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11 Pyschology > Social Influence P1 > Flashcards

Social Influence P1 Flashcards

1
Q

Internalisation (3)

A
  • takes group view as own
  • deep and permanent change in behaviour
  • even with absence of group
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2
Q

Identification (4)

A
  • conform because you value the group and want to be a part of it
  • may not agree with everything
  • genuine change in opinion not just behaviour
  • Change of opinion not necessarily permanent
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3
Q

Compliance (3)

A
  • outwardly go along with majority view
  • private disagree
  • different behaviour without influence of group
  • Superficial / temporary agreement with the group
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4
Q

Two process theory

A

In relation to social influence, used to describe the two process that describe conformity, NSI and ISI

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5
Q

Informative social influence (ISI) (3)

A
  • agree with opinion of majority as believe it is correct
  • accept it because want to be correct
  • may lead to internalisation
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6
Q

Normative social influence (NSI) (3)

A
  • agree with opinion of majority because want to gain social approval
  • avoid ridicule
  • may lead to compliance
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7
Q

Evaluation of ISI and NSI

A

Lucas at al.

  • Individual differences play as huge role in NSI- some people are not concerned about other approval, while others crave it
    ISI and NSI work together-Are they two different processes in human conformity?
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8
Q

What three ways did Asch alter the investigation

A
  • task difficulty
  • group size
  • unanimity
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9
Q

nAffilators

A

People with a strong need for affiliation (want to be liked)

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10
Q

Three situational variables that would effect obedience (milgram shock experiment)

A
  • proximity
  • location
  • uniform
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11
Q

Agentic state

A
  • A mental state where you feel no personal responsibility for your behaviour because you believe your acting as an agent for a authority figure
  • This frees us from the demands of our conscious and allows us to obey even a destructive authority figure
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12
Q

Legitimacy of authority

A
  • we are more likely to obey people who we perceive to have authority over us.
  • This authority is justified by the individuals power within the social hierarchy
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13
Q

Autonomous state

A

Where you have freedom to behave according to your own ethics

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14
Q

Agentic shift

A

The shift between the autonomous state and the agentic state. This occurs when we perceive someone as a figure of authority

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15
Q

Agentic sate evaluation

A

+Research support-Blass and Schmitt study
-Limited Explanation- doesn’t explain why people can disobey in some situations, but not others

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16
Q

Dispositional explanation

A
  • Any explanation of behaviour that highlights the importance of the individual’s personality
  • often contrasted with situational variables
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17
Q

Authoritarian personality

A
  • type of personality that Adorno argued was especially susceptible to obeying people in authority.
  • Such individuals are also thought to be submissive to those of higher status and dismissive of inferiors.
  • Come from childhood and shit parenting
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18
Q

Origins of authoritarian personality

A
  • comes from childhood
  • strickt and harsh parenting of conditional love and high expectations
  • this creates resentment that the child cannot express against their parents as they are scared of the repercussions
  • wich they displace on those they belive to be weaker or lower
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19
Q

Locus of control

A

The sense we each have about what dictates events in our lives

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20
Q

Internals and externals LOC

A

Internals - believe their responsible for what happens to them
Externals - believe it’s out of their control

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21
Q

3 factors for most effective minority influence

A
  1. Consistency (over time and all members of the group saying the same thing)
  2. Commitment (deidication and no self interset)
  3. Flexibility (shows not unreasonale and open to compromise)
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22
Q

Process of change for minority influence

A

Majority think deeply about minority view, snow ball effect, minority view become majority

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23
Q

Process of minority influence I think

A
  1. Drawing attention
  2. Consistency
  3. Deeper processing
  4. Augmentation principle,great sacrifice, such as putting yourself in danger)
  5. Snowball effect
  6. Social cryptomnesia
24
Q

two types of resistance to social influence

A
  1. resisting conformity when a dissenter breaks the unanimity of a group, the act as a model of independence resisting obedience when a disobedient role model challenges the legitimacy of authority
  2. high internal locus of control because they believe they control their own behaviour
25
Q

factors in resitance to social influce

A
  • dispositional
  • situational
  • social support, people act as models to show others that resistance to social influence is possible
26
Q

Asch procedure (4)

A
  • 123 American men in groups with 5-7 confederates.
  • Task: to out loud identify which line is same length as a test line (two of the lines were clearly wrong)
  • first few trials confederates gave the right answer but then started to make errors
  • Confederates gave wrong answer on 12/18 trials.
27
Q

average conformity rate of Asch baseline variation (1)

A

37%

28
Q

what percentage of ppts conformed at least once in Asch baseline variation (1) and what % never conformed

A

75%
25% ever conformed

29
Q

Procedure and result of Asch group size variation (3)

A
  • ppts from 1-15
  • at three confederates conformity was 32%
  • little increase after three conferates
30
Q

Procedure and result of Asch unanimity variation (3)

A
  • a dissenter gave a different answer
  • conformity dropped to 9%
31
Q

Procedure and result of Asch task difficulty variation (3)

A
  • stimulus and comparion lines became more similar in length
  • conformity increased
32
Q

limitations to Asch line experiment

A
  • artificitial stimulus
  • ethical issues
  • limmited applicaiton, all american male uni students
  • outdated
33
Q

conformity rates of line experiment meta analysis collectivists and individualistic cultures

A
  • 58% collecctivist
  • 14% indivulist
34
Q

Lucas conformity study procedure and results

A
  • He asked students to give answers to mathematical problems that were easy or more difficult
  • students conformed more to harder questions than easier ones
  • however ones more confident in thier maths ability conformed less for the harder questions
35
Q

Zimbardo procedure and resluts ()

A
  • set up a mock prison in the basement of Stanford’s psychology department
  • advertised for students to take part
  • chose those who were emotionally stable with a test
  • randomly assigned the roles of guards and prisoners.
  • prisoners were arrested in their homes, blindfolded, strip searched, deloused, given a uniform and number.
  • guards were given uniform and had complete power over the prisoners
36
Q

Zimbardo results

A

A
- the guards took to their role
- experiment was stopped after 6 days
- Within 2 days, the prisoners rebelled
- The guards employed a divide and conquer tactic
- constantly harassed the prisoners, and reminded them that they were always being monitored. The guards punished even the smallest misdemeanour
- After the rebellion was put down, the prisoners became subdued
- some prisoners were released ealy
- One prisioner went on a hunger strike, guards attempted to force feed him, and then punished him
- shunned by the other prisoners.
- guards become more and more aggressive as they identified with their roles

37
Q

Zimbardo AO3

A
  • overstated role of situation/ social roles as only 1/3 of gaurds brutal and 1/3 were sympathetic
    RANDOM ALLOCATION
  • reduces chances of individual differences affecting behaviou demonstrate that participants really were conforming to social roles
  • Small sample, so random allocation more likely to fail just by chance
  • participants could influence each other and did
    ECOLOGICAL VALIDITY
  • Participants immersed in roles, 90% of prisoners’ conversations were about prison life, asked for ‘parole’ rather than to withdraw
  • ‘John Wayne’ guard admitted he was trying to make things happen / based his behaviour on a film character, was acting
38
Q

Milgram procedure

A
  • 40 Male participants
  • recruited through newspaper adverts
  • told that they were taking part in a memory study
  • rigged draw for the role of teacher and learner
  • The teacher was required to give electric shocks to the learner when they got the question wrong
  • The shocks started at 15V, and rose by 15v To 450V. At 300V, the learner pounded on the wall and gave no response. After the 315V shock, he again pounded on the wall, but it was silent after that.
  • if the teacher was unsure, the experimenter would reply with either
  • Please continue
  • The experiment requires you to continue
  • It is absolutely essential that you continue
    You have no other choice, you must go on
39
Q

Milgram results

A

No one stopped before 300V. 5 stopped at 300V. 65% continued to 450V. Participants showed extreme anxiety, stress and 3 had a full blown uncontrollable seizure

40
Q

Milgram strengths and limmitations

A

+Low Internal Validity
+Good External Validity
+Supporting Replication-The Game of Death
-Ethical Issues

41
Q

how did obedience levels drop when the participant was joined by a disobedient confederate in one of Milgram’s variations

A

from 65% to 10%

42
Q

Milgram variations results

A

65%-Original Study
47.5%-Change of location to a run down office
40%-Teacher and Learner in same room
30%-Teacher forces learners hand on to plate
20.5%-Experimenter gave orders by phone
20%-Experimenter was played by a member of public

43
Q

Milgram variations strength and limmitations

A

+Supporting Researcher
-Lacks Internal Validity
+/-Cross Cultural Applications

44
Q

Milgram Bickman procedure and results

A

He had three confederates dress up in 3 different outfits. Jacket and tie, A milkman and a security guard. They stood in the street and asked passers by to perform tasks such as picking up litter
People were twice as likely to obey the security guard than the one dressed in the jacket and tie

45
Q

Milgram Bickman strengths and limmitations

A
46
Q

Agentic state Blass and Schmitt

A
  • They showed a film of Milgrams study and asked them to identify who they through was to blame for harming Mr Wallace
  • They blamed the experimenter rather than the partcipant
47
Q

Legitimacy of authority in differnt cultures Austrialia and Germany what % went to the top of the voltage scale?

A

Austrialia - 16%
Germany - 85%

48
Q

Adorno method and reulsts

A

He studies the unconscious attitudes towards racial group of more than 2000 middle class, white Americans. He developed numerous scales to measure this, including the F-SCALE (F stands for Fascist), which is used to see if someone has the authoritarian personality

People who scored high on the F-SCALE identified with strong people and were generally contemptuous of the weak. They were very conscious of their own and others status. Adorno found out that they have a cognitive style, where there was no fuzziness between categories of people. He also found a link between authoritarianism and prejudice

49
Q

Resitance to conformity Allen and Levine

A

Conformity decreased when there was one deserter in an Asch like study. This occurred even when the deserter was in no fit state to read the lines

50
Q

Support for LOC Holland

A

He repeated Milgrams study and measured if participants were internals or externals

37% of internals did not reach the highest voltage, only 23% of externals did not reach the highest voltage

51
Q

Moscovici’s study

A
  • Confederates gave wrong responses to blue slides
  • Results: number of ‘green’ i.e., wrong responses
  • Control: 0.25%
  • Inconsistent minority: 1.25%
  • Consistent minority: 8.42%
  • Small but significant effect on majority
  • Consistency enhances minority influence* Confederates gave wrong responses to blue slides
  • Results: number of ‘green’ i.e., wrong responses
  • Control: 0.25%
  • Inconsistent minority: 1.25%
  • Consistent minority: 8.42%
  • Small but significant effect on majority
  • Consistency enhances minority influence
52
Q

Consitancy wood method and results

A
  • Carried out a meta-analysis of almost 100 studys similar to Moscovici’s
  • Consistent minorities were the most influential
  • Strong evidence for role of consistency (N>100)
  • No consistent evidence from lab experiments for role of perceptions of the flexibility …
  • …or commitment of the minority
53
Q

Support for depth of though Martin method and result

A

Participants were given a viewpoint and their support was measured. Then, one group was given a majorities view that agreed with the viewpoint, and one was given a minorities view that disagreed with the viewpoint.

When they were measured again, people were less willing to change their opinion if they listened to a minority group rather than a majorities group

54
Q

Support for NSI Nolan method and results

A

They hung messages on front doors of houses in San Diego every week for one month. The key message was that most residents were trying to reduce their energy use. Some residents were given a message that said to save energy, but made no mention of what their neighbours were doing

He found a significant energy use reduction in the group that were told about their neighbours energy usage

55
Q

for studies named in the specification do several flashcards on AO3 otherwiese the other studies ig can be part of that AO3

A
56
Q

Nemeth’s study support for the role of flexability in minority influence

A
  • Groups of 3 ppts and 1 confederate…
  • …deciding compensation for victim of ski-lift accident
  • Confederate argued for low amount, didn’t change
  • => no effect on majority opinion
  • Confederate compromised to offer slightly more
  • => majority changed to lower amount
  • Flexibility enhances minority influence
57
Q
A

11 Pyschology (21 decks)

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