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AS-Level Psychology (AQA) > 1 - Social Influence > Flashcards

1 - Social Influence Flashcards

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1
Q

What are the 3 types of conformity?

A

Compliance, identification and internalisation

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2
Q

What does ‘compliance’ mean?

A

Agreeing to avoid rejection

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3
Q

What does ‘identification’ mean?

A

When someone agrees with a group’s views (internalisation) because they want to be associated with that group (compliance)

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4
Q

What does ‘internalisation’ mean?

A

Agreeing because you share the same opinions

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5
Q

What are the 2 explanations for conformity?

A

Normative and informational social influence

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6
Q

What does ‘normative social influence’ mean?

A

When someone conforms to avoid rejection

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7
Q

What does ‘informational social influence’ mean?

A

When a person conforms because they believe someone else is ‘right’

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8
Q

What was the aim of Asch’s line study (1956)?

A

To discover whether people would conform in unambiguous circumstances

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9
Q

Describe the sample/method used in Asch’s line study (1956)

A

SAMPLE
- Sample of 123 American male uni student volunteers

METHOD

  • Volunteers seated with 6-8 confederates
  • Asked to determine which comparison line matched the stimulus line on 18 trials
  • The panel took turns to answer
  • 12/18 trials were ‘critical’
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10
Q

What were the findings of Asch’s line study (1956)?

A
  • Ppts gave wrong answers 33% of the time on the critical trials
  • 75% of ppts conformed at least once on critical trials
  • 50% of ppts conformed at least 6 times on critical trials
  • 5% of ppts conformed on all critical trials
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11
Q

What 3 factors were shown to affect conformity in Asch’s line study (1956)?

A
  • Group size
  • Unanimity of the majority
  • Task difficulty
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12
Q

Describe how group size affected the level of conformity in Asch’s line study (1956)

A

3-6 confederates was the most persuasive majority

  • Asch found very little conformity when the majority consisted of 1-2 confederates
  • 7+ was too many because it started to not affect the conformity levels
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13
Q

Describe how unanimity of the majority affected the level of conformity in Asch’s line study (1956)

A

Conformity fell to 5.5% with a dissenter

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14
Q

Describe how task difficulty affected the level of conformity in Asch’s line study (1956)

A

When task difficulty increased, levels of conformity increased

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15
Q

In the context of Zimbardo’s Stanford Prison Study (1973), what does ‘deindividuation’ mean?

A

Losing your sense of identity

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16
Q

In the context of Zimbardo’s Stanford Prison Study (1973), what does ‘disinhibition’ mean?

A

Losing your self control

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17
Q

What was the aim of Zimbardo’s Stanford Prison Study (1973)?

A

To examine whether or not people would conform to social roles of ‘prisoner’ and ‘guard’ when places in a mock prison environment

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18
Q

Describe the sample/method used in Zimbardo’s Stanford Prison Study (1973)

A

SAMPLE

  • 24 male participants
  • Volunteer sample

METHOD
- Split into prisoners and guards
- The prisoners were arrested without warning
The guard were told to maintain order
- Experiment was going to be run for 2 weeks, but had to be stopped after 6 days (following ethical concerns)

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19
Q

What were the findings of Zimbardo’s Stanford Prison Study (1973)?

A
  • Guards became abusive with prisoners
  • Symptoms of PTSD, anxiety and depression developed amongst prisoners
  • Guards felt guilty and were shocked that they treated the prisoners in that way
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20
Q

What was the conclusion of Zimbardo’s Stanford Prison Study (1973)?

A

Conformity to social roles is very powerful

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21
Q

In the context of Milgram’s shock study (1963), what does ‘autonomous state’ mean?

A

When a person acts independently

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22
Q

In the context of Milgram’s shock study (1963), what does ‘agentic state’ mean?

A

When a person carries out the orders of an authority figure

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23
Q

In the context of Milgram’s shock study (1963), what does ‘agentic shift’ mean?

A

The transition from the autonomous to agentic state

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24
Q

In the context of Milgram’s shock study (1963), what does ‘legitimacy of authority’ mean?

A

The qualities of a person which makes us obey them

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25
Q

What was the aim of Milgram’s shock study (1963)?

A

To see how many people will obey an order, if given enough legitimacy of authority

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26
Q

Describe the sample/method used in Milgram’s shock study (1963)

A

SAMPLE

  • 40 American men recruited through a newspaper ad
  • Volunteers paid $4.50

METHOD

  • 1 participant (‘teacher’) and 1 confederate (‘learner’)
  • Teacher asked learner questions
  • Wrong answers = fake shock, of increasing voltage, for learner
  • Shocks ranged from 15V → 450V (lethal)
  • Confederate “passed out” at 300V
27
Q

What were the findings of Milgram’s shock study (1963)?

A
  • 100% of participants went to 300V

- 65% went to 450V

28
Q

What 3 factors were shown to affect situational obedience in Milgram’s shock study (1963)?

A
  • Proximity
  • Location
  • Uniform
29
Q

Describe how proximity affected situational obedience in Milgram’s shock study (1963)

A

When the teacher and learner were in the same room, 40% of ppts went to 450V

With the experimenter absent, 21% went to 450V

30
Q

Describe how location affected situational obedience in Milgram’s shock study (1963)

A

When the study was conducted in an office block, obedience (to go to 450V) fell to 48%

31
Q

Describe how uniform affected situational obedience in Milgram’s shock study (1963)

A

Different uniforms caused differences in the % of people going to 450V

  • Policeman - 72%
  • Businessman - 48%
  • Tramp - 52%
32
Q

What was the conclusion of Milgram’s shock study (1963)?

A

Under the right situational circumstances, ordinary people will obey unjust orders from perceived legitimate authority figures.

33
Q

Who devised the ‘F-Scale’?

A

Theodor Adorno

34
Q

What do high scores in the F-Scale suggest about a person’s upbringing?

A

They were brought up within an authoritarian family

35
Q

Who came up with the concept of right-wing authoritarianism (RWA)?

A

Robert Altemeyer

36
Q

What is RWA?

A

RWA is certain personality traits that are associated with a RW attitude to life

37
Q

What are the 3 characteristics of RWA?

A
  • Conventionalism
  • Authoritarian aggression
  • Authoritarian submission
38
Q

In the context of RWA, what does conventionalism mean?

A

The commitment to norms

39
Q

In the context of RWA, what does authoritarian aggression mean?

A

Aggressive feelings towards those who stray away from norms

40
Q

In the context of RWA, what does authoritarian submission mean?

A

Uncritical submission to genuine authorities

41
Q

What was the aim of Elms and Milgram’s self-shock study (1966)?

A

To find out how personality factors compare with situational factors relating to obedience

42
Q

Describe the sample/method of Elms and Milgram’s self-shock study (1966)

A

SAMPLE

  • 20 obedient ppts (went to 450V in Milgram’s shock study)
  • 20 defiant ppts

METHOD

  • Each ppt was given the F-Scale and MMPI, in order to identify levels of authoritarianism
  • Also asked open-ended questions
  • Asked to shock themselves at the end, for “not trying hard enough” if they answered questions wrong
43
Q

What were the findings of Elms and Milgram’s self-shock study (1966)?

A
  • More than 80% of participants shocked themselves
  • Little difference between obedient and defiant participants on MMPI
  • Big differences between the obedient and defiant that were consistent with ideas of AP
44
Q

What was the conclusion of Elms and Milgram’s self-shock study (1966)?

A

People with an AP were more obedient to authority figures.

45
Q

In the context of resisting social influence, what does social support mean?

A

Social support is having a dissenter or an ally.

46
Q

In the context of resisting social influence, what does locus of control mean?

A

The extent to which people believe they have control over their lives

47
Q

In the context of resisting social influence, what does internal locus of control mean?

A

When people believe their actions are dependent on what they do

48
Q

In the context of resisting social influence, what does external locus of control mean?

A

When people are dependent on events that are outside of their control to determine their actions

49
Q

What are 3 features of an effective influential minority?

A
  • Consistency
  • Commitment
  • Flexibility
50
Q

In the context of an influential minority, what does consistency mean?

A

Having a clear, consistent message that doesn’t change over time

51
Q

In the context of an influential minority, what does commitment mean?

A

How greatly a minority is dedicated to their cause

52
Q

In the context of an influential minority, what does flexibility mean?

A

Being willing to compromise and flexibly negotiate - this is better at persuading others than not listening

53
Q

What was the aim of Moscovici’s coloured tile study (1969)?

A

To test if a consistent minority could influence a majority to give an incorrect answer

54
Q

Describe the sample/method used in Moscovici’s coloured tile study (1969)

A

SAMPLE
- 172 Female ppts

METHOD

  • Split into groups of 4 ppts and 2 confederates
  • Shown 36 blue slides of varying intensity and had to state, out loud, the colour of the slides
  • Confederates in Condition 1 answered consistently (all were green), Condition 2 answered inconsistently (24 G, 12 B)
55
Q

What were the findings of Moscovici’s coloured tile study (1969)?

A
  • Consistent minority condition influenced participants to say green on 8% of trials
  • Inconsistent minority condition exerted very little influence
56
Q

What was the conclusion of Moscovici’s coloured tile study (1969)?

A

Moscovici’s results show that a consistent minority is almost 7% more effective than an inconsistent minority - consistency is an important factor in exerting minority influence.

57
Q

What are 3 examples of famous minority influence?

A
  • Suffragette movement
  • Civil rights movement
  • Gay rights movement
58
Q

What are the 6 steps in how minority influence creates social change?

A
  • Drawing attention to an issue
  • Consistency of position
  • Deeper processing
  • Augmentation principle
  • Snowball effect
  • Social cryptomnesia
59
Q

In the context of social change, describe the its 1st step (drawing attention to an issue)

A

Drawing attention to an issue creates cognitive conflict (majority thin more deeply about the minority’s issue)

60
Q

In the context of social change, describe the its 2nd step (consistency of position)

A

Displaying an unswerving message and intent means it’s more likely that social change will happen

61
Q

In the context of social change, describe the its 3rd step (deeper processing)

A

The more people think about the issue, the more they’ll be able to challenge existing social norms to bring about change

62
Q

In the context of social change, describe the its 4th step (augmentation principle)

A

When the majority pays attention to the minority’s selfless and risky actions

63
Q

In the context of social change, describe the its 5th step (snowball effect)

A

When the minority view has got attention from some of the majority group members, more and more people begin to pay attention, making the minority view gather momentum

64
Q

In the context of social change, describe the its 6th step (social cryptomnesia)

A

When the majority remember that change has occurred, but have forgotten how it happened

AS-Level Psychology (AQA) (7 decks)

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