1. Social Influences Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

Conformity definition

A

Also known as majority influence, conformity is yielding to group pressure.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What are the 3 types of conformity?

A
  1. Compliance
  2. Identification
  3. Internalisation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is compliance conformity?

A

When a person goes along with other people’s behaviour or attitudes but does NOT believe them to be correct.
→ It is a short term conformity often used to avoid conflict.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is identification conformity?

A

Individuals adjust their behaviour and opinions to those of a group as membership of the group is desirable.
→ A temporary response, views may change when the person leaves the group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is internalisation conformity?

A

The individual accepts the view and believes the view to be right.
→ A long term response and a permeant change conforming to others’ beliefs.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What are 2 of the reasons we conform?

A
  • Informational Social Influence
  • Normative Social Influence
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is informational social influence?

A

People have a need to be seen to be “in the right”. We look to others for information about how to behave because we believe that others have more knowledge. This results in public and private agreement with the group.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is normative social influence?

A

People need to fit in with the norms of the group. People will conform then for social approval. This results in public agreement but is not likely to change private opinion.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Aim of Asch’s experiment?

A

Solomon Asch wanted to see how group pressure affects group tasks with an obvious answer.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Method of Asch’s experiment

A

8 male students were sat along a table. Only one of them however was a real participant the others were confederates of the researchers. The real participant sat in the penultimate place.
The task was to identify which of the lines was the same length as the test line.
They answered out loud in turn and the confederates were all told to answer the same incorrect letter. Asch recorded whether the actual participant conformed.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Why was the actual participant seated where he was?

A

The real participant was placed in his position because it would give him a chance to see what the other participants’ answers were, but not right at the end as he may become suspicious.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Key results from Asch’s experiment?

A
  • 75% of the participants conformed on at least one critical trial.
  • 25% of the participants never conformed.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

Conclusion of Asch’s experiment?

A

Even in an unambiguous situation there is a strong group pressure to conform, especially if there is a unanimous majority.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

Strengths of Asch’s experiment?

A

Asch’s research is reliable. His procedure was controlled - standardised instructions, same behaviour from the confederates and researchers, unambiguous task means that they aren’t accidentally testing something else. It could easily be replicated in the same way today.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Limitations of Asch’s experiment?

A

→ It has low generalisability. All the participants were male students who all belonged to the same age group.

→ This means that the study has low ecological validity - the experiment used an artificial task to measure conformity – judging line lengths, so cannot be generalised to real-life situations of conformity.

→ High levels of conformity found by Asch could be a reflection of American, 1950’s culture, America was very conservative, involved in an anti-communist witch-hunt against anyone who was thought to hold sympathetic left-wing views.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What factors did Asch conclude effect conformity in a group?

A
  • Group size
  • Unanimity
  • Task difficulty
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

How does group size effect conformity?

A

The bigger the group, the more likely we are to conform. However, when the group gets too large (more than 12 people) conformity decreases again.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

How does unanimity effect conformity?

A

If the whole group agrees we are more likely to conform.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

How does task difficulty effect conformity?

A

On a more difficult task, people are more likely to conform.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

How does gender effect conformity?

A
  • Women are more likely to conform than men.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Other factors that could effect conformity?

A
  • Gender
  • Mood
  • Culture
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Evidence that proves how gender effects conformity?

A

→ Eagly et al (1981): females focus on quality of relationships.
→ Jenness (1932): women conformed more.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

How does mood effect conformity?

A

We are more likely to conform when we are in a good mood.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

Evidence that proves how mood effects conformity?

A

→ Tong er al. (2008): participants conform to wrong answers on maths questions given by confederated when in a positive mood rather than a neutral mood.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

How does culture effect conformity?

A

If you come from a collectivist culture you are more likely to conform than someone from and individualist culture.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Evidence that proves how culture effects conformity?

A

→ Smith & Bond (1993): average conformity rate in collectivist cultures is 25-58%, in individualistic cultures it is only 14-39%.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

What does Zimbardo’s experiment study?

A

This experiment studies conformity to a social role rather than conformity in general.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

What was the aim of Zimbardo’s experiment?

A

Zimbardo was interested in finding out whether the brutality reported among guards in American prisons was due to the sadistic personalities of the guards (i.e., dispositional) or had more to do with the prison environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

When did Zimbardo conduct his experiment?

A

In 1971 - but published finding in 1973.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

How were the prisoners screened?

A

They took personality tests, background test (they weren’t allowed to be ex criminals, or have a history of drug or alcohol abuse), anyone with existing mental health issues or disabilities.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

What was Zimbardo’s role in the experiment?

A

Superintendent of the prison – this never should have happened as he got too involved in the experiment.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

How were prisoners treated by the guards after the first day?

A

They were treated more harshly than normal prisoners – they were deprived of food and were made to do push ups if they didn’t comply.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

What happened on the second morning of the experiment?

A

The prisoners removed their numbers and barricaded themselves into their cells.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

How did the guards respond to the rebellion?

A

The ringleaders of the prisoner rebellion were placed into solitary confinement. After this, the guards generally began to harass and intimidate the prisoners.

Privileged prisoners also got to eat special food in the presence of the other prisoners who had temporarily lost the privilege of eating. The effect was to break the solidarity among prisoners.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

What happened to prisoner 8612?

A

Less than 36 hours into the experiment, Prisoner #8612 began suffering from acute emotional disturbance, disorganized thinking, uncontrollable crying, and rage.

After a meeting with the guards where they told him he was weak, but offered him “informant” status, #8612 returned to the other prisoners and said “You can”t leave. You can’t quit.”

Soon #8612 “began to act ‘crazy,’ to scream, to curse, to go into a rage that seemed out of control.” It wasn’t until this point that the psychologists realized they had to let him out.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

What happened to prisoner 819?

A

While talking to the priest, #819 broke down and began to cry hysterically. The psychologists told him they would get him some food and then take him to see a doctor.

While this was going on, one of the guards lined up the other prisoners and had them chant aloud that prisoner 819 was a bad prisoner.

The psychologists realized #819 could hear the chanting and went back into the room where they found him sobbing uncontrollably. The psychologists tried to get him to agree to leave the experiment, but he said he could not leave because the others had labelled him a bad prisoner.

At that point, Zimbardo stepped in a brought the prisoner back to reality reminding him he wasn’t actually a prisoner.

37
Q

How did the experiment come to an end?

A

Christina Maslach, came in to conduct interviews with the guards and prisoners, strongly objected when she saw the prisoners being abused by the guards. The experiment ended after 6 days rather than the planned 2 weeks thanks to Christina.

38
Q

What did Zimbardo say happened to him during the experiment?

A

“By the third day, when the second prisoner broke down, I had already slipped into or been transformed into the role of “Stanford Prison Superintendent.”

39
Q

Conclusion of Zimbardo’s experiment?

A

According to Zimbardo and his colleagues, the Stanford Prison Experiment revealed how people will readily conform to the social roles they are expected to play.

40
Q

Which ethical guidelines were broken during the experiment?

A
  1. There was ‘no protection from harm’ – students suffered both physical and psychological harm. Nowadays, psychologists have to comply with BPS ethics of 2009.
  2. There was no ‘right to withdraw’ – the students didn’t think they could leave with no consequences. For example, prisoner 819.
  3. No informed consent – the participants didn’t know what they were signing up for, there was too much deception within the experiment.
41
Q

Strengths of Zimbardo’s conformity experiment?

A

High in mundane realism - this increases the validity of the experiment and the credibility of the findings.
Real world applications - Abu Ghraib

42
Q

Weaknesses of Zimbardo’s conformity experiment?

A
  • Ethics are extremely low
  • Reliability can be questioned because of Zimbardo’s role as a superintendent in the experiment.
  • BBC study repeated the experiment and found similar but NOT the same results.
  • Lack of realism - people can argue the guards were just play acting.
  • Some said that Zimbardo got too involved in the experiment and encouraged the guards.
  • Generalisability was low as all the participants were white, American males of similar ages.
43
Q

Obedience definition?

A

Obedience – a type of social influence which causes a person to act in response to an order given by another person. The person who gives the order usually has power or authority.

44
Q

Difference between obedience and conformity?

A

Conformity involves a group - there is no explicit demands to follow orders.

On the other hand

With obedience the social influence comes from a person who is in a position of authority.

45
Q

Weaknesses of Milgram’s obedience experiment?

A
  • Low levels of generalisability: as all the participants were white, American males, from the same area.
  • Unethical as the participants were not protected from psychological harm. 3 subjects experienced seizers after the experiment and therefore suffered physical harm too.
  • Element of deception – informed consent was NOT gained.
46
Q

What was the aim of Milgram’s experiment?

A

Milgram (1963) was interested in researching how far people would go in obeying an instruction if it involved harming another person.

47
Q

What was Milgram interested in that inspired his 1963 experiment?

A

Stanley Milgram was interested in how easily ordinary people could be influenced into committing atrocities, for example, Germans in WWII.

48
Q

Procedure of Milgram’s 1963 experiment?

A
  • Volunteers were recruited for a controlled experiment investigating “learning” . Participants were 40 males, aged between 20 and 50, from the New Haven area.
  • Before the experiment, they were introduced to another participant, a confederate of the experimenter.
  • They drew straws to determine their roles but the confederate was always the learner. There was also an “experimenter”.
  • The “learner” was strapped to a chair with electrodes.
  • After he has learned a list of word pairs, the “teacher” tests him by naming a word and asking the learner to recall its pair from a list of four choices.
  • The teacher is told to administer an electric shock every time the learner makes a mistake, increasing the level of shock each time.
  • There were 30 switches on the shock generator marked from 15 volts to 450.
  • The learner gave wrong answers on purpose, and the teacher gave him an electric shock.
  • When the teacher refused to administer a shock, the experimenter was to give a series of prods to ensure they continued.
  • There were four prods, and if one was not obeyed, then the experimenter read out the next prod. The four main prods were as follows:
    Prod 1 : Please continue.
    Prod 2 : The experiment requires you to continue.
    Prod 3 : It is absolutely essential that you continue.
    Prod 4 : You have no other choice but to continue
  • The experimenter also had two special prods available. These could be used as required by the situation:
    1. Although the shocks may be painful, there is no permanent tissue damage, so please go on’.
    2. ‘Whether the learner likes it or not, you must go on until he has learned all the word pairs correctly. So please go on’.
49
Q

Results of Milgram’s experiment?

A

65% of participants continued to the highest level of 450 volts.
100% continued to 300 volts.

50
Q

How many variations did Milgram conduct of his experiment?

A

18

51
Q

Give some of the variations of Milgram’s experiment.

A
  • Proximity
  • Location
  • Uniform
  • Limited contact
  • Support
  • Someone else doing the deed
52
Q

What happened to obedience when the experimenter gave instructions over the phone?

A

Obedience lowered to 20.5%

53
Q

What happened to obedience when the study was moved from the university research lab to a rundown office building.

A

Only 47.5% of people were obedient.

54
Q

What happened to obedience when the experimenter was called away and replaced by a member of the public (actually a confederate)?

A

Obedience dropped to 20%.

55
Q

What happened to obedience when someone else does the deed?

A

92.5% were obedient.

56
Q

Strengths of Milgram’s obedience experiment?

A
  • Some generalisability is shown – the participants were of different ages (20-50 years of age) and various occupations.
  • Lab experiment all the extraneous variable can be controlled. The experiment is the same every time it is conducted.
  • Standardised procedures
  • Use of deception – tries to prevent demand characteristics – leads to validity in results.
57
Q

What is the agentic state?

A

The agentic state is the condition a person is in when he sees himself as an agent for carrying out another person’s wishes.

58
Q

What happens when someone is in the agentic state?

A

Once a person sees themselves as an agent they may still feel a moral strain, but they remain in the agentic state.

59
Q

What is moral strain?

A

We may not want to obey as we fear it to be immoral but we fear the consequences of not obey could effect us.

60
Q

What are binding factors?

A

The things that keep us from rebelling and disobeying.

61
Q

What is legitimacy of authority?

A

Legitimacy of authority is an explanation of obedience offered by Milgram. Milgram suggested that we are more likely to obey a person who has a higher position or status in a social hierarchy.

62
Q

Which signs might indicate that an authority is legitimate?

A
  • Age / Size
  • Position – social hierarchy
  • Job titles
  • Perceiving others views of someone.
63
Q

What are the traits of an authoritarian personality?

A
  • Submits to the authority of those in a higher position
  • Is authoritative towards people of lower status
  • Shows excessive and blind obedience to authority
  • Conventional and conformist
  • Suspicious and hostile
64
Q

Causes of an authoritarian personality?

A
  • A very strict upbringing by critical and harsh parents
  • The individual in question is not able to express hostility towards their parents (for being strict and critical).
  • The person would then transfer this aggression / hostility onto safer targets, namely those who are weaker.
65
Q

What did Middendorp discover?

A
  • Middendorp (1990) has found that less-educated people are consistently more authoritarian than well-educated people.
  • This suggests a lack of education could be responsible for both authoritarianism and obedience. Which reduces the likelihood that authoritarianism causes obedience.
66
Q

Why might the correlation between authoritarian personalities and lack of education occur?

A
  • This may occur as those less educated may look up to those who have for help.
  • Your not as socialised – not aware of the world or what is going one
  • May not read around topics and form your own opinions.
67
Q

Evaluation of Adorno F Questionnaire.

A
  • Temporal validity
  • Prevents demand characteristics
  • Doesn’t allow for elaboration.
68
Q

What is Locus of Control?

A

A person’s perception of personal control over their own behaviour - it is a personality explanation.

69
Q

What are the beliefs of someone with internal locus of control?

A

An individual who believes their life is determined by their own decisions and efforts.

70
Q

What are the beliefs of someone with external locus of control?

A

An individual who believes their life is determined by fate, luck and external factors.

71
Q

What are the characteristics of someone with internal locus of control?

A

High levels of personal control over their live and behaviour. Take personal responsibility for it. ‘I made it happen’.

72
Q

What are the characteristics of someone with external locus of control?

A

The belief that life is determined by external/environmental factors such as luck. ‘Wrong place, wrong time’.

73
Q

How does internal locus of control effect social influence

A

High internals actively seek out information which will help them personally and are less likely to rely on others. They are more achievement orientated. They can resist pressure from others.

74
Q

How does external locus of control effect social influence?

A

High externals are more likely to be influenced by others as they don’t believe they exercise personal control over their lives.

75
Q

Weaknesses of the Locus of control explanation?

A

→ One weakness of the Locus of Control explanation is the research methodology used behind it; the questionnaire. It is a closed questionnaire, featuring a large amount of questions directly relating to Locus of Control with few filler questions, this could create demand characteristics.

→ One weakness of the Locus of Control explanation is the lack of application we have to real world scenarios; the theory lacks ecological validity. The questionnaire provides 29 questions each with an answer ‘a’ or ‘b’, this means participants are forced to choose an answer even if they don’t align with either suggestion.

76
Q

Strengths of the Locus of Control explanation?

A

→ One strength of the Locus of Control explanation is the research methodology used to produce it; the filler questions. The questionnaire contains filler questions, this is a strength of the method as it reduces the probability of demand characteristics being shown by participants.

→ One strength of the Locus of Control explanation is the positive ethics of the method used. The method uses a closed questionnaire meaning that all participants are able to give answers in their own time without any pressure from external factors.

77
Q

Define social support

A

Where the presence of people who resist pressures to conform or obey can help others to do the same. These people act as ‘models’ to show others that resistance is possible.

78
Q

How did Asch research the effects of social support on authority?

A

Asch found that the presence of another non-conformity confederate lowered overall conformity in the ‘lines’ task from 75% to 5%.

79
Q

What did Milgram’s research suggest about the effects of social support on obedience?

A

Milgram found that obedience level dropped from 65% to 10% when the participant was joined by another disobedient confederate. It helps people to resist social influence.

80
Q

What is minority influence?

A

Is a form of social influence whereby a minority of people persuade others to adopt their beliefs and behaviours.

81
Q

What is minority influence likely to lead to?

A

Internalisation - if people want to agree with the minority they have to strong agree with the view.

82
Q

What three things do you have to do to convince people of the minority view?

A
  1. Consistency
  2. Commitment
  3. Flexibility
83
Q

What are the two types of consistency?

A

Synchronic - everyone is saying the same thing.
Diachronic - people have been saying the same thing for a long time.

84
Q

Aim of Moscovici’s experiment?

A

To see if a minority could influence the majority when choosing between different colours of slides.

85
Q

Procedure of Moscovici’s experiment?

A
  • Participants were given eye tests to check whether they were colour blind.
  • Then they were placed in a group consisting of four participants and two confederates.
  • They were shown 36 slides which were clearly different shades of blue and asked to state the colour of each slide out loud.
  • In the first part of the experiment the two confederates answered green for each of the 36 slides. They were totally consistent in their responses.
  • In the second part of the experiment they answered green 24 times and blue 12 times. In this case they were inconsistent in their answers.
86
Q

Results of Moscovici’s experiment?

A
  • When the confederates were consistent the other 4 participants conformed and called the slides green on 8.42% of the trials, 32% of the participants calling a slide green at least once.
  • When the accomplices were inconsistent, conformity reduced to 1.25%.
87
Q

Conclusion of Moscovici’s study?

A

Minorities are able to influence a majority, but not all the time and only if they show consistent behaviour.

88
Q

Strengths of Moscovici’s study?

A

→ Laboratory experiment → easy to repeat, therefore increasing reliability and no extraneous variables.
→ Eye test means less demand characteristics.

89
Q

Weaknesses of Moscovici’s study?

A

→ Laboratory experiment: low ecological validity because of the artificial environment.
→ Only women: low generalisability and females are more likely to conform.
→ Four people not considered enough to be a majority.
→ Big minority groups (e.g. Pride, animal rights, climate change) cannot be replicated in lab experiments.