978-1111346850 Lecture Note Part 1

VERSION #2

SET #1

1. On The George Lopez Show

a. Benny

b. Maria

c. Rosario

d. Guadalupe

2. What is the name of the school bus driver on

a. Lars

b. Oswald

c. Ned

d. Otto

3. The West Wing series ran from

a. 1999-2006

b. 1996-2004

c. 1995-2002

d. 1997-2001

Jersey Shore?

a.

b.

c.

d.

5. The program Glee is set at

a. Prospect High School

b. McKinley High School

c. Mount San Antonio College

d. Courtney Middle School

SET #2

1. Name of the coffee house frequented by characters in Friends?

a. Café Nervosa

b. Central Perk

c. Café Caffeine

d. Jangled Nerve

2. On House, Dr. House exhibits a noticeable physical affliction, which is

a. crippling arthritis

b. paralysis from the waist down

c. a pronounced limp

d. nerve tremors in his hands

3. Which of the following was NEVER a #1 rated TV show for any full season?

a. M.A.S.H.

b. Survivor: The Australian Outback

c. Roseanne

d. 60 Minutes

4. In The Closer, the Kyra Sedgwick character is named

a. Sharon Raydor

b. Sue Ann Schmidt

c. Brenda Leigh Johnson

d. Mary Ellen Bronston

5. The highest rated series for the 2010-2011 season was

a. Dancing with the Stars

b. American Idol

c. CSI

d.

SET #3

1. On The Mentalist, the Simon Baker character

a. is a psychic

b. at one time pretended to be a psychic

c. pretends to be a psychiatrist

d. is a fake clairvoyant

2. The main characters on Desperate Housewives live on

a. Orange Grove Road

b. Avarice Avenue

c. Wisteria Lane

d. Penny Lane

3. Neil Patrick Harris, former Doogie Houser character, plays Barney in which series?

a. How I Met Your Mother

b. Chuck

c. Boston Legal

d. Heroes

4. On Castle, the main character, Rick Castle, is a

a. police officer

b. murder mystery writer

c. district attorney

d. newspaper editor

5. One Tree Hill takes place in the fictional small town Tree Hill in which state?

a. Virginia

b. California

c. North Carolina

d. Missouri

SET #4

1. On The Hughleys, the business Darryl owns and runs is a

a. Vending machine company

b. Sports bar

c. Automobile dealership

d. Restaurant

2. The two main geeky characters in The Big Bang Theory are

a. Niles and Giles

b. Waldo and Albie

c. Sheldon and Leonard

d. Darwin and Boots

3. Joshua Jackson from , plays another character in the series

a. Supernatural

b. Gossip Girl

c. Nip/Tuck

d. Fringe

4. On the series Gilmore Girls, the mother and daughter characters are named

a. Glenda and Abigail

b. Lorelai and Rory

c. Lana and Dana

d. Lory and Tory

5. In A Gifted Man, main character Dr. Michael Holt (Patrick Wilson) experiences

something unusual each episode. What is it?

a.

b. He dreams about ways to cure his patients

c. He sees and communicates with his dead ex-wife

d. He sees into the future

ANSWERS TO SETS 1-4 (VERSION #2)

SET #1

SET #2

SET #3

SET #4

VERSION #3 (My thanks to Char Morrison, instructor at Cabrillo College, for

contributing this version)

1. Which movie has Drew Barrymore NOT starred in:

a. 50 First Dates

b. How to Lose a Guy in 10 Days

c. Never Been Kissed

d. The Wedding Singer

2. Who played the role of Mr. Pink in

a. Tim Roth

b. Chris Penn

c. Steve Buscemi

d. Harvey Keitel

a. Minnesota

b. North Dakota

c. Wisconsin

d. South Dakota

4. Kirsten Dunst was how old when she st

a. 10

b. 9

c. 12

d. 11

5. The 2008 Academy Award for Best Actress went to:

Set #2

1. Brad Pitt has NEVER co-starred with which actress?

a. Nicole Kidman

b. Julia Roberts

c. Cate Blanchett

d. Susan Sarandon

2. Which actress won the Razzie (Raspberry Award) for worst actress in 2009?

movie trailer starring Robert Downey Jr. and

Tobey Maguire is called:

a. A Forbidden Sacrament

d. Seminary Secrets

4. “The Help” is about

a. African American maids in the 1960s South

b. Nurses in a nearly bankrupt urban hospital

c. Computer technology crisis technicians

d. Interns in a high-powered law firm

5. The 2006 Academy Award for Best Picture went to?

a. Babel

b. Crash

c. The Departed

d. Brokeback Mountain

Set #3

1. What was the first movie for which the cost of obtaining rights to the soundtrack

outweighed the production costs for the entire film?

a. The Wall

b. Clerks

c. Footloose

d. The Blair Witch Project

2. Which of these is the highest grossing scary movie of all time?

a. Halloween

b. The Exorcist

c. Jaws

d. The Sixth Sense

3. The “Devil Wears Prada” is based on the real life workings at what fashion magazine?

a. Vogue

c. Elle

4. What is the SECOND rule

a. Fights will go on as long as they have to

b. No shirts, no shoes

d. If this is your first night at Fight Club, you have to fight

5. The 2007 Academy Award for Best Actor went to:

Set #4

1. Which prop from the Harry Potter movies did actor Daniel Radcliffe (who plays Harry)

wish to keep as a souvenir after all the filming ended?

b. The Golden Snitch

d. The Gryffindor Sword

2. The movie “Titanic” was set in which year?

a. 1905

b. 1912

c. 1915

d. 1922

3. Cameron Crowe mostly based the lead character, Russell Hammond (played by Billy

Crudup), on which real-life rocker?

a. Jimmy Page from Led Zeppelin

b. Glenn Frey from The Eagles

c. Greg Allman from The Allman Brothers Band

d. Robert Plant from Led Zeppelin

4. The highest grossing romantic comedy of all time (in the US) is:

a. Pretty Woman

c. Sex and the City

d. My Big Fat Greek Wedding

5. The Academy Award for Best Picture in 2002 went to:

a. Moulin Rouge

b. A Beautiful Mind

c. The Lord of the Rings: Twin Towers

d. Chicago

ANSWERS TO SETS 1-4 (VERSION #3)

SET #1

SET #2

SET #3

SET #4

NOTE: A few of these answers may change as new films are released.

CHAPTER THREE

Group Development

I. Lecture/discussion on periodic phases of group development

opriate behavior are established

II. Excerpts from “Candid Camera” showing conformity to norms. Order the Candid

Camera excerpts from McGraw-Hill at 1-800-338-3987 for about $40. Ask for the

Social Psychology Videotape (corresponds to ISBN 022-805-1). Show excerpts of

Candid Camera routines done by your students if they do this as a symposium

project.

III. Excellent excerpt on hazing rituals and its dangerous consequences on the

documentary

http://the-human-behavior-

experiments.blogspot.com/2007/10/human-behaviour-experiments.html

Discuss the relationship between hazing and group cohesiveness and conformity.

IV. Excerpts of norm violations from popular movies

A. Excerpts from popular movies such as, Liar, Liar (almost any scene showing

Jim Carrey telling the unvarnished truth); Never Been Kissed (take your pick of

strangely, and makes numerous mistakes); Groundhog Day (numerous scenes

where the Bill Murray character violates norms once he figures out that there are

no consequences for his actions because he wakes the next day and starts

February 2 all over again; My Cousin Vinny (numerous violations of norms both

Election

(scenes of student body assembly for student speeches on the upcoming election

are priceless examples of conformity and nonconformity); Bulworth (several

eech to an African American audience,

his presentation to a group of filmmakers

of supporters and contributors are all hilarious examples of nonconformity); The

Hangover I and II (most scenes of aberrant male behavior); I Love You Man

(Jason Segal character is often grossly nonconformist).

B. Discuss the movie excerpts in terms of implicit and explicit norms and how

groups handle norm violations. You may decide to discuss strategies for dealing

with individual defiance in groups (see Chapter Nine of text).

V. “Building Blocks: Group Polarization and Pressure” exercise

A. Purposes

1. To illustrate that the process of competing, not necessarily what we compete

for (prizes, money, etc.), produces frequently negative effects.

2. To demonstrate the group polarization effect.

3. To demonstrate pressure on individuals to conform to the wishes of

the group even when honesty (ethics) is an issue.

4. To make the point that in-group versus out-group competition can

produce in-group cohe

B. Time required: 50 minutes to run the exercise. Another 15-20

minutes to process it.

C. Instructions:

1. Have the class form into four term groups (5-7 in each group)

2. Pour blocks onto a sturdy table in front of class. There should

be about 50-60 blocks. Simple blocks made from scraps of

wood work quite nicely, especially when the blocks do not

form perfect geometric shapes.

3. Explain the following to the class:

te the highest number of team points.

b. There will be three (3) rounds. DO NOT ALLOW ANYONE TO

DISCUSS THIS EXERCISE WITH OTHER GROUP MEMBERS

UNTIL GROUPS ARE INSTRUCTED TO DO SO. SILENCE MUST

BE MAINTAINED UNTIL GROUPS ARE PERMITTED TO DISCUSS.

Points for Round #1 will be acquired by:

1). A group estimating how many blocks can be stacked in double

columns side-by-side and meeting or exceeding that estimate. For

instance, if the group estimates 20 blocks, then members of the

group must stack 20 blocks in two columns (10 per column) in

order to gain any points for that round.

2). Three members of the group must stack in proper sequence

(first, then second, then third, then first member etc.).

3). Each group will have 45 seconds to meet its estimate.

4). Zero points for this round if the estimate is not met within

the time limit.

5). Zero points if the stack (or any part, even a single block) falls

over for any reason (bumping table or whatever).

6). Team members stacking blocks may not hold onto the stacked

blocks and once the hand has left the block the block must remain

where it is even if precariously placed.

7). If the group successfully meets its estimate, the group gets the total

number of blocks stacked plus ten (10) times the original estimate.

Example: 20 blocks stacked plus 10 times the estimate (20) equals

220 points for round one.

c. Once the above rules and scoring system have been explained, instruct

each person to write down the total number of blocks he or she thinks

the group should estimate for Round One. Each individual should also

write down on the slip of paper the group identification (designate

groups A,B,C,D). Collect these slips and put them in stacks (A,B,C,D)

for later computation. Again, DO NOT LET GROUP MEMBERS

DISCUSS THE ESTIMATE UNTIL ALL MEMBERS HAVE

COMPLETED THIS STEP. SILENCE IS IMPERATIVE.

d. Give groups 3-5 minutes to discuss the estimate for Round One, then

have them write down the group estimate on a slip of paper with the

group identification (A,B,C,D). Write the estimates on the board

according to groups. Then begin the block stacking with group A.

e. Keep a running point total on the board for all three rounds.

f. Rounds Two and Three will have additional rules:

1). Multiply the group estimate by 20 for Round Two and by 30 for

Round Three. For example: if the estimate is 20 and the group

stacks successfully, then total points for Round Two will be

figured by adding the 20 plus 20 times the estimate (20) which

equals 420.

2). The Group with the highest estimate receives 150 Bonus points

For Round Two; 300 points for Round Three. If there is a tie,

split the points between groups unless one group chooses to

increase its estimate higher than other groups. If bonus group fails

to meet its estimate !

3). An “ALIEN” will be sent from another group to each of the four

groups (designate who goes where). Each group will interview its

alien (member of another competing group) for 1 minute, then

decide whether to keep the alien or send him/her back to their

original group. If the group elects to keep the alien, the person will

stack in proper sequence for the group. If the group elects to reject

its alien, then the group loses one-half of the total points

accumulated for that round as a penalty (including any bonus points

for highest estimate). If the alien tips over the stack the group earns

zero points for that round (yes, sabotage is possible and permitted

though not encouraged).

VARIATIONS AND SIMPLIFICATIONS:

I. Add a bonus period to Rounds Two and Three. Once the group has successfully met its

estimate, allow an additional 15 seconds to stack as many blocks as the group members

can. Each additional block will be worth 30 points apiece (if the group estimate is at

least 20; no bonus for stacking additional blocks above the estimate if estimate is below

20). If the stack falls over, however, zero points are awarded for that round.

II. Delete the secret estimates before group members engage in discussion of Round

One group estimate. The same point on group polarization can still be made without

this fairly complicated step by noting which groups made a low estimate (caution)

and which made a high estimate (risk) and discussing with the class why each group

made the opening Round One estimate that it did.

NOTE: This may seem to be a complicated exercise but when you’ve done it

once the exercise works smoothly and easily. This exercise will produce an

enthusiastic participation from all groups. Normally, much cheering, hollering, calls

for rule enforcement, and coaching takes place during the block st

fun and educational. Often, it is the talk of the class, even the campus.

D. Processing the exercise

1. Group polarization effect.

a. The norm for the group (social comparison theory) can be determined by

computing the mean score for original estimates of group members PRIOR

TO DISCUSSION. For example (from actual class), if the individual

estimates were 23, 20, 20, 25, and 30, the average is 23.6. Since three

estimates are below this average and only two are above, group

polarization should go towards a less risky estimate. This group actually

estimated (after group discussion) 20. Individuals in another group (same

class) estimated 30, 30, 30, 30, 35, and 15 for an average of 28.33. Since

five members were above this average and only one below, polarization

should definitely go in the direction of above the average. The group

estimated 30.

b. Persuasive argumentation (informational influence) can also explain some

of the results of this exercise. Group members are exposed to arguments

and information not available to them prior to discussing the task with

group members.

2. Group pressure s tension between an “alien’s” desire to

promote his/her group in the competition and personal standards of fair play.

Sabotage is always an issue during Rounds Two and Three. Sometimes aliens

sabotage, sometimes they don’t (even when their groups plead with them to

knock over the stack), and sometimes they disguise their dirty work by

appearing to try. In most cases aliens will be pressured by their groups and will

sabotage. This particular dynamic of the exercise makes for a lively post-

exercise discussion.

3. Team building initial activity for term

groups to create an instant sense of groupness and an esprit de corp.

Although stacking blocks seems childish on the surface, the intensity

displayed by participants (shaky hands, shouting, exuberance)

clearly reveals that much more is going on than mere block stacking.

4. Effects of competition ness but intergroup conflict

and hostility. These effects occur almost instantly. This exercise powerfully

demonstrates the effects of competition. It makes the point that what groups

compete over is far less important than the mere fact that they see themselves as

adversaries. Competing for meaningless points for stacking blocks when no

rewards are given to the winning group does not dampen the enthusiasm

displayed by groups during this competi

The accolade is meaningless, even

silly, and yet, groups will ruthlessly compete. Competing for its own sake,

regardless of rewards, becomes the mindless goal. Discuss the 3 conditions for

constructive cooperation (see text).

5. Ethics ssion of communication ethics can follow this

sabotage. Why? As competition increases, the pressure to cheat and be

dishonest increases. No such pressure occurs in cooperative group activities

because emphasis is placed on collective achievement, not determining winners

and losers.

NOTE: A more complete explanation of a version of this exercise is contained

in an article by Rothwell, “Risk-taking and Polarization in Small Groups,”

Communication Education, April, 1986, 182-85.

CHAPTER FOUR

Developing the Group Climate

I. “Win As Much Money As You Can” * exercise

A. Purposes:

1. To demonstrate the disadvantages of competition.

2. To illustrate how a competitive mindset can be transformed into a

cooperative agreement when a system is structured for

cooperation, not competition.

B. Time required: 25 minutes to conduct; 15-20 minutes to process it.

C. Instructions:

1. Divide the class into four groups.

2. GOAL: To win as much $$$ as you can. (Use this exact phrase.)

3. There are 7 rounds.

4. Each group votes either HEADS or TAILS.

5. Money is gained or lost based on the collective vote of all groups as

follows (put on board or make transparency):

4 HEADS = each group loses $25

3 HEADS = Win $25 for each group that chooses Heads

1 TAILS = Lose $75 for group that chooses Tails

2 HEADS = Win $50 for each group that chooses Heads

2 TAILS = Lose $50 for each group that chooses Tails

1 HEAD = Win $350 for group that chooses Heads

3 TAILS = Lose $25 for each group that chooses Tails

4 TAILS = Win $25 for each group that chooses Tails

6. Multiply each group’s score for each round by the number of the

round (e.g., in round 3 two groups vote HEADS and two vote TAILS;

the groups voting HEADS each win $50 x 3 = $150 and the groups

voting TAILS each lose $50 x 3 = Minus $150).

7. Negotiations among groups are allowed during rounds 3, 4, 6, and 7.

Each group will be given 2 minutes to decide on a strategy and to

choose a representative who will meet with representatives from the

other groups in the center of the room. Negotiations will last for 2

minutes. Then groups will be given 1 minute to decide their vote.

8. All votes are by secret ballot. Groups decide, then write their votes on

a slip of paper and give it to the facilitator who announces the results.

9. Scoring system changes after round 3 as follows: (put on board or make

transparency or PowerPoint slide)

3 TAILS to “Win $100”

2 TAILS to “Win $200”

NOTE: Once changes in scoring are made, they remain.

D. Processing the exercise:

1. Competition typically produces a “beat the enemy” mentality even

when it may disadvantage one’s own group. Groups usually vote

HEADS. This reveals a “ME or

three groups. Groups mostly lose money when adopting the

competitive “them vs. us” strategy. Negotiations, especially in round

3, often reveal dishonesty and mistrust typical of competitive

approaches to group decision making. When the system is structured

for competitive advantage, groups will engage in competitive

behavior. Discuss ethics and competition.

2. Cooperation is achieved best and most often by structuring the

system for cooperative advantage. Personal pleas during negotiations

to cooperate and vote tails usually fail when rewards are given for

competing. The gradual changes in the scoring system begin to offer

big rewards for cooperating, making continued competition between

groups disadvantageous. By the seventh round, there is no longer

any real advantage but a definite disadvantage to competing (voting

HEADS). Conversely, cooperation (voting TAILS) by round 7 is now

structured into the scoring system. Why would a group want to do

anything else besides vote TAILS (although the competitive mindset

nurtured in the early rounds is sometimes difficult to break)? Groups

r to cooperate. Play in the early

rounds and initial negotiations often produces animosity between

groups, yet by the sixth or seventh round, groups usually cooperate.

Competitive merit pay systems, for example, are analogous to the

“vote HEADS” strategy, and the profit sharing pay systems are

analogous to the “vote TAILS” cooperative strategy. How you

structure a wage and salary system can produce either ruthless

competition or productive cooperation (see text).

3. Discuss the various ways to structure cooperation into group decision

making listed in Chapter Four of the text. (You may want to save this

until a full class discussion of the claimed advantages of competition.)

E. VARIATION: Add an additional round or rounds to the exercise.

*This exercise is a substantially altered version of the classic William Gellermann “Win

As Much As You Can” exercise in Pfeiffer, J. and Jones, J. Handbook of structured

experiences for human relations training, University Associates, 1970.

II. Arm Wrestling Demonstration

A. Purposes:

1. To loosen up class in preparation for discussion of the pros and cons

of competition.

2. To demonstrate the competitive mindset.

3. To show that working against each other is usually less productive

than working with each other in common purpose.

B. Time required: 10 minutes to complete the demonstration and briefly

discuss the results.

C. Instructions:

2. Tell the class that each pair will arm wrestle and that the purpose is to

acquire as many points as you can in 60 seconds. You earn 1 point

every time your partner’s arm touches the table (pairs keep track).

3. Tell the class to begin and call time at the end of 60 seconds.

4. Caution students not to participate in this demonstration if they have

a physical or physiological reason why they should refrain from

arm wrestling.

D. Processing the demonstration

1. Ask pairs how many points each person scored. Go around the room

and make note of any high scores, stalemates, and uneven scores.

2. Discuss the demonstration with class, pointing out that if the pairs

had collaborated (simply by offering no resistance and putting

partner‘s arm on the table each way, over and over again) rather than

competed, worked with each other instead of worked against each

other, very high scores could have been earned by all participants .

is structured for competition (much

as arm wrestling creates a competitive mindset). Thus, we have to

break the competitive mindset and think cooperation because few

people will help us transform competitive situations into cooperative ones.

III. Excerpt from movie, Who’s Afraid of Virginia Woolf

A. Show the segment starting with the arrival of the guests (Sandy Dennis

and George Segal) at George and Martha’s (Richard Burton and

Elizabeth Taylor). Finish the segment with George shooting the

umbrella out of the rifle. (About 20 minutes long.)

B. This Oscar winning movie is a superb example of defensive

communication patterns. All six categories of defensiveness are

depicted. Most students have never seen this movie yet they are

familiar with the actors. It’s a very dramatic illustration of

defensiveness, exaggerated yet very powerful.

1. Evaluation ze each other brutally

throughout the segment.

2. Control conversational control.

They control their guests (e.g., not-so-subtle reminder that

Martha’s father is the president of the college). There are several

instances of psychological react

Sandy Dennis’ character interrupts

George Segal’s charac

3. Strategy

(e.g., “Get the Guests”). George plays verbal and intellectual games

with the George Segal character. George and Martha play ugly games

with each other.

4. Neutrality

remembering his guest’s name and academic discipline. George

listens poorly. Everyone mostly ignores Sandy Dennis’ character.

5. Superiority

superiority over George Segal’s character (battle of wits).

6. Certainty ng truths throughout the

segment (even when he is spou

over the world”).

IV. Excerpt from movie, Jerry McGuire

A. Show a 3-minute clip from the movie Jerry McGuire. The scene begins

about two-thirds of the way into the movie. Begin the clip when Dorothy

(Renee Zellweger) tells Rod Tidwell (Cuba Gooding, Jr.) that Jerry (Tom

Cruise) is working for him for free;

the clip when Jerry is looking at his watch.

B. Nice example of supportive commun

She is an empathic listening, and she communicates that empathy.

V. Excerpts from “American Idol”

A. Copy selected excerpts from episodes of “American Idol” showing contestants with

no talent but encouraged to participate by parents and friends; excerpts of

contestants taking negative criticism badly; and contestants boasting wildly before

performing.

B. Discuss defensive versus supportive communication in these excerpts. Is there such

a thing as “constructive criticism?” Explain. Should bad performances be praised to

avoid disappointing those with fragile egos and low self-esteem? Are some

comments by the judges more supportive than others? What is the difference? What

is your reaction to boasting by contestants (superiority pattern of defensive

communication)?