Piliavin's Subway Study (AQA GCSE Psychology)

Revision Note

Claire Neeson

Written by: Claire Neeson

Reviewed by: Lucy Vinson

Research into prosocial behaviour

  • Piliavin, Piliavin & Rodin (1969) carried out an audacious and daring study at a time when social psychology was at its peak (many of the most exciting studies conducted at this time could not be replicated now due to ethical reasons)

  • The researchers wished to investigate the degree of help given to a victim who appeared to be either drunk or disabled (these formed one of the independent variables in the study)

  • The method used was a field experiment with an opportunity sample

    • 4,450 passengers (55% white; 45% black) 

    • The participants rode the New York subway between Harlem and The Bronx 

    • The study trials were conducted during the hours of 11am until 3pm over several months

    • The journey lasted 7.5 minutes without any stops

  • The procedure went as follows:

    • One carriage of the Harlem/Bronx subway route was occupied by 4 confederates:

      • 2 females as observers

      • 1 white male aged 24 – 29 to model helping behaviour

      • 1 male victim aged 26 – 35 (either white or black, dressed identically per trial)

        • The ‘victim’ conditions were either ‘drunk’ (the victim smelled of alcohol) or ‘cane’ (the victim held a cane to indicate that he was disabled) 

    • 103 trials were conducted by alternating teams of researchers 

    • The female confederates took seats and kept notes, while the male victim and male model stood near a pole in the centre of the train

    • After passing the first station (approximately 70 seconds into the journey) the victim collapsed (this was of course faked as part of the standardised procedure)

    • In the “no help” condition, the model did nothing until the train slowed to a stop, and then helped the victim to his feet

    • In the “helping” condition, the model came to the victim’s assistance

    • The collapse occurred in what the researchers referred to as the critical area which was in the immediate vicinity of the victim

Piliavin's subway study diagram

8-piliavins-subway-study

A diagram of the subway carriage used in Piliavin’s subway study

  • There were four different helping conditions used in both “drunk” and “cane” situations:

  1. Critical area early: the model stood in the critical area and waited approximately 70 seconds after the collapse to help

  2. Critical area late: the model stood in the critical area and waited approximately 150 seconds after the collapse to help

  3. Adjacent area early: the model stood a little further way, adjacent to the critical area and waited approximately 70 seconds after the collapse then helped the victim

  4. Adjacent area late: the model stood a little further way, adjacent to the critical area and waited approximately 150 seconds after the collapse then helped the victim

  • The results found that:

    • The victim in the ‘cane’ condition received spontaneous help on 95% of the trials (62 out of 65 times)

    • The ‘drunk’ condition received help on 50% of the trials (19 out of 38 times)

    • There was more same-race helping in the drunk condition

    • Males helped more than females

  • The researchers concluded that bystander apathy may not always apply

    • The type of victim is a factor in prosocial behaviour i.e. the ‘drunk’ victim may have appeared to be less deserving of help than someone who was disabled

Examiner Tips and Tricks

Piliavin’s study is almost unique in using a controlled, lab-like environment within a natural setting: such research is time-consuming, expensive and very difficult to organise. All of these points would provide good AO3 in an exam response.

Evaluation of Piliavin’s subway study

Strengths

  • The study is high in ecological validity due to the use of the natural setting and unmanipulated behaviour of the naïve participants

  • The use of two observers should ensure inter-rater reliability

Weaknesses

  • The procedure is likely to have been affected by a range of extraneous variables that were impossible to control:

    • Individual differences such as personality and mood

    • Some of the participants may have experienced the procedure more than once if they used that subway route regularly

    • Participants in the carriage may have obscured the view of the observers

  • It is possible that if this study had been replicated in a more rural, less urban setting then the results might have been different (New Yorkers are used to witnessing all sorts of behaviours as they go about their business!)

Examiner Tips and Tricks

Piliavin’s subway study is a NAMED STUDY on the GCSE specification which means that you could be asked specific exam questions on it.

Worked Example

Here is an example of a question you might be asked on this topic - for AO3.

AO1: You need to demonstrate knowledge and understanding of key concepts, ideas, theories and research.

AO2: You need to apply your knowledge and understanding, usually referring to the ‘stem’ in order to do so (the stem is the example given before the question)

AO3: You need to analyse and evaluate key concepts, ideas, theories and research.

After each featured question there is a ‘model’ answer i.e. one which would achieve top marks in the exam.

Question: Suggest two reasons why the ‘drunk’ condition victim in Piliavin’s subway study received less help than the ‘cane’ condition victim.  [4]

Model answer:

  • Less help may have been given to the ‘drunk’ victim due to the costs of helping him e.g. participants may have been wary of the victim becoming violent or vomiting on them.

  • Less help may have been given to the ‘drunk’ victim as the ‘cane’ victim presented less of a threat to participants plus it is regarded as socially acceptable to help someone who is disabled (social approval boosts people’s self-esteem).

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Claire Neeson

Author: Claire Neeson

Expertise: Psychology Content Creator

Claire has been teaching for 34 years, in the UK and overseas. She has taught GCSE, A-level and IB Psychology which has been a lot of fun and extremely exhausting! Claire is now a freelance Psychology teacher and content creator, producing textbooks, revision notes and (hopefully) exciting and interactive teaching materials for use in the classroom and for exam prep. Her passion (apart from Psychology of course) is roller skating and when she is not working (or watching 'Coronation Street') she can be found busting some impressive moves on her local roller rink.

Lucy Vinson

Author: Lucy Vinson

Expertise: Psychology Subject Lead

Lucy has been a part of Save My Exams since 2024 and is responsible for all things Psychology & Social Science in her role as Subject Lead. Prior to this, Lucy taught for 5 years, including Computing (KS3), Geography (KS3 & GCSE) and Psychology A Level as a Subject Lead for 4 years. She loves teaching research methods and psychopathology. Outside of the classroom, she has provided pastoral support for hundreds of boarding students over a four year period as a boarding house tutor.