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social influence Flashcards

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1
Q

conformity?

A

a person’s behaviour or thinking changes to due group pressure

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2
Q

dispositional factors?

A

explanations of behaviour in terms of an individual personality, character or temperament

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3
Q

locus of control?

A

the sense we have about what directs our life

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4
Q

what does it mean to have an internal locus of control?

A

they are responsible

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5
Q

what does it mean to have an external locus of control?

A

life is a matter of luck

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6
Q

social factors?

A

explanations in terms of the social world around you

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7
Q

examples of social factors?

A

friends, family, school, sports teams

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8
Q

obedience?

A

a social influence that causes a person to act in response to a direct order from a figure with authority

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9
Q

agency theory?

A

explains obedience in terms of whether an individual is making their own free choice or acting as an agent for an authority figure

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10
Q

agentic state?

A

mental state where we feel no responsibility for our behaviour because we believe ourselves to be acting for an authority figure

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11
Q

autonomous state?

A

being aware of the consequences of own actions and therefore taking voluntary control of behaviour

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12
Q

authority?

A

the power or right to give orders and expect obedience

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13
Q

culture?

A

the beliefs and expectations that surround us
we are not conscious of this though it influences us greatly

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14
Q

authoritarian personality?

A

a person who is especially susceptible to obeying people in authority

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15
Q

cognitive style?

A

the way a person thinks about the world

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16
Q

displacement/displace?

A

a form of ego defence mechanism, where an individual unconsciously redirects a threatening emotion from the person or thing that has caused it onto a third party.

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17
Q

bystander effect?

A

the presence of others reduces the likelihood that help will be offered in an emergency

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18
Q

prosocial behaviour?

A

a behaviour beneficial to others that may not always benefit the helper

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19
Q

anti social behaviour?

A

harmful behaviour, causing distress to others

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20
Q

collective behaviour?

A

the actions that happen when part of a group

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21
Q

crowd?

A

a large group of people with a temporary focus

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22
Q

deindividuation?

A

when you lose your personal identity and take on the identity of the group surrounding them

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23
Q

social loafing?

A

individuals make a reduced effort when part of a group compared to when they are on their own

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24
Q

Asch’s study - aim

A

to investigate group pressure in an unambiguous situation

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25
Q

Asch’s study - method

A

123 american men
2 cards - one containing the standard line, one containing 3 comparison lines
12 critical trials, where the confederates gave the wrong answer

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26
Q

Asch’s study - results

A

on critical trials, the participant gave the wrong answer 1/3 of the time
25% never gave a wrong answer

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27
Q

Asch’s study - conclusion

A

people are influenced by group pressure - though many can resist

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28
Q

Asch’s study - evaluation

A
  • child of the time = only reflective of conformity in 1950s america, much less in the uk (empirical evidence found only 1 conformed out of 396 trials)
  • artificial task = judging lines was trivial and situation involved strangers, not reflecting everyday situation
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29
Q

factors affecting conformity

A

group size

anonymity

task difficulty

dispositional factors

expertise

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30
Q

how does group size affect conformity?

A

2 confederates = 13.6% conformity
3 confederates = 31.8% conformity

31
Q

how does anonymity affect conformity?

A

writing an answer down is anonymous and lowers conformity

32
Q

how does task difficulty affect conformity?

A

if comparison lines are more similar to the standard line, this makes the task harder, so conformity increases

33
Q

how does personality (dispositional factor) affect conformity?

A

the higher your internal locus of control, the less likely you are to conform

34
Q

how does expertise (dispositional factor) affect conformity?

A

more knowledgeable, you conform less. Lucas found experts in maths are less likely to conform to other’s answers on a maths problem

35
Q

Milgram’s study - aim

A

to investigate if germans are different in terms of obedience

36
Q

Milgram’s study - method

A

40 male volunteers
‘teacher’ instructed by experimenter to give a shock if ‘learner’ answered a question incorrectly

37
Q

Milgram’s study - results

A

no participant stopped below 300 V
65% shocked to fatal
Extreme tension show e.g. 3 had seizures

38
Q

Milgram’s study - conclusion

A

obedience related to social factors not disposition

39
Q

Milgram’s study - evaluation

A
  • ethical issues = participants distress, psychological harm, such research brings psychology into disrepute

+ supported by other research = sheridan and king found that 100% of females followed orders to give a fatal shock to a puppy

40
Q

Factors affecting obedience

A

agency

authority

culture

proximity

41
Q

how does agency affect obedience?

A

agentic state - follow orders with no responsibility

autonomous - free choice

42
Q

how does authority affect obedience?

A

agentic shift- move from making own free choices to following orders

43
Q

how does culture (the social hierarchy) affect obedience?

A

Some people have more authority than others, affecting how much you obey them

44
Q

how does proximity affect obedience?

A

participants were less obedient in milgram’s study when they were in the same room as the learners, increasing moral strain

45
Q

evaluate milgram’s agency theory - factors affecting obedience

A

+ research support = blass and schmidt showed students a film of milgram’s study, where they blamed the experimenter

  • doesn’t explain all findings
  • obedience alibi = agency theory offers an excuse for bad behaviour, potentially dangerous
46
Q

Adorno’s theory components

A

scapegoating

originates in childhood

cognitive style

authoritarian personality

47
Q

the authoritarian personality

A

some people have a strong respect for authority and look down on people of lower status

48
Q

an authoritarian personality includes cognitive style - what is that

A

those with an authoritarian personality have rigid stereotypes and don’t like change

49
Q

adorno’s theory - originates in childhood

A

strict parents who only show love if behaviour is correct means that these values are internalised into the child

50
Q

adorno’s theory - scapegoating

A

hostility felt towards parents for being critical is put onto people who are socially inferior

51
Q

evaluate adorno’s theory

A
  • lack of support = authoritarian personality is based on the F scale which has response bias
  • social AND dispositional factors = germans were obedient but did not all have the same upbringing, social factors are involved
52
Q

Piliavin’s study - aim

A

to investigate if characteristics of a victim affect help given in an emergency

53
Q

Piliavin’s study - method

A

male confederate collapsed on subway - 103 trials, victim either appeared drunk or disabled (cane)

54
Q

Piliavin’s study - results

A

disabled victim given help 95% of the time compared to 50% help when drunk. Help was likely in crowded and empty carriages

55
Q

Piliavin’s study -conclusion

A

characteristics of a victim affect help given. number of onlookers does not affect help in a natural setting

56
Q

evaluate Piliavin’s study

A

+ high realism - participants didn’t know their behaviour was being studied, so acted naturally

+ qualitative data = observers noted remarks from passengers, giving deeper insights into why they helped

57
Q

social factors

A

presence of others

cost of helping

58
Q

presence of others

A

the more people present, the less likely we are to help someone.
Latane and Darley found that 80% on own with person with seizure helped, compared to only 31% in a group of four

59
Q

cost of helping

A

includes danger to self or embarrassment
also costs of not helping such as guilt or blame

60
Q

dispositional factors

A

similarity to victim

expertise

61
Q

similarity to victim

A

help is more likely if the victim is similar to self

62
Q

expertise

A

people with specialist skills are more likely to help in emergencies

63
Q

deindividuation

A

losing your sense of identity and taking on that of the group around you

64
Q

zimbardo’s study - aim

A

to study the effects if loss on individual identity

65
Q

zimbardo’s study - method

A

female participants told to deliver fake electric shocks .
individuated group wore normal clothes
deindividuated group wore a large coat with a hood

66
Q

zimbardo’s study - results

A

deindividuated more likely to shock a person, and held down shock button twice as long

67
Q

zimbardo’s study - conclusion

A

being anonymous created aggression

68
Q

zimbardo’s study - evaluation

A
  • can’t generalise

+ real world application = manage sporting crowds using video cameras to increase self awareness

69
Q

Reicher study - aim

A

to investigate crowd behaviour to see if it was ruly or unruly

70
Q

Reicher study - method

A

studied news papers and Tv reports
interviewed 20 people, 6 in depth

71
Q

Reicher study - results

A

riot triggered by police raiding a cafe which left the community feeling unjust.
the crowd threw bricks, burnt police cars, but calmed as the police left

72
Q

Reicher study - conclusion

A

damage was rule-driven and targeted at police, reflecting the social attitude in the area

73
Q

Reicher study - evaluation

A

+supported by research = football hooligans’ violence doesn’t escalate beyond a certain point

+ real world application = increasing police presence doesn’t always lead to a decrease in violence

psychology (3 decks)

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