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Psychology > Social Influence > Flashcards

Social Influence Flashcards

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1
Q

Asch’s study aim

A

to investigate group pressure in an unambiguous situation

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2
Q

Asch’s study method

A

123 American men

Two cards: standard line and three comparison lines
12 critical trials where confederates gave wrong answers

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3
Q

Asch’s study results

A

On critical trials the participant gave the wrong answer one third of the time. 25% never gave the wrong answer.

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4
Q

Asch’s study conclusion

A

People are influenced by group pressure, though many can resist.

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5
Q

Asch’s study weaknesses

A

Only reflective of conformity in 1950s America, much less conformity in 1980s UK study (Perrin and Spencer).

Artificial task; doesn’t reflect everyday situations.

Cultural difference, results can be generalised by other cultures.

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6
Q

In Asch’s study, where was the naïve participant seated?

A

near the end

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7
Q

Social factors in Asch’s study

A

group size, anonymity and task difficulty

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8
Q

group size in Asch’s study

A

two confederates = 13.6% conformity
three confederates = 31.6%

more than 3 made little difference

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9
Q

Anonymity in Asch’s study

A

writing the answer down is anonymous and made conformity lower.

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10
Q

Task difficulty in Asch’s study

A

If comparison lines were more similar to standard this makes the task harder, and conformity increases.

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11
Q

dispositional factors in Asch’s study

A

personality and expertise

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12
Q

personality in Asch’s study

A

high internal locus of control = conform less

Burger and Cooper found that internals are less likely to agree with a confederates ratings of a cartoon

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13
Q

expertise in Asch’s study

A

More knowledgeable people = conform less

Lucas found maths experts less likely to conform to others answers on maths problems.

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14
Q

Piliavin’s subway study aim

A

to investigate if characteristics of a victim affect help given in an emergency

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15
Q

Piliavin’s subway study method

A

Male confederate collapsed on subway, 103 trials.

Victim appeared to be drunk or appeared to be disabled (had a cane).

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16
Q

Piliavin’s subway study results

A

Disabled victim given help on 95% of the trials compared to the drunk being helped 50% of the time.

Help was as likely in crowded and empty carriages.

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17
Q

Piliavin’s subway study conclusion

A

Characteristics of a victim affects help given.

Number of onlookers doesn’t affect help in a natural setting.

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18
Q

Piliavin’s subway study strengths

A

High realism - Participants didn’t know their behaviour was being studied, so acted more naturally.

Urban sample - Participants from the city so may be used to emergencies.

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19
Q

Piliavin’s study social factors

A

presence of others and cost of helping

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20
Q

Piliavin’s study dispositional factors

A

expertise and similarity to the victim

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21
Q

Presence of others Piliavin’s study

A

More people present, the less likely it is for someone to help.

Darley and Latane found that 85% on own helped person with seizure but only 31% in a group of four.

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22
Q

Cost of helping Piliavin’s study

A

Includes danger to self or embarrassment.

Also costs of not helping e.g. guilt or blame.

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23
Q

Expertise Piliavin’s study

A

People with specialist skills more likely to help in emergencies e.g. registered nurses

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24
Q

Similarity to the victim Piliavin’s study

A

Help more likely if victim is similar to self e.g. Manchester fans helping someone wearing a Man U shirt (Levine et al.).

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25
Q

Milgram’s study aim

A

to investigate if Germans are different in terms of obedience

26
Q

Milgram’s study method

A

40 male volunteers

‘teacher’ instructed to give shock if ‘learner’ answered a question correctly.

27
Q

Milgram’s study results

A

No participant (teacher) stopped below 300 volts

65% shocked to 450 volts

extreme tension, e.g. 3 had seizures

28
Q

Milgram’s study conclusion

A

Obedience related to social factors, not disposition, e.g. location, novel situation.

29
Q

Milgram’s study strength

A

supported by other research - Sheridan and King found 100% of females followed orders to give a fatal shock to a puppy.

30
Q

Milgram’s study weaknesses

A

Lacked realism - Participants may have not believed the shocks were real (Perry).

Ethical issues - Participants distressed, caused psychological harm. This research brings psychology into dispute.

31
Q

Milgram’s study social factors

A

Agency, authority, culture (the social hierarchy), proximity.

32
Q

Milgram’s study dispositional factors

A

The authoritarian personality, cognitive style, originates in childhood, scapegoating.

33
Q

Agency (in Milgram’s study)

A

Agentic state: follow orders with no responsibility

Autonomous state: Own free choice

34
Q

Authority in Milgram’s study

A

Agentic shift: moving from making own free choices to following orders, occurs when someone is in authority.

35
Q

Culture (the social hierarchy) in Milgram’s study

A

Some people have more authority than others. Hierarchy depends on society and socialisation.

36
Q

Proximity in Milgram’s study

A

Participants less obedient in Milgram’s study when in the same room as the learner, increasing ‘moral strain’.

37
Q

The authoritarian personality (in Milgram’s study)

A

some people have a strong respect for authority and look down on people of lower status.

38
Q

Cognitive style (Milgram’s study)

A

rigid stereotypes and don’t like change.

39
Q

Originates from childhood (Milgram’s study)

A

Strict parents only show love if behaviour is correct. These values are internalised.

40
Q

scapegoating (Milgram’s study)

A

Hostility felt towards parents for being critical is put onto people who are socially inferior.

41
Q

Zimbardo’s study aim

A

to study the effects of loss of individual identity.

42
Q

Zimbardo’s study method

A

Female participants told to deliver fake electric shocks.

Individuated group wore normal clothes.

Deindividuated group wore a large coat with a hood.

43
Q

Zimbardo’s study results

A

Deindividuated more likely to to shock person and held down shock button for twice as long.

44
Q

Zimbardo’s study conclusion

A

This shows being anonymous increases aggression.

45
Q

Zimbardo’s study weakness

A

Not always antisocial - Prosocial group norm (e.g. nurses) leads to less antisocial behaviour than antisocial group norm (KKK) (Johnson and Downing)

46
Q

Zimbardo study strength

A

Real-world application - Manage sporting crowds using video cameras to increase self-awareness.

47
Q

Reicher’s study aim

A

to investigate crowd behaviour to see if it was ruly or unruly.

48
Q

Reicher’s study method

A

Studied news paper and TV reports.

Interviewed 20 people, 6 in depth.

49
Q

Reicher’s study results

A

Riot triggered by police raiding café which community felt was unjust.

Crowd threw bricks, burnt police cars, but calmed when police left.

50
Q

Reicher’s study conclusion

A

shows damage was rule-driven and targeted at police, reflecting social attitude of the area.

51
Q

Reicher’s study weakness

A

issues with methodology - Study is based on eyewitness testimonies so data may be biased.

52
Q

Reicher’s study strength

A

Supported by research - Football hooligan’s violence doesn’t escalate beyond a certain point.

53
Q

Deindividuation (crowd and collective behaviour)

A

group norms determine crowd behaviour.

54
Q

Social loafing (crowd and collective behaviour)

A

When working in a group, people put in less effort as you can’t identify individual effort.

Latane et al. found participants individually shouted less when in a group of six than when tested alone.

55
Q

Culture

A

Earley found Chinese people (collectivist culture) put in same amount of effort even if amount can’t be identified. Not true of Americans (individualist).

56
Q

Social factors in crowd and collective behaviour

A

Deindividuation, social loafing, culture.

57
Q

Dispositional factors in crowd and collective behaviour

A

personality and morality.

58
Q

Personality (crowd and collective behaviour)

A

High locus of control enables individuals to be less influenced by crowd behaviour.

59
Q

Morality (crowd and collective behaviour)

A

Strong sense of right and wrong helps resist pressure from group norms.

60
Q

Locus of control definition

A

Locus of control is the degree to which people believe that they, as opposed to external forces, have control over the outcome of events in their lives.

Internal locus of control = “I control my destiny”
external locus of control = “they control my destiny”

Psychology (7 decks)

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