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social influence Flashcards

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1
Q

3 types of conformity

A
  • internalisation
  • identification
  • compliance
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2
Q

what is internalisation

A

when a person genuinely accepts group norms
it results in a private and public change of opinions / behaviours
the change is more likely to be permanent
persists in the absence of group members because attitudes have become a part of how the person thinks

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3
Q

what is identification

A

when we identify with a group that we value, we want to become part of it
so we publicly change our opinions / behaviours even if we don’t privately agree with everything the group stands for

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4
Q

what is compliance

A

involves going along with others in public but privately not changing opinions / behaviours
this results in only a superficial change and the opinions / behaviour stops as soon as group pressure ceases

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5
Q

what are the 2 explanations for conformity

A
  • informational social influence ISI

- normative social influence NSI

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6
Q

what is informational social influence

A

is about information and the desire to be right
we are uncertain about what behaviour or beliefs is right or wrong
you conform with others because you believe they are right.
cognitive process

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7
Q

when and where is ISI most likely to occur

A

in situations that are ambiguous
ISI is most likely to occur in situations which are new or where there is some ambiguity
happens when decisions have to be made quickly and wen one person or group is regarded as being more expert.

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8
Q

what is normative social influence NSI

A

about norms and the desire to behave like others and not look foolish
what is normal or typical behaviour norms regulate the behaviour of group and individuals
people prefer social approval rather than rejection
NSI is an emotional process

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9
Q

when and where is NSI most likely to occur

A

in unfamiliar situations and with people you know
occurs in situations where you don’t know the norms so look to other people about how to behave.
important with people you know as you want social approval
more pronounced in stressful situations where people have a need for social support

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10
Q

evaluation of conformity types and explanations

A
  1. research support: students maths problems more conformity to incorrect when problems were difficult. especially in those who rated their ability poor
  2. individual differences: engineering students were less conformist as they were more confident in their abilities
  3. oversimplified: conformity reduced with dissenter reduces NSI and ISI. Don’t know which one is working
  4. NSI support: Asch interviewed self conscious when asked to write 12.5%
  5. n affilators need greater social approval and are more likely to conform
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11
Q

Ash (1951) procedure

A

conformity research
recruited 123 american male students. each tested individually with a group of 6-8 confederates
on each trial participants identified the length of a standard line
on the first few trials confederates gave the correct answer but then all selected the same wrong answer. each completed 18 trials 12 were critical trials

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12
Q

Ash (1951) findings and conclusions

A

conformity research
the native participants gave wrong answer 36.8% of the time.
shows high level of conformity. Asch effect. extent to which people conform in unambiguous situations
there were considerable individual differences: 25% never gave the wrong answer. 75% conformed at least once. few all the time.
those who did conform said they did it to avoid rejection (NSI) but continued to privately trust opinions (compliance)

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13
Q

what where the 3 variables affecting conformity in Asch study

A
  • group size: no. of confederates varied from 1 to 15
  • unanimity: Asch introduced a dissenting truthful confederate and an inaccurate dissenter
  • task difficulty: Asch made the line judging task harder
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14
Q

evaluation of Asch research

A
  1. temporal validity: using engineering students conformity was lower. more conformity in 1950. not consistent
  2. situation and task artificial: demand characteristics task trivial no reason to conform. can’t generalise
  3. can’t generalise: only tested on white male students. some evidence suggest women are more conformist. individualist culture less conformist
  4. apply to certain situations: when with strangers they wanted to impress conformity increased as well as with friends. Asch effect varies on circumstances
  5. ethical issues. deceived the participant
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15
Q

what where the findings from the 3 variables in Asch conformity research

A

group size:
with 2 Confederates, conformity to wrong answer was 13.6%; with 3 it rose to 31.8% adding any more confederates made little difference
unanimity:
the presence of a dissenting confederate reduced conformity, whether the dissenter was giving the right or wrong answer. the figure was, on average, 25% wrong answers. having a dissenter enabled naive participants to behave more independently
task difficulty:
conformity increased. so ISI plays a greater role when the task becomes harder. the situation is more ambiguous so we are likely to look to other for guidance and assume they are right

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16
Q

zimbardo procedure

A

standford prison experiment. conformity to social roles
set up mock prison in basement. test whether brutality of prison guards result of sadistic personalities or created by situation
recruited 24 emotionally stable students randomly assigned roles. prisoners arrested in home blindfolded, strip searched and issued uniform and number. daily routines were heavily regulated 1 rules enforced by 3 guards at a time

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17
Q

how did Zimbardo set up experiment to use de-individuation

A

de-individuation - losing sense of personal identity
- prisoners names were never used, only their numbers
- guards had uniform, wooden clubs, handcuffs, keys and mirror shades.
they were told they had complete power over prisoners

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18
Q

zimbardo

how did the guards threaten the prisoner’s psychological and psychical safety and health

A
  1. after the rebellion was put down, prisoners became subdued, anxious and depressed
  2. 3 prisoners were released early because they showed signs of psychological disturbance
  3. one prisoner went on hunger strike, the guards attempted to force feed him and punished hum by putting him in a tiny dark closet. study was stopped after 6 days instead of intended 8.
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19
Q

Zimbardo

how did the guards highlight the difference in social roles

A

guards harassed the prisoners constantly by conducting frequent head counts
they created opportunities to enforce the rules and punish slight misdemeanours

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20
Q

Zimbardo

conclusions

A

the simulation revealed the power of the situation to influence people’s behaviour
guards prisoners and researchers all conformed to their roles
the more the guards identified with their roles, the more brutal and aggressive their behaviour became

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21
Q

conformity to social roles: Zimbardo research evaluation

A
  1. control over variables: emotionally stable and randomly assigned due to pressures of situation not personality. increases the internal validity
  2. lacked realism: participants were playacting reflecting stereotypes. although 90% of prisoners conversations were about prison
  3. disposition influences: 1/3 of guards behaved brutal 1/3 applied rules fairly and 1/3 actively supported prisoners. overstated exaggerations shows they could exercise right and wrong choices.
  4. contradicted: replication where prisoners took control social identity theory. guards failed to develop and a shared social identity.
  5. ethics. protection from harm
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22
Q

Milgram (1963) procedure

A

obedience research
recruited 40 male participants 20-50 years old. $4.50
drew lots for role confederate was always the learner
teach had to give learner increasingly sever shocks each time he made a mistake. word pairs. 15 v (slight shock) through 30 levels to 450 v ( danger -severe shock).
at 300 v learner pounded on walls then gave no response
at 315 pounded again then gave no further response
experimenter gave prods to the teacher

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23
Q

Milgram (1963)

what were the prods given to teachers

A

absence of response should be treated as a wrong answer

  1. please continue
  2. experiment requires that you continue
  3. it is absolutely essential that you continue
  4. you no over choice you must go on
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24
Q

Milgram

findings and conclusions

A
  • no participant stopped below 300 volts
  • 12.5% stopped at 300V. 65% went to 450 v
    participants showed signs of extreme tension, sweat, trembled, bite lips, groan, dig fingernails, seizures
    14 psych students predicted no more than 3% would continue to 450 v.
    participants debriefed and assured behaviour was normal
    in questionnaire 84% reported glad to participant. 74% felt they learned something of personal importance
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25
Q

evaluation of Milgram’s research

A
  • lacked internal validity: participants guessed shocks were fake. with participants real shocks given to puppy 54% of males and 100% of females delivered what they believed to be a fatal shock
  • good external validity: relationship reflected real life authority. nurses in hospital. generalised
  • replication support: french documentary 80& gave max 450 v to an unconscious man. anxiety. support
  • social identity theory: participants identified with experimenter with the first 3 prods as they appealed to help of science but after prod 4 demanding complete obedience all quit.
  • ethical issues: deception and protection from harm
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26
Q

what are the situational variables in obedience

A
  • location
  • uniform
  • proximity
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27
Q

proximity

A

teacher and learner in the same room. obedience rates dropped to 40%
touch proximity teacher had to force learner’s hand on to a shock plate. obedience rate dropped to 30%
remote instruction: experimenter left the room and gave the instructions by telephone. obedience rates dropped to 20.5%. participants frequently pretended to give shocks or give lower ones than ordered.

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28
Q

location

A

the location of obedience study in run down building rather than prestigious university
obedience fell to 47.5% indicating experimenter had less authority in this setting.

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29
Q

uniform

A

in original experiment wore grey lab coat as symbol of authority
variation experimenter replaced by an ordinary member of the public in everyday clothes
obedience rate dropped to 20% lower suggests that uniform does act as a strong visual authority symbol and a cue to behave in an obedient manner.

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30
Q

obedience situational variables evaluation

A
  • research support: confederates ask passerby to provide coin more likely to obey the security guard
  • lack internal validity: participants more likely to realise fake because of the extra manipulation
  • replicated in other culture: over 90% in Spain. replications in western society premature to conclude
  • control of variables: systematically alternated variables but kept constant. replication. cause and effect
  • obedience alibi: provide excuse offensive to Holocaust survivors. As it ignores the roles of discrimination, racism and prejudice
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31
Q

what are the two social psychological explanations for obedience

A
  • agentic state

- legitimacy of authority

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32
Q

what is the agentic state

A

occurs when we act on behalf of another person.
milgram proposed that obedience to destructive authority occurs because a person becomes an agent someone who acts for or in place of another
in the agentic state a person feels no personal responsibility for their actions

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33
Q

what is the opposite of the agentic state

A

autonomous state
autonomy means to be independent and fee so a person in an autonomous state behaves according to their own principles and feels responsible for their own actions

34
Q

how does a agentic shift occurs

A

a agentic shift occurs when a person defers to the authority figure
this occurs when we perceive someone else as an authority figure. this person has power because of their position in a social hierarchy

35
Q

what are the binding factors involved in the agentic state

A

binding factors reduce the moral strain of obeying immoral orders
binding factors are aspects of a situation that allow the person to ignore or minimise the damaging effect of their behaviour and reduce the moral strain they feel.
milgram proposed a number of strategies the individual uses, such as shifting the responsibility to the victim or denying the damage they are doing to victims

36
Q

evaluation of the agentic state as an social psychological explanation of obedience

A
  • research support: showed film of milgrams study and ask to identify who was responsible. blamed the experimenter rather than participant. due to legitimate expert authority. students recognised legitimate authority as cause of obedience
  • doesn’t explain many research findings
    some participants did not obey, nurses showed no anxiety as they gave responsibility over to the doctor even thought they understood their role was destructive. only account for some situations
  • cannot account for behaviour of Nazis. German reserve police battalion 101 shot civilians dead in a small town in Poland did this even though not directly ordered to. challenges were not powerless to obey.
37
Q

legitimacy of authority. social hierarchies

A

most societies are structured hierarchically. people in certain positions hold authority over the result of us. we obey people higher in the social hierarchy.

38
Q

how do people higher in the social hierarchy have legitimate authority

A

the authority people higher than us wield is legitimate in the sense that it is agreed bu society
most of us accept that authority figures should exercise social power over others because this allows society to function smoothly

39
Q

how does legitimacy of authority work

A

we hand control of our behaviour over to authority figures dues to trust and through upbringing
one consequence of legitimacy of authority is that some people are granted the power to punish others.
we give up some of our independence to people we trust to exercise their authority appropriately. we learned to accept authority during childhood and from parents and teachers

40
Q

legitimacy of authority - charismatic leader

A

charismatic leaders use their legitimate power for destructive purposes.
history has too often shown leaders use legitimate authority destructively ordering people to behave in callous, cruel, dangerous and stupid ways

41
Q

evaluation of legitimacy of authority as an social psychological explanation of obedience

A
  • useful account for cultural differences: countries differ in obedience to authority: 16% Australians went to highest voltage. 85% of Germans did. authority more likely to be accepted as legitimate in some cultures. reflective on how different societies are structures and how they raise children. supportive findings from cross cultural increase validity
  • can explain real life obedience. suggested the My Lai Massacre is explained by power hierarchy in US army. Army has authority recognised by government and law. soldiers assume order given to be legal. gives explanation to why destructive obedience is committed.
42
Q

what is the authoritarian personality

A

Adorno et al believed that unquestioning obedience is psychological disorder.
people with authoritarian personality are especially obedient to authority. They:
- have exaggerated respect for authority and submissiveness to it
- express contempt for people of inferior social status
- have conventional attitudes towards race and gender

43
Q

where does the Authoritarian personality originate

A

authoritarian personality forms in childhood through harsh parenting; extremely strict discipline, expectations of absolute loyalty, impossible high standards and severe criticism
it also characterised by conditional love

44
Q

how does child hood experiences create contempt for people of inferior status in Authoritarian personality

A

these experiences create resentment and hostility in the child, but they cannot express these feeling directly against their parents because they fear reprisals
so the feelings are displaced onto others who are seen as weaker, scapegoating. this explains hatred for people seen as socially inferior
psycho-dynamic explanation

45
Q

key study into authoritarian personality

procedure

A 
Adorno et al (1950)
the study investigated unconscious attitudes towards other racial groups of more than 2000 middle class white Americans 
several scales were developed, including the potential for fascism scale (F-scale) examples from the F scale include 
- obedience and respect for authority are the most important virtues for children to learn 
- there is hardly anything lower than a person who does not feel great love, gratitude and respect for his parents.
46
Q

what were the findings and conclusions from Andorno et al study

A

study into the authoritarian personality - F scale
authoritarians (who scored high on the F scale) identified with strong people and were contemptuous of the weak
they were conscious of their own and others status, showing excessive respect and deference to those of higher status
authoritarian people also had a cognitive style where there was no fuzziness between categories of people. with fixed and distinctive stereotypes about other people

47
Q

evaluation of the authoritarian personality

A
  • support for link: interviewed fully obedient participants all scored highly on F scale. link is correlation. 3rd factor may be involved lower levels of education.
  • explanation limited. millions of individuals in Germany displayed obedient and anti semitic behaviour but don’t posses the same personality. social identify theory identified with Nazi state.
  • F scale politically based: F scale measure tendency toward extreme right wing. but right wing and left wing authoritarianism exist. Not comprehensive dis-positional explanation of obedience.
  • based on flawed methodology: F scale items are worded in same direction measures tendency to agree. knew test scores when interviewed. biased. lack validity.
  • correlations: not matter how strong a correlation it does not mean cause and effect. claim that harsh parenting style caused development may be incorrect
48
Q

what are the 2 explanations of resistance to social influence

A
  1. social support

2. locus of control

49
Q

how does social support reduce conformity

A

pressure to conform is reduced if other people are not conforming
Asch research showed that the dissenter doesn’t have to give the correct answer.
simply someone else not following the majority frees others to follow their own conscious. the dissenter acts as a model

50
Q

how long does the effect of social support last

A

the effect is not long lasting

Asch research showed that if this non conforming peer starts conforming again, so does the naive participant

51
Q

how does social support reduce obedience

A

pressure to obey can be reduced if another person is seen to disobey
milgram research: independent behaviour increased in the disobedient peer condition (from 35% to 90%)
the participant may not follow the disobedient peer but the dissenter’s disobedience frees the participants to act from their own conscious

52
Q

evaluation of social support as an explanation of resistance to social influence

A
  • research support: found independence increased with one dissenter in Asch tpe study. occurred even when he wore thick glasses and said he had problems with vision. not motivated by following but enables someone to be free from group pressure.
  • research support: higher levels of rebellion than Milgram did. as participants were in groups to produce evidence that oil company would use to run a smear campaign. 29 out of 33 groups of participants rebelled. peer support linked to resistance
53
Q

internal locus of control

A

believe things that happen to them are largely controlled by themselves

54
Q

external locus of control

A

believe things happen outside of their control.

55
Q

Locus of control LOC continuum

A

people differ in how they explain successes and failure but it isnt simply about being internal or external. there is a continuum
high internal at one end and high external at the other

56
Q

how do people with internal LOC resist social influence

A

people with internal LOC are more likely to reist pressures to conform or obey

  1. if someone takes personal responsibility for their actions and experiences they are more likely to base their decisions on their own beliefs
  2. people with high internal LOC are more self confident, more achievement orientated, have higher intelligence and less need for social approval. these personality traits lead to greater resistance;
57
Q

evaluation of Locus of control LOC as an explanation of resistance to social influence

A
  • research support: repeated Mlgram study measured LOC. 37% internals did not continue only 23% externals did not continue. internals showed greater resistance. increases the validity
  • not all research support: analysed data from American LOC studies over 40 years showing that people had become more independent but also more external. we would expect people to become more internal. challenges link. results due to changing society were many things are increasing out of our control.
  • exaggerated: found LOC only important in new situation. it has little influence in familiar situations where previous experiences are more important. this is overlooked. people who conform or obey a situation in the past are likely to do it again whatever LOC. Limitation only helpful in explaining a narrow range of new situations
58
Q

what is minority influence

A

is where a minority changes the opinions of the other through internalisation
minority influence leads to internalisation
3 key processes: consistency, commitment and flexibility

59
Q

what are the 3 processes used in minority influence

A
  1. consistency
  2. commitment
  3. flexibility
60
Q

how does consistency work in minority influence

A

makes others rethink their own vies

  • synchronic consistency: People in the minority are all saying the same thing
  • diachronic consistency: they’ve been saying the same thing for some time
61
Q

what are the 2 types of consistency

A
  • synchronic consistency. people in the minority are all saying the same thing
  • diachronic consistency. they’ve been saying the same thing for some time.
62
Q

how commitment work in minority influence

A

activities must create some risk to the minority to demonstrate commitment to the cause
augmentation principle: majority will pay even more attention if activities cause risk to the minority

63
Q

what is the augmentation principle

A

commitment minority influence
the majority will pay even more attention if they participate in activities that cause risk to minority demonstrating commitment to the cause

64
Q

how does flexibility work in minority influence

A

the minority should balance consistency and flexibility so they don’t appear rigid.
Nemeth argued that being consistent and repeating the same arguments and behaviours is seen as rigid and off putting to the majority
instead, the minority should adapt their point of view and accept reasonable counter arguments.

65
Q

minority influence. what is the snowball effect

A

where the minority becomes the majority
overtime, more people become converted switch from the minority to the majority. the more this happens the faster the rate of conversion. gradually the minority view becomes the majority and social change has occurred.

66
Q

key study into minority influence

procedure

A

Moscovici et al. The blue green slides
a group of 6 people viewed a set of 36 blue green coloured slides varying in intensity, then stated whether the slides were blue or green
the study had 3 conditions
1. confederate consistently said the slides were green (consistent minority)
2. confederate were inconsistent about the colour of the slides (inconsistent minority)
3. a control group, no confederates

67
Q

what where the findings and conclusions into minority influence (procedure)

A
  • consistent minority condition: participants gave the same wrong answer on 8.42% of the trials; 32% gave the same answer on at least one trial
  • inconsistent minority condition: agreement fell to 1.25%
  • control group: participants wrongly identified colour 0.25% of the time
68
Q

evaluation of minority influence

A
  • research support importance of consistency: consistent minority opinion had a greater effect on other people. meta analysis of 100 similar studies found that minorities being consistence was most influential.
  • research involves deeper thought: gave participants message supporting particular viewpoint and attitudes measured. endorsement either from minority or majority and heard conflicting view. people were less willing to change opinions to the new conflicting view if they had listened to the minority group. minority message processed deeply and had more enduring effect.
  • involve artificial tasks: identifying colour far removed. jury decision, political campaigning more important. lack external validity. can’t be generalised
  • application limited: studies make clear the distinction but in real life it is more complicated. majorities have power and status. minorities a tight knit groups with support. rarely reflects the dynamics in real life. cant generalise
69
Q

what are the 6 lessons from minority influence research as applied to the civil rights movement

A
  1. civil right marches due attention
  2. a minority marched but they were consistent
  3. deeper processing
  4. augmentation principle
  5. snowball effect
  6. social cryptomnesia
70
Q

minority influence lesson one (civil rights)

drawing attention

A
  1. drawing attention
    segregation in 1950s America.
    civil rights marches drew attention to the situation by providing social proof of the problem
71
Q

minority influence lesson 2 (civil rights)

consistency

A
  1. consistency
    people took part in the marches on a large scale. even though it was a minority of the American population, they displayed consistency of message and intent
72
Q

minority influence lesson 3 (civil rights)

deeper processing

A
  1. deeper processing

this attention meant that many people who had accepted the status quo began thinking about the unjustness of it

73
Q

minority influence lesson 4 (civil rights)

agumentation principle

A
  1. agumentation principle
    freedom riders were mixed racial groups who got on buses in the south to challenge separate seating for black people.
    many people were beaten and suffered mob violence
74
Q

minorituy influence lesson 5 (civil rights)

snowball effect

A
  1. snowball effect
    civil rights activists gradually got the attention of the US government. in 1964 the civil rights act was passed, prohibiting discrimination - a change from the minority to majority support for civil rights
75
Q

minority influence lesson 6 (civil rights)

social cryptomnesia

A
  1. social cryptomnesia
    this refers to people have a memory that a change happened but not remembering how. social change came about but some people have no memory of the events leading to that change.
76
Q

what where the 2 lessons from conformity research in social influence and social change

A
  • dissenters make social change more likely

- majority influence and normative social influence (NSI)

77
Q

dissenters make social change more likely

A

conformity research
Asch’s research: variation where one confederate always gave correct answers. This broke the power of the majority encouraging others to dissent. this demonstrates potential for social change

78
Q

majority influence and normative social influence (NSI)

conformity research in social change

A

environmental and health campaigns exploit conformity by appealing to NSI. they provide information about what others are doing.
social change is encouraged by drawing attention to the majority’s behaviour

79
Q

what are the 2 lessons from obedience research in social change

A
  • disobedient models make change more likely

- gradual commitment leads to drift

80
Q

disobedient models make change more likely

obedience research and social change

A

Milgram’s research: disobedient models in the variation where a confederate refused to give shocks. the rate of obedience of genuine participants plummeted

81
Q

gradual commitment leads to drift

obedience research and social change

A

Zimbardo (2007) once a small instruction is obeyed, it becomes more difficult to resist a bigger one. people drift into a new kind of behaviour

82
Q

evaluation of social influence and social change

A
  • research support role of NSI, Nolan et al hung messages on doors that told them other residents are trying to reduce energy usage. significant decreases in energy use compared to control group. so conformity can lead to social change through NSI
  • minority influence indirectly effective: Nemeth suggests the effects of minority influence are indirect (the majority is influence only on matters related to the central issue not the actual issue) and delayed. limited explanation shows effect are fragile and role is narrow.
  • deeper processing questioned: Moscovici suggested minority influence causes individuals to think deeply different cognitive process to majority influence. Mackie argues that majority influence creates deeper processing. so central element is challenged casting doubt on validity
  • identification is important variable overlooked: Bashir et al suggested people less likely to behave in environmentally friendly way because they wanted to avoid stereotype. minorities wanting social change should avoid behaving in stereotypical ways.
  • methodological issues: rely on studies by Moscovici, Asch and Milgram. these can be evaluated in terms of methodology, mainly over the artificial nature of the tasks. cant generalise findings to social change.

Psychology A level (15 decks)

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