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Ethics in society
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Ethics in society
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In 1951, Solomon Asch set out to update an experiment previously performed by Muzafer Sherif in 1935. Sherif’s experiment attempted to explore peer pressure to conform by seeing if groups of subjects would give the same incorrect answers as the carefully instructed confederates in their group. Asch felt that because there had been no correct answer to Sherif’s experiment, it could not be considered legitimate since there could be no gauge as to what the right or wrong answer was.
In his updating of this experiment, he created what is now considered “a classic experiment in Social Psychology” (simplypsychology.org/asch-conformity, 2008) and “the procedure became the standard for hundreds of later experiments” (Social Psychology David G. Myers,
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I also think this study is interesting since I consider myself someone who would not give in and conform. I always wonder what makes people do things differently. Even though the subjects were not aware of the reality of the conditions, it was still not potentially harmful or necessarily traumatizing. I felt it was more in the realm of ethical than the other two studies and produced just as legitimate results. As stated in the textbook, “The Sherif and Asch results are startling because they involved no obvious pressure to conform-there were no rewards for “team play”, no punishments for individuality”. (Social Psychology David G. Myers, 2013). Those standards are very pure and honest in my opinion.
In 1955, Asch commented on this outcome stating “That reasonably intelligent and well-meaning young people are willing to call white black is a matter of concern. It raises questions about out ways of education and about the values that guide our conduct” (Social Psychology David G. Myers, 2013). That says to me that he felt that this study very clearly showed that the subjects he used (that age group at least) was prone to peer pressure and would always conform a portion of the time. There were still however, those who stood up for themselves and what they believed to be the right answer. That is
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One study in particular which reflects the advancement of time and technology was in 2005 and was led by Dr. Gregory Berns a psychiatrist and neuroscientist at Emory University in Atlanta. In this study, they used M.R.I. scanners to see which part of the brain showed activity when the subjects were asked to make choices. By using the M.R.I. scanners, the researchers assumed they would see changes in the forebrain where conflict monitoring, planning and higher-order mental activities are shown if the decisions were made consciously. If it was changes in perception that influenced the decisions, there would be changes in the posterior brain that is dedicated to vision and spatial perception. Instead of either of those possibilities that were hypothesized, researchers were surprised to find that activity was increased in the right intraparietal sulcus which is devoted to spatial awareness and there was absolutely no activity in the area devoted to conscious decisions. Interestingly, the subjects who did not conform to the group showed activity in the regions associated with emotional
The Asch and Milgram’s experiment were not unethical in their methods of not informing the participant of the details surrounding the experiment and the unwarranted stress; their experiment portrayed the circumstances of real life situation surrounding the issues of obedience to authority and social influence. In life, we are not given the courtesy of knowledge when we are being manipulated or influenced to act or think a certain way, let us be honest here because if we did know people were watching and judging us most of us would do exactly as society sees moral, while that may sound good in ensuring that we always do the right thing that would not be true to the ways of our reality. Therefore, by not telling the participants the detail of the experiment and inflicting unwarranted stress Asch and Milgram’s were
The effects of this experience, although unethical in its approach to conduct experiment without knowledge to the parents it does not rise to the level of harm. It can, however, be argued that it has had an effect on them emotionally and perhaps they may experience further complications, but far greater atrocities have occurred in the name of science and in this particular case, no credible data ever developed from this experiment due to it being
One of Beverly Tatum's major topics of discussion is racial identity. Racial identity is the meaning each of us has constructed or is constructing about what it means to be a white person or a person of color in a race-conscious society. (Tatum, pp Xvii) She talks about how many parents hesitate to talk to their children about racism because of embarrassment and the awkwardness of the subject. I agree with her when she says that parents don't want to talk about racism when they don't see a problem. They don't want to create fear or racism where none may exist. It is touchy subject because if not gone about right, you can perhaps steer someone the wrong way. Another theory she has on racial identity is that other people are the mirror in which we see ourselves. (tatum pp18) 'The parts of our identity that do capture our attention are those that other people notice, and that reflects back to us.'; (Tatum pp21) What she means by this is that what other people tell us we are like is what we believe. If you are told you are stupid enough you might start to question your intelligence. When people are searching for their identity normally the questions 'who am I now?'; 'Who was I before?'; and 'who will I become'; are the first that come to mind. When a person starts to answer these questions their answers will influence their beliefs, type of work, where they may live, partners, as well as morals. She also mentions an experiment where she asked her students to describe themselves in sixty seconds. Most used descriptive words like friendly, shy, intelligent, but students of color usually state there racial or ethnic group, while white students rarely, if ever mention that they are white. Women usually mention that they are female while males usually don't think to say that they are males. The same situation appeared to take place when the topic of religious beliefs came up. The Jewish students mentioned being Je...
This created an atmosphere where the teacher thought he was really inflicting pain on another individual, which was highly stressful for the volunteers. I definitely think that our current generation of 20 and 50 year old males are more inclined to question authority than the group from 1962. Ethics This experiment is relevant to an ethics course because putting individuals in this type of experiment is traumatic and can cause a high level of stress and unnecessary pain for the volunteer. The volunteers were deceived by the study, believing that they were actually harming another person, and there was potential to cause psychological harm, which is unethical (McLeod, 2007).
The most basic concept in social psychology is conformity. Conformity is the idea that behaviour or a belief is changed in order to follow, or conform, to what is considered the “norm.” One of the oldest experiments to support this notion was conducted in 1935 by Muzafer Sherif (Song, Ma, Wu, Li, 2012 p. 1366). There are two different types of
...res; it is how we are raised to obey authority such as parents or teachers. Some have argued that individuals today are more aware of the dangers of following authority than they were in the early 1960s. This experiment is biased because the participants are all male and all were volunteers. Milgram points out that the majority of the subjects knew what they were doing was not right or moral. Opting out of the experiment would be wrong on the victim’s part because they agreed to go through even after they knew they were going to be the victim. Overall, disobedience was hard to do in an experiment such as this once. Participants felt as though they had a duty to fulfill this study and that they had to go through with it. Participants put their morals aside for this experiment which is why the outcome of victims that made it to the final series of shocks was so high.
...WHITE IS…WHITE ISN’T [RACE IGNORE-ANCE, COLORTALK, AND WHITE COMPLICITY]. Educational Theory, 56(3), 345-362. Retrieved May 7, 2011, from Wiley Online Library Web site: http://onlinelibrary.wiley.com/doi/10.1111/j.1741-5446.2006.00230.x/abstract
...d G. Fryer Jr., himself an African-American, has studied the “Acting White/Black” phenomena and found it stems more from education, “White” referring towards higher level of education and “Black” referring to lower levels. When race is removed from the equation a prevalent pattern can be seen within races as socioeconomic status and naming trends (Levitt 190). The pattern is able to roughly measure the education of a child’s mother depending on the choice of name and the frequency of the name within social classes (Levitt 190-204). Over time Fryer could see the way names tended to move, down. As names become more used and common they will pass on lower to lower social classes (Levitt 201).
In 1951, Solomon Asch carried out several experiments on conformity. The aim of these studies was to investigate conformity in a group environment situation. The purpose of these experiments was to see if an individual would be swayed by public pressure to go along with the incorrect answer. Asch believed that conformity reflects on relatively rational process in which people are pressured to change their behaviour. Asch designed experiments to measure the pressure of a group situation upon an individual judgment. Asch wanted to prove that conformity can really play a big role in disbelieving our own senses.
Historically, cognitive psychology was unified by an approach based on an resemblance between the mind and a computer, (Eysenck and Keane, 2010). Cognitive neuroscientists argue convincingly that we need to study the brain while people engage in cognitive tasks. Clearly, the internal processes involved in human cognition occur in the brain, and several sophisticated ways of studying the brain in action, including various imaging techniques, now exist, (Sternberg and Wagner, 1999, page 34).Neuroscience studies how the activity of the brain is correlated with cognitive operations, (Eysenck and Keane, 2010). On the other hand, cognitive neuropsychologists believe that we can draw general conclusions about the way in which the intact mind and brain work from mainly studying the behaviour of neurological patients rather than their physiology, (McCarthy and Warrington, 1990).
Solomon Asch’s experiment in “Opinions and Social Pressure” studied a subject’s ability to yield to social pressure when placed within a group of strangers. His research helped illustrate how groups encourage conformity. During a typical experiment, members of the group were asked by the experimenter to claim two obvious mismatched lines were identical. The single individual who was not privy to this information was the focal point of the experiment. Twelve out of eighteen times the unsuspecting individual went along with the majority, dispelling his beliefs in favor of the opinions of the group.
... instead of following the majority. The issue of peer pressure can relate to teens, as they are in constant pressure to be ‘cool’ or to be in the ‘in’ group. It does not really promote individualism, so people cannot develop their own ideas but rather follow the leader of their group.
Whiteness is a term that has been discussed throughout history and by scholarly authors. Whiteness is defined in many ways, according to Kress “pervasive non- presence, its invisibility. Whiteness seems at times to be everywhere and nowhere, even present throughout U.S. history, and yet has no definable history of its own. Whiteness as a historically rooted cultural practice is then enacted on the unconscious level. Knowledge the is created from the vantage point of Whiteness thus transforms into “common sense,” while practices or behaviors that are enacted based on the unspoken norms of Whiteness become the only acceptable way of being” (Kress, 2008, pg 43).
...experiment, felt that the experiment made such a deep impression on him that he became convinced that “social sciences and psychology, are much more important in today’s world.'; One can only imagine the inner conflicts that were running through his head. After the experiment, he described the mood, “I did want to stop at that time. I turned around and looked at [the experimenter]. I guess it’s a matter of…authority.';
In 1961, Stanley Milgram, a Yale University Psychologist conducted a variety of social psychology experiments on obedience to authority figures. His experiments involved three individuals, one of them was a volunteer who played the role of the teacher, one was an actor who played the role of the student, and one was the experimenter who played the role of the authority. The teacher was instructed by the authority to administrate shocks to the student (who claimed to have a heart condition) whenever they answered a question incorrectly. The voltage of the shock would go up after every wrong answer. The experimenter would then instruct the teacher to administrate higher voltages even though pain was being imposed. The teacher would then have to make a choice between his morals and values or the choice of the authority figure. The point of the experiment was to try to comprehend just how far an individual would continue when being ordered by an individual in a trench coat to electrically shock another human being for getting questions incorrect. The experiment consisted of administrating pain to different people and proved that ordinary people will obey people with authority. Some of the various reasons are that the experimenter was wearing a trench coat, fear of the consequences for not cooperating, the experiments were conducted in Yale University a place of prestige, and the authority f...