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Keith E Rice's Integrated SocioPsychology Blog & Pages

Aligning, integrating and applying the behavioural sciences

‘cross-cultural’

Milgram’s Obedience Experiments #3

PART 3 Replications of the classic study Post-1974 and the publication of Milgram’s book, replications of Milgram’s experiment became increasingly rare as the growth of ethical guidelines and increasingly-powerful ethics committees in academic establishments made it all but impossible to put participants at risk the way Milgram had. However, a number of replications were carried out in other countries and largely support Milgram’s findings as reliable. Among these replications, the percentages of participants going to 450v were:- 80% in Italy – Leonardo Ancona & Rosetta Pareyson, 1968 85% of a sample of German males – David Mantell, 1971 50% of a male British sample – Peter Burley & John McGuinness, 1977 90% of  a sample of Spanish students – Bonny Miranda et al, 1981 85% of an Austrian sample recruited from the general public – Grete Schurz, 1985 Not all the replications were as faithful to Milgram as they could have been. One of the more concerning was that of Mitri Shanab & Khawla  Yahya (1977). Working with 6-16 year-olds, they found 73% of the children gave what they believed were real electric shocks to other same gender peers. A further potential confounding variable was that the researcher was female. One of the more interesting replications with regard to gender differences was that of Wesley Kilham & Leon Mann in… Read More

Graves: Systems more than Stages

30 August 2020 Historically Psychology is full of stage theories. From Sigmund Freud’s (1905) Psychosexual Stages, through Erik Erikson’s Psychosocial Stages, Jean Piaget’s Stages of Cognitive Development, Abraham Maslow’s (1943) Hierarchy of Needs, Lawrence Kohlberg’s (1958) Stages of Moral Development, Jane Loevinger’s (1976) Stages of Ego Development to Michael Commons et al’s (1998) Model of Hierarchical Complexity, etc, etc, etc. Sociology has a fair few stage theories too – such as Max Weber’s (1922) Social Action Theory and Theodore Adorno et al’s (1950) Types of Prejudiced & Unprejudiced Persons. A stage is a period in development – often, but not always, related to age – in which people exhibit behaviour patterns and establish particular capacities typical to that particular stage. Most stage theories have people pass through the stages in a specific order, with each stage building on capacities developed in the previous stage. This suggests that the development of certain abilities in each stage, such as specific emotions or ways of thinking, have a definite starting and ending point – ie: the stages are discreet from each other The pros and cons of stage theories Stage theories allow us to look at motivations, emotions, cognitions and behaviours that seem to cluster… Read More

Social Change #2

Part 2 Lower Left Quadrant and Minority Influence Social heroes usually can achieve little or nothing on their own. They need collaborators and, if they are leaders, they need followers. This means the social hero has to convert others to their cause and, thus, create a minority influence. The more people are converted to the cause, the more conversion to the cause (as a process) picks up momentum – the ‘snowball effect’ (Eddy Van Avermaet, 2001). Eventually the minority grows into a snowball so large that it becomes the majority. The social hero in the Upper Left is influencing culture and thought in the Lower Left. So how does a social hero convert others and how does a minority gain enough converts to become a majority? Giddens posits that people in general have a deep-seated need for ‘ontological security’, that their world is orderly, stable and predictable. Therefore, by their actions most people most of the time reinforce the existing culture and structure, There is a sort-of natural resistance to change. Just how resistant to change will vary as to which vMEMES dominate in a culture; individual resistance will also vary as to where that person is on their Dimensions of Temperament. People… Read More

Conformity & Obedience #3

PART 3 Dispositional and Situational The 2 approaches to explaining obedience were to some extent reconciled via the work of Alan Elms (Alan Elms & Stanley Milgram, 1966). One of Milgram’s assistants, Elms tested sub-samples of the 20 most obedient and the 20 most defiant from Milgram’s first 4 experiments, using Adorno’s F-Scale questionnaire. He found that those who tested highest on the F-Scale gave more stronger shocks and held the shock buttons down longer than those who were low scorers. Participants were also asked a series of open-ended questions about their relationship with their parents and their attitudes towards the experimenter (authority figure) and the ‘learner’. Elms reported that participants high in authoritarianism were more likely to see the learner as responsible for what happened to him, rather than themselves or the experimenter who was seen as an admirable figure by many of the authoritarian participants, They also often spoke in negative terms about their fathers. Though Elms’ sample groups were small, the implication is that there is indeed a dispositional element in blind obedience – so that some will respond to a situation demanding obedience more than others. In Integrated SocioPsychology terms the vMEME most likely to obey blindly the orders of a legitimate… Read More

Conformity & Obedience #2

PART 2 More research into conformity  Timothy Williams & Shunya Sogon (1984) looked at Japanese students belonging to a sports club and found that normative influence was much greater when participants cared about the opinions of other group members. The higher level of conformity found by Williams & Sogon may reflect the collectivistic nature of Japanese society and, therefore, may not be generalisable beyond similar societies. However, it shows clearly the influence of fitting in with those you with whom you have a belonging connection – that connection fulfilling the needs of the PURPLE vMEME. Supporting this, Paul McGhee &, Richard Teevan (1967) found that students high in the need for affiliation were more likely to conform. Dominic Abrams et al (1990) found an in-group influence, proposing that their 1st-year Psychology students would show more conformity if the other group members were perceived to be in the same in-group (Psychology students from a nearby university) than if they were from an out-group (Ancient History students from the same university). Accordingly, there was conformity on 58% of trials when in the presence of an in-group but only 8% with an out-group. Morton Bogdonoff et al (1962) found arousal levels were high in all participants once they were faced with the opposing judgements of… Read More

Vulnerability to Stress #2

ART 2 Life events and stress For most people life can be very challenging at times. Everybody experiences major ‘life events’ or ‘life changes’ which can prove acutely stressful and bring about illness – eg: marriage, divorce, death of a close friend or family member, etc, etc. Even Christmas can be acutely stressful! And stress-related illness can contribute to further illness. The idea of ‘life events’ causing stress to the point of illness had begun in 1919 with the ‘life chart’ work of Adolph Meyer. His work became the foundation for the Schedule of Recent Events developed by N G Hawkins, R Davies & Thomas Holmes in 1957; this looked at the cumulative effect of life events in causing stress. (Amusingly Holmes’ interest in the relationship between stress and illness came from finding his mother-in-law’s visits so stressful that he developed a cold every time she came to stay!) In 1967 Thomas Holmes & Richard Rahe added the idea of the magnitude of different life events – measured in ‘life change units’ (LCUs) – to get a more precise understanding of the cumulative effect. They examined the medical records of over 5,000 medical patients as a way to determine whether stressful events might… Read More

Money, Islamophobia and the Surge in Right-Wing Extremism

The mosque shootings in New Zealand on 15 March may represent a significant step up in anti- Muslim right-wing terrorism. At the time of writing, while there has been no further incident of major large-scale violence against Muslims, there has been a significant increase in anti-Muslim rhetoric and minor assaults, both verbal and physical, In the UK alone, in the week following the massacre in Christchurch, The Guardian’s Vikram Dodd reports: “…95 incidents were reported… between 15 March, the day of the New Zealand atrocity, and midnight on 21 March. Of those, 85 incidents – 89% of the total – contained direct references to the New Zealand attacks and featured gestures such as mimicking firearms being fired at Muslims…. Verbal abuse directed at Muslims in London in separate incidents is alleged to have included shouts of ‘you need to be shot’, ‘you deserve it’ and ‘Muslims must die’. Incidents were reported in Scotland, where a mosque was attacked; in Stanwell, Surrey, where police declared the stabbing of a teenager to be a suspected far-right terror attack; and in Lancashire. Meanwhile in Birmingham, police continue to hunt for those behind sledgehammer attacks on five mosques.” After the Charlie Hedo shootings in 2015, Juan… Read More

Has Boris Johnson inadvertently done Us a Favour?

Boris Johnson has been roundly pilloried by the left-leaning press and by socialists and liberals on social media for his comments about burqa-wearing Muslim women looking “ridiculous” because burqas make their wearers look like “letter boxes” and “bank robbers”. But the criticisms have come not just from the left. Theresa May and Conservative Party chairman Brandon Lewis are among top Tories who have called for Johnson to apologise. The party has received so many complaints, an investigation into whether Johnson’s already- infamous article in the Daily Telegraph has brought the party into disrepute is proposed. Separately some MPs – such as Labour’s Jon Trickett – have called for Johnson to be disciplined for breaking the Ministerial Code (BBC News, 2018d). In the wake of Johnson’s Telegraph article, there has been a spike in attacks on Muslim women wearing burqas and niqabs – reported by The Independent’s Lizzie Dearden, among others. This tweet by Amanda Fleiss and posted to Facebook by Huddersfield TUC captures the indignity and distress of one such attack. As reported by The Independent’s Joe Watts (2018b) amongst others, the Muslim Council of Britain (MCB) has demanded that Johnson is subjected to a full disciplinary investigation and that there is… Read More

What is Romantic Love? #3

PART 3 Triangle of Love Following on from their work on the famous  Love Quiz, Phil Shaver & Cindy Hazan  (Phil Shaver, Cindy Hazan & Donna Bradshaw, 1988) proposed that love is composed of 3 behavioural systems:- attachment caregiving sexuality The 3 systems interact to produce the adult love style. According to Shaver, Hazan & Bradshaw, the attachment and caregiving systems are acquired in infancy. The latter is knowledge gained about how one cares for others, learned by modelling the behaviour of the primary attachment figure – effectively an internal working model of John Bowlby’s Continuity Hypothesis. The sexuality system is also learned in relation to early attachment – eg: insecure-avoidant individuals, with their PURPLE vMEME’s safety-in-belonging needs unfulfilled, are more likely to have the view that sex without love is pleasurable There is considerable correspondence with the work of Berscheid & Walster, as well as the Triangle of Love theory of Robert J Sternberg (1986). Shaver, Hazan & Bradshaw, for example, proposed that companionate love would include attachment and caregiving but not necessarily sexuality. Passionate or romantic love might involve only sexuality. Sternberg’s theory is, in his own words, a theory of ‘consummate love’, comprised of components or elements. The model is illustrated below… Sternberg explains the… Read More

The 5Ps #3

PART 3 Summary In the early days of an SDi enterprise we consider the issues, stakeholders and their intentions – and the complex environment in which they mesh. This helps us to broaden our apertures and create new understanding. As this exploration ripens, we take our enhanced understanding and transform it into new possibilities. This can take the form of developing future scenarios and/or pilot projects. To maintain momentum and deepen learning, we share stories, practice new skills and assess the outcomes of our initiatives. As we learn by doing, members of the MeshWORK endeavour continuously refine, adapt and align the 5 components to achieve superordinate goals. Practical application: An appreciation for Afghan culture played an integral role in our collaborative approach to successfully addressing socio-economic needs in impoverished villages. Close observation showed us positive deviance and culturally-relevant solutions. Brainstorming helped us discover common ground. Collaborative forums facilitated collective action. Storytelling generated momentum. A collaborative approach, embraced by our senior and junior leaders, helped build a countryside network of stakeholders. This network coalesced around mutual interests that focused on security, stability, development and governance at the local, regional and national levels. By building bridges between Kabul-based organizations and rural communities, we… Read More