Unit+14+-+Social+Psychology

=Social Psychology - pages 643-695=

= = =__**APA ****Content Standard Area: Social Interactions **__= //After concluding this unit, students understand: // 1. Social cognition 2. Social influence 3. Social relations **Content Standard 1:** **Social cognition** 1.1 Describe attributional explanations of behavior. 1.2 Describe the relationship between attitudes (implicit and explicit) and behavior. 1.3 Identify persuasive methods used to change attitudes. 2.1 Describe the power of the situation. 2.2 Describe effects of others’ presence on individuals’ behavior. 2.3 Describe how group dynamics influence behavior. 2.4 Discuss how an individual influences group behavior. 3.1 Discuss the nature and effects of stereotyping, prejudice, and discrimination. 3.2 Describe determinants of prosocial behavior. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">3.3 Discuss influences upon aggression and conflict. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">3.4 Discuss factors influencing attraction and relationships. //<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">After concluding this unit, students understand: // <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1. Social and cultural diversity <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2. Diversity among individuals <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> **Content Standard 1:** **Social and cultural diversity** <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.1 Define culture and diversity. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.2 Identify how cultures change over time and vary within nations as well as internationally. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.3 Discuss the relationship between culture and conceptions of self and identity. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.4 Discuss psychological research examining race and ethnicity. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.5 Discuss psychological research examining socioeconomic status. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">1.6 Discuss how privilege and social power structures relate to stereotypes, prejudice, and discrimination. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.1 Discuss psychological research examining gender identity. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.2 Discuss psychological research examining diversity in sexual orientation. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.3 Compare and contrast gender identity and sexual orientation. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.4 Discuss psychological research examining gender similarities and differences and the impact of gender discrimination. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.5 Discuss the psychological research on gender and how the roles of women and men in societies are perceived. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.6 Examine how perspectives affect stereotypes and treatment of minority and majority groups in society. <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">2.7 Discuss psychological research examining differences in individual cognitive and physical abilities
 * Content Standard 2: **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> **Social influence**
 * Content Standard 3: **<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> **Social relations**
 * <span style="font-family: 'Times New Roman','serif';">APA Content Standard Area: Sociocultural Diversity **
 * Content Standard 2 **** : ****<span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;"> Diversity among individuals **

=__**<span style="font-family: 'Times New Roman','serif';">Key Terms **__= <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Conformity Normative social influence <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Informational social influence Social facilitation <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Social loafing Deindividuation <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Group polarization Groupthink <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Culture Norm <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Personal space Prejudice <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Stereotype Discrimination <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Ingroup Outgroup <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Ingroup bias Scapegoat theory <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Other-race effect Just-world phenomenon <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Aggression Frustration-aggression principle <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Mere-exposure effect Passionate love <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Companionate love Equity <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Self-disclosure Altruism <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Bystander effect Social exchange theory <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Reciprocity norm Social-responsibility norm <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Conflict Social trap <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Mirror-image perceptions Self-fulfilling prophecy <span style="font-family: 'Times New Roman','serif'; font-size: 13.3333px;">Superordinate goals GRIT







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Social Thinking
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<span style="background-color: #efdf9c; font-family: Arial,Helvetica,sans-serif; font-size: 14px;">This clip explains Philip Zimbardo’s Stanford Prison Experiment. Students volunteered to participate as either prisoners or prison guards. The prisoner participants were arrested from their homes and were kept in small cells for 24-hour periods. The guards worked 8-hour shifts. Although students entered the experiment in good physical and mental health, prisoners became ill and zombie-like while guards became demanding and demeaning. Why didn’t any of the volunteers bow out of the experiment? media type="custom" key="15438928" The Stanford Prison Experiment Stanford Prison Experiment

=Social Influence=



Milgram's Obedience Experiment
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Jane Elliott - A Class Divided - Brown Eye/Blue Eye experiment
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<span style="color: #3d87a6; font-family: Arial,Helvetica,sans-serif; font-size: 19px;">Asch Conformity Experiment
<span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px;">The Asch conformity experiments were a series of studies published in the 1950s that demonstrated the power of conformity in groups. These are also known as the "Asch Paradigm". The volunteer is surrounded by actors who choose the wrong line length in a visual perception test. Why does the volunteer conform to the group? media type="custom" key="25542110"

=Social Relations= Altruism on Friends: []

= Philip Zimbardo shows how people become monsters ... or heroes = media type="custom" key="15464976"

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Responsibility of Strangers
In this ABC news clip editors from “What Would You Do?” conduct a social experiment about the attribution theory. In the first part of the experiment Havala, an actor, sits on the beach, sets up an iPod radio, and then leaves. While she is away, a man (part of the experiment) comes by and steals her iPod radio. Neighboring people on the beach say and do nothing. In the second experiment, Havala chats with the people next to her. The man steals the radio again and one of the people she spoke with followed the culprit. In the third experiment, Havala acts obnoxiously but still receives help when the man steals her radio. In a second set of experiments, they use Shea who is an attractive and well-dressed woman. How do her neighbors react when the culprit takes her radio the first time? How does Carrie Keating explain their actions?

Groupthink example From the movie "Outbreak"

Altruism on Friends - no such thing as a selfless good deed media type="youtube" key="ahDxg3hc5pM" width="420" height="315"