SOCIAL PSYCHOLOGY (BPCC 107)

Tutor Marked Assignments (TMA)

Course Code: BPCC 107
Assignment Code: Asst /TMA /2023-24
Total Marks: 100
NOTE: All questions are compulsory.

PART A
Assignment One

Answer the following questions in about 500 words each. Each question carries 20 marks.
2 x 20 = 40

1. Discuss about the historical back ground, nature and scope of social psychology. (20)

Social psychology is a dynamic field that examines how individuals are influenced by the presence
and actions of others, exploring the interplay between individuals and their social environment.
To understand its historical background, nature, and scope, we delve into key aspects that have
shaped social psychology over the years.

Historical Background:
Social psychology emerged as a distinct discipline in the late 19th century, influenced by both
psychology and sociology. The works of early scholars like William McDougall and Gustave Le Bon
laid the foundation by investigating collective behavior and crowd psychology. However, it was
the advent of experimental psychology in the early 20th century that propelled social psychology
forward. The famous Hawthorne studies in the 1920s marked a crucial turning point, emphasizing
the significance of social factors in the workplace.

Nature of Social Psychology:

The nature of social psychology is inherently interdisciplinary, drawing from sociology,
anthropology, and psychology. It seeks to understand how social influences shape individual
behavior, beliefs, and attitudes. Unlike other branches of psychology that focus on the individual,
social psychology explores the intricate connections between individuals and their social context.
It examines phenomena such as social perception, conformity, prejudice, and group dynamics.

Social psychology is inherently dynamic, reflecting the ever-changing nature of society. It

embraces both quantitative and qualitative research methods, utilizing experiments, surveys, and
observational studies to unravel the complexities of social interactions. This field recognizes the
reciprocal relationship between individuals and their social surroundings, emphasizing the
bidirectional impact of personal and social factors.

Scope of Social Psychology:

The scope of social psychology is vast and continually evolving. It encompasses various subfields,
including social cognition, social influence, intergroup relations, and applied social psychology.
Social cognition explores how individuals perceive, interpret, and remember information about
themselves and others. Social influence delves into the ways people impact one another, studying
conformity, obedience, and persuasion.
Intergroup relations investigate the dynamics between different social groups, addressing issues
like prejudice, discrimination, and conflict resolution. Applied social psychology extends the
discipline's principles to real-world problems, applying insights to areas such as health, education,
and organizational behavior.

The scope of social psychology extends beyond academia. It plays a pivotal role in addressing
societal challenges by informing public policy, promoting social justice, and fostering
understanding between diverse groups. Social psychologists actively contribute to shaping a more
inclusive and equitable society by leveraging their insights to address issues like stereotyping,
inequality, and social injustice.

In conclusion, social psychology has a rich historical background, a dynamic nature, and a broad
scope that encompasses various aspects of human social behavior. Its interdisciplinary approach
and focus on real-world applications make it a crucial field for understanding and addressing the
complexities of social interactions in today's ever-changing world.

2. Describe the various types of schema and modes of social thought processing. Explain the
sources of errors in social cognition. (20+20)

Social cognition, the mental processes involved in perceiving, interpreting, and understanding
social information, is influenced by various types of schemas and modes of thought processing.
Understanding these cognitive structures and their potential sources of errors is crucial in
comprehending how individuals navigate the social world.

Types of Schemas:

Person Schemas: These schemas relate to our knowledge about individuals, including their traits,
behaviors, and roles. They influence how we interpret and respond to others based on our
preconceived notions about their personality.

Role Schemas: Focused on societal roles, these schemas guide our expectations about how
individuals in specific positions should behave. For instance, we have expectations about the
behavior of teachers, doctors, or police officers.

Event Schemas: Also known as scripts, event schemas are mental frameworks that dictate the
expected sequence of events in familiar situations. They help individuals anticipate and
understand typical occurrences.

Self-Schemas: These schemas involve our beliefs and ideas about ourselves. They influence our
self-perception and guide our behavior, impacting how we interpret social information related to
our identity.

Modes of Social Thought Processing:

Automatic Processing: This mode operates effortlessly and quickly, relying on heuristics and
shortcuts to make judgments. It's efficient but susceptible to biases and errors.
Controlled Processing: In contrast, controlled processing involves deliberate and effortful thinking.
It allows for more accurate and nuanced judgments but is slower and requires cognitive
resources.

Sources of Errors in Social Cognition:

Cognitive Biases: These are systematic patterns of deviation from norm or rationality in judgment.
Examples include confirmation bias, where individuals favor information that confirms their
preexisting beliefs, and availability heuristic, where recent or vivid information carries undue
weight in decision-making.

Attribution Errors: Errors in attributing the causes of behaviors can lead to misunderstandings.
Fundamental attribution error occurs when individuals overemphasize dispositional factors and
underestimate situational influences in explaining others' behavior.

Stereotyping: Social cognition can be influenced by stereotypes, which are fixed, oversimplified
ideas about a particular group of people. Stereotyping can lead to biased judgments and unfair
treatment based on group membership.

Overconfidence: Individuals may overestimate their accuracy in social judgments, leading to

unwarranted confidence in their beliefs. This can contribute to errors in assessing others and the
social world.

Self-Serving Bias: People have a tendency to attribute positive events to their own character but
attribute negative events to external factors. This bias protects self-esteem but can lead to
distorted perceptions.

Cultural Influences: Cultural differences in social cognition can contribute to errors, as individuals
from different cultures may interpret social cues and information in distinct ways.

Emotional Influences: Strong emotions can cloud judgment and lead to errors in social cognition.
Emotional reactions may bias the interpretation of social information.

Social Influence: The presence and actions of others can impact social cognition. Conformity and
groupthink may lead individuals to adopt erroneous beliefs or judgments to align with the group.

In conclusion, social cognition involves various schemas and modes of thought processing that
shape how individuals perceive and interpret social information. Errors in social cognition arise
from cognitive biases, attribution errors, stereotyping, overconfidence, cultural influences,
emotional factors, and social influence. Understanding these sources of errors is essential for
promoting accurate and unbiased social judgments.

Assignment Two
Answer the following questions in about 100 words each. Each question carries 5 marks.
6 x 5 = 30
Self Presentation Tactics:

 Selective Self-Presentation: Individuals may choose specific aspects of themselves to highlight

while concealing less favorable traits.
 Body Language Mastery: Effective non-verbal communication, such as confident posture and
eye contact, contributes to a positive self-presentation.
 Modesty: Striking a balance between showcasing achievements and demonstrating humility is
a nuanced self-presentation tactic.
 Adaptive Self-Presentation: Tailoring one's image based on the social context or audience to
create a favorable impression.
 Consistency: Maintaining a coherent self-presentation over time builds trust and credibility.

Agents of Enculturation:

 Media Influence: The portrayal of cultural norms in movies, TV shows, and online platforms
significantly impacts societal values.
 Peer Pressure: Peers play a crucial role in reinforcing or challenging cultural norms,
influencing individual behavior.
 Cultural Rituals: Practices and traditions within families and communities contribute to the
transmission of cultural values.
 Education Systems: Formal education structures serve as agents of enculturation by imparting
cultural knowledge and norms.
 Globalization: Exposure to diverse cultures through globalization can lead to the blending of
cultural influences.

Compliance and Obedience:

 Social Proof: People tend to comply when they observe others doing the same, driven by the
principle of social proof.
 Legitimate Authority: Compliance is often influenced by the perceived legitimacy and
authority of the person making the request.
 Door-in-the-Face Technique: A compliance strategy involving making a large request first,
then a smaller one, increasing the likelihood of agreement.
 Foot-in-the-Door Technique: Starting with a small request before making a larger one,
gradually escalating compliance.
 Fear Appeals: Compliance may result from responding to persuasive messages that induce
fear, emphasizing potential negative outcomes.

Bullying Behavior:

 Relational Bullying: Involves damaging social relationships, such as spreading rumors or

exclusion, as a form of bullying.
 Bystander Effect: The presence of bystanders can impact the likelihood of bullying
intervention or reporting.
 Cyberbullying Tactics: Harassment through online platforms, including spreading false
information or creating hurtful content.
 Workplace Mobbing: Prolonged and systematic bullying behavior directed at an individual in a
professional setting.
 Gender Dynamics: Bullying patterns may differ between genders, with males often exhibiting
more overt aggression and females engaging in relational aggression.

External Factors Affecting Attraction:

 Similarity Attraction Hypothesis: People tend to be attracted to others who share similar
attitudes, values, and interests.
 Mere Exposure Effect: Repeated exposure to a person can enhance attraction, as familiarity
breeds liking.
 Physical Proximity: Geographical closeness increases the likelihood of interaction and,
consequently, attraction.
 Reciprocal Liking: Knowing that someone likes us can enhance our attraction to them,
creating a positive feedback loop.
 Social Context: The environment and social setting significantly influence the perception of
attraction, affecting relationship dynamics.

Types of Leadership:

 Transactional Leadership: Focuses on tasks, rewards, and punishments to motivate team

members to achieve specific goals.
 Servant Leadership: Prioritizes the well-being and development of team members,
emphasizing collaboration and empathy.
 Autocratic Leadership: Centralized decision-making, with the leader making decisions without
much input from the team.
 Situational Leadership: Adapts leadership style based on the specific needs of the team or
situation.
 Strategic Leadership: Involves setting a clear vision and direction for the team, aligning actions
with long-term goals.
PART B
Tutorial
2 x 15 = 30
Note: You need to complete the activities as instructed. Please attempt the activities in a
coherent and organized manner. The word limit for each activity is around 700 words. Each
activity is 15 marks. For the activities, you need to refer to self-learning material, and any other
relevant offline or online resources.

1. Pranav is an efficient member of his work team. He is visionary and tries to excel
his/her own performance and simultaneously hindering others in completing their
tasks. Is it advantageous to compete with other members of the same group? With
reference to Pranav, write down the impact of competition within the group. Also
explain the various determinants of competition and cooperation.

Competition within a group can have both positive and negative impacts, as observed in the case
of Pranav, who is an efficient member of his work team but tends to hinder others while excelling
individually.
Positive Impacts of Competition:

Increased Motivation: Healthy competition can fuel individuals' motivation to perform better. The
desire to outperform peers can lead to increased effort and dedication.

Enhanced Innovation: Competition often drives individuals to think creatively and find innovative
solutions to problems. This can benefit the group by fostering a culture of continuous
improvement.

Productivity Boost: When competition is healthy, it can result in heightened productivity as team
members strive to achieve individual and collective goals.

Skill Development: Competing with others can push individuals to enhance their skills and
knowledge, contributing to personal and professional growth.

Goal Achievement: The pursuit of individual excellence within a competitive environment can lead
to the successful accomplishment of team and organizational objectives.

Negative Impacts of Unhealthy Competition:

Deterioration of Team Dynamics: Excessive competition that involves hindering others can create
a toxic work environment, leading to a breakdown in team cohesion and collaboration.

Reduced Information Sharing: Intense competition may discourage individuals from sharing
information, ideas, or resources, hindering overall group performance.

Negative Emotional Impact: Unhealthy competition can result in stress, anxiety, and negative
emotions among team members. This can lead to a decline in mental well-being and job
satisfaction.

Undermining Team Goals: When individuals prioritize personal success over collective goals, it can
undermine the overall success and effectiveness of the group.

Erosion of Trust: Unfair competitive practices can erode trust among team members, creating a
hostile work environment and hindering effective communication.

Determinants of Competition and Cooperation:

Organizational Culture: The culture within an organization plays a significant role in determining
whether competition or cooperation is encouraged. A culture that values teamwork and
collaboration fosters cooperation, while a highly competitive culture may lead to unhealthy
rivalry.

Leadership Style: The leadership style employed within a group can influence the level of
competition and cooperation. Leaders who promote a collaborative approach tend to foster
cooperation, while those emphasizing individual achievements may inadvertently encourage
unhealthy competition.

Task Interdependence: The nature of tasks and projects can impact the dynamics within a group.
Tasks that require high interdependence often necessitate cooperation, while independent tasks
may lead to more competition among team members.

Rewards and Recognition System: The way rewards and recognition are structured within an
organization can influence behavior. If individual achievements are consistently rewarded without
considering team contributions, it may fuel unhealthy competition.

Communication Channels: Open and transparent communication channels promote cooperation

by facilitating the sharing of information and ideas. Poor communication or a lack of information
flow can lead to misunderstandings and increased competition.

In conclusion, while competition can drive excellence and motivation, it is crucial to maintain a
balance and ensure that it remains healthy and constructive. Unchecked competition, as
exemplified by Pranav, can lead to detrimental effects on team dynamics, collaboration, and
overall success. Organizations should strive to create an environment that encourages healthy
competition while prioritizing cooperation, teamwork, and the achievement of collective goals.

2. “Individuals not only actively interpret the meaning of stimuli but also select the
actions to be made in response”. Justify the statement after comparing the cognitive
theories and behavior theories of learning

Activity 2: Justification of the Statement through Cognitive and Behavior Theories of Learning

The statement "Individuals not only actively interpret the meaning of stimuli but also select the
actions to be made in response" emphasizes the active role of individuals in the learning process.
To justify this statement, let's compare cognitive theories and behavior theories of learning.

Cognitive Theories of Learning:

Focus on Mental Processes:

Cognitive theories, such as those proposed by Piaget and Vygotsky, emphasize mental processes
like perception, memory, and problem-solving.
Learners actively engage with information, interpreting and organizing it based on their existing
cognitive structures.
Meaningful Learning:

Cognitive theories highlight the importance of meaningful learning, where individuals connect
new information to their existing knowledge, making it more relevant and memorable.
Learners actively seek to understand the meaning of stimuli and incorporate it into their cognitive
schema.
Self-Regulation:
Cognitive theories recognize the role of self-regulation in learning. Individuals monitor and control
their cognitive processes, adjusting strategies based on their understanding and goals.
Learners actively select actions to enhance comprehension, retention, and application of
knowledge.
Problem-Solving Orientation:

Cognitive theories view learning as problem-solving. Individuals actively assess situations, identify
problems, and apply cognitive processes to find solutions.
Learners not only interpret stimuli but also actively choose actions to address challenges or
achieve goals.
Behavior Theories of Learning:

Focus on Observable Behavior:

Behaviorist theories, such as those proposed by Pavlov and Skinner, emphasize observable
behaviors and the influence of external stimuli on responses.
Learning is seen as a change in behavior due to environmental contingencies.
Conditioning and Reinforcement:

Behaviorist theories highlight the role of conditioning and reinforcement in shaping behavior.
Responses are strengthened or weakened based on the consequences they produce.
Individuals may select actions based on the anticipated outcomes, driven by reinforcement
principles.
Role of Environment:

Behaviorist theories underscore the impact of the environment in shaping behavior. Learning is a
result of external stimuli and the responses they elicit.
Individuals may select actions based on environmental cues and the expected consequences
associated with those actions.
Observable Changes:

Behaviorist theories often focus on observable changes in behavior rather than internal mental
processes.
While individuals may not necessarily actively interpret stimuli in the cognitive sense, they still
select actions based on learned associations and consequences.
Justification of the Statement:

The statement holds true when considering both cognitive and behavior theories of learning. In
cognitive theories, individuals actively interpret stimuli, assign meaning, and select actions to
enhance their understanding and problem-solving. Cognitive processes play a central role in how
individuals engage with and make sense of the information.

On the other hand, in behaviorist theories, individuals may not engage in active cognitive
interpretation, but they still select actions based on learned associations and the consequences of
their behavior. The choice of actions is influenced by the external environment and the principles
of conditioning and reinforcement.
In conclusion, the statement aligns with both cognitive and behavior theories, emphasizing the
active role of individuals in interpreting stimuli and selecting actions in response. Whether
through cognitive processes or behavioral conditioning, learners are actively involved in the
learning process, shaping their understanding and behavior based on their interpretations and
choices.