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Psychology Units 1+2 > PSYCHOLOGY UNIT 2 CHAPTER 09- Social Influences On The Individual > Flashcards

PSYCHOLOGY UNIT 2 CHAPTER 09- Social Influences On The Individual Flashcards

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0
Q

☀️☀️☀️GROUPS

A
  • some groups you choose (friends, hobbies etc)

- some groups you are born into (family, gender, ethnicity)

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1
Q

❓❓❓Define Social influence

A
  • effects of the actions of others, either real or imagined, on the way people think, fell and behave

Constructive (helpful)
Destructive (harmful)
Neutral (no effect)

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2
Q

❓❓❓What is a group?

A

-any collection of two or more people who interact with and influence each other and who share a common purpose

☀️☀️☀️KEY CHARACTERISTICS

  • interaction
  • influence
  • common purpose
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3
Q

❓❓❓A collection of people is not a group when…

A

-they share a common goal but have no interaction or influence
E.g. Concert, sports event

**called a collective

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4
Q

❓❓❓What are two reasons why people want to join groups?

A
  • social affliation

- goal attainment

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5
Q

❓❓❓What is Social Affliation? (Why people want to join groups)

A
  • sense of belonging

- desire to be with other people

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6
Q

❓❓❓What is Goal Attainment? (Why people want to join groups)

A

-combining our resources often leads to better or quicker outcomes and outcomes that can not be achieved alone

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7
Q

❓❓❓Define Social Power?

A

-the capacity to control or influence the behaviour of another person

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8
Q

❓❓❓Define Status

A

-an individual’s position in a group of social system (determined by lineage, occupation, wealth etc)

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9
Q

❓❓❓Define Power

A

-the amount of influence that an individual can exert over another person

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10
Q

❓❓❓Name some types of power

A
  • Reward
  • coercive
  • legitimate
  • referent
  • expert
  • informational
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11
Q

❓❓❓Name, describe and give an example of 3 types of power

A

REWARD
-the ability to give positive consequences or remove negative consequences in response to specific behaviour
E.g. An employer has the power to give a promotion or a pay rise

COERCIVE
-the ability to give negative consequences or remove positive consequences in response to specific behaviour
E.g. A teacher has the power to give detention to students

LEGITIMATE
-an individual’s status or position in a group, institution or society gives them the authority to exercise power over those with a lower status or with less authority
E.g. A police officer, a group leader

REFERENT
-individuals identify with or want to be like or be liked by this person
E.g. A celebrity you want to be like or a friend you want to be liked by

EXPERT
-having special knowledge or skills that are desirable or needed
E.g. A student who is good with computers will help others in the class

INFORMATIONAL
-having resources or information that are useful and are not available elsewhere
E.g. Librarian or someone who has specific information that is needed by someone else

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12
Q

❓❓❓Give an example of someone who has considerable status

A

-principle
-teacher
-employer
-police officer
-

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13
Q

❓❓❓Describe the relationship between status and power in a group situation

A

-in a group situation, if you have a higher status and more power, people are more likely to listen to what you have to say to them

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14
Q

❓❓❓What was the aim of The Stanford Prison Experiment (Zimbardo 1971)?

A

-to study the role of status and power within groups by measuring the the psychological effects of being either a prisoner or a prison guard

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15
Q

❓❓❓Who were the participants and what was the selection procedure in The Stanford Prison Experiment (Zimbardo 1971)?

A
  • convenience sampling method, by putting an a dint he local newspaper inviting male volunteers
  • 20 participants were selected and randomly allocated to be either a prisoner or a prison guard
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16
Q

❓❓❓What were some of the experimental conditions in The Stanford Prison Experiment (Zimbardo 1971)?

A
  • prisoners were arrested from their homes
  • prisoners only referred to by identification number
  • prisoners shared a 2x3 metre barred cell with two other prisoners
  • prisoners forced to call prison guards “Mr Correctional Officer”
  • prison guards wore khaki uniforms
  • prison guards equipped with sunglasses, a baton and a whistle
  • prison guards were told that they could make all the rules
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17
Q

❓❓❓What was the IV and the DV of The Stanford Prison Experiment (Zimbardo 1971)?

A

IV

  • the IV was whether the participant was a prisoner or a prison guard
  • operationalised as 9 participants randomly allocated to be a prisoner and 9 participants randomly allocated to be a prison guard, and each group given a different set of rules

DV
-the DV was the behaviour of the prisoners and the prison guards

-operationalised as how the prison guards treated the prisoner and how they prisoners responded towards the orders of the prison guards over the course of six days

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18
Q

❓❓❓What as the conclusion made in The Stanford Prison Experiment (Zimbardo 1971)?

A
  • the experiment showed how the behaviour of normal, well educated men can be significantly altered depending on situational factors.
  • the participants were surprised with their change of behaviour
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19
Q

❓❓❓What were the results of The Stanford Prison Experiment (Zimbardo 1971)?

A
  • prisoners became increasingly submissive and dehumanised on regard to what the prison guards were telling them to do
  • the prison guards adapted to their role quicker than the prisoners
  • the prison guards became increasingly aggressive towards the prisoners
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20
Q

❓❓❓What were the limitations/criticisms towards The Stanford Prison Experiment (Zimbardo 1971)?

A
  • the small sample size make sit difficult to generalise to the population
  • cannot be replicated to see whether results are entirely accurate! because it is an unethical experiment
  • an EV could be the participants’ personalities, which could effect how they behave
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21
Q

❓❓❓Name and describe two ethical issue related to The Stanford Prison Experiment (Zimbardo 1971)?

A

DO NO HARM
-most participants suffered psychological harm, however there was access to counselling

VOLUNTARY PARTICIPATION
-participants were willingly involved in the study

INFORMED CONSENT
-all participants knew exactly what the experiment involved

WITHDRAWAL RIGHTS
-participants were allowed to withdraw from the experiment

22
Q

❓❓❓What was the aim of Milgram’s Study on Obedience?

A

-to test whether a participant would obey the orders of someone in authority when told to inflict lain on another person

23
Q

❓❓❓who were the participants in Milgram’s Study on Obedience?

A

-sample was 40 men between the ages of 20-50

24
Q

❓❓❓What we the procedure of Milgram’s Study on Obedience?

A
  • participants randomly allocated to the role of either teacher or student
  • the teacher witnessed the student being strapped onto a chair and attached to electrodes
  • the student was told to pretend as though they were getting shocked
  • the teacher, in a separate room, was told to administer increasing electric shocks every time a wrong answer was given by the student
25
Q

❓❓❓What were the results of Milgram’s Study on Obedience?

A
  • all participants in the teacher role gave shocks ip to 300v
  • 26 participants administered shocks to a max 450v
  • 5 participants refused to continue after 300v
  • 60-65% went all the way to extreme voltage
26
Q

❓❓❓What were the limitations/criticisms of Milgram’s Study on Obedience? What was an EV?

A
  • small sample size makes it difficult to generalise to population
  • the sample was all-male, so the results may be different for females
  • EV= personality (some participants follow orders more than others
  • lab setting does not reflect real life situations of obedience
  • participants may have continued administering shocks because they were getting paid
27
Q

❓❓❓Identify and describe two ethical issues related to Milgram’s Study on Obedience

A

DO NO HARM
-some participants may have experienced psychological harm by thinking they were shocking another person

WITHDRAWAL RIGHTS (to an extent)
-participant could refuse to continue however the experimenter made it seem as though the participant had no choice, because otherwise the experiment would fail

VOLUNTARY PARTICIPATION
-all participants were willingly involved in the participant

DEBRIEFING
-all participants were debriefed at the end of the experiment

28
Q

❓❓❓Define Obedience

A

-following commands of someone with authority, or the rules or laws of our society

29
Q

❓❓❓Define “blind obedience”

A

-“just following orders”

Leaders can exert significant influence and power over followers to follow orders

30
Q

❓❓❓What three factors influence obedience?

A
  • social proximity
  • legitimacy of authority figure
  • group pressure
31
Q

❓❓❓What is Social Proximity? (Factors influencing obedience)

A

-Refers to the closeness between two or more people

32
Q

❓❓❓Define Legitimacy Of The Authority Figure (factors influencing obedience)

A

-an individual is more likely to be obedient when the authority figure is perceived to be legitimate and having power

33
Q

❓❓❓Define Group Pressure (factors influencing obedience)

A

-an individual is more likely to be obedient where there is little or no group support for resisting the authority figure

34
Q

❓❓❓What is Conformity?

A

-to adjust one’s thoughts, feelings and behaviour in a way that is in agreement with those in a particular group,

35
Q

❓❓❓What was the focus of Asch’s Conformity Experiment (1951), what factors were studied and who was involved?

A
  • Groups pressure to conform
  • factors included group size unanimity of group
  • 1 subject, various number of confederates, 1 experimenter
36
Q

❓❓❓What happened during Asch’s Conformity Experiment (1951)?

A

-group was shown 18 pairs of cards and had to answer some question

  • at least once during the 18 showings 75% of subjects agreed with confederates
  • 33% of subjects agreed with the incorrect response in 50% of the trials
  • 24% did not conform at all to incorrect responses
37
Q

❓❓❓What were the post trial studies of Asch’s Conformity Experiment (1951)?

A
  • participants reported some level of self doubt in their own assessments
  • participants confirmed that they knew that the responses of the confederates were incorrect but they didn’t want to ruin the experiment or create conflict
  • participants who did not conform reported feelings of not fitting in and being ‘conspicuous’ and ‘crazy’
38
Q

❓❓❓Name the seven factors which affect conformity

A
  • group size
  • unanimity
  • informational influence
  • normative influence
  • culture
  • social loafing
  • deindividuation
39
Q

❓❓❓Define Group Size (factors affecting conformity)

A
  • conformity increases with groups up to 4 people

- conformity decreases with groups more than 15 because they believe they are ‘mindless sheep’

40
Q

❓❓❓Define Unanimity (factors affecting conformity)

A

-if one person agrees with you, it creates the ‘ally effect’

Strength and support in numbers

41
Q

❓❓❓Define Informational Influence (factors affecting conformity)

A

-whether the group is considered a valuable source of informational
(Conform because we want to be right)

42
Q

❓❓❓Define Normative Influence (factors affecting conformity)

A

-response is guided by one or more social norms

Conform to be liked and accepted by group

43
Q

❓❓❓Define Culture (factors affecting conformity)

A

-individualistic or collective cultural influences

  • individualistic cultures less likely to conform (North America, Western Europe)
  • collectivist cultures more likely to conform (Africa, Asia)
44
Q

❓❓❓Define Social Loafing (factors affecting conformity)

A

-individual makes lees effort when involved in a group activity than working alone
(Belief that own input won’t make a different so they just go along with the group)

45
Q

❓❓❓Define Deindividuation (factors affecting conformity)

A

-the loss of individuality or the sense of anonymity that can occur in a group situation

46
Q

❓❓❓Name and describe the three factors in which groups structure depends on

A

SOCIAL NORMS
-shared rules and expectations about behaviour

SOCIAL ROLE
-regulated activities of individuals in the interest of the group

SOCIAL STATUS
-rank of a role according to is value to the group

47
Q

❓❓❓What is a Peer Group?

A

-a group of people with similar interests and similar status

48
Q

☀️☀️☀️CLIQUES

A
  • small, same sex friendship group
  • spend a lot of time together, vary in extent of closeness and intimacy (from sports team to inseparable friends)
  • can be a member of several cliques e.g. School friends, sports club friends etc.

Contrast: close friendship are not restricted to just one setting

49
Q

☀️☀️☀️GROUP EFFECTS ON INDIVIDUAL BEHAVIOUR

A

GROUP POLARISATION
-like minded people tend to become more similar in their thinking and have stronger opinions after group discussions

“GROUP THINK”

  • desire for harmony can override rational decision making processes
  • agreeing to avoid conflict
50
Q

❓❓❓Define Peer Pressure

A
  • real or imagined pressure to think, feel or behave according to quid lines determined by peers
  • adolescence most affected
51
Q

❓❓❓Define Risk Taking Behaviour

A
  • behaviour that ah potential negative consequences

- people often take greater risks in groups

52
Q

❓❓❓Name and describe the four categories or risk taking behaviour

A

THRILLS SEEKING
-challenging, but socially acceptable

REBELLIOUS
-experimentation of socially accepted adult behaviours

RECKLESS
-thrill seeking, but not generally accepted by adults

ANTI-SOCIAL
-unacceptable for adolescence and adults

53
Q

❓❓❓What factors influence risk taking behaviours?

A
  • peer pressure
  • age
  • gender
  • family background
  • perceived positive outcomes of behaviour

Psychology Units 1+2 (12 decks)

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