social influence - conformity Flashcards

(91 cards)

1
Q

define conformity

A

a change in a person’s behaviour or opinions due to real or imagined pressure from a person or a group of people

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2
Q

define compliance

A

-the shallowest level of conformity
-a person changes their public behaviour but not their private beliefs

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3
Q

how long does compliance last?

A

very short term
temporary and superficial - only present when we are in and amongst a group

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4
Q

an example of compliance

A

saying to friends that you love rock because they do but you go home and listen to pop

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5
Q

what is identification?

A

-the middle level of conformity
-a person acts the same way as the group because the group is valued and the individual wants to be a part of it (they identify with the group )
-both public and private beliefs may change in order to be accepted but only in the presence of the group, away from the group, these views may not be held

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6
Q

define internalisation

A

-the deepest level of conformity
-both public and private behaviour changes because the views of the group have been completely internalised and accepted

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7
Q

how long does internalisation last?

A

usually a long-term change

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8
Q

does behaviour change in public for each type of conformity?

A

COM - yes
IDEN - yes
INTER - yes

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9
Q

does behaviour change in private for each type of conformity?

A

COM - no
IDEN - yes (in the presence of the group)
INTER - yes

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10
Q

are each of the types of conformity long term or short term?

A

COM - short term
IDEN - short term
INTER - long term

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11
Q

liz is by nature a smart dresser but she wears jeans and a sweater to work on ‘dress down friday’ because she doesn’t want to give the impression of being stand-offish to her work colleagues who she likes

A

identification

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12
Q

lewis is eating alone at a sushi restaurant. although he finds eating with chopsticks rather tedious and inconvenient, he uses them because he feels too awkward to ask for a fork

A

compliance

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13
Q

len slows down to 30 mph as soon as he reaches that speed zone because he believes it is wrong to drive faster than that in a built-up area

A

internalisation

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14
Q

when did asch’s research take place?

A

1951

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15
Q

what was the aim of asch’s study?

A

to see the extent to which social pressure from a majority, could cause a person to conform to an incorrect answer in an unambiguous situation

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16
Q

method of asch’s study

A

-sample consisted of 123 male undergraduate students from the USA who thought that they were taking part in a general vision test
-asch used a line judgement task
-he placed one real (naïve) participant in a room with six to eight confederates (actors working on behalf of the experimenter), who had agreed their answers in advance
-the naïve participant was led to believe that the other people were also real participants
-the real participant was always seated second from last
-In turn, each person had to say out loud which line (A, B or C) was most like the target line in length
-the correct answer was always obvious
-each participant completed 18 trials and the confederates gave the same incorrect answer on 12 trials, called ‘critical trials’

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17
Q

results of asch’s study

A

-on average, the real participants conformed to the incorrect answers on 32% of the critical trials
-74% of the participants conformed on at least one critical trial

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18
Q

control group in asch’s study

A

-one real participant completed the same experiment without any confederates
-asch found that less than 1% of the participants gave an incorrect answer

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19
Q

conclusion of asch’s study

A

-asch interviewed his participants after the experiment to find out why they conformed
-most of the participants said that they knew their answers were incorrect, but they went along with the group in order to fit in, or because they thought that they would be ridiculed
-participants complied due to normative social influence (the desire to fit in publicly) without changing their private viewpoint

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20
Q

behaviours of participants that took part:

A

-shifted uncomfortably in their seats
-sweated
-turned red

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21
Q

which 3 variations/ factors affecting conformity did asch investigate?

A

-inanimity
-task difficulty
-group size

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22
Q

define unanimity

A

the extent that members of a majority agree with one another

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23
Q

how did asch investigate unanimity & what was the result?

A

-in asch’s original experiment, the confederates all gave the same incorrect answer on the critical trials
-in one variation of asch’s experiment, one of the confederates was instructed to give the correct answer throughout (a dissenter)
-the rate of conformity dropped from 32% to 5%

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24
Q

what conclusion can be drawn from the unanimity variation?

A

if the real participant has support for their belief, then they are likely more likely to resist the pressure to conform

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25
how did asch investigate unanimity? (a second time)
-in another variation, one of the confederates gave a different incorrect answer to the majority -conformity dropped to 9%
26
what conclusion can be drawn from the second unanimity variation?
-if you break or disrupt the group's unanimous position, then conformity is reduced significantly, even if the answer provided by the supporter is still incorrect
27
how did asch investigate task difficulty? (+ results)
-in asch's original experiment, the correct answer was always obvious (unambiguous) -in one of his variations he made the task more difficult, by making the difference between the line lengths smaller and therefore appear closer together and more ambiguous -he found that the rate of conformity increased, although he didn't report the percentage
28
what conclusion can be drawn from the task difficulty variation?
individuals look to another for guidance when undertaking an ambiguous/difficult task
29
how did asch investigate group size?
-asch altered the amount of confederates in the experiment each time to see how this affected the rate of conformity
30
what were the percentages of conformity for each group size?
1 confederate = 3% 2 confederates = 12.8% 3 confederates = 32-37% (little changed in conformity once the group size reached 4-5) 15 confederates = 29%
31
what is the optimal group size for conformity?
3
32
when does conformity increase? (group size)
conformity tends to increase as the size of the group increases
33
identify three variables affecting conformity and outline how each of these was investigated in asch's experiment [6 marks]
group size - asch varied the number of confederates by adding and removing confederates unanimity - asch sometimes arranged for a confederate to give a different answer to the majority/same answer as the real participant task difficulty - asch made the right answer less obvious by having lines of similar length, making the task more ambiguous
34
issues with asch’s study:
-sample was biased -low ecoval -lack of temporal validity -there is further research to question the validity of asch's findings -ethically questionable
35
asch’s study ao3: bias
P - asch’s initial sample was biased E - asch used 123 male students from colleges in america ↳ we cannot generalise the results to other populations, eg: female students, as we are unable to conclude whether female students would have conformed in a similar way to male students E - participants were from the USA (individualistic culture) ↳ it has been suggested that conformity rates are higher in collectivist cultures e.g. china which are more concerned with group needs L - asch's sample lacks population validity & **further research is required to determine whether males and females and other cultures conform differently**
36
asch’s study ao3: low ecoval
P - asch’s experiment has low levels of ecological validity E - asch's line judgement task, is an artificial task, which does not reflect conformity in everyday life (the line task was trivial so there was no reason to conform) ↳ the naive participants were in a 'group' but not like groups found in everyday life) which means the task lacks mundane realism L - we are unable to generalise the results of asch to other real-life situations, such as why people may start smoking or drinking around friends, and therefore these results are limited in their application to everyday life
37
what is mundane realism?
how much a study reflects real life
38
asch’s study ao3: study lacks temporal validity
P - asch's study is criticised for being 'a child of its time (1951) E - asch's research took place at a particular time in US history (McCarthyism - a period of strong anti-communist feelings where people were scared to be different) it is challenged that the relatively high levels of conformity found in asch's research in the 1950s are more relative of the particular social climate operating in the USA at that time, than of a universal human behaviour L - suggests that asch’s experiment lacks historical/temporal validity and **the conformity rates found in 1950 may not provide an accurate reflection of conformity in modern times**
39
asch’s study ao3: there is new research that contradicts asch’s findings
P - there is further research to question the validity of asch's findings E - perrin and spencer (1980) replicated asch's research using british maths and engineering students and found significantly lower levels of conformity (only one conforming response out of 396 trials) L - suggests that asch's experiment lacks historical/temporal validity and the conformity rates found in 1950 may not provide an accurate reflection of conformity in modern times
40
asch’s study ao3: ethically questionable
P - asch’s study was ethically questionable E - asch’s deceived the participants (they thought it was a vision test) asch didn’t protect ppts from harm (many ppts felt stressed when disagreeing) L - it’s unethical
41
what is normative social influence (NSI)?
agreeing with the majority because we want to be liked/don’t want to be rejected
42
what is informational social influence (ISI)?
agreeing with the majority view/behavior because we believe they know better/are more likely to be right
43
NSI in simple terms:
the need to be liked
44
ISI in simple terms:
the need to be right
45
is NSI emotional or cognitive?
-emotional rather than a cognitive process
46
which form of conformity is NSI likely to result in?
conformity
47
when is NSI more likely to occur?
-social impact theory (when group membership and social approval are important to us) -the group size is larger - i.e. 4 or more -the person perceives some cost associated with not conforming (rejection)
48
which form of conformity is ISI likely to result in?
identification or internalisation: individuals believe that they are conforming to the 'correct' values
49
is ISI emotional or cognitive?
it is a cognitive process
50
when is ISI most likely to occur?
-in a situation that is new to a person (so you don't know what is right) -in an ambiguous situation (the right course of action is not clear) -the situation is a crisis -we believe others to be experts
51
evaluations for NSI & ISI
-asch's study into conformity supports NSI -there is research support for ISI -individual differences may play a role in explaining social influence -NSI does not affect everyone's behaviour in the same way -asch's research into task difficulty supports ISI -it is sometimes unclear whether behaviour is due to NSI or ISI
52
ao3 NSI: asch’s study supports NSI
P - asch's study into conformity provides research support for NSI E - asch found that many of his participants went along with a clearly wrong answer just because other people did ↳ when asked why they did this, some of them said they felt self-conscious giving the correct answer and were afraid of disapproval L - this supports the NSI as an explanation of conformity because it suggests that people do conform to situations due to a fear, rejection or social disapproval
53
ao3 ISI: there is research support for informational social influence
P - there is research support for informational social influence E - lucas (2006) asked students to give answers to mathematical problems that were easy or hard ↳ there was greater conformity to incorrect answers when they were difficult rather than when they were easier questions (this was most true for students who rated their mathematical ability as poor) L - study shows that people conform in situations where they feel they don't know the answer, which is exactly the outcome predicted by the ISI explanation. we look to other people and assume they know better than us and must be right
54
ao3 ISI & NSI: individual differences
P - individual differences may play a role in explaining social influence, which means that the processes will not affect everyone's behaviour in the same way E - perrin and Spencer (1980) conducted an Asch-style experiment, using engineering students in the UK ↳ only one conforming response was observed out of nearly 400 trials ↳ this could be because the students felt more confident in their ability to judge line lengths or due to a change in the time in history L - there are differences in how individuals respond to ISI and NSI
55
ao3 NSI: NSI does not affect everyone's behaviour in the same way
P - NSI does not affect everyone's behaviour in the same way E - people who are less concerned with being liked are less affected by NSI than those who care more about being liked ↳ McGhee and Teevan (1967) found that students who have a high need for affiliation are more likely to conform L - the desire to be liked underlies conformity for some people more than others. therefore, there are individual differences in the way people respond to NSI
56
ao3 ISI: asch’s task difficulty variation supports ISI
P - asch's research into task difficulty provides research support for the role of informational social influence E - asch found that conformity increased when the task was made more difficult and the ppts were unsure of the correct answer ↳ this was due to informational social influence, as they believed that the group were more likely to be correct, in comparison to themselves L - the results show that when in an ambiguous situation a person will look to others (who know more / better) for guidance (ISI)
57
ao3 ISI & NSI: it is sometimes unclear whether behaviour is due to NSI or ISI
P - it is sometimes unclear whether behaviour is due to NSI or ISI E - conformity was reduced when there was a dissenting partner in the Asch experiment ↳ this dissenter may reduce the power of NSI (by providing social support) or reduce the power of ISI (because they are an alternative source of information) L - it isn't always possible to know whether ISI or NSI is at work, this questions the view of ISI and NSI as operating independently in conforming behaviour
58
what is conformity to social roles?
when an individual adopts a particular behaviour and belief, while in a particular social situation
59
what type of conformity is conformity to social roles?
identification -a person changes their public behaviour and private beliefs, but only while they are in a particular social role
60
how do people learn how to behave in certain situations?
by observing the social roles of others and conforming to this behaviour
61
who conducted the SPE?
zimbardo (1971)
62
who funded the SPE and why?
the US navy: -they were interested in the causes of conflict between guards and prisoners in naval prisons -the aim was to test weather the brutality of prison guards was due to sadistic personalities or whether it was created by the situation
63
how were participants for the SPE obtained?
from an ad in a newspaper
64
what was the aim of the SPE?
1) to examine whether people would conform to the social roles of a prison guard or prisoner when placed in a mock prison environment 2) to examine whether the behaviour displayed in prisons was due to dispositional factors or situational factors
65
what does dispositional mean?
part of our personality as humans
66
what does situational mean?
the environment that a person is in
67
how many participants were in zimbardo’s study?
21 male university students
68
who were the 21 participants selected from?
75 volunteers - on the basis of their physical and mental stability
69
how and which roles were the participants assigned to?
random assignment ↳ prisoner or guard
70
how much were the participants paid?
$15 a day
71
where did the SPE take place and what was done to the place?
in the basement of Stanford University, which was turned into a mock prison to make the experiment as realistic as possible
72
what happened to the participants when they were arrested to make it realistic?
-the 'prisoners' were arrested by real local police -fingerprinted, stripped and given a numbered smocked to wear -chains were placed around their ankles
73
what did the guards wear? (SPE)
-uniforms -dark reflective sunglasses -handcuffs -a truncheon
74
were the guards instructed to use physical violence?
no
75
how long was t he experiment supposed to last?
two weeks
76
IV, DV of SPE
IV: the conditions the ppts were randomly assigned to DV: the resulting behaviour
77
results of the SPE:
-both the prisoners and guards quickly identified with their social roles -within hours of beginning the experiment some guards began to harass prisoners and treat them harshly -within two days the prisoners rebelled -the guards used fire extinguishers to retaliate -the prisoners soon adopted prisoner-like behaviour too e.g. snitched, took prison rules seriously; they increasingly became docile and obedient -the guards became more aggressive and assertive
78
examples of the guards dehumanising the prisoners:
-waking them during the night for headcount’s -forcing them to clean toilets with their bare hands
79
how many participants were released early and why? (SPE)
-five of the prisoners were released from the experiment early -they had adverse reactions to the physical and mental torment -eg: crying and extreme anxiety.
80
how quickly was the experiment ended?
after 6 days rather than 2 weeks: -zimbardo was told that the conditions were inhumane
81
conclusion of the SPE:
-people quickly conform to social roles, even when the role goes against their moral principles -situational factors were largely responsible for the behaviour found, as none of the participants had ever demonstrated these behaviours previously -power may corrupt those who wield it i.e. the guards over the prisoners -institutions may brutalise people and result in deindividuation
82
can you use the SPE as an example of obedience?
no
83
what is deindividuation?
complete loss of personal identity
84
how did deindividuation happen in the SPE?
-the ppts were unable to focus on who they were and so fell into the role of being prisoner (strip-down, labelling of the prisoners as numbers) → both uniforms created a loss of the individual's personal identity, meaning they would be more likely to conform to their perceived social role
85
SPE ao3 - strengths
-internal validity -real world applications
86
SPE ao3 - limitations
-ethical issues -lack of realism -individual differences and personality
87
SPE strength: high internal validity
P - that the researchers had some control over variables E - emotionally stable participants were recruited and randomly assigned the roles of guard or prisoner ↳ the guards and prisoners had those roles by chance, this means that their behaviour was more likely to be due to the **pressures of the situation** and not their personalities ↳ control over variables increases the internal validity of the findings L - we can be more confident in drawing conclusions about the influences of social roles on
88
SPE strength - real world applications
-the guards at Abu Ghraib prison in Iraq (2003) were similarly attected by an 'evil situation' which led them to behave in ways which they would normally reject -just like some of the guards in Zimbardo's prison study, the real-life guards at Abu Ghraib were very creative in their evil behaviour
89
SPE weakness - ethical issues
P - zimbardo was also conforming to the social role of prison superintendent, he was not able to fulfil his main ethical responsibility (the welfare of his participants) E - instead, they were exposed to the risk of psychological harm ↳ eg: ppts were finally allowed to leave the study, but later than they should have been L - zimbardo should have given up one or other of his roles. ↳ eg: he could have remained as the lead researcher, let him be detached from the study & more objective about what was happening to his participants. HOWEVER: zimbardo's study could be considered ethical because he followed the guidelines of the Stanford University ethics committee that had approved the research
90
SPE weakness - individual differences and personality
P - individual differences and personality also determine the extent to which a person conforms to social roles E- in zimbardo's original experiment the behaviour of the guards varied dramatically, from extremely sadistic behaviour displayed by around one third of the participants in that role, to a few guards who actually helped the prisoners by offering support, sympathy, offering them cigarettes and reinstating any privileges L - suggests that situational factors are not the only cause of conformity to social roles, and dispositional factors such as personality also play a role, implying that Zimbardo's conclusion about conformity to social roles, could have been overstated
91
SPE weakness - lack of realism
P - lack of realism E -has been suggested that the participants were play-acting ↳ their performances reflected stereotypes of how prisoners and guards are supposed to behave ↳ one guard based his role on a character from the film 'cold hand luke'. ↳ prisoners rioted because that is what they thought real prisoners COUNTER: ↳ zimbardo's data showed that 90% of prisoners conversations were about prison life, which means that the simulation did seem real to them ↳ increases the study's internal validity