3.1.1 Social influence

Question 1

What is conformity?

Answer 1

Yielding to group pressure

Question 2

When does conformity occur?

Answer 2

When individual’s behaviour/beliefs are influenced by larger group of people (majority)

Question 3

Name 3 types of conformity (from weakest to strongest)

Answer 3

• Compliance
• Identification
• Internalisation

Question 4

Describe compliance

Answer 4

• When individual changes their behaviour/opinion to match those of group to gain acceptance and avoid disapproval
• Occurs ∵ individual wants to fit in
• Involves public change of behaviour but private thoughts don’t change
• Temporary form conformity displayed in front of group (never happens when individual is alone)

Question 5

Give an example of compliance

Answer 5

e.g. laughing at a joke you don’t understand ∵ rest of group is laughing

Question 6

Describe Identification

Answer 6

• When individual changes their behaviour/opinion publicly and privately to match the group’s
  
  • ∵ they want be a member of the group
• Conformity temporary = only maintained when individual is within group

Question 7

Give an example of identification

Answer 7

e.g. When individual joins the army, they adopt beliefs of their fellow soldiers but when they leave the army, they may adopt new beliefs/behaviours

Question 8

Describe Internalisation

Answer 8

• When individual permanently changes their behaviour/beliefs to group’s
• Individual believes group’s belief is correct = public and private change

Question 9

Give an example of internalisation

Answer 9

e.g. individual becomes a vegetarian = won’t eat meat even when group isn’t there

Question 10

Name 2 explanations for conformity

Answer 10

• Informational Social Influence (ISI)
• Normative Social Influence (NSI)

Question 11

Describe normative social influence (NSI)

Answer 11

• Occurs when we want to accepted, liked and respected by the majority
  
  • And to avoid disapproval, rejection (is painful)
• To ensure this to agree with majority publicly, even though we may disagree privately and internally
  
  • Linked to compliance

Question 12

When are people likely to conform to NSI? (3x)

Answer 12

1. Group is important to us ∴ we want to be seen as apart of it → conforming is easy way to do this
2. People will conform to majority when majority is large
   
   • Results in more pressure and greater need to be accepted
3. People will conform when they see that it may cost them not to

Question 13

Describe informational social influence (ISI)

Answer 13

• Occurs when individual are unsure how to behave in particular situation → look to opinions/behaviours of group to form their own opinions on how they should behave/act
  
  • Linked to internalisation ∵ results in private acceptance of group’s opinion
• Occurs mostly in unfamiliar situations → conforming to crowd = safe option, avoids standing out from majority

Question 14

When are people likely to conform to ISI? (3x)

Answer 14

• If situation is ambiguous
• In an emergency
  
  • Look to majority for information on best cause of action
• If we believe major are experts

Question 15

Name a key study that supports normative social influence (NSI)

Answer 15

Asch (1955)

Question 16

Asch (1955)

State the aim

Answer 16

To create an unambiguous task to investigate the extent to which individuals will conform to a majority who give obviously wrong answers

Question 17

Asch (1955)

Describe the procedure

Answer 17

1. Male student volunteers → believed it a test of vision
2. Shown stimulus line & 3 other lines = A, B or C
3. Asked one by one to say which of 3 lines (A, B or C) matched original stimulus line
4. All confederates expect 1 student = gave same correct answer for 1st 6 trails & incorrect answers for 12 trails
5. Real participant always answered last/second

Question 18

Asch (1955)

Describe the findings (4x)

Answer 18

• In control trials (no confederates) = 0.7% (incorrect answers)
• In critical trials = over 1/3 (conformed to majority groups incorrect answer)
• 75% of real participants conformed at least once
• NSI most common reason for conforming

Question 19

Asch (1955)

State the conclusion

Answer 19

• Majority influence does affect individual
  
  • Conform even when majority is wrong
• Individual differences
  
  • in the extent to which individuals are influenced by majority
• Wanted to fit in
• ∵ many participants conformed publicly but their private thoughts unchanged

Question 20

Name 3 cons of Asch’s (1955) study

Answer 20

1. Time consuming & expensive
   
   • Only one real participant was tested at time
2. Lacks ecological validity
   
   1. Don’t tell us about conformity in real world
   2. Very rare to disagree so fundamentally with someone over ‘correct’ answer in real life
3. Unrepresentative
   
   1. Only test American male college students ∴ findings only represent that group of people
   2. 1950 USA = known for being conformist ∴ results may not present today’s society/other cultures

Question 21

Name a pro of Asch’s (1955) study

Answer 21

• Asch’s methods for studying conformity has been adopted by many other researchers
  
  • Now established way of performing conformity research
  • The basic procedure

Question 22

Name the 2 key studies for informational social influence (ISI)

Answer 22

• Jenness (1932)
• Sherif (1935)

Question 23

Jenness (1932)

Method

Answer 23

1. Participants had to estimate the no. of jelly beans in jar & then discussed estimates in either large group or several smaller groups
2. Group estimates were then arrived at & individuals made 2nd estimate guess individually

Question 24

Jenness (1932)

Findings

Answer 24

• When individuals asked to make 2nd estimate = significant convergence towards group estimate
  
  • All conformed with majority opinion
• Females conformed more than males

Question 25

Jenness (1932) Conclusion

Answer 25

Ambiguous/unfamiliar situations lead to judgements being affected by majority viewpoint

Question 26

Sherif (1935) Method

Answer 26

1. Placed participants in dark room & showed them optical illusion → auto-kinetic effect * Illusion shows point of light moving 2. Estimated how far light moved 1^st individually, then as group & finally individually again

Question 27

Sherif (1935) Findings

Answer 27

1. Participants changed their initial individual estimate when working in the group 2. When estimating individually (2nd), participants changed their estimates to reflect group's estimate

Question 28

Evaluate Jenness' (1932) and Sherif's (1935) study

Answer 28

* Both studies conducted under lab settings * Demand characteristics as participants knew they were being observed * Lack mundane realism * Trying estimate movement of light/no. of jellybeans in jar = unrealistic to real world situations where ISI could occur * Participants were deceived - raises ethical issues * Could agree deception was minor and needed for realistic results

Question 29

Name 4 evaluation points for NSI

Answer 29

* Support from Asch's Interviews * Asch's variation * Hogg and Tuner (1987) * Explains bullying

Question 30

NSI Elaborate on evaluation point: Explains bullying (when kid is uncomfortable with it)

Answer 30

* Children with few friends = greater need for social acceptance * = more likely to comply to pressure from bullying group to victimise another kid * By conforming, child feels accepted by bullying majority regardless of their private beliefs

Question 31

NSI Elaborate on evaluation point: Hogg and Tuner (1987)

Answer 31

* Did conformity experiment similar to Asch & found conformity to wrong answer occurred when people were in group of friends * Supports NSI = people conform ∵ group was important to them

Question 32

NSI Elaborate on evaluation point: Asch's variation

Answer 32

* People conformed less when group was small (what NSI predicts) * When 2 confederate = 13% * People conform if group is large * Group had 3 confederates and 1 participant = conformity 33%

Question 33

NSI Elaborate on evaluation point: Support from Asch's Interviews

Answer 33

* Interviews with Asch's participants showed they knew right answer but conformed ∵ of fear of ridicule * Supports NSI = suggests we conform to accepted & avoid rejection * Participants said "I didn't want to look stupid"

Question 34

Name 4 evaluation points for ISI

Answer 34

* Jeness' study * Asch's variation experiment * Wittenbrink & Henly (1996) * Sherif's study

Question 35

ISI Elaborate on evaluation point: Asch's variation experiment

Answer 35

* Made task harder (comparison lines more similar) = conformity increased * Participant unsure of correct answer = look to group for correct answer

Question 36

ISI Elaborate on evaluation point: Wittenbrink & Henly (1996)

Answer 36

* White participants who were exposed to negative information about African Americans that they believed view of majority * = increased the score they received on prejudice scale * Suggests they conformed to majority ∵ they believe them to be correct

Question 37

Name 3 factors that affect conformity

Answer 37

1. Group Size 2. Unanimity 3. Task Difficulty

Question 38

Describe how group size affects conformity Use Asch's variations to back up your answer

Answer 38

Majority group size ↑ = conformity ↑ but only up to certain point * Asch Findings * 1 confederate = 3% * 2 confederates = 13% * 3 confederates + 1 participant = 33% * Up to 15 confederates = no increase on conformity * Conformity highest = 3-5 person majority

Question 39

Describe how unanimity affects conformity Use Asch's variations to back up your answer

Answer 39

Asch Findings * All confederates gave same incorrect response → conformity = 33% * Some confederates gave correct answer * Conformity = 5.5% * If confederate went against both participant & other confederates → conformity = 9% * Conclusion: Breaking unanimity through different POV = reduces conformity

Question 40

Describe how task difficulty affects conformity Use Asch's variations to back up your answer

Answer 40

Task difficulty ↑ = conformity ↑ due to ISI * Increased difficulty of "line experiment" = lines similar in length * Conformity increased expect for those who had high levels of self-efficacy * Shows how situational variables (task difficulty) & individual differences (self-efficacy) = plays key role in conformity

Question 41

Zimbardo's Prison Study State the aim

Answer 41

To investigate how readily people would conform to roles of guard & prisoner in role-playing exercise that stimulated prison life

Question 42

Zimbardo's Prison Study Describe the procedure

Answer 42

1. Recruited male university students * Asked for volunteers in study investigating prison life 2. Basement of Stanford university converted into mock prison * Study scheduled to last 2 weeks 3. Students assessed as being mentally and physically stable with no criminal tendencies were chosen * Social roles randomly allocated * 11 = prisoners * 10 = guards 4. Prisoners" arrested by real police officers at home * Were deloused, given prison uniform & ID number 5. Guards wore khaki uniforms, reflective sunglasses (preventing eye contact) & given handcuffs, batons and keys 6. Prisoners allowed certain rights e.g. 3 meals per day 7. Each cell was allocated 3 prisoners

Question 43

Zimbardo's Prison Study Describe the findings

Answer 43

* Prisoners and guards settled into their roles * Guards became more abusive and tyrannical * Dehumanisation * Guards taunted prisoners and woke them at night to carry out demeaning jobs e.g. cleaning toilets with their bare hands * Prisoners = submissive & didn't question guard's behaviour * Some sided with guards against other prisoners who rebelled * De-individuation * Referred to others by ID's rather than names * 5 prisoners released early * Displayed extreme behaviour e.g. crying, anxiety, rage * Study stopped after 6 days * Significant harm was being caused by aggressive behaviour of guards & submissive behaviour of prisoners

Question 44

Zimbardo's Prison Study Name 2 postive evaluation points

Answer 44

* Abu Grahib * Control over variables

Question 45

Zimbardo's Prison Study Name 2 negative evaluation points

Answer 45

* Demand characteristics * Unethical

Question 46

Zimbardo's Prison Study Elaborate on the postive evaluation point: Abu Grahib (military prison)

Answer 46

* Guards who committed abuse were victims of situational factors that made the abuse more likely * e.g. lack of training, no accountability to higher authority * Led guards to abuse Iraqi prisoners * Shows Zimbardo's research can explain real life conformity to social roles

Question 47

Zimbardo's Prison Study Elaborate on the postive evaluation point: Control over variables

Answer 47

1. Randomly allocated to roles 2. Rules out effect of individual differences 3. If guards and prisoners had different personalities but were randomly allocated = suggests their conformity was due to situation & not their individual differences 4. Increases internal validity = more confidences in drawing conclusions

Question 48

Zimbardo's Prison Study Elaborate on the negative evaluation point: Demand characteristics

Answer 48

* Participants showing demand characteristics rather than genuinely conforming to their roles * Performances based on their stereotypes of how guards/prisoner behave * Explain why prisoners rioted - through that was what real prisoners do * However, Zimbardo disagreed = presented quantitative data gathered from prisoners * 90% of prisoners' conversation were about prison life * 1 prisoner thought prison was real run by psychologists instead of government * Situation was real to participants = gives high degree of internal validity

Question 49

Zimbardo's Prison Study Elaborate on the negative evaluation point: Unethical

Answer 49

1. Lack of fully informed consent * Prisoners didn't contest to being 'arrested' at home * Weren't told partly ∵ final approval from police wasn't given until minutes before participants decide to participate * & researchers wanted arrest to come as surprise * However, this was breach of ethics of Zimbardo's own contract that all participants signed 2. Not protected from psychological harm * Experienced humiliation and distress * e.g. 1 prisoner had to be released after 36 hours ∵ of uncontrollable screaming, crying and anger

Question 50

Milgram (1963) State the aim

Answer 50

To investigate if ordinary American men would obey an unjust order from authority figure to inflict pain on another person

Question 51

Milgram (1963) Describe the method

Answer 51

1. Male participants from different backgrounds & ages 2. Deceived, study on "memory and learning" & invited to Yale's psychology laboratory 3. Participant introduced to experimenter & "Mr Wallace" = confederate 4. Participant was always assigned role of teacher & Mr Wallace = learner 5. Room with shock generator → instructed to apply shocks of increasing levels to learner every time they answered question incorrectly 1. Participant was given shock of 45 volts → prove authenticity 2. & Confederate strapped in chair room next door 3. 15 V to 450 V in increments 6. Each time he was shocked by participant = varied recorded responses of pain were played * 330+ V = no response 7. If teacher objected = given series of verbal "prods" by experimenter to continue

Question 52

Milgram (1963) Name 3 -ve evaluation points

Answer 52

* Deception * Right to withdraw * Harm

Question 53

Milgram (1963) Name a +ve evaluation point

Answer 53

Hofling (1966)

Question 54

Milgram (1963) Elaborate on +ve evaluation point: Hofling (1966)

Answer 54

1. Confederate 'Dr Smith' allegedly instructed 22 nurses over phone to give his patients 'Mr Jones' 20 mg of unfamiliar drug (harmless pill) * Label on box said max dose = 10 mg * If nurse obeyed = breaking several rules e.g. overdosing 2. 21/22 nurses obeyed = suggests in real situations nurses will break rules & obey authority figure 3. Supports Milgram's findings = shows in real life obedience to injustice authority figure is high

Question 55

Milgram (1963) Elaborate on -ve evaluation point: Harm

Answer 55

* Caused severe psychological harm = stress * Shown by reactions e.g. sweating, seizures * However, 2% participants had regrets about being involved & 74% thought they had learnt something useful about themselves * Debriefing was carried out & were debriefed a year later, psychiatric assessments showed no signs of long term damage * Can argue cost of initial stress was worth the benefit of results

Question 56

Milgram (1963) Elaborate on -ve evaluation point: Deception

Answer 56

* Deceived about true nature of study, electric shocks and Mr Wallace being real participant * ∴ unable to their fully informed consent * Defended use of deception by debriefing afterwards * & deception needed = no social desirability/demand characteristics * ∴ can generalise findings

Question 57

Milgram (1963) Elaborate on -ve evaluation point: Right to withdraw

Answer 57

* Argued participants had right to withdraw as 35% refused to carry beyond 300 V * However, right to withdraw was not given explicitly before study & attempts to withdraw were met with verbal 'prods' = made it difficult

Question 58

Name 5 explanations of obedience

Answer 58

* Agentic State * Legitimacy of Authority * Proximity * Location * Uniform

Question 59

Explanations of Obedience Describe the Agentic state

Answer 59

* Individuals obey ∵ don't see themselves responsible for their behaviour but an agent of authority figure * See authority figure as responsible for consequences & become de-individuated * Enter this Agentic state ∵ normally concerned around maintaining positive self-image ∴ restricts this behaviour * However, responsibility shifts to authority figure → perception of self = irrelevant

Question 60

Explanations of Obedience Describe legitimacy of authority

Answer 60

* Individuals obey ∵ they accept power and status of authority figure * Assessed by looking at context/setting and status of authority figure * e.g. authority figures have visible symbols = lab coat * Make it difficult to disobey

Question 61

Explanations of Obedience Evaluate legitimacy of authority

Answer 61

1. Milgram's participants may have obeyed ∵ experimenter was wearing lab coat + study took placed in prestigious Yale university * Rundown office block = 47.5% * Suggests perceived legitimacy of authority figure was lower ∵ location + context 2. Holfing's study - 21 nurses may have obeyed ∵ order was given by doctor 3. Bushman (1988): Female assistant = police uniform → asked to loan money to stranger: obedience higher than as business woman or beggar

Question 62

Explanations of Obedience Evaluate Agentic state

Answer 62

Pro: * 65% of Milgram's participants that obeyed = were in Agentic state * 35% = autonomous state * When they asked about Mr Wallace's health = experimenter would say 'you will not be held responsible for your actions' = encouraged Agentic state Con: * ​Milgram's participants may been in Agentic state for 30 mins * But unrealistic/irresponsible to suggest Nazis were in Agentic state for years of suffering they inflicted * Not good enough explanation for real life acts of blind/unjust obedience e.g. Holocaust

Question 63

Describe how proximity affects obedience Use evidence to back up your answer

Answer 63

* Proximity between teacher and learner affected obedience * Teacher & learner in same room = 40% * Teacher had to force learner's hand on shock plate = 30% * & proximity between authority figure and teacher * Experimenter gave orders over phone = 20% * Closer people were to observing consequences of their actions = lower obedience rates as people resisted * When people feel detached from consequences of their actions = higher obedience

Question 64

Describe how location affects obedience Use evidence to back up your answer

Answer 64

* Affects amount of perceived legitimate authority person giving orders has * Prestigious Yale university = added to perceived legitimacy of authority figure * Rundown office block = 47.5% * Suggests perceived legitimacy of authority figure was lower ∵ location + context * i.e. rundown office block = experimenter had less perceived authority than researcher at uni

Question 65

Describe how uniform affects obedience Use evidence to back up your answera

Answer 65

* Wearing uniform = perceived as having legitimate authority = more likely to obey * Milgram: white lab coat = added to perceived authority * Bushman (1988) * Female assistant = police uniform → asked to loan money to stranger = 72% obedience * Business woman = 48% * Beggar = 52%

Question 66

Name the dispositional explanation for obedience

Answer 66

Authoritarian Personality

Question 67

Describe the authoritarian personality

Answer 67

* Based on idea that behaviour is caused by internal characteristics of individual * Personality type for people who held rigid, intolerant and conservative beliefs * Have hostile feelings towards those inferior and very obedient towards authority figures

Question 68

State the causes of the authoritarian personality

Answer 68

* Adorno et al: personality shaped in early childhood * By having strict, authoritarian, physically abusive parents * Don't allow expression of anger * Under these conditions: children learn to obey authority and acquire same attitudes

Question 69

State the effects of the authoritarian personality

Answer 69

* Force their opinions on others * Openly prejudicial

Question 70

State the research of the authoritarian personality

Answer 70

Adorno created "F-Scale" questionnaire = measures different components that make up authoritarian personality

Question 71

Describe a postive evaluation about the authoritarian personality

Answer 71

* Milgram interviewed participants & found obedient ones scored high on tests of authoritarianism * Accepted dispositional factors could play role but didn't think evidence was strong * Through variations, showed how situational variables (e.g. uniform, proximity, location) affected obedience rather than personality

Question 72

Describe 3 negative evaluations about the authoritarian personality

Answer 72

1. Research: less educated people = consistently more authoritarian than well-educated 1. Instead of authoritarianism causing obedience, lower education = obedience & authoritarian personality 2. Other factors can influence obedience 2. Unlikely that obedience of whole social groups e.g. Nazis was due to possession of authoritarian personality 1. Zillmer et al 1. Nazi war criminals scored highly on 3 personality dimensions of Adorno F-scale questionnaire but not all 9 2. Limited support for authoritarian personality = limited validity 3. Other explanations must be considered 3. Authoritarian personality is politically biased 1. People with this personality type = always conservative/right-wing political standing 2. May not always be true

Question 73

What is meant by resisting social influence?

Answer 73

Withstanding social pressure to conform to majority or obey authority

Question 74

Name 2 explanations for how people can resist the pressure to obey or conform

Answer 74

* Social Support * Locus of Control

Question 75

Describe how social support can help people to resist conformity

Answer 75

* Pressure to conform can be reduced if there's other people not conforming * Asch's variation * Other person (dissenter) doesn't have to agree with participant or have right answer → just have resist majority * Dissenter acts as ally and 'model' & helps participant to follow their own conscience * Dissenters provide form of social support

Question 76

How social support can help people to resist conformity Name 3 evaluation points

Answer 76

* Asch (1956) * Allen & Levine (1971) * Jay walking

Question 77

How social support can help people to resist conformity Elaborate on the evaluation point: Asch (1956)

Answer 77

* Dissenter/ally answers correctly from beginning = conformity drops from 33% to 5.5% * Dissenter answers later in study → conformity = 9% * Suggests social supports is effective & earlier it's received = more effective in helping participant resist conformity

Question 78

How social support can help people to resist conformity Elaborate on the evaluation point: Allen & Levine (1971)

Answer 78

* Conformity reduced on task involving visual judgements if dissenter there * Even if dissenter wore glasses with thick lenses & had eyesight problems * Suggests dissenters help resist social influence even when dissenters not skilled in situation

Question 79

How social support can help people to resist conformity Elaborate on the evaluation point: Jay walking

Answer 79

* Disobedient models broke law by jay walking = participants more likely to jay walk than when disobedient models weren't present * Supports disobedient models increase resistance to social influence

Question 80

Describe how social support can help people to resist obedience

Answer 80

* Pressure to obey reduced = if other person disobeys * Milgram's variation: obedience dropped from 65% to 10% when participant joined by disobedient confederate * Use act of disobedience as 'model' for participant to copy = option to resit social influence

Question 81

How social support can help people to resist obedience Name 3 evaluation points

Answer 81

* Oil company * Milgram * Laboratory study & knew being observed

Question 82

How social support can help people to resist obedience Elaborate on the evaluation point: Milgram

Answer 82

* 2 confederates + participant = decided to leave early in experiment * 10% of participants = gave max 450 V * Whole group disobeys = pressure to join disobedient behaviour * Social supports = resisting social influence

Question 83

How social support can help people to resist obedience Elaborate on the evaluation point: Oil company

Answer 83

* Higher levels of rebellion when participants were in groups (to produce evidence that oil company would use to run smear campaign) * 88% of participants rebelled * Shows social supports in form of peers = resists social influence

Question 84

How social support can help people to resist obedience Elaborate on the evaluation point: Laboratory study & knew being observed

Answer 84

* Knew being observed * Behaviours displayed (shocking/resisting) ∵ of demand characteristics as they felt this was expected of them * Lacked ecological validity ∵ not natural setting * ∴ behaviours of social support observed in laboratory may not translate to real world & findings = limited external validity

Question 85

Describe locus of control

Answer 85

* Rotter (1966): Personality dimension * Extent to which people believe they are in control of their lives * Used to explain why people resist conformity and obedience

Question 86

Explanation for Resisting Social Influence Describe Internal LOC

Answer 86

* More confident/self-assured in their beliefs * As they're more aware of this internalised control = less likely to be led by conformity or through obedience

Question 87

Explanation for Resisting Social Influence Describe External LOC

Answer 87

* Less confident in their own views and passive * ∴ more easily led by others as they believe situations to be out their control * Less likely to resist social influence & display independent behaviour

Question 88

Locus of Control Name a postive evaluation point

Answer 88

Milgram & Oliner

Question 89

Locus of Control Elaborate on the postive evaluation point: Milgram & Oliner

Answer 89

* Milgram et al * Found participants most resistant to authority figures = high internal locus of control & scored high on measure of social responsibility * Oliner * Groups that resisted social pressure during Nazi Germany & protected Jewish people * High internal locus of control & high score for social responsibility * Supports idea that LOC and social responsibility are credible explanations for why people resist social influence

Question 90

Locus of Control Name 2 negative evaluation points

Answer 90

* Correlational research * Williams et al (1981)

Question 91

Locus of Control Elaborate on the negative evaluation point: Correlational research

Answer 91

* Can't be certain of cause or effect or that high internal LOC causes resistance * May be that personality variables are the cause & high internal LOC is effect of certain personality traits

Question 92

Locus of Control Elaborate on the negative evaluation point: Williams et al (1981)

Answer 92

* LOC as explanation for conformity is less conclusive * Studied 30 uni students over various conformity based tasks * Assessed them using Rotters LOC scale & found little difference between them according to the scale * BUT there were differences in conformity * Noticed those who conformed less = more assertive * ∴ assertiveness may be better explanation for why people resist social influences than LOC

Question 93

Describe minority influence

Answer 93

* Form of social influence * Small group of people persuade others to adopt their beliefs, attitudes or behaviours through conversion * Leads to internalisation of minority views * Influence majority through ISI

Question 94

What 3 qualities do minorities need to have to cause change?

Answer 94

* Consistent * Flexible * Committed

Question 95

Explain why minorities need to be consistent in order for them cause change & how they can do this

Answer 95

* Increases amount of interest from others * Make majority rethink their views * Consistency can come from agreement between all people in minority * Say the same thing (synchronic consistency) & consistency over time (diachronic consistency)

Question 96

Describe how minorites can be flexible to cause change

Answer 96

* Prepared to adapt their point of view & accept reasonable + valid counterarguments * Key is balance between consistency and flexibility

Question 97

Describe how minorites can be committed to cause change and why this works

Answer 97

* Extreme activities to draw attention to their views * Have to be at some risk to minority group ∵ demonstrates commitment * Majority group pay even more attention * Called augmentation principle

Question 98

State the key study for minority influence

Answer 98

Moscovici (1969)

Question 99

Moscovici (1969) Aim

Answer 99

Find how minority could influence a majority

Question 100

Moscovici (1969) Procedure

Answer 100

1. Group of 6 participants shown 36 blue coloured slides that varied in intensity 2. Had to state whether slides were blue or green 3. In each group = 2 confederates that consistently said slides were green on 2/3 of trials

Question 101

Moscovici (1969) Findings

Answer 101

* 32% gave same answer as minority on at least one trail * 2nd condition = exposed to inconsistent minority * Agreement = 1% * 3rd condition = no confederates * Answer wrong just \>1% of time

Question 102

Moscovici (1969) Conclusion

Answer 102

* Consistent minority who always give same answer = make majority change their viewpoint and conform * Minorities need to be consistent = social change

Question 103

Name 4 evaluation points about minority influence

Answer 103

* Lack Ecological Validity * Ski-lift accident * Real World Applications - Terrorism * Wood et al (1994)

Question 104

Minority Influence Elaborate on the evaluation point: Lack Ecological Validity

Answer 104

* Tasks no representative of real life minority influence e.g. naming colours of side * Far from how minorities attempt to change behaviour of majority * In real life, outcomes are more important ∴ minorities work in different ways

Question 105

Minority Influence Elaborate on the evaluation point: Ski-lift accident

Answer 105

* Support for flexibility * Groups 3 participants and 1 confederate * Had to decide level of compensation to pay ski-lift accident victim * When confederate, consistent minority, continually asked for a lower amount = no effect on majority * When confederate was flexible & compromise for higher amount - influenced majority to lower their demands

Question 106

Minority Influence Elaborate on the evaluation point: Wood et al (1994)

Answer 106

* Meta-analysis roughly 100 minority groups and their influence * Most consistent = most influential * Suggests consistency is major factor for minority influence to occur * However, findings = correlational * ∴ can't establish cause and effect between one behavioural trait (consistency) & level of influence * May be unknown factors that affect influence

Question 107

Minority Influence Elaborate on the evaluation point: Real World Applications - Terrorism

Answer 107

* Helps us understand how terrorism radicalises people to join their cause * Consistent = continuous suicide bombings * Committed = willing to sacrifice their lives fo rather own cause = forces people to take notice/take them more seriously * Minority influence doesn't always = change despite commitment, consistency and flexibility * Many groups e.g. terrorists may bee seen deviant due to their beliefs or measures they take * ∴ minority influence = potential for change but doesn't led directly to it

Question 108

What is meant by social change?

Answer 108

When individuals and groups change each other's attitudes and behaviours

Question 109

When does social change occur?

Answer 109

Occurs when societies, adopt new attitudes, beliefs & ways of doing things (e.g. earth orbits the sun and environmental issues)

Question 110

Describe how minorities cause social change (7x)

Answer 110

1. Draw attention of majority (using e.g. protests, campaigns) 2. Create cognitive conflict between what majority believes and what minority believes 3. Consistent in their message 4. Encourage majority to deeply process their viewpoint 5. Use augmentation principle - willing to suffer/risk their life for their cause 6. Use snowball effect to slowly change views of majority to minority 7. Social crytoamnesia (people remember change occurred but don't remember how it happened) usually happens

Question 111

Describe how normative social influence can cause social change

Answer 111

* Encourages social change by reporting behaviour or attitudes of majority * Urges other to follow suit to fit in group

Question 112

Role of social influence processes in social change Name 3 evaluation points

Answer 112

* Minority/majority influence involve different levels of cognitive processing * Role of NSI as process of social change * Minority influence can act as barrier to social change

Question 113

Social Change Elaborate on the evaluation point: "Minority/majority influence involve different levels of cognitive processing"

Answer 113

* Moscovici argues minority influence = majority thinks more deeply ∵ have conflicting views * Conformity doesn't cause people to think as deeply * Mackie (1987) disagrees & suggests majority get people to engage in deeper thinking * ∵ if majority believes something different to us = forced to think about their arguments and reasoning = can result in social change * Suggests social change occurs ∵ of thought processes

Question 114

Social Change Elaborate on the evaluation point: "Role of NSI as process of social change"

Answer 114

Nolan et al (2008) * Used social change to reduce energy consumption * Hung messages on doors of houses every week for 1 month * Message: most residents try to reduce their energy usage * Found decreases in energy usage = shows conformity can lead to social change through NSI

Question 115

Social Change Elaborate on the evaluation point: "Minority influence can act as barrier to social change"

Answer 115

Bashir et al (2013) * Investigated why people resist social change even when they agree * e.g. participants didn't behave environmentally friendly ∵ didn't want to be associated with stereotypical and minority 'environmentalists' * Advice to minorities wanting social change = avoid behaving in ways that reinforce stereotypes ∵ it'll be off-putting to majority

Question 116

Describe how consistency leads to social change

Answer 116

* Key to bring about social change from minority groups * When minority group = consistent = more likely to be influential * e.g. suffragettes used education, political and various tactics to draw attention of women not being able to vote * Over time, consistent message + view adopted by majority

Question 117

Describe how the augmentation principle leads to social change

Answer 117

* Group puts themselves at risk = gather greater support * ∵ people willing to "suffer" for their cause = more influential than others * e.g. Martin Luther King * Put himself forward for his cause at great risk = led to greater support & recognition from majority = social change i.e. equal rights for ethnic groups