Midterm 3 - textbook Flashcards
group size and conformity
more likely to conform in a bigger group
but effect of gorup size levels off pretty quickly (only up to about a gorup size of 3 or 4)
normative social influence
the influence of other people that comes from the desire to avoid their disapproval and other social sanctions
informational social influence
the influence of other people that results from taking their comments or actions as a source of information about what is correct and proper, or effective
the effect of informational social influence and group size
why? the larger the number of people who express a particular opinion, the more likely the info is of merit but then when group gets too big unlikely their views are independent
the effect of normative social influence and group size
larger the group, more people to displease so conformity is more likely
but differnce between 2 and 4 people is much larger than the difference between 12 and 14 people
group unanimity and conformity
all asch’s participants needed was one ally then conformity suddenly dropped to only 5%
-presence of an ally weakens both informational social influence (maybe Im not crazy) and normative social influence (at least ive got someone to stand by me)
the ally does not need to show the correct answer, just needs to break the groups unanimity
anonymity and conformity
eliminates normative social influence so should reduce conformity
in asch when could write on a piece of paper, confomrity decreased
normative vs informational social influence
informational social influence, by guiding how we come to see the issues before us, leads us to internalize - we don’t mimic we accept the groups response
normative in contrast has a greater impact on public compliance than on private acceptance. to avoid dissaproval we sometimes do one thing but continue to believe another
internalization
private acceptance of a proposition, orientation or ideology
expertise and status effect on conformity
expertise and status of group members influences rates of conformity (higher status to experts)
experts = more likely to be right (informative)
status = acts on normative, hurts to disaprove of high status individuals
seen in study of navy members, highest ranking person group would conform more than the lower ranking group members
culture and conformity
interdependent more susceptible to informative and normative social influence
they conform more
used asch paradigm to show it
tight cultures
strong norms regarding how people should behave and don’t tolerate departure from those norms
loose cultures
norms aren’t as strong and their members tolerate more deviance
study comparing tight vs loose nations
tight = autocratic governments, punish dissent, have sharp controls on what can be said in the media + more laws and monitoring to ensure the laws are obeyed (tight in one dimension, tight in all. same with loose)
tighter the nation the fewer behaviours (ie crying in public) that are allowed
why are some countries tight and others lose
tighter = higher population densities, fewer natural resources, unreliable food supplies, less access to safe water, greater risks of natural disasters, territorial threats from neighbours, higher prevalence of pathogens
behavioural constraints are associated with / maybe even caused by, ecological contraints
gender and conformity
differences in how various cultures socialize boys and girls, but one thing in common: all sex type to some degree
women are raised to value interdependence and nurture important social relationships more so than men
men = autonomy and independence
women tend to conform more than men - but only for a bit
greatest difference with face to face contact (asch original study)
event specifics on conformioty
we are more likely to conform when they are confused by the events unfolding around them
when do groups compete
when there are limited resources
realistic group conflict theory
a theory that group conflict, prejudice and discrimination are liekly to arise over competition between groups are for limited resources
realistic group conflict [redicts
prejudice and discrimination increases under conditions of economic difficulty eg high unemployment
stronger when groups stand more to lose from another groups economic advance (eg working class most racist / anti aa getting rights)
resources can also be which god to worship and what values should be taught
ethnocentrism
glorifying ones own group while vilifying other groups
jigsaw classroom
cooperative learning procedure to make the classroom less competitive
students divided into small groups of about 6 students - balanced in terms of ethnicity, gender, ability, leadership, etc
each student required to master one part of the material
students had to depend on one another to learn the rest of the material - ie the knowledge had to fit together like a jigsaw
jigsaw classrooms, students develop more positive attitudes towards different ethnic groups than students in traditional classrooms