Social Perspective Flashcards
Asch (1951) Effects of group pressure upon the modification and distortion of judgements aim
To see if individuals would agree with answers given by a group when the answers were obviously wrong (i.e., would they conform to the majority?)
Asch (1951) Effects of group pressure upon the modification and distortion of judgements procedure
Groups of around seven students to take part in a line judgement task. Each person in turn was asked to identify which line (A, B or C) matched the standard line X. However, only one student in each group was a genuine participant (naïve) who did not know what the procedure was about. The others (confederates) were instructed to sometimes give the wrong answers (12 of 16 times). The naïve participant always answered last or second to last.
Asch (1951) Effects of group pressure upon the modification and distortion of judgements findings
The naïve participants gave the wrong answers (conformed with the group) on 36.8% of the trials. Overall, 25% of the participants did not conform on any trials, which means that 75% conformed on at least one trial.
Asch (1951) Effects of group pressure upon the modification and distortion of judgements conclusion
A proportion of people conform to the majority even when the answer is clear. Most conform to avoid rejection from the group (Normative Social Influence). However, most of the time the participants’ answers were correct. Showing that people usually behave independently of the group.
Chatard et al (2007) ‘How good are you in math?’ The effects of gender stereotypes on students’ recollection of their school marks aim
See if gender stereotypes can affect memory. If students are reminded of a gender stereotype (boys are better at maths than girls), do they recall their maths and art results incorrectly?
Chatard et al (2007) ‘How good are you in math?’ The effects of gender stereotypes on students’ recollection of their school marks procedure
French high school students rated their agreement (on a seven-point scale) with statements about the maths and arts abilities of males and females in general. They then rated their own abilities in these subjects. Another group rated their own abilities first so gender stereotype could not affect their rating.
Chatard et al (2007) ‘How good are you in math?’ The effects of gender stereotypes on students’ recollection of their school marks findings
Boys and girls who were given the gender stereotype reminder overestimated their arts performance (boys less than girls).
Girls who were given the gender stereotype reminder underestimated their maths performance (while boys overestimated theirs).
Chatard et al (2007) ‘How good are you in math?’ The effects of gender stereotypes on students’ recollection of their school marks conclusion
When boys and girls accepted a gender stereotype about maths ability, their recall of their past maths performance is biased in the direction of the stereotype. Accepting this stereotype could have consequences for career choices.
Haney et al. (1973) A Study of Prisoners and Guards in a Simulated Prison aim
To investigate whether prison guards behave brutally because they have sadistic personalities, or if it is because of the situation that creates such behaviour. Zimbardo was the lead researcher on the Stanford Prison study.
Haney et al. (1973) A Study of Prisoners and Guards in a Simulated Prison procedure
They set up a mock prison. 22 emotionally stable volunteer students and randomly gave them the role of guard or prisoner. Prisoners were arrested, given a uniform and assigned a number, had to follow 16 rules enforced by the guards. Guards had their own uniform plus wooden club, handcuffs, and mirror shades. They were told they had power over the prisoners.
Haney et al. (1973) A Study of Prisoners and Guards in a Simulated Prison findings
The guards identified closely with their roles, quickly becoming brutal and aggressive. The prisoners also identified with their roles. They initially rebelled, but then became subdued, depressed, and anxious. The guards’ behaviour threatened the prisoners’ psychological and physical health, so the study was stopped after 6 days instead of 14.
Haney et al. (1973) A Study of Prisoners and Guards in a Simulated Prison conclusion
Guards, prisoners and researchers all conformed to their roles within the prison. Even volunteers that came in to perform certain roles behaved as though they were in a real prison. The study showed that situations influence people’s behaviour very powerfully.
