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Collective Behavior Professor Rigney

by: Hannah Lagasse

Collective Behavior Professor Rigney SOCY 332

Marketplace > College of Charleston > Sociology > SOCY 332 > Collective Behavior Professor Rigney
Hannah Lagasse
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About this Document

These are the notes for 9/1/16 and 9/6/16 for Professor Rigney's Collective Behavior Class
Collective Behavior
Dr. Rigney
Class Notes
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This 7 page Class Notes was uploaded by Hannah Lagasse on Saturday September 17, 2016. The Class Notes belongs to SOCY 332 at College of Charleston taught by Dr. Rigney in Fall 2016. Since its upload, it has received 3 views. For similar materials see Collective Behavior in Sociology at College of Charleston.


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Date Created: 09/17/16
Collective Behavior1 Professor Rigney In Class Notes September 1, 2016 Experimental  Lab experiment special facility o Mintz  1951  Studying panic  How effective are groups under certain circumstances o The problem with lab research is that it is in an artificial setting  Field Experiment introducing and manipulating the variable within a natural setting o The researcher goes to the subjects turf o Buikhusen  1966-67  The Netherlands  What can we do to decrease the riots on New Years Eve?  Go people that were the same age, dress, and did the same thing. They were ringers. 24 students (12 male and 12 female)  Paired them, so 12 couples  Got them to circulate throughout the crowd  3 things they were supposed to do: 1. Undermine the expectation that something is going to go down a. “Hell nothing is happening, lets go somewhere else.” b. “Hell even the police are leaving” 2. Talk about the other activates a. “Half priced beer down the street” b. Free movie here” c. “Larry’s party” d. Authorities did pick up on this task they were doing 3. Stop any activity that could lead to an outbreak of a riot a. Chanting usually is the first effective way b. Offer someone a cig when they see someone starting to about to do something i. Distract the person Initial Research: Rumor  Definition: unverified information that is communicated informally from person to person o Here say evidence  2 examples o Usually about products or people Collective Behavior2 Professor Rigney In Class Notes o Product example  Procedure and Gamble  Said their trademark was a symbol of the devil  It was the man, the moon, and 13 stars  The letter writing company said the company was giving money to the Church of Satan o People started to boycott them o After12 months the company hired a lawyer, then shrunk their symbol, and then eventually eliminated it off of their product o People Example  Sukarno  His country was not aligned with either side (The US or Soviet Union) o It started to look like they were leaning towards the Soviet Union o The US CIA made a video to make it look like Sukarno was with prostitutes  Showed it to the opposition and Newspapers that didn’t like him  Tried to make it seem like the US was trying to help  It started to circulate but then it boomeranged o The population was like oh hey he’s 70 and look at him o They took pride in the power he had. Connections to Collective Behavior 1. A rumor can start a crowd forming a. Particularly a violent crowd b. Urban riots in California in 1965 i. People were like why is this happening? ii. Started going across the country 1. Riots in Omaha and Detroit etc. iii. There was a traffic stop and a rumor started that police officer had clubbed a black pregnant women and then it went off 2. Rumor is the main way people communicate in a crowd. Allport and Postman  Flawed inferior communication their definition of rumor  Serial Transmission experiment Collective Behavior3 Professor Rigney In Class Notes o Basically telephone (game) but with adults in booths saying things to each other (about 5 people long)  End up with distorted information o 3 problems connecting the artificiality with anything in the real world o 3 R’s 1. Reliability a. Ex: someone saw you at blah blah blah i. What said that? Consider the source b. If all you’ve heard from them is trash you probably wont believe what they’re saying 2. Redundancy a. We can check with others to see if they’ve heard anything 3. Reciprocity a. IF you say something, but I didn’t hear you so I ask you to repeat it You cannot do any of these things with the serial transmission experiment Process of Distortion 1. Leveling a. Loosing details as a rumor spreads by the time it gets to everyone about 70% of the information ahs been lost 2. Sharpening a. The last 30% that remains becomes very specific 3. Assimilation a. The 30% of facts left reflects the tellers preoccupations and bias  1940  Friend of Allport (Teacher from China)  Best way to see the US is to go from the West to the East o Ended in Main (Mountain and Valley) o Could speak English Somewhat  Goes into a store to get directions to this mountain  Within 24 hours a rumor had started that the Chinese had sent a spy with a camera to look around for Germany to do something up in Maine o Even though we weren’t in the war people were still jumpy “Law” of Rumor  The effectiveness of a rumor is its believability is the consequence of interest in the topic if no one is interested then it doesn’t matter how sharp the rumor is o Ambiguity—the absence of official information Collective Behavior4 Professor Rigney In Class Notes o Functional effectiveness is caused by interest and ambiguity Collective Behavior 1 Professor Rigney In Class Notes September 6, 2016 Shibutani  1 generation Japanese American (Hiesi)  Looked at rumor as improvised news  He can explain what Alport and Postman can and also rumors that are more reliable  Definition of rumor: a recurring form of communication in which people are trying to make since of an unclear or threatening event by pooling their informational sources  Data Sources used: o Observational Sources:  First:  February 1942  Roosevelt executive action  In 4 states (West Coast and Arizona) Japanese Americans were sent to interment camps o Happened very quickly o Safety was the reason to relocate them  2/3 were American Citizens  Nothing was done to secure their property  Outcome: relocated for about 4 years and then told to go back to their lives  In August 1988 President Regan signed Civil Liberties Act o Passed unanimously in both houses o A presidential apology and a payment of $20,000 to anyone that was relocated and lost property and liberty and could prove it o Established an educational fund  Second:  Combat soldiers  Rumors can spread o He volunteered to serve at 18  Third  Became part of the occupation forces in Japan at the end of the war o Historical  He went over 57 studies concerning rumors Channels of Communication  Institutional o Official source of information Collective Behavior 2 Professor Rigney In Class Notes o People rely on this first  Auxiliary o Made up of our friends, family, strangers o Social Media  Why do we go from institutional to Auxiliary? o Widespread mistrust of the institutional channel that we are getting the truth o A national disaster  So the official sources are not there o Government control  The institutional channel is controlled  No Free Press Types of Rumoring  Critical Deliberation o Yields accurate information  Extemporaneous o Unreliable information  Which type are you going to get? o Emotionality  The more emotional a situation the less reliable the information is gonna be o Limited amount of time  Less reliable information o High demand for news  Less reliable information Extemporaneous  Most likely to see in a speech class  No planning, given a topic and told to start talking Overview so far: Barkan and Snowden  Preface and Chapter 1 o Introduction to Collective Behavior o Rationality  Functional rationality  If I’m concerned with promoting or resisting social change is violence the way to do it?  Doesn’t question the goal, just the means  How Rational is it  Are the people that participate in collective violence rational or crazy? o Macro and Micro Perspectives Collective Behavior 3 Professor Rigney In Class Notes  Micro  Small scale  Why are some people more likely than others to participate in collective violence?  Macro  Large scale  Asks why does collective violence happen in the first place? o What are the social and economic factors? o The reaction of state authorities to collective violence  How they respond can influence in many ways they didn’t think it would  The effectiveness  Chapter 2 o Explanations of collective violence o LeBone-emergent norms o Riots and revolutions o Looks at it in the micro or macro perspectives


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