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Social Influence (Obedience (Situational variables (Location: when in a…

- - - - EVAL: + good external validity- experimenter/ ppt relationship replicated real-life relationships- Hofling et al (1966) nurse study 21 out of 22 said yes. study can be generalised. + Replications have supported his findings- french game show 80% went to 450v.
      - EVAL: - lacked internal validity- Orne and Holland (1968) suggested ppts guessed the shocks were fake, however Sheridan and King's (1972) Experiment gave real shocks to a puppy where 54% of males and 100% of females delivered what they thought was a fatal shock. 70% of milgrams ppts believed the shocks to be genuine. - ethical issues deceptions on the role assignment.
  - - - Procedure: Study investigated unconscious attitudes towards other racial groups of more than 2000 middle-class white americans. several scales were invented including the F(facism)-scale, e.g. 'obedience and respect for authority are the most important virtues for children to learn'.
      - Findings and conclusions: Authoritarians ( who score highly on the f-scale) identified with strong people and were contemptious of the weak. they were concious of status and showed respect to those of higher status than themsleves. also had a cognitive style, with no blurred lines between catergories of people.
- - - - Procedure: 123 male students, each tested with between 6-8 confeds. Had to identify matching line. Confederates started off giving right answer then all gave same wrong answer. 18 trials total, confeds answered 12 wrong.
        
        EVAL: - lack of temporal validity, task and situation were artificial.
      - Findings and conclusions: wrong answer 36.8% of the time. shows a high level of conformity. 25% of participants never gave a wrong answer so 75% conformed at least once. most said they conformed to avoid rejection (NSI) and continued to privately trust themselves, (compliance).
        
        EVAL: - findings only apply to certain groups- cultural bias (issues and debates) individualist culture. Ethical issues due to deception.
    - - Findings and conclusions: Group size- with 2 confeds wrong answer 13.6%, with 3 31.8% adding any more confeds made little difference. Unanimity- presence of dissenting confed reduced conformity whether they were right or wrong. average 25% wrong answer, dissenter enabled independence. Task difficulty- conformity increased when task was more difficult, ISI plays a greater role when task is harder.
      - Procedure: Group size- number of confeds ranged from 1-15. Unanimity- Asch introduced a truthful confed or a confed who was wrong but didnt go with the majority. Task difficulty- Asch made the task harder by making the lengths more similar.
  - - - Procedure: 24 'emotionally stable' students were randomly assigned role of guard or prisoner. to increase realism prisoners were arrested in their homes. Daily routines were heavily regulated, 16 rules to follow enforced by the guards, guards worked 3 at a time. De-individuation- names werent used only numbers, guards had realistic uniform and told they had complete power.
      - Findings and conclusions: Within 2 days there was a rebellion, guards harassed prisoners and punished slight misdemeanours. guards behaviour threatened prisoners psychological health. after rebellion prisoners became subdued, anxious and depressed, 3 were released early because of psych disturbance and 1 went on hunger strike and was force fed. study was stopped after 6 days rather than planned 8. Experiment showed power of conformity.
        
        EVAL: - lack of realism- Banuazizi and Mohavedi (1975) suggested participants were play-acting, hence why stereotypes appeared, although as prisoner convo's were 90% about prison life this gives it internal validity. - lacks research support, Reicher and Haslam (2006) replicated SPE with different findings, reducing external validity. - ehtical issues.
        
        EVAL: + researchers had some control over variables, e.g. emotionally stable, random role assignment- increases internal validity.
  - - - Identification- When we identify with a group that we value, we want to become a part of it. Publically agree- Privately don't.
      - Compliance- Involves 'going along' with others in public, but privately not changing opinions/ behaviour.
      - Internalisation- When a person genuinely accepts group norms.
    - - ISI (Informational social influence)
        
        ISI is about information and a desire to be right, it occurs in situations that are ambiguous (not clear what is right)
        
        EVAL: + there is research support- Lucas et al (2006) easy maths problems.
        
        EVAL: - there are individual differences - Asch's students less conformist than other ppts.
      - NSI (Normative social influence)
        
        NSI is about norms, a desire to behave like others and not look foolish, it occurs in unfamiliar situations and with people you know.
        
        EVAL: + research support- Asch, in debrief ppts said they felt self conscious about being wrong.
        
        EVAL: - individual differences- Mcghee and Teevan (1967) said nAffiliators were more likely to conform. (nAffiliator- greater need for social relationships.)
      - Lessons from conformity research: Dissenters make social change more likely, majority influence and NSi- environmental and health campaigns exploit conformity by appealing to NSI.