Class Notes (807,081)
Canada (492,588)
Psychology (3,191)
PSYC 215 (470)

Lecture 39.pdf

6 Pages
Unlock Document

McGill University
PSYC 215
Donald Taylor

PSYCH 215 Lecture Dec 5 FINAL EXAM CHAPTERS  2, 3, 6, 7, 8, 9, 10, 11  Module A  120 Questions  3 hours  60 questions on lectures  60 questions on chapters  Focus mostly on material SINCE midterm Behavior in Small Groups  Group = more risky than individual, diffusion of responsibility, more people taking the blame if things go wrong  There is another explanation which from the data is probably also going on, not throwing diffusion out, adding: people when they’re together are going along with cultural value  In the beginning, cultural value is to be risky, everyone comes into the group thinking they’re the riskier, when find out they are not, agree with cultural value that states to be risky- group shifts according to riskiest person  NOT TRUE FOR ALL SITUATIONS, true for most, but when risk pertains to peoples lives, cultural value states: be conservative, so when in group, be less risking when dealing with people’s lives  2 factors: diffusion of responsibility, and group moving in cultural value- risky or not  Helping behavior- if group always moves in direction of cultural behavior, in helping behavior people in a group, people don’t help- KITTY, watch and do nothing, experiment with fire, if alone you act, in a group you don’t act  If group pushes people towards cultural value, the only conclusion we can come to- DON’T HELP  Why? We’re taught help your neighbor, better to give than receive, now we learn even helping there may be a cultural value that says we’re not supposed to help o Evidence: modern society has become professionalized o EX. Hi I want to help, they think it’s a pedophile, there’s something weird… in the middle of a snowstorm, go out and start directing traffic, they will throw you in jail, go to the hospital, they’re going to think you’re nuts, professional organization- candy striper, don’t stop at an accident, there’s professionals for that  Push norm theme- you could do interesting experiment, get a couple friends with the experimenter, and go to large apartments with elevators, and get on with innocent victim, couple gets into heated argument, in half they make it clear they’re husband and wife, in other they make it clear they don’t know each other, what does the guy do? Married you don’t interfere; norm says that’s their business. Two people newly acquainted, you get involved. o EX. Go into grocery store, when see a mother getting angry with kid, how often do you interfere and say this is bad parenting? State to reason with the child. NORM SAYS WE DON’T INTERVENE WITH FAMILY, laws to ensure this  Maybe we do have without wanting to, developed culture of not helping  Social Loafing- Every university student needs to know about, how hard are you going to work, doing whatever your job is, or with a small group doing some work? What is more productive, alone or in a group? o It depends, if the activity is a creative one, writing jokes for a comedian or a sitcom, put 5 writers together, you get more creativity o When the task is a cumulative one, it opens up the possibility for social loafing o EX. Tug of war, lends itself to social loading, 10 people pulling, look like you’re pulling, can pull this off because other 9 look like pulling, all made possible because task is additive o EX. Students at university who love assignments where they work as a group, there are always social loafers who contribute nothing but share in the grade o For productivity and action, must consider task- can we all push each other to work harder, or situation that lends itself to social loading  Deindividuation: close to diffusion, psychological state people talk about a lot, it means individuation/ snowflakieness has been taken away, treated like a number, university students feel this often, arose in factory workers, awful way to live, no individual respect o Undesirable state o We must understand its not a physical state, its psychological o EX. In the day, there used to be residences that were either male or female, no co-ed, at the time that co-ed was new social reality: miss good-body goes down the hall to shower, comes out naked and walks down the hall, because it has always been a girls residence, but now 5 guys walking down the hall- covers face, you don’t know who I am= DEINDIVIDUATION o In the context of modern society at the time, big institutions, peoples have had individuality robbed o But then it was found desirable- don’t want prof to know who I am, I want to sit at the back on facebook, liberating o If deindividuated, doesn’t it liberate me from norms- EX. Bring a dozen students to lab, leave, half of the time lights on half lights off, lights off, deindividualised, no one knows who you are, can do all kinds of funny business o Crowded subways, you are made deindividuated because of so many people, can engage in non-normative behavior, burning cars- as long as we stay with several people, and move with the crowd, we stay deindividuated o Take measures to be deindividuated: go to football games, as a football player, thought everyone was watching him, but when on bench, realized that nobody cares what’s going on, deindividuated, paint faces, can engage in non-normative behavior, which can be destructive o So it can be desirable, interesting because in the beginning it was considered a negative state, number not a name, that level is pretty nasty, but on the other hand it can be liberating, when we live under very constrictive norms, if deindividuated can be liberated o Various ways to be DI- lights off, bag over head, liberating= in tension with one another, but liberating o We are threatened if not a snowflake, but we’re also threatened if not like other people- we don’t know who we are, what to follow- want to be like the people we chose, reference group, but want to be special= want to be individuated and deindividuated, IN TENSION o DI- when fun is over, consequences can be serious- want to be DI so I’m going to kill you by dropping a bomb o We can DI by dehumanizing- calling enemy dogs, don’t give them that they are human, in conflict, in subtle ways- even when granting humanity, state they don’t have range of human emotion we do, have grief and shame, they don’t only happy and mad- can be used to justify o Easier for me to be negative and aggressive towards you if you’re not even human- look the same, but don’t have emotion, like stomping on a bug- harder when you realize emotion, h
More Less

Related notes for PSYC 215

Log In


Don't have an account?

Join OneClass

Access over 10 million pages of study
documents for 1.3 million courses.

Sign up

Join to view


By registering, I agree to the Terms and Privacy Policies
Already have an account?
Just a few more details

So we can recommend you notes for your school.

Reset Password

Please enter below the email address you registered with and we will send you a link to reset your password.

Add your courses

Get notes from the top students in your class.