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conformity Flashcards

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1
Q

asch’s research - baseline procedure

A

123 male participant judged line lengths - confederates deliberately gave wrong answers

naive participants conformed on 36.8% of trails
25% never conformed

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2
Q

asch’s research group size

A

asch varied group size from two to 16

conformity increased up to three, then levelled off

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3
Q

asch’s research unanimity

A

asch placed a dissenter (confederate) in the group

conformity rate reduced

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4
Q

asch’s research task difficulty

A

asch made line lengths more similar

conformity increased when task was harder ISI

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5
Q

asch - artificial situation and task

A

participants knew this was a study so they just played along with a trivial task - demand characteristics

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6
Q

asch - limited application

A

asch’s research only conducted on American men

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7
Q

asch - research support

A

Lucas et al - found more conformity when maths problems were harder

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8
Q

asch - research support - counterpoint

A

conformity - more complex, confident participants were less conforming (individual factor)

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9
Q

asch - ethical issues

A

research may help avoid mindless conformity, but participants were deceived

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10
Q

internalisation

A

private and public acceptance of group norms

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11
Q

identification

A

change behaviour to be part of a group we identify with, may change privately too

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12
Q

compliance

A

go along with the group publicly but no private change

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13
Q

informational social influence

A

conform to be right

assume group knows better than us

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14
Q

normative social influence

A

conform to be liked or accepted by group

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15
Q

explanations - research support NSI

A

when no normative group pressure
- wrote answers -
conformity when down to 12.5%

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16
Q

explanations - research support - ISI

A

participants relied on other people’s answers to hard maths problems - Lucas et al

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17
Q

explanations - research support isi - counterpoint

A

cannot usually separate ISI and NSI, a dissenter may reduce power of NSI or ISI

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18
Q

explanations - distinction usefulness

A

NSI/ISI distinction may not be useful but Asch’s research supports both

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19
Q

the stanford prison experiment

A

mock prison with 21 student volunteers, randomly assigned as guards or prisoners

conformity to social roles created through uniforms and instructions about behaviour

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20
Q

findings related to social roles - zimbardo

A

guards became increasingly brutal, prisoners’ rebellion put down and prisoners became depressed

study stopped after 6 days

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21
Q

conclusions related to social roles

A

participants strongly conformed to their social roles

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22
Q

zimbardo - control

A

random assignment roles increased internal validity

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23
Q

zimbardo - lack of realism

A

participants play-acted their roles according to media-derived stereotypes

Banuazizi and Movahedi

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24
Q

zimbardo - lack of realism - counterpoint

A

evidence that prisoners thought the prison was real to them eg 90% of conversations were about prison
McDermott

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25
Q

zimbardo - exaggerates the power of roles

A

only one-third of guards were brutal so conclusions exaggerated

Fromm

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26
Q

zimbardo - alternative explanation

A

social identity theory suggests taking on roles due to active identification, not automatic

Haslam and Reicher

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27
Q

consistency - minority influence

A

if the minority is consistent (synchronic or diachronic) this attracts the attention of the majority over time

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28
Q

commitment - minority influence

A

personal sacrifices show commitment, attract attention, reinforce message

augementation

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29
Q

flexibility - minority influence

A

minority more convincing if they accept some counterarguments

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30
Q

explaining the process of change - minority influence

A

the three factors make majority think more deeply about an issue

Snowball effect - minority view gathers force becomes majority influence

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31
Q

research support for consistency - minority influence

A

Moscovici’s blue-green slides and Wood et al’s meta-analysis

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32
Q

research support for deeper processing - minority influence

A

participants exposed to minority view resisted conflicting view
Martin et al

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33
Q

deeper processing counterpoint - minority influence

A

real-world majorities have more power/status than minorities - missing from research

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34
Q

artificial tasks - minority influence

A

tasks often trivial so tell us little about real-world influence

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35
Q

power of minority influence - minority influence

A

more people agree with minority in private

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36
Q

lessons from minority influence research

A

minority influence is a powerful force for innovation and social change

eg civil rights marches USA - influence involves drawing attention, consistency, deeper processing, augmentation (risks), snowball effect, social cryptomnesia (forgetting)

37
Q

lessons from conformity research - social change

A

dissent break power of majority (Asch)

Normative social influence draws attention to what majority is doing

38
Q

Lessons from obedience research - social change

A

Disobedient role models (Milgram)

Gradual commitment leads to change (Zimbardo)

39
Q

research for normative social influences - social change

A

NSI valid explanations of social change, eg reducing energy consumption Nolan et al

40
Q

research support of normative influences counterpoint - social change

A

normative influence does not always product change

Foxcroft et al

41
Q

minority influence explains change - social change

A

minorities stimulate divergent thinking - broad, creative, more options Nemeth

42
Q

role of deeper processing - social change

A

it is majority views that are processed more deeply than minority views, challenging central feature of minority influence

43
Q

barriers to social change - social change

A

people resist social change because minorities seen negatively eg tree-huggers - Bashir et al

44
Q

milgram’s baseline procedure

A

american male participants gave fake electric shocks to a ‘learner’ in response to instructions (prods) from an ‘experimenter’

45
Q

milgrams baseline findings

A

65% gave highest shock of 450 V

100% gave shocks up to 300V

many showed signs of anxiety eg sweating

46
Q

research support - milgram

A

french TV documentary/game show found 80% gave maximum shock, plus similar behaviour to Milgram’s participants

Beauvois et al

47
Q

low internal validity - milgram

A

participants realised shocks were fake, so ‘play-acting’ (Orne and Holland)

Supported by Perry - tapes of participants showed only 50% believed shocks real

48
Q

low internal validity counterpoint - milgram

A

participant did give real shocks to a puppy

Sheridan and King

49
Q

alternative interpretation of findings - milgram

A

haslam et al - found participants didn’t obey prod 4 - participants identified with scientific aims (social identity) - not blind obedience

50
Q

ethical issues - milgram

A

deception meant participants could not properly consent (Baumrind) - may be balanced by benefits of the research

51
Q

proximity

A

obedience 40% with T and L in the same room, 30% for touch proximity

52
Q

location

A

obedience 47.5% in run-down office building

university’s prestige gave authority

53
Q

uniform

A

obedience 20% when experimenter was ‘member of the public’

uniform is symbol of legitimate authority

54
Q

research support - milgrams variables

A

Bickham showed power of uniform in field experiment

55
Q

cross-cultural replications - milgrams variables

A

dutch participants ordered to say stressful things to interviewee, decreased proximity led to decreased obedience (Meeus and Raaijmakers)

56
Q

cross-cultural replications counterpoint - milgrams variables

A

but most studies in Western cultures, similar to USA, so not generalisable (Smith and Bond)

57
Q

low internal validity - milgrams variables

A

some of Milgram’s procedures in the variations were especially contrived, so not genuine obedience (Orne and Holland)

58
Q

the danger of the situational perspective - milgrams variables

A

gives obedience alibi the destruction behaviour - Mandel

59
Q

agentic state

A

acting as an agent of another person

60
Q

autonomous state

A

free to act according to conscience

switching between the two-agentic shift

61
Q

binding factors

A

allow individual to ignore the damaging effects of their obedient behaviour, reducing more strain

62
Q

research support - agentic state

A

Milgram’s resistant participants continued giving shocks when experimenter took responsibility

63
Q

a limited explanation - agentic state

A

cannot explain why rank and jacobson’s nurses and some of milgram’s participant disobeyed

64
Q

obedience alibi revisited - agentic state

A

police battalion 101 behaved autonomously but destructively - Mandel

65
Q

legitimacy of authority

A

created by hierarchical nature of society

some people entitled to expect obedience

learned in childhood

66
Q

destructive authority

A

problems arise when used destructively eg Hitler

67
Q

explains cultural differences - legitimacy

A

in Australia 16% obeyed - Kilham and Mann but 85% in Germany - Mantell, related to structure of society

68
Q

cannot explain all (dis)obedience

A

rank and jacobson’s nurses in hierarchical structure but did not obey legitimate authority

69
Q

real-world crimes of obedience - legitimacy

A

rank and jacobson found disobedience to doctors but stronger hierarchy and obedience at My Lai - Kelman and Hamilton

70
Q

AP and obedience

A

Adorno et al - described AP as extreme respect for authority and submissiveness to it, contempt for inferiors

71
Q

origins of AP

A

harsh parenting creates hostility that cannot be expressed against parents so is displaced onto scapegoats

72
Q

Adorno et al’s research - procedure

A

used f-sale to study unconscious attitudes towards other racial groups

73
Q

adorno - findings

A

APs identify with ‘strong’ people, have fixed cognitive style, and hold stereotypes and prejudices

74
Q

research support - AP

A

obedient participants had high F-scores - Elms and Milgram

75
Q

counterpoint research support - AP

A

but obedient participants also unlike authoritarians in many ways, complex

76
Q

limited explanation - AP

A

can’t explain obedience across a whole culture (social identity theory is better)

77
Q

political bias - AP

A

authoritarianism - equated with right-wing ideology, ignores left-wing authoritarianism - Christie and Jahoda

78
Q

flawed evidence - AP

A

F-scale is basis of AP explanation, but has flaws - response bias - and so not useful - Greenstein

79
Q

resisting conformity

A

conformity reduced by presence of dissenters from the group - even wrong answer breaks unanimity of majority - Asch

80
Q

resisting obedience

A

obedience decreases in presence of disobedient peer who acts as a model to follow - challenges legitimacy of authority figure - obedience dropped from 65% to 10% - Milgram

81
Q

real-world research support - social support

A

having a ‘buddy’ helps resist peer pressure to smoke (Albrecht et al)

82
Q

research support for dissenting peers - social support

A

obedience to an order from oil company fell when participants in a group (Gamson et al)

83
Q

social support explanation - social support

A

resistance lower (36% versus 64%) when confederate had poor eyesight (Allen and Levine)

84
Q

locus of control

A

LOC is sense of what directs events in our lives - internal or external source - Rotter

85
Q

the LOC continuum

A

high internal at one end and high external at the other

86
Q

resistance to social influence

A

internals can resist social influence, more confident, less need for approval

87
Q

research support - LOC

A

internals less likely to fully obey in Milgram-type procedure - Holland

88
Q

contradictory research - LOC

A

people now more independent but also more external - Twenge et al

89
Q

limited role of LOC

A

role of LOC only applies to new situations - Rotter

psychology (45 decks)

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