心理学与生活-第96章

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Elliot　Aronson　and　Alex　Gonzalez　examine　how　cooperation　rather　than　petition　changes　
the　way　students　see　themselves　and　their　peers。　

Robert　Cialdini　examines　the　principles　of　reciprocation；　scarcity；　authority；　mitment；　

liking；　and　consensus　in　marketing　and　advertising。　

FILMS　AND　VIDEOS　

The　Candid　Camera　Classics　for　Social　Psychology　consists　of　16　episodes　that　I　selected；　with　
Allen　Funt’s　assistance；　to　dramatize　many　key　social　psychology　topics；　such　as　pliance；　
conformity；　obedience；　social　influence；　authority；　power；　morality；　and　bias　in　field　surveys。　
Each　of　these　creative　gems　is　funny　and　entertaining；　while　teaching　important　messages　about　
human　nature。　Since　they　vary　in　duration　from　2　to　6　minutes；　a　given　episode　can　be　used　to　
launch　a　lecture　as　a　thematic　overview；　to　underscore　a　conclusion　from　a　body　of　empirical　
research；　or　to　provide　a　source　for　opening　a　discussion　of　the　behaviors　that　the　class　and　the　
instructor　observed　together。　The　Candid　Camera　Classics　e　with　an　instructor’s　guide　（that　I　
prepared　with　Allen　Funt）　that　will　assist　teachers　in　getting　the　most　mileage　from　using　them；　
McGraw…Hill　distributes　this　video　（VHS）　and　a　laser　disk　version。　For　ordering　information；　call　
1…800…338…3987。　

Abilene　Paradox　（1984）。　VCFM；　27　minutes　

A　gently　humorous　exposition　of　social　psychological　concepts　such　as　groupthink　and　
deindividuation。　Demonstrates　how　the　cognitive　processing　of　a　well…intentioned；　cooperating　
group　can　go　far　astray　from　the　individual　views　of　the　members。　

Captive　Minds：　Hypnosis　and　Beyond　（1985）。　JFMU；　55　minutes　

Explains　how　long…term　conditioning　takes　place；　such　as　how　the　Moonies　hold　on　to　their　
disciples；　and　how　the　Marine　Corps　generates　such　fierce　loyalty。　The　indoctrination　methods　of　
disparate　institutions　are　surprisingly　similar。　Recruits　are　isolated　in　unfamiliar　environments；　
kept　busy　to　the　point　of　exhaustion；　confused；　frightened；　and　their　sense　of　identity　weakened。　
Over　time；　they　bee　vulnerable　to　suggestion。　They　then　readily　submit　to　a　strong　
authoritarian　leader。　Reminds　us　that　we　are　all　vulnerable　to　psychological　manipulations；　some　
of　which　have　social　and　political　consequences。　

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CHAPTER　18：　SOCIAL　PSYCHOLOGY；　SOCIETY；　AND　CULTURE　

Conformity　（1989）。　Insight　Media；　30　minutes　

This　program　examines　the　pros　and　cons　of　conforming　behavior；　looking　at　its　dangers　as　well　
as　its　utility　in　group　decision　making；　classroom　activities；　and　military　regimentation。　It　
introduces　reasons　for　conformity　and　investigates　some　of　the　variables　that　predict　who　is　
likely　to　conform。　

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PSYCHOLOGY　AND　LIFE　

Conformity　and　Independence　（1975）。　IU　（MTI）；　23　minutes　

Uses　field　and　laboratory　settings　to　look　at　social　psychology’s　main　findings　and　principles　in　
the　area　of　conformity　and　independence。　Includes　Sherif　s　experiments　on　norm　formation；　
Asch’s　experiments　on　group　pressure；　and　Crutchfield’s　variation；　Milgram’s　experiment　on　
action　conformity；　Kelman’s　three　processes　of　pliance；　and　Moscovici’s　theoretical　views。　

Prejudice　（1989）。　Insight　Media；　30　minutes　

Showing　four　scenarios　of　prejudiced　behavior；　this　program　explores　stereotypes　and　emotions　
underlying　prejudice。　It　discusses　possible　methods　for　reducing　discrimination。　

Productivity　and　the　Self…Fulfilling　Prophecy：　The　Pygmalion　Effect　（1976）。　（CRM）　MCGFY；　28　
minutes　

This　film　illustrates　self…fulfilling　prophecies　in　several　settings；　including　social　science　and　
industrial　management　experiments。　Illustrations　include　placebo　effects　and　bank　runs　during　
the　depression。　

Reflections　on　100　Years　of　Social　Psychology。　（Available　from　California　State　University；　
Fresno；　Department　of　Psychology；　5310　N。　Campus　Drive；　Fresno；　CA　93740…0011。）　

An　edited　video　of　presentations　by　Elliot　Aronson；　Leonard　Berkowitz；　Morton　Deutsch；　Harold　
Gerard；　Harold　Kelley；　Albert　Pepitone；　Bertram　Raven；　Robert　Zajonc；　and　Philip　Zimbardo　to　
acpany　a　text　memorating　100　years　of　experimental　social　psychology。　

Social　Psychology　（1990）。　Insight　Media；　30　minutes　

Social　psychology　attempts　to　understand　the　myriad　of　social　forces　that　influence　our　attitudes　
and　actions。　This　program　discusses　several　research　studies　and　findings　on　stereotyping　and　
prejudice；　attribution　theory；　and　the　power　of　social　roles。　Philip　G。　Zimbardo’s　prison　
experiments　are　described　and　analyzed。　

War　and　Violence　（1986）。　（FFHS）；　52　minutes　

Demonstrates　that　poverty　and　violence　go　hand　in　hand。　Depicts　inner…city　Boston　and　a　lesson　
on　walking　away　from　a　fight。　Includes　an　interview　with　a　young　Hispanic　in　Oakland　who　
talks　about　the　machismo　that　underlies　gang　violence。　Explains　that　around　the　world　violence　
is　fueled　by　religion；　nationalism；　or　race　and　made　worse　by　politicians’　rhetoric。　Looks　at　the　
possibility　of　warfare　today　and　the　repercussion　it　has　on　the　whole　human　race。　From　the　
Human　Animal　Series；　hosted　by　Phil　Donahue。　

The　Wave　（1981）。　44　minutes　

Observes　as　teacher　Burt　Ross　re…enacts　a　1967　social　experiment　in　which　a　movement　similar　in　
philosophy　to　that　of　the　Nazi　Third　Reich　is　created。　Shows　how　the　ideas　of　power；　discipline；　
and　superiority　were　drilled　into　his　students　and　how　willingly　most　of　them　adopted　these　
ideas。　Illustrates　the　attitudes　that　allow　people　to　deny　responsibility　for…and　even　knowledge　
of…the　injustices　occurring　around　them。　

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EXPERIMENTS　AND　DEMONSTRATIONS　

BY　PHILIP　G。　ZIMBARDO　

STRATEGIES　FOR　DISCUSSION　SECTIONS：　EXPERIMENTS　AND　
DEMONSTRATIONS　

Having　students　bee　directly　involved　in　research　is　one　of　the　best　ways　to　put　life　into　psychology。　
Toward　that　goal；　we　have　prepared　a　set　of　research　projects　to　be　conducted　in　class。　They　are　designed　to　
sample　different　areas　of　psychology；　to　illustrate　various　methodological　approaches；　and　to　offer　a　range　
of　activities　that　can　engage　the　entire　class。　

Ideally；　participating　in　these　demonstration　research　projects　should　enable　the　student　to　get　a　feeling　for　
the　exciting　process　of　analyzing　plex　psychological　problems；　generating　quantitative　and　qualitative　
data；　and　drawing　conclusions。　Indeed；　it　is　precisely　by　experiencing　this　process　of　discovery　that　the　
student　will　e　to　appreciate　the　products　of　psychological　investigation　that　are　presented　in　the　text　
and　lectures。　

When　this　experience　works　as　intended；　the　student’s　outlook　is　transformed　from　the　passive：　“What　do　I　
need　to　know？”　into　the　active　mode：　“How　can　I　find　out　what　I’d　like　to　know？”　Such　a　change　in　one’s　
thinking　about　one’s　relation　to　any　body　of　knowledge　fires　the　student’s　intellectual　curiosity　to　go　
beyond　acquiring　what　is　given　or　required　to　challenging　the　given　and　to　seeking　the　knowledge　desired。　
If　this　happens；　even　“ordinary　students”　may　bee　scholars　and　scientists　who　make　extraordinary　
contributions　to　society。　

NOTE　TO　INSTRUCTORS　

The　two　paragraphs　above　also　appear　in　the　student’s　Study　Guide　for　Psychology　and　Life；　as　does　the　

highlighted　paragraph　below。　The　rest　of　this　introduction　and　detailed　descriptions　of　each　project　are　
given　only　in　this　instructor’s　manual。　It　includes　all　the　material　necessary　for　each　project。　This　saves　you　
the　time；　effort；　and　expense　involved　in　reproducing　them。　In　addition；　it　allows　you　to　have　better　control　
over　how　the　material　will　be　introduced　and　developed。　

In　the　lecture　that　precedes　the　first　demonstration；　students　should　be　alerted　to　the　necessity　of　bringing　
their　Study　Guide　to　class。　Nevertheless；　not　all　students　will　have　purchased　the　Study　Guide　by　then；　so　
you　may　wish　to　reproduce　some　of　the　materials　for　that　demonstration。　It　will　also　be　important　to　make　
explicit　how　you　will　deal　with　the　problem　of　students　who　fail　to　bring　the　required　materials　to　sections。　

NOTE　TO　STUDENTS　

Some　introductory　psychology　courses　include　a　laboratory　or　discussion　section　ponent　that　

supplements　the　basic　lecture　class。　We　have　designed　a　set　of　research　projects　that　acpany　this　edition　
of　Psychology　and　Life　for　use　in　those　courses。　If　you　are　in　such　a　course　and　your　teacher　plans　to　use　some　
or　all　of　our　research　projects；　then　you　should　bring　this　Study　Guide　to　class　meetings。　It　contains　the　
materials　necessary　for　carrying　out　the　research　projects；　such　as　instructions；　stimulus　materials；　tables　
and　charts　for　tabulating　your　data；　and　so　forth。　

Although　any　of　these　projects　may　be　worked　into　an　existing　course　syllabus　for　a　small　class；　they　were　
designed　to　be　the　core　exercises　in　separate　discussion　sections　led　by　instructors　or　teaching　assistants。　
Each　of　them　has　been　class…tested　and　refined　over　a　number　of　years　of　use　in　the　Introductory　Psychology　
discussion　sections　at　Stanford　University　and　in　other　colleges　as　well。　They　have　been　evaluated　as　
informative　and　enjoyable　by　both　teachers　and　students。　We　hope　you　will　also　find　them　a　valuable　

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addition　to　your　course。　

If　possible；　a　90…minute　class　period　should　be　allotted　for　each　discussion　section。　In　our　quarter…long　
course；　these　six　sections　are　supplemented　by　one　period　in　which　the　teacher　describes　his　or　her　current　
or　recent　research　interests。　In　addition；　the　class　chooses　the　final　topic　or　activity　from　a　set　of　options　
provided　by　the　teacher。　The　options　may　be　other　research　projects　covering　different　methodologies；　such　
as　field　observations　of　seating　patterns　at　a　campus　event；　interpersonal　distance　in　public　areas；　
nonverbal　munication；　and　so　on。　Alternatively；　they　may　consist　of　visiting　research　laboratories　in　the　
department　or　munity。　Sometimes　the　class　may　go　to　a　movie　or　play　that　has　a　psychological　theme　
and　discuss　it　afterward。　The　point　is　to　expose　the　class　to　a　meaningful　psychological　activity　or　exercise　
likely　to　simulate　further　interest　in　psychology。　

In　a　semester…length　course；　the　projects　here　will　have　to　be　extended　in　ways　consistent　with　your　course　
objectives。　That　may　include　either　adding　other　research　projects　or　alternating　class　sessions　between　
research　demonstrations　and　discussions　or　extensions　of　text　and　lecture　material。　

It　is　advisable　that　these　sections　be　coordinated　with　the　basic　lecture　course；　yet　maintain　an　identity　of　
their　own。　If　TAs　are　conducting　the　sections；　the　lecturer　should　meet　with　them　regularly　to　plan　the　
research　projects；　get　feedback　on　how　well　they　worked；　encourage　trying　out　variations　on　the　topics　
chosen；　and　reinforce　effective　teaching　performance。　Sitting　in　on　some　sections　also　offers　a　first…hand　look　
at　how　they　are　functioning。　

A　good　way　to　get　teaching　assistants　when　there　is　not　a　sufficient　budget　for　them　is　to　offer　a　credit　
course　entitled　Practicum　in　Teaching。　Thus；　advanced　students　get　credit　for　learning　how　to　teach；　and　
they　typically　learn　the　course　materials　more　thoroughly　than　they　did　as　“students。”　This　experience　
makes　an　excell