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Psych113-Social psychology in the digital age > social influence > Flashcards

social influence Flashcards

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1
Q

social influence=

A

the process by which attitudes, perceptions & behaviours can be affected by the real or implied presences of others (can be+ or -)

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2
Q

Mechanisms that can give situations their power (3)

A
  • social norms
  • conformity
  • compliance
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3
Q

social norms= (1) + (3)

A

“rules” or standards that are understood by a group that guide behaviour & expectations
>emerge naturally our of interactions with others
>may or may not be stated
>social consequences when broken

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4
Q

conformity=

A

changing one’s behaviour to match other varieties

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5
Q

types of conformity (2)

A

> internalisation= deep & private, change in personal views that influences behaviour

> compliance= superficial & public, change in behaviour only, not views

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6
Q

Majority influence- internalisation: Sherif (1935): method (6)

A

makes use of autokinetic effect (optical illusion)
- put participants in pitch black room, except for 1 pin light which was STATIONARY
- asks participants how much light moved back and forth
- some asked alone, THEN in group
- some asked in group, then alone
- tested effect of socail influence by testing similarities/differences of alone> group vs group>alone

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7
Q

Majority influence- internalisation: Sherif (1935): results>

A
  • convergence when moving from alone>group
  • maintenance of beliefs when alone
    -thus majority influence= internalisation
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8
Q

Majority influence- compliance: Asch (1952): method (4)

A
  • unambigious task “vision test”
  • 1 participant, 7 confederates
  • asked which does line on L match in length
  • 18 trials, 12 “critical trials” where confederates gave same wrong answer
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9
Q

Majority influence- compliance: Asch (1952)> results>

A
  • 36% of critical trials showed conformity
  • individual variation: 75% conformed at least once; 25% never; 5% on every trial
  • control group: less than 1% errors
    -asked participants why> answered felt uncomfortable & out off fear of being “odd”
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10
Q

Majority influence- compliance: Asch»Variation on Asch (1956) Group size>

A
  • 1 confederate= 3%
  • 2 confederate= 13%
  • 3 confederate= 32%
    -ceiling effect= no significant increase in conformity beyond 3
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11
Q

Majority influence- compliance: Asch»Variation on Asch > ambiguity

A
  • increased difficulty increased conformity
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12
Q

Majority influence- compliance: Asch»Variation on Asch (1953)> individual factors (3)

A
  • low self-esteem, low IQ & high need for social approval increases conformity (crutchfield, 1955)
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13
Q

Majority influence- compliance: Asch»Variation on Asch> cultural factors>

A
  • collectivist cultures have higher rates of conformity (smith & bond, 1998)
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14
Q

Majority influence- compliance: Asch»Variation on Asch> influence of one

A
  • presence of one ally (a confederate who diverged from group) reduced conformity from 32%> 5% (asch, 1956)
  • even if appear incompetent (Allen & levine, 1968)
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15
Q

results of informational influence vs normative influence on judgements>

A

informational influence> produces private acceptance
normative influence> produces public compliance

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16
Q

informational influence=

A

belief everyone else knows what is going on, more so than us
>we change our judgements because we trust others more than ourselves & want to appear correct

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17
Q

normative influence=

A

we express judgements in line with the group in order to maintain others’ positive evaluations (performative)

18
Q

minority influence> moscovici (1976,1980, 1985) method

A
  • 36 slide were different shades of blue
  • 4 participants & 2 confederates
  • consistent: said green to all
  • inconsistent: said “green” to 24 & “blue” to 12
    results: found consistency is key
    >found when minority consistent in “green”, responses of “green” from participants increase (1.25%>8%)
19
Q

types of consistency in studies>

A
  • diachronic= consistency over time
  • synchronic= consistency between members
20
Q

why does consistency work?> (3)

A
  • disrupts the norm & creates uncertainty
  • makes majority re-think their position
  • confidence & dedication makes others think you know what you are saying
21
Q

Obedience: Milgram (1960s): method (5)

A
  • confederate asked qns, each time ans wrong participant has to give electric shock
  • participant given taster shock at start
  • incremental increase from 15V> 450V
  • after each shock, participant hears confederate moaning, shouting etc then silence at 315V (pre-recorded)
  • if participant hesitates, experimenter says specific order of phrases telling them to continue (increasing in seriousness ‘requires’ > essential)
  • study stops if hesitate a 5th time
22
Q

Obedience: Milgram (1960s): predictions vs results

A
  • predictions: psychiatrist= 1.25% would reach end; <4% reach 300V
  • people on street: all said would refuse
  • results:
    >62.5% reached highest level
    >average maximum shock= 368 V
    >demonstrates HIGH obedience to authority
23
Q

Obedience: Milgram (1960s): variations: effect of proximity>

A
  • if confederate in room= less likely
  • if experimenter (authority) in room= more likely
24
Q

Obedience: Milgram (1960s): method: variation: if another participant (confederate)

A
  • diffusion of responsibility> confederate to give shock
  • social support= willing to quit when other confederates quit
25
Q

group influences (3) + (2)

A
  • social contagion= spread of behaviour, emotions and ideas
  • deindividuation= erosion of personal identity
  • group performance
    > social facilitation
    >social loafing
26
Q

social contagion: Le Bon (1986): 3 stages>

A
  1. submergence= loss of individuality
  2. Contagion= ‘diseased’ ideas being shared + followed
  3. suggestions= ideas drawn from shared unconsciousness
27
Q

criticisms of social contagion: Le Bon (1986)

A
  • biases: upper class man writing about poor who were undergoing revolution; thus ignorance to political motivations & impact
28
Q

social contagion: Le Bon (1986): why was he popular? (3)

A
  • popular with upper classes: discredits issues crowds were fighting for
  • suggested ways to ‘control’ crowds & use to advantage
  • articulated people’s fears about crowds
29
Q

Deindividuation theorry (diener, 1980): negative behaviours are more likely when: (2)

A

–>there is a high level of anyonymity
–>individual lacks self-awareness about how they will be evaluated by others

30
Q

Deindividuation theorry (diener, 1980): negative behaviours are more likely when: anonymous & lack of self awareness> when this happens we..? (3)

A
  • dont self monitor; dont plan actions
  • feel less responsible
  • guided by emotion, impulsive
31
Q

social facilitation=

A

the presence of other people lifts you up

32
Q

social facilitation: triplet (1898) (3)

A
  • analyses speed record of cyclists
  • racing against each other rather than against the clock alone increased cyclists speeds
  • mere presence of otherss impacts performance, whether co-actors or a passive audience
33
Q

social facilitation & role of arousal: zajonc’s theory of social facilitation>

A

the presence of others increases the ‘dominant response latency’
>presence of others serves as a source of arousal
>since we cannot predict each other, it is good to alert & ready

34
Q

social faciliation & role of arousal: evaluation apprehension=

A

concern about how others are evaluating your performance

35
Q

outcome of social facilitation: 2 types

A

> Easy well-rehearsed automatic behaviours=
-dominant response is to perform better & results in improved performance
Difficult, poorly learned, unfamiliar tasks=
- dominant response is to perform less well, results in impaired performance

36
Q

social loafing=

A

extending less effort on a task when in a group than when alone, as we expect others to slack

37
Q

evidence for social loafing= (2)

A
  • men pulling on a rope attached to dynamometer exerted less force in proportion to no of people in group
  • clapping, shouting & cheering reduces per person as group gets larger
38
Q

moderators of social loafing> (5)

A
  • complexity of task
  • risk of evaluation
  • meaningless/important tasks
  • group size
  • gender & culture
39
Q

social loading: gender & culture> (3)

A
  • women loaf less
  • indiviualistic cultures have more loafing
  • collectivist cultures: more emphasis on group success & social norm of social responsibility
40
Q

facilitiations vs loafing»

A
  • facilitation= efforts can be evaluated
    >thus: alertness & evaluation apprehension
    >arousal
  • loafing= efforts cannot be evaluated
    >thus, no evaluation apprehension
    >relaxation

Psych113-Social psychology in the digital age (9 decks)

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