SAC 3 Flashcards
(25 cards)
What is a group?
two or more people who interact with each other are influenced by each other an share a common purpose
define power
the ability a person has to get someone to do something for them.
Six types of power
Reward- ability to provide the desired response.
Coreviece- ability to use force
information-having knowledge someone wants
legitimate-power is given by a higher authority
expert-power is due to skills and knowledge
referent- power comes from the desire to relate to the powerful person.
3 styles of leadership
DEMOCRATIC- the leader negotiates with the group and takes their views into account when making decisions.
AUTHORIAN- leader makes all decisions with no consideration & controls behaviour of all members.
LAIZZRE-FAIRE- “leader” is present but takes no part in the groups dynamics or descion making. There is no real structure or authority.
Zimbardo’s Stanford Prison experiment - IV, DV, participants, method, results, criticisms,
ethical issues
IV- Whether the participants were guards or prisoners
DV- how the participants would behaviour.
Participants-Were students off Stanford uni, were volunteers and were all payed for 14 days even though it only lasted 5.
Method-made participants guards or prisons deindiudalised them and put them in cells w no windows
Criticisms- Ethicial considerations were violated, served lasting harm on participants. but it started an investigation in to how prisoners are treated in prisoners.
Ethical issues- no last harm principle
-withdrawl rights
Milgrim’s experiment - aim, method, results, ethical issues
Aim- to discover whether participants would obey an authority figure and carry out actions that cause severe pain to others.
Method- 40 male volunteers they were payed. Participants were the ‘teacher’ and were instructed to administer shocks to a “student” who was in on it. While an experimenter used prods to get the teacher to continue.
Results-ALL participants obeyed up to 300 volts. 65% went all the way. Milgram concluded that a person is likely to go against their beliefs if told to by an authority figure.
Ethical issues- No harm principle
withdrawal rights
deception
Asch’s experiment - aim, method, results, conclusion
Aim-was to investigate the extent to which an individual within a group will conform to majority opinion.
Method- 50 college students were asked which line was the closed to length on a piece of paper. The participants were always second last to give an answer.
Results- 74% conformed
Conclusion- they conformed bc; they wanted to belong, and believed others were more informed than them.
What is a meta analysis?
research that examines the results of many other studies and combines all the findings.
this means the experimenter has increased confidence in the findings.
Name the 7 factors effecting conformity
NCISGUD
normative influence, culture, informational influence, social loafing, group size, unanimity, deindividuation,
Describe the 7 factors effecting conformity
NORMATIVE INFLUENCE- a persons tendency to go along with the group; if group member have similar chararctistics there will be a greater normative influence.
CULTURE- The difference between cultures
individualist culture; independence, where it is important for individuals to achieve there own goals
collectivist culture; individual goals are less important the group goals.
INFORMATIONAL INFLUENCE- participants want to provide a correct response but aren’t certain of their ability, believing others are more capable.
SOCIAL LOAFING the tendency of an individual to reduce their efforts when working in a group,
GROUP SIZE- conformity rates increased to a maximum with three or four confederates, and the remained about the same.
UNANIMITY- conformity rates dropped when one of the confederates gave the correct answer as the participant had someone w them.
DEINDIVUATION- when someone can not be indentiyed in the group.
What is helping behaviour?
behaviour that benefits other people and society in general- also called pro social behaviour.
Explanations of pro social behavior
biological (nature)- sees helping behaviour as genetic
Environmental(nurture)- helping behaviour is learned
Interaction- although we might be born with an innate, exactly how we help is of social learning.
Factors influencing helping behaviour
THE SITUATION ; location, perception, proximity, group or alone, emergency or not
SOCAIL NORMS- an action that is standardised and expected in society, they are learned and provide a background for human social interaction.
PERSONAL FACTORS; empathy, mood competence, altruism: selflessness even if there is nothing to be gained.
DEFINE N EXPLAIN- Bystander intervention and effect
BYSTANDER INTERVENTION- a person voluntary help someone;
BYSTANDER EFFECT- more likely to help others when they are alone then when others are around.
why does the bystander effect occur?
diffusion of responsibilty- someone else will do it
audience inhibition- self conscious
social influence- The behaviour of other people serves as a role model for our own behaviour. Also, other people can
exert pressure to act in a particular way
Proximity of the victim - how close the victim is to the
potential helper. The greater the distance the less likely to
help.
Nature of the bystander - moral development, past
experience, personality, mood etc
Cost-benefit analysis-Three stages a person goes through in assessing the pros
and cons of helping. (a)physiological arousal (b) labelling the arousal (c) evaluating the consequences
Deindividuation- More likely to commit anti social behaviour when they can’t be identified personally eg. crowd at football game
Decision- stage model of helping explanation
a model of the situational influences on bystander intervention. It says that when confronted with a situation that might require their assistance, potential helpers go through five stages in deciding to help.
Decision- stage model of helping STAGES
-Do we notice that help is needed
-Is this a situation an emergency
-Does the potential helper take responsibility
-Does the potential helper decide on a way to help
-Does the potential take action to help
help is given
Social norms - reciprocity and social responsibility
SOCIAL NORM- a norm is a form of action of behaviour that is standardised and expected in society, they are learned and provide a background for social human interaction.
RECIPROCITY PRINCIPLE- do unto others as they do unto you
SOCIAL RESPONSIBILITY NORM- members of society are expected to help out in times of need.
Personal characteristics of the helper
EMPATHY our emotional response to another persons mood
MOOD- a person is more likely to help if they are in a good mood
COMPETENCE- the way a bystander perceives their confidence to deal with an emergency will influence whether they will provide help.
ALTRUISM- is a unique influence on pro-social behaviour where, for no personal gain and sometimes at a great personal cost, a person helps others due to a deeply felt concern for fellow beings.
Kitty Genovese – be familiar with this case study
No body responded to her screams for help as her murder repeatedly attacked her. at least 12 people would have heard her cries, but failed to act.
Characteristics of non-helping behaviour
the situation
they bystander effect
Latane and Darley studies- IV, DV, ethical issues
IV-the number of witnesses that participants believed to be present.
DV- whether the participants would report the smoke
ethical issues-
Definition and explanation of different types of bullying
BULLYING- a form of behaviour where an individual or group will intentionally and repeatedly cause another person mental or physical harm.
DIRECT PHYSICAL- hitting, tripping, pushing damaging property.
DIRECT VERBAL- name calling, insults, offensive remarks, teasing
INDIRECT/CONVERT- lying, spreading rumours, social exclusion, mimicking
CYBERBULLYNG- pranking, image sharing, sending threatening texts or emails.
POSTIVE INFLUENCES of advertising and media on individuals and groups
creates friendships educating entertainment informs people brings people together makes people feel connected communication contact with friends and family knowledge of issue
