On April 11, 2016 Richard Ransom, the founder of Hickory Farms, died at the age of 96 (Walsh, 2016). In a masterful use of the norm of reciprocity Hickory Farms stores offered samples before it was popular to do so. Today it’s commonplace; not so in the 1950s and 1960s. "The women didn’t bother asking customers if they wanted a taste – they just cut off bite-size pieces and held them out to people, Robert Ransom [Richard’s son] recalled. Shoppers felt obligated to take and eat what they were offered, and after tasting meats and cheeses every few steps around the store, they felt obligated to buy something" (Walsh, 2016). Does giving a free sample actually make a difference in sales? You bet. Friedman & Rahman (2011) compared four conditions delivered in a fast-food restaurant: no greeting/no gift, greeting/no gift, greeting/free yogurt, greeting/free key chain. The greeting of customers didn’t matter. What had the most impact was giving a customer a free gift, and, no, it didn’t matter what that free gift was. Those who received a free gift (yogurt or key chain) spent 46% more on their purchase than those who did not receive a free gift. If I were just starting a business like Hickory Farms, I’d give out free samples, too! Friedman, H. H., & Rahman, A. (2011). Gifts-upon-entry and appreciatory comments: Reciprocity effects in retailing. International Journal of Marketing Studies, 3(3). doi:10.5539/ijms.v3n3p161 Walsh, M. W. (2016, April 16). Richard K. Ransom, founder of Hickory Farms, dies at 96. Retrieved from http://www.nytimes.com/2016/04/17/business/richard-k-ransom-founder-of-hickory-farms-dies-at-96.html ... View more

Winston Moseley died on March 28, 2016 at the age of 81. His obituary appeared in the New York Times on April 4 th . Moseley was the catalyst for an event that everyone who has taken Intro Psych since the mid-1960s remembers, but I’m not surprised if you don’t recognize his name. The event is known for the victim, not the killer. In 1964, Winston Moseley murdered Kitty Genovese. “His life behind bars had been relatively eventful. Mr. Moseley was condemned to die in the electric chair, but in 1967, two years after New York State abolished most capital punishments, he won an appeal that reduced his sentence to an indeterminate life term. While at Attica Correctional Facility, in 1968, he escaped while on a hospital visit to Buffalo, raped a woman and held hostages at gunpoint before being recaptured. He joined in the 1971 Attica uprising; earned a college degree [bachelor’s in sociology] in 1977; and was rejected 18 times at parole hearings, the last time in 2015.” The obituary explains that this would have been just another murder among the 635 others that year in New York City had it not been for a front-page New York Times article published two weeks later. The story’s angle was apathy – that 38 people witnessed the whole thing yet did nothing. But that’s not quite what happened. “None saw the attack in its entirety. Only a few had glimpsed parts of it, or recognized the cries for help. Many thought they had heard lovers or drunks quarreling. There were two attacks, not three. And afterward, two people did call the police. A 70-year-old woman ventured out and cradled the dying victim in her arms until they arrived. Ms. Genovese died on the way to a hospital.” For more, see last month's blog post on Kitty Genovese. ... View more

Earlier this week in my Intro Psych course, we were knee-deep in the social psych chapter when a student asked about Kitty Genovese. The standard story reported in most Intro Psych textbooks turns out to be not quite the whole story. While we know that the bystander effect exists and we know what factors increase the likelihood of the bystander effect occurring, there's much more to Genovese's murder than 38 uncaring people. I took a deep breath and gave some context to the tale that has become a part of our cultural consciousness. To expand your own background I recommend starting with the Manning, Levine, and Collins September, 2007 American Psychologist article, The Kitty Genovese murder and the social psychology of helping: The parable of the 38 witnesses. For a deeper exploration of what happened that night in 1964, check out Kevin Cook's 2014 book Kitty Genovese: The murder, the bystanders, the crime that changed America​. If the social psych chapter is coming up faster than you can read, take an hour and watch his 2014 book talk at the Kansas City Public Library. Video Link : 1560 ... View more

Yesterday author Albert Bandura joined Michael Krasny of The Forum to discuss his latest book, Moral Disengagement: How People Do Harm and Live With Themselves.  In the interview, Dr. Bandura takes a look at how people rationalize committing inhumanities and why some people seem to lack moral accountability. In his theory, Dr. Bandura identifies eight methods that people use to disengage morally and still feel good about themselves.  The first, and in Dr. Bandura’s opinion likely the most powerful, is moral justification – using worthwhile ends to justify inhumane means.  As an example, Dr. Bandura points to recent atrocities committed by ISIS in the name of Allah where religious ideology “justifies” the means. But what about people who refuse to cross over the line and do not commit such acts?  Those people show moral courage; they have a sense of common humanity and also have empathy and compassion for the plight of others.  In his book, Dr. Bandura also emphasizes the power of humanization and highlights a story from WWI during which the Allied and German forces were in the trenches about to launch a campaign on Christmas Eve.  The soldiers decided to come together in a one-day truce. Exchanging rations and pictures of their families and children, the soldiers humanized themselves.  When the truce was over, they had a sense that their enemies were good people and were presented with a choice -- they chose to shoot over the trenches. To hear more about Dr. Bandura’s theory, stream or download the full interview: http://www.kqed.org/a/forum/R201603031000 Learn more about Dr. Bandura's text, Moral Disengagement: How People Do Harm and Live With Themselves: http://www.macmillanhighered.com/Catalog/product/moraldisengagement-firstedition-bandura ... View more

Next week I’ll cover the social psych chapter in Intro Psych. I’ve been thinking of some quick and easy ways to get students to do some deeper thinking around the social psych concepts covered in the textbook. In all cases, I’ll use think/pair/share – ask students to take a minute to think and jot down a response, take a minute to share their response with a neighbor, and then ask for a few volunteers to share their responses with the class. If you use a classroom response system, like Socrative, ask volunteers to type in their responses. Do these as you go or at the end of class as a recap. “You see a person trip and fall down steps. If you have fallen prey to the fundamental attribution error, what would you say caused the person to trip?” “You want to borrow $20 from a friend. If you were to use the foot-in-the-door technique, what would you ask your friend first? “You want to borrow $20 from a different friend. If you were to use the door-in-the-face technique, what would you ask your friend first? “You are working on a group project. The group leader is fostering groupthink. What is the group leader saying?” “You are the leader for a group project. You want to avoid groupthink. What are you saying?” “You are at a local sporting event. The fans of the local team are exhibiting ingroup bias. What are they doing or saying?” “You are standing on a street corner with dozens of other people as you watch two cars crash into each other. You notice that you and your fellow witnesses are in the midst of experiencing the bystander effect. What are you thinking in that moment that keeps you from helping?” “You are in a car accident. A crowd has gathering on the sidewalk, but the bystander effect has them frozen. What can you do or say to increase the likelihood of someone helping?” ... View more

Check out this Op-Ed from Psychology Today by Albert Bandura, author of Moral Disengagement: How People Do Harm and Live With Themselves. Dr. Bandura draws on his agentic theory to examine the mechanisms by which individuals in all walks of life commit inhumanities that violate their moral standards and still retain a positive self-regard and live in peace with themselves. Read the Op-Ed: https://www.psychologytoday.com/blog/thought-action-efficacy/201602/how-people-commit-inhumanities Learn more about Dr. Bandura's text, Moral Disengagement: How People Do Harm and Live With Themselves: http://www.macmillanhighered.com/Catalog/product/moraldisengagement-firstedition-bandura ... View more

Those who write/draw comic strips are often astute observers of human behavior. That makes the funny pages a gold mine for psychology examples. (Here’s another blog post I wrote about a comic strip illustrating the spotlight effect.) Last week (February 16, 2016), Scott Adams of Dilbert fame gave us a wonderful example of the door-in-the-face technique. When a coworker’s babysitter cancels, she asks Dilbert if he likes kids. He assures her that he is not interested in watching her kids. She replies, “I was going to ask you to adopt them.” There’s the door-in-the face. Dilbert’s replies, “Absolutely not. The best I can is watch them tonight.” One of my favorites comes from Mark Tatulli’s Lio (November 14, 2009). Lio is known for having a different group of friends than most kids. Including in his group are ghouls, goblins, and, yes, even death. In this particular comic strip, Lio loudly rips open a bag of “Monsta Treats.” In the next panel we see a monster towering over Lio, soaking him with dripping saliva. Ask students, in pairs or small groups, to identify the unconditioned stimulus, unconditioned responses, conditioned stimulus, and conditioned response. Circulate around the room clarifying as needed. Bring the class back together and identify each. Next ask what generalization would look like. And then ask what would need to happen to bring about extinction. Hilary Price in her Rhymes with Orange comic (August 21, 2013) gave a nice side-by-side comparison of positive and negative reinforcement. In the first panel a middle schooler is working on homework, and an off-panel parent says “If you finish this homework, I will let you watch a show.” In the second panel an adult is typing on a computer, and the adult’s thought bubble reads “If I finish this paragraph, I will let myself pee.” Ask students, again in pairs or small groups, to identify the behaviors being reinforced, and then to identify which is positive reinforcement (first panel) and which is negative reinforcement (adult) and explain why. If you have a favorite comic strip that illustrates some psychological comment, please leave a link to it in the comments! ... View more

As a psychology instructor it is clear to you the myriad ways in which psychology can be used to both understand social issues and speak to solutions. In fact, the APA Guidelines for the Major (2013; see below) encourages us to help our students see the same. Debra Mashek (2016) suggests a few assignments that provide our students opportunities to connect psychology with today’s social issues. Integrative essay The instructor chooses three articles (interesting, nifty methodology, and not too difficult for students to understand – but on the surface may not have anything obviously to do with each other), and assigns one of those articles to each student, i.e. 1/3 of the class gets article A, 1/3 gets article B, and 1/3 gets article C. Each student writes a one-page summary of their assigned article and brings that with them to class. The class breaks up into groups of three, where the groups are composed of students who have all read different articles. In a jigsaw classroom format, the students tell the others in their three-person group about their article. Students then “articulate an applied question that invites application of ideas from all the articles.” Each 3-person group then co-authors a short paper (two to three pages) that identifies their applied question and how each of the three articles speak to that question. Persuasion research activity Right after Hurricane Katrina, Mashek decided she wanted her Intro Psych students to experience psychological research firsthand while also contributing to the relief effort. Mashek gave a brief lecture on foot-in-the-door, door-in-the-face, and reciprocity. She randomly assigned ¼ of students to foot-in-the-door, ¼ to door-in-the-face, ¼ reciprocity (she gave these students lollipops to hand to people before asking for a donation), and ¼ to a command condition (“give money”). During that same class period students were sent out in pairs to different areas of campus to return an hour later. Thirty-five students collected $600. Students reported a greater connection to the victims of Katrina after they returned than they reported before they left. Mashek used this experience as a leaping off point for discussing research methodology in the next class session. Current headline classroom discussion Pick a current headline. Break students into small groups, perhaps as an end of class activity, and give them one or two discussion questions based on the current chapter you are covering that are relevant to the headline. For example, if you are covering the social psychology chapter in Intro Psych, give students this headline from the January 9, 2016 New York Times: “Gov. Paul LePage of Maine Says Racial Comment Was a ‘Slip-Up’.” This is a short article, so you could ask students to read the article itself. Sample discussion questions: (1) What evidence is there of ingroup bias? (2) Do Gov. LePage’s comments illustrate stereotyping, prejudice, and/or discrimination? Explain. If time allows, student groups can report out in class. Alternatively, this could be a group writing assignment or a scribe for the group could post a summary of the group’s responses to a class discussion board. Students will gain an appreciation of the scope of psychology and how it is relevant to today’s social issues. This activity throughout the course should help students, after the course, to continue to see psychology at play. The APA Guidelines for the Major (2013) include these indicators related to social issues: 1.3A Articulate how psychological principles can be used to explain social issues, address pressing societal needs, and inform public policy 3.3c Explain how psychology can promote civic, social, and global outcomes that benefit others 3.3C Pursue personal opportunities to promote civic, social, and global outcomes that benefit the community. 3.3d Describe psychology-related issues of global concern (e.g., poverty, health, migration, human rights, rights of children, international conflict, sustainability) 3.3D Consider the potential effects of psychology-based interventions on issues of global concern American Psychological Association. (2013). APA guidelines for the undergraduate psychology major: Version 2.0. Retrieved from http://www.apa.org/ed/precollege/undergrad/index.aspx Mashek, D. (2016, January 4). Bringing the psychology of social issues to life. Lecture presented at National Institute on the Teaching of Psychology in Tradewinds Island Grand Resort, St. Petersburg Beach. Seelye, K. Q. (2016, January 9). Gov. Paul LePage of Maine Says Racial Comment Was a 'Slip-up'. The New York Times. Retrieved January 9, 2016, from http://www.nytimes.com/politics/first-draft/2016/01/08/gov-paul-lepage-of-maine-denies-making-racist-remarks ... View more

In 1989, the woman I was dating and I walked out of a Kansas City gay bar at midnight. We had to cross a fairly desolate four-lane boulevard to get to my car. There were no crosswalks, and the nearest cross-streets were ¼ to ½ mile in either direction. There was no traffic coming from the left; from the right, there were three cars some distance away. We started across. She decided to stop midway and wait for them to pass. I jogged across. As I was putting my key in the car door, something caught my attention. I turned in time to see a pickup truck come from the previously-no-traffic left, move into the left lane, and hit her – intentionally. The driver continued to accelerate; the brake lights never flashed. Witnesses later reported that the truck had pulled out from the parking lot behind a nearby not-gay bar. I ran to where she lay in the street. The truck’s bumper had caught her on the hip and she did a helicopter spin and landed flat, dispersing the energy across her entire body, instead of, say, just her head taking the brunt of the pavement. It is better to keep injured people where they are, unless it’s more dangerous to do so. On a very dark boulevard with oncoming traffic, I decided it was better for us to be on the sidewalk. I looked toward the bar we came from to discover that a group of people had gathered.  I issued a general call for help. No one moved. I thought, “The bystander effect!” Jumping ahead to 2015, on Friday, December 11 th during the very busy morning commute on a freeway here in the Greater Puget Sound Area, a public transportation bus with only a driver onboard traveling along with traffic displayed a disturbing message: “HELP! CALL 911.” (Full article here.) There were hundreds of drivers on the road, which suggests not many would call because of diffusion of responsibility. We also don’t know how many saw the message. But the help message didn’t ask for a big intervention or time commitment: Just call 911. The article reports that “several” people called.  One of whom was Robert Rode.  The article ends with: Rode figured Friday’s display was a false alarm because the bus was traveling normally, but said he “wasn’t going to be a victim of the bystander effect and not call 911.” I don’t know if Robert Rode took Intro Psych, but given the popularity of the course, I wouldn’t be surprised to hear that that is where he learned about the bystander effect. I tell my students, “Now that you know how the bystander effect works, you have a moral obligation to help. You don’t have to personally jump in and participate, but there is no reason you can’t call 911.” As for my 1989 self, I knew from the bystander effect research how to break the spell. I identified one person and asked for something specific: “You in the red sweatshirt! Go in and call 911!” As predicted, his fellow bystanders turned and looked at him. He was no longer a bystander, but a part of the action. Sure enough, he immediately went in and asked the bartender to make the call. His friends, now feeling involved by being connected to him, came out to the street and helped me move her to the sidewalk. I contend that Intro Psych is one of the most important courses we have in our curriculum. What we teach in that course not only has the potential to improve lives, but to save lives. Epilogue: She spent a few days in the hospital just badly bruised. To my knowledge the perpetrator was never apprehended. ... View more

This question may appear on my next Intro Psych exam that includes coverage of the social psychology chapter. If you want 2 points extra credit, answer A. If you want 6 points extra credit, answer B. But wait! You will only get the points if 90% or more of the class chooses 2 points. If less than 90% of the class chooses 2 points, no one will get any extra credit. Dylan Selterman (2015) has given his University of Maryland students a similar challenge on their term papers. Since 2008, only one class has earned the extra credit. Why bring this ‘tragedy of the commons’ (aka ‘prisoner’s dilemma) to our students in such a real-life way? We face similar choices all of the time. Finding a recycling bin is a little inconvenient but it the end we all benefit by having less trash in landfills. Shortening a shower means more water for all of us. Driving a little slower means less fuel consumption resulting in a reduced need to drill more oil wells. Perhaps having this experience will make our students, the next time they are confronted with such a choice, avoid acting solely in their own best interest and instead choose to give up a little in the interest of benefitting everyone. Selterman, D. (2015, July 20). Why I give my students a 'tragedy of the commons' extra credit challenge. Washington Post. Retrieved from https://www.washingtonpost.com/posteverything/wp/2015/07/20/why-i-give-my-students-a-tragedy-of-the-commons-extra-credit-challenge/ ... View more

This Between Friends comic from July 5, 2015 provides a nice example of the spotlight effect. The protagonist is convinced that the fast-food restaurant employee is noticing everything that she doesn’t like about her appearance, everything from her hair color to the stain on her shirt. In the comic, the employee’s expression doesn’t change leading the reader to conclude that the employee notices nothing. Ask students to think about a recent spotlight effect experience they had. Was there something about their appearance that they were certain everyone would notice but likely no one or very few did? After students share their experiences with one or two people near them, ask for volunteers to share a few examples with the class. Conclude this exercise by inviting students to yell out ideas about what the fast food employee is thinking about what she is certain others are noticing about her. ... View more

Before talking about conformity, show students this 24-second video.  Five little boys, one-by-one, are exiting a tent. The first four all trip and fall on their way out. Boys two, three, and four even manage cringe-worthy face plants. Boy number five is the only one to successfully navigate the tent opening, but rather than bask in the glory of his success, he falls to the ground, landing nicely between boys three and four. Ask students to take a minute to jot down why they think boy number five chose to fall. Next, ask students to share their ideas with one or two students around them. Ask the class, “Why do you think he chose to fall?” Many will say he did it to be liked or to fit in (conformity). Some may say that if it were his first time in a tent, his choice to fall may be due to observational learning. “That’s just how you exit a tent,” he may have concluded. Or perhaps he didn’t want the other boys to feel bad for falling. “See? It’s not easy to get out. All of us fell!” Ask students to take a minute to think on their own how they could test whether such behavior is likely due to conformity or, say, observational learning. In his particular case, we could ask Boy Five to exit a tent with no one present. If he purposefully falls on his way out, the evidence leans toward an observational learning explanation for his intentional fall. Working with the assumption that his behavior was due to conformity, ask students to take a minute to write down what factors may have contributed to his choice. To help students think about this question, ask what could have been different so that boy number five may have made the choice to remain upright. After thinking quietly on their own, give students a couple minutes to share their factors with one or two other students. Gather responses by going around the room asking each group in turn to name one factor that has not already been mentioned that may have contributed to his decision to fall. Possible responses include the presence of others, particularly boys his age, his behavior was observable, and the group was unanimous (they all fell). With that as an introduction to conformity, your students are prepped to hear about Solomon Asch’s classic conformity studies. ... View more