Social Influence Part II

Student Workbook
Name
 Chapter 3 Unit Plan Social Influence Pt II
Topics Key Questions Lessons Studies Terms
3.7 Schema Theory ● How does our (a) Schema Theory: An ● Stereotypes and confirmation bias - Schema, schema theory,
mind organize Introduction occupations (Cohen, 1981) schematic processing,
information? (b) Schematic Processing ● Stereotypes and confirmation bias – confirmation bias,
(c) Confirmation Bias racial stereotypes (Stone et al. 2010) comprehension, schema
(d) Information Processing and ● Schema and comprehension activation, information
Comprehension (Bransford and Johnson, 1972) processing.

3.8 Reconstructive ● Can we trust (a) Rationalization ● Bartlett’s War of the Ghosts (1932) Reconstructive memory,
Memory our memory? (b) Leading Questions ● Leading questions and the rationalization, leading
(c) The Misinformation Effect misinformation effect (Loftus and questions, misinformation
(d) Confabulation (False Palmer, 1974) effect, confabulation, false
Memories) memory, eye-witness
testimony.
3.9 Bystanderism ● Why don’t (a) The Smoky Room Study ● The Smoky Room Study (Darley and Bystanderism, informational
people help those in (b) Diffusion of Responsibility Latane, 1968) social influence, diffusion of
need? ● Cross-cultural differences in helping responsibility, population
(Levine et al. 2001) density.

3.10 Prosocial ● Why are some (a) Culture and Prosocial ● Cross-cultural differences in helping Prosocial behaviour, sensory
Behaviour people more likely to Behaviour (Levine et al. 2001) overload, economic
help than others? (b) The Empathy-Altruism ● Empathy and altruism – helping productivity, cultural values,
Hypothesis Elaine (Batson et al. 1981) altruism, empathy.

3.11 Promoting ● How can we (a) Obedience ● Effects of jigsaw classroom Perspective taking, obedience,
Prosocial encourage people to (b) Compliance (Bridgeman, 1981) authority, consensus,
Behaviour help others? ● Authority and compliance (Bickman, descriptive social norms,
1974 and Bushman, 1988) compliance.

1
 Chapter 3 Unit Plan Social Influence Pt II
Topics Key Questions Lessons Studies Terms
● Compliance in hotels (Cialdini et al.
2008)

2
 IB Psychology Curriculum
Approach Topic (and concept) Content (Specific Examples (from this
topic) unit)
Biological Not covered
Cognitive Processing ● Models of Memory ● N/A: See PTSD
Cognitive
A range of variables can
● Schema Theory ● Schema, stereotypes,
influence our cognitive
confirmation bias and
processing.
comprehension

● Thinking and decision ● N/A: See Criminology

making

Reliability of Cognitive ● Reconstructive memory ● Eye-witness testimony and

Processing the misinformation effect
Our cognitive processes ●
● Bias in thinking and Confirmation bias
might not be reliable.
decision making

Emotion and Cognition ● The influence of emotion ● N/A: See PTSD

Emotion can influence on other cognitive
cognition. processes

The Individual and the ● Social Identity Theory ● N/A: See Part I
Sociocultural
Group
● Social Cognitive Theory ● N/A: See Part I
Social variables can
influence behaviour. ● Stereotypes ● Confirmation bias is an effect
of stereotypes.

Cultural Origins of ● Culture ● Cultural influences on

Behaviour Cultural factors prosocial behaviour.
can influence behaviour. ●
● Cultural Dimension N/A: See Part I

Cultural Influences on ● Enculturation ● N/A: See Part I

Behaviours
● Acculturation ● N/A: See Part I
Cultural factors can
influence behaviour.

Option Topic Content Examples

(and concept) (Specific topic) (from this unit)
Psychology Personal Relationships Not covered
of Human Group Dynamics Not covered
Relationships Social ● By-standerism ● Information social influence and
Responsibility cultural influences

● Prosocial behaviour ● Cultural influences on prosocial

behaviour

● Promoting prosocial ● Using compliance techniques to

behaviour promote prosocial behaviour

3 of 30
Ethics & For all topics and areas of study in the three approaches you need to be aware of how and why
Research research methodology (e.g. natural experiment, case study, etc.) and ethical considerations (e.g.
informed consent, anonymity) are related to those particular areas of study.
Methods

KEY TERMS TRAFFIC LIGHTS

Use coloured pencils or highlighters. Colour the boxes below based on how well you know the key term.

● Green = you know it and could explain it to someone else

● Yellow = you think you know it, but you’re not 100% confident
● Red = you don’t know it

Term Before we begin End of unit End of course

Altruism

Bystanderism

Compliance

Confabulation

Confirmation bias

Diffusion of
responsibility
Empathy

Information
processing
Informational social
influence
Leading questions

Misinformation
effect
Population density

Prosocial behaviour

Rationalization

Reconstructive
memory
Schema

Schema theory

4 of 30
 Schematic
processing
Use this space to create a key if you’re using different colours.

Lesson a. Schema Theory: An Introduction

Key Q’s ● What is a schema?
By the end of this ● How might social schema save our cognitive energy?
lesson you should be ● How can concepts related to schema be applied to written
able to answer these
questions… communication?

Critical Thinking Extension: Schema Applications

Can you think of ways your notes make use ideas from schema theory?

Reflect: Goal Setting

What are two measurable and observable things you’re going to do in this unit to become a
better psychologist?

5 of 30
 1.
2.

Schema Theory Notes

Use this space to keep notes on important aspects of schema theory that you’ll learn over
the next few lessons. By the end of this topic this table should be complete.

What is a schema? (Definition)

What are some different types of schema?

What are some characteristics and functions of schema?

How can schema influence our cognition and/or behaviour? (Applications)

What studies support aspects of schema theory? (Evidence)

Are there limitations to schema theory and/or the studies?

6 of 30
 Lesson b. Schematic Processing
Key Q’s ● What is schematic processing?
By the end of this ● What were the methods and results of Cohen’s (1981)
lesson you should be waitress/librarian study?
able to answer these ● How might schematic processing reinforce stereotypes?
questions…
● What are some other ways schematic processing might affect memory?

Definitions:
● Stereotype:

o Example

● Schematic processing:

o Example:

You might be able to answer this question in only one sentence.

Add Evidence
How can the above explanation be supported by a study? (Cohen 1981).

7 of 30
 Lesson c. Confirmation Bias
Key Q’s ● What is confirmation bias?
By the end of this ● How does Stone et al.’s (2010) basketball player study
lesson you should be demonstrate the effects of confirmation bias?
able to answer these
questions… ● How do Stone et al.’s and Cohen’s studies support schema
theory?

Critical Thinking Extension: Evaluating Schema Theory

8 of 30
Add notes to your table on page 4. Can you think of any limitations of schema theory and/or
the supporting studies?

Lesson d. Information Processing and Comprehension

Key Q’s ● What were the methods and results of Bransford and Johnson’s (1972)
By the end of this study on schema activation?
lesson you should be ● How might schematic processing influence comprehension of new
able to answer these information?
questions…
● Can you apply what you’ve learned about schema theory to help you
write better exam answers?

Spot the Mistakes

There are ten mistakes in the passage below. How many can you find?
Cross out any obvious errors and write the correct information in its place.
Schema theory’s central claim is that our knowledge of the world is organized
and categorized, which can influence our cognition and behaviour. Bartlett came up with the idea
of schema.

A schema is a cluster of knowledge or memory that is stored in the brain. They’re also called
“biological frameworks” as they are a system for categorizing and organizing information and
memory.

Along with the existence of schema, another central claim of schema theory is that their function
is to help us make sense of the complex world of information that we live in. They also enable us
to make generalizations about situations, people and places. Stereotypes are an example of a
script schema and how we can generalize about groups of people to save our physical energy.

One way schemas can influence cognition is that they can affect our ability to comprehend new
information. When we’re exposed to new information we relate it to our existing knowledge (our
schemas) and this can reduce our comprehension of that information (as seen in Bransford and
Johnson’s study).

This process of relating new information to existing schema can also influence our processing of
new information and can lead to stereotypes. If we have an existing stereotype (social schema)
about a group of people, we use this schema when we’re processing new information and we
might tend to focus only on details that are consistent with our schema, since this is cognitively

9 of 30
easier. This means that we might focus on and remember details of someone that are
inconsistent with our existing stereotype, which is how stereotypes might be eliminated. This is
seen in Stone et al.’s study using the waitress/librarian paradigm.

Critical Thinking Extension: Applications

Can you think of ways you can use your new understanding of
schema? How might it help you communicate better, especially in
your writing?

10 of 30
 Lesson a. Rationalization
Key Q’s ● What is rationalization?
By the end of this ● How can schema influence rationalization?
lesson you should be ● What is at least one reason why we can’t use the word “prove”
able to answer these
questions… when talking about Bartlett’s study?

Definitions:
● Schema:

● Rationalization:

Critical Thinking Extension: “Prove”

11 of 30
What is one reason why we can’t use the word “prove” when explaining Bartlett’s study?

Lesson b. Leading Questions

Key Q’s ● What were the methods and results of Loftus and Palmer’s first
By the end of this (1974) experiment on leading questions and speed estimates?
lesson you should be ● How might leading questions influence memory?
able to answer these
questions… ● How could Loftus and Palmer’s (1974) experiment be questioned
based on population validity?

Critical Thinking Extension: Population Validity

What factor/s could affect the applications of this based on population validity?

12 of 30
 Lesson c. The Misinformation Effect
Key Q’s ● What were the methods and results of Loftus and Palmer’s
By the end of this “broken glass” version of the leading questions experiment?
lesson you should be ● How does the misinformation effect demonstrate the
able to answer these
questions… reconstructive nature of memory?
● What are the limitations of Loftus and Palmer’s (1974)
experiment/s?

Recap Quiz
How many of these questions can you answer?
1. What is a question that is phrased in a way so it guides the responder towards a
particular answer?
2. What researcher was one of the first to study schema and he used a Native American
story in some of his studies?
3. What were the five verbs in Loftus and Palmer’s (1974) experiment?
4. What is the name of the cognitive bias of focusing and remember information that is
consistent with existing schema?
5. Stereotypes are a type of what kind of schema?
6. According to schema theory, what are two functions of schema?
7. What is one way schema could influence behaviour?
8. What is one way stereotypes could influence behaviour?
9. What study shows that schemas help us comprehend new information because they
allow us to relate new information to existing schema?
10. What is it called when you alter information during recall so that it is consistent with
your existing schema?

13 of 30
Critical Thinking Extension: Evaluation
When you’re evaluating a psychological study you need
to explain strengths and limitations. For experimental
research, like Loftus and Palmer’s experiment I
recommend focusing on internal validity for strengths
and external validity for limitations. Could Loftus and
Palmer’s experiment have generalizability issues due to the nature of the sample, the
environment and/or the procedures? Can you explain why?

14 of 30
 Lesson d. Confabulation: False Memories
Key Q’s ● What is “confabulation?”
By the end of this ● How might research on memory be applied to improve the
lesson you should be justice system?
able to answer these
questions… ● Can you hypothesize factors that might affect an individual’s
vulnerability to confabulation?

Writing Excellent SARs and Essays

You are going to plan an answer to one SAR and one essay question. The SAR is “outline one
study related to…” and the essay is “discuss research related to…” The three topics are:
● Schema theory
● Reconstructive memory
● Cognitive bias (one bias in thinking)
You need to plan an SAR, and then use that plan to add to it and create a plan for the essay
(i.e. you use the same study and argument for the SAR as you would for an essay, you just
add one or more counter-arguments). An example is included below that shows out this
could be done for the topic “cultural influences on behaviour” using Bond and Smith’s study
on conformity.

Example SAR and Essay Plans

Short Answer Response Essay
Outline Explain one study related to cultural Discuss research related to cultural
influences on behaviour. influences on behaviour.
Intro – state CA + study Intro – state CentA + study + CountA

CentA* - cultural dimensions can influence CentA* - cultural dimensions can influence
conformity (individualism/collectivism), conformity (individualism/collectivism),
which can be shown in research. which can be shown in research.

Study – Bond and Smith’s meta-analysis Study – Bond and Smith’s meta-analysis

Concl - Study #2 – Berry’s Temne v. Inuit

CountA #1 - Generalizability (mundane

realism)
*CentA = central argument CountA #2 - Generalizability (population
validity)
You can find example answers to these Concl -
questions in the test prep’ materials.

15 of 30
 Short Answer Response Essay
Outline Explain one study related to schema Discuss research related to schema theory.
theory.

Short Answer Response Essay

Outline Explain one study related to Discuss research related to reconstructive
reconstructive memory memory.

Short Answer Response Essay

Outline Explain one study related to one Discuss research related to one or more
bias in thinking and/or decision making. biases in thinking or decision making.

16 of 30
 Lesson a. The Smoky Room Study
Key Q’s ● What were the methods and results of Darley and Latane’s
By the end of this (1968) smoky room study?
lesson you should be ● How does the smoky room study demonstrate the effects of
able to answer these
questions… informational social influence?
● How could the results of this study be used to show the effects of
normative social influence?

Painting Picasso’s
This activity tries to get you thinking deeply about the
material by turning it into pictures. You are going to work
with a partner. One of you is going to draw the answers
to the questions in the left column and the other is going
to draw the answers to the questions in the right
column. You’ll then teach each other the answers to
these questions using your drawings. There’s space on
the next page to draw. The information you need is in your notes.
After you’ve both shared the information, you need to work together to figure out the
answer to the guiding question.

Key Terms Key Study: Smoky Room Study

● What is “bystanderism”?
● What is “informational social
influence?”
● How is informational social influence
different to normative social
influence?
● What was the aim of the smoky
room study?
● What were the methods and results
of the smoky room study?

Space for notes…

17 of 30
Critical Thinking Extension: Alternative Explanation
Could the results of the study also be explained by the effects of
normative social influence?

Lesson b. Diffusion of Responsibility

Key Q’s ● What is “diffusion of responsibility?”
By the end of this ● How might diffusion of responsibility influence bystanderism?
lesson you should be

18 of 30
 able to answer these ● Could the results of studies on diffusion of responsibility be
questions…
questioned on the grounds of generalizability?

Diffusion of responsibility:

Critical Thinking Extension: Ecological Validity

Could the ecological validity of the smoky room study be questioned?

Space for notes

19 of 30
Topic What is the Key Terms and Counter-Argume
central argument Studies nts
in the topic?
Schema theory Our schema can improve
comprehension and
processing but can also
lead to confirmation bias
and stereotypes.

Reconstructive L&P’s experiment in a lab

– lower levels of emotion
memory which could affect
generalizability to real
life situations.

Bystanderism Informational social

influence:
Smoky room study
(Darley and Latane)
Diffusion of
responsibility:
Levine’s cross-cultural
study on helping others

Prosocial Diffusion of responsibility

and economic
behaviour explanations:
Levine’s cross-cultural
study on helping others

Promoting
prosocial
behaviour

Tip: Try to find overlaps, like

how one study could be used in
more than one topic.

Lesson a. Culture and Prosocial Behaviour

20 of 30
 Key Q’s ● What were the methods and results of Levine et al.’s (2001)
By the end of this cross-cultural study on helping behaviour?
lesson you should be ● How might socioeconomic factors influence prosocial behaviour?
able to answer these
questions… ● Can you think of other explanations for correlations found in
cross-cultural research on prosocial behaviour?

Exam Preparation: One study, multiple topics

How is Levine et al.’s (2001) cross-cultural study related to these two topics?
● Bystanderism:

● Prosocial behaviour:

Lesson b. The Empathy-Altruism Hypothesis

Key Q’s ● What were the methods and results of Batson et al.’s (1981)
By the end of this study on empathy and altruism?
lesson you should be ● How do the results of this study support the empathy-altruism
able to answer these
questions… hypothesis?
● How might this study be questioned on the basis of construct
validity?

21 of 30
Critical Thinking Extension: Construct Validity
Do you think this study could be critiqued based on construct
validity?

Lesson a. Obedience
Key Q’s ● What were the methods and results of studies that use authority
By the end of this to influence prosocial behaviour?
lesson you should be
able to answer these ● How could obedience to authority be applied to encourage
questions… prosocial behaviour?
● How Milgram’s study on obedience to authority be used to
explain prejudice and/or discrimination?

Milgram’s Experiments on Obedience to Authority

How could this experiment provide a counter-argument for SIT’s
explanation of inter group conflict?

22 of 30
 Lesson b. Compliance
Key Q’s ● What were the methods and results of Cialdini’s (2008) study on

By the end of this social influence and hotel towel usage?

lesson you should be
able to answer these
● How might compliance techniques be used to promote prosocial
questions… behaviour?
● Can you think of other areas (beyond hotels) that compliance
techniques could be applied?

Make an Infographic
Using Piktochart.com or any other tool, you are to create a visual infographic that represents
Cialdini’s study on compliance and social influence in re-using hotel towels in your notes.
When you have your infographic, make sure you attach it to this workbook so you can have
it for your notes.

Critical Thinking Extension: Applications

23 of 30
Can you think of other areas (beyond hotels) that
compliance techniques could be applied?

24 of 30
Unit Review: Traffic Lights and Exam Questions

25 of 30
 Use coloured pencils or highlighters. Colour the boxes in the “rating” column based on how confident you
would be in answering that question.
● Green = you would love for that to be an exam question because you’d NAIL it.
● Yellow = you think you could answer it, but you’re not 100% confident
● Red = you’d be hoping that question doesn’t appear because you’d have no clue

Topic Sample Exam Question Rating

How confident would you be
in answering this question?
Remember: SAQs = describe, outline and explain, Essays = discuss, evaluate, contrast and to what extent.
Paper 1 (schema theory and reconstructive memory = SAQ or Essays), Paper 2 (social responsibility topics) =
only essays.
Schema Theory Describe schema theory.

Outline one study related to schema

theory.
Evaluate schema theory.

Evaluate one study related to schema

theory.
Reconstructive Explain one study related to
memory reconstructive memory.
Discuss the reconstructive nature of
memory.
Cognitive Evaluate one research method used to
processes study cognitive processes.
Reliability of Discuss ethical considerations relevant
cognitive to the study of the reliability of
processes cognitive processes.
Bystanderism Discuss bystanderism.

Evaluate one or more studies related

to bystanderism.
Prosocial Discuss prosocial behaviour.
behaviour
Discuss research related to prosocial
behaviour.
Promoting Evaluate one or more strategies used
prosocial to promote prosocial behaviour.
behaviour Evaluate one or more studies related
to promoting prosocial behaviour.
Social Discuss research methods used to
responsibility study social responsibility.

Space for notes

26 of 30
27 of 30
28 of 30
29 of 30
30 of 30