Jodie Allen
Unit 2 AOS 1
Chapter 13
Chapter 13 Suggested Answers
Review 13.1
Students’ own responses
Review 13.2
•
When there is an obvious need to help in a situation, people are more likely to help.
•
If the situation is unclear, help is less likely to occur.
•
People are more likely to help if they are from a rural setting rather than a densely
populated setting.
•
Whether or not the situation is an emergency affects how people will react.
•
The bystander effect is where a bystander is more likely to help others in an
emergency when he or she is alone than when there are other bystanders around.
•
The decision-stage model of helping says that when confronted with a situation that
might require their assistance, potential helpers go through five stages when deciding
to help.
Investigate 13.1
•
It is unpleasant to see this man suffering so we take action in order to alleviate this
suffering.
•
People could feel genuine sadness about this man’s plight.
Investigate 13.2
Students’ own responses
Review 13.3
1
2
•
The reciprocity principle describes the social expectation of reciprocity between
people. We feel grateful if someone does us a favour and often feel the need to
do that person a favour in return.
•
The social responsibility norm is where members of a society are expected to
provide help to people who are dependent or in need, without the expectation of
favours.
The table should explain:
•
mood—generally, people who are in a good mood are more likely to
demonstrate pro-social behaviour than people who are in a bad mood
•
empathy—our emotional response to another person’s distress
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Jodie Allen
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Unit 2 AOS 1
Chapter 13
personal competence—people who believe they are competent are more likely
to help).
Investigate 13.3
Personal competence due to his training and altruism.
Investigate 13.4
1
•
Dependent variable—helping behaviour (seeking help).
•
Independent variable—group size.
2
Some possible confounding variables include personal competence and the mood of
the participants.
3
Participants were volunteer students and not a sample representative of the
population.
4
Causing psychological distress/harm to the participants.
Investigate 13.5
1
2
•
Dependent variable—the time it took to report the smoke.
•
Independent variable—the presence of others.
•
Position of participants in the room. (Could they see the smoke clearly?)
•
Other variables can be accepted.
3
Participants were volunteer students and not a sample representative of the
population.
4
Causing psychological distress/harm to the participants.
Review 13.4
1
Many examples will be accepted:
•
diffusion of responsibility—for example, when a crowd of people at a market
observe someone falling and dropping their groceries no one helps as they
assume someone else will do it
•
proximity— for example, when a tsunami hits another country, those living in
another country may not help the victims as the affected country is far away
•
audience inhibition— for example, a spectator in the stands may be reluctant to
throw a football back to the players at the MCG for fear of people thinking they
are hopeless at throwing
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Unit 2 AOS 1
Chapter 13
•
social influence—for example, when an accident on the road occurs and many
people stop to help this will influence the likelihood that more people will stop
to help
•
nature of the bystander—for example, a person may not help someone who had
broken down on the side of the road due to a negative past experience where
they were attacked by someone posing to break down in order to rob them.
Students need to provide a suitable chart that shows the following steps and their
influence on whether help is given; that is. weighing up the cost: emergency
confronted > physiological arousal + labelling + evaluating the consequences =
direct help (or no help) given.
Investigate 13.6
1
Students’ own responses
2
Perhaps people did not help due to the following factors:
•
deindividuation—they were amongst a crowd
•
bystander effect of diffusion of responsibility and social influence—there were
others available to help but no one seemed concerned
•
nature of the bystander—people assumed she was drunk or didn’t need help due
to the colour of her skin.
Review 13.5
1
Vicarious experience, where one person learns a behavior by watching another
person’s behaviour and seeing the consequences of that behaviour.
2
•
Hostile aggression is not premeditated. Rather, it occurs impulsively and with
high emotion. People often feel remorseful after the incident.
•
Instrumental aggression is planned and the person feels no remorse.
•
Top picture—instrumental aggression.
•
Centre picture—a case for both instrumental and hostile aggression can be
argued.
•
Bottom picture—hostile aggression.
3
Review 13.6
•
Genetic explanations—the genes we inherit.
•
Biochemical explanations—hormones affect aggression.
•
Neurophysiological explanations—the amygdala and hypothalamus play an
important role in stimulating or inhibiting aggressive behavior.
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Jodie Allen
Unit 2 AOS 1
Chapter 13
•
Psychodynamic explanations—aggression stems from built-up bodily tensions that
must be released.
•
Ethological explanations—evolutionary purpose of aggression, which compares
human aggression and instincts with those of animals.
Review 13.7
Students’ own responses
Investigate 13.7
1
•
Dependent variable—imitating aggressive behaviour.
•
Independent variable—observation of aggressive adult behaviour.
2
Home life of children and prior exposure to aggression.
3
Results can be generalised to children at the Stanford Nursery School and not the
wider population as participants were a sample taken from the population of
Stanford Nursery School students.
4
•
Informed consent would need to be obtained from parents/guardians.
•
Lasting psychological effects where children continue to play aggressively.
Investigate 13.8
1
•
Dependent variable—imitating aggressive behaviour.
•
Independent variable—observation of aggressive behavior live, on video or in
cartoon format.
2
Home life of children and prior exposure to aggression and cartoon.
3
Results can be generalised to children at the Stanford Nursery School and not the
wider population as participants were a sample taken from the population of
Stanford Nursery School students.
4
•
Informed consent would need to be obtained from parents/guardians.
•
Lasting psychological effects where children continue to play aggressively.
5
Students’ own responses
(personal response required).
Review 13.8
Students’ own responses
Investigate 13.9
1
•
Dependent variable—imitating aggressive behaviour.
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Jodie Allen
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Unit 2 AOS 1
Independent variable—observing consequence for aggression.
2
Home life of children and prior exposure to aggression and cartoon.
3
Results can be generalised to children at the Stanford Nursery School and not the
wider population as participants were a sample taken from the population of
Stanford Nursery School students.
4
•
Informed consent would need to be obtained from parents/guardians.
•
Lasting psychological effects where children continue to play aggressively.
5
Chapter 13
Observing someone being rewarded or reinforced for behaving aggressively; that is,
seeing someone benefit from being aggressive.
Investigate 13.10
Students’ own responses
Investigate 13.11
Students’ own responses
Review 13.9
1
Students’ own responses
2
•
Teaching people.
•
Rewarding or praising pro-social behaviours, and not rewarding (without
punishing) anti-social behaviour.
•
Observing non-aggressive models.
•
Displaying unpredictable responses.
•
Teaching the use of cognitive strategies.
Test Your Understanding
1
c
2
d
3
c
4
b
5
a
6
c
7
b
8
d
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Unit 2 AOS 1
Chapter 13
c
10 d
11 d
12 c
13 c
14 c
15 a
16 c
17 d
18 a
19 d
20 a
21 b
22 Pro-social.
23 When confronted with a situation that might require their assistance, potential
helpers go through five stages in deciding to help:
1
noticing the need for help
2
deciding that it is an emergency
3
deciding to take responsibility
4
deciding on a way to help
5
taking action to help.
24 Altruism.
25 Bandura.
26 Reciprocity principle, social responsibility norm.
27 The bystander effect.
28 Diffusion of responsibility.
29 Audience inhibition.
30 Be a good role model.
31 Sets the scene as to what is acceptable behavior.
32 Because people often still receive a reward or recognition for their helping behavior
and it is hard to discover the real reason for helping.
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Jodie Allen
Unit 2 AOS 1
Chapter 13
33 Aggression.
34 Nature, nurture.
35 Ethological explanation.
36 Hot temperature and crowded environment.
37 Evaluate the cost to themselves; that is, being late).
38 •
Aggressors have less chance of being identified and the individual
characteristics of the victim are less likely to be recognised.
•
It may be socially acceptable in their culture (e.g. gangs).
39 •
Genetic explanations—the genes we inherit.
•
Biochemical explanations—hormones affect aggression.
•
Neurophysiological explanations—the amygdala and hypothalamus play an
important role in stimulating or inhibiting aggressive behavior.
•
Psycho-dynamic explanations—aggression stems from built-up bodily tensions
that must be released.
•
Ethological explanations—evolutionary purpose of aggression, which compares
human aggression and instincts with those of animals.
40 A person’s genes interact with the environmental influences to determine whether a
the person grows up to demonstrate aggressive behaviour. In addition, facets of an
individual’s personality (such as impulsivity, level of empathy and need to dominate
others) also have an influence.
41 •
Teaching people.
•
Rewarding or praising pro-social behaviours, and not rewarding (without
punishing) anti-social behaviour.
•
Observing non-aggressive models.
•
Displaying unpredictable responses.
•
Teaching the use of cognitive strategies.
42 Students’ own responses
43 • The cost-benefit analysis model by Piliavin et al (1981) suggests that when a
bystander is confronted with an emergency, he or she weighs up the costs and
benefits of providing help compared with those for not helping.
•
Audience inhibition—the presence of other bystanders or onlookers can make a
potential helper feel self-conscious and thus inhibit helping behaviour.
44 Students’ own responses
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Jodie Allen
Unit 2 AOS 1
Chapter 13
Assessment Example: Essay
Key Knowledge
Pro-social and anti-social behaviour of the individual: characteristics of, and factors
influencing, pro-social behaviour: situational (bystander intervention and effect), social
norms-reciprocity principle; social responsibility norm; personal (empathy, mood,
competence); altruism; characteristics of, and factors influencing, anti-social behaviour:
diffusion of responsibility; audience inhibition; social influence; cost-benefit analysis.
Task
•
Presentation: Essay.
•
Word range: Approximately 500 words.
•
This task will be marked out of 10 and is based on a set of key knowledge and key
skills. You have 50 minutes to complete the task and you can access your text book
and additional resources, such as worksheets and other texts. In your essay you are to
include:
–
an explanation of the characteristics of pro-social and anti-social behaviour
–
factors that affect pro-social and anti-social behaviour
–
examples of how each factor affects either pro-social or anti-social behaviour.
Assessment
You will be assessed using the following criteria.
Assessment criteria
Information about key features
of pro-social and anti -social
behaviour is accurate and
comprehensive
Description of factors affecting
pro-social and anti-social
behaviour
Accurate examples of pro-social
and anti-social behaviour
Appropriate structure and
coherent language used
Citation of all source material
and inclusion of a reference list
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Very
high
High
Medium Low
Not
shown
Score
/5
/6
/3
/3
/3
/20
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