Social influence Flashcards

(71 cards)

1
Q

Conformity

A

A change in a person’s behaviour or opinions as a result of real or imagined pressure from a person

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2
Q

Ashch’s baseline procedure aim

A

-To what extent people will confrom to the opinion of others even where the anwer is unambiguous

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3
Q

Variables investigated by Asch

A

1.Group size
2.Unaminity
3.Task difficulty

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4
Q

Group size in Asch’s variables findings

A

-Number of confederates from 1 to 15 (group size 2 to 16)
-Found a curvilinear relationship between group size and conformity rate
-Conformity increased only up to a point
-With 3 confederates conformity rose to 31.8% and levelled off
-Suggests people are sensitive to views of others because one or two confederates were enough to sway opinion

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5
Q

Unaminity in Asch’s variables findings original

A

-Added presence of dissenter who either gave a correct answer or a different but still wrong answer
-Partcipant conformed less in presence of a dissenter
-Conformity rate decreased to less than a quarter when majority was unanimous (no dissenter)
-Suggests the influence of the majority depends to a large extent on unaminity
-Non conformity more likely when cracks perceieved

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6
Q

Task difficulty in Asch’s variables findings original

A

-Made lines comparison more ambigous, more difficult
-Conformity increased with difficulty
-ISI

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7
Q

Asch’s baseline procedure enact

A

-123 American men tested
- 2 cards of white lines . 1st line and second card only 1 matches
-Tested of groups 6-8
-Participant seated last or next to last
-Confederates all gave the wrong answer
-Genuine participants on average conformed 36.8% of the time
-25% didnt conform

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8
Q

Types of conformity

A

Internalisation , Identification & Complicance by Kelman

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9
Q

Internalisation

A

-Genuinely accepts group norms
-Private and public change of opinions and behaviour
-Permanent because of internalised attitudes
-Persists in absence of other group members

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10
Q

Identification

A

-Conformity because we value aspects of the group
-Want to be a pet if the group
-Publicly change opinions and behaviour to be accepted by the group even if don’t privately agree

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11
Q

Compliance

A

-Superficial and temporary conformity
-Privately not changing opinions or behaviour
-Particular behaviour or opinion stops as soon as group pressure stops

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12
Q

Explanations for conformity

A

Informational social influence & Normative social influence

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13
Q

ISI

A

-Need to be right
-Cognitive process
-Leads to internalisation
-Occurs in new situations or ambiguity or crisis situations (quick decisions)

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14
Q

NSI

A

-Need to be liked
-Emotional process
-Leads to compliance
-Situations with strangers with concern for rejection and friends for social approval
-Stressful situations with greater need for social support

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15
Q

Zimbardo’s research execute for conformity to social roles

A

-Mock prison in Stanford university’s basement
- 21 Student volunteer samples who tested as emotionally stable
-Coin flipped to Randomly assign to prisoner or guard
-Prisoners arrested at 2AM from their home
-Finger printed and strip searched
-Deloused
-Encouraged to conform to social roles;
- Prisoners could “apply for parole” and guard reminded that they had complete power over prisoners
-6/14 days
-$15 a day

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16
Q

Zimbaro’s research Uniform

A

-Deindividualistion
-Guards
Guard uniform, wooden club, handcuffs and mirror shades
-Prisoners
Loose smock, cap to cover hair, number for a name

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17
Q

Zimbardos research findings

A

-Guards were harsh
-Within 2 days, prisoners rebelled
-Prisoners ripped uniforms and shouted and swore at guards
-Guards retaliated with fire extinguishers
-Guards used “divide and rule’ tactics by making prisoners fight eachother
-Prisoners harassed to remind their powerlessness
-Frequent head counts at night to shout their number
-Prisoners can write letters home
-Made prisoners jumping jacks and push-ups
-After rebellion was put down prisoners showed regret depression and anxiety
-Even prison chaplains conformed to roles as if a real prison

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18
Q

Zimbardo prisoners specifics

A

-#8612 Mental break down, threatened to harm himself and call a lawyer . Was let go
-#819 Hunger strike, let go
-#416 Hunger strike , but thrown in to “the hole”. Believed it was real prison was ran by psychologists instead of government

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19
Q

Milgram’s baseline study for obedience

A

-40 American men aged 20-50 volunteered for a memory study through newspaper advert or mail shot
-From New Haven USA
-$4.50
-They drew lots that were fixed to be Teacher of Learner
-Always got Teacher
-Experimenter , confederate wore grey lab coat
-Learner called Mr Wallace strapped to chair wired with electrodes in another room
-Teacher given small real shock to show real shock
-Leaner had to learn pair of words and everytime got wrong, got acelleration of shocks by teacher pressing switches on fake shock machine up to 450 V (15 steps)
-Labelled ‘slight shock’, ‘intense shock’, to ‘danger-severe shock’
-At 300V, learner pounded on the wall and have no response to next question
-At 315v, learner pounded but silent for rest or procedure
-

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20
Q

Prods for Milgram baseline

A

-Please continue / please go on
-The experient requires that you continue
-It is absolutely essential that you continue
-You have no other choice, you must go on

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21
Q

Findings of Milgram’s research baseline

A

-100% gave shocks up to 300V
-12.5% (5) stopped at 300V (Intense shock)
-65% gave up to 450V , fully obedient
-Milgram gave qualitative data of observations of teacher: Many had Extreme tension, sweat,tremble, stutter, groan and dig fingernails into hands
-3 Had ‘full blown uncontllable seizures’

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22
Q

Other data of Milgram’s research baseline

A

-Before experiment Milgram asked psychology students to predict
-They predicted no more than 3% would continue to 450V
-Students underestimated obdedience of people
-Participants were debriefed and assured their behaviour was normal
-Followup questionnaire, 84% were glad to have participated

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23
Q

Aim of Milgram baseline

A

-Wondered if German people wre different as they were more obedient
-Why German population obeyed Hitler’s command to murder 6 million Jews, 5 million Romanis, homosexuals, black germans, poles and others during WW2

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24
Q

Milgram conclusions baseline

A

German people are not ‘different’
-Americans were willing to obey despite of harm
-Though he suspected other factors encouraged obedience

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25
Nurse disobedience
-Hofling arranged for an unknown doctor to telephone 22 nurses individually to administer an overdose of a Astroten , not on their ward list. -95% (21/22) obeyed but were stopped -Rank and Jacobson replicated Hofling's study with some alters that the original had to that maximised obedience -Made a known doctor in real life order an overdose of a known drug of Valium -2/18 obeyed then were stopped
26
Situational variables of obedience
Proximity, Location, Uniform
27
Proximity in obedience
-From 65% in different rooms to 40% in same room -Touch proximity: 30% When teacher had to place learners hand onto electroshock plate if learner refused -Remote instruction: Experimenter left room and ordered through telephone 20.5% and often pretended to give shocks -
28
Proximity explanation
Decreased proximity allows people to psychologically distnce themselves from consequences of their actions
29
Location in obedience
From Yale university to run down office , 47.5%
30
Location explanation
-Presigious university gave Milgrams study legitimacy and authority -More obedient here because percieved experimenter shared same legitimacy and obedience was expected -However office still had high obedience because of percieved 'scientific' nature of study
31
Uniform in obedience
-From grey lab coat to experimenter taking a call and replaced by member of public in regular clothes -Dropped to 20%
32
Uniform explanation
-Uniform encourages obediene because they are widely recognised as symbols of authority -We accept someone in uniform is entitled ti expect obedience because their authority is legitimate and granted by society -Someone without uniform has less right to expect obedience
33
Obedience situational explanations
Agentic state and Legitimacy of authority
34
Agentic state
-Milgram proposed obedience to destructive authority occurs because of no responsibility of the person -Act as an agent -Experience moral stran - high anxiety when they realise they are wrong but feel powerless to disobey -Autonomous state is acting free and according to own princples to which they feel responsibilty -Shift from autonomy to agency is Agentic shift -Milgram suggested this happens when someone percieves someone else as an authority figure -Authority figure has higher authority due to behing higher up in the social hierarchy -Binding factors reduce moral strain so they can remain in agentic state e.g shifting responsibilty to victim or denying damage to victims
35
Legitimacy of authortity
-Societies have hierarchies -People in certain positions have authority over everyone -Authority is legitimate as it is agreed by society that they are necessary for scoeity to function smoothly -Means some people how power to punish others -We hand over our independence and behaviour to people we trust to excercise their authority properly -Legitimacy is taught by parents, teachers then adults generally
36
Destructive authority
-When legitimate authority becomes destructive -e.g Hitler , Stalin and Pol Pot -They ordered people to behave in cruel ways -In Milgram's study destructive authority was clear when experimenter used prods to order participants to behave in ways against their consciences
37
Agentic state and legitimacy of authority examples irl
-Hitler and Nazi vs Jews -Massacre at My Lai Vietnam war where 504 civillians were killed by American soilders -Women gang raped and shot down -Burnd village to ground and killed animals -Only one soldier faced charges and was guilty William Calley -Same defence as Nazi officers; doing his duty by following orders
38
Dispositional explanation meaning
Any explanation of behaviour that highlights the improtance of the individual's personality . Contrasted with situational explanations
39
The Authoritarian personality
-Ardono also wanted to investigate the ant-semitism of the Holocaust -Believed high level of obedience is a psychological disorder, pathalogical -Causes lie in the personality rather than situation -People with AP show extreme respect and submissiveness to authority -They view society as weaker than it once was so believe we need strong and powerful leaders to enforce traditional values such as love of country and family -These characteristics make people with AP more likely to obey orders from authority -They show contempt for those with inferior social status -Because of their inflexible out look on the world, no grey areas -Either right or wrong and they are uncomfortable with uncertainty -People who are 'other' eg foreign are respinsible for the ills of society -'Other' people become a target for authoritatrians who obey orders from authoritarian figures even when destructive e.g Nazi Germany
40
Origins of authoritarian personality
-Childhood , harsh parenting -Extremely strict discipline, expectation of absolute loyalty,impossible high standards and severe criticism of percieved failings -Conditional love -These create resentment and hostility in a child -Child cannot express these feelings against their parents due to fear of punishment -Fears are diplaced onto others who appear to be weaker : Scapegoating -Psychodynamic explanation that explains why they hate socially inferior people
41
Authoritarian personality research
-Adorno Studied more than 2000 middle class white Americans and their unconscious attitudes towards other ethnic groups -Researchers made several measurement scales including Potential-For-Facism Scale (F - Scale) -E.g “Obedience and respect for authority are the most important virtues for children to learn “ and “There is hardly anything lower than a person who does not feel great love, gratitude and respect for his parents” -People who scored high in the F scale and other measure (authoritarian learnings) identified with “strong” people and were contemptuous of the “weak” -They were conscious of theirs and others status and showed extreme respect for those of higher status : these traits are the basis of obedience -Adorno also found that authoritarian people had a certain cognitive style (way of perceiving others) in which there is no “fuzziness” between categories of people -Black and white thinking -Had fixed and distinctive stereotypes about other groups -Adorno found a strong positive correlation between authoritarianism and prejudice
42
Resistance to social influence
Social support & Locus of control
43
Social support for resisting conformity
-Pressure to conform can be resisted if there are people not conforming present -e.g Asch’a confederate -Someone else not following the majority is social support -Enables naive participant to follow their own conscience -Confederate acts as a ‘’model’ of independent behaviour -Their dissent gives rise to more dissent because it shows the majority is no longer unanimous
44
Social support for resisting obedience
-Pressure to obey can be resisted if there’s another who’s disobeying -In Milgrams variation, obedience dropped from 65% to 10% when genuine participant was joined by a disobedient confederate -Participant may not follow disobedient persons behaviour but they act as a “model” of dissent for participant to copy and frees him to act from his own conscience -Disobedient model challenges legitimacy of authority figure making it easier for others to disobey
45
Locus of control
-Rotter - High Internal LOC: Things that happen are controlled by themselves e.g bad results blamed on lack of studying - High External LOC: Things that happen to them are out of their control e.g bad results blamed on textbook -Loc Continuum a scale, Highs on the ends and lows In between
46
LOC for resistance to social influence
-High Internal Locs are more able to resist pressures to conform or obey -As they take personal responsibility for actions and experiences they base their decisions on their own beliefs rather than depending on opinions of others -High internal Locs also more self confident, more achievement oriented and have higher intelligence -Traits lead to greater resistance to social influence -Also traits of leaders who have less need for social approval than followers
47
Minority influence leds to & study
-Leads to internalisation; both public behaviour and private beliefs are changed by the process -Moscovici studied this in Blue Slide Green Slide study
48
3 steps for minority influence
Consistency, Commitment, flexibility
49
Consistency in minority influence
-Consistency increased amount of interest from other people -Synchronic consistency (all saying same thing) -Diachronic consistency (same thing for a long time) -Consistent minority makes other people start to rethink their own views (maybe they’ve a point if they all think this way : maybe they’ve got a point if they’ve kept saying it)
50
Commitment in minority influence
-Extreme activities e.g killed by horse -Risk to show great commitment -Majority then its attention -Called the augmentation principle
51
Flexibility in minority influence
-Nemeth argued that only consistency can make arguments seem rigid and unbending -This makes conversion to minority position unlikely -Members of minority need to be prepared to adapt their point of view and accept reasonable and valid counter arguments -Must be balance of consistency and flexibility
52
Process of change in minority influence
-Something you already agree doesn’t provoke deep thinking , but something new does especially if source of view is consistent, committed and flexible -Majority to minority is conversion -Deeper processing is important in the process of conversion to a different minority view point -The more majority to minority increasing rate of conversion is Snowball effect -Gradually the minority view is the majority and change has occurred
53
Minority influence study
-Moscovici had a group of 6 people to view a set of 36 blue colour slides that varied in intensity to state whether slides were blue or green -In each group there were two confederates who said they were green -True participants gave same answer of green on 8.42% of trials -Second group were exposed to an inconsistent minority who said green 24 times and blue 12 times -Agreement to “green” fell to 1.25% -Where there were no confederates the wrong answer of green was said 0.25% of the time in trials
54
Social change from minority influence research steps
-African American civil right movements of 1950s and 60s 1) Drawing Attention -With social proof -Civil right marches drew attention to the segregation while providing social proof 2) Consistency -Cviivl rights activists were consistent with millions over several years presenting same non aggressive messages 3) Deeper processing -Activism meant that many people who has simply accepted the status quo began to think deeply about the unjustness of it 4) Augmentation principle -Risking lives numerous times -Freedom riders beaten for boarded buses in the south challenging racial segregation of transport -Risk indicates strong belief and reinforces their message 5) Snowball effect -Activists eg Martin Luther King got attention of the US government making more people back the minority position -Us Civil rights act prohibited discrimination marking change from minority to majority support for civil rights -6) Social cryptomnesia -People remember a change occurring but don’t remember how it happened -People have no memory (cryptomnesia) of events that led to change
55
Social change from conformity research
-Asch’s research where a confederate gave different answers throughout -Broke power of the majority encouraging others to do likewise -dissent has the potential to lead to social change -Another approach is appealing to NSI as seen with environmental and health campaigns -By providing information about what other people are doing -e.g Bin it —others do -Social change is encouraged by drawing attention to what the majority are doing
56
Social change from obedience research
-In one of Milgrams variations where a confederate refused to give shocks to the learner, the rate of obedience in genuine participants decreased -Zimbardo suggested how obedience can be used to create social change through Gradual Commitment -Once a small instruction is obeyed, it becomes difficult to resist a bigger one
57
Asch's baseline procedure Evaluation
- Artificial situation and task -American men -Lucas + counterpoint -Ethical
58
NSI Evaluation
-Asch 12.5% -Nafilliators
59
ISI Evaluation
-Lucas -Unclear
60
Zimbardo Evaluation
-Control -Lack of realism -Lack of realism counterpoint 90% -Exaggerates 1/3 -Alt explanation -Ethical issues
61
Obedience Evaluation
-French 80% 460 -Tapes 75% vs 1/2 , 2/3 -Tapes counterpoint puppies 54% 100% -SIT -Ethical issues
62
Obedience situational variables Evaluation
-Bickman field -Dutch 90% not present -India & Jordan -Fake -Socially sensitive
63
Agentic state Evaluation
-Who is responsible -Nurse study 16/18 -WW2 German Reserve Police Battalion 101
64
Legitimacy of Authority Evaluation
-Cultural differences 16% vs 85% -Nurses & Milgram
65
Authoritarian personality Evaluation
-F scale on Milgrams people 20 -Counterpoint : Unusual traits -SIT -Political bias -Flawed
66
Social support for resisting social influence Evaluation
-Pregnants 14-19 8 week -Smear Campaign 88% -Glasses 64% 3% 36%
67
LOC for resisting social influence Evaluation
-Repeated Milgram study 37% vs 23% -40 year -Not most important factor
68
Minority influence Evaluation
-Consistency by Moscovici 100 -Deeper processing research -Deeper processing controlled limit -Artifical -8%
69
Social influences for Social change Evaluation
-Support for Normative influences -Counterpoint drinking 70 quantity not frequency -Minority influences explain change thinking -Deeper processing limit -Tree
70
Social influence
The process by which individuals and groups change eachothers attitudes and behaviours -Includes conformity, obedience and minority influence
71
Social Change
-When whole societies, rather than just individuals adopt new attitudes, beliefs and ways of doing things e.g Accepting the earth orbits the sun