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IB Psych > Unit 3 Social Influence > Flashcards

Unit 3 Social Influence Flashcards

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1
Q

Conform

A

Behaving in a way that is socially acceptable - following norms and standards of your environment.

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2
Q

Conformity

A

When an individual’s thoughts and or actions are changed in a way that makes them consistent with the actions or expectations of others.
i.e. most often applied in situations involving an individual conforming with a norm or social group.

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3
Q

Normative Social Influence

A

Type of social influence that changes a person’s behavior because they are afraid of staying out of the group - they feel pressured to follow the established social norms. (i.e. being at a party cause everyone is.)

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4
Q

Social Norm

A

A way of thinking or acting that is commonly accepted by a social group.

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5
Q

Asch Paradigm (1955): Procedure

A

a) 1 subject being in the group of 6-8 confederates - researcher in front of the room.
b) Research explains study is about visual perception - gives instructions - test begins.
c) Confederates and the subject sit in a row - and view two cards held by the researcher - participants have to match one line, the target line with one of the other three lines - which happens around 15 times.
d) Asch wanted to see if he could pressure the subject to offer the wrong answer - even though the correct answer was obvious.

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6
Q

Ach Paradigm (1955): Control

A

a) Control the Experiment - one group of subjects asked to complete the task alone - got the answer correct 99% of the time.
b) Demonstrates that if the subject can resist the influence of the group - they would be able to get the right answer.

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7
Q

Asch paradigm (1955): Results

A

a) 74% of the subjects conform at least once - only 26% of the subjects were able to resist the normative social influence of the group.
b) On average - the subject conformed to the group norm - and gave the incorrect response 36.8% of the time.
c) Post Experiment Interview:
i. Subjects stated they didn’t want to spoil the results.
ii. Others are quick to draw the conclusion they were wrong - the group must be right.

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8
Q

Cultural Dimensions

A

set of cultural values held by a particular cultural group.

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9
Q

Cultural Values

A

A common belief about the value of something that is shared by members of a cultural group - what culture thinks is important.

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10
Q

Geert Hofstede

A

a) Organizational psychologist - conducted early research while working at IBM in the 1960s and 1970s.
b) Investigated how values in the workspace are influenced by culture.
c) Gathered IBM employees from 70 different countries (cross-cultural study)
d) Described 6 different cultural dimensions that described a range of cultural values.
i. Collectivism vs. Individualism
ii. Uncertainty Avoidance
iii. Feminity vs. Masculinity
iv. Short-Term vs. Long-Term Determination
v. Restraint vs. Indulgence
vi. Power Distance Index

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11
Q

Indiviudalistic Cultures

A

Place a higher value on independence and stress the importance of individuals taking care of themselves and immediate family.

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12
Q

Individual Autonomy

A

Trait that is valued in individualistic cultures

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13
Q

Collectivist Cultures

A

close-knit family and social groups, place more value on identifying with the group than individual achievements

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14
Q

Western countries vs. Asian countries

A

Western countries tend to be more individualistic

Asian countries tend to be more collectivist

i.e. growing rice requires a lot of cooperation from a whole village - water networks need to be shared - and planting and harvesting a labor intensive.

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15
Q

Individualism

A
  • focuses on “i”
  • task comes first, relationship second
  • smaller age differences in marriage
  • act of search (social media)
  • lower power distance
  • confirmation is healthy
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15
Q

Collectivism

A
  • focus on “we”
  • high communication
  • harmony
  • bigger age difference in marriage
  • social media used to connect within a group
  • higher power distance
  • competition between groups
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16
Q

Meta-Analysis

A
  • Type of study that improves gathering the results from a collection of other studies and drawing an overall conclusion based on the collection of results
  • 17 different countries, 133 studies, all individual studies that used the Asch paradigm.
  • Found correlations between cultural values (individual and collectivism) and conformity
  • US, UK, and France had low levels of conformity
  • Hong Kong, Figi, and Zimbabwe had higher levels of conformity
  • The value we place on the thoughts of others could affect our willingness to conform or to remain an individual
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16
Q

Scores on the Individualism - culturalism Scale

A
  1. Top score 120- lowest score is 0
    a) United States = 91 (most individualistic)
    b) Australia = 90
    c) Spain = 51
    d) Japan = 46
    e) Malaysia = 26
    f) China = 20
    g) Guatemala = 6 (most collectivistic)
  2. Note: it is important to understand that these countries are scored on a continuum - it’s not black or white in defying each culture into a specific category.
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17
Q

Childhood Experiences

A

how we were raised, and the values taught affect how we think and act throughout our lives.

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18
Q

Bandura’s early social learning theories

A

It explains how we aquire values - observe others and imitate their behavior - learn toa dopt thier attitudes

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19
Q

What may affect our understanding of social and cultural norms?

A

Friends, peers, media (tv, films, internet)

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20
Q

Cultural norms

A

Same as social norms, but applied to a cultural group - belief shared by a cultural group about appropriate ways to think and act.

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21
Q

Enculturation

A

The process of cultural transmission and learning the cultural norms of one’s home culture.

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22
Q

Who uses Enculturation?

A

Anthropologists and cross-cultural psychologists describe the process of learning the cultural norms and values of a primary culture

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23
Q

What does Enculturation provide?

A

Knowledge and skills needed to be a healthy and productive member of society

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24
Q

How do you learn Enculturation?

A

Through observing common behaviors, identifying what counts as socially acceptable behavior, direct teaching of cultural norms

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25
Q

Cultural Transmission (aka cultural learning)

A

Process of developing and understanding the cultural norms of a particular culture.

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26
Q

What does social learning contribute to?

A

it is one factor that may contribute to the process of cultural transmission and enculturation.

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27
Q

High Food Accumulation Cultures

A

Rely on gathering and storing food over long periods of time

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28
Q

Pastoralism

A

raising animals for food

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29
Q

Agriculture

A

raising crops for food

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30
Q

Barry et all (1959)

A

a) Hypothesised that if a cultural group primarily relied on raising animals for meat and food - they would raise their children in a way that increases compliance
b) May be at risk in attempting a new innovation that may jeopardize the food supply

31
Q

Compliance

A

Following established rules and norms

32
Q

Obedience and Compliance

A

Following a daily routine/procedures would be preferable to ensure successful food production

33
Q

Substance Economy

A

way of living that involves producing only enough to live on a day-to-day basis - this is a low food accumulation culture

34
Q

How enculturation affects behavior (Barry et al. 1959)

A
  1. Barry studied connections between economic systems and “child training practices”
    a) 46 cultures, ranging from low to high food accumulation
  2. Child training practices are a general term to describe how values and cultural norms were taught.
  3. They measured what goes of values and norms were encouraged
    a) e.g. obedience, compliance, independence, initiative
  4. Compared high and low food accumulating cultures
  5. Found that:
    a) High food accumulating cultures used child training practices that encouraged responsibility and obedience.
    b) Low food accumulating cultures used child training practices that encourage initiative and independence.
35
Q

Acculturation

A

Process of changes to an individual as a result of interaction and contact with other cultures (i.e. moving from one culture to another)

36
Q

Acculturation strategies

A
  1. Assimulate
  2. Separate
  3. Integration
37
Q

Assimilate

A

Individuals or groups do not wish to maintain their original cultural norms or values and choose to adopt the values and norms of their new culture.

38
Q

Separation

A

individual or group rejects the new culture they’re living in and develops a stronger sense of their original cultural identity.

39
Q

Integration

A

Individual or group maintains their original culture and participate in the new culture.

40
Q

Acculturation stress

A

psychological stress or negative emotional outcomes that may result from the process of acculturation (i.e. learning a new unfamiliar language or custom(s))

41
Q

Discrimination

A

Treating others differently based on a characteristic which is typically their belonging to a particular group based on age, race, sexuality, nationality, religion, etc.

42
Q

Racism

A

name calling, making individuals/groups feel unwelcome

43
Q

What happens to people who integrate?

A

people who integrate suffer lowest amounts of acculturative stress and psychological distress.

44
Q

Torres et al.’s study on Latinos

A
  • 669 Latinos
  • Around half born outside US, half born in the US
  • Questionaires
  • Measured:
  • Percieved discrimination
  • Acculturative distress
  • psychological distress
  • Discrimination had less of an effect on the intergrated Latinos as they had lower levels of acculturative distress and psychological distress
  • Integration into main stream culture was measured by their use of English
45
Q

Group Dynamics

A

The behaviour of individuals when they are within a group as well as how groups interact with one another

46
Q

Social Influence

A

belonging to a group, feeling a strong sense of identification with being a member of that group - an important influence that can alter our behaviour.

47
Q

Intergroup Behaviour

A

The interaction of groups - intergroup conflict is an example of intergroup Behaviour (e.g. rival gangs clash in streets or how rival schools demonstrate their loyalties in big sports matches)

48
Q

In-Group

A

A group in which someone belongs

49
Q

Out-Groups

A

The group that someone does not belong to

50
Q

Intergroup Conflict

A

Origin may be direct competition for resources

51
Q

Muzafar and Carolyn Sherif (1950s and 1970s)

A
  1. Developed the theory Realistic Group Conflict Theory (RCT)
    a) competition occurs when groups are opposite against one another to obtain resources
    b) negative Interdependence
  2. Resources:
    a) Scarcity of resources makes groups negatively interdependent
52
Q

Realistic Group COnflict Theory (RCT)

A

Attempted to explain how conflict could emerge as a result of competition between groups for resources

53
Q

Negative Interdependence

A

In a group dynamic - when one achieves a goal - the other group has to fail

54
Q

Negative Interdependence

A

On a global scale - when countries go to war over territorial disputes or resources (oil)

55
Q

Robbers Cave Experiment (1954)

A
  1. Sheriff’s and colleagues tested the idea of conflict arising over competition
  2. Designed a study to take place in a summer camp in Oaklahoma State Park called “Robber Cave”
  3. Field Experiement
    a) 2 groups of 11-12 year old boys, 11 per group
    b) Strangers - didn’t know each other
    c) Similar characteristics - white, middle class, parents together, protestant
    d) Randomly assigned into two groups
56
Q

What was phase one of the Robbers Cave experiement

A
  1. Bonding:
    a) Boys were encouraged to form bonds - pursuing shared goals- work together to achieve common aims
    b) Groups chose names for their groups (The Eagles and The Rattlers) and designed flags
    c) The groups quickly developed their own social norms
57
Q

What was phase two for Robbers Cave experiment

A
  1. Competition:
    a) Groups we made aware of each other
    b) Researchers designed interactions for the next 6 days to cause conflict
    c) Competition: tug of war, baseball, etc.
    i. winners award prizes (trophies, pocket knives, etc.), loser receive nothing (resources)
    ii. Groups booed each other, name calling, one team burned the other teams flag, raids on the other teams cabin’s
58
Q

Expense of the other group

A
  1. The Rattlers were delayed getting to a camp party - when they arrived the Eagles had eaten all the good food (not appetizing)
  2. The Rattlers called the Eagles greedy, other names - escalated to punches being thrown - researchers had to physically seperate them.
59
Q

What were the results of the Robbers Cave Experiement

A

The Experiement seemed to be successful in establishing conflict as a result of the competition over resources between groups

60
Q

Negative Goal Independence

A

(in a group Dynamics, for one group to achieve a goal, they require another group to fail.) needs to be reserved - there needs to be positive goal interdependence

61
Q

Postive Goal Independence

A

Facilitate conflict resolution when groups are required to work together in order to a chieve a common goal.

62
Q

Super Ordinate Goals

A

In sheriff’s Realistic group conflict Theory this is a goal that is shared by two or more different groups that requires cooperation

63
Q

Criticism

A

Overlook what’s happening at the at the level of the individual (how belonging to the group can affect the individual - how this might influence group Dynamics)

64
Q

Social Identity Theory (SIT)

A
  1. A Theory of how conflict between groups (including prejudice and discrimination) can occur.
  2. Conflict is caused by our desire to create a positive social identity
  3. To create this positive identify, we view out-groups negatively and in-groups positively.
65
Q

When was the supplement RCT theory developed?

A
  1. Between the 1940 and 1960s
  2. Developement of the origins of intergroup conflict is important
    a) Lead tot he development of more effective policies and practices to effect positive social change
66
Q

Who proposed the supplement RCT?

A
  1. British psychologist Henri Tajfel and John Turner - attempts to explain the many ways that beginning to and identifying with a group can influence our thinginng and behviour
  2. Developed to explain intergroup conflict, prejudice, and discrimination
67
Q

Social Identity Theory Terminology

A
  • Social Categorization
  • Social comparison
  • self-esteem hypothesis
  • positive distinctivenes
  • Minimal group paradigm
  • Ethnocenterism (In-Group Bias)
  • Out-Group Homogeneity Effect
68
Q

Social Categorization

A

Cognitive process of categorizing people into different groups.
- e.g. it may be difficult to identify with and in-group at your high school if you have no rival school or schools of comparison - more difficult to feel a strong sense of identity or loyalty.

69
Q

Social Comparison

A

Cognitive process of comparing ones in-group with other out-groups

70
Q

Social Identity

A

How we view ourselves when we consider our social roles and relationships with other people

71
Q

Self-Esteem Hypothesis

A

A central tenet of social identity theory that proposes in-group Bias and other behaviours are preformed with the goal of increasing one’s self-esteem

72
Q

Positive Disticivness

A

Aspect of SIT that describes the desire or individuals in the in-group to establish and maintain superiority over other out-groups

73
Q

Minimal Gorup Paradigm

A

Experimental procedure that involves putting people who have little or nothing in common into groups and the seeing of their identification with the groups affect their behaviour

74
Q

Ethnocentrism (in-group bias)

A

The practice of regarding one’s own ethnic, racial, or social group as the center of all things.

75
Q

Out-Group Homogeneity Effect

A

Effect that has been observed in social psychology where - by out-gorup members are perceived as being more similar to one - another than in-gorup members

76
Q

Stereotyping

A

the out-group “US” and “them” may lead to prejudice feelings against “them.”

77
Q
A

IB Psych (1 decks)

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