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social influence Flashcards

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1
Q

define social change

A

occurs when whole societies rather then just individuals adopt new attitudes, beliefs and ways of doing things

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2
Q

what are 4 ways that minority influence create social change?

A
  1. drawing attention
  2. consistency
  3. augmentation principle
  4. deeper processing
  5. snowball effect
  6. social cryptoamnesia
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3
Q

define conformity

A

a change in a persons behaviour or opinions as a result of real or imagined pressure from a person or group of people.

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4
Q

what are the 3 types of conformity? (IIIC)

A

-internalisation
- compliance
-identification

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5
Q

what are these two evaluations with types of conformity?
-R/S for ISI
-individual differences for NSI

A
  1. Lucas et al: students given maths problem (easy or more difficult). greater conformity to more difficult=more true for those who rated their mathmematical ability poor.
  2. RS shows NSI doesnt affect everyone e.g those who are less concerned w/ being liked, those who care more about being liked are naffilators- need for relationship with others.
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6
Q

what are the 3 characteristics of the authoritarian personality?

A
  • susceptible to obeying authority
    -submissive to those of higher status
  • dismissive of inferior
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7
Q

define legitimacy of authority

A

explanation of obedience which says we are more likely to obey those who we perceive to have more authority over us. this authority is justified by the individuals position of power within the social hierarchy

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8
Q

define agentic state

A

a mental state where we feel no personal responsibility over our behaviour bc we believe we are acting on behalf of an authority figure

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9
Q

what are the two explanations for resistance to social influence

A
  • social support
    -locus of control
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10
Q

what is internalization as a type of conformity?(3p)

A

-deep-take on a majority view
-they change their behaviour privately+publicly
- result of ISI

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11
Q

what is identification as a type of conformity?

A

-moderate type of conformity:
- act in the same way because we identify with the individual/group so value it. do not necessarily agree
-pubicly change behav
-result of NSI

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12
Q

what is compliance as a type of conformity?

A

-temporary/shallow type
- change of behaviour/attitudes, disagree privately
-result of NSI

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13
Q

what was aschs studies procedure?

A

123 American males, tested with 6-8 confederates each, there was 1 standard line and 3 other lines with one of them being the same as the standard one. ppts asked which line matched the standard. 12 critical trials where confederates gave the same wrong answer

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14
Q

what were the findings of aschs study?

A

75% of ppt conformed at least once, 25% never

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15
Q

what type and explanation of conformity was used to explain aschs findings?

A

NSI- avoid rejection, compliance(privately disagreed)

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16
Q

describe this evaluation point for aschs research: ethical issues

A

ppts deceived bc they believed other ppl involved were genuine ppts

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17
Q

explain this evaluation of aschs research: findings only applicable to certain situations

A

ppts had to answer aloud+with a group of strangers who they wanted to impress may mean conformity was higher, confounding variable

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18
Q

explain this evaluation of aschs research: limited application

A
  • only men tested, RS suggest women=more conformist, maybe bc theyre more concerned with social r.ships.
  • individualist culture- USA, more concerned about themselves, whereas individidualist e.g china (social group is more important)= higher conformity rates
    may be only generalised to american men as gender+culture=not taken into account
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19
Q

what was the aim of zimbardos study?

A

investigate how social roles affect behaviour

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20
Q

what was the procedure of zimbardos study?(6)

A
  • mock prison,stanford uni
    -students volunteered-‘emotionally stable’
  • students randomly assigned prisoner/guards
    -arrested in their homes,blindfolded strip searched, uniform
    -social rules; prisoners=regulated by 161 rules by guards
    -guards uniform: handcuffs,keys
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21
Q

Findings of zimbardos RS:how long did the study last and why?

A

aftfer 6 days, intended: 14, behaviour became a threat to psychological and physical health

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22
Q

what were the findings of zimbardos research in terms of the prisoners?

A

on day 1: one prisoner was released due to showing psychological disturbance
day 2: prisoners rebelled, ripped their clothes off+shouted at guards which was retaliated with a fire extinguisher
one prisoner went on a hunger strike and was stuck in a dark closet as a result+force fed

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23
Q

how did the guards in zimbardos study react to the power they were gave?

A

enjoyed the power and got more aggressive as the days went on

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24
Q

Explain this evaluation of zimbardos obedience study: ethical issues

A

zimbardo has dual roles which arose ethical issues, he was the superintendent and researcher e.g one student spoke to zimbardo to leave the study. zimbardo responded as he was the superintendent and responded as if it was a prisoner trying to leave his prison rather then having responsibilities of a researcher towards his ppt

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25
Q

explain this evaluation of zimbardos RS:control

A

there were control over variables. e.g the selection of emotionally stable ppts randomly assigned to positions ruled out personality as an explanation of the findings. the randomly assigned positions means that the behaviour of G+P was down to the pressure of the situation. inc. internal validity.

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26
Q

explain this evaluation for zimbardos RS: lack of realism

A

argued that ppt=play-acting rather then conforming to the role, performance based on stereotypes of how the roles are suppose to behave, e.g one guard claimed: he based his role on a brutal character in cool hand luke. could explain why prisoners rioted, bc thats what they thought they did.

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27
Q

in zimbardos lack of realism evaluation what was the counterargument?

A

zimbardo pointed out situation=real to the ppt. quantitative data shown 90% of prisoners convos were about prison life. prisoner 416 expressed the prison=real but run by psychologists. giving the study high int. validity

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28
Q

what was the aim of milgrams study?

A

to answer why the german population had followed the orders of hitler and killed 10 million jews. he wanted to know were they more obedient

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29
Q

briefly describe milgrams procedure

A
  • 40 male ppt gatherd through advertisement for mem study
  • lab study
  • rigged draw for their role, confederate=always learner, ppt always teacher, experimenter=another confederate
  • teacher instructed to give shock if learner got answer wrong
  • 450 V=highest
  • when teacher turned to experimenter a standard instruction was given e.g absence=wrong answer
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30
Q

explain this evaluation of milgrams RS into obedience: external validity-nurses

A

generalisable central feature: r.ship btwn authority figure+ ppt.=reflection of wider authority r.ships. e.g holfing: studies nurses on a hospital ward+found lvls of obedience to unjustified demands was high(21/22 obeying)

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31
Q

what were the findings of milgrams RS?

A

100%=300V
65%=450V

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32
Q

explain this evaluation for milgrams obedience study: ethical issues

A

milgram decieved his ppt- ppt believed allocation of roles=random, ppt believed shocks were real, -damage reputation of psychologists+their RS

33
Q

explain this evaluation for milgrams RS: low internal validity

A

researchers argued: ppt behaved the way they did bc they guessed they werent real shocks, milgram=not testing what he intended too. Perry listened to tapes whereby ppt expressed their doubts about the shocks

34
Q

explain this counterargument evaluation for milgrams RS: RS’puppy’

A

Sheridan+king repeated experiment-real shocks given to a puppy. 54% male+100% female delivered a fatal shock. showing effects of migrams study=genuine bc ppl behaved same way w/ real ones

35
Q

what occurs during drawing attention to the situation in minority influence?

A

draw attention to situation by providing social proof of the situation for example in america there was black separation in 1950s whereby there was schools+restaurants exclusive to whites, the marches drew attention

36
Q

in minority influence in creating social change what occurs during consistency?

A

display consistency and intent e.g during marches min influence did this

37
Q

what occurs during the deeper processing stage?

A

people start to pay attention to it and people become aware of the unjustness(cognitive aspect)

38
Q

what occurs during the augmentation principle in social change?

A

they do something risk taking or inconvenient to provide dedication.

39
Q

give an example of the augmentation principle

A

‘freedom riders’ risked their lives and went on buses to challenge that black people had to sit separately in which many were beaten

40
Q

what occurs during the snowball effect

A

gradual change from minority belief to majority

41
Q

give an example of the snowball effect

A

martin luther king continued to press changes gradually getting the attention of us whereby the civil rights act was passed prohibiting discrimination

42
Q

what is social cryptoamnesia

A

there is a memory of change but no how it occurred

43
Q

how do lessons from conformity RS link to minority influence creating social change

A

asch study-adding a dissenter breaks the power of majority, such dissenter= power to create social change. e.g environmental campaigns appeal to NSI- ‘bin it others do’ provide info about what others do

44
Q

what lessons from obedience link to minority influence

A

zimbardo stated that obedience can lead to social change through gradual commitment once a small instruction is obeyed it becomes less difficult to resist a bigger one therefore people drift into new behav

45
Q

explain this evaluation R/S for NSI effecting social change hint: energy usage

A

nolan
- investigated whether social influence processes led to reduction in energy
1x grp key msg ‘everyone is trying to reduce energy usage’ cntrl grp= diff message w/no reference to others behav
found: decrease in energy consumption in 1st group, showing ppl conform to social change through NSI

46
Q

explain this evaluation of social change: barriers to change

A

bashir: found ppt=less likely to behav environmentally friendly as they didnt want to be ass w/ stereotypical minority environmentalists. suggest: researchers should avoid stereotypical views e.g environments= tree huggers as putting off to majority

47
Q

explain this evaluation of social change: methodological issues

A

explanations for how social influence leads to SC=based o studies ike asch/milgram=criticised for artificial tasks raising doubts ab validity

48
Q

what was Moscovici’s procedure

A

group of 6 participants asked to view a set of 36 blue-coloured slides and asked to state whether blue or green. in each group there was 2 confederates who said green consistently in 2/3s of the trial

49
Q

what were the findings of moscovicis research

A

32% of ppt gave the same wrong answer to the minority in at least once in the trials and ppt gave the same wrong answer in 8.5% of the trials in the second group where there was an inconsistent minority agreement fell to 1.25%

50
Q

what were aschs 3 variations?

A
  • group size
    -task difficulty
    -unamity
51
Q

how did conformity change in aschs variations?

A

group size: with 3 confederates it rose up to 32% w/anymore no difference
unamity: dissenter reduced conformity by 1/4 from when majority was unanimous
task difficulty: conformity inc

52
Q

explain the findings of aschs variations there was changes in conformity

A

group size: small minority=not sufficient for influence to be exerted but no need for over 3
task difficulty: ISI-more ambiguous
unanimity: dissenter enabled ppt to act more independently suggesting influence of the majority depends on group unanimity.

53
Q

what are the 3 situational variables of obedience?

A
  • proximity
    -location
    -uniform
54
Q

what occured in the proximity variation and were the findings

A
  1. (original)teacher+learner in adjoining rooms(hear not see)
  2. same room obedience dropped to 65%-40%
  3. teacher forced learners hand onto shockplate. obedience dropped to 30%
55
Q

what occurred in the location variation of milgrams stufy and what were the findings?

A

rundown building instead of uni, obedience fell to 48%
(experimenter had less authority)

56
Q

what was milgrams uniform variation and what were the findings?

A

variation experiment was called+left where an ordinary member of public played by a confederate wearing everyday clothes not lab coat obedience dropped to 20%

57
Q

what were the results of zimbardos varitation(situational variables)

A

all dropped too:
proximity: 40%,30%
location: 48%
uniform:20%

58
Q

explain this strength of milgrams situational variables: R/S -uniform

A

field experiment in NY. 3 confederates dressed diff, 1=jacket+tie, milkmans outfit, security guard uniform. all stood in street+ asked passers by to perform tasks e.g pick up litter, ppl=2x as likely to obey security guard. supporting that uniform conveys the authority of its wearer, its situational factor= likely to produce obedience

59
Q

explain this limitation of milgrams variation: lacks internal validity

A

criticised: many ppt worked out procedure=fake, especially due to extra manipulation like the uniform variation, situation=contrived,(deliberate) so some ppt mayve worked out the truth, giving rise to DC

60
Q

what is resistence to social influence?

A

ability of ppl to withstand the social pressure to conform to the majority or obey to the minority

61
Q

what is social support?

A

presence of ppl who resist pressures to conform or obey can help others to do the same

62
Q

what is locus of control?

A

refers to the sense we each have about what directs events in our lives

63
Q

what are the two explanations for resistance to social influence

A
  • social support
  • locus of control
64
Q

how can social support link to conformity?

A

can help resist it if ppl are not conforming as ppl feel free to follow own conscience and see the person as a model

65
Q

how can social support link to obedience?

A

can help resist it/reduce it if another person disobeys. e.g milgrams variatoion obedience fell to 10% from 65% when ppt paired w a disobedient confederate. see it as a model to act on their own conscience

66
Q

what do internals and externals believe in locus of control?

A

internals believe things that happen to them= controlled by themselves, eternals believ things happen without their control

67
Q

who are most likely to resist social influence?+why

A

internals-take responsibility +make decisions on their own beliefs. more self-confident+ less need 4 social approval

68
Q

evaluation for social support: RS 4 resistance to conformity

A

allen: found conformity decreased with one dissenter in an asch type study. even when dissenter= thick glasses+poor vision. shows resistence-also motivated through enabling sm1 to be free not just by sm1 else behav.

69
Q

evaluation for social support: R/S 4 resistence to obedience

A

gamson found higher lvls of obedience in their study then milgram due to being in groups. 88% rebelled showing peer support=linked to resistence

70
Q

evaluation for LOC: R/S

A

link btwn LOC+resistence, holland: repeated milgrams study +found 37% internals did not continue to 450V, whereas only 23% of externals didnt continue. internals=higher resistence=inc validity

71
Q

locus of control evaluation: contradictory RS

A

twenge: analysed data from american LOC studies over 40 yr period, found ppl=more resistent to obedience, but more external. challenges idea that more obedient=internals

72
Q

what is legitimacy incr by?

A

symbols of authority of authority such as uniform

73
Q

what are the social-psychological explanations for obedience?

A
  • agentic state
  • legitimacy of authority
74
Q

what are the dispositional explanations for obedience?

A
  • authoritarian personality
75
Q

evaluation of agentic state: doesnt explain many RS findings

A
  • doesnt explian why some ppl didnt obey
  • agentic shift explanation doesnt explain findings from hoftling et al. according to explanation nurses shouldve felt anxiety when they handed over the responsibility to the doctor, but they didnt, only account for certain sitchs
76
Q

evaluation: agentic state- obedience alibi revisited

A

RS evidence shows that behva of Nazis cannot be explained through social-psychological explanations. mandel: decsribed 1 scenario where men obeyed orders to shoot civilians in poland. despite not having direct orders as they were told they could be assigned elsehwere. acted on autonomous state

77
Q

eval for ISI+NSI: oversimplified

A

‘two way process’ oversimplified, conformity =down to either, NSI can be reduced w/addition of dissenter, ISI by alt info, impossible to be 100% which ones at work =cast doubt on two sep identities

78
Q

evaluation ISI: individual differences

A

asch found students=less likely to be conformist comp. to other ppt (27-37%)+ spencer foud same w/ engineering students. less conformist due to more knowledge +confidence in own answers. ISI doesnt affect every1 same

79
Q
A

Psychology (12 decks)

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