2. Psych 272 Group Dynamics

3. I. Introduction A. Two thirds of our waking day is spent in groups. B. Definition of a Group: Two or more people where some form of social exchange takes place (i.e., mutual social influence). e.g., football game, elevator interaction

4. C. Group Size Dyads (2 people) Triads (3 people) 4 to 6 people 7 or more people *** **** ***

5. II. History of Group Dynamics A. The Group Mind 1. Freud: The Primal Horde 2. Le Bon and Tarde: The Primal Herd 3. The Group Mind concept left social psychology flat on its back. B. The Bell, Book, and Candle of Group Dynamics 1. The Bell: Social Facilitation 2. The Book: Management and the Worker 3. The Candle: Kurt Lewin

6. 111. Zajonc’s Theory of Social Facilitation --The Bell A. Research investigated the effects of the mere presence of another person on performance. B. First experimental study: Triplett (1898), studied speed of children turning a reel alone or along with another P. 2nd P led to faster speed for first P. C. Two Types of Effects: Co-action and Audience

7. 1. Audience Effects a. Travis (1925) - pursuit rotor task, Audience > Alone b. Pessin (1933) - learning a list of nonsense syllables (e.g. gyx, pix, kip, pln) Audience < Alone c. Assuming equal difficulty, why the difference in the two studies? Answer: ***ng e.g., typing, golf

8. d. Zajonc’s Theory of Social Facilitation handles this. 1) Theory: The mere presence of another person increases arousal level. Arousal level increases the probability that the dominant response will be emitted. For old learning, the dominant response is the correct response. For new learning, the dominant response is likely to be an error. 2) This theory is derived from Hull’s Drive x Habit Theory or : E = H X D, where E equals reaction potential of a particular response, H = habit strength, and D = drive or arousal level.

9. For social facilitation, Hi D would be the presence of another, Low D would be no one present. For old well learned tasks, the correct response would have higher habit strength (H) than the incorrect response. For new, unlearned tasks, H would be higher for errors than the correct response. e.g. 1. Old task, Alone Correct response, H = 10, D = 5, H X D = 50 Incorrect response, H = 1, D = 5, H X D = 5 e.g. 2. Old task, Audience Correct Response, H = 10, D = 10, H X D = 100 Incorrect Response, H = 1, D = 10, H X D = 10

10. e.g. 3. New task, Alone Incorrect response, H = 10, D = 5, H X D = 50 Correct response, H = 1, D = 5, H X D = 5 e.g. 4. New task, Audience Incorrect Response, H = 10, D = 10, H X D = 100 Correct Response, H = 1, D = 10, H X D = 10

11. 2. Co-action Effects a) Bayer - Chickens Eating, Chicken A eats until full, Chicken B is then introduced, Chicken A eats 75% more food. b) Chen - Ants and nest building

12. 2. Co-action Effects a) Bayer - Chickens Eating, Chicken A eats until full, Chicken B is then introduced, Chicken A eats 75% more food. b) Chen - Ants and nest building Result: 2:1 performance per ant on Day 3 only

13. C. Gates and Allee --Cockroaches D. Swingle - Goldfish (funny story) IV. Support and Attack A. Fits Most Studies B. Other physiological evidence: Crowded mice, monkeys, have higher levels of hydrocortisone, a measure of arousal C. Largest Attack: Audience effects are due to evaluation apprehension and not mere presence. e.g. Henchy and Glass -Expert vs. Non-Expert Audience, Cotrell, Non- blindfolded vs. blindfolded audience

14. D. Retaliation - Return of the Cockroaches (Zajonc, Heingarter, and Herman)

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24. E. Conclusions: Mere Presence does work, Evaluation Apprehension may increase effect.

25. III. Management and the Worker (Roethlisberger & Dickson, 1939) -- The Book A. Great, but very thick book ---reads like a mystery. B. Researchers used “Scientific Management” Inputs Labour Units Outputs C. Variables 1. Proper lighting 2. Rest Pauses 3. Shorter or Longer Working Hours 4. Incentives

26. D. Research 1. Illumination Experiments -- Field (Hawthorne Plant of Western Electric)

27. What was this effect called ? ** : First Real Discovery of Demand Characteristics 2. Relay Assembly Room Experiment:

29. Relay assembly room results: Disaster 3. More Research: failure 4. Solution: “Why Don’t We Ask Them?” a) Interviews: Directive to Client Centered b) Discovered: “Our Group”, “Us”, “We” 5. More Research: Success at Last! Discovered the small group and things like “Binging”, Sabotage, Absenteeism as weapons of the small group

30. 6. Benefits 1. Small Group Processes 2. Demand Characteristics 3. Coffee Breaks, Lunches 4. 40 hr. or less work week 5. Personnel Directors 6. Human Relations Departments 7. IO (Industrial/Organizational Departments

31. IV. Kurt Lewin --The Candle i. Field Theory: B = f(P,E) = Lsp ii. Father of Group Dynamics and some say, Social Psychology A. Most Group Research Traced to Him, e.g., Festinger, Deutsch, Schachter, Cartwright, Latane’, Sorrentino (Cartwright-Atkinson-Raynor-Sorrentino)

32. B. Research - two examples 1. Leaderless Group Discussion Who uses this today? Alcoholics Anonymous Weight Watchers Internet Chat Groups 2. Leadership Styles Democratic - happiest, best quality Authoritarian - most productive, wildest in absence of authority Laissez Faire - least productive

33. V. Summary and Future Research 1. Groups are important 2. Groups can be studied scientifically 3. Group research is again on the rise -- particularly when it comes to intergroup relations and intergroup conflict