social influence Flashcards
what is the aims of Asch’s research
Solomon Asch (1951) devised a procedure to measure the extent that people conformed to the opinion of others, even in a situation when the others’ answers were clearly wrong.
describe the procedure Asch
Baseline procedure
-123 American male participants were tested individually, sitting last or next-to-last in a group of six to eight confederates.
They were shown two large cards. On one was a ‘standard line: On the other were three comparison lines. One of the three lines was the same length as the standard and the other two were always clearly different. Each group member stated which of the three lines matched the standard.
-There were 18 ‘trials’ involving different pairs of cards. On 12 of these (critical trials’ the confederates all gave the same clearly wrong answer
findings of the study
Asch
Asch found that the naive participants conformed 36.8% of the time. This shows a high level of conformity when the situation is unambiguous.
There were individual differences, 25% of the participants never gave a wrong answer (i.e. never conformed).
75% conformed at least once.
what happened in variable 1: group size
- the relationship between group size and level of conformity was curvilinear.
-two confederates, conformity to the wrong answer was 13.6%.
-three confederates, conformity rose to 31.8%.
Above three confederates, conformity rate levelled off..
-ppl sensitive to opinions of other people because just one confed made little difference
unanimity
Procedure - dissenting confederate -(but always disagreed with majority).
Findings - conformity reduced on average to less than a quarter of the level it was when the majority was unanimous.
Conformity reduced if dissenter gave right or wrong answer.
-having a dissenter enabled the naive ppt to be independent
Task difficulty
-Stimulus line and comparison lines more similar in length.
-Finding - conformity increased.
-Explanation - the situation is more ambiguous, look to others for guidance and to assume they are right and we are wrong.
informational social influence (see next spread) - it plays a greater role when the task becomes harder.
eval conformity in Asch
(-) situation and task were artificial
(+) evidence to support Asch findings - Lucas et al w/ counterpoint
(-) little application ( only american men)
define internalisation
When a person genuinely accepts group norms. It results in a private as well as public change of opinions behaviour.
The change is usually permanent and persists in the absence of group members because attitudes have become part of how the person thinks (internalised).
identification
When we identify with a group that we value, we want to become part of it.
So we publicly change our opinions/behaviour, even if we don’t privately agree with everything the group stands for.
compliance
Involves ‘going along with others’ in public, but privately not changing opinions/behaviour.
This results in only a superficial change and the opinion/behaviour stops as soon as group pressure ceases.
describe ISI
-
situations which are new or where there is some ambiguity,
-It may happen when decisions have to be made quickly, when we assume the group is likely to be right.
evaluate types of conformity and explanations
(+) research support - Asch
(+) research support for ISI - lucas et al count. real life
(-) individual differences in NSI
procedure of Zimbardo
Zimbardo (1973) The Stanford prison experiment (SPE)
Zimbardo et al. (1973) set up a mock prison in the basement of the psychology department at Stanford University to investigate the effect of social roles on conformity.
21 male student volunteers were involved in the study - selected by psychological testing that showed them to be ‘emotionally stable’.
They were randomly allocated to the role of guard or prisoner.
Zimbardo
how were the social roles encouraged (2)
The social roles were encouraged by two routes:
1. Uniform
Prisoners were strip-searched, given a uniform and number (no names), this encouraged de-individuation.
Guards enforced rules, had own uniform with handcuffs, etc.
2. Instructions about behaviour
Prisoners were told they could not leave but would have to ask for parole.
Guards were told they had complete power over prisoners.
findings Zimbardo regarding their roles
The guards played their roles enthusiastically and treated prisoners harshly.
prisoners rebelled within two days - they ripped their uniforms, shouted and swore at the guards.
The guards retaliated with fire extinguishers and harassed the prisoners = reminder of their powerless role (e.g. frequent headcounts, including
at night).
Zimbardo
in the findings how did the guards behaviour threaten the prisoners psychological and physical health
The guards’ behaviour threatened the prisoners’ psychological and physical health. For example:
1. After the rebellion was put down, the prisoners became subdued, anxious and depressed.
2. Three prisoners were released early because they showed signs of psychological disturbance.
3. One prisoner went on hunger strike; the guards attempted to force-feed him and punished him by putting him in ‘the hole’, a tiny dark closet.
The study was stopped after six days instead of the planned 14 days.
Zimbardo conclusion
Social roles are powerful influences on behaviour - most conformed strongly to their role.
Guards became brutal, prisoners became submissive.
Other volunteers also easily conformed to their roles in the prison (e.g. the ‘chaplain’).
evaluate conformity to social roles
(+) SPE is control over key variables
(-) SPE lacked the realism of a true prison and count
(-) Zimbardo exaggerated the power of roles ( Fromm 1973)
Describe the key findings of Milgram’s study
12.5% (five participants) stopped at 300 volts.
65% continued to 450 volts (highest level).
Observations (qualitative data) - participants showed signs of extreme tension. Three had ‘full-blown uncontrollable seizures’.
after the ppts were debriefed 84% we’re glad to have participants
conclusions of milgrams study
We obey legitimate authority even if that means that our behaviour causes harm to someone else.
Certain situational factors encourage obedience (Milgram investigated these, see next spread).
evaluate milgrams study
describe the proximity variation of Milgrams study
- In the proximity variation, Teacher and Learner were in the same room and the obedience rate dropped from 65% to 40% - In the touch proximity variation, the Teacher forced the Learner’s hand onto a shock plate. The obedience rate was
30%. - In the remote-instruction variation, the Experimenter left the room and gave instructions by telephone. The obedience rate was 20.5% and participants often pretended to give shocks.
—
