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Factors affecting obedience

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by

Mr Hull

on 19 September 2015

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Transcript of Factors affecting obedience

LOs
To be able to describe factors affecting obedience and dissent/resistance to obedience (AO1)
Culture
AO1 (describe)
3 more factors to consider...
I've done one for you; It is up to you as a group to do the rest. You will need to work hard as others will be relying on you for their information
Culture...
AO3 (evaluate)
Get out your whiteboards...
Milgram Recap; mini-whiteboards
How many participants were in Milgrams original study?
Eye on exam question
Factors affecting obedience/resistance
Personality, gender, situation and culture
As a group; create a teaching set of notes
Shortly, some members of your group will be teaching your information to others.
On a whiteboard, your group can write up to 20 words plus pictures to use as a teaching aid for your information (You WON'T be able to use your own notes)
Would you obey this man?
Make a list of similarities to this experiment and that of Stanley Milgrams

Go back to the evaluation points we used to evaluate Milgram last lesson; How might we evaluate this new experiment using them?
40
In what ways were the participants deceived in Milgram's study?
Told it was on punishment and learning, told their was an equal chance of being assigned the 'teacher/learner', led to believe the situations/shocks were real
What was the dependent variable in Milgrams study?
The amount level of shock measured in Voltages that participants were willing to comply with
Name two variations of Milgram and say why they were different to the original...
To be able to evaluate these factors (AO3)

To be able to apply our knowledge of these factors to a scenario (AO2)
Mark scheme
As you can see, we need to be able to do three things with all that we learn in psychology: Describe, Evaluate and Apply
Considers; 'Could it be that different cultures have different levels of obedience/resistance?'
Two main types of cultures: collectivistic and individualist
Individual goals
Children encouraged to be independent
Resist conformity/compliance more
Collective goals
Children encouraged to work cooperatively (interdependence)
conformity/compliance might be more important for the group
Assumption; Collectivist cultures will be more obedient because such traits are more beneficial to that kind of culture
Levels of obedience differ cross-culturally in Milgram replications
Blass 99: reviewed studies similar to Milgram across several different countries, EG
US = 65%, UK = 50%, Jordan 73%
Trends in such research could be seen to support cultural differences in obedience/resistance
But, closer inspection of cross-cultural differences criticises this (see how we can build awesome evaluation in?)
Eg; Italy found to have 85% obedience levels, but their version of the shock generator only went to 330 volts...
All countries have generally had slight differences in their procedures, so we can't be sure culture has an effect
Actually, the more similar the replication, the more similar the results are to the original; so maybe obedience is UNIVERSAL
3 groups; Gender, Personality and Situational factors
You will need to research your factor to identify what it is and how we might expect it to influence level of obedience (AO1) and what possible arguments/evidence might there be for or against it (AO3)
Use the help sheet for your group if you are unsure
Use this time to make sure you are ALL familiar and comfortable explaining the info you have just examined, and create your groups teaching notes
Send out some researchers!
Send at least one person to each of the other groups
-They will need to learn new info and will be teaching this back to you all later on

Whoever is left is responsible for teaching your info to your own newcomers using your groups teaching aid
Now return to your groups, full of knowledge. Share what you have found WITHOUT just showing them your notes
You will need a notes sheet
On a plain piece of paper, you will need four sections
If you think you are going to struggle, use one sheet of paper, two sides, half each
Full transcript