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Psychology- social influence > S.influence > Flashcards

S.influence Flashcards

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1
Q

who proposed the 3 types of conformity

A

Kehlman ‘58

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2
Q

research support for normative influence

A

Linkenbach and Perkins’03

-peers exposed to message that majority don’t smoke..less likely to

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3
Q

Research support for informational

A

Wittenbrink and Henley’96

- african Americans

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4
Q

Weakness for Normative…

A

Nolan et al ‘ 08

-energy conservation study

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5
Q

key study of conformity

A

Asch ‘56

  • 123 US male undergraduates
  • all but 1 confederates
  • seated around table, asked which of the 3 lines matched the standard line
  • took turns..real participant answered second to last
  • 12/18 critical trials told to give wrong answer
  • 33% said same answer as confederates
  • 1/4 never conformed
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6
Q

strengths for Asch’s study

A
  • conducted experiments..high control variable..able to manipulate variables..contributed to our understanding of conformity
  • practical applications- problems such as jury/decision making process.. first vote is 95% of outcome..conformity is bad for group decisions
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7
Q

ethical issues for Asch’s study

A

told it was a talk of visual perception..decieved thus not full consent ..lacks validity so could not give full consent

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8
Q
  • of Asch.. Smith et al ‘06
A 
culture affects conformity
average conformity rate:
Individual culture- 25%
Collectivist- 37%
perhaps higher..viewed more favourably in binding communities together
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9
Q

Asch- group size stats

A

1 or 2 confederates - little
3- 30%
3+ -did not increase

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10
Q

unanimity- support of a confederate

A

33%-> 5.5%

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11
Q

key study to conformity for social roles

A

Zimbardo ‘73 SPE

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12
Q

procedure for Zimbardo’s SPE

A
  • mock prison
  • wanted to see if brutality of guards was bc of personality or conformity to social role
  • 24 most stable volunteers
  • randomly allocated guard or prisoner
  • inc realism- prisoners were arrested at home, de-individualised, referred to as numbers
  • officers given uniform, mirrored glasses(hide emotions)
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13
Q

findings for Zimbardo’s study

A
  • guards became abusive..woke them up middle of night to clean toilets with hands
  • symptoms after 2 days..rebelled
  • 5 had to be released
  • terminated after 6 days
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14
Q

+Where was the same social effect as SPE seen at?

A

Abu Ghraib ‘ 04.. US soldiers tortured Iraqi prisoners..misused the power that was associated with the assigned role

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15
Q

+ ethical issues of SPE

A
  • met guidelines of the Stanford uni ethics committee

- ppl debriefed for several years..found no lasting effects

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16
Q

-ethical issues of SPE

A

Z was too involved in the study..psychological harm..emotionally distressed

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17
Q

-____ claims conformity to role is not automatic

A

Haslam and Reicher ‘12

  • found guards did small favours for prisoners
  • didn’t harass
  • chose to behave rather than conform
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18
Q
  • SPE - contradicting research by ________
A

Haslam and Reicher ‘06

  • BBC
  • prisoners worked together collectively and challenged authority
  • guards failed their role
  • power shifted
  • in SPE, guards didn’t conform to their roles..more like a shared social identity
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19
Q

situational variables affecting obedience

A

proximity
location
uniform

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20
Q

proximity -obedience..

1) obedience rate if teacher and learner were in the same room?
2) obedience rate if experimenter gave orders over the phone?

A

1) 40%

2) 21%

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21
Q

The obedience rate if Milgram’s experiment was in an office(no connection to Yale)

A

48%

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22
Q

Key study for obedience

A

Milgram ‘63

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23
Q

how many participated in Milgram’s study

A

40 participants

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24
Q

what were the (false) aims told to the participants of Milgram’s study

A

how punishment affects learning

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25
Q

procedure of Milligram’s study

A
  • 2 confederates: experimenter and the learner and one real participant
    -drew lots..who would be teacher/learner..teacher was always the real participant
  • word pairs..if wrong= teacher would give shock to learner
    15-450 V
    -300 v->banging on walls
    -31+ volts-> said nothing
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26
Q

how many participants stopped before 300 V in Milgrams study?

A

none

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27
Q

how many carried on to 450 V in Milligram’s study?

A

65%

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28
Q

Milgram asked college students prior to study to predict..what volt did the think the participants would stop at ?

A

150 V

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29
Q

+supporting evidence for uniform (situational variable)

A 
Bushman ' 88
asked people either as police officer/beggar/business executive to give money to researcher for a parking ticket
....
officer- 72%
beggar- 52%
business exec- 48%
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30
Q

+ for obedience
a study showing real life authority relationships
(good external validity)

A

hofling’66

  • nurses told over phone by unknown doctor to prescribe medication
  • 21/22 obeyed
  • generalised
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31
Q

+obedience- Milligram’s study can be applied today

______ found levels of obedience similar to Milgram’s

A

Burger ‘09

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32
Q

ethical issues for Milgram’s study?

A

decieved..not true aims of study..impossible to make a informed decision

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33
Q
  • for obedience
    individual differences.. underestimated importance of individual differences..common assumption that women would be more obedient than men
    _______ studied 9 replications of M’s study w/ male+female participants..8/9 found no evidence of gender differences
A

Blass’99

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34
Q

what is agent state

A

when a person see’s themselves as an agent carrying out another persons wishes

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35
Q

what is agentic shift

A

autonomous state(responsible for actions)-> agent

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36
Q

Why do people see themselves as agents?

A
  • positive self image of one self

- guilt free as they’re not responsible

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37
Q

what is binding factors?

A

these allow people to ignore effects of behaviour..reduce moral fear
-shift responsibility to their victim/deny what they did

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38
Q

what is legitimate authority

A

someone who is perceived to be in a position of social control within a situation

  • authority is agreed by society
  • give up independence to them a we trust them
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39
Q

Milgrams study..obed was high when experimenter was wearing a lab coat compared to normal clothes in a office.. why is this a strength?

A

it shows how a percieved amount of authority a person holds has impact on extent to which others will obey them

40
Q

+ of agentic state in reference to Milgrams study

A

participants thought they were responsible..experimenter said they were not thus they obeyed and saw themselves as an agent

41
Q

+legit of authority can explain real life obedience…evidence from ______

A

Kelman and Hamilton ‘89

42
Q

+legit of authority..

what did Kelman and Hamilton’89 suggest?

A
  • Vietnam war is explained by the power hierarchy of the US army
  • soldiers assumed that the orders given by the hierarchy to be legal like to Destry the villages..
  • shows why destructive obedience is committed
43
Q

-agentic state
agentic state and shift doesn’t explain everything..
who supported this claim?

A

lifton ‘86

44
Q

-agentic state

What did lifton ‘86 suggest?

A

German doctors in Auchwitz were nice->mean= they carried out vile experiments on prisoners
-not agentic shift ..because it’s been carried out a long time this changes people

45
Q
  • Agentic shift

why doesn’t agentic shift explain most of the research findings?

A
  • some did not obey in milligram+hofling’s study…
  • hofling- nurses did not show anxiety when made doctor responsible
  • weakness agentic shift only accounts for some situations of obedience
46
Q

what is authoritarian personality

A

a personality pattern characterised by strict adherence to conventional values and a belief into absolute obedience to authority
-those w/ AP don’t like inferiors and respect those above them

47
Q

How does AP originate in childhood?

A
  • strict parenting
  • conditional love..parents love them depending on the Childs behaviour
  • those who grew up with a social system will think that this is the expected norm…
48
Q

Who brought up the F- Scale?

A

Adorno et al ‘50

49
Q

What is the F-scale?

A

Adorno et al ‘50-
used this to measure different components which made up the AP
e.g. rules are there to follow- if they agreed= A.P

50
Q

Who suggested the characteristics of a right wing authoritarian?

A

Altermeyer ‘81

51
Q

What did Altermeyer(AP) suggest the characteristics of a RWA was?

A
  • conventionalism- agree to norms and values
  • agression(to those who violate the ‘norms’
  • submission(to authority)
52
Q

key study for AP

A

Elms and Milgram ‘66

53
Q

what did Elms and Milgram ‘66 want to find out

A

if behaviour occurred because of being under situational conditions or as a result of a personality pattern

54
Q

what is the procedure of Elm’s and Milgram’s ‘66 study?

A
  • follow up study using participants who took part in M’s study beforehand
  • 20 who obeyed 20 who did not
  • ppl completed a MMPI and F scale
  • ppl also asked open ended Q’s e.g relationships w/ parents as a child..attitude to learner and experimenter
55
Q

findings of Elm’s and Milligram’s’66 study

A
  • found experimenter more admirable
  • those most obedient were less close to their fathers
  • higher AP those who were more obedient
56
Q

+ of AP
differences between AP and obedient participants shown from E+M’s study…
what did it show?

A
  • when ppl asked about upbringing ..good relationship with parents than growing up with a strict fam w/AP..
  • unlikely those who were obedient grew up in harsh environment
57
Q

_____ research support for E+M’s study

A

Dambrun and Vatine ‘10

58
Q

+AP

what did Dambrun and Vatine ‘10 find?

A
  • similar study to E+M
  • role of learner was filmed..
  • people told it was a stimulation and shocks not real
  • still acted like it was reach
  • those high RWA were most obedient
59
Q

+AP

______ may determine authoritarian and obedience

A

education

60
Q

+what has research shown about education and AP?

A

less educated ppl are more authoritarian and obedient than well educated

  • not AP causing obedience
  • lack of education responsible for both
61
Q

-for AP

why is the AP explanation limited?(given example)

A
  • many in Germany were obedient and anti semitic(against Jewish) yet had different personalities
  • unlikely they all had AP
  • social identity theory(alternative exp)..germans identified wit the anti semitic nazi’s thus adopted their views
62
Q

weakness for AP

______is more important

A

social context

  • may be internal factors that cause obedience yet not enough evidence for this
  • milgram showed that variations within social context of the study like proximity/location were primary cause of differences rather than variations of personality
  • weakness as AP as an exp lacks flexibility
63
Q

resistance to social influence

1) what is social support
2) what is locus of control

A

1) conformity is reduced if other people do not conform(thus support their views).. Asch’56 if ppl had an ally conformity 33% to 5.5%= breaks unanimous majority
2) whether a person believes that their actions are dependent on what they do or if it’s out of their control

64
Q

R2SI-what is internal locus of control

A

when someone is responsible for their behaviour ..more independent so resist social influence

65
Q

R2SI-what is external locus on control

A

when a person believes that what happens to them is because of external factors like friend n family and luck etc.
-less responsible for actions so accept other influences

66
Q

R2SI-what is characteristics of high internals

A
  • more likely to be leaders
  • less likely to rely on other peoples opinions
  • more achievement oriented
67
Q

research support for resistance to social influence? (event)

A

Rosenstrasse protest ‘43

68
Q

+ R2SI
what happened in the rosenstrasse protest in 1943

why is it a strength

A
  • German women protested against the Gestapo (nazi police) who held 2000 jewish men(most married to non jews or was a child of a mixed marriage)
  • women wanted release of them
  • despite threat they remained -> set free

strength as shows how presence of disobedient peers gave confidence to resist authority?

69
Q

+research support by _____for locus of control

A

Avtgis ‘98

70
Q

what did Avtgis ‘98 do as research support for LOC

A
  • meta analysis of relationship between LOC and diff forms of social influence including conformity
  • showed that indivs that had high ext were easily persuaded/influenced than those who were internal
71
Q

+R2SI

research support for link of LOCL and resistance to obedience

A

Holland

72
Q

+R2SI

what did holland find(link of LOC and resistance to obedience)

A

-repeated Milligram’s study
-37% of internal did not continue to highest shock compared to the 23% of externals who did not
= internals have greater resistance
=validity of LOC

73
Q

-R2SI

who said that people are more external than they use to be

A

Twenge et al 2004

74
Q

-R2SI what did Twenge et al 2004 find?

A

-young Americans increasingly believed that fate was determined by luck more than own actions
-LOC. scores have shown that children/student samples are more external between ‘60——>’02
why? alienation

75
Q
  • R2SI support may not have to be valid to be effective

_______ support for this claim?

A

Allen and Levine ‘71

76
Q

R2SI

what did Allen and Levine ‘71 want to find out(part of a ao3)

A

social support that was not very valid would be effective in helping participants resist conformity

77
Q

R2SI

what did Allen and Levine ‘71 do?(part of a ao3)

A

one condition, confederate providing support wore glasses with thick lenses( invalid social support as it was a test on visual discrimination)–> reduced conformity
-in another condition, confederate had valid support as had normal vision ..more of an impact on conformity
= ally is helpful in resisting social influence

78
Q

what is minority influence

A

members of the majority group change their beliefs as a result of the persuasive minority

79
Q

name 3 behavioural styles that minority people must adopt

A

1) consistency- will continue to believe in their opinion to which the majority don’t..makes people re-think as there must be a reason why they think that way and maintain it for a long time(Nemeth’10)
2) commitment- dedicated..shows confidence/courage
3) flexibility-Mugny ’82)- more effective at changing majority opinion than arguing. Minority must negotiate when expressing a position. Mugny states that if minority aren’t flexible- perceived as narrow minded. Minority that is too flexible risk being deemed as inconsistent.

80
Q

+MI
_____research evidence that demonstrates importance of consistency

what did _____
do/find

A

wood et al ’94

conducted a meta analysis of almost 100 similar studies and found that minorities seen as being consistent were most influential..confirms that consistency is a major factor in minority influence

81
Q

+MI
research support for flexibility?

what did ______ do/find

A

Nemeth and Brilmayer ’87

did a simulated jury situation where group members discussed the amount of compensation to be paid to someone involved in a ski lift accident.. confederate who had different POV who refused to change opinion..NO EFFECT .. confederate who compromised did exert some influence on the rest of the group.. shows how negotiation can change their position

82
Q

+MI
the value of minority is of big value
what did ______ argue?

A

Nemeth ’10

argues that dissent in the form of the minority ‘opens the mind’..As a result of exposure to the minority, people search for info, consider more options and make better decisions…dissenters tell people to say what they believe as well as encouraging people to be creative even when they’re wrong..supported bt the work of van dyne who found that that groups had improved decision quality when exposed to a minority perspective..

83
Q

-MI
who argued that the views of the minority don’t lead to greater processing but rather the majority are more likely to create greater message processing? why a weakness?

A

Mackie ‘87

weakness because we tend to believe majority of group that share similar beliefs to ours+people don’t want to wast time trying to process why a minority message is different

84
Q
  • MI

often involves_____

A

artificial tasks

85
Q 
social influence processes in social change 
1.
2.
3.
4.
5.
A
  1. draw attention to issue.. if views diff by majority this creates a conflict they are motivated to reduce
  2. cognitive conflict.. what may believe and position by the minority..maj think of issue more deeply
  3. consistency of position..express same position over time
  4. augmentation principle..wiling to suffer
  5. snowball effect ..minority has small effect..spreads..ppl consider issue..tipping point..social change
86
Q

social influence processes in social change- how through majority influence?

A

Person’s behaviour is through normative social influence..

if people perceive something to be the norm they alter behaviour to fit norm.

87
Q

social influence processes in social change- what is misperception

A

the gap between the perceived and actual norm

88
Q

social influence processes in social change- what is social norms intervention

A

orrecting this misperception is the basis for an approach to social change is called social norms intervention:
Attempt to correct misperceptions of the normative behaviour of peers In order to try and change the risky behaviour of a target population. E.g. if uni students think it is the norm to drink.. media campaigns are put in place to show the norm of the actual behaviour..moderate own behaviour…

89
Q

+research support for role of NSI in social change by ____

what did they do/find

A

Nolan ‘08

90
Q

1) social change through minority influence may be very …
2) history challenges
3) influence of the minority creates potential for change

A

1) ..gradual
2) ..view that minorities like suffragettes can bring about social change quickly
3) .. than actual social change

91
Q

(weakness of SC)social norms approach- whilst it has shown + results in a number of diff situations like reduced drink driving amongst students etc… it hasn’t lead to all social norms inventions to social change..
research support for this?

A

Dejong’09

used campaigns for drinking use of students from 14 diff college sites.. survey beginning and at the end.. showed that students in the social norms condition did not show lower perceptions of student drinking levels nor lower alcohol consumption as a result of the campaign…

92
Q

(weakness of SC)- Identification is a variable that is overlooked in minority research as shown by _____

A

Bashir ’13
suggests people are less likely to behave in a environ friendly way to avoid being labelled of minority ‘environmentalist’..participants rated environmental activists negatively such as ‘tree huggers’.. minorities should avoid behaving in such a way that reinforces stereotypes if they want social change.. suggests that being able to identify with a minority group is just as important as agreeing with their vies in terms of changing behaviour

93
Q

(weakness of SC)- social norms and the ‘boomerang effect’ as supported by ______

A

Schultz ’07 found a problem with social norms interventions.. although they’re aimed at individuals whose behaviour is less desirable than the norm, the widespread nature of the approach means that those behaviour is more desirable than norm will also receive the message..those already engage in the behaviour( like drink less than the norm..use less energy) a normative message can lead to them engaging in mor destructive behaviour..this is known as the boomerang effect i.e.. social norms campaign was effective ing etting heavy energy users to use less electricity..

94
Q

key study for minority change

A

Moscovici ‘69

95
Q

moscovici (minority change) procedure :

A

4 naive participants and minority of 2 confederates…

shown a series of blue slides that varied in intensity and asked to judge the colour of each slide..

in consistent condtion- confederates said the slides were green all the time..inconsistent condition- said it was green on 2/3 of trials..in control- 6 naive ppl, said blue throughout.

96
Q

findings of moscovici study

A

Consistent minority- naive ppl agreed it was green on over 8% of the trials..32% same answer on at least one of the trials

Inconsisent condition- little difference

Psychology- social influence (1 decks)

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