Social Psychology Flashcards

You may prefer our related Brainscape-certified flashcards:
1
Q

What is internalisation?

A

A type of conformity when a person genuinely accepts the groups norms both privately and publicly. Likely to be permanent and also happens even when the other group members are not present.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

What is identification?

A

Identification is a type of confirmity which occurs when a person identifies with a group that they value so publicly changes opinions/behaviour to achieve this goal. Privately they may not entirely agree.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

What is compliance?

A

This is a type of confirmity involving “going along with others” in public but privately not changing perosnal opinions or behaviour. It is the most superficial type of confirmity and may stop as soon as group pressure stops.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What is ISI?

A

Informational social influence is an explanation for confirmity. It says we agree with the opinion of the majority because we believe they have the correct information. It may lead to internalisation.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

What is NSI?

A

Normative Social Influence is an explanation for confirmity that says we agree with the opinion of the majority because we want to be accepted/approved of/liked. It may lead to compliance.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

What is research support for ISI?

A

Lucas et al asked students to give answers to mathematical problems that were easy or difficult. There was greater confirmity to incorrect answers when they were difficult rather than easy. This is a demonstration that people confirm in situations where they believe other people have the correct information.

*George Lucas is the director of Star Wars which uses lots of maths and physics.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

What is a criticism of NSI?

A

NSI does not affect everyone’s behaviour in the same way. nAffiliators are people who have a greater need for being in some sort of relationship with others and are more likely to conform. (McGhee and Teevan found that students high in need of affiliation were more likely to conform)

*Ghee is an indian clarified cooking butter and tea is grown in India too.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

What is a criticism of ISI and NSI as explanations for conformity?

A

The theory says that conformity is either due to NSI or ISI. But often both processes are involved.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

What is the method of Asch’s experiment?

A
  • 123 American male undergraduates
  • Each naive participant tested with a group of 6-8 confederates
  • First 6 trials confederates gave right answers then started making errors for the next 12 trials.
  • All confederates gave the same wrong answer
  • Trial = four lines on a card. Of the final three lines, only one was the same length as the first line and participants had to say which one was the same length.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

What were the results of Asch’s experiment?

A

Naive participant gave a wrong ansewr 36.8% of the time. 25% of particpants did not conform at all which means 75% conformed at least once. When particpants were interviewed aftewards they said they conformed to avoid rejection (NSI).

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

What was Asch’s group size variation?

A

Asch repeated the experiment with different numbers of confederates. A majority of one or two didn’t have much effect but 3 or more exerted significant influence (no huge difference between three or more than three.)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

What was Asch’s unanimity variation?

A

Asch aded a confederate who disagreed with the others, sometimes giving a right answer and sometimes a wrong answer. The presence of a dissenting confedarate reduced conformity by a quarter.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What is Asch’s task difficulty variation?

A

Asch made the line-judging task more difficult (i.e. more difficult to spot the line that was the same size as the first one). Conformity increased when the task was more difficult suggesting ISI plays a greater role in harder tasks.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What are 3 weaknesses of Asch’s study?

A
  • A child of its time. Done in 1950s. Perrin and Spencer repeated it in 1980 with engineering students and only one student conformed. (Is this because they were engineering students or because it was 1980?)
  • Artificial situation and task/demand characteristics.
  • Limited application of findings - Asch only studied US men. Conformity rates are higher in collectivist cultures such as China.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

What is the method of Zimbardo’s study?

A
  • Set up a mock prison in basement at Stanford University
  • Volunteer sample who were screened for emotional stability
  • Randomly assigned roles of guards and prisoners
  • ‘Prisoners’ arrested in their homes by local police. Blindfolded, strip-searched, deloused and issued a uniform and number
  • Prisoners routines heavily regulated with 16 rules enforced by guards
  • Prisoners only addressed by their number and not name.
  • Guards had uniform, wooden clug, handcuffs, keys and mirror shades. Given complete control e.g. could even decide when prisoners went to the toilet.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

What were the results of Zimbardo’s study?

A
  • After a slow start, the guards became enthusiastic. They became a threat to the prisoners’ well being and the study was stopped after 6 days instead of 14.
  • After two days the prisoners rebelled and the guards retaliated with fire extinguishers. Prisoners then became subdued and depressed.
  • Frequent headcounts and frequent punishments and rule enforcements.
  • One prisoner released on the first day and two on the fourth day due to showing signs of psychological disturbance.
  • One prisoner went on hunger strike and was force fed and put him in a tiny dark closet.
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

What was the conclusion of Zimbardo’s study?

A

There is a powerful influence of social roles on peoples’ behaviour. All conformed to their roles within the prison - even volunteers like the prison chaplain behaved as if he was visiting a prison.

18
Q

What is one strength and three weaknesses of Zimbardo’s study?

A
  • STRENGTH: Lot of control over variables e.g. random assigning of roles, emotionally tested to rule out individual differnces. Therefore high internal validity.
  • WEAKNESS: Lack of realism. Critics of the study say that the participants were acting like they had seen prisons from the movies. HOWEVER: 90% prisoners conversations were about prison life and one prisoner interviewed said that the prison was real but run by psychologists rather than the government.
  • WEAKNESS: Reicher and Haslam replicated the experiment (known as the BBC prison study). They had different findings to Zimbardo. The prisoners took control of the prison and harassed the guards.
  • WEAKNESS: Ethics! Zimbardo spoke to one participant who wanted to leave like he was a prisoner who would upset the running of his prison if he left.
19
Q

What was the method of Milgram’s experiment?

A
  • 40 male volunteers aged 20-50 through newspaper ad.
  • Paid $4.50 when they arrived at the lab and then entered into a rigged draw for their role as teacher.
  • Confederate “Mr. Wallace” always drew learner role.
  • Experimenter dressed in lab coat, played by an actor.
  • Participants intially told they could leave the study at any time.
  • Shocks went from 15 to 450 V. At 300 V the learner pounded on teh wall and then gave no response. After 315V there was one more pound on the wall but no further response.
  • 4 standard phrases from experimenter: 1. Please continue. 2. The experiment requires that you continue 3. It is absolutely essential that you continue 4. You have no other choice you must go on
20
Q

What was the result of Milgram’s experiment?

A
  • No participants stopped below 300V
  • 12.5% (5 participants) stopped at 300V
  • 65% continued to the highest level of 450V
  • Participants showed signs of extreme tension. e.g. sweating, trembling, stuttering, lip biting, fingernails dug into hands. 3 had “full-blown uncontrollable seizures”.
  • 14 psychology students asked to predict the behaviour before the eperiment estimated that maximum of 3% would go to 450V
  • All participants were debriefed and assured that their behaviour was normal. 84% reported they were glad they participated.
21
Q

What are the strengths and weaknesses of the internal validity of Milgram’s experiment?

A
  • Orne and Holland argued that the participants guessed they weren’t real electric shocks and therefore lower internal validity.
  • Gina Perry confirmed this by listening to the tapes of the participant interviews and reported many of them expressed doubt about shocks
  • However, Sheridan and King conducted a similar study where real shocks were given to a pupply. 54% of males and 100% of female participants delivered what they thought was a fatal shock.
  • Milgram reported that 70% of his participants said they believed the shocks were genuine.
22
Q

What can you say about the external validity of Milgram’s experiment?

A

External validity means how realistic it was, how applicable to real life.

Although in a lab, it had high external validity because it was testing relationship between an authority figure and participant. Milgram argued that the lab environment accurately replicated this.

Hofling’s nurses experiment showed that 21/22 nurses obeyed an unjustified demand from a doctor. Therefore Milgram’s experiment can be applied to everyday life, therefore high external validity.

Le Je de la Mort, a french gameshow, replicated Milgram in 2010 and 80% of participants went to 450V on an apparently unconscious man.

23
Q

What are the ethical criticisms of Milgram?

A
  • Deceived participants (learner and teacher roles were not random but rigged, believed electric shocks were real when they were not)
  • Psychological harm - participants showed signs of severe distress
  • Said they had the right to withdraw but then said “the experiment requires you go on/you have no choice”
24
Q

What are the three situational variables that Milgram changed in his variations on his original experiment?

A

Proximity (see graph for results), Location (did the experiment in a run down office building, obedience fell to 47.5%), Uniform (ordinary member of the public supervised the experiment whilst the lab coat psychologist “was called away to a telephone call”. The obedience rate dropped to 20%.

25
Q

What are 2 strengths and 1 weakness of Milgram’s variations?

A

STRENGTH: Research support. Bickman gave three confederates uniforms (milkman, jacket/tie, security guard) and did a field experiment in a New York street where confederates asked passers by to do a task e.g. pick up litter. People were twice as likely to obey the security guard than the jacket/tie confederate. Supports Milgram’s uniform theory.

STRENGTH: Cross-cultural replications. Miranda et al got an obedience rate of 90% in Spanish students. This shows that Milgram’s research can also be applied to other cultures and also females.

WEAKNESS: Lack of internal validity. The variations have been criticised as being easy to spot that they were

26
Q

Why did Milgram come up with his obedience experiment in the first place?

A

Adolf Eichmann, a man in charge of Nazi death camps had said that he was only “obeying orders”. Milgram wanted to study obedience and see how powerful it was.

27
Q

What is agentic state?

A

A mental state where we feel no personal responsibility for our behaviour because we believe ourselves to be acting for an authority figure (i.e. as their agent). This frees us from personal responsbility and allows us to obey even a destructive authority by psychologically putting the responsbility on them.

28
Q

What is agentic shift?

A

The shift from autonomy (free will) to agency. Milgram suggests this occurs when a person perceives somone else as a figure of authority (which happens in a social hierarchy).

29
Q

What is a ‘binding factor’?

A

An aspect of a situation that allows the person to ignore the damaging effect of their behaviour. (e.g. ‘he was stupid to volunteer’ or ‘the shocks aren’t really that bad’)

30
Q

What is legitimacy of authority?

A

An explanation for obedience which suggests that we are more likely to obey people who we perceive have authority. This is because societies are structured in a hierarchical way (e.g. parents, teachres, police officers all have some kind of authority over us). Good when it works, bad when it doesn’t (e.g. Hitler!)

31
Q

What is one strength and one weakness of the agentic state theory?

A

STRENGTH: Research support. Blass and Schmitt showed a film of Milgram’s study to students who all blamed the experimenter rather than the participant.

WEAKNESS: It doesn’t explain why some of Milgram’s participants didn’t obey. This suggests that agentic shift can only accountn for some situations of obedience.

32
Q

What is one strength of Legitimacy of Authority?

A

STRENGTH: It is a useful account of cultureal differences in obedience. Kilham and Mann replicated Milgram in Australia and only 16% went to 450V. Mantell in Germany found 85% went to the top. This shows that in some cultures, authority is more likely to be accepted as legitimate. It also helps to explain war crimes as soldiers are “just following orders”.

33
Q

What is a dispostional explanation for obedience?

A

Disposition is another word for personality. Adorno developed the potential for fascism scale (F scale) to identify people with an authoritarian personality. He said that a high level of obedience was actually due to having this kind of personality.

An example from his questionnaire is: “Obedience and respect for authority are the most important virtues children should learn”

34
Q

What kind of person has an authoritarian personality?

A
  • They stereotype people
  • Strong positive correlation between authoritarianism and prejudice
  • Generally contemptuous of the “weak”
  • Very conscious of status and show excessive respect and servility to those of a higher status
  • Contempt for people inferior
  • Very inflexible
35
Q

Where did Adorno think the authoritarian personality came from?

A

Formed in childhood as a result of harsh parenting with strict discipline, impossibly high standards and servere criticism of failings.

Adorno said this created repressed resentment and hostility which got displace onto other who are perceived to be weaker. (This is a psychodynamic explanation because it talks about repression into the unconscious)

36
Q

What is one strength and two weaknesses of the authoritarian personality theory/F scale?

A

STRENGTH: There is research support. Milgram and Elms found a correlation between obedience and authoritarian personality.

WEAKNESS: There are methodological problems. Every item in the scale goes in the same ‘direction’ therefore possible acquiescence bias (just ticking the same box all the way down the questionnaire).

WEAKNESS: Political bias. Christie and Jahoda argued that this is a politically biased interpretation saying all authoritarians are Fascist/right wing when there are lots of example of authoritarian left wing e.g. Maoism.

37
Q

What are the two factors that can increase resistance to conformity and obedience?

A

SOCIAL SUPPORT: Pressure to confirm reduced if there are other people present not conforming e.g. Asch’s variation and Milgram’s variation where a disobedient confederate was included.

LOCUS OF CONTROL: Internal locus of control more likely to be able to resist pressures to conform.

38
Q

What is a strength and weakness of the locus of control explanation for resistance to social influence?

A

STRENGTH: Research support. Holland repeated Milgram’s study and mesaured which participants were internals and externals. 37% of internals showed resistance. 23% of externals showed resistance.

WEAKNESS: Twenge et al analysed locus of control data from 1960-2002 and showed that people have generally become more resistant to obediance but also more external.

39
Q

What are the three key aspects of Minority Influence?

A

Consistency - synchronic consistency where the minority all say the same thing and diachronic consistency where they same the same thing over a period of time.

Commitment - Engage in really extreme activities to draw attention to their views.

Flexibility - Not being to dogmatic but are able to be prepared to adapt their point of view and accept reasonable counter-arguments.

40
Q

How does minority influence go to majority influence?

A

Snowball effect. One person convinces a couple of people and they convince a couple of people each and then the number increases exponentially.

41
Q

What are two strengths and one weakness of Minority Influence theories?

A

STRENGTH: Research support e.g. Moscivici - consistent minority had a greater effect on other people than an inconsistent opinion. Wood et all did a meta-analysis and found that minorities that were consistent were most influential.

STRENGTH: Research support - Martin et al found people were less willing to change if they had listened to a minority group support their opinion than if they had listened to a majority group support their opinion suggesting minority message is more deeply processed.

WEAKNESS: All research in minority influence has tended to use artificial tasks.

42
Q

What are the six processes of social change?

A

1) Drawing attention e.g. civil rights marches in 1950s by blacks
2) Consistency - there were many marches and many people taking part
3) Deeper processing - consistency of message means people really started to think about the issue
4) Augmentation principle - incidents where people risked their lives e.g. the freedom riders who took seats on “white only” areas of buses.
5) Snowball effect - continual conversion resulted in the US Civil Rights Act in 1964 representing a change form minority to majority support.
6) Social cryptomnesia - People have a memory that change has occurred but don’t remember exactly how it happened.