Reference no: EM133351154

In the lesson notes and practice activities, you thoroughly explored Asch's Line experiment, Milgram's Shock experiment, and Zimbardo's Stanford Prison experiment. In this Honors Summative, you will independently evaluate the experiments completed by Asch, Milgram, and Zimbardo. Each of the experiments provided insight into "who we are" in social settings. The pressures, the successes, the ulterior motives, and our worst moments are illustrated here. Be sure to assess your full understanding before turning in your written evaluation. For example, many think Milgram's "teachers" were actually teachers. They were not teachers. He just called his experimentees "the teachers" since they were the individuals asking the questions and determining right/wrong answers.

Task 1: Read each of the scenarios. Explain how one or both fit into one of the three theories illustrated by the experiments. Be specific using at least two (2) psychological terms (underline/boldface them), the psychologist and his experiment (underline/boldface them), and the evidence that supports or refutes what the experiment theorized. Be sure to illustrate the scenario and the specific parts of the scenarios as they fit into your explanation so I can see your full understanding.

Task 2: Compare the experiments of Asch, Milgram, and Zimbardo. Pick two of the three psychologists and discuss similarities or differences with their experiments. In this task, you must have at least two (2) terms (underline/boldface them). Use contextual clues so I can see that you understand the meaning. Remember you can use terms from any past modules or current modules but at least one of those cannot be shown in the earlier task.

Scenarios:

Scenario 1:

In the country of Rayland the economic depression hit them hard. They struggled with finding money to support government projects like building schools, hospitals, and highways. The government officials elected held meetings to try to solve this issue. Many countrymen were poor and struggled to find work or even a way to feed their families. An up and coming government elect began taking control of the meetings. He insisted they kept the money close to the government, what little they had. In the western interior there was a diamond source and on the western coast there was an oil reserve, Mr. Goalash (the up and coming government official) suggested taking the mine and the oil fields into government control. Setting a low wage and moving countrymen of their choosing to the areas to work. They all agreed what a great idea it was. A few years went by and the government officials continued to make the decisions and agree with Mr. Goalash. When he said it was best to increase the military forces, they said yes. When there were rumors of rape and brutal force at the mines and oil fields, they turned a blind eye. Money poured in from the profits but surprisingly the people remained poor except for those in favor of Mr. Goalash. One gentlemen asked about possibly investigating the military atrocities. A couple of officials went to the military base and questioned the military but not the locals. The military all agreed that there was no problem. The government officials believed the military in their opinion that it was the people working and wanting more money and control.

Scenario 2: George and his classmates were working on a go-cart for the annual Go Green Go Cart competition. As they worked on the frame and the engine there was a lot of different ideas and opinions. Gradually they came up with a plan and began to build. The majority of the group loved the new design. It was risky and top heavy but they convinced the rest of the group of the rightness of the design. As they worked they began to run out of money. To cut corners they did not cover the gas pedal with a broad rubber piece. It was a skinny rod similar to a 90 angled hook. On the day of the competition the team was ready. They gave George the red shirt to recognize him as the leader and go to guy when making decisions. As they went out for test runs things seemed ok. The driver, Marcus, mentioned his shoe lace almost got caught on the gas and he struggled to get his foot moved to the break to slow down on the last curve. George punched him hard and said "Shut up, you are so wrong!" Marcus rubbed his arm and said "Ouch that hurt." George turned to his other teammate Seth and said "Are you listening to this guy or me!" Seth immediately said, "You George and punched Marcus as well." Marcus got back in the go-cart. On the next run, the shoelace and the skinny rod pedal caused the same issue. Marcus could not stop or slow down as he hit the last curve. The go-cart broke through the tire rimmed barrier and into the crowd. Luckily the people got out of the way and Marcus was able to avoid hitting the light pole in the parking lot. He ran up into the grassy knoll and flipped the cart. Marcus wiggled out bruised but not majorly injured. He walked up to George and punched him in the face. As the crowd watched the jeered and cheered Marcus. His teammates sided with George and went after Marcus. The crowd changed their favor and began to accept the irrational behaviors of the team. Teachers came running over to stop the fight. The crowd tried to stop the teachers as they felt a kinship towards their fellow classmates and the teachers were the enemies. But when the principal and assistant principals joined in with the teachers, they immediately cowered to the authority of them.