PSY 150a1 1st Edition Lecture 16Outline of Last Lecture I. Beginning of new midterm materialOutline of Current Lecture II. Social perception (attribution and attitudes)III. Attributions (situational and dispositional)a. Attributional biasesIV. Components of attitudesa. Forming attitudesb. Changing attitudesc. Cognitive dissonance theoryV. Key to interpersonal attractiona. Mere exposure effect (proximity)b. Similarityc. Physical apperanceVI. Social influence (social norms)a. Conformity and complianceb. Sherif’s and ach’s experimentsc. Compliance techniquesd. Obedience (milgram test)VII. Group behaviora. Social facilitationb. Social loafingc. Group polarizationd. groupthinkCurrent Lecture- Social perceptiono Attributiono Attitudes Forming attitudes Changing attitudes- Interpersonal attraction- Social influenceo Social normso Devindividuationo ComplianceThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.o Conformityo Obedienceo Group behavior- Attributiono Attributions help us to  Understand someone’s behavior Predict someone’s future behavior Control the situation if it should occur againo Types of attributions Situational (attribute behavior to external cause) Dispositional (internal cause that results in our behavior)o Attributional Biases Fundamental attribution error  Self- serving bias (take credit on success vs blaming on external causes)- 3 components of an attitudeo cognitive component (thoughts and beliefs about attitudinal object)o emotional component (feelings toward attitudinal object)o behavioral component (predisposition to act toward attitudinal object)o the A-B problem- forming attitudeso learning principals modeling and other forms of social learning classical and operant conditioning (product plus attractive individual or situation positive attitude)o mere exposure effect- changing attitudeso elaboration likelihood model two routes to attitude change- central route ( messages receive close attention)- peripheral route (messages receive little attention) which route is followed?- Personal involvement (vested interest)o Cognitive dissonance- Cognitive dissonance theoryo Festinger and carlsmith study (1959)o When will behavior- attitude inconsistency produce attitude change? Inconsistency causes distress or comfort Changing attitude will reduce this distress or discomfort- Keys to interpersonal attractiono Situational factors Mere- exposure effect- Proximity= tendency to feel more positively toward a stimulus with repeated exposure ( first meeting in a comfortable situation increases attractiveness)o Similarity between individuals Attitude similarityo Physical appearance Attraction- similarity hypothesis- Social influence: social normso Learned, socially based rules of behavior Norm of reciprocityo Creates orderly social behavior But problem of deindividuation- Social influence: conformity and complianceo Conformity: change behavior or beliefs to match others  Sherif’s experiment (1937)= when alone subject’s estimates varied widely, participating in a group. They adjusted their estimate to conform to the emerging group norm) Asch’s experiment (1956)- Used three or more confederates, one real participant- Had people judging line lengths- At first confederates told truth- Then they all began giving the same wrong answer- Later asch measuring the effect of having at least one confederate dissent and give the correct answer Compliance: adjust behavior because of a request Both are usually the result of norms- Compliance techniqueso Foot in the door technique= start with small request, follows up with large oneo Door in the face technique= start with large request, follow up with small oneo Low ball technique= making attractive initial offer, after getting commitment, make the terms less good- Social influence: obedienceo Milgram tested obedience to authority by having a subject shock a learing (his confederate) with increasingly stronger shocks for errorso The confederate first complains, then screams, then ceases respondingo Experimenter orders subject to continue the shockso Eventually the learner stops answering o Obedience reduced when: Teacher can see learner Teach has to hold learners hand to the shock plate The experimenter leaveso Milgrams use of deceit was highly problematic considering the risk of harm to his subjects- Group behavioro Social facilitation= process by which a persons performance is increased when other members of a group engage in similar behavioro Social loafing= tendency to put forth less effort when working on a task with others than when working aloneo Group polarization= group members are influenced by cohesiveness and dynamic leader to ignore external realities as they make decisions Strikes tightly- knit groups Reults in hesitation to dissent in order to preserve solidarityo