SOCIAL PSYCHOLOGY I – VIDEO’S
H1 – Introduc-on to social psychology
1.1 Bystander effect
= If you are a person in need, your chances of ge5ng help increase as the number of people
available to help decrease.
In the video we see a person in need: a student lying on the floor of a hallway. Many other
students pass by without doing anything; some even seem to ‘enjoy the show’. Others look
but don’t take acFon. Eventually, somebody helps.
à The person was a teacher, and it is her job to help. The Bystander effect sFll applies to
modern society.
1.2 Prison (Zimbardo)
Goal of the experiment: To study the behavioural and psychological consequences of
becoming a prisoner or a prison guard.
Prior to the experiment:
A simulated prison environment was created, both mentally and physically. Prison experts
helped make it look and feel as realisFc as possible. The experiment was planned to last two
weeks. ParFcipants were selected aPer compleFng psychological tests; 20 students with no
psychological differences from across the US were chosen. They were randomly assigned to
the role of “prisoner” or “guard”.
During the experiment:
During the first “count” of the prisoners, they did not fully take on their roles. The guards
tried to show authority but also experienced difficulFes. APer a while, the guards became
more comfortable in their role and began using physical punishment (e.g. push-ups).
Eventually, they started punishing prisoners without reason; the guards became increasingly
unreasonable and the situaFon escalated. The prisoners were forced to do various degrading
tasks (such as cleaning toilets and urinaFng in buckets in their cells).
APer the experiment:
One guard explained how surprised he was by his own behaviour. He never thought he
would be capable of acFng that way and felt he had lost control. During the experiment, he
did not feel guilt or regret; these feelings only emerged aPerwards, when he reflected on his
acFons.
1
, 1.3 Obedience (Milgram, Yale - 1960)
Goal of the experiment:
To gain insight into why so many Germans willingly obeyed immoral orders during the
Holocaust.
During the experiment:
Teacher and learner were placed in a laboratory se5ng. The “teacher” was the real subject
of the experiment. The teacher had to administer electric shocks to the learner every Fme a
mistake was made, with the voltage increasing aPer each error. The learner was not visible to
the teacher and did not actually receive shocks; the reacFons were acted out by making
sounds. An authority figure was present and instructed the teacher to conFnue, even when
the learner appeared to be in pain.
APer the experiment:
Surprisingly, the majority of parFcipants (65%) conFnued to the highest shock level when an
authority figure was present and encouraged them to go on.
Example in the video:
The learner begged to be released and eventually pretended to lose consciousness. Even
then, the teacher conFnued when the authority figure gave the commands.
1.4 Face Rear (New York – 1962)
Goal of the experiment: test group pressure.
During the experiment:
There is always one candidate subject who does not know they are part of an experiment,
along with several staff members. They all enter the same elevator. All the staff members
face the back of the elevator, which is quite unusual.
The quesFon is whether the candidate will do the same or stand the way they normally
would.
Many parFcipants are iniFally unsure what to do but eventually give in to group pressure and
stand in exactly the same posiFon as the staff members. When the staff suddenly change
posiFon, the candidate follows. Even when the staff members take off their hats, the
candidate subject also imitates this behaviour.
2
H1 – Introduc-on to social psychology
1.1 Bystander effect
= If you are a person in need, your chances of ge5ng help increase as the number of people
available to help decrease.
In the video we see a person in need: a student lying on the floor of a hallway. Many other
students pass by without doing anything; some even seem to ‘enjoy the show’. Others look
but don’t take acFon. Eventually, somebody helps.
à The person was a teacher, and it is her job to help. The Bystander effect sFll applies to
modern society.
1.2 Prison (Zimbardo)
Goal of the experiment: To study the behavioural and psychological consequences of
becoming a prisoner or a prison guard.
Prior to the experiment:
A simulated prison environment was created, both mentally and physically. Prison experts
helped make it look and feel as realisFc as possible. The experiment was planned to last two
weeks. ParFcipants were selected aPer compleFng psychological tests; 20 students with no
psychological differences from across the US were chosen. They were randomly assigned to
the role of “prisoner” or “guard”.
During the experiment:
During the first “count” of the prisoners, they did not fully take on their roles. The guards
tried to show authority but also experienced difficulFes. APer a while, the guards became
more comfortable in their role and began using physical punishment (e.g. push-ups).
Eventually, they started punishing prisoners without reason; the guards became increasingly
unreasonable and the situaFon escalated. The prisoners were forced to do various degrading
tasks (such as cleaning toilets and urinaFng in buckets in their cells).
APer the experiment:
One guard explained how surprised he was by his own behaviour. He never thought he
would be capable of acFng that way and felt he had lost control. During the experiment, he
did not feel guilt or regret; these feelings only emerged aPerwards, when he reflected on his
acFons.
1
, 1.3 Obedience (Milgram, Yale - 1960)
Goal of the experiment:
To gain insight into why so many Germans willingly obeyed immoral orders during the
Holocaust.
During the experiment:
Teacher and learner were placed in a laboratory se5ng. The “teacher” was the real subject
of the experiment. The teacher had to administer electric shocks to the learner every Fme a
mistake was made, with the voltage increasing aPer each error. The learner was not visible to
the teacher and did not actually receive shocks; the reacFons were acted out by making
sounds. An authority figure was present and instructed the teacher to conFnue, even when
the learner appeared to be in pain.
APer the experiment:
Surprisingly, the majority of parFcipants (65%) conFnued to the highest shock level when an
authority figure was present and encouraged them to go on.
Example in the video:
The learner begged to be released and eventually pretended to lose consciousness. Even
then, the teacher conFnued when the authority figure gave the commands.
1.4 Face Rear (New York – 1962)
Goal of the experiment: test group pressure.
During the experiment:
There is always one candidate subject who does not know they are part of an experiment,
along with several staff members. They all enter the same elevator. All the staff members
face the back of the elevator, which is quite unusual.
The quesFon is whether the candidate will do the same or stand the way they normally
would.
Many parFcipants are iniFally unsure what to do but eventually give in to group pressure and
stand in exactly the same posiFon as the staff members. When the staff suddenly change
posiFon, the candidate follows. Even when the staff members take off their hats, the
candidate subject also imitates this behaviour.
2
