Social Influence Flashcards
1
Q
How many participants were involved in Asch’s study + what were their characteristics?
A
123 American males.
2
Q
What were Asch’s participants told they’d be doing?
A
Told they’d be taking part in a visual perception task.
3
Q
What did the task in Asch’s experiment involve?
A
Two white cards were displayed, first showed the standard line + the second card showed three comparison lines, one of which matched the standard. Participants had to say which comparison line matched the standard.
4
Q
How many confederates + participants were in each of the groups, in Asch’s study?
A
7-9, with one naive participant.
5
Q
Where was the participant always sat in Asch’s study?
A
Either last, or next to last in the group.
6
Q
What were the findings of Asch’s experiment?
A
The naive participant agreed with the incorrect answer (said by confeds) 36.8% of the time, 75% of participants conformed at least once - 25% didn’t at all.
7
Q
What was the aim of Asch’s experiment?
A
To asses to what extent people would conform to the opinion of others, even in a situation where the answer is unambiguous.
8
Q
What is the conclusion of Asch’s experiment?
A
Asch concluded that participants exhibited a ‘distortion of action’ - they knew what the right answer was, but conformed to avoid ridicule.
9
Q
What is the definition of conformity?
A
A change in a person’s behaviour or opinions as a result of real or imagined pressure from a person/group of people.
10
Q
Why is Group Size one of the variations?
A
To test whether the size of the group was more important than the agreement of the group, in affecting conformity.
11
Q
How did conformity change with Group Size?
A
It increased up until a certain point = curvilinear relationship -> the conformity levelled off when there were more than 3 confederates.
12
Q
What was the percentage conformity with: - 3 confeds + 1 participant - 1 confed + 1 participant?
A
- 3 confeds + 1 participant = 31.8% conformity. - 1 confed + 1 participant = 4% conformity.
13
Q
What does the change in conformity with Group Size suggest?
A
Increase in group size = increase pressure to conform due to normative social influence. + People are sensitive to the views of others.
14
Q
What is unanimity?
A
The extent to which all the members of the group agree.
15
Q
What are Asch’s three variations?
A
Group Size, Unanimity, Task Difficulty.
16
Q
Why was Unanimity a variation?
A
Asch wondered if the presence of a non-conforming person would affect the naive participants conformity.
17
Q
What was the percentage conformity when there was one confederate who: - Gave the right answer always. - Gave a different wrong answer to the majority. - Gave the right answer sometimes, and the wrong answer sometimes?
A
- Right answer always: 5.5% conformity. - Different wrong answer: 9%. - Right answer sometimes + wrong answer sometimes: 25% conformity.
18
Q
How many trials were in Asch’s experiment and how many did confederates give a wrong answer on?
A
18 trials. + 12 ‘critical trials’.
19
Q
What does the change in conformity with Unanimity suggest?
A
That the influence of the majority depends, to a large extent, on being unanimous + non-conformity is more likely when cracks are perceived in the majority’s unanimous view.
20
Q
Why was Task Difficulty a variation?
A
Asch wanted to know whether making the task harder would affect the degree of conformity.
21
Q
How did Asch make the task harder + how did that affect conformity?
A
By making the comparison and standard lines more similar. Conformity increased.
22
Q
What does the change in conformity with Task Difficulty suggest?
A
That informational social influence plays a role when the task becomes harder - because the situation is more ambiguous = more likely to look to others for guidance.
23
Q
Limitations of Asch?
A
- The task + situation were artificial. - Low population validity.
24
Q
Strengths of Asch?
A
- Research support. - High control.
25
Who suggested that there were 3 types of conformity + what are they?
Kelman (1958). Compliance, internalisation + identification.
26
What is compliance?
Where individuals change their opinions/behaviour to fit in with the group - they do not privately change their personal opinions/behaviour.
27
What does compliance not result in?
A permanent change in behaviour = the opinions/behaviour will stop as soon as group pressure stops.
28
Example of compliance?
Laughing at a joke you didn’t find funny because others are laughing.
29
What is identification?
Where individuals conform to the opinions/behaviours of a group because there is something about that group they value.
30
What happens in identification?
A person publicly and privately changes their opinions/behaviour to be accepted - even if they don’t agree with all aspects of the group.
31
What does identification not result in?
A permanent change = opinions/behaviour may not be maintained when the individual leaves the group.
32
Example of identification?
Smoking because friends do - even smoking alone as a result, but stopping smoking when that individual leaves that group of friends.
33
What is internalisation?
When a person genuinely accepts the groups norms -> results in a public + private change of opinions/behaviour.
34
What does internalisation result in and why?
A permanent change - because the attitudes have been internalised = become a part of the persons beliefs.
35
Example of internalisation?
A student goes vegan when sharing a flat with vegans at university may adopt those views + continue to be vegan for the rest of their life.
36
Who developed the theory arguing that there are two main reasons why people conform?
Deutsch & Gerard (1955)
37
What is informational social influence + what motivates it?
Motivated by the need to be right - In situations where the correct behaviour is ambiguous, we look to the majority for guidance on how to behave.
38
What type of conformity does ISI result in + why?
Internalisation = it is more likely to lead to a change in our personal opinions + there is a public, private and permanent change.
39
What is normative social influence + what is it motivated by?
Motivated by the desire to be accepted - We are inclined to conform to the group to gain acceptance.
40
When does NSI occur?
When we think the group can reward (accept) or punish (reject) us.
41
What does NSI result in + why?
Compliance = we may change our behaviour/opinions publicly in order to be accepted or liked, but privately we do not change.
42
When else may NSI be more pronounced?
In stressful situations where people have a greater need for social support.
43
Strengths of NSI + ISI?
NSI = Research support from Asch. ISI = Research support from Lucas art Al.
44
Limitations of NSI + ISI?
NSI = Individual differences in NSI. NSI + ISI = Unclear whether ISI or NSI is at work in studies.
45
What are social roles + what are they accompanied by?
‘Parts’ people play as members of various social groups (e.g, parent) - Accompanied by expectations of what is appropriate.
46
What may social roles with strong expectations cause?
Conformity because our perception of how we should act in a role may change our behaviour.
47
What type of conformity for does conformity to social roles involve?
Identification.
48
What is the aim of Zimbardo’s study?
To investigate the extent to which people would conform to the roles of guard + prisoner in a role play situation of prison life.
49
Why did Zimbardo create the study?
Zimbardo wanted to know why there had been many prison riots in America in 1970 + why the guards behaved brutally.
50
When was Zimbardo’s study + where was it set up?
1973, in a mock prison set up by Zimbardo, in the basement of the psychology department at Stanford University.
51
What type of study was Zimbardo’s study?
Observational study.
52
How many participants in Zimbardo’s study and what were there characteristics? + What happened before the study started?
24 male students - They were psychologically + physically screened/tested as ‘emotionally stable’.
53
How were the roles allocated in Zimbardo’s study?
Participants were randomly allocated the roles of guard and prisoner.
54
How did the participants get to Zimbardo’s mock prison?
They were arrested by local police + taken to ‘prison’.
55
What role did Zimbardo take on?
The superintendent, as well as the experimenter.
56
What was the prisoner’s uniform?
Loose smock, cap to cover their hair + they were identified by a number.
57
What was the guards uniform?
Khaki guards uniform, wooden club, handcuffs + mirror shades.
58
What did the uniforms in Zimbardo’s study cause?
A loss of identity (=de-individuation) + meant they would be more likely to conform to their role.
59
How were prisoners encouraged to identify with their role?
Several procedures, such as: rather than leaving the study early, they could apply for parole.
60
How were guards encouraged to identify with their role?
By being reminded that they had complete power over the prisoners.
61
What happened within the first few days with the guards?
They grew increasingly abusive - harassing prisoners, e.g: conducted frequent headcounts, sometimes at night.
62
What happened initially with the prisoners?
They had an initial rebellion, within 2 days: prisoners ripped their uniforms + shouted and swore at guards.
63
What happened after the prisoners initial rebellion?
Guards fully conformed to their role: they become aggressive + authoritative. Prisoners also fully conformed to their role: they became passive + obedient.
64
What did one of the prisoners do in Zimbardo’s study + what did the guards do?
Went on hunger strike - Guards tried to force-feed him + punished him by putting him in ‘the hole’ (a tiny dark closet).
65
When did Zimbardo end the study + how long was it meant to last?
6 days instead of the intended 14 days.
66
What did the prisoners start to do by the end of the study?
Refer to themselves by their numbers, even when not talking to guards + some prisoners had mental breakdowns.
67
Conclusions of Zimbardo’s study?
Social roles appear to have a strong influence on individuals behaviour - such roles are very easily taken on by participants.
68
What did volunteers in Zimbardo’s study do?
(E.g: prison chaplain) They found themselves behaving as if they were in prison instead of a study.
69
Strengths of Zimbardo’s study?
- High control. - Can be used to explain real life situations.
70
Limitations of Zimbardo’s study?
- Low ecological validity. - Low population validity.
71
Definition of obedience?
A form of social influence in which an individual follows a direct order - typically ordered by an authority figure.
72
What was the aim of Milgrams study?
To investigate whether ordinary American people would obey an unjust order from a person in authority to inflict pain on another person.
73
What + when did Milgram decide to research?
After the Holocaust - why Hitlers orders had been followed by the German people.
74
How many participants in Milgrams study + what were their characteristics?
40 male, 20-50 year old, volunteers - all American.
75
How were Milgrams participants recruited?
Through a newspaper advert/mail shot + they were paid $4.50 for participating.
76
What were Milgrams participants told?
That they were taking part in a study on memory.
77
Where was Milgrams study conducted?
In a lab at Yale University.
78
How were roles allocated in Milgrams study + what was the method participants were told?
Participants were allocated the role of ‘teacher’ + were told the ‘learner’ (confederate) had to memorise word pairs.
79
Who was the confederate in the room in Milgram’s study and what were they wearing?
An ‘experimenter’, white lab coat.
80
What did the ‘teacher’ do in Milgram’s study + what were the participants told to do?
Tested the ‘learner’ on their ability to correctly remember the word pairs - they were told to administer electric shocks using a generator each time the ‘learner’ got an answer wrong.
81
What did the electric shocks increase up to in Milgram’s study + were they real?
Up to 450 Volts (deadly amount), they weren’t real but the p.ps did not know this + believed they were real).
82
What happened when the participants in Milgram’s study began to worry when administering shocks?
The ‘experimenter’ used ‘verbal prods’ - e.g ‘please continue’ and ‘you have no choice, you must go’.
83
What were the results of Milgram’s study?
All p.ps administered shocks of at least 300V, 65% of p.ps administered shocks the full 450V - p.ps showed signs of extreme tension = sweating, trembling + digging their nails into their hands + 3% had uncontrollable seizures.
84
Who + what did Milgram ask and what did they say?
He asked 14 psychology students to predict the p.ps behaviour -> students estimated that no more than 3% of p.ps would continue to 450V.
85
What was the conclusion of Milgram’s study?
That Germans aren’t ‘different’ -> under certain circumstances p.ps will obey an authority figure even when they feel uncomfortable doing so.
86
Strengths of Milgram’s study?
- Research support -> French Documentary Beauvois 2012.
- High control.
87
Limitations of Milgram’s study?
- Low ecological validity.
- Ethical issues.
88
What are situational variables?
Features of the immediate physical and social environment which might influence a persons behaviour.
89
What is the proximity variable in Milgram’s situational variables study?
Awareness of how the shocks are affecting the participants -> manipulated by physical location and distance.
90
What were the results of the proximity variations in Milgram’s situational variables study compared to the original study?
Original study = the ‘learner’ was placed in a separate room to the teacher + obedience = 65% -> Variation 1) Teacher + ‘learner’ in the same room = 40% of p.ps go to 450V. Variation 2) Teacher + learner in the same room + the teacher presses ‘learners’ hand onto the shock plate = 30%.
Variation 3) Teacher + authority figure in different rooms = 21% + some p.p lied to the ‘experimenter’ and kept on giving shocks at the weakest level.
91
What do the results on proximity in Milgram’s situational variables study suggest?
Decreased proximity allows people to psychologically distance themselves from the consequences of their actions + are more likely to be obedient.
92
What is the location variable in Milgram’s situational variables study?
Legitimate authority influences how likely someone is to obey -> the relevant factor that influences obedience is the status of prestige associated with the location.
93
What were the results of the location variation in Milgram’s situational variables study compared to the original study?
Original study = conducted in a lab experiment at Yale University = 65% obedience - Variation = experiment conducted in run down offices = 47.5% p.ps went to 450V.
94
What do the results on location in Milgram’s situational variables study suggest?
The prestigious University environment gave Milgram’s study legitimacy + authority - p.ps were more obedient in this location because they perceived that the ‘experimenter’ shared this legitimacy and that obedience was expected.
95
What is the uniform variable in Milgram’s situational variables study?
People in positions of authority often have a specific outfit that is symbolic of their authority -> this indicates that they are entitled to expect our obedience.
96
What were the results of the proximity variations in Milgram’s situational variables study compared to the original study?
Original study = ‘experimenter’ wearing a white lab coat = 65% obedience - Variation = authority figure wearing ordinary clothes = 20% of p.ps went to 450V.
97
What do the results on location in Milgram’s situational variables study suggest?
Uniforms ‘encourage’ obedience because they are widely recognised symbols of authority - a persons uniform suggests their authority is legitimate.
98
Strengths of Milgram’s situational variables study?
- Research support -> Bickman 1974.
- High control.
99
Limitations of Milgram’s situational variables study?
- Ignores dispositional factors.
- Low population validity.
100
How was Milgram’s interest in obedience sparked?
By Adolf Eichmann + his trial for his war crimes (1961).
101
What did Eichmanns trial lead Milgram to propose?
That obedience occurs because a person does not take responsibility + instead they believe that they are acting for someone else.
102
What is the agentic state?
A mental state where the person does not feel responsible for their own actions -> instead they believe they are acting for an authority figure as their agent.
103
What does an agent experience?
High anxiety when they realise what they’re doing is wrong but feel powerless to disobey.
104
What is the high anxiety that an agent experiences?
Moral strain.
105
What is the autonomous state?
A mental state where the person is free to behave according to their own principles + feels a sense of responsibility for their own actions.
106
What is the agentic shift?
The process of shifting responsibility of one’s actions onto an authority figure -> going from the autonomous state to the agentic state.
107
What did Milgram suggest is the reason for agentic shift occurring?
It occurs when a person perceives someone else as an authority figure - the authority figure has greater power because they hold a higher position in the social hierarchy.
108
What are binding factors + what did Milgram observe in his study?
Milgram observed that many p.ps wanted to stop, but seemed powerless to do so - BFs = aspects of the situation that allow the person to ignore/minimise the damaging effect of their behaviour + thus reduce the moral strain they are feeling.
109
What are the strengths of agentic shift as a situational explanation?
- Research support -> Milgram’s studies.
- Supporting evidence from Hofling.
110
What are the limitations of agentic shift as a situational explanation?
- Contradictory evidence -> Rank er al.
- Fails to explain gradual transition.
111
What are the situations explanations?
Agentic shift and Legitimacy of Authority.
112
What are the situational variables?
Proximity, Location, Uniform.
113
How are most societies structured?
In a hierarchy way - certain people hold authority over the rest of us + the authority they wield is legitimate as it is agreed upon by society.
114
Who are people more likely to obey + why?
People are more likely to obey people who they perceive as having authority over them - the authority is legitimate/justified by the individuals position of power in a social hierarchy.
115
Why do we feel obligated to obey those in power?
Because we respect their credentials = uniform, location, and we assume they know what they’re doing.
116
Who is legitimate social power held by + what does this give the person?
Authority figures whose role is identified by society - usually gives the person in authority the right to exert control over the behaviour of others + others usually accept it.
117
When + how do we learn our acceptance of legitimacy of authority?
From childhood, from parents initially + then teachers and adults.
118
What are the strengths of legitimacy of authority as a situational explanation?
- Supported by Milgram’s variation/situational variables research.
- Explains cultural differences.
119
What are the limitations of legitimacy of authority as a situational explanation?
- Cant explain all obedience.
- Low ecological validity.
120
What is a dispositional explanation?
Any expectation of behaviour that highlights the importance of the individuals personality.
121
What is the authoritarian personality [AP]?
A type of personality that Adorno argued was susceptible to obeying people in authority.
122
What are individuals with an authoritarian personality thought to be?
Submissive to those of higher status and dismissive of inferiors.
123
What causes an AP?
Consistently harsh and critical parenting can lead to the development of an AP when a child becomes an adult -> This type of parenting features extreme discipline, an expectation of absolute loyalty, impossibly high standards + severe criticism of perceived failings - “I will love you if…” [This is the psychodynamic explanation]
124
What did Theodor Adorno want to understand + what did he argue that was different to Milgram?
The anti-semitism of the Holocaust -> Adorno argued that a high level of obedience was a psychological disorder linked to the personality of an individual - rather than the situation.
125
When did Adorno conduct his research?
1950s.
126
Who did Adorno study + what did he study?
More than 2000 middle class, white Americans -> He studied their unconscious attitudes towards other ethnic groups.
127
What did Adorno use in his study?
Questionnaires.
128
What did researchers develop to study the AP?
Several measurement scales - including the F-Scale = Fascism Scale.
129
Example of a question on the F-Scale?
- ‘Obedience and respect for authority are the most important values for children to learn?’
130
Findings of Adorno’s research?
People who scored higher on the F-Scale (more authoritarian leanings) identified with ‘strong’ people + were generally contemptuous for the weak -> These people were also very conscious of status + showed extreme respect to those of a higher status.
131
What did Adorno find about the authoritarian people’s cognitive style?
They had a certain cognitive style - in which, there is a very ‘blank and white’ thought process when perceiving categories of people -> They had fixed stereotypes about other groups.
132
What correlation did Adorno find?
He found a strong positive correlation between authoritarianism and prejudice.
133
What did Adorno argue about such childhood experiences + what it creates [AP]?
They create resentment and hostility in a child -> The child cannot express these feelings directly towards their parents (they fear punishment) = their fears are displaced onto others who they perceive to be weaker (scapegoating) = this explains their hatred to those they see as socially inferior.
134
What did Adorno argue about the AP + obedience?
1 - People with an AP show an extreme respect for + submissiveness to authority. 2 - Such people view society as ‘weaker’ than it once was - believe we need strong + powerful leaders to enforce traditional values. 3 - Such people are more likely to obey orders from a source of authority. 4 - People with APs show contempt for those of inferior social status. 5 - Such people have an inflexible outlook on the world -> no grey areas. 6 - They have fairly conventional views towards sex, race + gender.
135
Strength of Dispositional Explanations/AP?
- Supported by research -> Elms + Milgram.
136
Limitations of Dispositional Explanations/AP?
- Alternative explanations for obedience -> Milgram + situational explanations.
- Education -> Middendorp + Meleon.
- AP is measured using the F-Scale = flawed -> Greenstein.
137
What is resistance to social influence?
Refers to the ability of people to withstand the social pressure to conform to the majority or to obey authority.
138
What is social support?
The presence of people who resist pressures to conform or obey can help others to do the same -> these people act as (disobedient) role models to show others that resistance to social influence is possible - breaks unanimity + challenges the legitimate authority of an AF.
139
What is Locus of Control [LOC]?
Refers to the sense we each have about what directs events in our lives.
140
What do internals believe/internal LOC?
Believe they are mostly responsible for what happens to them [internal LOC].
141
What do externals believe/external LOC?
Believe it is mainly a matter of luck or other outside forces [external LOC].
142
What is an independent role model?
Someone who does not conform to the group or obey the authority figure.
143
How can the pressure to conform be resisted?
If there are other people present who are not conforming (= independent role models).
144
What is someone not following the majority?
Social support = enables a person to be free to follow their own conscience. [= Resistance to conformity]
145
What happens when someone doesn’t conform?
It breaks the unanimous position of the majority + therefore the pressure to reform is reduced.
146
What are the two explanations of resistance to social influence?
- Social support = situational.
- LOC = dispositional.
147
How are supporters and dissenters likely to be effective in reducing conformity?
Because they raise the possibility that there are legitimate ways of thinking/responding.
148
What does the dissenter do?
Gives rise to more dissent because it shows that the majority is no longer unanimous.
149
How can the pressure to obey be reduced?
If there is another person who is seen to disobey.
150
What does Milgram’s research show about resistance to obedience?
That individuals are more confident in their ability to resist the temptation to obey if they can find an ally who is willing to join them in opposing the authority figure.
151
What do disobedient peers act as + what do they do?
A role model for the individuals own behaviour -> The model challenges the legitimacy of authority of the authority figure = making it easier for others to disobey.
152
Strengths of social support as an explanation for resistance to social influence?
- Supported by real world research -> Susan Albrecht et al.
- Supported by Asch -> Asch’s variables = unanimity.
153
What did Julian Rotter (1966) propose?
She proposed Locus of Control as a concept concerned with internal control versus external control.
154
What is LOC a form of?
Attributional style.
155
How is LOC usually measured?
Along a scale with high internal locus at one end and high external locus of control at the other end -> = The LOC continuum - individuals vary their position on the LOC continuum (scale).
156
What do internals perceive themselves as having?
A great deal of personal control over their behaviour + will take responsibility for their own actions.
157
What do externals perceive their behaviour as being caused by?
Caused by more external influences or luck.
158
What are people with a high internal LOC more able to resist?
Pressures to conform or obey = more likely to resist social influence.
159
Why are people with high internal LOC more likely to resist social influence?
If a person takes responsibility for their actions and experiences (as internals do) they tend to base their decisions on their own beliefs rather than depending on the opinions of others.
160
What do people with high internal LOC tend to be + what does this mean?
More self confident, more achievement oriented - also have higher intelligence -> These traits = greater resistance to social influence - high internal do not need approval from a group or an authority figure + display more independent behaviour.
161
Strengths of LOC as an explanation for resistance to social influence?
- Supported by Shute.
- Supported by Holland’s research.
162
Limitations of LOC as an explanation for resistance to social influence?
- Over-simplistic theory.
- Contradictory research -> Twenge et al.
163
Who studied minority influence?
Serge Moscovici -> Born in Romania to a Jewish family.
164
What is minority influence?
A form of social influence in which a minority of people (sometimes just one person, a small group or large group of people) persuade each other to adopt their beliefs, attitudes or behaviours.
165
What does minority influence lead to?
Leads to internalisation in which private attitudes are changed as well as public behaviours and is a permanent change.
166
What key 3 qualities do minorities need to have so as to be influential and bring about social change?
1. Consistency.
2. Commitment.
3. Flexibility.
167
What does consistency mean?
The minority group will be more successful if all of them have the same message over time.
168
Why do minority groups need to be consistent?
By keeping this message the same (consistent), a minority is harder for the majority to ignore and sends a message that an alternative view to the majority is available -> The majority is unlikely to pay attention to the minority if they are not consistent in their argument.
169
What does commitment mean?
Sometimes minorities engage in quite extreme activities in order to draw attention to themselves. It is important that these activities are at some risk/self-sacrifice to the minority because this demonstrates commitment to the cause.
170
Why do minority groups need to be committed?
Majority group members pay more attention = ‘the augmentation principle’.
171
What does flexibility mean?
The minority must not be too rigid in their argument.
172
Why do minority groups need to be flexible?
Being too rigid can be seen as negative - that they are too narrow-minded + inflexible = this is off putting to the majority and unlikely to result in conversions to the minority position.
173
How should a minority group be flexible instead of rigid?
They should be prepared to adapt their point of view and accept reasonable + valid counter-arguments.
174
If a minority group is successful in being consistent, committed and flexible what can I lead to?
The ‘snowball effect’.
175
What is the ‘snowball effect’?
This is when overtime increasing numbers of people switch from the majority position to the minority position = they have become converted -> Gradually, the minority view becomes the new majority view + change has occurred - they have internalised the minority’s position.
176
Strengths of minority influence?
- Supported by research -> Moscovici.
- Real life examples.
177
Limitations of minority influence?
- Studies low in ecological validity.
- Power of minority influence.
178
What is the definition of social influence?
The process by which individuals and groups change each others attitudes and behaviours (includes conformity, obedience + minority influence).
179
What is social change?
Social change occurs when a society as a whole adopts new beliefs or ways of behaving that often starts with a small group of people, called minority influence.
180
Examples of social change?
- When the government brings in a new law to reduce drink driving or smoking in public.
- The women’s suffragette movement.
181
What are the 6 stages of social change (through minority influence)?
1. Drawing attention to an issue.
2. Cognitive conflict.
3. Consistency of position.
4. The augmentation principle.
5. The snowball effect.
6. Social cryptomnesia.
182
What is the drawing attention to an issue stage (stage 1)?
Minorities can bring about social change by drawing attention to an issue - if their views are different to those held by the majority = creates a conflict that they are motivated to reduce.
183
Example of drawing attention to an issue?
The suffragettes used educational, political and militant tactics to draw attention to the fact that women were denied the same voting right as men.
184
What is the cognitive conflict stage (stage 2)?
The minority creates a conflict between what majority group members currently believe and the position held by the minority.
185
What does the cognitive conflict stage not necessarily result in?
A move towards the minority position - but, it does mean that majority group members think more deeply about the issues being challenged.
186
Example of cognitive conflict?
The suffragettes created a conflict for majority group members between the existing status quo (only men allowed to vote) + the position advocated by the suffrages (votes for women) -> Some dealt with this conflict by moving towards the position advocated by the suffragettes - others dismissed it.
187
What is the consistency of position stage (stage 3)?
Research on minority influence has established that minorities tend to be more influential in bringing about social change when they express their arguments consistently.
188
Example of consistency of position?
The suffragettes were consistent in their views, regardless of the attitudes of those around them - protests + political lobbying that continued for years, plus the fact that women played a visible role in WW1, eventually convinced society that women were ready for the vote.
189
What is the augmentation principle stage (stage 4)?
If a minority appears to be willing to suffer for their views, they are seen as more committed and so taken more seriously by others.
190
Example of the augmentation principle?
The suffragettes were willing to risk imprisonment or even death from hunger strike = their influence became more powerful.
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What is the snowball effect stage (stage 5)?
Minority influence initially has a relatively small effect but this then spreads more widely as more + more people consider the issues being promoted - until it reaches a ‘tipping point’, at which point it leads to a wide-scale social change.
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Example of the snowball effect?
Universal suffrage (all adult citizens having the vote) was finally accepted by the majority of people in the UK.
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What is the social cryptomnesia stage (stage 6)?
People have a memory that change has occurred but do not remember how it has happened.
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Example of social cryptomnesia?
Some people have no memory of the events that led to women being given the right to vote.
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Lessons from conformity research -> what did Asch’s research highlight?
Highlighted the importance of dissent in one of his variations = this broke the power of the majority encouraging others to likewise - this has the potential to ultimately lead to social change.
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Lessons from conformity research -> environmental and health campaigns?
Environmental + health campaigns exploit conformity processes by appealing to normative social influence - they do this by proving information about what other people are doing -> e.g, preventing young people from smoking by telling them that most other young people don’t smoke.
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Strengths of social influence processes in social change?
- Minority influence + consistency is supported by Moscovicis study.
- Supported by Asch.
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Limitations of social influence processes in social change?
- Social change through minority influence is very gradual.
- Social norms approach doesn’t always work.
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What is the economic implication of Moscovici’s research on minority influence?
Managers in the workplace could adopt this approach in attempting to persuade their employees about a particular change to company strategy -> Productivity may increase + so more work is done in less time = saving the company money.
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What is the economic implication of research into social change?
Successful public education (health campaigns) can reduce the numbers of people who smoke, are obese/drink too much alcohol -> This would reduce the amount of money spent every year by the NHS on treating people for these issues - would also make sure any money spent on campaigns would be more economically sound - the campaign would be more effective in reducing the unwanted behaviour.
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