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social influence Flashcards

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1
Q

what is conformity?

A

a change in behaviour due to a real or imagined pressure created by a group of people.

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2
Q

what is compliance?

A
  • most shallow level of conformity.
  • temporary.
  • agree in public disagree in private.
  • superficial change.
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2
Q

who made the types of conformity?

A

Kelmen

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2
Q

what are the types of conformity?

A
  • compliance.
  • identification.
  • internalisation.
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3
Q

what is identification?

A
  • medium level of conformity.
  • conform because value the group.
  • agree in public and disagree in private.
  • temporary.
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4
Q

what is normative social influence?

A
  • changing behaviour to be liked.
  • emotional process.
  • compliance
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4
Q

what are the 2 reasons why people conform?

A
  • Normative social influence.
  • information social influence.
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4
Q

what is internalisation?

A
  • deepest level of conformity.
  • agree in public and private.
  • believe that the group is correct.
  • permanent
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5
Q

what is informational social influence?

A
  • changing behaviour because believe that they are right.
  • normally when unsure.
  • identification.
  • cognitive process.
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6
Q

Asch’s study

EVALUATION - research support

EVALUATION for types and explaination of conformity.

strength

A
  • research support for NSI, by Asch line study.
  • after experiment he interviewed particpants.
  • why they conform.
  • replied with to not disagree with the group, because they are self consiouse.
  • when answers were written conformity dropped to 12.5%.
  • shows effects of the need of being liked.
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7
Q

Lucas et al.

EVALUATION - research support

for types and explaination of conformity.

STRENGTH

A
  • lucas et did a maths study.
  • results showed that conformity increased as maths problem became harder.
  • interviewd particpants and asked why they conform.
  • said not to be wrong.
  • shows effects of need to be right.
  • valid explaination.
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8
Q

nAffiliators.

EVALUATION - inidividual diffrances.

for types and explaination of conformity

weakness

A
  • does not take into considration individual diffrances.
  • nAffiliatorys are a group of people who conform alot.
  • NSI underlies conformity as it states that it happenes for reasons and not because of dispoitional reasons.
  • not inclusive.
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9
Q

Asch’s study

EVALUATION - ISI or NSI

for types and explaination of conformity.

WEAKNESS

A
  • asch study veriation.
  • introduce distenet particpants.
  • disgaree with majority.
  • provide alternative source of info AND social support.
  • unclear which made people conform.
  • unclear theory.
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10
Q
A
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11
Q

particpant of Asch’s line study.

A
  • 123 Amercian males
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12
Q

procedure of Asch’s line study.

A
  • had a comparison line.
  • particpant was seated at the end or near the end.
  • asked to say their answers outloud.
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13
Q

findings of Asch’s baseline study.

A
  • all conformed at least once.
  • 36% conformed all the way through.
  • contorl group = less than 1%
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14
Q

factors Asch changed in his study.

A
  • task difficulty.
  • group size
  • unanminity
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15
Q

findings of effect of group size on conformity.

A

there was an increase in conformity but only up to a certain point of 4 people.

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16
Q

findings of effects of task difficulty on conformity in Asch’s study.

A

increased difficulty = increased conformity.

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17
Q

finding of effects of unanimity on conformity from Asch’s study.

A

when a disagreeing participant was introduced conformity dropped to 12.5%.
unanimity is important.

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18
Q

lab setting

Evaluation - controlled settings

Asch’s study.

strength

A
  • highly controlled settings used.
  • lab study.
  • eliminates extraneous variables.
  • can get clear results and draw conclusions from the study.
  • establish a cause and effect relationship.
  • reliable and valid results.
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19
Q

Lab study

EVALUATION - Artficial

Asch’s study.

limitation - however

A
  • lab study = artificial setting and tasks.
  • meaningless to participants.
  • tells us nothing about conformity in real life.
  • lacks mundane realism.
  • in a lab, know its a study therefore demand characteristics.
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20
Q

Lucas et al.

EVALUATION - research support.

Asch’s study.

strength

A
  • Lucas et al.
  • asked to rate their confidence rate.
  • low confidence = high conformity.
  • emotional process.
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21
Q

bias sample

EVALUATION - limited application.

Asch’s study.

Limitation.

A
  • bias sample of 123 American males.
  • beta bias.
  • individualistic culture bias.
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22
Q

deception.

EVALUATION - ethical issues.

Asch’s study

limitation.

A
  • lied to participants about eye test.
  • not ethical.
  • but needed to lie.
  • no damage.
  • reliable results.
  • cost benefit analysis.
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23
Q

what does the Stanford prison experiment test for?

A

conformity to social roles.

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24
Q

who did the Stanford prison experiment

A

Zimbardo

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25
Q

what are social roles?

A

parts we play as a member of a social groups and have to meet the expectations that come with the role.

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26
Q

what did Zimbardo believe was the reason that people conform to social roles.

A

situational variables.

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27
Q

sample of the Stanford prison experiment.

A

21 men who volunteered.

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28
Q

what was the design of the Stanford prison experiment

A

independent design.

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29
Q

procedure of the Stanford prison experiment.

A
  • randomly assigned participants to guards or prisoners randomly.
  • gave guards uniform and sticks.
  • gave prisoners numbers and a loose smock.
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30
Q

findings of the Stanford prison experiment.

A
  • guards took their role seriously, by treating prisoners harshly.
  • prisoners repelled on the second day which was put down by the guards.
  • prisoners showed signs of psychological distress.
  • guards identified more with their role.
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31
Q

conclusion of the Stanford prison experiment.

A

social roles have a strong effect on individuals.

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32
Q

contorlled experiment

EVALUATION - control over variables.

Stanford prison experiment.

strength.

A
  • controlled key variables.
  • participant variables.
  • took emotionally stable participants.
  • took test before.
  • eliminated individual differences.
  • high internal validity.
  • valid results.
  • draw clear conclusions.
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33
Q

zimbardo

EVALUATION - exaggrated power of social roles

stanford prison experiment

limitation.

A
  • zimbardo exaggrated power of social roles.
  • only 1/3 of gaurds were aggrassive.
  • other 2/3 were nice.
  • offered cigs to prisoners.
  • shows that most gaurds were able to resist power of social roles.
  • zimbardo minamised role of individual diffrances.
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34
Q

Banuziz and Movakedi

EVALUATION - lack of realism

stanford prison experiment.

limitation.

A
  • argued that participants were play acting to their social roles.
  • based on stereotypes.
  • when asked one said he was playing a character from a movie.
  • explains why there was a prison riot.
  • no valid results.
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35
Q

McDermott

EVALUATION- real to particpants.

Stanford’s priosn experiment

strength - however

A
  • prison was real to participants.
  • 90% of their convos were about prison.
  • one prisoner said that he though that the prison was real but just run by psychologists.
  • shows social roles.
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36
Q

social identity theory

EVALUATION - alternative explaination.

stanford’s prison experiment

limitation.

A
  • Zimbardo relied on social roles to explain behaviours.
  • however.
  • Reicher and Helms argued.
  • social identity theory.
  • does account for aggressive and non aggressive guards.
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37
Q

what is obedience?

A

obedience is following an authority figure’s direct orders and it is a form of social influence.

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38
Q

who investigated situational variables that cause obedience.

A

Milgram

39
Q

procedure of Milgram’s obedience study.

A
  • participants were the teachers, and introduced to an experimenter and learner which are both confederates.
  • told there was a draw - rigged.
  • asked to give electrical shocks to learners when they give a wrong answer.
  • electrical shocks were up to 450 volts - fake shocks.
  • were told that this was a memory test.
  • had 4 prods.
40
Q

participants in Milgram’s obedience study.

A

40 American males volunteered.

41
Q

findings from Milgram’s obedience study.

A
  • all participants gave electrical shocks up to 300 volts.
  • 65% gave electrical shocks up to 450 volts.
  • 12.5% stopped.
  • most showed signs of distress like nail biting.
42
Q

what was the conclusion from Milgram’s obedience study.

A
  • situational factors make us be obedient to authority.
  • German people are no different.
43
Q

what were the 4 prods.

A
  • “please continue”
  • ” the experiment requires you to continue”.
  • ” it is absolutely essential that you continue”
  • ” you have no other choice you must go on”
44
Q

french documentry.

EVALUATION - research support

Milgram’s obedience study.

strength

A
  • game show.
  • particpants beleived that they were on a poilot ep on the show.
  • paid to give electrical shocks (fake).
  • replication of Milgram’s study.
  • to unconsiouse man.
  • identical to Milgram.
  • same signs of distress.
  • shows importance of situational varaibles.
45
Q

particpants were play acting.

EVALUATION - low internal validity

Milgram’s obedience study

limitation.

A
  • milgram said that 75% believed that the shocks were real.
  • however.
  • people argued that they did not beilive in the setting so they were play acting.
  • another person listened to the recorndings and said that only half believed that the shocks were real.
  • 2/3 were dissobedient.
  • not valid results.
  • response to demand characterstics.
46
Q

puppy study

EVALUATION - research support

Milgram’s obedience study

strength - HOWEVER.

A
  • conducted another study using same procedure as Milgram.
  • with real shocks to a puppy.
  • 54% of men obeyed.
  • 100% of women obeyed.
  • though they were giving fatal schocks.
  • same results as Milgram’s study.

can talk about how women are more obedint.

47
Q

prods

EVALUATION - alternative explaination

Milgram’s obedience study

limitation.

A
  • prods.
  • when got the 4 prod they all refused.
  • social identity theory.
  • identify with the experiment to be obey.
  • need to identify with the cause.
48
Q

what were the variables that Milgram changed from his original study?

A
  • proximity.
  • uniform.
  • location.
49
Q

findings from changing the uniform in Milgram’s study.

A
  • compared to lab coat = symbol of authority.
  • casual public clothes = went from 65% to 20%
50
Q

findings from Milgram changing the proximity

A
  • learner in the same room = 65% to 40% because it got harder to distance consequences.
  • experimenter on the phone = low.
  • experimenter forcing teacher = 65% to 30%
51
Q

effects of changing the location in Milgram’s study.

A
  • compared to yale uni = 65%.
  • rundown office = 65% to 47.5%
52
Q

officer study.

EVALUATION - research support.

Milgram situational varaibles.

strength.

A
  • research support.
  • Bickmen.
  • filed experiment.
  • officer asked people to pick up trash.
  • compared to general member of public,
  • higher obedience rate with offcier.
  • due to uniform
  • shows importance of unifrom because it respresnts authoruity figure.
53
Q

dutch study.

EVALUATION - corss culture replication.

Milgram’s changing varibles. -

strength.

A
  • dutch study replicated milgram study.
  • proxomity.
  • showed similar results.
  • through more realisitc setting.
  • say stressful thing to someone doing job interveiw.
54
Q

all individulistic.

EVALUATION - similar cultures

milgram’s obedience study.

HOWEVER - limitation.

A
  • most replication studies are from the same culture.
  • individulistic cultures.
  • only two replication, one in india and one in jorden.
  • most research on cultures similar to us.
  • can genralise to the wider population.
55
Q

too much manipulation.

EVALUATION - low internal validity.

milgram’s varation study

limitation.

A
  • in original study they could guess.
  • when more manipulation the aim of the study become clearer.
  • hard to control demand characteristics,
  • behaviour displayed is not true.
  • results are invalid.
  • can not draw valid clear conclusions.
  • or establish cause and effect relationship.
  • due to low internal validity.
56
Q

what is the agentic state?

A

where a person acts on behalf of an authority figure; where they lose all personal responsibility.

57
Q

what is the autonomous state?

A

when a person has consciousness and act on his own behalf.

58
Q

what is the agentic shift.

A

when a person goes from an autonomous state to an agentic state; where morals are strained.

59
Q

what is an authority figure.

A

someone with an authority to punish, from a higher status.

60
Q

what is legitimacy of authority

A

people are more likely to obey an authority figure if they have control and authority over us.

61
Q

when does authority become dangerous?

A

destructive authority is when authority figures order people to commit immoral acts.

62
Q

what are binding factos?

A

aspects of an environment or a situation that cause people to minimise the damage of their actions
- in Milgram’s study; the participants could distance themselves from the harm because the learners were outside the room.

63
Q

contradiciting research.

EVALAUTION - limited application.

situational explainations of obedience.

limitation.

A
  • can not be applied to explain all situations.
  • contradicting research.
  • a study:
  • nurses were asked to administer an overdose of a medicine by a doctor ( a person with authority).
  • 16 out of 18 refused and did not administer the dose.
  • furthermore in Milgram’s research some people were not effected by the authority figure.
64
Q

Milgram’s research

EVALUATION - resarch support.

situational explainations of obedience.

strength

A
  • research support about the agentic state and how people lose all sene of responsibility.
  • most of Milgram’s participants resisted to give more shocks.
  • most also asked that if the learner is harmed who will be responsible.
  • after experimenter said that he will be responsible.
  • most people continued giving shocks.
  • shows they acted as an agent on behalf of experimenter.
65
Q

studies in germany and the australia.

EVALUATION - explains cultural diffrances.

situational explainations of obedience

strength.

A
  • could explain cultural differences.
  • diff cultures view authority differently.
  • study in Australia and germany.
  • similar to Milgram.
  • australia women resisted more to giving shocks.
  • compared to germany.
  • shows that obedience is dependent on how authority is viewed.
66
Q

nurse study and Milgram.

EVALUATION - no explaination for obedience

situational explainations of obedience

limitation.

A
  • not a complete explanation.
  • does not account for why disobedience occurs.
  • why did the nurses disobey the doctor who has legitimacy of authority,
  • or the experimenter in Milgram’s study.
  • shows that some people are more or less likely to disobey.
  • obedience explained better by dispositional factors.
67
Q

what is an authortian personality.

A

a type of personality that is tends to obey more to an authority figure.

68
Q

traits of an authortian personality.

A
  • black and white thinking - found by adrono.
  • fixed stereotypes on people.
  • scapegoating = displacing angered feeling caused by parents on those who are inferior.
69
Q

how is an authoritarian personality obtained.

A
  • strict and rigid household.
  • child can not communicate feelings.
  • conditional love from parents.
70
Q

Adrono’s research on authoritarian personality.

A
  • sample of 2000 white middle class American males.
  • do an F-scale test = determines if someone has an authoritarian personality.
71
Q

Milgram’s research.

EVALUATION - research support.

dispositional explainations of obedience.

strength.

A
  • research support for Milgram.
  • compared the most 20 obeident particpants.
  • with the most 20 disobedient particonats.
  • using the f-scale.
  • found that obedient particpants scored higher on the f-scle than thoes who disobeyed.
  • shows validity of the results.
72
Q

analysis of perosnal f-scale test.

EVALUATION - complex link

dispositional explainations of obedience.

HOWEVER - limitation.

A
  • researchers did perosnal analysis on individulas scores.
  • from Milgram’s study.
  • found unusal charcterstics.
  • such as not golrfying the father.
  • unusual for an authoraitian personality.
  • not a good research.
73
Q

pre nazi germany

EVALUATION - can not explain obedience for a whole country

dispositional explainations of obedience

limitation.

A
  • can not explain obedience of a whole country.
  • nazi germany.
  • not possiable that all of germany had an authrortian personality.
  • better explaination is social identity theory.
  • pre nazi germany was already anti - sematic.
  • identifed with the nazi’s based on shared belifes.
  • therefore obeyed.
  • obedience can be explained better by other explainations such as SLT; therefore not a valid explaination.
74
Q

right wing ideas

EVALUATION - political bias

dispositional explainationsof obedience.

limitation.

A
  • centred around right wing ideas.
  • measures the tendancy of right wing politics.
  • even though there are similarites between right wing and left wing ideaologies.
  • not a valid explaination because does not account for all political systems.
  • promote left wing ideas.
75
Q

what is resistance to social influence

A

the ability to withstand conforming or obedience, due to a social pressure.

76
Q

what are the two explanations why people resist to social influence.

A
  • social support.
  • locus of control
77
Q

what is social support.

A

presence of people who resist social influence, helps others do the same.
- that person acts as a model.

78
Q

what is locus of control.

A

people resist social influence depending on if they were internal or external.
shown by a scale.
- could be in the middle or either extremes.

79
Q

features on internal locus.

A
  • believe that they control their own fate and actions.
  • more intelligent.
  • less obedeince.
80
Q

features of external locus.

A
  • believe that their lives are controlled by external factors.
  • put blame on others.
  • obey more
81
Q

more social resistance but more external locus

EVALUATION - contradiciting research

resistance of social support.

limitation.

A
  • contradictory research.
  • analysed data from study, of locus of contorl over 40 years
  • found that there was an increase of external lcous.
  • does not match the theory.
  • shows that it could be invalid.
82
Q

milgram and asch

EVALUATION - research support

resistance to social influance.

A
  • research support.
  • asch study = intorducing a disentent particpant = decrease conformity.
  • Milgram = intoduced a disobeying person.
  • went from 65% o 10%
83
Q

smoking buddy

EVALUATION - rwa

resistance to soical influance.

A
  • smoking buddy.
  • for children aged 13 - 19
  • thoes with a soking buddy quit faster.
84
Q

what is minority influance

A
85
Q

What are the three factors that minority influence rely on

A
  • flexibility
  • commitment
  • consistency
86
Q

What is commitment - minority influence

A

Commitment shows majority that minority believe in what they are saying.
- through augmentation principle: doing a dangerous act to prove a point

87
Q

What is consistency - minority influence

A

Consistency is the when they minority stays consistent about what they are saying.
- synchronised consistency: they all say the same thing.
- dichroic consistency: all have been saying the same thing for the a long time

88
Q

What is flexibility- minority influence

A

When minority change and adapt they views to not appear as extremists

89
Q

What was Moscovici’s research (procedure)

A

He used blue slides, that were close to green some and some were blue.
Gave 2 disentent participants that always said green to the slides

90
Q

Findings and conclusions of moscovici research

A
  • when consistent : 8.45% agreement with minority.
  • when not consistent: 1.25% agreement.
  • control group: 0.25%.
    The conclusion is that minority influence is factual
91
Q

moscovici research

EVALAUTION - articial stimulus

minority influance

limitation.

A
  • blue and green slides have no meaning to particpnats.
  • lack external validity.
  • does not decribe how minority infuakce works in the real world
92
Q

mosocvici and meta analysis

research support

minority influance

strength

A
  • research shows minoirity influance happnes.
  • moscovici - 8.40%
  • meta analysis on studies of minority inflaunce
93
Q

martin research

research support for deep thinking.

minority influacne

strength

A
  • martin et al
  • study on minority vs majority.
  • gave topic then gave discussion of two groups.
  • one majority and one minority.
  • put another argument forward.
  • thoes who were with minority where more lieky to change their opinion and have a deep think.
  • shows valdity
94
Q
A
95
Q

minority are often prescuted

However - lab studies are not a real respresnation

minoirty influance

limitation - however

A
  • lab studies do not show how minority influance works.
  • not true.
  • minoirity inflaunce are lower status and prescuted this is why they havr to stay consistant.
  • majority is higher staus.
  • not number
  • lacks mundane realism
96
Q

What is social change

A

When the view of the minority becomes the majority

97
Q

Steps of social change

A

1 - attention
2- consistency
3 deeper thinking.
4 augmentation principle.
5- snowball effect
6- social crypto ameniza

98
Q

What is social cryptoamernisa

A

When people remember that a change has happened but they don’t know how

99
Q
A

Psychology (11 decks)

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