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Social Influence Completed Flashcards

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1
Q

What is conformity?

A

A change in a person’s behavior/opinions due to real/imagine social pressure.

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2
Q

What are the types of conformity proposed by Herbert Kelman?

A
  1. Internalization
  2. Identification
  3. Compliance
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3
Q

What is the internalization type of conformity?

A

Deep conformity/accept majority view as correct/permanent change in behavior/opinion even when group is absent.

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4
Q

What is the identification type of conformity?

A

Moderate conformity/act like a group we value and want to be a part of/publicly change opinions/behavior when privately disagree.

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5
Q

What is the compliance type of conformity?

A

Superficial/temporary conformity/go along with majority view/privately disagree/group pressure stops change.

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6
Q

What do Morton Deutsch and Harold Gerard propose as an explanation for conformity?

A

A two-process theory involving informational social influence (ISI) and normative social influence (NSI).

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7
Q

What is informational social influence (ISI)?

A

Agree with majority = we believe they’re correct/we desire to be correct too/leads to internalization/likely in new/difficult situations.

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8
Q

What is normative social influence (NSI)?

A

Agree with majority to be accepted/desire to be liked [social approval]/leads to compliance.

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9
Q

What are the evaluation points for the types and explanations of conformity?

A

S: Lucas = children answered aloud maths problems = conformity: difficult > easy
W: nAffiliators = not applicable to everyone = can’t generalize
W: difficult to identify NSI/ISI = doubt two independent processes = less validity/reliability
S: Asch = participants said wrong answer = afraid of disapp.

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10
Q

What was the procedure for Asch’s research into conformity?

A

Participants shown ‘standard line’ and 3 ‘comparison lines’; correct answer obvious; participants asked to match the standard.

Naive participant + 6 confederates; naive participant last; 18 trials, 12 trials = confederates answered wrong.

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11
Q

What were the findings for Asch’s research into conformity?

A

Naive participant: 25% did not conform, 75% did; Asch effect = extent of conformity in trivial task; participant post-interview = conformed to avoid rejection (NSI).

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12
Q

What were Asch’s variations in research into conformity?

A

Group size, Unanimity, Task difficulty, Private answers.

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13
Q

How does group size affect the extent of conformity?

A

3 confederates = conformity up by 31.8%; more confederates = small difference; small majority = no conformity; large majority = no need.

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14
Q

How does unanimity affect the extent of conformity?

A

Disagreeing confederate = reduced conformity (25% average); participant could behave more independently.

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15
Q

How does task difficulty affect the extent of conformity?

A

More similar line length = conformity increased; greater ISI effect when the task is harder.

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16
Q

How do private answers affect the extent of conformity?

A

Written answers = conformity down; 2/3 = less pressure = less NSI effect.

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17
Q

What are the evaluation points of Asch’s research into conformity?

A

Perrin/Spencer = recreated on UK engineering students [396 trials = one confederate] = Asch effect not consistent; trivial task = demand characteristics = lack validity/doesn’t reflect everyday life; only tested US men = women/collectivist cultures more conforming.

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18
Q

What was the aim of Zimbardo’s Stanford Prison Experiment?

A

Whether people will conform to new social roles (situation=behavior)

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19
Q

What was the procedure for the Stanford Prison Experiment?

A

Participants=emotionally stable male Stanford Uni psych students; randomly allocated role of prisoner/guard; unexpectedly arrested at home; deindividuation (referred to by number)/spent 23 hours a day locked in cells; prison guards=uniforms, sticks, mirrored glasses; meant to last 2 weeks

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20
Q

What were the results from the Stanford Prison Experiment?

A

Stopped after 6 days; guards became brutal; day 2=prisoners rebelled, guards became harsher (harassment); prisoners became depressed/anxious; one prisoner released=psychological disorder; one prisoner on hunger strike=force fed=shunned by prisoners; guards identified closely with their role; prisoners did as told

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21
Q

What was the conclusion drawn from the Stanford Prison Experiment?

A

The situation caused participants to conform to social roles by changing their behavior

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22
Q

What is deindividuation?

A

When you become so immersed in the norms of the group you lose your sense of identity/personal responsibility

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23
Q

What are the evaluation points of Zimbardo’s research?

A

Emotionally stable/random assign=rule out personality=internal validity=confidence

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24
Q

What are the ethical issues of Zimbardo’s Stanford Prison Experiment?

A

Participants experienced psychological distress; lack of informed consent; right to withdraw was not clearly communicated

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25
Q

What are the ethical issues of Zimbardo’s Stanford Prison Experiment?

A

Informed consent: Participants volunteered/couldn’t fully consent to everything.

Deception: Informed their rights would be taken/were not told they would be arrested by surprise.

Right to withdraw: Told they could leave/prison environment made it feel impossible (respond as superintendent).

Protection from harm: Weren’t protected from psychological harm [couldn’t be predicted].

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26
Q

What is obedience?

A

Form of social influence where a person follows a direct order from an authority figure who can punish disobedience.

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27
Q

What was the aim of Stanley Milgram’s research?

A

After the events of the Holocaust, Milgram aimed to investigate whether the Germans were more obedient.

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28
Q

What was the procedure of Milgram’s obedience study?

A

40 male participants (recruited=newspaper ad/flyers); participants between 20-50 from range of jobs; paid $4.50; in Yale Uni lab; fixed draw: confederate=learner/participant=teacher; experimenter=actor in lab coat; participants told they could leave at any time; learner strapped to chair/wired with electrodes=shocked when wrong [not real]; 15-450 volts=learner no response after 315; 4 prods for teacher unsure.

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29
Q

What were the findings of Milgram’s obedience study?

A

No participants stopped below 300 volts; 12.5% stopped at 300 volts; 65% continued to highest 450 volts; qualitative data: participants showed extreme tension (sweat, tremble etc.); Prior: 14 psych students predicted no more than 3% would go to 450 volts (findings unexpected); all participants debriefed, assured behavior was normal; follow up questionnaire=84% glad to have participated.

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30
Q

What are the evaluation points for Milgram’s obedience study?

A

Didn’t believe shocks = lack internal validity.

Sheridan/King = real shocks = same behaviour.

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31
Q

What percentage of nurses obeyed doctor demands in Milgram’s study?

A

21/22 nurses obeyed demands = external validity.

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32
Q

What was the replication result of Le Jeu de La Mort?

A

80% max 460 volts = similar behaviour = support.

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33
Q

What is a limitation regarding participant backgrounds in Milgram’s study?

A

Only white male Americans (unrepresentative).

Participant backgrounds mixed/replicated in other cultures.

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34
Q

What are the ethical issues with Milgram’s obedience study?

A

Deception: Believed role allocation random/real shocks = could affect behaviour.

Necessary for internal/ecological validity; participants debriefed.

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35
Q

What is the issue of protection from harm in Milgram’s study?

A

Adequate proportions not taken; participants exposed to extreme distress.

Follow up questionnaire = 84% glad to take part.

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36
Q

What is the right to withdraw in Milgram’s study?

A

Money/products = no right to withdraw.

Made clear participants would still be paid if they didn’t continue.

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37
Q

How does proximity affect the extent of obedience?

A

Teacher/learner in same room = obedience 65% to 40%.

Touch proximity (teacher forced learners hand on electroshock plate) = 30%.

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38
Q

How does remote instruction affect obedience?

A

Remote instruction (instructions by telephone) = 20.5%.

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39
Q

How does location affect the extent of obedience?

A

Yale Uni to rundown building = obedience 65% to 47.5%.

Less professional = takes away legitimacy of authority.

40
Q

How does uniform affect the extent of obedience?

A

Experimenter replaced with ordinary member of public (confederate in everyday clothes); obedience down 20%.

Ordinary clothes = no legitimacy of authority = less pressure to obey.

41
Q

What are the evaluation points of the situational variables of Milgram’s research?

A

Bickman uniform NYC experiment.

42
Q

What does Bickman’s uniform NYC experiment support?

A

It supports uniform authority.

43
Q

What was unclear about the Milgram experiment’s results?

A

Participants worked out that the procedure was fake, raising doubts about the genuineness of the results.

44
Q

What percentage of obedience was observed among Spanish students?

A

90% obedience was observed, not limited to U.S. males.

45
Q

What does highly controlled/replicated experiments with 1000+ participants indicate?

A

It indicates high accuracy.

46
Q

What is the agentic state?

A

A mental state where you feel no personal responsibility for behavior because you’re acting on behalf of an authority figure. It frees us from conscience and allows us to obey destructive authority.

47
Q

What is the autonomous state?

A

The opposite of the agentic state, where a person is free to behave on their own principles and feels a sense of responsibility for their own actions.

48
Q

What is the agentic shift?

A

The transition to ‘agency’ occurs when a person sees another as a figure of authority, often due to their position in social hierarchy.

49
Q

What are binding factors?

A

Aspects of the situation that allow a person to ignore or minimize the damaging effects of their behavior, such as shifting responsibility to the victim or denying the damage.

50
Q

What is the legitimacy of authority?

A

Authority figures are allowed to exercise social power over others, as agreed by society. This includes granted power to punish.

51
Q

What is destructive authority?

A

Authority figures who use their legitimate powers for destructive purposes, such as ordering people to behave in dangerous or cruel ways.

52
Q

What are the evaluation points of social psychological factors causing obedience?

A

Students showed Milgram’s study and blamed the experimenter, recognizing legitimate authority.

53
Q

What is recognized legitimate authority?

A

It refers to a type of authority that is accepted and acknowledged by individuals or groups.

54
Q

Why do some participants not obey?

A

There is a limited explanation for this behavior.

55
Q

What is the significance of cross-cultural research?

A

It increases validity.

56
Q

What is the limitation of the Mandel study?

A

It can’t apply to all situations due to a lack of validity.

57
Q

What is the authoritarian personality according to Adorno?

A

It is a type of personality susceptible to obeying authority, characterized by submissiveness to high status and dismissiveness to inferiors.

58
Q

What was the procedure for Adorno’s authoritarian personality study?

A

Studied 2000+ M/C white Americans’ unconscious attitudes to other racial groups; developed several scales to investigate.

59
Q

What were the findings of Adorno’s authoritarian personality study?

A

People with authoritarian leanings identified with ‘strong’ people and looked down on ‘weak’; they were very conscious of status and showed respect to higher status.

60
Q

What are the characteristics of an authoritarian personality?

A

Extreme respect/submissiveness to authority; looked down on those with inferior status; conventional attitudes to sex, race, gender; inflexible outlook.

61
Q

What is the origin of the authoritarian personality?

A

It originates in childhood from harsh parenting, which creates resentment and hostility that the child cannot express to parents.

62
Q

What is the meaning of displacement in the context of children?

A

Children cannot express to parents; they are displaced to weaker people.

63
Q

What are the evaluation points of the dispositional explanations of obedience?

A

Link only correlation, not causal; may be a third factor (e.g., low level education) which lacks validity.

64
Q

What is a limitation of dispositional explanations for mass obedience?

A

They cannot explain mass obedience (e.g., Germany); alternative explanations are more realistic.

65
Q

What is the issue with right-wing ideology in explaining obedience?

A

It cannot account for obedience across all political views.

66
Q

What does it mean to scale items in the same direction?

A

Acquiescence lacks validity.

67
Q

What did Adorno conduct interviews about?

A

Demand characteristics.

68
Q

What is resistance to social influence?

A

The ability to withstand social pressure to conform/obey; influenced by both situational and dispositional factors.

69
Q

What is social support?

A

Presence of people who resist conforming/obeying pressures, helping others do the same.

70
Q

How does social support enable people to resist conformity?

A

Pressure to conform is reduced by non-conformers (e.g., Asch experiment).

71
Q

How does social support enable people to resist obedience?

A

Obey pressure is reduced when other person disobeys (e.g., Milgram: participant + confederate = obedience 10%).

72
Q

What is the locus of control?

A

Julian Rotter: the sense we each have about what directs events in our lives.

73
Q

What if a person has an internal locus of control?

A

They believe things that happen are largely controlled by themselves.

74
Q

What if a person has an external locus of control?

A

They believe things that happen are out of their control (e.g., luck/outside forces).

75
Q

How does an internal locus of control enable a person to resist social influence?

A

An internal locus of control is more likely to resist pressure to conform/obey, take personal responsibility for actions, and is associated with more self-confidence, leading to less need for social approval.

76
Q

What are the evaluation points for the resistance of social influence?

A

Asch type study; dissenters lead to lower conformity; occurred when dissenters weren’t in a position to judge (bad vision).

Milgram type study; participants in groups had higher resistance; 88% rebelled.

77
Q

What are the evaluation points for the locus of control?

A

Milgram’s study measured internal/external locus of control; 37% of internals did not give highest shock; LOC linked to obedience increases validity.

Twenge: Analyzed data from US obedience studies; showed people are more external.

78
Q

What is minority influence?

A

The form of social influence where one/few people influence the beliefs/behaviors of others, leading to internalization.

79
Q

Describe Serge Moscovici’s study on minority influence.

A

Blue/green slide study: group of 6 judged slides; two confederates consistently said slides were green; 32% gave same answer as minority on 1st trial; 2nd group = inconsistent minority = agreement 1.25%.

Control: No confederates = wrong answer 0.25%.

80
Q

What are the main processes in minority influence identified by Moscovici?

A

Consistency, Commitment, Flexibility, The process of change, The Snowball effect.

81
Q

How does consistency aid minority influence?

A

Minority keeps same beliefs over time, which helps in gaining attention and credibility.

82
Q

What is minority influence?

A

Minority keeps same beliefs over time (diachronical consistency) and people (synchronical consistency).

83
Q

How does commitment aid minority influence?

A

Extreme activities/personal sacrifices demonstrate dedication and draw attention from others to their cause (augmentation principle).

84
Q

How does flexibility aid minority influence?

A

Relentless consistency can be negative (rigid); minority needs to be able to adapt their view/accept compromise.

85
Q

What is the process of change in minority influence?

A

Consistency/commitment/flexibility cause deeper processing, and some of the majority are converted to the minority view.

86
Q

What is the Snowball effect in minority influence?

A

One person converts to the minority view = more people convert = faster rate of conversion; gradually the minority view becomes the majority view.

87
Q

What are the evaluative points for minority influence?

A

S: Wood: 100 study meta-analysis = consistent minorities most influential = validity.

S: Martin: participants given a viewpoint (support measured); 1 group = minority agree with message; 2 group = majority agree; exposed to conflicting view (attitudes measured).

88
Q

What is social influence?

A

The process by which individuals/groups change each other’s attitude.

89
Q

What is social influence?

A

The process by which individuals/groups change each other’s attitudes/behaviors.

90
Q

What does social influence include?

A

Conformity, obedience, and minority influence.

91
Q

What is social change?

A

When whole societies adopt new attitudes/beliefs/ways of doing things.

Examples include gay rights, women’s suffrage, and environmental issues.

92
Q

What are the stages of social change?

A
  1. Drawing attention
  2. Consistency
  3. Deeper processing
  4. Augmentation principle
  5. The Snowball effect
  6. Social cryptomnesia.
93
Q

What is social cryptomnesia?

A

People have a memory that change occurred but don’t remember how.

94
Q

What lessons about social change do we learn from Asch’s research into conformity?

A
  1. Confederates broke majority power, causing others to dissent.
  2. Environmental campaigns exploit conformity by appealing to NSI, providing info on what others are doing.
  3. Social change encouraged by drawing attention to what majority are doing.
95
Q

What lessons about social change do we learn from Milgram’s research into obedience?

A
  1. Confederates refuse to shock learners, showing obedience down.
  2. Obedience creates social change through gradual commitment.
  3. Small instruction obeyed is harder to resist than bigger ones, leading to new behavior.
96
Q

What are the evaluative points of social influence and social change?

A
  1. Nolan investigated social influence processes reducing energy consumption; used NSI.
  2. Mackie disagrees; majority influence may create deeper processing if you don’t share views.
  3. Bashier investigated why people resist social change even when necessary.

psychology (8 decks)

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