Module Assessment: Dynamics Of Inter-Group Conflict

Examine a scenario that includes an inter-group conflict. In this scenario, you are recognized as an authority in cross-cultural psychology and asked to serve as a consultant to help resolve the conflict. You will be asked to write up your recommendations in a 6-page paper not including your title and reference page.

Darley, J.M. & Latané, B. (1968). Bystander interview in emergencies: Diffusion of responsibility. Journal of Personality and Social Psychology, 8(4), 377-383.


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Scenario: Culture, Psychology, and Community

Imagine an international organization has approached you to help resolve an inter-group conflict. You are an authority in cross-cultural psychology and have been asked to serve as a consultant based on a recent violent conflict involving a refugee community in your town and a local community organization. In the days, weeks, and months leading up to the violent conflict, there were incidents of discrimination and debates regarding the different views and practices people held about work, family, schools, and religious practice. Among the controversies has been the role of women’s participation in political, educational, and community groups.


Part 1: Developing an Understanding (2 pages)

  • Based on the scenario, explain how you can help integrate the two diverse communities so that there is increased understanding and appreciation of each group by the other group. (Note: Make sure to include in your explanation the different views and practices of cultural groups as well as the role of women.)
  • Based on your knowledge of culture and psychology, provide three possible suggestions/solutions that will help the community as a whole. In your suggestions make sure to include an explanation regarding group think and individualism vs. collectivism.


Part 2: Socio-Emotional, Cognitive, and Behavioral Aspects (2 pages)

  • Based on your explanations in Part 1, how do your suggestions/solutions impact the socio-emotional, cognitive, and behavior aspects of the scenario and why?


Part 3: Gender, Cultural Values and Dimensions, and Group Dynamics (2 pages)

  • Explain the impact of gender, cultural values and dimensions, and group dynamics in the scenario.
  • Further explain any implications that may arise from when working between and within groups.

Support your Assignment by citing all resources in APA style, including those in the Learning Resources.

Journal of Personality and Social Psychology 1968, Vol. 8, No. 4, 377-383




New York University


Columbia University

Ss overheard an epileptic seizure. They believed either that they alone heard the emergency, or that 1 or 4 unseen others were also present. As predicted the presence of other bystanders reduced the individual’s feelings of personal responsibility and lowered his speed of reporting (p < .01). In groups of size 3, males reported no faster than females, and females reported no slower when the 1 other bystander was a male rather than a female. In general, personality and background measures were not predictive of helping. Bystander inaction in real-life emergencies is often explained by “apathy,” “alienation,” and “anomie.” This experiment suggests that the explanation may lie more in the bystander’s response to other observers than in his indifference to the victim.

Several years ago, a young woman was stabbed to death in the middle of a street in a residential section of New York City. Al- though such murders are not entirely routine, the incident received little public attention until several weeks later when the New York Times disclosed another side to the case: at least 38 witnesses had observed the attack— and none had even attempted to intervene. Although the attacker took more than half an hour to kill Kitty Genovese, not one of the 38 people who watched from the safety of their own apartments came out to assist her. Not one even lifted the telephone to call the police (Rosenthal, 1964).

Preachers, professors, and news commenta- tors sought the reasons for such apparently conscienceless and inhumane lack of interven- tion. Their conclusions ranged from “moral decay,” to “dehumanization produced by the urban environment,” to “alienation,” “anomie,” and “existential despair.” An anal- ysis of the situation, however, suggests that factors other than apathy and indifference were involved.

A person witnessing an emergency situa- tion, particularly such a frightening and

1 This research was supported in part by National Science Foundation Grants GS1238 and GS1239. Susan Darley contributed materially to the design of the experiment and ran the subjects, and she and Thomas Moriarty analyzed the data. Richard Nisbett, Susan Millman, Andrew Gordon, and Norma Neiman helped in preparing the tape recordings.

dangerous one as a stabbing, is in conflict. There are obvious humanitarian norms about helping the victim, but there are also rational and irrational fears about what might happen to a person who does intervene (Milgram & Hollander, 1964). “I didn’t want to get involved,” is a familiar comment, and behind it lies fears of physical harm, public embar- rassment, involvement with police procedures, lost work days and jobs, and other unknown dangers.

In certain circumstances, the norms favor- ing intervention may be weakened, leading bystanders to resolve the conflict in the direc- tion of nonintervention. One of these circum- stances may be the presence of other on- lookers. For example, in the case above, each observer, by seeing lights and figures in other apartment house windows, knew that others were also watching. However, there was no way to tell how the other observers were reacting. These two facts provide several reasons why any individual may have delayed or failed to help. The responsibility for help- ing was diffused among the observers; there was also diffusion of any potential blame for not taking action; and finally, it was possible that somebody, unperceived, had already initiated helping action.

When only one bystander is present in an emergency, if help is to come, it must come from him. Although he may choose to ignore it (out of concern for his personal safety, or desires “not to get involved”), any pres-





sure to intervene focuses uniquely on him. When there are several observers present, however, the pressures to intervene do not focus on any one of the observers; instead the responsibility for intervention is shared among all the onlookers and is not unique to any one. As a result, no one helps.

A second possibility is that potential blame may be diffused. However much we may wish to think that an individual’s moral behavior is divorced from considerations of personal punishment or reward, there is both theory and evidence to the contrary (Aronfreed, 1964; Miller & Bollard, 1941, Whiting & Child, 19S3). It is perfectly reasonable to assume that, under circumstances of group responsibility for a punishable act, the pun- ishment or blame that accrues to any one individual is often slight or nonexistent.

Finally, if others are known to be present, but their behavior cannot be closely observed, any one bystander can assume that one of the other observers is already taking action to end the emergency. Therefore, his own intervention would be only redundant—per- haps harmfully or confusingly so. Thus, given the presence of other onlookers whose behavior cannot be observed, any given by- stander can rationalize his own inaction by convincing himself that “somebody else must be doing something.”

These considerations lead to the hypothesis that the more bystanders to an emergency, the less likely, or the more slowly, any one bystander will intervene to provide aid. To test this propostion it would be necessary to create a situation in which a realistic “emergency” could plausibly occur. Each sub- ject should also be blocked from com- municating with others to prevent his getting information about their behavior during the emergency. Finally, the experimental situa- tion should allow for the assessment of the speed and frequency of the subjects’ reaction to the emergency. The experiment reported below attempted to fulfill these conditions.


Overview. A college student arrived in the labora- tory and was ushered into an individual room from which a communication system would enable him to talk to the other participants. It was explained to him that he was to take part in a discussion

about personal problems associated with college life and that the discussion would be held over the intercom system, rather than face-to-face, in order to avoid embarrassment by preserving the anonym- ity of the subjects. During the course of the dis- cussion, one of the other subjects underwent what appeared to be a very serious nervous seizure simi- lar to epilepsy. During the fit it was impossible for the subject to talk to the other discussants or to find out what, if anything, they were doing about the emergency. The dependent variable was the speed with which the subjects reported the emer- gency to the experimenter. The major independent variable was the number of people the subject thought to be in the discussion group.

Subjects. Fifty-nine female and thirteen male stu- dents in introductory psychology courses at New York University were contacted to take part in an unspecified experiment as part of a class requirement.

Method. Upon arriving for the experiment, the subject found himself in a long corridor with doors opening off it to several small rooms. An experi- mental assistant met him, took him to one of the rooms, and seated him at a table. After filling out a background information form, the subject was given a pair of headphones with an attached microphone and was told to listen for instructions.

Over the intercom, the experimenter explained that he was interested in learning about the kinds of personal problems faced by normal college students in a high pressure, urban environment. He said that to avoid possible embarrassment about dis- cussing personal problems with strangers several precautions had been taken. First, subjects would remain anonymous, which was why they had been placed in individual rooms rather than face-to-face. (The actual reason for this was to allow tape recorder simulation of the other subjects and the emergency.) Second, since the discussion might be inhibited by the presence of outside listeners, the experimenter would not listen to the initial discus- sion, but would get the subject’s reactions later, by questionnaire. (The real purpose of this was to remove the obviously responsible experimenter from the scene of the emergency.)

The subjects were told that since the experimenter was not present, it was necessary to impose some organization. Each person would talk in turn, pre- senting his problems to the group. Next, each person in turn would comment on what the others had said, and finally, there would be a free discussion. A mechanical switching device would regulate this dis- cussion sequence and each subject’s microphone would be on for about 2 minutes. While any micro- phone was on, all other microphones would be off. Only one subject, therefore, could be heard over the network at any given time. The subjects were thus led to realize when they later heard the seizure that only the victim’s microphone was on and that there was no way of determining what any of the other witnesses were doing, nor of discussing the event and its possible solution with the others. When these instructions had been given, the discus- sion began.




In the discussion, the future victim spoke first, saying that he found it difficult to get adjusted to New York City and lo his studies. Very hesitantly, and with obvious embarrassment, he mentioned that he was prone to seizures, particularly when studying hard or taking exams. The other people, including the real subject, took their turns and discussed similar problems (minus, of course, the proneness to seizures). The naive subject talked last in the series, after the last prerecorded voice was played.2

When it was again the victim’s turn to talk, he made a few relatively calm comments, and then, growing increasingly louder and incoherent, he continued:

I-er-um-I think I-I necd-er-if-if could-er-er-some- body er-er-er-er-er-er-er give me a liltle-er-give me a little help here because-er-I-er-I’m-er-er- h-h-having a-a-a real problcm-er-right now and I-er-if somebody could help me out it would-it would-er-er s-s-sure be-sure be good . . . because- cr-there-er-cr-a cause I-er-I-uh-I’ve got a-a one of the-er-sei er-cr-things coming on and-and-and I could really-er-use some help so if somebody would-er-give me a little h-help-uh-er-er-er-er-er c-could somebody-er-er-help-er-uh-uh-uh (choking sounds). . . . I’m gonna die-er-er-I’m . . . gonna die-er-help-er-er-seizure-er-[chokes, then quiet].

The experimenter began timing the speed of the real subject’s response at the beginning of the vic- tim’s speech. Informed judges listening to the tape have estimated that the victim’s increasingly louder and more disconnected ramblings clearly repre- sented a breakdown about 70 seconds after the signal for the victim’s second speech. The victim’s speech was abruptly cut off 125 seconds after this signal, which could be interpreted by the subject as indicating that the time allotted for that speaker had elapsed and the switching circuits had switched away from him. Times reported in the results are measured from the start of the fit.

Group size variable. The major independent vari- able of the study was the number of other people that the subject believed also heard the fit. By the assistant’s comments before the experiment, and also by the number of voices heard to speak in the first round of the group discussion, the subject was led lo believe that the discussion group was one of three sizes: either a two-person group (consisting of a person who would later have a fit and the real subject), a three-person group (consisting of the victim, the real subject, and one confederate voice), or a six-person group (consisting of the victim, the real subject, and four confederate voices). All the confederates’ voices were tape-recorded.

Variations in group composition. Varying the kind as well as the number of bystanders present at an

2 To test whether the order in which the subjects spoke in the first discussion round significantly af- fected the subjects’ speed of report, the order in which the subjects spoke was varied (in the six- person group). This had no significant or noticeable effect on the speed of the subjects’ reports.

emergency should also vary the amount of respon- sibility felt by any single bystander. To test this, several variations of the three-person group were run. In one three-person condition, the taped by- stander voice was that of a female, in another a male, and in the third a male who said that he was a premedical student who occasionally worked in the emergency wards at Bellevue hospital.

In the above conditions, the subjects were female college students. In a final condition males drawn from the same introductory psychology subject pool were tested in a three-person female-bystander condition.

Time to help. The major dependent variable was the time elapsed from the start of the victim’s fit until the subject left her experimental cubicle. When the subject left her room, she saw the experimental assistant seated at the end of the hall, and invari- ably went to the assistant. If 6 minutes elapsed without the subject having emerged from her room, the experiment was terminated.

As soon as the subject reported the emergency, or after 6 minutes had elapsed, the experimental assistant disclosed the true nature of the experi- ment, and dealt with any emotions aroused in the subject. Finally the subject filled out a questionnaire concerning her thoughts and feelings during the emergency, and completed scales of Machiavellian- ism, anomie, and authoritarianism (Christie, 1964), a social desirability scale (Crowne & Marlowe, 1964), a social responsibility scale (Daniels & Berkowitz, 1964), and reported vital statistics and socioeconomic data.