Sherif that demonstrated compliance and internalization through line-judgment tasks and estimates of light movement.
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.
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Upload Lisboa 2012: Nathalie Nahai:Web psychology and the future of online in...
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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 ...
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.
.
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!
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.
2015Week 6 PSYC 101 Forum PostWeek 6 Forum Topic - The Stanfor.docx
2015
Week 6 PSYC 101 Forum Post
Week 6 Forum Topic - The Stanford Prison Experiment ( 28 messages - 27 unread )Click View Full Description to view Week 6 Forum topic instructions, then post your Week 6 Forum posts hereHide Full Description
Chapter 10 of our textbook discusses one of the most famous psychological experiments of all time, conducted by Dr. Philip Zimbardo and his colleagues at Stanford University. To read more of the details of this experiment, visithttp://www.prisonexp.org. After reading about the experiment and exploring the website, answer the following:
1. Was it ethical to do the prison study in the way that Zimbardo conducted it? Why or why not? Explain your position substantively.
In responding to the above, keep in mind that morals and ethics aren't the same thing. Morals are right vs. wrong behavior internal compasses that guide personal life decisions and are grounded in family beliefs, faith traditions, etc. Ethics are standards of behavior established by a professional organization, such as the American Psychological Association. You may have very strong feelings about whether the Zimbardo study was moral, but here we are discussing ethics.
2. How do the social psychology concepts of conformity and the power of the social situation that we are studying this week relate to what happened during the brief period of time that the prison study ran. Where in the description of how the study unfolded did we see evidence of these concepts?
Ground your answer to the questions in #2 in our assigned readings for this week and think social psychology. For example, the guards were given power over the prisoners and having power may affect others' obedience to one's rules, but one can affect obedience one-on-one as we see in the Milgram study. What we mean when we say "the power of the social situation" is the impact that being with others in a group setting, whether public or private, has on people's behavior, such as the degree to which they conform to perceived norms).
The Stanford Prison Experiment
1. It was not ethical to conduct a study according to the way that Zimbardo had conducted it. This is because the rights of the students were violated. The prisoners were treated as real prisoners and were harassed the same way that real prisoners are usually harassed. Waking the prisoners in middle of the night was one of the worst things that the prisoners were passing through. According to the standards of student’s treatment, it was not right to treat students in such a cruel manner. Students were forced to put on prisoners uniforms without underpants, this was a violation of their rights as they had to do whatever they had been commanded against their will. The students went for the auditions in order to become acting prisoners and not real prisoners as they were being treated. This tends to violate the agreement that they had when applying for the experiment, hence they were harmed against their will.
2.
Wha ...
Pamela Dollar Stanford Prison Experiment 1971
The Stanford prison experiment was a study conducted in 1971 that examined the psychological effects of assigning college students to play the roles of prisoners and guards in a mock prison. The experiment quickly spiraled out of control as the participants adapted too strongly to their roles. The guards began to exhibit sadistic behavior and abuse their power over the prisoners. The experiment was ended after only 6 days instead of the planned 2 weeks due to the unethical treatment of prisoners and risks to their psychological well-being. The results demonstrated how situational roles and environments can strongly influence human behavior rather than individual personality traits alone.
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.
Basics of Research Methods for Criminal Justice and Criminology.docx
Basics of Research Methods for Criminal Justice and Criminology
(Maxfield & Babbie, 2016)
The Stanford Prison Experiment
Few people would disagree that prisons are dehumanizing. Inmates forfeit freedom, of course, but their incarceration also results in a loss of privacy and individual identity. Violence is among the realities of prison life that people point to as evidence of the failure of prisons to rehabilitate inmates.
Although the problems of prisons have many sources, psychologists Craig Haney, Curtis Banks, and Philip Zimbardo (1973) were interested in two general explanations. The first was the dispositional hypothesis—prisons are brutal and dehumanizing because of the types of people who run them and are incarcerated in them. Inmates have demonstrated their disrespect for legal order and their willingness to use deceit and violence; persons who work as prison guards may be disproportionately authoritarian and sadistic. The second was the situational hypothesis—the prison environment itself creates brutal, dehumanizing conditions independent of the kinds of people who live and work in the institutions.
Haney and associates set out to test the situational hypothesis by creating a functional prison simulation in which healthy, psychologically nor- mal male college students were assigned to roles as prisoners and guards. The “prison” was constructed in the basement of a psychology department building: three 6x9-foot “cells” furnished with only a cot, a prison “yard” in a corridor, and a 2x7-foot “solitary confinement cell.” Twenty-one subjects were selected from 75 volunteers after screening to eliminate those with physical or psychological problems. Offered $15 per day for their participation, the 21 subjects were randomly assigned to be either guards or prisoners.
All subjects signed contracts that included instructions about prisoner and guard roles for the planned two-week experiment. “Prisoners” were told that they would be confined and under surveillance throughout the experiment, and their civil rights would be suspended; they were, how- ever, guaranteed that they would not be physically abused.
“Guards” were given minimal instructions, most notably that physical aggression or physical punishment of “prisoners” was prohibited. Together with a “warden,” however, they were generally free to develop prison rules and procedures. The researchers planned to study how both guards and prisoners reacted to their roles, but guards were led to believe that the purpose of the experiment was to study prisoners.
If you had been a prisoner in this experiment, you would have experienced something like the following after signing your contract: First, you would have been arrested without notice at your home by a real police officer, perhaps with neighbors looking on. After being searched and taken to the police station in handcuffs, you would have been booked, fingerprinted, and placed in a police detention facility. Next, you would have b ...
Write a critical analysis post discussing the following questions .docx
Write a critical analysis post discussing the following questions in no less than 500 words.
1. What questions do you still have after reading chapter five of the textbook?
2. What does gender mean to you? How do you experience gender? What are the differences among gender identity, gender expression, and gender roles?
3. What do you think the Genderbread Person and/or the Gender Unicorn leaves out, in terms of how we experience our sexual identity? Are the separate labels it presents (gender identity, gender expression, biological sex, and sexual orientation) really all that separate? How are labels helpful and unhelpful in presenting who we are and in understanding other people’s experiences of their sexual identities? Think about the "transcension" piece with regards to these questions as well.
4. Was there anything new and surprising (or not) that you read on the Cisgender Privilege list?
5. What stories stood out to you from The T Word documentary?
Ethics in Criminal Justice Research
Chapter 2
*
Ethical Issues in Criminal Justice Research
Ethical - behavior conforming to the standards of conduct of a given group
Matter of agreement among professionals
Need to be aware of general agreements of ethical behavior among CJ “community”
Some research designs may be impractical because of ethical issues
No Harm to Participants
Weighing potential benefits against possibility of harm is an ethical dilemma in research
Possible harms of criminal justice research include:
Physical harm
Psychological harm
Embarrassment
Groups at risk include:
Research subjects
Researcher
Third parties
No Harm to ParticipantsAll research involves risksResearcher cannot completely guard against all possible harm Researcher should have firm scientific grounds for conducting research which could potentially present harmHarm to subjects is only justified if the potential benefits outweigh the potential harms
Voluntary Participation
CJ research often intrudes into subjects’ lives
Participation must be voluntary
This threatens generalizability
Results only represent those who participated
Often not possible with field observations
E.g., observe people without them being aware they are being observed
Anonymity and Confidentiality
Anonymity – when researcher cannot identify a given piece of information with a given person
Confidentiality – a researcher can link information with a subject, but promises not to do so publicly
Research must make it clear to the responded whether the survey is anonymous or confidential
Deceiving Subjects
Generally considered unethical
Use of deception must be justified
Widom (1999) – child abuse and illegal drug use
Telling research subjects the purpose of the study would have biased the results
Inciardi (1993) – studying crack houses
Advises researchers not to “go undercover”
Analysis and Reporting
Researchers have ethical obligations to scientific community
Make shortcomings and/or negative findings known
Tell ...
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Zimbardo
- 1. Conformity to social roles Year 12 psychology
- 2. Lesson objective To explore conformity to social roles MUST: Be able to explain Zimbardo’s experiment SHOULD: Be able to identify criticisms for A02 points COULD: Compare it with other conformity studies such as Asch and Moscovici
- 3. We are learning about conformity... What studies have we looked at already to do with conformity? What details can you remember about them?
- 4. Dr. Philip Zimbardo The Stanford Prison study (1973) – conformity to social roles
- 5. Procedures 25 male volunteers Study into ‘prison life’ Healthy Randomly allocated to ‘prisoner’ or ‘guard’ Local police recruited Blindfolded Stanford University, California Sprayed with disinfectant
- 6. Procedures Given numbers to memorize Referred to by number and supervised all the time Given work shifts Lined up to be counted The guards wore khaki shirts and trousers, dark glasses and carried wooden batons
- 7. Procedures The guards were allowed to make up the rules
- 8. Results The guards took to their roles with such zeal that the study had to be discontinued after six days Some prisoners exhibited passive behaviour, depression, crying and anxiety
- 9. How might you criticise Zimbardo? Didn’t give informed consent Humiliated Ends do not justify the means (Savin, 1973) Zimbardo responded: Spoke to participants Longitudinal care Made people uneasy
- 10. What exactly happened in the prison?
- 11. Have there been any studies since into the same thing?
- 12. How does this compare to Asch and Moscovici?
Editor's Notes
- Asch (maj), Moscovici (min)
- Participants paid $15 a day to take part in a two week study of prison lifeHealthy both physically and mentallyLocal police recruited to help and nine ‘prisoners’ arrested at their homes without any warning, and taken blindfolded to the ‘prison’ (basement of Stanford University, California)Sprayed with disinfectant and given smocks to wear
- Even all toilet visits were supervisedLined up to be counted three times a day
- However, no physical aggression was allowed
- They did sign an agreement to act as volunteers, but they didn’t know that they would be arrested at homeParticipants were humiliated and dehumanized by the initiation procedure when they arrived at the prisonThe ends do not justify the mans and this study became ‘too real’ for those who took partAfter the simulation ended, Zimbardo and his colleauges held several sessions with participants to help them deal with their emotional response to the experimentThey maintained contact with all participants for a year to prevent any negative effects happeningThe reality of the study made people uneasy because they preferred not to consider that they might have behaved in the same way
- P 193 new books