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Social psychology week 6 notes

by: Bailey Anderson

Social psychology week 6 notes PSY 270-001

Marketplace > Indiana State University > Psychology > PSY 270-001 > Social psychology week 6 notes
Bailey Anderson

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About this Document

These notes cover everything went over in class during week 6.
psy orientation soc psy
Dr. Sheets
Class Notes
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This 3 page Class Notes was uploaded by Bailey Anderson on Friday September 30, 2016. The Class Notes belongs to PSY 270-001 at Indiana State University taught by Dr. Sheets in Fall 2016. Since its upload, it has received 14 views. For similar materials see psy orientation soc psy in Psychology at Indiana State University.


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Date Created: 09/30/16
Social Psychology Week 6 Notes  Consider the following:  Professor sent Christmas cards to people he didn’t know­ what happened?: people sent  cards back  I receive surveys all the time, and though better than most, don’t always return (at least  not promptly)  I received a survey with a $1­ I sent it back immediately: why?­ you feel an obligation  Reciprocation­ there is a perhaps universal rule for return of favors o So powerful, it works even if favor is uninvited o Demonstrated experimentally as follows: 2 “S” in a study of art appreciation Cond 1­ after exp, S2 (confederate) offers raffle ticket (25c) Cond 2­ during break S2 buys S1 coke (5c=1960) What happened? In cond1­ 1 ticket sold, cond2­ 2 tickets sold o That’s not all= “sweetening the deal” Bake sale: Cond 1: 2 cupcakes + 2 cookies, 75c Cond 2: 2 cupcakes 75c, but before deciding +2 cookies free Result: 40% of approaches cond 1; 73% cond 2  Reciprocal Concessions or “Door in the face”  o Outrageous request followed by smaller=salesperson has done a “favor” by  reducing request­ you feel compelled to “return” by complying with smaller request o Blood drive: cond 1­ will you come back next week?, cond 2­ will you come back  every 6 weeks for next 3 years? No? okay how about just next week? Results: 43% cond 1; 0 at first, then 84% cond 2 o Interestingly, people fell more satisfied with purchases/decisions involving this  technique o How can we avoid being taken (without discarding impt social norm)?­ be aware of  tactics  Commitment and consistency­ basis of “contracting” in therapy and behavior  modification  o Sales tactics: phone company­ “are you the type who likes to save money?” “what  would it take for you to buy the care today?”   o Variations: foot in the door (small request, then bigger)­ calling to ask questions  about household products you use for “The Guide”=small request. 3 days later:  expanding publication 5­6 men for 2hr to record all household products. Must have full freedom to go through cupboard and storage places. Control (no small request): 22% yes Exp (foot in the door): 53% yes o Low­ball: make a low­price offer, then when commitment, take away basis of  commitment. Care sales: promise to sell for X, but manager says no o Bait & switch: make a low­price offer, then when S shows to purchase, subst a  lower­quality product for price  Social proof/conformity­ we are influenced by others, sometimes consciously (go to a  new church) o Also unconsciously – laugh tracks (longer and harder) o Sales/advertising examples?  Most popular model  Customers made us #1  PBS drives o Sherif: “autokinetic effect” Ss estimated movement of light in inches across  several days. They were watching the light either alone or in a group (saying  inches out loud).  When alone, their answers are all over the place. When in group, they said answers that were similar. o Research shows that men conform to women’s att in fashion o Asch: wanted anthro, not soc psych, but got interested in imp form  Would people conform when task was unambiguous?  Chose task everyone could do: choose like A,B, or C to match other line  99% correct (1% wrong) in solo trials  Group of 4 confederates and one S: 37% of time S would give knowable  wrong answer. No punishment or reward, yet people conformed  Why? – normative social influence: based on need for social approval  Evidence: with one dissenter (gave right answer), conformity dropped to 6% but when dissenter conformed, S did (to 30%).  Conf dropped with private responding (others wouldn’t hear) o Descriptive norms= what people do (situational) o Injective norms= what people should do (trans­situational­ carry with you)  Clean or littered environment: S given paper to litter or not  Conf walks by (control)  Conf drops mcdonalds bag on ground­ focus on descriptive  Conf picks up bag­ focus on injunctive  If conf drops bag, S litter. If conf picks up bag, S doesn’t litter. If clean  ground, S doesn’t litter.   Petrified forest: Either put up no message, descriptive (many people stole  wood and changed forest) sign or injective (do not steal wood to protect  beauty) signs. 3% vs 7% vs 2%  We tend to underestimate social influence. o Energy conservation: survey that asked why should we conserve energy? (protect  env, save money, bc others do it). “because of others” rated low; but best  predictor. Exp: least “motivating” people who got messages that neighbors were  trying to conserve energy, used less energy. o Goes well beyond perception  o Philips: publicizing suicides increases the amount of suicides  Authority  o Milgram­ student of Asch­ decided to study “conformity” without groups,  conformity with expectations of other  3 players: 1 experimenter, 2 subj (one confederate)  Subj recruited from newspaper for money  Procedure: upon arrival, S was paid ($4.50). subj told experiment was  about punishment and memory. Draw for “role” of teacher versus learner  (both said teacher so subj always got teacher). Teacher was to give test,  increase shock with every wrong answer; no response= wrong answer.  Teacher shown shock machine 15­450 volts (ex dangerous) to convince it  was real, they were hooked up and given a little jolt  Confederate was strapped into chair while subj watched. Could not see  while shocking, could only hear. Conf was suppose to say certain things at certain volts (let me out, I refuse to continue, cant stand the pain scream,  and then silence)  63% continued to 450 volts (6 more levels after conf went silent)  Experimenter gave generic statements : the exp requires you to go on  Nobody went to go check on confederate after done or after quitting  Why did people obey?  Authority figure giving commands­ experts know best  If subj watched another teacher do this, 90% compliance­ if other rebelled, 10% compliance  Often authorities do know best, why is it peripheral?­ central involves  thinking and rationally thinking, peripheral avoids thinking and just  reacting to the cue­ not thinking on own (subj followed because  experimenter supposedly knew what they were doing)


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