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PSY 321 Chapter 9 (3)

by: Stephanie

PSY 321 Chapter 9 (3) Psy 321

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About this Document

These notes go over the final part of Chapter 9 which covers more about how groups functions as well as group think.
Social Psychology
Carrie Smith
Class Notes
PSY321, social, Psychology, Lecture Notes
25 ?




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This 2 page Class Notes was uploaded by Stephanie on Friday October 14, 2016. The Class Notes belongs to Psy 321 at University of Mississippi taught by Carrie Smith in Fall 2016. Since its upload, it has received 5 views. For similar materials see Social Psychology in Psychology at University of Mississippi.


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Date Created: 10/14/16
PSY 321:  Social Psychology Chapter 9:  Group Behavior I. How Groups Function a. Are two or more heads better than one? i. Information sharing/ Brainstorming 1. Group brainstorming leads to fewer and worse ideas 2. Listening to other people interferes with what you were thinking  about in the first place 3. We are critical of other peoples’ ideas 4. How to make brainstorming effective a. Assign a person to write everything down b. Be explicit about not allowing criticism c. Prior to group discussion allow everyone to brainstorm on  their own ii. Group Polarization (In the book) iii. Group think 1. Ex:  The Challenger Space Shuttle a. They were not able to see alternate means of action b. Group cohesiveness i. High cohesiveness causes people to be unable to  disagree with other member so they make poor  decisions  2. 8 Symptoms of group think a. When group members develop a delusion of invulnerability b. Belief in the morality of the group c. Rationalization  d. Stereotypes of outsiders i. Belief that outsiders are overly critical e. Self­censorship i. People feel that the group is censoring them f. Direct pressure i. Any deviation from the group decision could be  scorned or ridiculed g. Mindguarding i. Preventing others from speaking out about their  own beliefs h. Illusion of unanimity i. The group’s need for agreement overrides realistic  considerations  3. Ways to prevent group think  a. Fostering an open climate of discussion b. Avoid insulating the group from outside criticism c. Assign everyone the role of “critical evaluator” d. Avoid being too directive or exerting undue influence upon the group


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