easy social experiments for students

8 Effective Social Psychology Experiments & Activities For High School Students

In school, social interaction plays a crucial role and forms the core of one’s academic life. Have you ever been curious about what others are thinking? Have you ever found yourself wondering about the thoughts and opinions of others? This is something that crosses everyone’s mind. The study of social psychology gives you a peek into some of these interesting stances. 

Social psychology is a field of psychology that investigates how the social environment shapes people’s thoughts, beliefs, and behavior. By studying social psychology, one can gain a deeper understanding of people’s actions and the consequences they have. Furthermore, engaging in practical experiments and activities can make this subject even more fascinating. 

In this post, you will find such engaging specific activities that will offer students valuable hands-on experience in the field of social psychology, allowing them to gain practical knowledge and insights into this fascinating subject matter.

Social psychology experiments and activities for high school students 

Here are a few interesting experiments and activities for high school students to learn about social psychology : 

1. Bystander effect simulation

The bystander effect [ 1 ] is a social psychology phenomenon that studies how an individual is unlikely to help in an urgent situation if surrounded by other people. Students can conduct experiments to study this effect in controlled settings. They can choose a social setting and select one person to pretend to need help, such as someone with a false injury struggling to cross the road or gather scattered items. 

The remaining students can observe their behavior while amongst the public.  This experiment aims to display the phenomenon called “diffusion of responsibility”. It will also help one understand the importance of helping people, acts of kindness , and empathetic understanding. Understanding the Bystander effect helps one understand the concept of social initiation, and can further be useful when a real social situation needs their intervention. 

2. Conformity experiment 

People tend to change their beliefs to match what they think is normal, which is called conformity bias. An experiment can be done to test this by asking a group of students to guess the length of a rod from three choices (25 cm, 30 cm, and 40 cm), with 25 cm being the correct answer. 

Some students might be told to give the wrong answer (like 40 cm) and act like they are sure it’s right, giving confident explanations for the same. This creates a situation of peer pressure and social conformity, making the students want to fit in and therefore agree with the group.

Other students might start to do the same thing as well to fit in with their friends. This experiment shows how conformity bias works. It also teaches students about the effects of peer pressure and social conformity, and how acting like others can affect things like confidence.

3. The marshmallow test 

The marshmallow test is a study about delaying pleasure, called delayed gratification. This happens when something else gets in the way of enjoying something right away. In an experiment such as this, immediate gratification can be understood as being given something delicious and eating it immediately. High school students can perform this experiment on preschoolers who are between three and five years old. 

The students will randomly select a few children and observe them individually. Each child will be given one marshmallow at a time and will be told that they will be given one more marshmallow if they resist eating this one until the observer returns. This is the process of delayed gratification [ 2 ]

The students would then observe and note the number of kids who attempted and succeeded in doing the same, and see if it agrees with their hypothesis. This test can help the students learn the importance of delayed gratification and how one can apply it to build virtues like discipline and organization.

4. Group polarization experiments 

The society contributes tremendously to forming one’s beliefs, prejudices, stereotypes, and notions. This particular experiment focuses on how societal agreements and discussions can strengthen already existing beliefs, lead them to extremities, and increase the rigidity of one’s thoughts. 

These experiments can take place both in classrooms and among peer groups. The first step is for students to express their opinions on a specific societal topic, such as gender norms. Then, the teacher can split the students into pairs, each holding a different viewpoint. 

The pairs will engage in discussions about the topic, sharing their personal opinions and biases. This increases their insight into the topic and open to more agreeable or disagreeable opinions. As the next step, the students will be asked their personal stance on the same topics again after the discussion. 

As per the hypothesis, their opinions will be more diversely spread and will have an increased intensity. This will help them notice any changes in the level of emphasis, aggressiveness, and rigidity of their opinions before and after the discussion. This experiment helps one realize the social effect on the rigidity of one’s thought formation and how social construct plays a role in molding one’s beliefs and values to polarized extremities. 

5. Mirror neurons 

The brain has a fascinating component called mirror neurons. Just like mirror images,  these are activated by subconsciously copying or adapting to performing any action or feeling a certain emotion, because others are doing so.

This explains why laughter can be contagious, or when your friend feels sad without any apparent reason, you begin feeling down in the dumps too. This indicates how we have the natural ability to empathize and feel others’ emotions only by imagining us being in their shoes, or even by being in the same environment as they are. Conducting experiments and activities, such as imitation, can help us understand the workings of mirror neurons. 

In a classroom or peer group setting, students can choose to perform a skit based on a story they know, but they must play a character they don’t particularly like. For instance, a student who dislikes Draco Malfoy from the Harry Potter series may be assigned to play that character. After the skit, the students can discuss the character traits of the parts they played and the qualities they possess.

In the end, it will be seen that the students have developed a sense of understanding and empathy towards the character that they previously disliked, by being in the same character for some time. Through these exercises, the students can learn how mirror neurons foster empathy, increase understanding, and make it easier to take on different perspectives. 

6. Nonverbal cues and communication

Societal construct is built in a way that puts so much emphasis on communication skills but ironically conducts it more in nonverbal ways. For high school students, it is not only important for them to be aware of its importance, but to learn it through the perspective of social psychology. This can be manifested as a learning-based class activity similar to the game of dumb charades. 

In this activity, the teacher or a peer will split the students into two teams. Then, one member from each team will be chosen to stand in front of the class and be given a list of emotions to express through facial expressions. Starting with simple emotions like happiness and sadness, they will gradually move on to more complex emotions like anticipation, confusion, grief, and sarcasm. 

The other team members will have to guess the nonverbal cues being portrayed by their teammates and will earn five points for every correct guess. By working together, the class can gain a better understanding of nonverbal communication and its significant impact on even the smallest interactions. This fosters collaborative engagement and teamwork, along with increasing understanding and receptive levels. 

7. Foot-in-the-door experiment

The foot-in-the-door technique is derived from the English idiom that means getting an initial start to something. This technique is studied in social psychology as a strategy used usually in the corporate or marketing sector. This social phenomenon can be observed in the form of organizing an activity like role play . 

The class will be split into pairs, and each pair will act out a marketing scenario. For example, they might choose to sell a skincare product. In the scenario, the salesperson will start by offering a free sample product and explaining its qualities. This small request is more likely to be accepted by the customer as it does not require much attention or effort, or any form of financial demand. 

Then, the salesperson will slowly follow up by convincing the customer to buy the product after trying it and agreeing with the description. In a social situation like this, it builds pressure on the customer to maintain the same agreeable behavior as before, which is why the customer will be more likely to buy the product. This experiment helps the student learn about social conformity and how society plays a role in shaping one’s moral values, categorizing their behavior as acceptable and non-acceptable.

8. Door-in-the-face experiment

This technique is the exact opposite of foot-in-the-door activity. In the case of a marketing strategy, it is used very smartly. High school students can conduct a social experiment with the permission and supervision of their teacher or faculty member.

The experiment involves inviting someone to a fundraiser organized by their school or institution. The students will start by making an unreasonable request, such as asking a random person to donate a thousand dollars to the charitable initiative of the fundraiser. 

The person is likely to deny the request, but that denial can make the person feel guilty for responding negatively. The students will then follow up with a small request to attend the fundraiser event. This is now possible and easy for the person to agree to, and also calms down the guilt of denying the earlier request by forming an acceptable image of an agreeable person.

This experiment teaches students about the importance of social acceptability in building self-image and confidence. It also lets them get an insight into how society can play a role in both building their values and morals, while at the same time, inducing feelings of unease and guilt. 

Wrapping it up

Already an intriguing subject, social psychology can be made even more fun by incorporating practical experiments and activities. The experiments done in social psychology are for observational and comprehensive purposes. 

They aim to better one’s understanding of social settings and their impact on an individual’s mind, together forming a cohesive psycho-social educational experience. Additionally, students can also engage in psychology games and activities for more clarity on the subject matter. These activities will help you dive deeper into how society operates, and also get to look at it from an observer’s perspective, giving you a clear, unbiased, and non-judgmental view of social occurrences and phenomena. 

• James M. Hudson, & Amy Bruckman. (2004). The Bystander Effect: A Lens for understanding patterns of participation.  The Journal of the Learning Sciences, 13(2), 165–195.
• Mischel Walter; Ebbesen, Ebbe B. (1970). “Attention in delay of gratification”. Journal of Personality and Social Psychology . 16 (2): 329–337.

Sananda Bhattacharya, Chief Editor of TheHighSchooler, is dedicated to enhancing operations and growth. With degrees in Literature and Asian Studies from Presidency University, Kolkata, she leverages her educational and innovative background to shape TheHighSchooler into a pivotal resource hub. Providing valuable insights, practical activities, and guidance on school life, graduation, scholarships, and more, Sananda’s leadership enriches the journey of high school students.

Explore a plethora of invaluable resources and insights tailored for high schoolers at TheHighSchooler, under the guidance of Sananda Bhattacharya’s expertise. You can follow her on Linkedin

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11+ Psychology Experiment Ideas (Goals + Methods)

Have you ever wondered why some days you remember things easily, while on others you keep forgetting? Or why certain songs make you super happy and others just…meh?

Our minds are like big, mysterious puzzles, and every day we're finding new pieces to fit. One of the coolest ways to explore our brains and the way they work is through psychology experiments.

A psychology experiment is a special kind of test or activity researchers use to learn more about how our minds work and why we behave the way we do.

It's like a detective game where scientists ask questions and try out different clues to find answers about our feelings, thoughts, and actions. These experiments aren't just for scientists in white coats but can be fun activities we all try to discover more about ourselves and others.

Some of these experiments have become so famous, they’re like the celebrities of the science world! Like the Marshmallow Test, where kids had to wait to eat a yummy marshmallow, or Pavlov's Dogs, where dogs learned to drool just hearing a bell.

Let's look at a few examples of psychology experiments you can do at home.

What Are Some Classic Experiments?

Imagine a time when the mysteries of the mind were being uncovered in groundbreaking ways. During these moments, a few experiments became legendary, capturing the world's attention with their intriguing results.

The Marshmallow Test

One of the most talked-about experiments of the 20th century was the Marshmallow Test , conducted by Walter Mischel in the late 1960s at Stanford University.

The goal was simple but profound: to understand a child's ability to delay gratification and exercise self-control.

Children were placed in a room with a marshmallow and given a choice: eat the marshmallow now or wait 15 minutes and receive two as a reward. Many kids struggled with the wait, some devouring the treat immediately, while others demonstrated remarkable patience.

But the experiment didn’t end there. Years later, Mischel discovered something astonishing. The children who had waited for the second marshmallow were generally more successful in several areas of life, from school achievements to job satisfaction!

While this experiment highlighted the importance of teaching patience and self-control from a young age, it wasn't without its criticisms. Some argued that a child's background, upbringing, or immediate surroundings might play a significant role in their choices.

Moreover, there were concerns about the ethics of judging a child's potential success based on a brief interaction with a marshmallow.

Pavlov's Dogs

Traveling further back in time and over to Russia, another classic experiment took the world by storm. Ivan Pavlov , in the early 1900s, wasn't initially studying learning or behavior. He was exploring the digestive systems of dogs.

But during his research, Pavlov stumbled upon a fascinating discovery. He noticed that by ringing a bell every time he fed his dogs, they eventually began to associate the bell's sound with mealtime. So much so, that merely ringing the bell, even without presenting food, made the dogs drool in anticipation!

This reaction demonstrated the concept of "conditioning" - where behaviors can be learned by linking two unrelated stimuli. Pavlov's work revolutionized the world's understanding of learning and had ripple effects in various areas like animal training and therapy techniques.

Pavlov came up with the term classical conditioning , which is still used today. Other psychologists have developed more nuanced types of conditioning that help us understand how people learn to perform different behaviours.

Classical conditioning is the process by which a neutral stimulus becomes associated with a meaningful stimulus , leading to the same response. In Pavlov's case, the neutral stimulus (bell) became associated with the meaningful stimulus (food), leading the dogs to salivate just by hearing the bell.

Modern thinkers often critique Pavlov's methods from an ethical standpoint. The dogs, crucial to his discovery, may not have been treated with today's standards of care and respect in research.

Both these experiments, while enlightening, also underline the importance of conducting research with empathy and consideration, especially when it involves living beings.

What is Ethical Experimentation?

The tales of Pavlov's bells and Mischel's marshmallows offer us not just insights into the human mind and behavior but also raise a significant question: At what cost do these discoveries come?

Ethical experimentation isn't just a fancy term; it's the backbone of good science. When we talk about ethics, we're referring to the moral principles that guide a researcher's decisions and actions. But why does it matter so much in the realm of psychological experimentation?

An example of an experiment that had major ethical issues is an experiment called the Monster Study . This study was conducted in 1936 and was interested in why children develop a stutter.

The major issue with it is that the psychologists treated some of the children poorly over a period of five months, telling them things like “You must try to stop yourself immediately. Don’t ever speak unless you can do it right.”

You can imagine how that made the children feel!

This study helped create guidelines for ethical treatment in experiments. The guidelines include:

Respect for Individuals: Whether it's a dog in Pavlov's lab or a child in Mischel's study room, every participant—human or animal—deserves respect. They should never be subjected to harm or undue stress. For humans, informed consent (knowing what they're signing up for) is a must. This means that if a child is participating, they, along with their guardians, should understand what the experiment entails and agree to it without being pressured.

Honesty is the Best Policy: Researchers have a responsibility to be truthful. This means not only being honest with participants about the study but also reporting findings truthfully, even if the results aren't what they hoped for. There can be exceptions if an experiment will only succeed if the participants aren't fully aware, but it has to be approved by an ethics committee .

Safety First: No discovery, no matter how groundbreaking, is worth harming a participant. The well-being and mental, emotional, and physical safety of participants is paramount. Experiments should be designed to minimize risks and discomfort.

Considering the Long-Term: Some experiments might have effects that aren't immediately obvious. For example, while a child might seem fine after participating in an experiment, they could feel stressed or anxious later on. Ethical researchers consider and plan for these possibilities, offering support and follow-up if needed.

The Rights of Animals: Just because animals can't voice their rights doesn't mean they don't have any. They should be treated with care, dignity, and respect. This means providing them with appropriate living conditions, not subjecting them to undue harm, and considering alternatives to animal testing when possible.

While the world of psychological experiments offers fascinating insights into behavior and the mind, it's essential to tread with care and compassion. The golden rule? Treat every participant, human or animal, as you'd wish to be treated. After all, the true mark of a groundbreaking experiment isn't just its findings but the ethical integrity with which it's conducted.

So, even if you're experimenting at home, please keep in mind the impact your experiments could have on the people and beings around you!

Let's get into some ideas for experiments.

1) Testing Conformity

Our primary aim with this experiment is to explore the intriguing world of social influences, specifically focusing on how much sway a group has over an individual's decisions. This social influence is called groupthink .

Humans, as social creatures, often find solace in numbers, seeking the approval and acceptance of those around them. But how deep does this need run? Does the desire to "fit in" overpower our trust in our own judgments?

This experiment not only provides insights into these questions but also touches upon the broader themes of peer pressure, societal norms, and individuality. Understanding this could shed light on various real-world situations, from why fashion trends catch on to more critical scenarios like how misinformation can spread.

Method: This idea is inspired by the classic Asch Conformity Experiments . Here's a simple way to try it:

• Assemble a group of people (about 7-8). Only one person will be the real participant; the others will be in on the experiment.
• Show the group a picture of three lines of different lengths and another line labeled "Test Line."
• Ask each person to say out loud which of the three lines matches the length of the "Test Line."
• Unknown to the real participant, the other members will intentionally choose the wrong line. This is to see if the participant goes along with the group's incorrect choice, even if they can see it's wrong.

Real-World Impacts of Groupthink

Groupthink is more than just a science term; we see it in our daily lives:

Decisions at Work or School: Imagine being in a group where everyone wants to do one thing, even if it's not the best idea. People might not speak up because they're worried about standing out or being the only one with a different opinion.

Wrong Information: Ever heard a rumor that turned out to be untrue? Sometimes, if many people believe and share something, others might believe it too, even if it's not correct. This happens a lot on the internet.

Peer Pressure: Sometimes, friends might all want to do something that's not safe or right. People might join in just because they don't want to feel left out.

Missing Out on New Ideas: When everyone thinks the same way and agrees all the time, cool new ideas might never get heard. It's like always coloring with the same crayon and missing out on all the other bright colors!

2) Testing Color and Mood

We all have favorite colors, right? But did you ever wonder if colors can make you feel a certain way? Color psychology is the study of how colors can influence our feelings and actions.

For instance, does blue always calm us down? Does red make us feel excited or even a bit angry? By exploring this, we can learn how colors play a role in our daily lives, from the clothes we wear to the color of our bedroom walls.

• Find a quiet room and set up different colored lights or large sheets of colored paper: blue, red, yellow, and green.
• Invite some friends over and let each person spend a few minutes under each colored light or in front of each colored paper.
• After each color, ask your friends to write down or talk about how they feel. Are they relaxed? Energized? Happy? Sad?

Researchers have always been curious about this. Some studies have shown that colors like blue and green can make people feel calm, while colors like red might make them feel more alert or even hungry!

Real-World Impacts of Color Psychology

Ever noticed how different places use colors?

Hospitals and doctors' clinics often use soft blues and greens. This might be to help patients feel more relaxed and calm.

Many fast food restaurants use bright reds and yellows. These colors might make us feel hungry or want to eat quickly and leave.

Classrooms might use a mix of colors to help students feel both calm and energized.

3) Testing Music and Brainpower

Think about your favorite song. Do you feel smarter or more focused when you listen to it? This experiment seeks to understand the relationship between music and our brain's ability to remember things. Some people believe that certain types of music, like classical tunes, can help us study or work better. Let's find out if it's true!

• Prepare a list of 10-15 things to remember, like a grocery list or names of places.
• Invite some friends over. First, let them try to memorize the list in a quiet room.
• After a short break, play some music (try different types like pop, classical, or even nature sounds) and ask them to memorize the list again.
• Compare the results. Was there a difference in how much they remembered with and without music?

The " Mozart Effect " is a popular idea. Some studies in the past suggested that listening to Mozart's music might make people smarter, at least for a little while. But other researchers think the effect might not be specific to Mozart; it could be that any music we enjoy boosts our mood and helps our brain work better.

Real-World Impacts of Music and Memory

Think about how we use music:

• Study Sessions: Many students listen to music while studying, believing it helps them concentrate better.
• Workout Playlists: Gyms play energetic music to keep people motivated and help them push through tough workouts.
• Meditation and Relaxation: Calm, soothing sounds are often used to help people relax or meditate.

4) Testing Dreams and Food

Ever had a really wild dream and wondered where it came from? Some say that eating certain foods before bedtime can make our dreams more vivid or even a bit strange.

This experiment is all about diving into the dreamy world of sleep to see if what we eat can really change our nighttime adventures. Can a piece of chocolate or a slice of cheese transport us to a land of wacky dreams? Let's find out!

• Ask a group of friends to keep a "dream diary" for a week. Every morning, they should write down what they remember about their dreams.
• For the next week, ask them to eat a small snack before bed, like cheese, chocolate, or even spicy foods.
• They should continue writing in their "dream diary" every morning.
• At the end of the two weeks, compare the dream notes. Do the dreams seem different during the snack week?

The link between food and dreams isn't super clear, but some people have shared personal stories. For example, some say that spicy food can lead to bizarre dreams. Scientists aren't completely sure why, but it could be related to how food affects our body temperature or brain activity during sleep.

A cool idea related to this experiment is that of vivid dreams , which are very clear, detailed, and easy to remember dreams. Some people are even able to control their vivid dreams, or say that they feel as real as daily, waking life !

Real-World Impacts of Food and Dreams

Our discoveries might shed light on:

• Bedtime Routines: Knowing which foods might affect our dreams can help us choose better snacks before bedtime, especially if we want calmer sleep.
• Understanding Our Brain: Dreams can be mysterious, but studying them can give us clues about how our brains work at night.
• Cultural Beliefs: Many cultures have myths or stories about foods and dreams. Our findings might add a fun twist to these age-old tales!

5) Testing Mirrors and Self-image

Stand in front of a mirror. How do you feel? Proud? Shy? Curious? Mirrors reflect more than just our appearance; they might influence how we think about ourselves.

This experiment delves into the mystery of self-perception. Do we feel more confident when we see our reflection? Or do we become more self-conscious? Let's take a closer look.

• Set up two rooms: one with mirrors on all walls and another with no mirrors at all.
• Invite friends over and ask them to spend some time in each room doing normal activities, like reading or talking.
• After their time in both rooms, ask them questions like: "Did you think about how you looked more in one room? Did you feel more confident or shy?"
• Compare the responses to see if the presence of mirrors changes how they feel about themselves.

Studies have shown that when people are in rooms with mirrors, they can become more aware of themselves. Some might stand straighter, fix their hair, or even change how they behave. The mirror acts like an audience, making us more conscious of our actions.

Real-World Impacts of Mirrors and Self-perception

Mirrors aren't just for checking our hair. Ever wonder why clothing stores have so many mirrors? They might help shoppers visualize themselves in new outfits, encouraging them to buy.

Mirrors in gyms can motivate people to work out with correct form and posture. They also help us see progress in real-time!

And sometimes, looking in a mirror can be a reminder to take care of ourselves, both inside and out.

But remember, what we look like isn't as important as how we act in the world or how healthy we are. Some people claim that having too many mirrors around can actually make us more self conscious and distract us from the good parts of ourselves.

Some studies are showing that mirrors can actually increase self-compassion , amongst other things. As any tool, it seems like mirrors can be both good and bad, depending on how we use them!

6) Testing Plants and Talking

Have you ever seen someone talking to their plants? It might sound silly, but some people believe that plants can "feel" our vibes and that talking to them might even help them grow better.

In this experiment, we'll explore whether plants can indeed react to our voices and if they might grow taller, faster, or healthier when we chat with them.

• Get three similar plants, placing each one in a separate room.
• Talk to the first plant, saying positive things like "You're doing great!" or singing to it.
• Say negative things to the second plant, like "You're not growing fast enough!"
• Don't talk to the third plant at all; let it be your "silent" control group .
• Water all plants equally and make sure they all get the same amount of light.
• At the end of the month, measure the growth of each plant and note any differences in their health or size.

The idea isn't brand new. Some experiments from the past suggest plants might respond to sounds or vibrations. Some growers play music for their crops, thinking it helps them flourish.

Even if talking to our plants doesn't have an impact on their growth, it can make us feel better! Sometimes, if we are lonely, talking to our plants can help us feel less alone. Remember, they are living too!

Real-World Impacts of Talking to Plants

If plants do react to our voices, gardeners and farmers might adopt new techniques, like playing music in greenhouses or regularly talking to plants.

Taking care of plants and talking to them could become a recommended activity for reducing stress and boosting mood.

And if plants react to sound, it gives us a whole new perspective on how connected all living things might be .

7) Testing Virtual Reality and Senses

Virtual reality (VR) seems like magic, doesn't it? You put on a headset and suddenly, you're in a different world! But how does this "new world" affect our senses? This experiment wants to find out how our brains react to VR compared to the real world. Do we feel, see, or hear things differently? Let's get to the bottom of this digital mystery!

• You'll need a VR headset and a game or experience that can be replicated in real life (like walking through a forest). If you don't have a headset yourself, there are virtual reality arcades now!
• Invite friends to first experience the scenario in VR.
• Afterwards, replicate the experience in the real world, like taking a walk in an actual forest.
• Ask them questions about both experiences: Did one seem more real than the other? Which sounds were more clear? Which colors were brighter? Did they feel different emotions?

As VR becomes more popular, scientists have been curious about its effects. Some studies show that our brains can sometimes struggle to tell the difference between VR and reality. That's why some people might feel like they're really "falling" in a VR game even though they're standing still.

Real-World Impacts of VR on Our Senses

Schools might use VR to teach lessons, like taking students on a virtual trip to ancient Egypt. Understanding how our senses react in VR can also help game designers create even more exciting and realistic games.

Doctors could use VR to help patients overcome fears or to provide relaxation exercises. This is actually already a method therapists can use for helping patients who have serious phobias. This is called exposure therapy , which basically means slowly exposing someone (or yourself) to the thing you fear, starting from very far away to becoming closer.

For instance, if someone is afraid of snakes. You might show them images of snakes first. Once they are comfortable with the picture, they can know there is one in the next room. Once they are okay with that, they might use a VR headset to see the snake in the same room with them, though of course there is not an actual snake there.

8) Testing Sleep and Learning

We all know that feeling of trying to study or work when we're super tired. Our brains feel foggy, and it's hard to remember stuff. But how exactly does sleep (or lack of it) influence our ability to learn and remember things?

With this experiment, we'll uncover the mysteries of sleep and see how it can be our secret weapon for better learning.

• Split participants into two groups.
• Ask both groups to study the same material in the evening.
• One group goes to bed early, while the other stays up late.
• The next morning, give both groups a quiz on what they studied.
• Compare the results to see which group remembered more.

Sleep and its relation to learning have been explored a lot. Scientists believe that during sleep, especially deep sleep, our brains sort and store new information. This is why sometimes, after a good night's rest, we might understand something better or remember more.

Real-World Impacts of Sleep and Learning

Understanding the power of sleep can help:

• Students: If they know the importance of sleep, students might plan better, mixing study sessions with rest, especially before big exams.
• Workplaces: Employers might consider more flexible hours, understanding that well-rested employees learn faster and make fewer mistakes.
• Health: Regularly missing out on sleep can have other bad effects on our health. So, promoting good sleep is about more than just better learning.

9) Testing Social Media and Mood

Have you ever felt different after spending time on social media? Maybe happy after seeing a friend's fun photos, or a bit sad after reading someone's tough news.

Social media is a big part of our lives, but how does it really affect our mood? This experiment aims to shine a light on the emotional roller-coaster of likes, shares, and comments.

• Ask participants to note down how they're feeling - are they happy, sad, excited, or bored?
• Have them spend a set amount of time (like 30 minutes) on their favorite social media platforms.
• After the session, ask them again about their mood. Did it change? Why?
• Discuss what they saw or read that made them feel that way.

Previous research has shown mixed results. Some studies suggest that seeing positive posts can make us feel good, while others say that too much time on social media can make us feel lonely or left out.

Real-World Impacts of Social Media on Mood

Understanding the emotional impact of social media can help users understand their feelings and take breaks if needed. Knowing is half the battle! Additionally, teachers and parents can guide young users on healthy social media habits, like limiting time or following positive accounts.

And if it's shown that social media does impact mood, social media companies can design friendlier, less stressful user experiences.

But even if the social media companies don't change things, we can still change our social media habits to make ourselves feel better.

10) Testing Handwriting or Typing

Think about the last time you took notes. Did you grab a pen and paper or did you type them out on a computer or tablet?

Both ways are popular, but there's a big question: which method helps us remember and understand better? In this experiment, we'll find out if the classic art of handwriting has an edge over speedy typing.

• Divide participants into two groups.
• Present a short lesson or story to both groups.
• One group will take notes by hand, while the other will type them out.
• After some time, quiz both groups on the content of the lesson or story.
• Compare the results to see which note-taking method led to better recall and understanding.

Studies have shown some interesting results. While typing can be faster and allows for more notes, handwriting might boost memory and comprehension because it engages the brain differently, making us process the information as we write.

Importantly, each person might find one or the other works better for them. This could be useful in understanding our learning habits and what instructional style would be best for us.

Real-World Impacts of Handwriting vs. Typing

Knowing the pros and cons of each method can:

• Boost Study Habits: Students can pick the method that helps them learn best, especially during important study sessions or lectures.
• Work Efficiency: In jobs where information retention is crucial, understanding the best method can increase efficiency and accuracy.
• Tech Design: If we find out more about how handwriting benefits us, tech companies might design gadgets that mimic the feel of writing while combining the advantages of digital tools.

11) Testing Money and Happiness

We often hear the saying, "Money can't buy happiness," but is that really true? Many dream of winning the lottery or getting a big raise, believing it would solve all problems.

In this experiment, we dig deep to see if there's a real connection between wealth and well-being.

• Survey a range of participants, from those who earn a little to those who earn a lot, about their overall happiness. You can keep it to your friends and family, but that might not be as accurate as surveying a wider group of people.
• Ask them to rank things that bring them joy and note if they believe more money would boost their happiness. You could try different methods, one where you include some things that they have to rank, such as gardening, spending time with friends, reading books, learning, etc. Or you could just leave a blank list that they can fill in with their own ideas.
• Study the data to find patterns or trends about income and happiness.

Some studies have found money can boost happiness, especially when it helps people out of tough financial spots. But after reaching a certain income, extra dollars usually do not add much extra joy.

In fact, psychologists just realized that once people have an income that can comfortably support their needs (and some of their wants), they stop getting happier with more . That number is roughly $75,000, but of course that depends on the cost of living and how many members are in the family.

Real-World Impacts of Money and Happiness

If we can understand the link between money and joy, it might help folks choose jobs they love over jobs that just pay well. And instead of buying things, people might spend on experiences, like trips or classes, that make lasting memories.

Most importantly, we all might spend more time on hobbies, friends, and family, knowing they're big parts of what makes life great.

Some people are hoping that with Artificial Intelligence being able to do a lot of the less well-paying jobs, people might be able to do work they enjoy more, all while making more money and having more time to do the things that make them happy.

12) Testing Temperature and Productivity

Have you ever noticed how a cold classroom or office makes it harder to focus? Or how on hot days, all you want to do is relax? In this experiment, we're going to find out if the temperature around us really does change how well we work.

• Find a group of participants and a room where you can change the temperature.
• Set the room to a chilly temperature and give the participants a set of tasks to do.
• Measure how well and quickly they do these tasks.
• The next day, make the room comfortably warm and have them do similar tasks.
• Compare the results to see if the warmer or cooler temperature made them work better.

Some studies have shown that people can work better when they're in a room that feels just right, not too cold or hot. Being too chilly can make fingers slow, and being too warm can make minds wander.

What temperature is "just right"? It won't be the same for everyone, but most people find it's between 70-73 degrees Fahrenheit (21-23 Celsius).

Real-World Implications of Temperature and Productivity

If we can learn more about how temperature affects our work, teachers might set classroom temperatures to help students focus and learn better, offices might adjust temperatures to get the best work out of their teams, and at home, we might find the best temperature for doing homework or chores quickly and well.

Interestingly, temperature also has an impact on our sleep quality. Most people find slightly cooler rooms to be better for good sleep. While the daytime temperature between 70-73F is good for productivity, a nighttime temperature around 65F (18C) is ideal for most people's sleep.

Psychology is like a treasure hunt, where the prize is understanding ourselves better. With every experiment, we learn a little more about why we think, feel, and act the way we do. Some of these experiments might seem simple, like seeing if colors change our mood or if being warm helps us work better. But even the simple questions can have big answers that help us in everyday life.

Remember, while doing experiments is fun, it's also important to always be kind and think about how others feel. We should never make someone uncomfortable just for a test. Instead, let's use these experiments to learn and grow, helping to make the world a brighter, more understanding place for everyone.

Related posts:

• 150+ Flirty Goodnight Texts For Him (Sweet and Naughty Examples)
• Dream Interpreter & Dictionary (270+ Meanings)
• Sleep Stages (Light, Deep, REM)
• What Part of the Brain Regulates Body Temperature?
• Why Do We Dream? (6 Theories and Psychological Reasons)

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Psychology Experiment Ideas

Categories Psychology Education

Quick Ideas | Experiment Ideas | Designing Your Experiment | Types of Research

If you are taking a psychology class, you might at some point be asked to design an imaginary experiment or perform an experiment or study. The idea you ultimately choose to use for your psychology experiment may depend upon the number of participants you can find, the time constraints of your project, and limitations in the materials available to you.

Consider these factors before deciding which psychology experiment idea might work for your project.

This article discusses some ideas you might try if you need to perform a psychology experiment or study.

Table of Contents

A Quick List of Experiment Ideas

If you are looking for a quick experiment idea that would be easy to tackle, the following might be some research questions you want to explore:

• How many items can people hold in short-term memory ?
• Are people with a Type A personality more stressed than those with a Type B personality?
• Does listening to upbeat music increase heart rate?
• Are men or women better at detecting emotions ?
• Are women or men more likely to experience imposter syndrome ?
• Will students conform if others in the group all share an opinion that is different from their own?
• Do people’s heartbeat or breathing rates change in response to certain colors?
• How much do people rely on nonverbal communication to convey information in a conversation?
• Do people who score higher on measures of emotional intelligence also score higher on measures of overall well-being?
• Do more successful people share certain personality traits ?

Most of the following ideas are easily conducted with a small group of participants, who may likely be your classmates. Some of the psychology experiment or study ideas you might want to explore:

Sleep and Short-Term Memory

Does sleep deprivation have an impact on short-term memory ?

Ask participants how much sleep they got the night before and then conduct a task to test short-term memory for items on a list.

Social Media and Mental Health

Is social media usage linked to anxiety or depression?

Ask participants about how many hours a week they use social media sites and then have them complete a depression and anxiety assessment.

Procrastination and Stress

How does procrastination impact student stress levels?

Ask participants about how frequently they procrastinate on their homework and then have them complete an assessment looking at their current stress levels.

Caffeine and Cognition

How does caffeine impact performance on a Stroop test?

In the Stroop test , participants are asked to tell the color of a word, rather than just reading the word. Have a control group consume no caffeine and then complete a Stroop test, and then have an experimental group consume caffeine before completing the same test. Compare results.

Color and Memory

Does the color of text have any impact on memory?

Randomly assign participants to two groups. Have one group memorize words written in black ink for two minutes. Have the second group memorize the same words for the same amount of time, but instead written in red ink. Compare the results.

Weight Bias

How does weight bias influence how people are judged by others?

Find pictures of models in a magazine who look similar, including similar hair and clothing, but who differ in terms of weight. Have participants look at the two models and then ask them to identify which one they think is smarter, wealthier, kinder, and healthier.

Assess how each model was rated and how weight bias may have influenced how they were described by participants.

Music and Exercise

Does music have an effect on how hard people work out?

Have people listen to different styles of music while jogging on a treadmill and measure their walking speed, heart rate, and workout length.

The Halo Effect

How does the Halo Effect influence how people see others?

Show participants pictures of people and ask them to rate the photos in terms of how attractive, kind, intelligent, helpful, and successful the people in the images are.

How does the attractiveness of the person in the photo correlate to how participants rate other qualities? Are attractive people more likely to be perceived as kind, funny, and intelligent?

Eyewitness Testimony

How reliable is eyewitness testimony?

Have participants view video footage of a car crash. Ask some participants to describe how fast the cars were going when they “hit into” each other. Ask other participants to describe how fast the cars were going when they “smashed into” each other.

Give the participants a memory test a few days later and ask them to recall if they saw any broken glass at the accident scene. Compare to see if those in the “smashed into” condition were more likely to report seeing broken glass than those in the “hit into” group.

The experiment is a good illustration of how easily false memories can be triggered.

Simple Psychology Experiment Ideas

If you are looking for a relatively simple psychology experiment idea, here are a few options you might consider.

The Stroop Effect

This classic experiment involves presenting participants with words printed in different colors and asking them to name the color of the ink rather than read the word. Students can manipulate the congruency of the word and the color to test the Stroop effect.

Memory Recall

Students can design a simple experiment to test memory recall by presenting participants with a list of items to remember and then asking them to recall the items after a delay. Students can manipulate the length of the delay or the type of encoding strategy used to see the effect on recall.

Social Conformity

Students can test social conformity by presenting participants with a simple task and manipulating the responses of confederates to see if the participant conforms to the group response.

Selective Attention

Students can design an experiment to test selective attention by presenting participants with a video or audio stimulus and manipulating the presence or absence of a distracting stimulus to see the effect on attention.

Implicit Bias

Students can test implicit bias by presenting participants with a series of words or images and measuring their response time to categorize the stimuli into different categories.

The Primacy/Recency Effect

Students can test the primacy /recency effect by presenting participants with a list of items to remember and manipulating the order of the items to see the effect on recall.

Sleep Deprivation

Students can test the effect of sleep deprivation on cognitive performance by comparing the performance of participants who have had a full night’s sleep to those who have been deprived of sleep.

These are just a few examples of simple psychology experiment ideas for students. The specific experiment will depend on the research question and resources available.

Elements of a Good Psychology Experiment

Finding psychology experiment ideas is not necessarily difficult, but finding a good experimental or study topic that is right for your needs can be a little tough. You need to find something that meets the guidelines and, perhaps most importantly, is approved by your instructor.

Requirements may vary, but you need to ensure that your experiment, study, or survey is:

• Easy to set up and carry out
• Easy to find participants willing to take part
• Free of any ethical concerns

In some cases, you may need to present your idea to your school’s institutional review board before you begin to obtain permission to work with human participants.

Consider Your Own Interests

At some point in your life, you have likely pondered why people behave in certain ways. Or wondered why certain things seem to always happen. Your own interests can be a rich source of ideas for your psychology experiments.

As you are trying to come up with a topic or hypothesis, try focusing on the subjects that fascinate you the most. If you have a particular interest in a topic, look for ideas that answer questions about the topic that you and others may have. Examples of topics you might choose to explore include:

• Development
• Personality
• Social behavior

This can be a fun opportunity to investigate something that appeals to your interests.

Read About Classic Experiments

Sometimes reviewing classic psychological experiments that have been done in the past can give you great ideas for your own psychology experiments. For example, the false memory experiment above is inspired by the classic memory study conducted by Elizabeth Loftus.

Textbooks can be a great place to start looking for topics, but you might want to expand your search to research journals. When you find a study that sparks your interest, read through the discussion section. Researchers will often indicate ideas for future directions that research could take.

Ask Your Instructor

Your professor or instructor is often the best person to consult for advice right from the start.

In most cases, you will probably receive fairly detailed instructions about your assignment. This may include information about the sort of topic you can choose or perhaps the type of experiment or study on which you should focus.

If your instructor does not assign a specific subject area to explore, it is still a great idea to talk about your ideas and get feedback before you get too invested in your topic idea. You will need your teacher’s permission to proceed with your experiment anyway, so now is a great time to open a dialogue and get some good critical feedback.

Experiments vs. Other Types of Research

One thing to note, many of the ideas found here are actually examples of surveys or correlational studies .

For something to qualify as a tru e experiment, there must be manipulation of an independent variable .

For many students, conducting an actual experiment may be outside the scope of their project or may not be permitted by their instructor, school, or institutional review board.

If your assignment or project requires you to conduct a true experiment that involves controlling and manipulating an independent variable, you will need to take care to choose a topic that will work within the guidelines of your assignment.

Types of Psychology Experiments

There are many different types of psychology experiments that students could perform. Examples of psychological research methods you might use include:

Correlational Study

This type of study examines the relationship between two variables. Students could collect data on two variables of interest, such as stress and academic performance, and see if there is a correlation between the two.

Experimental Study

In an experimental study, students manipulate one variable and observe the effect on another variable. For example, students could manipulate the type of music participants listen to and observe its effect on their mood.

Observational Study

Observational studies involve observing behavior in a natural setting . Students could observe how people interact in a public space and analyze the patterns they see.

Survey Study

Students could design a survey to collect data on a specific topic, such as attitudes toward social media, and analyze the results.

A case study involves in-depth analysis of a single individual or group. Students could conduct a case study of a person with a particular disorder, such as anxiety or depression, and examine their experiences and treatment options.

Quasi-Experimental Study

Quasi-experimental studies are similar to experimental studies, but participants are not randomly assigned to groups. Students could investigate the effects of a treatment or intervention on a particular group, such as a classroom of students who receive a new teaching method.

Longitudinal Study

Longitudinal studies involve following participants over an extended period of time. Students could conduct a longitudinal study on the development of language skills in children or the effects of aging on cognitive abilities.

These are just a few examples of the many different types of psychology experiments that students could perform. The specific type of experiment will depend on the research question and the resources available.

Steps for Doing a Psychology Experiment

When conducting a psychology experiment, students should follow several important steps. Here is a general outline of the process:

Define the Research Question

Before conducting an experiment, students should define the research question they are trying to answer. This will help them to focus their study and determine the variables they need to manipulate and measure.

Develop a Hypothesis

Based on the research question, students should develop a hypothesis that predicts the experiment’s outcome. The hypothesis should be testable and measurable.

Select Participants

Students should select participants who meet the criteria for the study. Participants should be informed about the study and give informed consent to participate.

Design the Experiment

Students should design the experiment to test their hypothesis. This includes selecting the appropriate variables, creating a plan for manipulating and measuring them, and determining the appropriate control conditions.

Collect Data

Once the experiment is designed, students should collect data by following the procedures they have developed. They should record all data accurately and completely.

Analyze the Data

After collecting the data, students should analyze it to determine if their hypothesis was supported or not. They can use statistical analyses to determine if there are significant differences between groups or if there are correlations between variables.

Interpret the Results

Based on the analysis, students should interpret the results and draw conclusions about their hypothesis. They should consider the study’s limitations and their findings’ implications.

Report the Results

Finally, students should report the results of their study. This may include writing a research paper or presenting their findings in a poster or oral presentation.

Britt MA. Psych Experiments . Avon, MA: Adams Media; 2007.

Martin DW. Doing Psychology Experiments. Belmont, CA: Cengage Learning; 2008.

LESSWRONG LW

28 social psychology studies from *experiments with people* (frey & gregg, 2017).

I'm reading a very informative and fun book about human social psychology, Experiments With People (2nd ed, 2018).

... 28 social psychological experiments that have significantly advanced our understanding of human social thinking and behavior. Each chapter focuses on the details and implications of a single study, while citing related research and real-life examples along the way.

Here I summarize each chapter so that you can save time. Some results are old news to me, but some were quite surprising. I often skip over the experimental details, such as how the psychologists used ingenious tricks to make sure the participants don't guess the true purposes of the experiments. Refer to originals for details.

The experiments start in the 1950s and get up to 2010s, and occasionally literatures from before 1900s are quoted.

Chapters I find especially interesting are:

• Chap 14. It lists the many failures of introspection, and raises question as to what consciousness can do.
• Chap 16. It has significant similarity with superrationality and acausal trade.
• Chap 20. It warns about how credulous humans are.
• Chap 27. It is about the human fear of death and the psychological defenses against it.
• Chap 28. It shows how belief in free will can be motivated by a desire to punish immoral behaviors. Understanding why people believe in free will is necessary for a theory of what is the use of the belief in free will.

Chap 1. Conforming to group norms

Asch conformity experiment , from Opinions and Social Pressure (Asch, 1955)

Video demonstration.

Groups of eight participated in a simple "perceptual" task. In reality, all but one of the participants were actors, and the true focus of the study was about how the remaining participant would react.

Each student viewed a card with a line on it, followed by another with three lines labeled A, B, and C (see accompanying figure). One of these lines was the same as that on the first card, and the other two lines were clearly longer or shorter. Each participant was then asked to say aloud which line matched the length of that on the first card... The actors would always unanimously nominate one comparator, but on certain trials they would give the correct response and on others, an incorrect response. The group was seated such that the real participant always responded last.

It was found that

• When there are over 3 actors giving unanimously the wrong answer, the participant went along 1/3 of time.
• Increasing the number of actors above 3 did not increase compliance.
• Even when the difference between the lines was 7 inches, there were still some who complied.
• If there is at least one actor disagreeing with the majority, the participant decreased compliance.
• If the fellow dissenter joins the majority, the participant increased compliance to the same level of 1/3.
• If the fellow dissenter leaves, the participant increased compliance only slightly.

There are two reasons for this compliance. One is heuristic about knowledge: the majority is usually more correct. Another is normative: social acceptance matters more than being correct.

The effect of a dissenting minority is notable.

Research finds that, whereas majorities inspire heuristic judgments and often compliance, minorities provoke a more systematic consideration of arguments, and possibly, an internal acceptance of their position. (Nemeth, 1987) Majorities tend to have a greater impact on public conformity, whereas minorities tend to have more effect on private conformity. (Chaiten & Stangor, 1987)

Chap 2. Forced compliance theory and cognitive dissonance

In When Prophecy Fails , the story of a UFO cult was detailed. When the doomsday prophecy failed, most people left, but some became even firmer believers.

(My own example, not appearing in the book.) In Borges's story A Problem , Borges asks, how would Don Quixote react if he kill a man?

Having killed the man, don Quixote cannot allow himself to think that the terrible act is the work of a delirium; the reality of the effect makes him assume a like reality of cause, and don Quixote never emerges from his madness.

This chapter reviews of Cognitive consequences of forced compliance (Festinger & Carlsmith, 1959)

• Participants were asked to do an extremely boring task.
• Then the experimenter asked the participant to deceive the next participant that the experiment was fun. Half were paid $1, another half paid $20.
• A control group was not asked to lie.
• Then they were nudged to take a survey about how they felt about the experiment.

The result is that, those paid $1 thought the experiment was fun, and those paid $20 thought it was boring, and those that didn't get asked to lie thought it was very boring.

Festinger explains this by the theory of cognitive dissonance:

• An attitude (thinking the experiment was boring) and a behavior (saying it was fun) clashes, creating an uncomfortable feeling.
• The participant then is motivated to remove the discomfort by changing the attitude by rationalization (thinking the experiment was actually fun).
• If the participant was paid $20, then there was no dissonance, as there was a ready explanation of the dissonant behavior.
• If the participant was paid $1, then there was dissonance, because the participant regarded the lying behavior as mostly voluntary .

An alternative explanation from Self-perception: An alternative interpretation of cognitive dissonance phenomena (Bem, 1967) :

• We don't form beliefs about ourselves by direct introspection, instead, we infer it through
• When we behave against previously self-beliefs, this creates an update on our self-beliefs.

See also Chap 14 for more on the lack of introspection.

Current consensus is that both theories are correct, in different situations. The self-perception effect happens when the behavior is mildly different from self-beliefs, and the cognitive dissonance effect happens when the behavior is grossly different.

There are also many complications, such as in Double forced compliance and cognitive dissonance theory (Girandola, 1997) , which reported that even if participants performed a boring task, then told others about how boring it was, afterwards they still felt the task was more interesting afterwards.

There is a lot of ongoing research.

Chap 3. Suffering can create liking

Such curious phenomena as hazing has been studied since The effect of severity of initiation on liking for a group (Aronson, 1959)

An experiment was conducted to test the hypothesis that persons who undergo an unpleasant initiation to become members of a group increase their liking for the group; that is, they find the group more attractive than do persons who become members without going through a severe initiation.

The group was a made-up thing by the experimenters. It purports to discuss interesting sexual things, but the participants, after finally "joining", would only hear a very boring group discussion about animal sex.

This hypothesis was derived from Festinger's theory of cognitive dissonance." 3 conditions were employed: reading of "embarrassing material" before a group, mildly embarrassing material to be read, no reading. The results clearly verified the hypothesis.

The "embarrassing material" are lists of obscene words. The "mildly embarrassing material" are lists of mildly sexual words.

Result: the very embarrassing ritual increased liking for the group.

Explanation was by the theory of cognitive dissonance: "I have already invested so much to join the group. I must be a fool if the group turned out to be bad! And I'm not a fool."

Cognitive dissonance has been used for brainwashing, persuasion, education, and many other kinds of things.

One of the authors learned from an investigative journalist about how a dodgy car company... had customers unnecessarily wait or hours while their finance deal was supposedly being negotiated upstairs.

[ Commitment and community: Communes and utopias in sociological perspective (Kanter, 1972)] noted that

19th-century utopian cults requiring their member to make significant sacrifices were more successful. For example, cults that had their members surrender all their personal belongings lasted much longer than those that did not.

Some bad investments are continued far after they had become clearly unprofitable, this is the sunk cost fallacy .

Chap 4. Just following orders

The banality of evil is the theory that everyday people can do great evils such as the Holocaust, by simply following orders.

Behavioral study of obedience (Milgram, 1965) reported the famous Milgram experiment . A video recreation is here .

This is a very famous experiment with many followups. There is sufficient material freely online, such as the Wikipedia page. So I won't recount it here.

I was most surprised to learn that personality had very little effect. That is, obedience exhibited by the participants in this experiment was mostly situational , instead of stemming from the personality of the participants.

Chap 5. Bystander apathy effect

The murder of Kitty Genovese stimulated research into the "bystander effect". On March 13, 1964 Genovese was murdered... 38 witnesses watched the stabbings but did not intervene or even call the police until after the attacker fled and Genovese had died...

In Bystander intervention in emergencies: Diffusion of responsibility (Latané & Darley, 1968) attributed the lack of help by witnesses to diffusion of responsibility : because each saw others witnessing the same event, they assumed that the others would take responsibility.

This phenomenon has a big literature, and is very popularly known, possibly due to the dramatic stories.

Concerning the original experiment by Latane and Darley, I was again surprised that personality factors had little effect, except one: growing up in a big community is correlated with a lower probability of helping.

Chap 6. The effect of an audience

When people perform a task in the presence of others, they perform better if the task is easy, and worse if the task is hard. One theory is that presence of others increases physiological arousal , which then enhances performance of simple tasks and decreases performance of hard tasks. Other theories

In Social enhancement and impairment of performance in the cockroach (Zajonc, 1969) , it is found that this is true even for cockroaches. In the experiment, Zajonc gave cockroaches two possible tasks: going through a straight maze, or a more complex maze. They either did the task alone, or while being watched by others outside (the maze was transparent).

While being watched, cockroaches solved faster on the straight maze but slower on the complex maze. This demonstrates that the physiological arousal theory is correct in cockroaches: the effect of an audience can happen without any complex cognitive ability.

However, complex cognitive ability sometimes does occur in humans. As reported in Social facilitation of dominant responses by the presence of an audience and the mere presence of others (Cottrell et al, 1968) , blindfolded audience does not exert an effect on the performer.

Chap 7. Group conflicts from trivial groups

This chapter begins with the Robbers Cave experiment , which was a study that investigates the realistic conflict theory , which sounds very common-sense:

• group conflicts and feelings of resentment for other groups arise from conflicting goals and competition over limited resources
• length and severity of the conflict is based upon the perceived value and shortage of the given resource
• positive relations can only be restored with goals that require cooperation between groups

Then it recounts the blue eyes-brown eyes experiment . The problem, then, is, what is the least amount of group-difference in order to make a difference? Enter the minimal group paradigm of Experiments in intergroup discrimination (Tajfel, 1970) . Participants first took a test on estimating dot numbers, then divided into "overestimators" and "underestimators", while in truth they were random. Then, they were given points (convertible to cash) to divide among the groups. Participants favored their own groups significantly more.

In fact, the most favored strategy was to maximize (own group) - (other group), even though it did not maximize (own group). Thus, even the most minimal social groups induced ingroup-outgroup conflict.

The minimal group paradigm has been studied in many ways. It was also found that outgroup homogeneity effect , that is, "they are all the same; we are diverse", could also arise from minimal groups.

One theoretical explanation is Tajfel and Turner's social identity theory (Tajfel & Turner, 1979) , which states that: 0. A person's self-esteem depends on having a good identity.

• A person's identity has two parts: personal and social.
• Personal identity are about one's own traits and outcomes.
• Social identity are derived from social groups and comparison between groups.
• A person is motivated to improve self-esteem, and thus social identity.
• Thus, one is motivated to improve the standings of one's ingroups and decrease the standings of one's outgroups.

One supporting evidence is that when a person has more self-esteem, they are less discriminating against outgroups (Crocker et al, 1987) .

Chap 8. The Good Samaritan Experiment

In the parable of the Good Samaritan ,

a traveller is stripped of clothing, beaten, and left half dead alongside the road. First a priest and then a Levite comes by, but both avoid the man. Finally, a Samaritan happens upon the traveller. Samaritans and Jews despised each other, but the Samaritan helps the injured man.

This inspired an experiment reported in "From Jerusalem to Jericho": A study of situational and dispositional variables in helping behavior. (Darley & Batson, 1973) , participants were theology students asked to give a short talk in another building.

People going between two buildings encountered a shabbily dressed person slumped by the side of the road. Subjects in a hurry to reach their destination were more likely to pass by without stopping.

The experiment was 2 x 3: the participant was asked to either give a short talk on the parable of the Good Samaritan, or on an irrelevant topic. They were either very hurried, hurried, or not hurried by the experimenter.

Hurrying made significant difference in the likelihood of their giving the victim help. The topic of the talk had some influence, according to a reanalysis by (Greenwald, 1975) , despite the original paper's claim of no influence. Self-reported personality and religiosity made no difference.

The lesson from this as well as many other social psychology experiments is that seemingly trivial situational variables have a greater impact than personality variables, even though people tend to explain behaviors using personality. See The Person and the Situation: Perspectives of Social Psychology (Lee Ross, Richard E. Nisbett, 2011)

Chap 9. External motivation harms internal motivation

Extrinsic motivations are motivations that "come from the outside", such as money, praise, food. Intrinsic motivations are from the inside, such as self-esteem, happiness. Both can motivate behaviors. However, it's interesting that sometimes extrinsic motivations can harm internal motivation.

In Undermining children's intrinsic interest with extrinsic reward: A test of the" overjustification" hypothesis (Lepper et al, 1973) , children are given markers to draw with. Some were told that they would be rewarded with a prize for playing, others got a prize unexpectedly, others were left alone as control group.

After some days, the amount of time children spent playing the markers were: got expected prize < control group < got unexpected prize

The book didn't talk much about why the unexpected prize created higher motivation, but I think it is similar to how gambling addiction comes from variable reward .

There are some explanations for why extrinsic reward lowered subsequent motivation. One is that extrinsic reward provides overjustification effect , where external rewards "crowd out" internal rewards,

Once rewards are no longer offered, interest in the activity is lost; prior intrinsic motivation does not return, and extrinsic rewards must be continuously offered as motivation to sustain the activity.

Another explanation is that humans heuristically view means to an end as undesirable. In (Sagotsky et al, 1982) , children were given two activities, playing with crayons and markers. They were equally fun at the beginning, but one group was told that in order to play with crayons, they had to play with markers first. After a while, they became less interested in playing with markers. The other group, the reverse.

I think this is the psychological basis of some ethical intuitions in the style of Kant :

we should never act in such a way that we treat humanity as a means only but always as an end in itself.

A third explanation is that people consider extrinsic rewards a threat to their freedom and autonomy, and thus tend to rebel against it. I saw a news today about Amazon's program to gamify work . Some complained that it was threatening the workers' autonomy, which is a strange complaint: if gamification actually increases intrinsic motivation for work, doesn't it increase autonomy? Autonomy is freedom to follow one's intrinsic motivation, and thus, if a worker acquires an intrinsic motivation to do a good job, they would have more autonomy.

I think this complaint can be explained as a different kind of autonomy: freedom from prediction. Humans are evolved to want to be unpredictable (at least by others), because to be predictable is to be threatened by manipulation, which often decreases fitness.

Chap 10. Actor-observer asymmetry

Other people did what they did because of who they are. We did what we did because of outside events.

In 1975, parts of the Watergate scandal was recreated in a very dramatic psychology experiment, reported in Ubiquitous Watergate: An attributional analysis (West, 1975) .

80 criminology students were asked to meet the experimenter privately for a mysterious reason. There, they were asked to join a burglary team for secret documents in an ad agency. There were four versions presented:

• The burglary plan was sponsored by a government agency, for secret investigation purposes. Government would provide immunity if caught.
• Same, but without immunity.
• The plan was sponsored by a rival ad agency, with $2000 reward.
• The student was asked to only join a test run of the plan, without stealing anything.

Afterwards, they were debriefed and asked to explain their decision to join/not join.

Separately, 238 psychology students were presented the above situation, and asked to guess what percentage would agree to the plan.

Then, half of the participants were asked, "Suppose John agreed to participate, explain why John agreed."

• About 45% of participants agreed to join the burglary in the government-with-immunity situation. Otherwise, about 10%.
• Most students in the second part thought they would not agree to the burglary plan.
• Students in the first part who agreed to join the burglary explained their behavior as due to the circumstances.
• Students in the second part explained the hypothetical John's behavior as due to John's personality.

The criminology students were "actors", and the psychology students were "observers". An asymmetry was that actors attributed their behavior to situations, while the observers attributed to personalities. This is the actor-observer asymmetry.

Complications in this asymmetry are noted in The actor-observer asymmetry in attribution: A (surprising) meta-analysis (Malle, 2006) . Malle found that there are two kinds of biases: when the behavior is negative, the actor blames the situation and the observer blames the person. When the behavior is positive, the reverse happens. As such, this can be explained as a self-serving bias.

The authors conclude with a funny note:

it's interesting to how athletes often publically thank the Lord for a personal victory, but do not publically blame the Lord for a defeat!

Chap 11. We are number 1

They never shout, "They are number 1."

People like to think good about themselves. Even in collectivistic societies, people regard themselves as above average in collectivistic traits, according to Pancultural self-enhancement (Sedikides et al, 2003)

Americans... self-enhanced on individualistic attributes, whereas Japanese... self-enhanced on collectivistic attributes

An experiment is reported in Basking in reflected glory: Three (football) field studies (Ciadini et al, 1976) , where students are asked to describe a recent university sports team's victory/defeat. Before that, half received criticisms that decreased to their self-esteem, and others received praises that increased their self-esteem.

The result was that among those who had higher self-esteem, they described the sports outcome using "we won" or "we lost" 1/4 of the times. For those who had lower self-esteem, they used "we won" 40% of the times when the team won, but used "we lost" only 14% of the times when the team lost.

The explanation is that people in need of boosts to self-esteem try to BIRG (Basking in reflected glory) and CORF (Cut off from reflected failures). Reflected glory also improves their social standing.

Methods of increasing one's social standing are called impression management , and include:

• BIRG and CORF, as noted above;
• ingratiation: we praise and agree with others, so as to be liked;
• self-handicapping: a student gets drunk before a big test, so that if they fail, they could blame on the drunkenness instead of their study ability;
• exemplification: behave virtuously and make sure others saw it.

A lot of these techniques are listed in (Jones and Pittman, 1982) .

Chap 12. Deindividuation

Effects of deindividuation variables on stealing among Halloween trick-or-treaters (Diener et al, 1976) reported an experiment in real life .

The experiment was run in a Halloween. An experimenter place a bowl of candy in her living room for trick-or-treaters. A hidden recorder observes. In one condition, the woman asked the children identification questions such as their names. In the other condition, children were completely anonymous. Some children came individually, others in a group.

In each condition, the woman invited the children in, claimed she had something in the kitchen she had to tend to, and told each child to take only one candy.

Result: being in a group and being anonymous both increased frequency of transgression (taking more than one candy). If the first child to take candies in a group transgressed, other children were also more likely to transgress.

The authors then defined deindividuation as when private self-awareness is reduced.

The truly deindividuated person is alleged to pay scant atetntion to personal values and moral codes... to be inordinately sensitive to cues in the immediate environment.

One study, The baiting crowd in episodes of threatened suicide (Mann, 1981) , examined 21 cases from newspapers, in which crowds were present when a person threatened to jump off a high place.

Baiting or jeering occurred in 10 of the cases. Analysis of newspaper accounts of the episodes suggested several deindividuation factors that might contribute to the baiting phenomenon: membership in a large crowd, the cover of nighttime, and physical distance between crowd and victim (all factors associated with anonymity).

Two theories of why deindividuation were given. One is that anonymity makes people feel safe to transgress. Another is that (Reicher & Postmes, 1995) people in a crowd would categorize themselves mainly by their social identity, and their behaviors would reflect the group norm than their personal norms.

I was disappointed that the authors did not give evolutionary psychological explanations for deindividuation. Humans are the only animals that wage wars. A deindividuation effect can be an evolutionary adaptation to prepare humans to fight more effectively in a crowd.

Chap 13. Mere exposure effect

People prefer familiar things. Really, that's quite a banal observation. What's delightful about this chapter is the ingenuity of the experiment design.

Think about your own face. You see them in a mirror image (unless you take a selfie), but others see it directly. This means that you are familiar with your face in the mirror image, but others in the direct image.

This is exploited in Reversed facial images and the mere-exposure hypothesis (Mita et al, 1977) . Couples were separately shown photos of the female one's face, some mirrored, others not. They were asked to pick the one they prefer. The female one preferred the mirrored photo, and the male one preferred the direct photo.

Mere exposure effect is robust in real life and across species. (Grush et al, 1978) found that

previous or media exposure alone successfully predicted 83% of the [US congress election] primary winners

And (Cross et al, 1967) found rats who heard Mozart music in infancy preferred Mozart over Schoenberg as adults, and vice versa.

One possible evolutionary psychological explanation were given: preference familiarity is safer, and thus more adaptive. The authors warned however that it's not so simple, as people also have a preference for mild novelty.

Chap 14. Shortcomings of introspection

This chapter reviews a study that shows a particular instance of introspection failure:

people's ideas about how their minds work stem not from private insights but from public knowledge. Unfortunately, however, this public knowledge is often not accurate. It is based on intuitive theories, widely shared throughout society, that are often mistaken.

The book referenced Verbal reports about causal influences on social judgments: Private access versus public theories (Nisbett, 1977) , although I find Telling More Than We Can Know: Verbal Reports on Mental Processes (Nisbett & Wilson, 1977) to be better.

Subjects are sometimes (a) unaware of the existence of a stimulus that importantly influenced a response, (b) unaware of the existence of the response, and (c) unaware that the stimulus has affected the response. It is proposed that when people attempt to report on their cognitive processes... they do not do so on the basis of any true introspection. Instead, their reports are based on a priori , implicit causal theories, or judgments about the extent to which a particular stimulus is a plausible cause of a given response.

In the experiment, a subject is given a fictitious application from Jill for the job of staff at crisis center. These applications are the same except on a few attributes of the applicant: attractiveness, intelligence, etc. Then, the subject is asked how much each attribute is correlated with the decision to accept.

The situation is then described to some observers (who didn't do the job application review), who are asked how much each attribute is correlated with the decision of the subject to accept.

Subjects who read that Jill had once been involved in a serious car accident claimed that the event had made them view her as a more sympathetic person. However, according to the ratings they later gave, this event had exerted no impact... the only exception pertained to ratings of Jill's intelligence. Here, an almost perfect correlation emerged between how subjects' judgments had actually shifted and how much they believed they had shifted. Why so? The researchers argued that there are explicit rules, widely known throughout a culture, for ascribing intelligence to people. Because subjects could readily recognize whether a given factor was relevant to intelligence, they could reliably guess whether they would have taken it into consideration.

The determinations of subjects and observers coincided almost exactly.

There are other introspection failures demonstrated by social psychology. People are unaware of the halo effect at work in their own judgments of others (Nisbett &Wilson, 1977) . People are unaware of the source of their own arousal . People are unaware of their bias even if they know of such bias (Pronin et al, 2002) .

In a further twist, introspection can degrade judgment. In (Wilson & Kraft, 1993) , participants reported how they felt about their romantic partners. Their expressed feelings correlated well with the duration of relationship. However, if they introspected on the reason of their feelings, before reporting their feelings, the correlation disappeared.

The authors conclude by suggesting that traveling, by putting oneself into novel situations, would be particularly helpful for one to know oneself.

Chap 15. Self-fulfilling prophecies

Again, a very well-known subject with a lot already written. This chapter reviews Social perception and interpersonal behavior: On the self-fulfilling nature of social stereotypes (Snyder et al, 1977)

Male "perceivers" interacted with female "targets" whom they believed to be physically attractive/unattractive. Tape recordings of each participant's conversational behavior were analyzed by naive observer judges for evidence of behavioral confirmation... targets who were perceived to be physically attractive came to behave in a friendly, likeable, and sociable manner in comparison with targets whose perceivers regarded them as unattractive. It is suggested that theories in cognitive social psychology attend to the ways in which perceivers create the information that they process in addition to the ways that they process that information.

Philosophically, a self-fulfilling prophecy is a prediction about a future that is true iff the act of prediction is done. Usually, predictions themselves are supposed to be independent of the future that they talk about. Of course, all useful predictions must affect the future -- the predictor would try to profit from the prediction. However, such effects on the future are on the predictor , not on the predicted .

Social psychologists have found that human behaviors are more influenced by the situation than the personality (as noted in The Person and the Situation book). Snyder et al suggested that, in fact, personality traits are one of those self-fulfilling prophecies.

our believing that others possess certain traits may cause us to behave in certain consistent ways toward them. This may cause them to behave in consistent ways in our presence.

In other words, a lot of the persistence of personality could arise from the fundamental attribution error .

Chap 16. How to live like a predeterminist

So then, God has mercy on whom he chooses to have mercy, and he hardens whom he chooses to harden. -- Romans 9:18, which Calvinists quote a lot.

Suppose an urge to smoke and a propensity to lung cancer are both genetically determined, and smoking does not cause lung cancer, why not smoke? If you feel the urge to smoke, it's already too late.

Believers of Calvinism think that God has chosen some people to be saved, and others are damned. Those who are favored by God would both be naturally free from the urge to sin in this world, and enjoy paradise after death. Those who are not, would feel the urge to sin in this world, and go to hell after death.

So if a Calvinist feels an urge to sin, it's already too late. Why not sin? Instead, Calvinists keep resisting the urge to sin, and moreover, deny that they are resisting such urges, and insisting that they are effortlessly virtuous, evidence of God's favor.

In Causal versus diagnostic contingencies: On self-deception and on the voter's illusion (Quattrone & Tversky, 1984) two experiments are reported.

In the first one, participants exercised, then were asked to put their hands in ice water until the pain makes them withdraw. Then they were told a version of the lung cancer puzzle: There are two kinds of hearts, type 1 and type 2, caused by unchangeable genetics. Type 1 heart is associated both with health and with a higher tolerance to the ice water after exercise. Type 2 heart is associated with early death and a lower tolerance. They then did the ice water test again, and they exhibited longer tolerance to the ice water, even though many of them denied that they were trying to do so.

In the second experiment, subjects encountered one of two theories about the sort of voters who determine the margin of victory in an election. Only one of the theories would enable voting subjects to imagine that they could "induce" other like-minded persons to vote. As predicted, more subjects indicated that they would vote given that theory than given a theory in which the subject's vote would not be diagnostic of the electoral outcome, although the causal impact of the subject's vote is the same under both theories

One explanation is that the unconsciousness deceived the consciousness, but the authors find this unreasonable, for it still does not explain what motivates the unconsciousness to deceive. They instead favored Greenwald's theory that people avoid analyzing in detail threatening information, just like how we throw away junk mail without looking in detail.

In conclusion, self-deception is not the result of one center of intelligence hoodwinking the other. Rather, it is the result of a low-level screening process that banishes suspicious cognitions before they have the opportunity to be fully entertained by the conscious mind.

Similarity to superrationality and acausal trade.

The behavior of Calvinists is similar to superrationality and acausal trade , in which agents behave in a way that is diagnostic of good outcomes, even if it does not cause good outcomes.

Assuming the superrational player has access to their opponents' source codes/simulations, the superrationality strategy can be justified, but then it would just be usual rationality.

I think normative decision theories are incompatible with sufficiently good prediction. Normative decisions are only defined for agents with apparent free will. An agent apparently has free will only to someone who cannot predict the agent's behavior well. Superrationality and acausal trade both attempt to make a decision theory for agents that are aware that they are too predictable (to themselves or to someone they play with). This is similar to the situation where someone sees the future and then "decides" to rebel against the future. Either they saw the true future and did not rebel, or they did not see the true future at all. It's illogical to say they both saw the future and rebelled against it.

Similar problems happen with Scott Aaronson's solution to Newcomb's paradox (I'm a "Wittengenstein"). A determinist who is self-aware of their determinism would, instead of offering a decision theory ("I should take one box because..."), offer a prediction theory ("I probably would take one box because...").

Chap 17. Partisan perceptions of media bias

People often complain of media biases. People report differently about the same event. Why?

In The hostile media phenomenon: biased perception and perceptions of media bias in coverage of the Beirut massacre (Vallone et al, 1985) , the researchers studied how people perceived news about the Bairut massacre ,

killing of civilians, mostly Palestinians and Lebanese Shiites... carried out by the militia under the eyes of their Israeli allies.

The researchers took some neutral reports on the event, and as expected, pro-Israel people thought they are biased to be anti-Israel, while anti-Israel people thought they are biased to be pro-Israel.

In a study on biases (Lord et al, 1984) , participants avoided bias by this command:

"Ask yourself at each step whether you would have made the same evaluations had exactly the same study produced results on the other side of the issue.

Chap 18. Empathy-altruism hypothesis

Several theorized psychological mechanisms of human altruistic actions are studied in More evidence that empathy is a source of altruistic motivation (Batson, 1982) reported an experiment on whether people would help a person in need.

It was found that: If (empathy OR guilt), then (helping). That is, people can be motivated to act altruistically by empathy without expectation of gain, or to gain relief from guilt. This argues against the theory of psychological hedonism .

Other potential sources of altruism are collectivism (act for the benefit of a group) and principlism (uphold a principle for its own sake). Effective altruism is one example of principlism based on utilitarianism.

Chap 19. Expanding the self to include the other

A psychological phenomenon of love (close personal relationships, such as lover, best friend) is to include that person in one's self. This involves perceiving, and allocating resources to, that person, in a similar way as to one's self.

Three experiments are described, from Close relationships as including other in the self (Aron, 1991) .

When allocating money, they allocate about the same to themself as to their friend.

They were asked to imagine nouns paired with their selves, mothers, or strangers. They recalled fewer nouns imagined with self or mother than nouns imagined with a stranger, suggesting that mother was processed more like self than a stranger. They explained the reason why it was recalled less by that we usually look at strangers directly, but only ourselves upon reflection (literal or not), and so it's harder to imagine ourselves than strangers.

When faced with a task to sort a list of adjectives into 4 piles: "true/false about me, and true/false about my spouse", they reacted slower on adjectives that were true about one but false about the other. This was explained by that differences between one's own and a close other's properties caused dissonance in the same way that holding opposite attitudes within oneself can cause dissonance.

Chap 20. Believing precedes disbelieving

Descartes divided the mind up into intellect and will. The intellect writes up potential beliefs about the world; the will then chooses which to endorse. Spinoza said that we believe everything that we happen to understand, and then disbelieve only if we find it necessary. You Can't Not Believe Everything You Read (Gilbert, 1993) presented three experiments that supports Spinoza's theory, and discussed its sociological effect.

... we asked subjects in Experiment 1 to play the role of a trial judge and to make sentencing decisions about an ostensibly real criminal defendant. Subjects were given some information about the defendant that was known to be false and were occasionally interrupted [by a distraction task]... We predicted that interruption would cause subjects to continue to believe the false information they accepted on comprehension and that these beliefs would exert a profound influence on their sentencing of the defendant...

Experiments 1 and 2 provide support for the Spinozan hypothesis: When people are prevented from unbelieving the assertions they comprehend... they did not merely recall that such assertions were said to be true, but they actually behaved as though they believed the assertions.

If you want to read more, I have written in detail about this .

Chap 21. Inferred memories

When we recall a memory, that memory is an inference about past based on a number of clues that we have in the present. It is not necessarily accurate.

Experiment from Women's theories of menstruation and biases in recall of menstrual symptoms (McFarland, 1989) found that when women report, day-to-day, their unpleasant emotions, there is no difference between premenstrual, menstrual, and inter-menstrual days (they feel equally unpleasant). But when asked to recall how unpleasant it was, they recall significantly more unpleasant pre-menstrual and menstrual days, and less unpleasant inter-menstrual days.

This is explained by that, when they recall, they used intuitive theories about PMS to infer "how it must have felt" instead of "how it actually felt". This also, as a side effect, casts doubt on whether PMS actually exists .

Memories can be completely made up, as in repressed memory therapies .

The fact that those inferences about the past are felt as genuine recalls, shows how little conscious introspection can give true knowledge about the self.

Chap 22. Ironic process theory

Try to not to think of a polar bear!

The theory of ironic process is that there is a cognitive process called intender who is looking for contents that matches some desired mental state. There is also a monitor who notifies consciousness about errant thoughts.

The intender is a costly process, and the monitor is a cheap process, so when one is under cognitive load, the intender doesn't work well, but the monitor still works well, and ironically, trying to not think of something results in thinking of it.

Ironic Processes of Mental Control (Wegner, 1994) reported an experiment. Participants were asked to consciously improve/deprove their moods with happy/sad thoughts. Half were also asked to do a memory task as cognitive load .

Those not under cognitive load were successful in their mood control, while those under cognitive load achieved the opposite.

This suggests that if you are under some cognitive load (such as busy studying), and you want to improve your mood, you should try consciously to feel worse. Also, if you are in a noisy and distracting environment, and want to sleep, you should try to stay awake.

Another experiment showed that people who try to avoid sexist language become ironically more prone to sexist language when under cognitive load. This is true no matter if they are sexist or not.

Chap 23. Implicit Association Test

In Single-target implicit association tests (ST-IAT) predict voting behavior of decided and undecided voters in swiss referendums (Raccuia, 2016) , compared to self-reported political orientation, implicit association was found to be a weaker, but somewhat independent, predictor of voting behavior.

Other similar methods to probe the unconsciousness are studied, and the results are new and mixed.

Chap 24. Prospect theory

People don't behave as expectation-maximizers. Instead they are better modelled by prospect theory:

• Gains and losses are measured compared to a changeable default, instead of an absolute zero.
• Losses are weighted more than gains, and both have decreasing marginal utilities.

An experiment The systematic influence of gain-and loss-framed messages on interest in and use of different types of health behavior (Rothman et al, 1999) . It was found that people used more bacteria-killing mouth wash, if they received positive advertising (about maintaining good health). They used more disclosing mouth wash (which merely detects dental diseases) if they received negative advertising (about the potential disease).

This theory, along with some others, is explained in great detail in Thinking, Fast and Slow (Kahnemann, 2011) , which I recommend.

Other mental heuristics include mental accounting (Thaler, 1980) , with its own set of irrational effects.

Chap 25. Social isolation increases aggression

If you can't join them, beat them: Effects of social exclusion on aggressive behavior (Twenge, 2001)

Social exclusion was manipulated by telling people that they would end up alone later in life or that other participants had rejected them. These manipulations caused participants to behave more aggressively. Excluded people issued a more negative job evaluation against someone who insulted them, blasted a target with higher levels of aversive noise both when the target had insulted them and when no interaction had occurred. However, excluded people were not more aggressive toward someone who issued praise.

In particular,

These responses were specific to social exclusion and were not mediated by emotion.

This was shown by two experimental facts:

Participants who were told they would end up alone later in life or that other participants had rejected them, did not feel worse than average.

Participants who were told they would end up unlucky later in life, did not act more aggressively than average.

Some psychological theories are given. One is self-determination theory from Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being (Deci and Ryan, 2000) , which says that people have three needs:

• relatedness (to some other people)
• efficacy (can do important things)
• autonomy (can control their own future)

Other relevant factors are self-esteem, and stability over time. Stability and level of self-esteem as predictors of anger arousal and hostility (Kernis et al, 1989) found that in feelings of anger and hostility,

unstable high self-esteem > low self-esteem > stable high self-esteem

There is no evolutionary explanation, though. Social exclusion causes fewer offsprings, and aggression only worsens it. An evolutionary psychological explanation would be good. Either it has evolutionary benefit, or it is a side effect of something else.

Chap 26. Social effects of gossiping

Gossip is found to have a prosocial function. The virtues of gossip: Reputational information sharing as prosocial behavior (Feinberg, 2012)

... prosocial gossip , the sharing of negative evaluative information about a target in a way that protects others from antisocial or exploitative behavior.

In the study, they found experimental support for four hypotheses about the function of gossip:

• prosocial : gossip is motivated by a desire to protect vulnerable people, without promise of material reward.
• frustration : seeing antisocial behavior makes people feel bad, which . Prosocial people are more prone to this frustration.
• relief : gossiping reduces the frustration.
• deterrence : threat of gossip makes antisocial people behave more prosocially.

Chap 27. Fear of death

Good news: we will be worm food one day!

Good news for worms, I meant.

Terror management theory argues that the terror of death creates such a profound, subconscious, anxiety, that humans spend their lives denying it in various ways, creating culture, religion, and many other social phenomena in the process.

In this chapter are reviewed the first 4 of the 7 experiments from How sweet it is to be loved by you: the role of perceived regard in the terror management of close relationships (CR Cox, J Arndt, 2012) . This paper studies

... whether people turn to close relationships to manage the awareness of mortality because they serve as a source of perceived regard.

Perceived regard means "am I a good person as viewed by someone else?" The paper in particular showed that people who have death on their mind exaggerate how much they think they are loved by a partner. Perceived regard from their own selves, and from average strangers, did not change. Having intense physical pain on the mind also did nothing.

They also found that having death on the mind makes people claim to love their partners more. They theorized that this is mediated by increased perceived regard:

death on the mind -> more perceived regard from their partner -> more love for their partner

Study 4 revealed that activating thoughts of perceived regard from a partner in response to MS reduced death-thought accessibility. Studies 5 and 6 demonstrated that MS led high relationship contingent self-esteem individuals to exaggerate perceived regard from a partner, and this heightened regard led to greater commitment to one's partner. Study 7 examined attachment style differences and found that after MS, anxious individuals exaggerated how positively their parents see them, whereas secure individuals exaggerated how positively their romantic partners see them. Together, the present results suggest that perceptions of regard play an important role in why people pursue close relationships in the face of existential concerns.

Personal comment : It has been commented that Transhumanism can be analyzed as a religion. Is there value in analyzing transhumanism through terror management theory? There is at least one paper, Software immortals: Science or faith? (Proudfoot, 2012) , that did so. This is important, because if transhumanism is indeed a religion, then the chance is high that it is deluded/unfalsifiable, like most religions have been shown to be.

Also, this would explain why moral nihilism is usually suffered as a mental disease than accepted as a working hypothesis. Despite its theoretical simplicity and moderate empirical support, it just doesn't offer any protection against terror of death.

Chap 28. Motivated belief in free will

Free to punish: A motivated account of free will belief (Clark, 2014)

a key factor promoting belief in free will is a fundamental desire to hold others morally responsible for their wrongful behaviors

Five experiments from the paper are recounted in detail. The authors praised the paper highly for its comprehensiveness.

participants reported greater belief in free will after considering an immoral action than a morally neutral one... due to heightened punitive motivations... reading about others’ immoral behaviors reduced the perceived merit of anti-free-will research... the real-world prevalence of immoral behavior (as measured by crime and homicide rates) predicted free will belief on a country level.

Taken together, these results provide a potential explanation for the strength and prevalence of belief in free will: It is functional for holding others morally responsible and facilitates justifiably punishing harmful members of society.

Personal comment : Instead of philosophically studying whether free will exists, it's more productive to assume it doesn't exist , and see what behaviors can be explained. If everything can be explained without free will, then the problem of free will dissolves. Else, we will have concentrated what free will is for, and made subsequent studies more focused.

It is also useful to study the human intuitive belief in free will, as important phenomena about humans, independent of whether they are right or wrong. This is analogous to the study of folk psychology and naive physics . See From Uncaused Will to Conscious Choice: The Need to Study, Not Speculate About People’s Folk Concept of Free Will (Monroe, 2009)

the core of people’s concept of free will is a choice that fulfills one’s desires and is free from internal or external constraints. No evidence was found for metaphysical assumptions about dualism or indeterminism.

In the "Afterthoughts", the authors considered what a post-free-will society could be like. I think that such a society's theory of crime and punishment would be more like "because this follows the natural order of things", than "because criminals are morally bad".

Think of the joke about "my brain made me commit the crime"

The criminal: "My brain made me commit the crime." The judge: "My brain made me sentence you."

And now, instead of taking it as a joke, imagine both of them saying them very seriously. That's what I think could be true in the future.

The first edition of this book was published in 2003. In 2005, Ioannidis' paper "Why Most Published Research Findings Are False" started the reproducibility avalanche. How well have these experiments replicated? My university library only has the first edition. I can see from the Amazon preview of the second edition (2017) that the authors address this, but I can't see enough pages to see what their response is. I understand from other sources that priming and ego-depletion have not stood up well.

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Social Mettle

A List of Quirky Ideas for Social Norm Breaching Experiments

Suppose there is a game in which you are not allowed to say 'yes' or 'no', and have to answer only with another question. Using up the entire range of 'wh-questions', you can think of how entertaining this game can get. Social norm breaching is nothing different than this.

Suppose there is a game in which you are not allowed to say ‘yes’ or ‘no’, and have to answer only with another question. Using up the entire range of ‘wh-questions’, you can think of how entertaining this game can get. Social norm breaching is nothing different than this.

No Suggestions Implied! While a Superman costume flaunting an underwear is taken well, someone wearing undergarments over normal clothes (that too at a fancy dress party) becomes an act of breach! Unfair, isn’t it!

Eating with your hands while dining at a fancy restaurant, wearing your bathrobe to college one day, sending a reply via email when someone had called you on your cell phone, or talking to a stranger by getting very close to him/her, and such similar deeds are ones that a normal human being would usually avoid doing.

If you have tried any of these, you can be called a researcher who was engaged in studying social norm breaching experiments. Such kind acts of nonsense, which you may call bizarre, are not solely meant for entertainment purposes. This testing of socially accepted rules are mainly a part of the fields of sociology and social psychology. Yes, academics can get very interesting at times!

What are Breaching Experiments in Sociology?

Breaching experiments try to study the reactions of people when a social norm is broken or violated.

There are some unwritten rules that all of us follow in our day-to-day conduct. How one would (rather should) behave in a given situation is predefined and based on a lot of assumptions. These experiments try to break these ‘taken for granted’ social norms. Reactions of others to such tricks are also fun to look at. This concept is associated with the ethnomethodology theory of sociology , put forth by Harold Garfinkel.

An unexpected behavior or comment leaves the respondent completely puzzled, making the experiment successful. The approach behind such experiments highlights that, people continue to make a number of such rules everyday, and do not even realize it.

Experiment Ideas

Clearly, a breaching experiment is like asking for trouble. When the action is troublesome, it makes it visible that practices leading to social stability are so much ingrained into our minds. Breaching of norms has to be a deliberate act though; it is not an issue of conflicting opinions leading to disobedience of a given norm. You can try troubling others with the following ideas.

– To a casual question like ‘what’s up?’, you can say ‘the sky’. ‘How’s it going?’ can be replied to in an exhilarating manner, like ‘I didn’t see any ‘it’ going’. When people are not really interested in knowing about you, and they still ask those questions, you may actually stop them and really explain to them some random event going on in your life. (Be very sure about who you want to experiment with this though!)

– Some tests that college students were asked to take, involved behaving like a stranger or renter in one’s home. Talking only when asked about something, or being very polite, are some things their parents reacted to quite strongly.

– In the tic-tac-toe game, ask a person to play first. When he/she places an ‘X’ in a square, you place an ‘O’ on a line forming the matrix, and not in any square space. That person might get confused, or would exclaim, “Have you gone crazy?” Behaving according to the established practices of following given rules is so important here, even if it is a game. This exemplifies an established social order.

– At a decently crowded public place, get one of your friends to stand opposite you. You act like both of you are talking about something important. Then, act as if the both of you are holding a very thin and delicate cotton string in your fingertips, each one of you holding one end of it. Now, start to move away, very slowly, so that people feel that you are holding something very precious. Shout out words like, ‘easy’, ‘be careful’, or ‘watch out’. You may find a few people actually believing you and ducking while they pass through. Someone might even go around you, so as to not break that string. You would notice, it is very easy to create social norms.

Experiment Examples

Here are some examples of interpersonal conversations, mentioned in ethnomethodology literature as case studies of experimentation given by Garfinkel. These have been sourced from books like ‘Garfinkel and Ethnomethodology’ by John Heritage, and ‘Sociology in Perspective’ by Mark Kirby.

– The subject was telling the experimenter―a member of the subject’s car pool―about having had a flat tire while going to work the previous day.

S : I had a flat tire. E : What do you mean, you had a flat tire? She appeared momentarily stunned. Then she answered in a hostile way: ‘What do you mean? What do you mean? A flat tire is a flat tire. That is what I a meant. Nothing special. What a crazy question!’

– By asking ‘What do you mean?’, as a response to every statement, students were asked to continue the conversation.

S : Hi, Ray. How is your girlfriend feeling? E : What do you mean ‘How is she feeling?’. Do you mean physically or mentally? S : I mean how is she feeling? What’s the matter with you? (He looked peeved.) E : Nothing. Just explain a little clearer as to what you mean. S : Skip it. How are your Med School applications coming? E : What do you mean ‘How are they going?’ S : You know what I mean. E : I really don’t. S : What’s the matter with you? Are you sick?

– On Friday night, my husband and I were watching television. He remarked that he was tired. I asked, ‘How are you tired? Physically, mentally, or just bored?’

S : I don’t know, I guess physically, mainly. E : You mean that your muscles ache, or your bones? S : I guess so. Don’t be so technical. (After more watching) S : All these old movies have the same kind of old iron bedstead in them. E : What do you mean? Do you mean all old movies, or some of them, or just the ones you have seen? S : What’s the matter with you? You know what I mean. E : I wish you would be more specific. S : You know what I mean! Drop dead!

– The victim waived his hand cheerily.

S : How are you? E : How am I in regard to what? My health, my finance, my school work, my peace of mind, my … S : (Red in the face and suddenly out of control.) Look! I was just trying to be polite! Frankly, I don’t give a damn how you are.

The results from these cases proved that the experimenters could successfully break the norms. It was possible because of the fact that, any given conversation (or communication) takes place smoothly, ‘assuming the background knowledge’, which helps two people make sense of what the other means.

Well, if you’ve got the point now, you can be real ‘innovative and original’ with this act of breaching. Oh, but just be sure that you don’t mess with the wrong people at the wrong time.

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High School Sociology Experiment Ideas

Diversity Activities for Youth & Adults

While high school may seem like one giant sociology experiment, students can also conduct formal experiments in the science. Students who take sociology in high school often perform experiments as part of their course requirements or in conjunction with their science fair presentations. Experiment ideas should focus on the social lives of individuals or groups and how they function in society. Teenagers are in the process of developing their own perceptions of human nature and are often curious to discover how people respond or react to specific situations. As a student, you should always get your experiment approved by your teacher to ensure it's safe and beneficial to your understanding of sociology.

Deviant Behavior

Conduct an experiment that examines how society responds to deviant behavior or behavior that doesn't follow the norm. Ensure that the experiment neither violates laws or regulations nor poses any danger to those involved. For example, as a team of three, board a public elevator, such as one at a mall or a parking garage, and have one student face another, looking at the back wall rather than looking at the doors. A third student should stand at the back of the elevator, facing forward, and observe riders' reactions and responses to the rear-facing student. Don't block anyone's ability to get on or off the elevator or push the buttons, and limit your elevator use to a few minutes to avoid unwanted speculation. Another possibility would be to visit a public place, such as a park or a lounge area at the mall, and have one student eat an unusual item like a blue foot-long hot dog or a hot pink taco while the other student records bystander responses. The goal is to see how onlookers respond to out-of-the-ordinary behavior.

Honesty and Courtesy

Examine whether individuals are more likely to be honest and courteous when they know someone is watching them. One option might be to observe handicapped parking spots, without drivers knowing that you're watching the spaces, to see if those without handicap stickers still park there. Then, park next to the spaces or stand near them and observe if your visible presence deters ineligible drivers from parking in those spaces. You could conduct a similar experiment by spilling a handful of coins on the pavement and observing whether individuals return the money or pocket it. Examine if the response changes when others are present to witness the coin spilling. Record your observations.

Racial Discrimination

Perform an experiment to see if people respond differently to individuals of a different color or race. Pair up with a person of a different race, but the same gender, in your class. Dress in the same outfit and visit your local mall. Each person of the team should have another student follow him to document the responses. Record how long it takes customer service representatives or sales associates to address the similarly dressed students and document any differences in attitude, vocabulary or attentiveness. You might also document if the type of store made a difference, such as sporting goods stores versus cell phone stores or music stores.

Gender and Color Preference

Survey 100 males and 100 females and ask, "What's your favorite color?" You can limit your survey to a specific age group, such as high school students, or you can take a random poll of all ages. Record the answers and create a pie chart or a bar graph to summarize the responses. The goal is to see if the stereotypical association that girls like pink and boys like blue still holds true. The two colors weren't promoted as gender identifiers until just before World War I.

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As curriculum developer and educator, Kristine Tucker has enjoyed the plethora of English assignments she's read (and graded!) over the years. Her experiences as vice-president of an energy consulting firm have given her the opportunity to explore business writing and HR. Tucker has a BA and holds Ohio teaching credentials.

Social Psychology Experiments: 10 Of The Most Famous Studies

Ten of the most influential social psychology experiments explain why we sometimes do dumb or irrational things. 

Ten of the most influential social psychology experiments explain why we sometimes do dumb or irrational things.

“I have been primarily interested in how and why ordinary people do unusual things, things that seem alien to their natures. Why do good people sometimes act evil? Why do smart people sometimes do dumb or irrational things?” –Philip Zimbardo

Like famous social psychologist Professor Philip Zimbardo (author of The Lucifer Effect: Understanding How Good People Turn Evil ), I’m also obsessed with why we do dumb or irrational things.

The answer quite often is because of other people — something social psychologists have comprehensively shown.

Each of the 10 brilliant social psychology experiments below tells a unique, insightful story relevant to all our lives, every day.

Click the link in each social psychology experiment to get the full description and explanation of each phenomenon.

1. Social Psychology Experiments: The Halo Effect

The halo effect is a finding from a famous social psychology experiment.

It is the idea that global evaluations about a person (e.g. she is likeable) bleed over into judgements about their specific traits (e.g. she is intelligent).

It is sometimes called the “what is beautiful is good” principle, or the “physical attractiveness stereotype”.

It is called the halo effect because a halo was often used in religious art to show that a person is good.

2. Cognitive Dissonance

Cognitive dissonance is the mental discomfort people feel when trying to hold two conflicting beliefs in their mind.

People resolve this discomfort by changing their thoughts to align with one of conflicting beliefs and rejecting the other.

The study provides a central insight into the stories we tell ourselves about why we think and behave the way we do.

3. Robbers Cave Experiment: How Group Conflicts Develop

The Robbers Cave experiment was a famous social psychology experiment on how prejudice and conflict emerged between two group of boys.

It shows how groups naturally develop their own cultures, status structures and boundaries — and then come into conflict with each other.

For example, each country has its own culture, its government, legal system and it draws boundaries to differentiate itself from neighbouring countries.

One of the reasons the became so famous is that it appeared to show how groups could be reconciled, how peace could flourish.

The key was the focus on superordinate goals, those stretching beyond the boundaries of the group itself.

4. Social Psychology Experiments: The Stanford Prison Experiment

The Stanford prison experiment was run to find out how people would react to being made a prisoner or prison guard.

The psychologist Philip Zimbardo, who led the Stanford prison experiment, thought ordinary, healthy people would come to behave cruelly, like prison guards, if they were put in that situation, even if it was against their personality.

It has since become a classic social psychology experiment, studied by generations of students and recently coming under a lot of criticism.

5. The Milgram Social Psychology Experiment

The Milgram experiment , led by the well-known psychologist Stanley Milgram in the 1960s, aimed to test people’s obedience to authority.

The results of Milgram’s social psychology experiment, sometimes known as the Milgram obedience study, continue to be both thought-provoking and controversial.

The Milgram experiment discovered people are much more obedient than you might imagine.

Fully 63 percent of the participants continued administering what appeared like electric shocks to another person while they screamed in agony, begged to stop and eventually fell silent — just because they were told to.

6. The False Consensus Effect

The false consensus effect is a famous social psychological finding that people tend to assume that others agree with them.

It could apply to opinions, values, beliefs or behaviours, but people assume others think and act in the same way as they do.

It is hard for many people to believe the false consensus effect exists because they quite naturally believe they are good ‘intuitive psychologists’, thinking it is relatively easy to predict other people’s attitudes and behaviours.

In reality, people show a number of predictable biases, such as the false consensus effect, when estimating other people’s behaviour and its causes.

7. Social Psychology Experiments: Social Identity Theory

Social identity theory helps to explain why people’s behaviour in groups is fascinating and sometimes disturbing.

People gain part of their self from the groups they belong to and that is at the heart of social identity theory.

The famous theory explains why as soon as humans are bunched together in groups we start to do odd things: copy other members of our group, favour members of own group over others, look for a leader to worship and fight other groups.

8. Negotiation: 2 Psychological Strategies That Matter Most

Negotiation is one of those activities we often engage in without quite realising it.

Negotiation doesn’t just happen in the boardroom, or when we ask our boss for a raise or down at the market, it happens every time we want to reach an agreement with someone.

In a classic, award-winning series of social psychology experiments, Morgan Deutsch and Robert Krauss investigated two central factors in negotiation: how we communicate with each other and how we use threats.

9. Bystander Effect And The Diffusion Of Responsibility

The bystander effect in social psychology is the surprising finding that the mere presence of other people inhibits our own helping behaviours in an emergency.

The bystander effect social psychology experiments are mentioned in every psychology textbook and often dubbed ‘seminal’.

This famous social psychology experiment on the bystander effect was inspired by the highly publicised murder of Kitty Genovese in 1964.

It found that in some circumstances, the presence of others inhibits people’s helping behaviours — partly because of a phenomenon called diffusion of responsibility.

10. Asch Conformity Experiment: The Power Of Social Pressure

The Asch conformity experiments — some of the most famous every done — were a series of social psychology experiments carried out by noted psychologist Solomon Asch.

The Asch conformity experiment reveals how strongly a person’s opinions are affected by people around them.

In fact, the Asch conformity experiment shows that many of us will deny our own senses just to conform with others.

Author: Dr Jeremy Dean

Psychologist, Jeremy Dean, PhD is the founder and author of PsyBlog. He holds a doctorate in psychology from University College London and two other advanced degrees in psychology. He has been writing about scientific research on PsyBlog since 2004. View all posts by Dr Jeremy Dean

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Social Psychology Experiments

Social psychology experiments can explain how thoughts, feelings and behaviors are influenced by the presence of others.

This article is a part of the guide:

• Milgram Experiment
• Bobo Doll Experiment
• Stanford Prison Experiment
• Asch Experiment
• Milgram Experiment Ethics

Browse Full Outline

• 1 Social Psychology Experiments
• 2.1 Asch Figure
• 3 Bobo Doll Experiment
• 4 Good Samaritan Experiment
• 5 Stanford Prison Experiment
• 6.1 Milgram Experiment Ethics
• 7 Bystander Apathy
• 8 Sherif’s Robbers Cave
• 9 Social Judgment Experiment
• 10 Halo Effect
• 11 Thought-Rebound
• 12 Ross’ False Consensus Effect
• 13 Interpersonal Bargaining
• 14 Understanding and Belief
• 15 Hawthorne Effect
• 16 Self-Deception
• 17 Confirmation Bias
• 18 Overjustification Effect
• 19 Choice Blindness
• 20.1 Cognitive Dissonance
• 21.1 Social Group Prejudice
• 21.2 Intergroup Discrimination
• 21.3 Selective Group Perception

Typically social psychology studies investigate how someone's behavior influences a groups behavior or internal states, such as attitude or self-concept.

Obedience to Authority

"I was only following orders" Legal defence by a Nazi leader at the Nuremberg trial following World War II

The aftermath of World War 2 made scientists investigate what to made people "follow orders" even though the orders were horrible. The Stanley Milgram Experiment showed that also non-nazi populations would follow orders to harm other persons. It was not a German phenomenon as many thought.

Milgram's Lost Letter Experiment

Classic social psychology experiments are widely used to expose the key elements of aggressive behavior, prejudice and stereotyping. Social group prejudice is manifested in people's unfavorable attitudes towards a particular social group. Stanley Milgram's Lost Letter Experiment further explains this.

Obedience to a Role - Dehumanization

The Abu Ghraib prison-episode was yet another example on the power of predefined roles. The Stanford Prison Experiment by Philip Zimbardo, demonstrated the powerful effect our perception of expectations in roles have.

Solomon Asch wanted to test how much people are influenced by others opinions in the Asch Conformity Experiment .

Observational Role Learning

Behaviorists ruled psychology for a long time. They focused on how individuals learn by trying and failing. Albert Bandura thought that humans are much more than "learning machines". He thought that we learn from role models, initiating the (bandura) social cognitive theory. It all started with the Bobo Doll Experiment .

Helping Behavior - Good Samaritan

Knowing the story of the Good Samaritan makes you wonder what made the Samaritan help the stranger, and why did he not get help from the priest or the Levite? The Good Samaritan Experiment explores causes of not showing helping behavior or altruism.

Cognitive Dissonance Experiment

The Cognitive Dissonance Experiment by Leon Festinger assumes that people hold many different cognitions about their world and tests what happens when the cognitions do not fit. See also the more in depth article about the Cognitive Dissonance Experiment .

Bystander Effect

The Bystander Apathy Experiment was inspirated and motivation to conduct this experiment from the highly publicised murder of Kitty Genovese in the same year.

Groups and Influence On Opinion

Sherif's classic social psychology experiment named Robbers Cave Experiment dealt with in-group relations, out-group relations and intergroup relations.

The Social Judgment Experiment was designed to explore the internal processes of an individual's judgment and intergroup discrimination , how little it takes for people to form into groups, and the degree to which people within a group tend to favour the in-group and discriminate the out-group.

Halo Effect

The Halo Effect was demonstrated by Nisbett and Wilson's experiment. It fits the situation of Hollywood celebrities where people readily assume that since these people are physically attractive, it also follows that they are intelligent, friendly, and display good judgment as well. This also greatly applies to other well-known people such as politicians.

Wegner's Dream Rebound Experiment

According to studies, thoughts suppressed may resurface or manifest themselves in the future in the form of dreams. Psychologist Daniel M. Wegner proves this in his experiment on effects of thought suppression .

False Consensus

Everyone's got their own biases in each and every occasion, even when estimating other people behaviors and the respective causes. One of these is called the false consensus bias. Psychologist Professor Lee Ross conducted studies on setting out to show how false consensus effect operates.

Interpersonal Bargaining

Bargaining is one of the many activities we usually engage in without even realizing it. The Moran Deutsch and Robert Krauss Experiment investigated two central factors in bargaining, namely how we communicate with each other and the use of threats.

Understand and Belief

Daniel Gilbert together with his colleagues put to test both Rene Descartes' and Baruch Spinoza's beliefs on whether belief is automatic or is a separate process that follows understanding. This argument has long been standing for at least 400 years before it was finally settled.

Self-Deception

People lie all the time even to themselves and surprisingly, it does work! This is the finding of the Quattrone and Tversky Experiment that was published in the Journal of Personality and Psychology.

Overjustification Effect

The overjustification effect happens when an external incentive like a reward, decreases a person's intrinsic motivation to perform a particular task. Lepper, Greene and Nisbett confirmed this in their field experiment in a nursery school.

Chameleon Effect

Also called unintentional mirroring, the chameleon effect usually applies to people who are getting along so well, each tend to mimic each other's body posture, hand gestures, speaking accents, among others. This was confirmed by the Chartrand and Bargh experiments.

Confirmation Bias

Confirmation bias is also known as selective collection of evidence. It is considered as an effect of information processing where people behaves to as to make their expectations come true. People tend to favor information that confirms their preconceptions or hypotheses independently of the information's truthness or falsity.

Choice Blindness

Choice blindness refers to ways in which people are blind to their own choices and preferences. Lars Hall and Peter Johansson further explain this phenomenon in their study.

Stereotypes

The Clark Doll Test illustrates the ill effects of stereotyping and racial segregation in America. It illustrated the damage caused by systematic segregation and racism on children's self-perception at the young age of five.

Selective Group Perception

In selective group perception, people tend to actively filter information they think is irrelevant. This effect is demonstrated in Hastorf and Cantril's Case Study: They Saw a Game .

Changing Behaviour When Being Studied

The Hawthorne Effect is the process where human subjects of an experiment change their behavior, simply because they are being studied. This is one of the hardest inbuilt biases to eliminate or factor into the design.

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Oskar Blakstad (Oct 10, 2008). Social Psychology Experiments. Retrieved Sep 21, 2024 from Explorable.com: https://explorable.com/social-psychology-experiments

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60 Simple And Effective Social-Emotional Learning Activities For Students Of All Ages

January 9, 2024 //  by  Mhairi Sim

School is not just a place where kids expand their academic knowledge; it’s also a place where they learn how to handle their emotions and develop their social skills. Social and emotional learning (SEL) activities help our kids to develop the vital skills of self-awareness, self-management, collaborative working, fostering relationships, and responsible decision-making. If you’re looking for ways to incorporate SEL in your classroom, check out our 60 simple and fun activities for kids of any age!

1. Sticky Note Check-In

Get your students thinking about their well-being by using sticky notes to respond to a starter or exit question like “What are you struggling with today?” or “Is there anything you need help with?” You can use the class time to check in with those students and talk through their feelings. 

Learn More: Eastern Washington University

2. Collaborative Stories

Get your learners working together by writing a story together! With snowball writing, your kiddos take turns adding new sentences to a group story, working with what other members have written to keep the story going.

Learn More: Presto Plans

3. Reflective Writing

Reflective writing allows your kiddies to practice reflecting on their progress and performance to improve. Set aside some time each week for them to complete a piece of reflective writing. Give them a different prompt each time and encourage them to dig deep!

Learn More: Learning To Give

4. Mindfulness Brain Breaks

Stop the lesson for five minutes to give your students a ‘brain break’ from learning! You can teach them breathing exercises or do a guided visualization to help them soothe their anxieties and refocus on the topic being taught. Remind them they can do this anytime they feel anxious or overwhelmed.

Learn More: Calm Classroom 

5. Pleasant Events Calendar

Teaching self-care can start at any age and this activity does just that! Have your kiddos plan ‘pleasant’ events they can do for themselves to take the focus off whatever might be causing them stress and anxiety. They’ll love the excuse to carve out some “me” time in their day!

Learn More: Greater Good In Education

6. Calm Down Corner

Create a space in the classroom that your little ones can take themselves to if they get overwhelmed or worked up. This isn’t a ‘time out’ space or for discipline; it’s a space for learners to distract themselves or reduce overstimulation so that they can rejoin the class when they’re calm.

Learn More: Action For Healthy Kids

7. Zones of Regulation

Use the Zones of Regulation to help your younger students identify their emotions. They can then use the colors and zones throughout the year to quickly express their feelings during entrance and exit tickets or other SEL activities. They’ll love having this simple tool to use when they just can’t quite find the words.

Learn More: Little Hucks Learners

8. Famous Success Stories

Get your class to recognize SEL skills in the people they admire! Have your students research the life story of a successful famous person, paying attention to what skills they had to learn (i.e. resilience, determination) to succeed. They can then decide how to employ those same skills in their lives.

Learn More: Learn From Blogs

9. Soothing Exercises

Yoga and other soothing exercises can be a really helpful tool for you to give those students bursting with energy or anxiety an outlet without being disruptive. You can lead your kiddies yourself or find a kids’ yoga series on YouTube, like Cosmic Kids Yoga, which uses fun stories to guide students through yoga poses.

Learn More: Miniland

10. Quote of the Day

What better way to start the lesson than with a motivational quote of the day? Let your kiddos identify the social or emotional skills the quote is trying to build and challenge them to explain how it’s doing so. They’ll then discuss where it fits in with their own lives and how they can build on those skills.

Learn More: Roots Of Action

11. Art to the Rescue

Give your students the chance to explore some SEL with art! Whether it’s related to the lesson objectives or just as a ‘brain break’, encourage them to have fun with this reflective piece of art. Have them come up with a list of words to describe themselves, then have them add them to a blank canvas. All that’s left is to add a splash of color!

Learn More: YouTube

12. Stress Balls

Using an object to physically relieve pent-up emotions can really help your kiddos regulate their negative emotions more effectively. Stress balls are perfect for this, and you can even make a whole lesson out of letting your learners create their own!

13. Class Pet

Having a class pet will surely go down well with your kids! Choose a pet that is relatively low maintenance (i.e. gerbil, hamster, guinea pig) and let your students take turns throughout the week feeding and caring for the pet. Having this responsibility is a fantastic way to teach your students empathy, independence, and compassion.

Learn More: Pets In The Classroom

14. Class Responsibilities

Assigning class responsibilities to your learners teaches them self-management, self-regulation, and how to care for their environment. Start by writing out a list of tasks that your kids could complete each day and then assign them a different task each day or week. Why not create a ‘Classroom Jobs’ display for your bulletin board to keep track of who’s doing which job?

Learn More: Inclusive Teach

15. Positive Self-Talk

We know that some of our kids have a tendency to be too hard on themselves. This activity teaches them to pay attention to what they accomplish each day more than what they did wrong. At the end of each day, have your kiddos write one positive thing they did that day, no matter how simple it is.

Learn More: Morning Side Center

16. Balloon Breaths

This activity always ends with lots of giggling but is great for teaching calming breathing techniques to your younger students. To start, have your pupils stand or sit with their backs straight then get them to take a huge breath in, expanding their bellies like a balloon. They’ll then exhale slowly, making a raspberry-type sound like air leaving a balloon.

Learn More: Calm Ahoy Kids

17. Team Building Games

Playing games as a team is the perfect way to build collaboration skills without making it too obvious. You can choose from various fun activities like Two Truths and a Lie, the name song, or a simple ‘build a house of cards’ task. Not only will your kids be having fun, but they’ll also be learning a bunch of SEL skills like listening to others and waiting their turn. 

Learn More: Playworks

18. Class Compliments

Who doesn’t love a compliment? Get your students to either tape a piece of paper to their back or on their desk. They have them all get up and walk around the class writing positive statements about their classmates on their papers. At the end of the time, let your kiddos return to look at their statements after they’ve written one for everyone else. 

Learn More: Cult Of Pedagogy

19. Current Events Discussion

This works best for your teenage students and helps them to look at SEL in a wider setting. Choose a topic to discuss in terms of its social-emotional impact; How have the positive or negative actions impacted what’s happening? What could change to resolve or lessen the negative impact? Encourage them to dig deep and apply some of their learning to the real world!

20. Sensory Bottles

Sensory bottles are the perfect tool to help your kiddos self-regulate. Let them create their own with a plastic bottle, some glitter glue, and some craft materials. Focusing their attention and energy on completely different visual stimuli (like glitter, colored oil, or marbles) takes your students out of the overwhelming situation and allows them to decompress safely. 

Learn More: Hi Mama

21. The Power of Music

Music is a great way to get your learners to cope with and regulate big emotions or transitions. Use music in your classroom to help them transition from one task to another, get out excess energy, practice mindfulness, or build resilience through learning to play an instrument. They’ll also be learning to work with others as they each play a part in a piece you’ll play together!

Learn More: Children’s Institute

22. Gratitude Jar

Your kiddos will love this simple and sweet activity. Give them each an empty jar to decorate however they choose. Then at the end of each week, they’ll write down something that they appreciate from that week and place it in the jar. After a while, your kiddos will see a growing visual representation of all they have to be thankful for!

Learn More: Gratefulness Blog

23. Certificate of Recognition

What is better for helping your kids feel amazing than celebrating their success? Get your students to celebrate each other by creating certificates of recognition. Similar to a ‘Secret Santa’ game, assign each student a ‘secret observer’ each week. At the end of the week, they’ll create certificates of recognition for all the positive habits they saw! 

Learn More: Vibrant Teaching

24. Show-and-Tell

This activity teaches kiddos of any age how to connect! Whether you’re teaching preschoolers or high schoolers, try to allow a student 5 minutes during the week to share a personal object with the class. Encourage them to bring in something to show off and let them explain its importance.

Learn More: Speak Up Studio

25. Biography Writing

This activity works best in an English class. Split your learners up into pairs and have them interview each other about their lives. Encourage them to pay close attention to the social and emotional skills they learned from different ‘big’ events. Finally, have them write their partners’ biography as a story then read it back to them!

Learn More: Everyday Speech

26. Team-Based Review Game

Getting your students to work together for a common goal teaches them important social and collaborative problem-solving skills. Next time you use a team-based review game, add a feedback sheet to get them to analyze how well they worked together and what they could do better next time.

Learn More: Commo n Sense Education

27. Bucket Fillers

Show your little ones how being a kind, empathetic, and cooperative person ‘fills their bucket’ each day by creating a bucket filler bulletin board or in-class activity. Discuss with your class what actions or words make them happy and discuss what they could do to fill someone else’s bucket. Whenever they perform those acts or receive them from another student they can show this on the display!

Learn More: S&S Blog

28. Thank You Cards

Another way of getting your students to get comfortable showing appreciation to and for others is by having them write thank you cards to each other. This could be done after any of the other team-based activities on this list or as a weekly separate activity. Why not write some thank you cards for members of school staff like the janitors or cooks?

Learn More: Made In A Pinch

29. Classroom Debate

Classroom debates are a fantastic way to get your students thinking about social and emotional ideas while practicing active listening and respectful discussion skills. Introduce a question for your class to debate and discuss the listening and speaking skills they’ll need to use. After the debate, you can give them feedback on how well they performed during the debate!

Learn More: Kialo Edu Blog

30. Crossing The Line

This activity is super simple and requires no prep! Start by getting all your kids up and have them stand in a line in the center of the room. Next, you’ll read out some statements and your kids can out of the line if it applies to them. Slowly increase how emotional the questions are to reveal to your kiddos how similar their life experiences might be.

Learn More: Recipes For Wellbeing

31. Choice Boards

Middle school students and older might want to express themselves or their gratitude in a more private way rather than in a whole class activity. Choice boards allow them to do just that by giving them the freedom to do that while also teaching them independence and digital skill-building.

32. Rose, Bud, Thorn

It’s time for some reflection! Each week, get your kids to write down a rose, a bud, and a thorn. A rose is something to celebrate, a bud is something exciting, and a thorn is something they are struggling with. They’ll then ask themselves: how do I turn a thorn into a rose or a bud?

Learn More: Life Design Log

33. Fist to Five

This activity is super versatile and can be used for any age or subject. Post a social or emotional skill on the board and have your kiddos hold up a hand showing how comfortable or confident they feel ranging from a fist (meaning 0 or not at all) to five (meaning completely confident or comfortable) then discuss why.

Learn More: Professional Learning Board

34. Classroom Contracts

Creating a classroom constitution or contract gets your students thinking about the needs of the whole class. First, let your learners decide what they want the classroom to look like, what their behavior should look like, and why. Finally, have them decide what actions everyone should follow to achieve that classroom environment and make it into a contract they can all sign!

Learn More: Teach Starter

35. Tapping

Ever heard of the tapping solution? If you have any students who are particularly anxious or unable to self-regulate, you can teach them how to tap certain points on their body to release that stress. Much like fidget spinners or stress balls, tapping is a physical method of releasing stress by dispelling the tension at each point. 

Learn More: Tapping Solution Foundation

36. Partner Mirroring

Challenge your kiddies to tune into one another! This game often gets little ones giggling, but partner mirroring requires them to really pay attention so they can follow their partner’s actions perfectly. The mirroring game teaches them focus and cooperation while also exploring how their bodies move!

Learn More: Sharin’ With Sharron

37. Inflection Awareness

SEL isn’t just about being empathetic; it’s also about recognizing how our nonverbal communication might unintentionally upset or challenge someone. Use activities like changing which word in a sentence is stressed to show how we might seem aggressive or hostile without intending to be.

Learn More: The Responsive Counselor

38. Changing Perspectives

Get your kids to put themselves in someone else’s shoes. This activity gets them thinking about how different people can view the same event differently. Have your kids choose an event or story that you’re studying and challenge them to write about it from another person’s perspective.

Learn More: Twinkl

39. Goal Letter Writing

Get your year or new term off to a great start by getting your kiddies to make a list of personal goals they wish to achieve. Have them choose one or two and write a letter to themselves, stating how they will achieve these goals and how it will feel to do so. Anytime they lose confidence, they can reread the letter and get a little boost!

Learn More: Legacy Project

40. Emotional Charades

Who doesn’t love a game of charades? This is the perfect way to help your little learners recognize different emotions in others. Let them take turns acting out an assigned emotion using actions and facial expressions only, with the other students trying to guess what emotion they are feeling. Things are going to get emotional!

Learn More: Child’s Play In Action

41. Acts of Kindness

Encouraging small acts of kindness is a simple and straightforward SEL activity. As a class or in small groups, let your students brainstorm ways they can perform these acts of kindness throughout the rest of the day or week. How can they be kind to others and encourage kindness in others? Why not do a follow-up activity to let them reflect on the impact of their acts?

42. Achievements Collage

It’s important for students of any age to take time to reflect on what they do well. At the end of the semester or year, give them time to make a list of everything they accomplished. Then, have them create a visual collage of those accomplishments through drawings, magazine cutouts, or computer-printed images! What a creative way to celebrate their successes!

Learn More: Unwanted Life Blog

43. “What Would You Do?” Empathy Scenario Cards 

Empathy scenario cards are a super way to give your kids the tools to deal with everyday scenarios they might come up against. They should consider what the problems are with the situation, as well as how they would resolve it. You could use this as a journal prompt or an early-finisher activity. 

44. Morning Meetings

Did you know you can get some SEL into your day even if you only have 15 minutes to spare? These morning meetings cover a whole bunch of different SEL topics, such as ‘Mindfulness Monday’ or ‘Togetherness Tuesday.’. Each day will pose questions or scenarios to the students around these topics and then have them think-pair-share with the class.

Learn More: Teachers Pay Teachers

45. SEL Reading

Regardless of their age, we know that students learn really well through literature! Read books with plots focusing on social and emotional well-being with your class then have your kiddos discuss the characters’ actions. They could also read their own SEL-themed books related to and discuss them with the class. 

Learn More: Center For Responsive Learning

46. Egg Drop

This task takes the phrase “You have to break a few eggs to make an omelet” seriously! The egg drop challenge will teach your kiddos collaborative problem-solving skills in an exciting STEM-based activity. Encourage them to reflect on their strategy whenever their egg breaks and encourage them to problem-solve how to improve or change their approach. 

Learn More: Little Bins For Little Hands

47. Daily Affirmations

A simple way to include SEL in your classroom routine is by guiding students through daily positive affirmations . These quick statements will remind your kids how worthy and welcome they are. Encourage them to remember these statements anytime they feel overwhelmed.

 Learn More: Cleveland Metro Schools

48. History of a Name

Our names define us and our history. Have your students research the meaning of their name and discover the history behind it. Take some time to discuss how they feel when someone mispronounces their name or calls them by another name so they can learn not to do the same to others.

 Learn More: Read Write Think

49. Watch a Video on Bullying and Friendship

Videos are a great way to have your learners engage with a topic. Unfortunately, bullying is something that happens in most schools at some point, so it’s important to prepare our kids for what to do if they see it happening. Watch a video on this topic occasionally to get them to discuss the message and how they might model good behaviors and challenge bullying.

50. 30 Days of Service Challenge

Performing volunteer acts has been proven to teach students about empathy and compassion for themselves, others, and their environment. Why not download a 30 Days of Service Challenge and have your class log the ways they complete each challenge? At the end, they reflect on what the month has taught them. 

Learn More: Life Made Full

51. Escape The Classroom

Escape rooms are great learning activities that’ll get your little ones to problem-solve collaboratively. You can use them as a review activity, to introduce a new topic, or simply as a bit of fun! You could even design one specifically targeting SEL skills. Whatever the theme, these activities are sure to teach your kiddies important skills like how to work together as a team!

Learn More: Hands On Teaching Ideas

52. Apologies

Another important SEL skill that everyone can benefit from is apologizing. Have your students think of someone in their lives they may have recently hurt or upset, and teach them how to write an apology letter to make it right. They don’t have to send it, just knowing how and when to apologize is the key takeaway of this lesson.

Learn More: Very Special Tales

53. Mentor or Buddy System

To encourage your students to interact with classmates outside of their friendship group, instill a mentor or buddy system! Partner up your kids with another in their class or even kids from a lower grade to ‘help’ whenever needed. Much like having a class pet, being a buddy teaches responsibility, empathy, and compassion – and who knows, maybe they’ll even make a new friend!

54. Plan a Class Party

A great social learning activity is allowing students to plan a class party. Assign your kids different roles and responsibilities for planning and organizing the party. They’ll need to communicate well and make sure they’ve covered all the bases, then all that’s left is for them to sit back and enjoy!

Learn More: The Creative Educator

55. Talking with Strangers

Understanding that everyone has a life story is a brilliant way to teach empathy. Take your kiddies on a field trip to a retirement home or another school for this unique SEL activity. Let them interview a stranger about their life and discuss how their experiences have affected their worldview today! Can they find any similarities they have with their interviewee?

Learn More: Edutopia

56. Daily Greetings

The easiest way to show students that their well-being matters is to greet them at the door! Start by smiling and saying their name, then the rest is up to you! You could even give them a choice of how you greet them: a high five, a special handshake, a hug, or just a nod. Why not make a poster to hang by your door with their greeting choices?

Learn More: Inner Drive

57. Anticipation Guides

Anticipation guides are a great way for your kids to get some practice at interpreting emotions. This pre-reading task can be used for SEL by focusing the questions on those social and emotional themes present in the text you’re about to study. Before reading Romeo and Juliet , for example, your kids could rate their views on loyalty to friends and family.

Learn More: Reading Rockets

58. Suggestions Box

I’d like to speak to the manager! Show your class members that their opinions are valued by setting up a suggestion or, if you’re brave, a complaint box in the classroom! You can have a lesson on how to constructively complain without being overly negative or hostile. Why not get your pupils involved in making and decorating the box?

Learn More: TBS News

59. SEL Anchor Chart

Anchor charts give your little ones a point of reference when they need to remember information or processes. These tools are great for SEL! Get your kids involved in creating some SEL anchor charts as a lesson so that they can remember everything from how to self-identify and self-regulate when situations become overwhelming, to how to filter their negative thoughts!

Learn More: Pinterest

60. School Garden

Research has shown that just being in nature has benefits for our wellbeing! A school garden is the perfect way to get your kids interacting with nature and it adds elements of social learning, as well! They’ll learn about responsibility through looking after the plants and how to work together to keep the plants healthy and thriving. 

Learn More: Kids Gardening

Ideas for High School Psychology Experiments

25 jun 2018.

Psychology is often a fascinating subject for high school students if teachers can connect the material in the text book to everyday human behavior. Allowing your class to conduct several supervised experiments throughout the year will keep them interested and engaged. Active learning aids comprehension and retention of complex psychological principles. Students also enjoy discussing the meaning and significance of their research findings.

Explore this article

• The Stroop Effect
• Stereotyping and Prejudice
• Rules and Gender

1 The Stroop Effect

The Stroop effect is defined as the interference of the reaction time for certain tasks. One of the most widely known experiments used to demonstrate the Stroop effect is reading color names. On a sheet of paper, list five to 10 simple color names written in that actual color. For example, the word "red" would be written in red ink, and "black" in black ink. On another sheet of paper, write five to 10 simple color names in different colors. For example, write the word "red" in blue ink, and "green" in yellow ink. To demonstrate the Stroop effect, record the time it takes test subjects to recite the color of the words. The Stroop effect will show that it takes much longer for the brain to process colors when the ink color doesn't match that of the word.

This is a very simple experiment that can be conducted with the whole class at one time. Have students hypothesize and decide if they believe that color can have an effect on memory. Compose three different lists of 12 words each that are not mentioned regularly in conversation. Using an overhead projector, write the first list of 12 in black ink. Allow students to study the list for one minute and then attempt to recall all the words on the list. The second list will have 12 different words, 11 of them written in black ink and one in red. Have the students study the list for one minute and then attempt to recall all the words again. The last list will have six words written in black ink and six in red ink. Again, allow the students to study the words for one minute before being asked to recall them all. Use the students' recall lists to decide whether or not color had any bearing on their ability to recall the words.

3 Stereotyping and Prejudice

Cut out two pictures of female models from a magazine. Both models should have similar expressions on their faces, but one model should be very thin while the other is curvy and full figured. Divide the class by gender and give each student a questionnaire to answer about the models they just viewed. The questionnaire should ask questions such as: Which model is healthier? Which model looks happier? Which model is more attractive? Which is wealthier? Discuss the results with your class and decide if weight had any bearing on the students' perception of the models. You may want to modify the activity by instructing students to find plus-models in a typical magazine. Then discuss cultural notions of femle beauty.

4 Rules and Gender

This experiment will test whether gender has any bearing on adherence to instructions or rules. The activity will take a bit of preparation and should last for at least two days. Place a wooden or cardboard box in a high traffic area of the school, such as a main hallway or the cafeteria. Place a large sign near the box stating very clearly, "Do Not Open." Use a video camera to record the box and count how many times a student or teacher opens the lid. Discuss and record the results to decide whether gender plays a part in following instructions.

• 1 Julian T. Rubin - Psychology: The Stroop Effect
• 2 Education.com - High School Social Science Experiments

About the Author

Kara Bietz has been writing professionally since 1999. Her professional observation work has appeared in the early childhood education textbook "The Art of Awareness" by Margie Carter and Deb Curtis. Bietz has worked in the field of early childhood education for more than 16 years. She holds an Associate of Applied Science in child development from Mesa College.

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Intelligence

50 ideas for five day self-experiments, get energized by trying new behaviors, five days at a time..

Posted November 9, 2018 | Reviewed by Ekua Hagan

I've long been a fan of time-limited self-experiments, but I've typically done 21 or 30-day experiments. Recently I stumbled across a YouTube series featuring a woman, Lucie Fink, who does five-day self-experiments as part of her job as a video producer at Refinery29. Shorter self-experiments have the advantage of being particularly non-threatening and give you the opportunity to try a wider variety of new behaviors.

I thought I'd give you a list of ideas to kickstart your thinking about experiments you could try. You make the rules, so tweak any of my suggestions to suit you, or come up with your own ideas.

As you read my list, try noting the item number of anything you're at least moderately interested in. Or, print this list and highlight. Where I've given multiple examples, I mean trying a different new thing each day within the category listed. At the end of the post, I'll give tips for planning and implementing your experiments.

Try 5 days of:

• Reading a chapter of a fiction book each day.
• Not pushing yourself (for workaholics—try letting yourself cruise. This is one I tried recently).
• Rediscovering a childhood passion (can be a variation on what you liked as a child).
• Meditation .
• Seeing a different friend for lunch or after work.
• Wearing something different—five days of different clothing styles or five days of different makeup.
• Foods you've never tried.
• Something you’ve wanted to try for a year or more, e.g., you've wanted to try the rock climbing wall at your gym but never done it.
• Playing a game each day, e.g., a card or board game, or sporty. Could include teaching your child a new game, like four square or hopscotch.
• Using your voice assistant (Google Home, Alexa) in a new way.
• Recontacting important people you've lost touch with, e.g., sending an email to your college mentor.
• Work-related social risk-taking , e.g., cold emailing a potential collaborator or getting to know a colleague you rarely talk you.
• Random acts of kindness (one per day).
• Doing something different on your way home from work instead of going straight home, e.g., calling into your local library one day, sitting in a coffee shop to read, taking an exercise class on another.
• Alternatives to driving e.g., ride your bike or walk somewhere, scooter to the corner store, take public transport to work. Doesn't need to be the same thing each day.
• No plastic bags.
• No ready-made or restaurant food (you decide the exact rules).
• Cooking something from scratch (could be making pizza bases one day, cookies the next).
• Not using the microwave.
• Making a new recipe from one particular recipe book.
• Listening to a new podcast.
• Taking a different lunch to work.
• Vegan food.
• Taking a bath instead of a shower.
• Going to bed early.
• DIY—trying something yourself that you'd usually pay someone to do.
• Self-care that gets perpetually pushed to the side, very broadly defined (e.g., buying new pillows when your old ones are so old they're making you sneeze).
• Decluttering—throwing away 5 or 10 items in your house each day.
• Creating better organizational systems—one new system per day.
• Tracking your time use in 10-15 min increments.
• Finding out something you don't already about someone in your life (having conversations you haven't had before, perhaps about goals , interests, mistakes, politics , childhood).
• Investing in an important relationship, e.g., calling your mom, talking to your neighbors, or complimenting your spouse.
• Political or civic activism, e.g., calling your representative's office to give your opinion on an issue, calling your city about a hazard that's never fixed, donating food or a small amount of money.
• Someone else's productivity method, e.g., Jeff Bezos' 3 good decisions per day.
• Spending quality time with your children, e.g., reading a book together or playing a game.
• Reaching out to someone who has impacted you, e.g., emailing the writer of a book you've enjoyed or the creator of a podcast you love, or posting a photo for a food vlogger whose recipe you use and love.
• Giving a compliment to someone new each day (beyond appearance and other very superficial compliments).
• No social media .
• Adding some meaningful art or decoration to your home (for people who tend to under-decorate). For example, displaying a family photo, or putting some of your child's artwork on the wall. It's fine to go a little more commercial with this too if you think it would be meaningful to you, such as buying a nice bottle for your olive oil.
• Switching up your work routine in some way (try a new switch-up each day, or the same one for all five days).
• Learning a new skill e.g., a new spreadsheet or other technical skill, or a simple DIY skill.
• Not overthinking small decisions (see #5 here ).
• Restorative yoga.
• Trying something you want to do but that intimidates you (one new thing per day, or a variation on the same thing for all five days).
• Reducing your expenses (e.g., canceling a subscription you don't use, calling to reduce your cable bill, reprogramming your thermostat a few degrees to save energy).
• Buying a small item from a thrift/charity store each day.
• Making only positive/affirming comments.
• Making something you'd usually buy e.g., your morning coffee.

Implementation tips

• A reasonable schedule for five-day experiments might be alternating a planning week with an experiment week. You might do a five-week cycle that's: planning week, experiment week, planning week, experiment week, week off. This gives you two experiments every five weeks.
• Pick experiments with varying themes. You'll notice several themes running through the ideas for experiments. These include food, fun/games, self-care, environment, learning/technology, money, and social/relationships. It's fine to gravitate towards one or two categories, but try to sometimes go outside those and try experiments from other categories.
• Try alternating more/less intensive experiments. Some experiments won't' really require a planning week, but it's better to be itching to try another experiment than feeling lukewarm or unenthused. Note that some experiments only require one short action per day, whereas others require an all-day shift in mindset (e.g., not overthinking small decisions). During your planning weeks, try to plan every aspect short of actually doing the new behavior. Plan what you'll do for each day of the experiment as well as how, when, and where . This increases your likelihood of following through.
• There's not an expectation you'll stick to anything you try after the experiment ends. You might, but part of being someone who tries lots of self-experiments is that the more you try, the less room you have in your life for new daily routines. The beauty of behavioral experiments is that it makes it easier to try those behaviors again in the future, as the urge or need strikes you. For example, if you try making pizza dough for the first time as part of an experiment, it might be months or years before you do that again, but nevertheless, trying anything once makes it easier to try again sometime in the future. It's also fine to keep up a habit for a while but then let it slide e.g., if the taking a bath experiment inspires you to keep doing that, but only for a few months. You didn't fail if you do this. People's life and willpower priorities are constantly shifting. Do what works for you, and have fun switching up your routines.

I'm going to write a separate post on the psychological benefits of self-experiments and will link that here once it's posted. Coming soon!

Alice Boyes, Ph.D., translates principles from Cognitive Behavioral Therapy and social psychology into tips people can use in their everyday lives.

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The Most Famous Social Psychology Experiments Ever Performed

Social experiments often seek to answer questions about how people behave in groups or how the presence of others impacts individual behavior. Over the years, social psychologists have explored these questions by conducting experiments .

The results of some of the most famous social psychology experiments remain relevant (and often quite controversial) today. Such experiments give us valuable information about human behavior and how group influence can impact our actions in social situations.

At a Glance

Some of the most famous social psychology experiments include Asch's conformity experiments, Bandura's Bobo doll experiments, the Stanford prison experiment, and Milgram's obedience experiments. Some of these studies are quite controversial for various reasons, including how they were conducted, serious ethical concerns, and what their results suggested.

The Asch Conformity Experiments

What do you do when you know you're right but the rest of the group disagrees with you? Do you bow to group pressure?

In a series of famous experiments conducted during the 1950s, psychologist Solomon Asch demonstrated that people would give the wrong answer on a test to fit in with the rest of the group.

In Asch's famous conformity experiments , people were shown a line and then asked to select a line of a matching length from a group of three. Asch also placed confederates in the group who would intentionally choose the wrong lines.

The results revealed that when other people picked the wrong line, participants were likely to conform and give the same answers as the rest of the group.

What the Results Revealed

While we might like to believe that we would resist group pressure (especially when we know the group is wrong), Asch's results revealed that people are surprisingly susceptible to conformity .

Not only did Asch's experiment teach us a great deal about the power of conformity, but it also inspired a whole host of additional research on how people conform and obey, including Milgram's infamous obedience experiments.

The Bobo Doll Experiment

Does watching violence on television cause children to behave more aggressively? In a series of experiments conducted during the early 1960s, psychologist Albert Bandura set out to investigate the impact of observed aggression on children's behavior.

In his Bobo doll experiments , children would watch an adult interacting with a Bobo doll. In one condition, the adult model behaved passively toward the doll, but in another, the adult would kick, punch, strike, and yell at the doll.

The results revealed that children who watched the adult model behave violently toward the doll were likelier to imitate the aggressive behavior later on.​

The Impact of Bandura's Social Psychology Experiment

The debate over the degree to which violence on television, movies, gaming, and other media influences children's behavior continues to rage on today, so it perhaps comes as no surprise that Bandura's findings are still so relevant.

The experiment has also helped inspire hundreds of additional studies exploring the impacts of observed aggression and violence.

The Stanford Prison Experiment

During the early 1970s, Philip Zimbardo set up a fake prison in the basement of the Stanford Psychology Department, recruited participants to play prisoners and guards, and played the role of the prison warden.

The experiment was designed to look at the effect that a prison environment would have on behavior, but it quickly became one of the most famous and controversial experiments of all time.

Results of the Stanford Prison Experiment

The Stanford prison experiment was initially slated to last a full two weeks. It ended after just six days. Why? Because the participants became so enmeshed in their assumed roles, the guards became almost sadistically abusive, and the prisoners became anxious, depressed, and emotionally disturbed.

While the Stanford prison experiment was designed to look at prison behavior, it has since become an emblem of how powerfully people are influenced by situations.  

Ethical Concerns

Part of the notoriety stems from the study's treatment of the participants. The subjects were placed in a situation that created considerable psychological distress. So much so that the study had to be halted less than halfway through the experiment.

The study has long been upheld as an example of how people yield to the situation, but critics have suggested that the participants' behavior may have been unduly influenced by Zimbardo himself in his capacity as the mock prison's "warden."  

Recent Criticisms

The Stanford prison experiment has long been controversial due to the serious ethical concerns of the research, but more recent evidence casts serious doubts on the study's scientific merits.

An examination of study records indicates participants faked their behavior to either get out of the experiment or "help" prove the researcher's hypothesis. The experimenters also appear to have encouraged certain behaviors to help foster more abusive behavior.

The Milgram Experiments

Following the trial of Adolph Eichmann for war crimes committed during World War II, psychologist Stanley Milgram wanted to better understand why people obey. "Could it be that Eichmann and his million accomplices in the Holocaust were just following orders? Could we call them all accomplices?" Milgram wondered.

The results of Milgram's controversial obedience experiments were astonishing and continue to be both thought-provoking and controversial today.

What the Social Psychology Experiment Involved

The study involved ordering participants to deliver increasingly painful shocks to another person. While the victim was simply a confederate pretending to be injured, the participants fully believed that they were giving electrical shocks to the other person.

Even when the victim was protesting or complaining of a heart condition, 65% of the participants continued to deliver painful, possibly fatal shocks on the experimenter's orders.

Obviously, no one wants to believe that they are capable of inflicting pain or torture on another human being simply on the orders of an authority figure. The results of the obedience experiments are disturbing because they reveal that people are much more obedient than they may believe.

Controversy and Recent Criticisms

The study is also controversial because it suffers from ethical concerns, primarily the psychological distress it created for the participants. More recent findings suggest that other problems question the study's findings.

Some participants were coerced into continuing against their wishes. Many participants appeared to have guessed that the learner was faking their responses, and other variations showed that many participants refused to continue the shocks.

What This Means For You

There are many interesting and famous social psychology experiments that can reveal a lot about our understanding of social behavior and influence. However, it is important to be aware of the controversies, limitations, and criticisms of these studies. More recent research may reflect differing results. In some cases, the re-evaluation of classic studies has revealed serious ethical and methodological flaws that call the results into question.

Jeon, HL.  The environmental factor within the Solomon Asch Line Test .  International Journal of Social Science and Humanity.  2014;4(4):264-268. doi:10.7763/IJSSH.2014.V4.360 

Bandura and Bobo . Association for Psychological Science.

Zimbardo, G. The Stanford Prison Experiment: a simulation study on the psychology of imprisonment .

Le Texier T.  Debunking the Stanford Prison Experiment.   Am Psychol.  2019;74(7):823-839. doi:10.1037/amp0000401

Blum B.  The lifespan of a lie .  Medium .

Baker PC. Electric Schlock: Did Stanley Milgram's famous obedience experiments prove anything? Pacific Standard .

Perry G.  Deception and illusion in Milgram's accounts of the obedience experiments .  Theory Appl Ethics . 2013;2(2):79-92.

By Kendra Cherry, MSEd Kendra Cherry, MS, is a psychosocial rehabilitation specialist, psychology educator, and author of the "Everything Psychology Book."

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