Social Responsibility Theories Flashcards

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1
Q

Definition of Bystandarism

A

Bystandarism: the phenomenon in which individuals do not offer help when other passive bystanders are present despite being aware of another person’s suffering

  • The probability of help is inversely related to the number of bystanders. i.e. the greater the number of bystanders, the less likely it is that any one of them will help.
  • An individual doesn’t need to see the number of other people present, but they need to perceive that they are present.
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2
Q

Theory of unresponsive behaviour ( decision model )

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Latané proposed the idea that an individual’s decision to help or not to an emergency depends upon a series of decisions. Therefore, he constructed the theory of unresponsive behaviour ( decision model) to explain the phenomenon of bystandarism.

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3
Q

Procedures in Latané’s decision model

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Procedures in decision model:
1. An event happened– being noticed
2. Help– if it is interpreted as emergency
Not help– pluralistic ignorance
• the assumption that others know better when in fact no one knows how to act
• interpret depends on the group response (others don’t respond, the individual doesn’t respond)
3. Help– takes the responsibility
Not help– diffusion of responsibility
• a form of conformity based on informational social influence
• Decreased likelihood of assistance when the number of bystanders increased
• assume other people will take the responsibility of helping, conform to other people’s action
4. Help– knows appropriate form of assistance
Not help– evaluation of apprehension
• Refuse to help because they are unsure how to help, or feel embarrassed
• More professional helpers are present e. g. doctor

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4
Q

Definition of pluralistic ignorance/ diffusion of responsibility/ evaluation of apprehension

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Pluralistic ignorance:
The tendency to rely on the reactions of others when defining an ambiguous situation
Diffusion of responsibility:
The perception that you are not the only one who is responsible for the helping act, especially when other bystanders are present
Evaluation of apprehension : The fear of embarrassment and being judged by others when acting publicly, refuse to help because they are unsure how to help

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5
Q

Essential understanding of arousal, costs and rewards model

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Other psychologists argued that helping behaviors are mainly driven by egoistic motivation. Another factor influences bystanderism is the arousal-cost-reward model, which explains bystander behaviour in terms of cognitive and emotional processing. When some event or emergency triggers physiological arousal, a series of mental calculations determine whether someone helps or not.

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6
Q

Social Exchange Theory

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Human interactions are based on cost-benefit analysis. People will weigh the “costs” and “benefits” before helping someone. E.g. A person dressed in nice clothing appears to be less of a threat to us than someone who is young and dressed in tattered jeans and a t-shirt.

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7
Q

Stages of cost-rewards analysis

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  1. Unpleasant emotional arousal: the emotional response to the need or distress of others
    o Observation of an emergency situation leads to an emotional response to the
    need or distress of others e.g. empathy, disgust, fear
    o Stimulates helping behaviour, as bystander is motivated to reduce the
    unpleasant emotional arousal
  2. Cost-reward analysis: evaluation of the consequences of intervening or not

Limitations of model:
• Assumes that bystanders make a rational cost-benefit analysis rather than acting intuitively on an impulse
• Assumes that people only help for egoistic motives

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8
Q

Synthesis of theories of bystandarism

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Both the theory of the unresponsive bystander and the cost-reward model of helping are cognitive models of decision-making where individuals weigh up several factors regarding the emergency situation, consciously or unconsciously, before making their decision to help or not. Both of these models have high predictability of how people will behave in real life emergency situations; however each does have its own limitations. Neither of these models takes into account the influence of personality factors and other socio-cultural factors, which may be of considerable influence in bystanderism.

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9
Q

Prosocial Behaviour

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Definition: Positive, constructive, helpful behaviour initiated with the purpose of increasing another person’s physiological or psychological wellbeing (any voluntary behaviour that is intended to benefit others)
Positive, constructive, helpful behaviour initiated with the purpose of increasing another person’s physiological or psychological wellbeing
• Intentional prosocial behaviour referred to as “helping behaviour”
• Acts that are positively valued by society
• Opposite of antisocial behaviour e.g. aggression and violence
Examples: giving donations, rescuing someone in danger, sharing, volunteering for community service
Two types of motivation for prosocial behaviour:
1. Egoistic motivation: engaging in prosocial behaviour with the ultimate goal of personal benefit – believed to account for most acts of prosocial behaviour
2. Altruistic motivation: concern for the welfare of others despite possible costs of acting

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10
Q

Altruism

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Definition: (a form of prosocial behaviour, selfless helping) engaging in helping or prosocial behaviour without the expectation of any benefit to oneself.
“personal sacrifice on behalf of others” (Gintis et al 2003)

• The performance of prosocial action without expectation of benefit for oneself
• In social psychology: a subcategory of helping behaviour
• In evolutionary psychology: behaviour that benefits other organisms but has some
costs, which are measured in terms of reproductive fitness
• Opposite of antisocial behaviour e.g. aggression and violence

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11
Q

Biological– Kin selection theory

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• Evolutionary basis of altruism
⇒ Based on the assumption of the biological level of analysis that behaviour is
inherited
• Organisms may be driven by the desire to maximize survival potential of their genes rather than themselves.
• The degree of altruism depends on the genetic similarity of individuals in a group
• People are more likely to help closer relatives than distant relatives
“selfish gene theory” (Dawkins)
• Any organisms will try to maximize its “inclusive fitness” in order to guarantee that one’s own genes will be passed on to future generations
• There is an innate drive for the survival and propagation of one’s own genes
• Altruistic behaviour provides a guarantee that an individual’s genes will be present in
future generations

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12
Q

Evaluate methodology of research on social responsibility/ altruism

A
  • Based on anecdotal data– stories told by those who witnessed the event or the altruist
  • The information might not be reliable–cognitive biases of memory distortion and demand characteristics.
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13
Q

Evaluation of Kin Selection Theory

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Strengths:

  • Supported by empirical evidence
  • Supported by mathematical computer simulations

Limitations:

  • Relies on the assumptions that humans are able to identify kin from strangers–lacks explanation of why individuals help strangers
  • Human based on many factors, not just blood relation e.g. shared developmental environment, familiarity and social bonding
  • Debate surrounding if there is a real advantage in risking own survival, reducing access to resources or increasing another’s likelihood of reproducing
  • Need to conduct research in a more controlled setting
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14
Q

Difference between egoistic helping and altruistic behaviour

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  • Egoistic helping–helping to relief one’s personal distress (ease of escape)
  • Altruistic behaviour– having an empathetic concern (sympathy, compassion)
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15
Q

Empathy-altruism theory

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Essential understanding: individuals with high-empathy will help no matter what, individuals with low-empathy will help only when the escape from the empathy demand is difficult

Empathy definition (in context of theory): includes a range of feelings that are focused on others rather than oneself, including sympathy, compassion, warmth and tenderness (feel what others feel)

  • Contradicts the evolutionary theory that altruism is purely for the sake of self-interest (the assumption that all helping behaviour is egoistic)
  • Based on the idea that an emotional response (empathy) is generated when another person is perceived to be in need
  • If the person who needs help is more similar to oneself, have prior contact (friendship, kinship), the observer is more likely to have empathy and help
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16
Q

Cialdini’s negative-state relief model

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However, Cialdini argued that altruism is the result of egoistic motive rather than empathy.
He proposed the negative-state relief model based on the assumption that human have an innate drive to relieve stress and negative feelings. He believed that the act of altruism is egoistic, not motivated by the concerns for others, but for one’s own mood state. When a person observes the emergency, it would induce negative moods, which eventually elicit helping behaviour to reduce one’s own negative feelings.

17
Q

Social-cultural explaination of prosocial behaviour

A

It is also important to consider the role of culture in social responsibility. As different cultures have different social values and norms, research shows that there are cross-cultural differences in prosocial behaviour. ( use Levine et al)

18
Q

Contrast two theories of prosocial behaviour

A

Kin selection :

  • Largely based on observation of animals and insects – humans are significantly more complex
  • Focuses on genes that operate at a biological level without human consciousness
  • Altruism viewed as a self-sacrificing behaviour
  • Assumes egoistic motivation is the cause altruism
  • Does not explain why people may behave altruistically towards non-relatives
  • Difficult to test an evolutionary theory e.g. life or death situations

Empathy-altruism :

  • Focuses on human emotion empathy
  • Related to biological and cognitive levels of analysis
  • Altruism viewed as a behaviour that increases another person’s welfare
  • Considers possibility of pure altruistic motivation
  • Explains altruism in empathy-evoking situations, though a linear relationship is not established
  • Easily tested in laboratory conditions, although difficult to operationalise concepts e.g. empathy
  • Application in real life– positive influence of digital technology in promoting prosocial behaviour– video campaigns– develop the empathy-training program at school.

Summary
• Both theories possess some explanatory power
• Differ most significantly in their underlying assumptions
• Each operates at a different psychological level of analysis
• Both display strengths and limitations in relation to their respective levels

19
Q

Ways to promote prosocial behaviour

A
  • Target psychological variables by teaching people skills associated with prosocial behaviours or training people to be more responsive to the needs of others.
  • Social Cognitive Theory
  • Empathy-training
20
Q

Empathy-training & Evaluation

A

Empathy training
• The goal of empathy training program is to teach students appropriate anger management as well as to help them develop an understanding of the lives of others.

Evaluation of empathy- training
Strengths:
• Non-harmful method– promote positive social relationships with others
• Broad-application– Implementing an empathy-training in a real-life setting is beneficial to foster values of helping, sharing and compassion.
• High-ecological validity
• Easily replicable– adapted to the modern context– use of technology ( VR, video ) for cognitive processing
• Highly valued by society– government, educational insitutions

Limitations:
• Prosocial response might only be short-term, more longitudinal studies are needed to prove that the behaviours are not short-term
• Difficult to control extraneous variables– influence of parents, peers/ media
• Purely based on the assumption of empathy triggers prosocial response– reductionist, people might help for other reasons “egoistic motives)
• Did not acknowledge individual differences/ cultural differences– some people are more empathetic than others
• Low construct validity—elements of empathy-training are not well-established, the concept is not clear
• Biases– cultural bias, gender bias
• Might only work for children who do not have enough social experience

21
Q

Social Cognitive Theory & Evaluation

A

Social Cognitive Theory: the theory that behaviour is acquired by observation or imitation of behaviour from other members of a group, based on the observed consequences of a behaviour.

Evaluation of SCT
Strengths:
• Broad application–develop programs in the educational setting, research on parenting style help to develop the altruistic personality of their children at an early age
• Positive social implications– positive reinforcement to encourage certain behaviours that are valued by the society ( prosocial)
• Easily replicable/ adaptable in the real-life setting
Limitations:
• Did not acknowledge the complexity of personalities and biological differences– humans respond differently to the same situation/ behaviour
• Biases– cultural bias (cultural differences in parenting style), gender bias, age bias
• Ignore the changes of personality/ behaviour overtime– more longitudinal studies are needed
• Reductionist– based on the assumption that individuals learn through observation, did not consider other factors, e.g. cognitive process of decision-making/ the role of emotion
• Lack construct validity– the concepts of observation and motivation/ retention are not well-established, elements are not clear
• Difficult to control extraneous variables in the theory– consider the context

22
Q

Ethical considerations of research on social responsibility

A

Deception was used to avoid participants bias
- Latané and Darley—a victim staged seizure/ Batson et al—video recording
Protection from harm
- Fake emergency situation might cause discomfort in the participants
- Latané—staged seizure/ Elaine—electrical shock
Right to withdraw
- Participants should be given the right to withdraw at any time from the study if they are uncomfortable
Debriefing
- Participants might felt ashamed for not helping when knowing the true aim

23
Q

Research methods of studies on social responsibility

A

Field-experiment– Pillivan et al/ Levine et al/ Feshbach & Feshbac
Matched-pair design – Feshbach & Feshbac