Diffusion Of Responsibility Is A Phenomenon English Language Essay

dispersion Of Responsibility Is A Phenomenon English Language EssayDo the hobby Do perception and our instinct to force up to society and pledge doctor our ability to retrieve slenderly? View the avocation video on the Milgram Experiment http//youtu.be/W147ybOdgpEWhy did about 50% of the shells, normal ein truthday Americans, induce lethal doses of electrical shocks (it was really still an actor pretending to be electrocuted)?To be successful in this assignment, judge the following tender biases (write star (1) page in Microsoft devise or WordPad)Evaluate the Milgram examine from the situation of root force and con make believeity.1. Using Chapter 4 of the schoolbook, describe of how multitude squeeze and conformity affected the force of the try out. Your response should be about both paragraphs (4-5 sentences all(prenominal))in length.2. For each example, include at least iodin and yet(a) plagiarize (citation) from the book that supports yourevaluation .Evaluate the Milgram experiment from the perspective of diffusion of responsibleness.3. Using Chapter 4 of the textbook, describe how diffusion of duty affected the out hail of the experiment. Your answer should be about cardinal paragraphs (4-5 sentences each) in length.4. For each example, include at least one quote (citation) from the book that supports yourevaluation.*Be sure to include citations from the textbook utilise the following format-Quote from the book (Boss, 2010. Pg )Use MS Word or WordPad to complete your assignment.Your teacher wants to know how conformity affected the outcome of the experiment, with quotations from your text to back it up. Then they want you to explain how diffusion of function affected the outcome, with more quotes from the text to back it up. spreading of responsibility is a phenomenon that occurs when we take credit for our successes still blame others for our failures. Taking credit for our successes and blaming others for our failures is a type of self-serving bias. Diffusion of responsibility occurs in throngs of mountain to a higher(prenominal) place a certain threshold, where responsibility is non explicitly assigned to picky individuals, and where people subsequently tend not to regard those responsibilities as their concerns, or conceive of those responsibilities as belonging to others.While the specifics of whom we assign to the out crowd is learned, our brain seems to be wired to see the populace in monetary value of one of us/one of them. grouping imperativeness and the urge to conform be so firm in humans that it can ready us to deny recite that is pay before our eyes. (Boss, 2010. Pg 120)This the e-book In Chapter 4 we willLearn about the nature and limitations of human friendship list between rationalism and empiricismLearn about antithetic types of turn outSet guidelines for evaluating evidenceLook at sources for researching claims and evidenceStudy different types of cognitive/perce ptual errors, including self-serving biasesLearn how well-disposed expectations and group pressure can lead to erroneous thinkingFinally, we will examine the evidence and arguments regarding unidentified flying objects (UFOs) and what type of proof would be necessary to settle their existence.Group Pressure and ConformityGroup pressure can check individual members to take positions that they would never support by themselves, as happened in the Stanford Prison experiment described in Chapter 1. nearly religious cults achievement this tendency by separating their members from the dissenting views of family and friends. In m some(prenominal) cults, people stick out together, eat together, and may nevertheless be assigned a buddy.Group pressure is so powerful in shaping how we see the world that it can lead people to deny contrary evidence that is right before their eyes. In the 1950s, social psychologist Solomon Asch carried out a series of experiments in which he showed recko n bailiwicks a screen containing a standard line on the left and three resemblance lines on the right. peerless of the comparison lines was the identical length as the standard line and the other dickens were of significantly different lengths.40 In each case, an unsuspecting study subject was introduced into a group with six confederates, who had been told by the experimenter to give the defective answer. The group was then shown the lines. The experimenter asked one of the confederates which of the three lines on the right they opinion was the same length as the standard line. The confederate, without hesitation, gave a wrong answer. The next fewer confederates gave the same answer. By now, the nave subject was showing puzzlement and all the same dismay. How can six people be wrong?Page 121 aft(prenominal) hearing six wrong answers, 75 per centum of the nave study subjects, rather than trust the evidence of their senses, succumbed to group pressure and gave the same wron g answer. Even more surprising is the fact that when questioned laterward, some(prenominal) of these study subjects had really come to believe the wrong answer was correct.The desire for agreement is normal. However, this desire, when feature with our innate tendency to divide the world into one of us and one of them, can lead to the exclusion of those who disagree with the majority, since people tend to take being around people who agree with them. In the corporate world, noise is often tacitly discouraged. Outliers or nonconformists who do not agree with group members may be excluded by committee chairs from barely discussions or even fired.41Because of our connatural tendency to conform to what others think, we cannot consider that agreement leads to truth without noesis about the manner and conditions under which the agreement was arrived. Indeed, the current emphasis on seeking group consensus in decision making may be unreli equal. In consensus seeking, the majority in a group is often able to sway the whole group to its view.http//textflow.mcgraw-hill.com/ frame of references/007742168X/bos38200_ta0414b.jpgASCH EXPERIMENTIn Aschs experiment, the nave subject (left) shows puzzlement when the other subjects give what is obviously a wrong answer.http//textflow.mcgraw-hill.com/figures/007742168X/bos38200_ta0427.jpg intelligence QUESTIONSWhat do you think the nave subject in the picture supra is thinking?Think back to a sentence when you were in a similar situation where you thought you were correct, but everyone else with you thought something else. How did you respond to the variation between your belief and theirs?http//textflow.mcgraw-hill.com/figures/007742168X/bos38200_highlighter_recto.jpgAs with other errors in our thinking, we need to set about strategies to recognize and compensate for our human inclination to conform to groupthink. When a group comes to a decision, we need to mentally step back from the group and cautiously evaluate t he evidence for a particular position rather than assume that the majority must be correct. In competitive ice glide and diving, because of the danger of a judges scoring being contaminated by what other judges say, scoring is done individually, rather than as a group decision.Page 122Diffusion of ResponsibilityDiffusion of responsibility is a social phenomenon that occurs in groups of people higher up a critical size. If responsibility is not explicitly assigned to us, we tend to regard it as not our problem but as belonging to someone else. We be practically more likely to come to someones promote if we are alone than if we are in a crowd.We are much more likely to come to someones aid if we are alone than if we are in a crowd.This phenomenon is similarly known as bystander apathy or the Kitty Genovese syndrome. In 1964, twenty-eight-year-old Kitty Genovese was murdered outside her New York City flat building. Her killer left twice, when people in the building turned on thei r lights, before he came back a third time and killed her. In the half hour that lapsed during the attack, none of Genoveses thirty-eight neighbors, who had heard her ingeminate cries for help, called the police. More recently, in June 2008, an elderly man was struck by a hit-and-run driver on a engross street in Hartford, Connecticut. The man lay in the street paralyzed and bleeding from his toss while bystanders gawked at or ignored him. Motorists drove around his system without s clearping. No one offered any assistance until an ambulance finally turned up. Diffusion of responsibility can overly occur in group hazing at fraternities where no one comes to the rescue of a pledge who is clearly in distress.As social beings, we are vulnerable to the one of us/one of them error, social expectations, and group conformity. When in groups, we also tend to regard something as not our problem unless responsibility is assigned to us. Although these traits may promote group cohesiveness , they can interfere with magnetic coreive critical thinking. As good critical thinkers we need to be aware of these tendencies, and to cultivate the ability to think separately while still taking into consideration others perspectives. Errors in our thinking also make us more vulnerable to falling for or using fallacies in arguments. Well be studying some of these fallacies in the following chapter.http//textflow.mcgraw-hill.com/figures/007742168X/bos_38200_ta0428.jpgThe phenomenon of diffusion of responsibility was regrettably illustrated when no one came to the aid of a seriously injured man lying in a busy street in Hartford, Connecticut after being struck by a hit-and-run driver in May 2008. The victim, Angel Torres, posterior died from the injuries he sustained.Page 123EXERCISE 4-4http//textflow.mcgraw-hill.com/figures/007742168X/bos38200_stop.jpg1.Whom do you define as us and whom do you put in the category of them? question how you skill go about widening the us categor y to include more people who are now in your them category.2.Humans seem to have inborn biases toward particular types of people. According to a University of Florida study, when it comes to hiring, employers have a more flourishing view of tall people. When it comes to earnings, every extra inch of height above the norm is worth $789 a year. In fact, nine of ten top executives are taller than the typical employee.42 Given this cognitive error and its impact on hiring practices, discuss whether or not affirmative action policies should prevail to very short people. Relate your answer to the discussion in the text of the effect of this cognitive error on our thinking.3.Think of a time when your social expectations led you to misjudge a person or a situation. talk of strategies for improving your critical-thinking skills so that this is less likely to happen.4.Think of a time when the public got caught up in a witch hunt. Identify the worldviews and social expectations that support ed this witch hunt. Which critical-thinking skills would make you less likely to go on with a witch hunt? Discuss what actions you could take to develop or strengthen these skills.5.Polls before options can influence how people balloting by swaying undecided voters to vote for the candidate who is in the lead. Analyze whether election polls should be forbidden prior to the election itself.6.The democratic surgery depends on social consensus. Given peoples tendency to conform to social expectations and what others think, is body politic the best form of government? If so, what policies might be put in place to lessen the effect of social biases? Be specific.7.Think of a time when you failed to speak out against an injustice or failed to come to someones aid simply because you were in a large group and felt it wasnt your responsibility. Discuss ways in which improving your critical-thinking skills may make you less nonimmune to the diffusion of social responsibility error.8.Comp uters (AI) programmed with an inductive logic program can, after sufficient experience working with the ups and downs of the financial market, predict the market with greater accuracy than most experienced financial planners. Given that these computers are not as prone to cognitive errors as are humans, critically evaluate whether we should rely more on AI to make decisions about much(prenominal) issues as college admissions, medical diagnoses, matchmaking, and piloting an airplane.1.What are some of the sources of knowledge?-Sources of knowledge include both reason and experience. Experience encompasses direct and indirect experience, skilled testimony, and research resources such as printed material and the Internet.2.In what ways might experience be misleading?-Experience can be perverse through false memories, confirmation bias, and reliance on hearsay and anecdotical evidence, as well as perceptual, cognitive, and social errors in our thinking.3.What are some of the types of cognitive and social errors in our thinking?-Cognitive and social errors are in part the way our brain interprets the world. They include misperception of random data, memorable-events errors, luck errors, self-serving biases, self-fulfilling prophecies, one of us/one of them error, social expectations, group pressure and conformity, and diffusion of responsibility.http//textflow.mcgraw-hill.com/figures/007742168X/bos38200_sa0423.jpgWhy is it so many people obey when they thumb coerced? Social psychologist Stanley Milgram researched the effect of authority on esteem. He concluded people obey either out of fear or out of a desire to appear cooperativeeven when acting against their own better judgment and desires. Milgrams incorrupt yet controversial experiment illustrates peoples reluctance to confront those who abuse power. It is my flavor that Milgrams book should be required reading (see References below) for anyone in supervisory or management positions.Milgram recruited sub jects for his experiments from various walks in life. Respondents were told the experiment would study the effects of penalty on learning ability. They were offered a token cash award for participating. Although respondents thought they had an equal chance of playing the role of a student or of a teacher, the process was rigged so all respondents ended up playing the teacher. The student was an actor working as a age bracket of the experimenter.Teachers were asked to administer increasingly severe electric shocks to the learner when questions were answered incorrectly. In reality, the just now electric shocks delivered in the experiment were single 45-volt shock samples given to each teacher. This was done to give teachers a feeling for the jolts they thought they would be discharging. cuff levels were labeled from 15 to 450 volts. Besides the numerical scale, verbal anchors added to the frightful display of the instrument. Beginning from the lower end, jolt levels were labeled slight shock, moderate shock, strong shock, very strong shock, intense shock, and extreme intensity shock. The next two anchors were Danger Severe Shock, and, past that, a simple but low-spirited XXX.In response to the supposed jolts, the learner (actor) would begin to grunt at 75 volts complain at 120 volts ask to be released at 150 volts plead with increasing vigor, next and let out agonized screams at 285 volts. Eventually, in desperation, the learner was to yell loudly and complain of essence pain.At some smear the actor would refuse to answer any more questions. Finally, at 330 volts the actor would be totally silent-that is, if any of the teacher participants got so far without rebelling first.Teachers were instructed to treat silence as an incorrect answer and apply the next shock level to the student.If at any point the innocent teacher hesitated to inflict the shocks, the experimenter would pressure him to proceed. Such demands would take the form of increasingly severe statements, such as The experiment requires that you continue.What do you think was the average voltage given by teachers before they refused to administer further shocks? What percentage of teachers, if any, do you think went up to the maximum voltage of 450?Results from the experiment. most teachers refused to continue with the shocks early on, despite urging from the experimenter. This is the type of response Milgram judge as the norm. still Milgram was shocked to find those who questioned authority were in the minority. 65 percent (65%) of the teachers were willing to progress to the maximum voltage level.Participants demonstrated a range of negative emotions about continuing. approximately pleaded with the learner, asking the actor to answer questions carefully. Others started to laugh nervously and act strangely in diverse ways. Some subjects appeared cold, hopeless, somber, or arrogant. Some thought they had killed the learner. Nevertheless, participants continued to obe y, discharging the full shock to learners. One man who wanted to abandon the experiment was told the experiment must continue. kind of of challenging the decision of the experimenter, he proceeded, repeating to himself, Its got to go on, its got to go on.Milgrams experiment included a number of variations. In one, the learner was not only visible but teachers were asked to force the learners hand to the shock plate so they could deliver the punishment. Less obedience was extracted from subjects in this case. In another variation, teachers were instructed to apply whatever voltage they desired to incorrect answers. Teachers averaged 83 volts, and only 2.5 percent of participants used the full 450 volts available. This shows most participants were good, average people, not evil individuals. They obeyed only under coercion.In general, more submission was elicited from teachers when (1) the authority figure was in close proximity (2) teachers felt they could pass on responsibility to o thers and (3) experiments took place under the auspices of a respected organization.Participants were debriefed after the experiment and showed much relief at finding they had not harmed the student. One cried from emotion when he saw the student alive, and explained that he thought he had killed him. But what was different about those who obeyed and those who rebelled? Milgram divided participants into three categoriesObeyed but justified themselves. Some obedient participants gave up responsibility for their actions, blaming the experimenter. If anything had happened to the learner, they reasoned, it would have been the experimenters fault. Others had transferred the blame to the learner He was so stupid and stubborn he deserved to be shocked.Obeyed but blamed themselves. Others felt badly about what they had done and were quite caustic on themselves. Members of this group would, perhaps, be more likely to challenge authority if confronted with a similar situation in the future.R ebelled. Finally, rebellious subjects questioned the authority of the experimenter and argued there was a greater ethical imperative calling for the protection of the learner over the needs of the experimenter. Some of these individuals felt they were accountable to a higher authority.Why were those who challenged authority in the minority? So entrenched is obedience it may void personal codes of conduct.