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Psychology > Social influence > Flashcards

Social influence Flashcards

1
Q

what are the three variables that effected conformity in Asch’s vision experiment.

A
  • unanimity of group
    -difficulty of task
    -size of group
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2
Q

what is the definition of validity

A

weather the study measured what it originally intended to measure

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3
Q

what percent of ppts conformed every time is Asch’s vision experiment

A

37%

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4
Q

Asch’s participants- vision exp:
-gender?
- how many?
- culture?
-age?

A
  • males
    -123
    -American
    -undergraduates
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5
Q

what percent of ppts didn’t conform is Asch’s vision experiment?

A

25%

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6
Q

size of majority: Asch exp
with up to 3 confederates, what did conformity rise to?

A

32%

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7
Q

unanimity: Asch exp
- when another confederate gave the right answer, what did conformity fall to?

A

5.5% from 37%

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8
Q

unanimity: Asch exp
-when another confederate gave a different wrong answer, what did conformity fall to?

A

9% from 37%

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9
Q

difficulty of task: Asch exp
- when task was made harder did the level of conformity increase or decrease?

A

substantially increased, conformity that occurred was informational social influence.

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10
Q

list the methodological issues in the Asch experiment.

A

-small sample size- can’t generalise findings to a wider population
- culture bias
-gender bias
-age bias
- lab study- controlled envirnoment

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11
Q

what were the ethical issues in Asch’s experiment?

A
  • deception- they were told it was a vision test
  • psychological harm- embarrassment/trauma
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12
Q

what is conformity?

A

yielding to group pressures

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13
Q

what types of conformity are there?

A

-compliance
-internalisation
-identification

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14
Q

define compliance

A

when you publicly agree with the group but do not privately agree

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15
Q

define internalisation

A

-when your behaviour changes and you now publicly and privately agree after being convinced by the group.
-deepest form of conformity

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16
Q

define identification

A

an individual makes the groups beliefs their own but only because they want to be accepted. The person internalises the view only as this is likely to lead to them being accepted. (compliance)

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17
Q

define normative social influence

A

when we conform due to the desire to be liked, in order to gain approval from the group. This leads to compliance.

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18
Q

define informational social influence

A

due to our desire to be right, we look to others who we believe to be correct and give us information on how to behave in novel (new) or ambiguous situations. This leads to internalisation.

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19
Q

what is an nAffiliator?

A

people who have a greater need for affliliation (closely assosicated)

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20
Q

informational social influence evaluation:

A

strength-researh support: as an explanation for conformity, supported by Lucas et al, who found there was greater conformity to incorrect maths answers when they were more difficult than the easier ones. Peoples desire to be right causes them to conform.
-the variable of task difficulty in Asch’s experiment- conformity increased significantly
weakness: only tested on students, adults may conform differently.

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21
Q

normative social influence strength evauluation:

A

strength: as an explanation for conformity, supported by researchers (Likenbach + Perkins) found that adolescents are less likely to smoke if they are told the majority of their peers do not smoke. Shlutz found that hotel guests reduce their towel usage by 25% if they are exposed that most hotel guests recycle.

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22
Q

normative social influence weakness evaluation:

A

there are differences in behaviour depending on an individuals personality and needs. For example, nAfiliators are those with a greater need of affiliation, so are more likely to conform. Those who are less concerned about being liked are less effected by NSI.

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23
Q

what is ecological validity?

A

if the study was a reflection of real life, e.g lab experiments lack ecological validity

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24
Q

define validity

A

if the study measured what it originally intended to measure.

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25
Q

what was the aim of Milgram’s study?

A

how the situational context could lead to ordinary people inflicting harm on others when instructed to by an authority figure.

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26
Q

what percent of ppts went to 450v in Milgram’s study?

A

65%

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27
Q

what volts did every ppts go up to in Milgram’s study?

A

300v

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28
Q

what are the 3 things that effect the situational factor?

A

-uniform
-proximity
-location

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29
Q

define the term dispositional

A

cause of behaviour due to the internal characteristics of a person, rather than outside forces.

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30
Q

what is an authoritarian personality

A

when you are likely to obey the commands of an authority figure and adhere to social norms

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31
Q

what questionaire tests weather you have an authoritarian personality, and who made it?

A

The F scale, made by Adorno

32
Q

what are 5 factors affecting obedience?

A

-authoritarian personality
-social support
-uniform
-proximity
-location

33
Q

what were 4 of Milgram’s variations?

A

-proximity
-location
-uniform
-fellow teachers disobey

34
Q

what were 3 of Asch’s variations?

A

-unanimity of majority
-difficulty of task
-group size

35
Q

define the agency theory

A

We shift between the autonomous state and the agentic state. In the autonomous state, we are aware of the consequences of our own actions, however in the presence of an authoritative figure, we shift to the agentic state and this is where we shift the responsibility of our own actions to the authoritative figure, and therefore are more likely to obey.

36
Q

define legitimacy of authority

A

Due to the social hierarchies we have been born into, we have been raised to accept rules and orders from those above us, in a position of authority. We willingly accept orders mostly based on appearance because we are afraid of the punishments. For example, someone in uniform is normally seen as a person with power, like a police officer.

37
Q

what is the right wing personality (RWA)

A

describes someone who is highly submissive to their authority figures and adhere to social norms, they act aggressively when others violate these norms

38
Q

what are the 3 personality variables for the right wing authoritarian personality?

A

-conventionalism: an adhere to (conventional) accepted norms and values
-authoritarian aggression: aggressive feelings toward people who violate these norms
-authoritarian submission: submission to legitimate authorities

39
Q

weakness of the F-scale

A

-it’s based on a questionnaire, ppts may have changed or lied about their answers due to social desirability. If they guessed the aims they may not want to admit to having an authoritarian personality as it could make them look bad. Therefore, lacks internal validity, wasn’t a true measure.

40
Q

what did Blass and Shmit do?

A

They showed students the Milgram study and asked them who they thought was responsible. Most students said the experimenter. This supports the agentic shift.

41
Q

what did Kilham and Mann (1974) do?

A

They repeated Milgram’s study in Australia where there is a tradition of challenging authority. Only 16% of Australian ppts went to 450v.

42
Q

weakness of the dispositional explanation:

A

-evidence that suggests situational factors are more important.
- e.g Milgram’s study uniform was the situational factor.
-obedience dropped from 65% to 20%
- therefore dispositional factors such as personality don’t give us a complete explanation as to why we obey.

43
Q

what did Elms and Milgram do?

A

-gave ppts from Milgram’s original study (20 who went to 450v and 20 who didn’t) a questionnaire consisting of the F-scale to see if there was any correlation between obedience and the authoritarian personality

44
Q

How does Elms and Milgram’s study support the authoritarian personality as an explanation of obedience?

A

-there is evidence to suggest those who went to 450v had higher results on the f-scale.
-this shows obedience to be dispositional as it’s based on ones personality who are willing to take orders from an authority figure.

45
Q

limitation of Elms and Milgram study:

A

there is a limitation of using this theory as an explanation for the Holocaust as not everyone would have the same personality.It could’ve been due to other factors such as their genuine dislike towards Jews

46
Q

what is the locus of control?

A

the measurement of an individuals sense of control over their lives.

47
Q

what are the two types of people from the locus of control?

A

internal and external

48
Q

define an internal person from the locus of control

A

-a person who believes behaviour is caused by their own personal decisions and efforts
-they have great self-confidence
- less need for social approval
- more intelligent

49
Q

define an external person from the locus of control

A

a person who believes behaviour is caused by luck or fate

50
Q

how does the locus of control relate to conformity?

A

-internals are more likely to resist as they have greater self-confidence, higher intelligence and have less need for social approval
-high internals are more likely to be leaders than followers
-internals are better able to resist social pressures as they feel more responsible for their acts than externals

51
Q

outline a strength of the locus of control:

A

-evidence for resisting social influence from Oliner & Oliner.
-they found that non Jewish people who rescued Jewish people during the war were more likely to have an internal locus of control compared to the non Jews that didn’t protect the Jewish ppl.
-high internals = less likely to follow orders

52
Q

limitation of the findings from Oliner & Oliner (the locus of control),saving the jews

A
  • there are many other factors that may have caused individuals to follow orders such as the authoritarian personality and individuals genuine dislike to Jews
  • some people may have been scared to disobey as they are aware they could be punished
53
Q

define social support

A

-the presence of others who resist pressures to conform or obey can help others to do the same
- these people give us the confidence to go along with our own opinions
- act as ‘models’ to show that resistance is possible

54
Q

what are the 3 aspects of minority influence?

A
  • consistency
  • commitment
  • flexibility
55
Q

explain how consistency is important for a minority to be successful in convincing a majority

A
  • it is essential for a minority to remain consistent with their argument
  • the majority can’t understand why the minority have a different view point so this creates conflict which causes anxiety
  • to reduce the anxiety the minorities view point is examined
56
Q

explain how flexibility is important for a minority to be successful in convincing a majority

A
  • a minority must show some leeway with their position
  • minorities are powerless compared to the majority so they must negotiate it through being flexible.
  • the key is to show SOME flexibility but not TOO much otherwise you may come across as being weak.
57
Q

explain how commitment is important for a minority to be successful in convincing a majority

A
  • being committed shows certainty, confidence and courage.
  • the minority must show more commitment than the majority
    -this could cause majority members to be persuaded by the minority argument
58
Q

what are 5 factors affecting obedience?

A

-authoritarian personality
-social support
-uniform
-proximity
-location

59
Q

what are 4 of Milgram’s variations

A
  • proximity
  • location
  • uniform
  • fellow teachers disobey
60
Q

what are 3 of Asch’s variations

A
  • unanimity of majority
  • task difficulty
  • group size
61
Q

what is the issue with all of Asch’s ppts being male?

A

Eagly and Carli (1981), who did a meta-analysis, found that women are more compliant than men, so the findings can’t be generalised to a mixed population.

62
Q

when Milgram’s study was conducted away from the original location (a run down office block) what did obedience drop to?

A

from 65% to 48%

63
Q

Why did obedience drop when the location was changed in Milgram’s study?

A

Location removed the status and in turn removed the legitimacy of authority.

64
Q

When the experimenter gave orders over the telephone instead of being present in the room in Milgram’s study, what did obedience drop to? (proximity)

A

from 65% to 20%

65
Q

Why did obedience drop when the proximity was changed in Milgram’s study?

A

The closer they are the more authority there is.

66
Q

When fellow teachers disobeyed in Milgram’s study, what did obedience drop to?

A

from 65% to 10%

67
Q

Why did obedience drop when fellow teachers disobeyed in Milgram’s study?

A

It provides social support by giving more confidence to disobey and resist.

68
Q

When the lab coat was removed from the experimenter in Milgram’s study, what did obedience drop to? (uniform)

A

from 65% to 20%

69
Q

Why did obedience drop when the lab coat was removed in Milgram’s study?

A

Uniform removes the legitimacy of authority

70
Q

what was the aim of Zimbardo’s Stanford prison experiment

A

to investigate how readily people would conform to the roles of guard and prisoner in a role-playing exercise that stimulated prison life.

71
Q

explain the procedure of Zimbardo’s prison experiment

A
  • used a mock prison, used 21 male college students who were screened for psychological normality
  • ppts randomly assigned to the role of prisoner and guard, kept ‘real life’ as prisoners were arrested from their own homes
  • guards were in khaki uniform, whistles, sunglasses so no eye contact was made
72
Q

what were the findings of Zimbardo’s prison experiment

A
  • within a few hours guards began to harass prisoners and behaved in a brutal manner. Prisoners were dehumanised
    -one prisoner had to ne released after 36 hours because of uncontrollable crying and anger, and showed signs of depression
  • Zimbardo ended the experiment on the 6th day as there was some real danger.
  • people will readily conform to social roles especially strongly stereotyped ones.
    -guards became brutal and prisoners became submissive
73
Q

what are the strengths of Zimbardo’s prison study

A

1) control over key variables, emotionally stable ppts were selected which ruled out individual differences. Behaviour of ppts had to therefor be because of the roles itself, increases validity as conclusions are more confident
2) mundane realism, ppts were arrested from own homes without warning and taken to local police station, reflects real life activity

74
Q

what is a weakness of Zimbardo’s prison study

A

1) lack of realism, performances reflected stereotypes of how prisoners and guards are supposed to behave
HOWEVER, Mark McDermott found that 90% of prisoners conversations were about prison life, increasing validity

75
Q

what is social change?

A

When society adopts a new belief or way of
behaving. This then becomes widely accepted
as the norm

76
Q

what are 5 stages that cause social change?

A
  • drawing attention to an issue
  • role of conflict: examine the minorities viewpoint
  • consistency
  • augmentation principle: if there are risks associated with putting forward the point of
    view , then the views are taken more seriously.
  • the snowball effect: when the minority gradually gain momentum and become the new majority
77
Q

explain social norms intervention (social change through majority influence)

A
  • behaviour is based on what ppl think other ppl do. This is the perceived norm and is very different to the actual norm
  • social norms intervention aims to reduce this gap by telling people actual facts about any given behaviour

Psychology (6 decks)

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