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Flashcards by haniah shujahat, updated more than 1 year ago
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Created by haniah shujahat
over 6 years ago
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| Question | Answer |
| what are the three types of conformity? | -internalisation -identification -compliance |
| what is internalisation? | -fully believe and act as part of the group meaning they have genuinely accepted groups norms and values its a permanent change -this behaviour is also displayed when away from the group |
| what is identification? | -identifying with a group as there is something about the group we value -publically change our behaviour but not privately -publically agrees with groups norms and values but not always privately -semi permanent |
| what is compliance? | -going along with the others -behaviour stops when group pressure stops -doesn't change private view -superficial and temporary change |
| what is ISI about? what kind of process is it? in what situations would someone likely display this? | -need to be right -someone has better information than you -usually happens in times of uncertainty, ambiguity, crisis when someone is more expert than you and when you are knew to a situation -cognitive process |
| what is NSI about and what kind of process is it? in what situations would someone likely display this? | -the need to be liked -its about fitting into a group and aiming to please them -trying to avoid rejection, displayed when you are new to a group of people -more prominent in stressful situations -is an emotional process |
| evaluation points for types and explanations for conformity? | -research support for ISI -individual differences for NSI -working together |
| what research is there to support ISI? what were the results? | -lucas et al -asked students mathmatical questions -higher conformity when difficultquestions asked -higher conformity amongst students weaker mathematically |
| what are the individual differences affecting NSI? | -Naffiliators are people who have a stronger need to have relationships -therefore display NSI more -McGhee and Tevan found that students with a strong need to be affiliated with people conform more |
| what evidence is there to support ISI and NSI work together? | -Asch=dissenter decreased conformity -ISI=another source of info -NSI=social support |
| research support for NSI? | -Asch, went along with others clearly wrong answers -participants claimed they felt uncomfortable disapproving with the confederates and self conscious -when Asch asked them to write down their answers instead conformity fell to 12.5% |
| explain Asch's procedure into his research conformity | -1950 -123 male undergraduates -told it was an experiment into visual perception -asked to compare lines -placed in a room with confederates told to give the wrong answer -answer was unambiguous -18 trials, 12 critical (confederates told to give the wrong answer) |
| findings of Asch's research | -naïve participants gave wrong answer 36.8% -75% conformed at least once -participants were interviewed later and said they conformed as they were concerned about rejection |
| what is the Asch effect? | the extent to which participants conform even when the answer was unambiguous |
| what were Asch's variables? | -group size -unanimity -task difficulty |
| what did Asch find about conformity linked to group size? | -3 to 7 confederates saw an increase of conformity whilst any additional caused a decline -conformity to the wrong answer rose to 31% |
| how does unanimity effect conformity? (Asch) | -gave participant a dissenter -sometimes gave the same answer as participant or gave the other wrong answer -conformity dropped to 25% |
| how does task difficulty affect conformity? (Asch) | -as difficulty of task increase as does conformity -as answer became more ambiguous, participants began to look to the confederates for conformation -suggesting ISI |
| evaluation points for Aschs research into conformity | -child of its time -artificial task and situation -limited application of finding -ethical issues |
| why was Asch's experiment a "child of its time" | -Perrin and Spencer conducted same experiment with British engineering students only one conformed out of over 300 trials -social norms were to conform (McCarthyism accusing people of being communist) |
| how does artificial task and situation effect Asch's experiment? | -demand characteristics as they knew it was an experiment -although task was trivial so they wouldn't need to conform - (Fisk) groups didn't represent groups you would find in reality so cannot generalise findings -low external |
| why does Asch's experiment have limited application of findings? | -androcentric research suggest that women conform more because they are concerned with relationships (Neto) -US is a individualist culture as opposed to China which is a collective culture -low external |
| what is the ethical issue of Asch's experiment? | -they were deceived as they didn't know the actual nature of the experimenter -they may feel mocked as they were in a room full of confederates in on the experiment |
| what does the term baseline study mean? | -the original study (variations come after) -compare the variations results against the baseline |
| what was Milgram researching for? | situational variables affecting obedience |
| what was Milgram's procedure for testing obedience? | -40 male participants -said was conducting research on memory -taken to lab -rigged draw for roles="Mr Wallace" was always the student and they were always the teacher also there was an experimenter -teacher required to give student a increasingly severe shock every time they answered wrong/hesitated |
| what increments did the voltage go up in Milgram's experiment and what was the total voltage? | -15 volts -450v |
| if the teacher felt unwilling to carry on, what did the experimenter do? | experimenter gave teacher prods: 1-"please continue" 2-"the experiment requires you to carry on" 3-"it is absolutely essential you carry on" 4-"you have no other choice, you must go on" |
| what did Milgram find? | -no participants stopped below 300 v (5 people stopped at 300) -65% continued to the highest level 450v -qualitative data showed that participants showed signs of distress, some had seizures -there findings were not as predicted (predicted 3% would continue yo 450v |
| why did people obey in Milgrams experiment to do these horrendous things? | -they wouldn't be blamed, the experimenter would -legitimate authority i.e. uniform -couldn't see victim -demanding experimenter -participants felt like they couldn't leave -didn't think it was real |
| evaluation points for Milgram's research | -low internal validity -research support -supporting replication -alternative explanation to obedience |
| why do some people argue that Milgram's experiment has low internal validity? | -Orne and Holland believed it had L.I.V because participants guessed they were fake electric shock (Yale uni) -Gina Perry confirms this listening back to the tape many expressed their doubts |
| research support for Milgram's experiment | -Sheridan and King conducted an experiment where they gave electric shocks to a puppy 54% of males delivered the real shocks whilst 100% of females did -Milgram reported 70% of participants believed the shocks were genuine |
| how does Milgram's experiment have high external validity? | -relationship between researcher and experimenter felt real, so can be applicated to a real life setting where there is someone with legitimate authority and someone obeying -it was a lab experiment so was an artificial setting |
| what evidence is there to support Milgram's experiment had good external validity? | -Hofling studied nurses in a hospital -high concentration of medicine was prescribed (an amount that would not ever be allowed) 21/22 nurses complied (legitimate authority) |
| what evidence is there to support Milgram's findings? | -French TV game show replicated exactly like Milgram's -80% delivered 460 v (maximum) -participants displayed same nervous behaviour that Milgram found |
| what is an alternative explanation to what Milgram found? how do we know this is a possible explanation? | -social identity theory: participants identified with experimenter so identified with the science of the experimenter -obedience fell because they identified with the victim (out-group) -first 3 prods are about scientific help rather than obedience, 4th prod was about obedience, always quit |
| what were the situational variables in Milgrams study of obedience? | -proximity(physical closeness/distance of person giving the orders and the one taking them) -location(place wherr order is issued) -uniform (wearing something symbolic of authority) |
| how does proximity affect obedience? | -same room=65% down to 40% -hand on electric plate=30% -gave instructions to the teacher over the phone=20.5% (pretended to give shocks/weaker ones) |
| how does location and uniform affect obedience? | -location=prestige vs run down R.D=47.5 from 65% uniform=ordinary clothes=20% (LOWEST) |
| evaluation points of milgrams sutuations variables | -research support -lack of internal validity -cross-cultural replication -alibi |
| what research support is there for milgrams situational variables | -bickman (field experiment)= 3 confederates= jacket and tie,milkmans outfit,security guard -told people to pick up litter -twice as likely to obey guard than J&T - supports milgram=unifrom conveys authority=situational variable of obedience |
| why does milgrams situational variation experiment lack internal validity | -Orne+Holland=participants realised experiment was fake=extra manipulation -'member of public'=unrealistic -participant may work out truth -limitation=unclear if results because of obedience or demand characteristics=saw through deception |
| how do cross cultural replications support milgrams baseline and situational variables experiment? | -miranda=obedience rate of 90% in spanish students -therefore milgrams conclusions are not limited to american males -however=Smith+Bond=most replications took place in developed Western societies (not different from America) |
| what is the strength of Milgrams control of variables in his situational variables experiment? | -each variation was systematically changed one at a time -all other procedures and variables kept the same as the study was replicated over and over |
| what is a serious limitation/ethical issue of Milgrams situational variables experiment? | -milgrams experiment blaming obedience on situational factors -Mandel=provide alibi for evil behaviour for Nazis -offencive to holocaust survivors= claiming Nazis were 'victims' |
| what was Zimbardo testing for that would effect conformity to social roles? | situational variables |
| what was Zimbardo's procedure? | -volunteer sample 24 -given psychology test -randomly assigned to roles of guard/prisoner -prisoners arrested -16 rules to follow -had uniform and sunglasses -guards had complete control over prisoners |
| what were the findings of zimbardo's experiment? | -guards took up role enthusiastically -behaviour became threatening to physical and mental health of prisoners -by day 2 prisoners rebelled ripped uniforms, swore retaliated -guards did divide and rule -harassed prisoners constantly -conducted random headcounts at random times -punished small things -participants showed psychological -prisoners appeared to like their position of power over the prisoners |
| what was the conclusion that Zimbardo came to? | -power of the situation influence peoples behaviour -guards and prisoners conformed to their roles -even volunteers in the experiment who came in to fulfil certain functions found themselves behaving as if they were in a prison |
| evaluation points for Zimbardo's research | -control -lack of realism -role of dispositional influences -ethical issues -alternative explanation |
| why was having control in Zimbardo's experiment a strength? | -control over variables -field experiment -choosing participants=emotionally stable -randomly assigned roles (rules out dispositional factors) -increases internal validity |
| what evidence did Zimbardo have that argued that his experiment had mundane realism? why did some argue that it did not have mundane realism? | -quantative data collected 90% of conversations of prisoners were about prison life -therefore had high internal validity -simply acting=based characters on stereotypes="Cool hand Luke" |
| what was Zimbardo criticised for when explaining why the participants acted like this | -Fromm argued that Zimbardo overplayed importance of situational factors influencing behaviour therefor minimising the role of dispositional factors -only one third was brutal one third wanted to implement the rules properly -others sympathised with prisoners -meaning they could still chose between wrong and right |
| what challenged Zimbardo's findings and conclusions? and what did they put it down to? | Reicher and Haslam's replication of the experiment found different results: prisoners took control and harassed the guards -used social identity theory. guards failed to identify with each other. prisoners grouped together into a social group that refused to limit themselves to their assigned role |
| what were ethical issues in Zimbardo's experiment? | -participants mentally harmed -Zimbardo played 2 roles so there was a conflict of interest so he want looking after the prisoners |
| what does agentic state mean? what does one under the agentic state feel? | -Milgram's explanation to obedience to destructive authority -person does not take responsibility, they are acting as an agent of someone else -they experience high levels of anxiety (moral strain) -but feel powerless to disobey |
| what is meant by the autonomous state? | -opposite of agentic -behaves freely and according to personal principals -have responsibility for own actions |
| what is the transition from autonomous state to agentic state called? and why might this happen? | -agentic shift - milgram thought person perceives someone to have more authority so follows them -great power because of social hierarchy |
| what is the explanation to staying in the agentic state? and what are they? | -milgram argued "binding factors" -aspects of situation that allows release of moral strain (minimizing the effect of their behavior) -shift the responsibility over to the victim or authority figure |
| what is destructive authority? and how was this shown in Milgram's experiment? | -using power to make people act in harsh, heinous and callous ways -prods from the experimenter |
| evaluation points for situational explanations for obedience | agentic state=-research support -a limited explanation -alibi legitimate authority=cross cultural replicas |
| research support for agentic state | -Blass and Schmitt showed film of milgram's experiment to students -asked to identify who was responsible for harm of Mr Wallace -blamed experimenter -had legitimate authority and expert authority =recognised legitimate authority as cause of obedience |
| why does the agentic state have a limited explanation? | -doesnt explain many research findings -doesnt explain why some people dont obey (rank and jacobson nurses) -also doesnt explain why Hoflings nurses didnt show distress like Milgrams participants -only shows how agentic state could work sometimes in obedience |
| what is a strength to do with legitimate authority (cultural differences) | -explains cultural differences in obedience -kilham and mann=replicated milgram=australia 16% top voltage -germany=85% -shows in some cultures that authority is seen as more legit -effects ways societies are structured and how children are raised |
| what is a limitation for the agentic state explanation? | -Mandel: gives Nazi soldiers an alibi -referred to certain event: German reserve police battalion 101 obeyed order to shoot down people in Polish town despite not directly being told not to (told they could be assigned to different task if wanted) |
| what was Theodor Adorno researching into? | -obedience of Nazi soldiers and to understand the antisemitism of the Holocaust -came to believe that obedience was a due to personality so was a psychological problem |
| what was Adorno's procedure? | -2000 middle class, white Americans, measuring their unconscious attitudes towards racial groups -developed scales to investigate this including (F-scale) |
| what is the F-scale? and what is it still used to measure? | -measure fascism (extreme right wing) -authoritarian personality |
| what did Adorno find? (F-scale?) | -scoring high on the F-scale: identified with strong people, contemptuous of the weak -aware of social class (respect higher class) -strong positive correlation between authoritarianism and prejudice |
| what characteristics do people with an authoritarian personality posses? | -strong cognitive style -distinct stereotypes of people -black and white outlook -conventional attitudes towards gender,race and sexual orientation contempt for minority groups and social classes lower than themselves -obedient to authority -traditional values |
| what are the origins of an authoritarian personality? | -harsh, punitive parenting -conditional love -high impossible standards -see parents contempt for lower classes |
| what does Adorno argue this type of parenting style (authoritarian) creates? | -creates resentment and hostility in the child and cannot express feelings to parents because of fear of punishment -takes feelings out (displacing) on inferiors (scapegoating) |
| evaluation points for authoritarian personalities | -research support -limited explanations -political bias -methodological errors |
| what research is there to support Adorno's authoritarianism theory into obedience? | -Milgram and Elms -conducted interviews on fully obedient participants -scored high on the F scale -correlation between F-scale and authoritarian personality -may be third factor=low levels of education -impossible to draw conclusions that A.P causes obedience |
| why is the authoritarian personality a limited explanation into obedience? | -hard to explain majority obedience (germany) -unlikely to all have A.P -more likey to be social identity theory=scapegoated Jews |
| -why does using the F-scale to determine authoritarian personality have political bias? | -measures tendency towards right wing -extreme left wing and right wing have much in common=importance of obedience /complete obedience to legitimate authority |
| what is the methodological problem with measuring the authoritarian personality? | -items worded in the same direction -can get high authoritarian personality by ticking same line -acquiescence bias |
| what is social support and what can it help one do? | -support from those around us to resist conformity - Asch's experiment dissenter -the support comes in the form of someone going against the majority answer -non conformity only continues if the dissenter continues non conforming |
| what are the two types of locus of controls? | external and internal |
| what do people with internal locus of control believe? | -no such thing as luck -sure of themselves -work hard for what they want -non conforming |
| what do people with external locus of control believe? | -believe in luck -if something good happens they think its due to fate -believe what happens is out of their control -conform more -blame on other factors |
| why do people with high internal locus of control resist conformity? | -more achievement orientated -self assured -takes personal responsibility for actions -higher intelligence -self confident -less need for social approval |
| research support into resistance to conformity? (social support) and what does this research suggest? | -Allen and Levine -role of a dissenter saw a decrease in conformity -Asch experiment=wore thick glasses so was clear he was in no position to judge line lengths -suggests resistance is not just motivated by following someone else's say but also enables freedom |
| research support into resistance to obedience? and what does this show? | -role of dissenting peer to resist obedience -Gamson found higher level of resistance in his study than milgram's -in Gamson's study they were in groups -29/33 rebelled -shows peer support is linked to greater resistance |
| research support for LOC in resistance to social influence | -Holland repeated Milgram's baseline study -measured if participants were internal/external -37% didn't continue to highest shock whilst 23 externals didn't -increases validity |
| what contradictory evidence is there for LOC in resistance of social influence? | -Twenge -analysed data of American locus of control experiment over a 40yr period -results showed that people became more resistant to obedience but more external -however could be due to society changing and many things are out of our control now |
| why might LOC only have a limited role? | -role of LOC may be exaggerated -rotter stated that LOC only comes into play in new situations -very little influence in situations familiar to us (previous experiences come more into play here) -meaning people who have conformed/obeyed in previous situations will do so again even if they have high internal locus of control |
| what is the difference between conformity and obedience? | -Conformity is the act or behaviour of a person that matches that of a certain group of people -Obedience an act of following directions or instructions without question or protest. |
| how is locus of control measured? | The Locus of Control is a 13 item questionnaire developed by Rotter |
| what does minority influence mean? | -when one person/small group influences the beliefs and behaviours of other people -they conform (internalisation) -the minority group slowly turn into a majority group |
| what are the processes of minority influence? | -consistency -flexibility -commitment |
| what is consistency in minority influence? and how does this help influence the majority influence | -everyone in the minority saying the same thing/agreement (synchronic consistency) -minority group saying/doing the agreed upon thing constantly (diachronic consistency) -makes the majority contemplate their views |
| what does flexibility mean in terms of minority influence? | -Nemeth argued that consistency isn't the only important factor in influencing the majority (can drive people away) -makes them seem rigid -should adapt their view and make reasonable agreements -strike a balance between flexibility and consistency |
| what is commitment in minority influence? | -minority engage in extreme activities to show commitment to cause -majority pay more close attention -called augmentation principle |
| what happens when the majority increasingly join the minority? | snow ball effect |
| evaluation points for minority influence | -research support for consistency -research support for depth of thought -artificial tasks |
| what research is there to support consistency? | -moscovici tile study=group asked to identify which slides were green, each group had 2 confederates who consistently said the tiles for green 2/3=32% gave wrong answer once -second group had an inconsistent minority influence,agreement fell to 1.25% -wood=meta analysis of 100 similar studies, minorities who were consistent=influential |
| research support for depth of thought | -martin=gave participants message supporting particular view point and measured support -one group heard minority agreeing the other heard from a majority group -particpants then exposed to conflicting view,attitudes measured again -less willing to change opinion if from minority group -deeper level of thinking to accept minority belief |
| what is the problem with artificial tasks used to measure minority influence? | -dont have external validity as the situations are trivial and meaningless -e.g in jury and political campaigns the decisions are more important + will require more thought -therefore cannot use studies to apply to real life |
| what is social influence? what is social change | -social influence=procces by which individuals and groups change eachothers attitudes throught obedience,comformity and minoritt influence -social change=whole societies adopt new beliefs and attitudes |
| what processes need to happen for social change? | -drawing attention (provide social proof) -consistency -deeper processing -augmentation principle (commitment) -snow ball process -social cryptoamnesia |
| what does _ mean? -deeper processing -augmented principle -social cryptomnesia | D.P=think about unjustness of the situation A.P=causing the majority to understand how commited the minority is S.C=social change happened but noone remebers how it happened |
| what lessons can be learnt from research into conformity that can be used in resistance to social influence | -importance of a dissenter=broke down power of the majority, encouraged others to dissent -appealing to normative social influence=providing info about what others are doing (change bought about by saying what others are doing) |
| what lessons can be taken from obedience research and used in resistance to social influence? | -milgram=importance of disobedient role models (confederate teacher refuses to givr shock,participants decline in obedience) -zimbardo=social change can happen through gradual commitment=if a small instruction is given, they find it difficult to resis bigger ones=drify into behaviour |
| evaluation points for social change | -research support for normative social influences -minority influence is only indirectly effective -role of deeper processing |
| research support for normative social influences in social change | -nolan=tried to reduce energy usage of people -hung messages on doors everyweek for one month saying people were trying to cut down on energy usage -control group=simply asking to save energy -found=first group cut down -strength=normative conformaty can cause social change |
| why is minority influence only indirectly effective? | -social change happens slowly -nemeth=M.I influences social change indirectly and delayed -indirectly=majority only influenced by issues at hand not main issue -delayed=change may not be seen for a long time =effects slow and fragile, shows M.I is limited |
| why is there dispute on deeper thinking/processing in M.I? | -moscovici=M.I causes majority to think deeply about issue -however =Mackie=majority creates deeper thinking=we like to think we share beliefs. when majority believe something different we think about their arguments =casts doubt on Mscovicis |
| what are the barriers that can effect social change? | -Bashir=investigated why people resist social change even when they agree -didn't want to be associated with stereotypes -found that language used to describe feminists and environmentalists was negative -real life application=to influence majority don't engage in behaviour that reinforces stereotypes |
| what research is there in support of internalisation in minority influence? | -variation of Moscovici blue/green slide study -participants wrote down answer -private argument with minority (majority influenced and internalised beliefs),reluctant to admit change publically=didn't want to be considered as radical |
| why do research studies into minority influence have limited real life application? | -make clear distinctions between minority and majority=strength -limitation=real life is more complicated=more than just numbers in difference of minority and majority=majority usually has much more power and status -minorities are very committed=face opposition |
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