Chapter 10: Social Influences on the Development of Human Potential (38/30) -- Psychology

Chapter 10: Social Influences on the Development of Human Potential Group Cohesiveness, Attitudes and Prejudice Group Cohesiveness A group consists of two or more individuals sharing a social relationship. The relationship can be based upon any shared characteristic (e.g., age, sex, grade-level, etc.) or interest (e.g., sports, academics, politics, etc.). A Nukak band can be considered a nomadic group consisting of a few families that live and move together. Consider what is likely to happen during the three steps of the bystander apathy flowchart if the person requiring assistance is a relative or friend. In the first stage, the relative will almost definitely be noticed, no matter how many other bystanders there are. In the second stage, the event will almost definitely be interpreted as requiring assistance. In the third stage, the person will almost definitely take direct action. The prediction that one is more likely to help a fellow group member than a stranger probably does not surprise you. What may be surprising is how easy it is to establish group cohesiveness, a meaningful connection with another individual or several individuals. For example, one is more likely to help an injured person if they are wearing the football jersey of a shared favorite team (Levine, Prosser, Evans, & Reicher, 1968). In an experiment, college students were divided into low- and high-cohesive groups of two or four individuals. Cohesion was established by simply having the students discuss their likes and dislikes with respect to school and other activities. As expected, in the low-cohesiveness conditions, there was a social diffusion effect whereby subjects were more likely to assist another student when no one else was available. However, in the high-cohesiveness conditions, it did not matter if others were available to help; the subject felt personally responsible simply based on their prior conversations (Rutkowski, Gruder, & Romer, 1983). Interestingly, the opposite of the social diffusion effect occurs with friends. Increasing the number of bystanders increases coming to the aid of friends, in comparison to strangers (Levine & Crowther, 2008). Tragically, the reverse can also be true. Increasing the number of bystanders can increase the likelihood of inflicting harm on members of a defined group. This is a necessary component of Milgram’s original questions regarding the Holocaust. How could human beings inflict such pain and suffering on others? Under what conditions do people passively display obedience to authority figures commanding that they behave cruelly? To answer these questions we must understand the formation of attitudes, stereotypes, and prejudice. Attitudes, Stereotypes, and Prejudice You’ve got to be taught To hate and fear, You’ve got to be taught From year to year, It’s got to be drummed In your dear little ear You’ve got to be carefully taught. You’ve got to be taught before it’s too late, Before you are six or seven or eight, To hate