Social: Obedience Flashcards

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1
Q

What is Obedience?

A

Obedience = compliance to the real or imagined demands of an authority figure.

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2
Q

What is Social Influence?

A

Social Influence = when an individual’s behaviour, attitudes and emotions are affected by those of another.

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3
Q

What is Blind Obedience?

A

Blind Obedience = when people, regardless of whether they believe the action to be morally, ethically or legally right, do as they’re told.

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4
Q

What’s the difference between the Autonomous and the Agentic state?

A

Autonomous = an individual acts based on their own morals and free will.

BUT…

Agentic = an individual acts as an agent and follows the commands of an authority figure, who we know will take responsibility for our actions.

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5
Q

Who are perceived to be “authority figures?”

A

People who carry symbols of authority, like a uniform, or possess status, like a rank.

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6
Q

What can those with authority cause?

A

The agentic shift.

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7
Q

What is the Agentic Shift?

A

The shift between the autonomous and agentic state.

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8
Q

What is Moral Strain?

A

Moral Strain = anxiety experienced because you’ve been told to do something which goes against your moral judgement.

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9
Q

What are the defence mechanisms for moral strain?

A

During Milgram’s experiment, he observed that P’s would…

  1. Denial - Milgram’s P’s minimised MS by convincing themselves the shocks weren’t dangerous.
  2. Dissent - many P’s didn’t look at the experimenter or look up from the shock generator.
  3. Degree of Involvement - some flicked the switches lightly as if it would lessen the pain.
  4. Helping the learner - P’s prompted the learner to give the right answer in the memory test. Also, in variation 7, some P’s gave a weaker shock thinking the experimenter wasn’t watching.
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10
Q

Supporting evidence for Agency Theory?

A
  • Milgram
  • Real-life events
  • Hofling et al (1966)
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11
Q

What did Milgram find which supports Agency Theory?

A

65% of P’s were willing to obey the experimenter’s commands and harm an innocent confederate of the study. This provides evidence for agency theory because P’s showed overt signs of moral strain when given the order.

‘Displacement of responsibility was shown’ - many P’s said they obeyed the commands as their behaviour was the responsibility of the experimenter, and they didn’t want to do it.

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12
Q

What real-life event provides evidence for agency theory?

A

Vietnam War - American soldiers were ordered by Lieutenant Calley to go into the village of My Lai and kill all the occupants (inc old men, women and children) who were accused of being Vietcong soldiers. Shot them all with no return of fire. In court, Calley claimed to have been following orders (‘displacement of responsibility’).

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13
Q

How does Hofling et al (1966) provide evidence for agency theory?

A

In a hospital setting, they staged a doctor telephoning a nurse working late at night asking them to administer twice the daily dose of a drug to a patient (against hospital policy). Stooge doctor said they’d take full responsibility and they’d sign the prescription later. 21/22 went to administer drugs, saying they did so because of the hospitals hierarchy of authority, and they ‘displaced the authority’.

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14
Q

Weaknesses of Agency Theory?

A
  • Does not explain individual differences
  • Does not explain motivational issues behind dissent (French and Raven (1959))
  • Concepts of agency and autonomy are difficult to define and measure
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15
Q

Why does agency theory not being able to explain individual differences make it a weakness?

A

Dissent can happen for a number of reasons, e.g. personality type, gender and situation. So, obedience is more complex than agency theory makes it out to be.

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16
Q

Why does French and Raven (1959) study provide evidence against agency theory?

A

F + R identified 5 bases of power that is said to motivate/influence behaviour:

  • Reward power
  • Legitimate power
  • Referent power
  • Expert power
  • Coercive power

These factors are said to provide a better explanation of obedience and a better explanation for Milgram’s findings.

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17
Q

Why do the concepts of agency and autonomy being difficult to define and measure weaken agency theory?

A

Agency is a state of mind that is switched when given an order by an authority figure. This internal process cannot be measured, only inferred from the behaviour of an agent. There is no evidence for the evolutionary basis of obedience. But, there were hierarchical systems that existed in animal groups (e.g. primates) with similar sanctions of disobedience - it can be inferred that obedience has evolved to serve some form of the survival function for social groups.

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18
Q

Who proposed Social Impact Theory?

A

Bibb Latane (1981) proposed a theory of social influence that can be used to explain why people are obedient.

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19
Q

What does SIT propose in summary?

A

That people’s behaviour is greatly influenced by the actions of others; we can be persuaded, inhibited, threatened and supported by others. These actions affect how we act as a response. This is known as social impact because of how others, real or imagined, have an impact on us.

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20
Q

What is the difference between targets and sources of influence?

A

Targets = person being impacted on.

Sources = person being the influencer.

21
Q

What are the 3 principles of SIT?

A
  • Social forces
  • Psychosocial law
  • Multiplication/Division of Impact
22
Q

What are Social Forces which influence obedience?

A

When a source is influencing a target, the social forces affect how influential they are. These include:

  • Strength - Determined by status, authority or age.
  • Immediacy - Determined by the distance between the source and the target (and the presence of buffers that can be barriers to the distance).
  • Number - How many sources compared to targets there are.

If a source has a high status of authority, is directly in front of a target and there are many of these sources (e.g. police), targets are likely to be more obedient.

23
Q

What is Psychosocial Law which affects SIT?

A

Just because the strength, number and immediacy of sources increases doesn’t mean their influence will. As more sources are involved, their effect becomes less and less pronounced.

24
Q

Which study provides evidence for Psychosocial Law?

A

Berkowitz, Bickman and Milgram (1969): at the Uni of NY. 15 confederates stood and looked up to the 6th floor of the uni building (where Milgram was video recording the confederates below and counting passers-by).

They found although increasing the number of confederates looking did increase the number of passers-by looking up, the number of passers-by grew smaller relative to the size of the confederate group - the effect levelled off.

25
Q

What is Multiplication/Division of impact?

A

Strenght, immediacy and number can have a multiplication effect on the behaviour of a target. But, if there is a single source trying to persuade a whole crowd of people, their impact is going to be less (divided by the number of targets).

26
Q

What study provides evidence for the Multiplication/Divisional effect of social impact?

A

Latane and Darley (1970): Demonstrated effect of social impact on bystander behaviour.
One lone person is more likely to help someone in need compared to a group; division of responsibility.

In terms of obedience, this would suggest that an authority figure would have a diminished capacity to influence someone if that someone had an ally or a group of allies.

27
Q

What are the weaknesses of SIT?

A
  • Disregards active nature of social interactions
  • The theory is limited in the type of social situations it’s able to explain
  • Principles can be observed in everyday behaviour.
28
Q

Why does SIT disregarding the active nature of social interactions make it a weakness?

A

SIT views individuals as passive receivers of others’ behaviour towards them, disregarding the active nature of social interactions, and what individuals bring to social situations. Everyone is different, so this theory ignores individual differences and simplifies the nature of human interaction - static theory as it doesn’t take into account how the source and target interact with one another.

29
Q

Why does the theory is limited to the type of social situations SIT is able to explain a weakness?

A

It cannot predict what will happen if two groups of equal number and strength clash, e.g. football fans at a match. Who is the source then?

30
Q

Why do SIT principles being observed everyday make it a weakness of the theory?

A

The principles can be seen in everyday behaviour. Research into conformity (Asch), obedience (Milgram), and bystander behaviour (Latane) have all demonstrated the impact of strength, immediacy and number on observable human responses in social situations.

31
Q

Which factors affect dissent?

A
  • Situational factors
  • Individual differences
32
Q

What are situational factors affecting dissent?

A
  • Momentum of compliance
  • Proximity
  • Status of authority
  • Personal responsibility
33
Q

What is momentum of compliance?

A

Starting with small trivial requests, the teacher is committed to the experiment. As the requests increase, they are more likely to comply as the P feels duty-bound to continue (shown in Milgram with the shock generator).

34
Q

How does proximity affect dissent?

A

The closer the authority figure, the higher the obedience.

Distance acts as a buffer to obedience: if the teacher was in the same room as the learner the obedience dropped. Milgram referred to the shock generator as a physical buffer.

35
Q

How does status of authority affect dissent?

A

Obedience can only be established when the authority figure was perceived to be legitimate (shown during experiments at Yale Uni where obedience was higher than experiments at a broken-down office block or conducted by an ordinary man).

People are less likely to be obedient when they don’t believe that the person giving the order has legitimate authority.

36
Q

How does personal responsibility affect dissent?

A

P’s could be more obedient in a situation when personal responsibility is removed and placed onto an authority figure.

In a variation of Milgram’s study, P’s had to sign a waiver saying they’re taking part out of their own free will and relinquishing any legal responsibility from Yale Uni, obedience fell to 40%.

37
Q

What individual differences affect dissent?

A
  • Personality
  • Locus of control
  • Authoritarian personality
  • Empathy
  • Gender
  • Culture
38
Q

How does personality affect dissent?

A

Milgram follow up study with 118 P’s from variations 1-4. Asked to judge the relative responsibility for giving the shocks out of the experimenter, learner and teacher. To show this, they moved 3 hands on a disc to show proportionate responsibility.

Found:

  • 48% dissenting P’s blamed themselves.
  • 39% dissenting P’s blamed experimenter.
  • 25% compliant P’s blamed learner.
  • 12% dissenting P’s blamed learner.
39
Q

How does locus of control affect dissent?

A

Rotters (1966) LOC personality theory found states:

  • Internal LOC believes they’re responsible for their actions and are less influenced by others.
  • External LOC believes their behaviour is out of their control due to external factors such as fate - more easily influenced by those around them.

However, research in this area is mixed and only provides tentative evidence.

40
Q

How does LOC link to Milgram’s findings?

A

Those who were obedient had an external LOC as they were likely to be influenced by the experimenter and didn’t feel responsible for their actions. But, those who dissented were more resistant to authority and were more likely to take personal responsibility for their actions (internal LOC).

41
Q

How does authoritarian personality affect dissent?

A

AP typically means people are submissive to authority but harsh to those who seem subordinate to themselves.

42
Q

What study’s provide evidence for AP?

A

Milgram and Elms (1966): compared F-scale scores of 20 obedient and 20 dissenting P’s involved in his experiment. Found obedient P’s had higher F-scale scores than dissenters.

43
Q

How does empathy affect dissent?

A

People with high levels of empathy would be less likely to harm another person at the instructions of an authority figure.

Burger (2009) found that people who score high on tests of empathy were more likely to protest against giving electric shocks (but did not translate into lower obedience scores).

44
Q

How does gender affect dissent?

A

Milgram’s experiment 8 involved 40 female teachers. He found that women were virtually identical to men in their levels of obedience (65%), 27.5% breaking off at the 300-volt level. Females experienced higher levels of anxiety.

45
Q

What studies support gender affecting dissent?

A

Sheridan and King (1972): Involve a live puppy as a victim which received genuine shocks.

  • All 13 female P’s were more compliant and delivered the maximum levels of shock to the puppy compared to men.
46
Q

Which studies don’t support gender affecting dissent?

A

Blass (1999): in a review of 10 obedient experiments, he found obedience among males and females were consistent across 9 of the studies.

Kilham and Mann (1974): direct replication of Milgram’s study in Australia. Found females to be far less (16%) obedient to males (40%).

Conc, little dif in obedience between gender, despite traditional beliefs that females would be more compliant to authority.

47
Q

What types of culture are there?

A

Individualistic cultures = behave more independently and resist conformity or compliance (e.g. America and Britain).

Collectivistic cultures = behave as a collective group based on interdependence, meaning that cooperation and compliance is important for the stability of the group (e.g. China or Israel).

48
Q

How does culture affect dissent?

A

Blass (1999): a review of over 35 years of obedience research in different countries.

  • Milgram US = 65% obedience
  • Burley + McGuiness UK = 50% obedience
  • Schurz Austria = 80% obedience
49
Q

What evidence goes against culture affecting dissent?

A

The % of P’s who gave the full shock is more a product of the procedure employed rather than the culture.

Acona and Pareyson’s (1968): max shock level was 330v and had an 85% obedience rate in Italy. Also used students which Milgram avoided doing as they are more compliant by nature.