The Bystander Effect

Students work in pairs to conduct a real-world field study on helping behavior. One student enacts a simple scenario of needing help, while the other records observer responses. The experiment explores the bystander effect, in which the likelihood of help decreases as the number of bystanders increases.

1. Divide the class into pairs and provide each pair with a standardized data-collection form.
2. In each observation, one student acts as the performer (dropping a stack of books to simulate needing help) while the other records responses.
3. Record the day, time, number of observers, and whether observers ignored, watched, or helped.
4. Conduct five observations per pair, varying the number of bystanders present.
5. After each observation, explain to observers that it was a class social psychology study, assure them of anonymity, and thank them for participating.
6. Collect forms, summarize results (percentages of ignore/watch/help under different conditions), and share with the group for discussion.
7. Compare the group’s findings with known psychological research on the bystander effect and diffusion of responsibility.

📄 The Bystander Effect - Science of Sharing: https://www.exploratorium.edu/sites/default/files/pdfs/sos/Activity_10_Bystander_Effect.pdf?utm_source=chatgpt.com

• Change the helping scenario (e.g., asking for directions, appearing lost).
• Compare results across different scenarios to see which elicits more help.
• Record contextual variables such as gender, age, or ethnicity of observers.
• Perform the study in different environments (parks, busy streets, quiet areas) to compare outcomes.

• Ensure all helping scenarios are safe and do not place students at risk.
• Use lightweight, manageable objects when simulating dropped books.
• Debrief observers after each trial to avoid prolonged deception.
• Respect ethical guidelines when conducting research involving unaware participants.

• Why was it important to use the same helping scenario across groups? (Consistency avoids confounding variables and makes comparisons valid.)
• What other factors besides the number of bystanders might influence helping behavior? (Gender, age, ethnicity, time of day, location, etc.)
• Do cultural differences influence willingness to help? Why might this be the case?
• Why didn’t we review the bystander effect research before collecting data? (To avoid experimenter bias and demand characteristics.)
• What ethical issues arise when deceiving participants in this kind of study? (Informed consent, anonymity, and post-experiment debriefing are critical.)