Asch (1951) examined conformity by having participants judge which of three lines matched a target line. Confederates provided unanimous but incorrect answers on some trials. The original study found a 32% conformity rate. Subsequent research varied factors like group size, unanimity, and task difficulty. Conformity rates decreased with fewer confederates but increased with harder tasks. Cross-cultural studies found higher conformity in Fiji (58%) than Belgium (15%). Asch's study had limitations like using a biased male sample for an artificial task, limiting generalizability. However, deception was necessary to produce valid results on conformity pressures.
This document provides an overview of key concepts in social psychology related to conformity and obedience. It discusses classic studies on conformity by Sherif and Asch, and on obedience by Milgram. Factors that influence conformity and obedience are explored, such as group size and unanimity. The document also examines theories to explain these behaviors, such as informational and normative influence, and the agentic shift proposed by Milgram to explain why people obey authority figures. Criticisms of classic studies and strategies for resisting social pressure are also summarized.
This document discusses several theories of conformity in social psychology. It describes three types of conformity proposed by Man (1969) and Kelman (1958). Deutsch and Gerard (1955) created the Dual Process Dependency Model and Normative Social Influence theory. Asch (1951) conducted an experiment where participants conformed to an incorrect majority around one third of the time. Theories suggest people conform due to uncertainty, to fit in with groups, or to make a good impression on others.
Digital VisionThinkstockLearning Objectives By the en.docxjakeomoore75037
Digital Vision/Thinkstock
Learning Objectives
By the end of the chapter you should be
able to:
• Explain Solomon Asch’s study of conformity
• Differentiate injunctive norms from descriptive
norms and normative influence from informa-
tional influence
• Describe how conformity may result in either
acceptance or compliance
• Explain the power of minorities
• Describe Milgram’s study of obedience and the
factors that make obedience more or less likely
to occur
• Explain factors that predict disobedience
Conformity and Obedience 8
Chapter Outline
8.1 Conformity
• Norms
• Normative and Informational Influence
• Minority Influence
8.2 Obedience to Authority
• What Predicts Obedience?
• Disobedience
• Ethics of Obedience Research
8.3 Leadership
Chapter Summary
• Describe the ethical issues with Milgram’s study and Milgram’s
response to those concerns
• Define leadership and differentiate the three main types
of leadership
• Define implicit leadership theories
fee85798_08_c08_171-192.indd 171 7/16/13 10:02 AM
CHAPTER 8Section 8.1 Conformity
In 1956, Jim Jones, an untrained but charismatic pastor, started the “People’s
Temple,” a racially integrated, socially minded church in Indiana. Ten years later,
he and his congregation moved to California and grew in size and power. Here,
pressures toward conformity helped align individuals’ behavior with group expec-
tations. Jones used social influence in services to punish members for undesirable
behavior, bringing members up during gatherings and publicly shaming them for
their actions. Church members were expected to obey Jones’ edicts without ques-
tion. Feeling persecuted for the good work he was doing Jones moved his entire
church to Guyana, in South America, to a settlement he named Jonestown. He
dreamed of creating a utopian community, where young and old were treated with
dignity and respect and the color of one’s skin did not matter. But Jones became
increasingly paranoid and controlling. Members worked long days, often listen-
ing to Jones speak over the loudspeaker, and were not allowed to leave. Concerned
families back home asked U.S. Representative Leo Ryan to check out the situation.
In November 1978, Ryan, some of his staff, and a news crew traveled to Guyana to
meet with Jones and members of the People’s Temple. Some of the Jonestown resi-
dents decided to leave with the congressman and as they waited for the planes to be
readied other members of Jonestown attacked the group, killing the congressman
and several others. Fearing retaliation Jones asked his followers to commit suicide
in what he called a revolutionary act. They mixed up vats of flavored drink laced
with cyanide and gave it to the children first, then the adults. Those who refused
were encouraged by guards with guns. In the end, 918 people died, either in the
attack at the airport or in the mass suicide. Jones died of a gunshot to the head
(Hall, 1987). The People’s Te.
Solomon Asch conducted a conformity experiment in 1951 to determine if individuals would conform to an obviously incorrect group answer. Participants were asked to compare line lengths but confederates unanimously chose the wrong answer on some trials. Results showed that over a third of participants conformed at least once by choosing the incorrect answer to fit in with the group, demonstrating the powerful influence of social pressure on individual judgments.
This document summarizes research on social conformity and influence. It discusses key studies such as Asch's 1951 conformity experiments and Moscovici's 1976 minority influence research. Asch found that participants often conformed to an incorrect group response, though factors like group size and unanimity affected conformity rates. Moscovici demonstrated that a small, consistent minority could sometimes influence a larger group's views. The document also analyzes criticisms of Asch's paradigm and notes the importance of dissenting opinions to prevent "groupthink" in decision making.
This document summarizes extensions and variations of Solomon Asch's conformity experiments. It discusses factors that increase conformity, such as more difficult tasks or a unanimous majority of three people. Factors that decrease conformity include a majority of only two people or a non-unanimous majority. A key study by Crutchfield found conformity even when participants made judgments alone. Later research found conformity levels decreased over time and varied by culture.
Solomon Asch conducted a famous conformity experiment in the 1950s where he had participants judge which of three lines was the same length as a target line. While most of the other participants were confederates who intentionally gave the wrong answer, about 1/3 of real participants conformed at least once by giving the incorrect answer to fit in with the majority. The experiment demonstrated the powerful influence of social pressure and conformity within groups.
Solomon Asch conducted a famous conformity experiment in the 1950s. In the experiment, participants were shown card pairs with line lengths and asked to indicate which line matched on each trial. Confederates in the experiment intentionally gave incorrect answers on some trials to see if the real participants would conform. Asch found that around 75% of real participants conformed to the incorrect group answer at least once, showing the powerful influence of social pressure on conformity. Factors like group size, task difficulty, and lack of group unanimity can impact the level of conformity observed. The experiment demonstrated that people often change their own beliefs or behaviors to fit in with the group.
This document provides an overview of key concepts in social psychology related to conformity and obedience. It discusses classic studies on conformity by Sherif and Asch, and on obedience by Milgram. Factors that influence conformity and obedience are explored, such as group size and unanimity. The document also examines theories to explain these behaviors, such as informational and normative influence, and the agentic shift proposed by Milgram to explain why people obey authority figures. Criticisms of classic studies and strategies for resisting social pressure are also summarized.
This document discusses several theories of conformity in social psychology. It describes three types of conformity proposed by Man (1969) and Kelman (1958). Deutsch and Gerard (1955) created the Dual Process Dependency Model and Normative Social Influence theory. Asch (1951) conducted an experiment where participants conformed to an incorrect majority around one third of the time. Theories suggest people conform due to uncertainty, to fit in with groups, or to make a good impression on others.
Digital VisionThinkstockLearning Objectives By the en.docxjakeomoore75037
Digital Vision/Thinkstock
Learning Objectives
By the end of the chapter you should be
able to:
• Explain Solomon Asch’s study of conformity
• Differentiate injunctive norms from descriptive
norms and normative influence from informa-
tional influence
• Describe how conformity may result in either
acceptance or compliance
• Explain the power of minorities
• Describe Milgram’s study of obedience and the
factors that make obedience more or less likely
to occur
• Explain factors that predict disobedience
Conformity and Obedience 8
Chapter Outline
8.1 Conformity
• Norms
• Normative and Informational Influence
• Minority Influence
8.2 Obedience to Authority
• What Predicts Obedience?
• Disobedience
• Ethics of Obedience Research
8.3 Leadership
Chapter Summary
• Describe the ethical issues with Milgram’s study and Milgram’s
response to those concerns
• Define leadership and differentiate the three main types
of leadership
• Define implicit leadership theories
fee85798_08_c08_171-192.indd 171 7/16/13 10:02 AM
CHAPTER 8Section 8.1 Conformity
In 1956, Jim Jones, an untrained but charismatic pastor, started the “People’s
Temple,” a racially integrated, socially minded church in Indiana. Ten years later,
he and his congregation moved to California and grew in size and power. Here,
pressures toward conformity helped align individuals’ behavior with group expec-
tations. Jones used social influence in services to punish members for undesirable
behavior, bringing members up during gatherings and publicly shaming them for
their actions. Church members were expected to obey Jones’ edicts without ques-
tion. Feeling persecuted for the good work he was doing Jones moved his entire
church to Guyana, in South America, to a settlement he named Jonestown. He
dreamed of creating a utopian community, where young and old were treated with
dignity and respect and the color of one’s skin did not matter. But Jones became
increasingly paranoid and controlling. Members worked long days, often listen-
ing to Jones speak over the loudspeaker, and were not allowed to leave. Concerned
families back home asked U.S. Representative Leo Ryan to check out the situation.
In November 1978, Ryan, some of his staff, and a news crew traveled to Guyana to
meet with Jones and members of the People’s Temple. Some of the Jonestown resi-
dents decided to leave with the congressman and as they waited for the planes to be
readied other members of Jonestown attacked the group, killing the congressman
and several others. Fearing retaliation Jones asked his followers to commit suicide
in what he called a revolutionary act. They mixed up vats of flavored drink laced
with cyanide and gave it to the children first, then the adults. Those who refused
were encouraged by guards with guns. In the end, 918 people died, either in the
attack at the airport or in the mass suicide. Jones died of a gunshot to the head
(Hall, 1987). The People’s Te.
Solomon Asch conducted a conformity experiment in 1951 to determine if individuals would conform to an obviously incorrect group answer. Participants were asked to compare line lengths but confederates unanimously chose the wrong answer on some trials. Results showed that over a third of participants conformed at least once by choosing the incorrect answer to fit in with the group, demonstrating the powerful influence of social pressure on individual judgments.
This document summarizes research on social conformity and influence. It discusses key studies such as Asch's 1951 conformity experiments and Moscovici's 1976 minority influence research. Asch found that participants often conformed to an incorrect group response, though factors like group size and unanimity affected conformity rates. Moscovici demonstrated that a small, consistent minority could sometimes influence a larger group's views. The document also analyzes criticisms of Asch's paradigm and notes the importance of dissenting opinions to prevent "groupthink" in decision making.
This document summarizes extensions and variations of Solomon Asch's conformity experiments. It discusses factors that increase conformity, such as more difficult tasks or a unanimous majority of three people. Factors that decrease conformity include a majority of only two people or a non-unanimous majority. A key study by Crutchfield found conformity even when participants made judgments alone. Later research found conformity levels decreased over time and varied by culture.
Solomon Asch conducted a famous conformity experiment in the 1950s where he had participants judge which of three lines was the same length as a target line. While most of the other participants were confederates who intentionally gave the wrong answer, about 1/3 of real participants conformed at least once by giving the incorrect answer to fit in with the majority. The experiment demonstrated the powerful influence of social pressure and conformity within groups.
Solomon Asch conducted a famous conformity experiment in the 1950s. In the experiment, participants were shown card pairs with line lengths and asked to indicate which line matched on each trial. Confederates in the experiment intentionally gave incorrect answers on some trials to see if the real participants would conform. Asch found that around 75% of real participants conformed to the incorrect group answer at least once, showing the powerful influence of social pressure on conformity. Factors like group size, task difficulty, and lack of group unanimity can impact the level of conformity observed. The experiment demonstrated that people often change their own beliefs or behaviors to fit in with the group.
08 resisting social influence (part 1) locjosephsparks
This document discusses locus of control, which refers to whether people believe they have control over events in their lives (internal locus of control) or believe external forces control events (external locus of control). It provides a questionnaire to measure locus of control and discusses how those with internal versus external loci of control differ in their likelihood to conform or obey social pressures. It also summarizes a study finding that people who rescued Jews during the Holocaust were more likely to have an internal locus of control.
The document discusses Milgram's variations on his obedience experiments and explanations for obedience. It outlines six variations Milgram conducted that altered proximity, location, or uniform from the original experiment. These include having someone else administer shocks, giving instructions over the phone, changing the location, and making participants work in groups. The variations showed obedience levels from 10% to 92.5%, supporting situational explanations. Explanations for obedience discussed are agentic state, legitimacy of authority, proximity, location, and uniform.
This document discusses types of conformity according to Kelman's (1958) three levels: compliance, identification, and internalization. It provides definitions and examples for each:
1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
It also distinguishes between normative social influence (
09b minority influence & social change pp part 2bjosephsparks
This document outlines key aspects of minority influence, including consistency, commitment, and flexibility. It discusses research by Moscovici from 1969 that found a consistent minority was more influential than an inconsistent one. Real-life examples include Martin Luther King Jr.'s consistent views influencing the civil rights movement, and Rosa Parks' commitment sparking further action. The document also discusses how a flexible minority in Nemeth's 1986 study was more persuasive than an inflexible one.
Elms and Milgram's research found that participants in Milgram's obedience study who fully obeyed the experimenter scored higher on the F-Scale questionnaire, which measures authoritarian personality traits. The F-Scale is problematic because it is subject to social desirability bias, where participants may answer in a way that makes them appear less authoritarian. Additionally, less educated people are more likely to display authoritarian traits, calling into question whether authoritarian personality truly causes obedience or if other factors like education are more influential.
02 research examining conformity pp part 2josephsparks
Joseph and Kate are newly qualified teachers who joined a one-day strike with their colleagues over pay and working conditions. When asked why they participated, Kate said the conditions were getting worse after hearing arguments from colleagues, indicating informational social influence. Joseph said he wanted a day off and didn't want to be alone, demonstrating normative social influence to fit in with the group. There are two explanations of conformity - informational social influence, where one changes their private opinion based on others' information, and normative social influence, where one conforms publicly to be accepted by the group.
This document discusses types of conformity according to Kelman's (1958) three levels: compliance, identification, and internalization. It provides definitions and examples for each:
1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
It also distinguishes between normative social influence (
Social 08 Resisting Social Influence (Part 1) LOCjosephsparks
This document discusses locus of control, which refers to whether people believe they have control over events in their lives (internal locus of control) or believe external forces control their lives (external locus of control). It provides a questionnaire to measure locus of control and discusses how those with internal versus external loci of control may differ in their likelihood to conform or obey others. It also gives an example study finding that people who rescued Jews during the Holocaust were more likely to have internal loci of control.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
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In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
08 resisting social influence (part 1) locjosephsparks
This document discusses locus of control, which refers to whether people believe they have control over events in their lives (internal locus of control) or believe external forces control events (external locus of control). It provides a questionnaire to measure locus of control and discusses how those with internal versus external loci of control differ in their likelihood to conform or obey social pressures. It also summarizes a study finding that people who rescued Jews during the Holocaust were more likely to have an internal locus of control.
The document discusses Milgram's variations on his obedience experiments and explanations for obedience. It outlines six variations Milgram conducted that altered proximity, location, or uniform from the original experiment. These include having someone else administer shocks, giving instructions over the phone, changing the location, and making participants work in groups. The variations showed obedience levels from 10% to 92.5%, supporting situational explanations. Explanations for obedience discussed are agentic state, legitimacy of authority, proximity, location, and uniform.
This document discusses types of conformity according to Kelman's (1958) three levels: compliance, identification, and internalization. It provides definitions and examples for each:
1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
It also distinguishes between normative social influence (
09b minority influence & social change pp part 2bjosephsparks
This document outlines key aspects of minority influence, including consistency, commitment, and flexibility. It discusses research by Moscovici from 1969 that found a consistent minority was more influential than an inconsistent one. Real-life examples include Martin Luther King Jr.'s consistent views influencing the civil rights movement, and Rosa Parks' commitment sparking further action. The document also discusses how a flexible minority in Nemeth's 1986 study was more persuasive than an inflexible one.
Elms and Milgram's research found that participants in Milgram's obedience study who fully obeyed the experimenter scored higher on the F-Scale questionnaire, which measures authoritarian personality traits. The F-Scale is problematic because it is subject to social desirability bias, where participants may answer in a way that makes them appear less authoritarian. Additionally, less educated people are more likely to display authoritarian traits, calling into question whether authoritarian personality truly causes obedience or if other factors like education are more influential.
02 research examining conformity pp part 2josephsparks
Joseph and Kate are newly qualified teachers who joined a one-day strike with their colleagues over pay and working conditions. When asked why they participated, Kate said the conditions were getting worse after hearing arguments from colleagues, indicating informational social influence. Joseph said he wanted a day off and didn't want to be alone, demonstrating normative social influence to fit in with the group. There are two explanations of conformity - informational social influence, where one changes their private opinion based on others' information, and normative social influence, where one conforms publicly to be accepted by the group.
This document discusses types of conformity according to Kelman's (1958) three levels: compliance, identification, and internalization. It provides definitions and examples for each:
1) Compliance involves public behavior change but not private belief change, and is short-term. An example is eating meat privately while conforming to vegetarian friends.
2) Identification involves public and private belief changes that are short-term while in the presence of the group, like temporarily becoming Christian to please friends.
3) Internalization involves long-term public and private belief changes that continue without the group's presence, such as permanently adopting a friend's fashion views.
It also distinguishes between normative social influence (
Social 08 Resisting Social Influence (Part 1) LOCjosephsparks
This document discusses locus of control, which refers to whether people believe they have control over events in their lives (internal locus of control) or believe external forces control their lives (external locus of control). It provides a questionnaire to measure locus of control and discusses how those with internal versus external loci of control may differ in their likelihood to conform or obey others. It also gives an example study finding that people who rescued Jews during the Holocaust were more likely to have internal loci of control.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
This slide is special for master students (MIBS & MIFB) in UUM. Also useful for readers who are interested in the topic of contemporary Islamic banking.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
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it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
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2. Asch (1951)
Task 1: You will be shown a summary of Asch (1951). Your task is to read
the summary on the white board and identify the 10 mistakes.
3. Spot the Mistakes
Aim: To see if participants would conform and give the incorrect answer in a situation where the correct
answers are always really obvious (ambiguous situation).
Method: Asche used a large group of confederates (fake participants) and 60 real participants who were male
American postgraduates. In the experiment, the real participants were put into groups of 6, where they were
the only real participant and the other 7 were confederates. Before the experiment started the confederates
were instructed by Asch to give the wrong answer on 14 of the 18 trials; these 14 trials were called the
experimental trials. Once in their groups they were all shown a standard line and three comparison lines of
different lengths. They were then all told to call out, in turn, which of the 3 lines was the same length as the
test line. The correct answer was always obvious.
Results: The overall conformity rate on the critical trials was 39%. However, 26 % never conformed at all.
Conclusion: Even in unambiguous situations, there is still pressure to conform to the majority. From the post
experiment interviews, Asch found that some people experienced informational social influence, so
conformed to avoid being rejected; whereas others experienced informational social influence, so conformed
because they doubted their own judgement.
4. Spot the Mistakes
Aim: To see if participants would conform and give the incorrect answer in a situation where the
correct answers are always really obvious (unambiguous situation).
Method: Asche used a large group of confederates (fake participants) and 50 real participants who
were Male American Undergraduates. In the experiment, the real participants were put into groups of
8, where they were the only real participant and the other 7 were confederates. Before the
experiment started the confederates were instructed by Asch to give the wrong answer on 12 of the
18 trials, these 12 trials were called the critical trials. Once in their groups they were all shown a
standard line and three comparison lines of different lengths. They were then all told to call out, in
turn, which of the 3 lines was the same length as the target line. The correct answer was always
obvious.
Results: The overall conformity rate on the critical trials was 32%. However, 26 % never conformed at
all.
Conclusion: Even in unambiguous situations, there is still pressure to conform to the majority. From
the post experiment interviews, Asch found that some people experienced normative social influence,
so conformed to avoid being rejected; whereas others experienced informational social influence so
conformed because they doubted their own judgement.
5. Lesson Objectives
To revise Asch’s (1951) research on conformity.
To outline Asch’s (1951) variations and consider the psychological reasons
for the differences found.
To evaluate Asch’s (1951) research.
Specification: Variables affecting conformity including group size, unanimity and task
difficulty as investigated by Asch.
6. In Asch’s original research he found an overall conformity rate on critical
trials of 32%. Since 1951, numerous studies have been conducted looking
at different effects of conformity.
Task: You will now be given
different variations of Asch’s
research.
Your task is write on a mini-
whiteboard whether you think
conformity rate is higher / lower
than 32% - you could even try to
guess a %...
Asch (1951) – Original – 32%
7. Variation 1 Group Size: In one variation there was only 1 confederate
(actor) and 1 real participant. Do you think overall conformity on critical
trials was higher or lower than 32%? Why?
Asch (1951) – Original – 32%
Overall conformity on critical trials
dropped to 3%
However, it could be argued that
this is NOT an example of social
influence or majority influence.
8. Variation 2 Group Size: In one variation there were 2 confederates
(actor) and 1 real participant. Do you think overall conformity on critical
trials was higher or lower than 32%? Why?
Asch (1951) – Original – 32%
Overall conformity on critical trials
dropped to 12.8%
9. Variation 3 Group Size: In one variation there were three confederates
(actor) and 1 real participant. Do you think overall conformity on critical
trials was higher or lower than 32%? Why?
Asch (1951) – Original – 32%
Overall conformity on the critical trials
remained the same at 32%
10. Variation 4 Group Size: In one variation there were 15 confederates
(actor) and 1 real participant. Do you think overall conformity on critical
trials was higher or lower than 32%? Why?
Asch (1951) – Original – 32%
Overall conformity dropped slightly to
approximately 29%.
11. Variation 5 Historical Context/Expertise: Perrin & Spencer (1981)
replicated the Asch study 30 years later, with 33 male students who were
studying engineering, chemistry or mathematics.
Asch (1951) – Original – 32%
Overall conformity was almost non-
existent (0.25%).
Question: Do you think that this is
because the experiment took place
30 years later, or do you think it’s
because of the type of students
taking part?
12. Variation 6 Culture: Smith & Bond (1993) conducted a meta-analysis of
31 studies and found two key findings: 1) Fiji, 2) Belgium. What do you
think the overall conformity rate on critical trials was in these two
countries…
Asch (1951) – Original – 32%
Overall conformity on critical trials was
14% in Belgium.
Question: What might cause a
difference in the conformity rates
between different countries?
Overall conformity on critical trials was
58% in Fiji.
13. Variation 7 Unanimity: In one variation, one other confederate (actor),
out of the 7, gave the correct answer on the critical trials.
Asch (1951) – Original – 32%
Overall conformity dropped to 5%.
14. Variation 8 Unanimity: In one variation, one other confederate (actor),
out of the 7, gave a different incorrect answer to the majority.
Asch (1951) – Original – 32%
Overall conformity dropped to 9%.
15. Variation 9 Task Difficulty: In one variation, the task was made
significantly more difficult, by making the difference between the line
lengths significantly smaller.
Asch (1951) – Original – 32%
Overall conformity increased, although
Asch didn’t report a %.
16. Asch’s Variations
Task: Complete the following table on your handout and state whether
each variation is higher/lower than Asch’s (1951) original and the %...if
you can remember.
17. Variation Overall conformity on critical trials
(higher/lower) and % (if applicable)
Group Size: 1 Confederate Lower (3%)
Group Size: 2 Confederates Lower (12.8%)
Group Size: 3 Confederates Remained the same (32%)
Group Size: 15 Confederates Lower (29%)
Historical Context/Expertise: Perrin & Spencer (1981) 0.25%
Culture: Meta-analysis by Smith & Bond - Fiji 58%
Culture: Meta-analysis by Smith & Bond - Belgium 15%
Unanimity – Where one of the confederates gave the
correct answer throughout.
5%
Unanimity – Where one of the confederates gave a
different incorrect answer to the majority.
9%
Task Difficulty – Where the task was made significantly
more difficult, by making the different between the
line lengths significantly smaller.
Increased.
18. Variation Overall conformity on critical trials
(higher/lower) and % (if applicable)
Group Size: 1 Confederate Lower (3%)
Group Size: 2 Confederates Lower (12.8%)
Group Size: 3 Confederates Remained the same (32%)
Group Size: 15 Confederates Lower (29%)
Historical Context/Expertise: Perrin & Spencer (1981) 0.25%
Culture: Meta-analysis by Smith & Bond - Fiji 58%
Culture: Meta-analysis by Smith & Bond - Belgium 15%
Unanimity – Where one of the confederates gave the
correct answer throughout.
5%
Unanimity – Where one of the confederates gave a
different incorrect answer to the majority.
9%
Task Difficulty – Where the task was made significantly
more difficult, by making the different between the
line lengths significantly smaller.
Increased.
19. The Burger Technique
Task: You will now be given 9 statements. Cut the statements out and
arrange the statements into three burger paragraphs for Asch’s study on
conformity.
20. TopBun
Point
Meat
EvidenceorExample
DoubleWhopper
Counter-ArgumentorI&D
BottomBun
Explain Asch did not fully adhere to the code of ethics.
Participants were not protected from psychological harm as
they may have been stressed when they disagreed with the
majority. Asch deceived the student volunteers claiming
they were taking part in a 'vision' test; the real purpose was
to see how the 'naive' participant would conform to the
behaviour of the confederates.
This is a problem because he was not respecting his
participants who had offered to take part in his
research; however, deception was necessary to
produce valid results.
21. TopBun
Point
Meat
EvidenceorExample
DoubleWhopper
Counter-ArgumentorI&D
BottomBun
Explain Another limitation of Asch is his study has low ecological validity.
In the experiment he used an artificial task to measure
conformity - judging line lengths. Judging line lengths is a
task that most people would not normally do in their
everyday lives.
This is a problem because the results cannot be
generalized to other real life situations of
conformity. If his study was done using a ‘real life’
situation/task, he may have got different results.
22. TopBun
Point
Meat
EvidenceorExample
DoubleWhopper
Counter-ArgumentorI&D
BottomBun
Explain One limitation of the study is that it used a biased sample.
All the participants were American male university
students who all belonged to the same sex, age group
and occupation.
Furthermore, the fact that Asch only used male
participants in his sample shows a gender bias (in
particular a beta bias), as his research may have ignored
or minimised the differences between men and women
in relation to conformity and therefore we are unable to
conclude whether females conform in a similar way.
This means that study lacks population validity
and that the results cannot be generalized to
females or older groups of people.
23. The Burger Technique
Task: Now look at your completed burgers. Could you improve any of the
evaluation points:
1. Is the evidence/example fully explained?
2. Does the explanation (the bottom bum) really say why the evaluation is
a strength or limitation?
3. Do you disagree with any of the
evaluation points and could you
write a counter-argument?
Editor's Notes
Variation
Overall conformity on critical trials (higher/lower) and % (if applicable)
Group Size: 1 Confederate
Lower (3%)
Group Size: 2 Confederates
Lower (12.8%)
Group Size: 3 Confederates
Remained the same (32%)
Group Size: 15 Confederates
Lower (?%)
Historical Context: Perrin & Spencer (1981)
Lower (0.25%)
Culture: Meta-analysis by Smith & Bond - Fiji
Higher (58%)
Culture: Meta-analysis by Smith & Bond - Belgium
Lower (14%)
A Non-Unanimous Majority
Lower (5%)
Variation
Overall conformity on critical trials (higher/lower) and % (if applicable)
Group Size: 1 Confederate
Lower (3%)
Group Size: 2 Confederates
Lower (12.8%)
Group Size: 3 Confederates
Remained the same (32%)
Group Size: 15 Confederates
Lower (?%)
Historical Context: Perrin & Spencer (1981)
Lower (0.25%)
Culture: Meta-analysis by Smith & Bond - Fiji
Higher (58%)
Culture: Meta-analysis by Smith & Bond - Belgium
Lower (14%)
A Non-Unanimous Majority
Lower (5%)
Variation
Overall conformity on critical trials (higher/lower) and % (if applicable)
Group Size: 1 Confederate
Lower (3%)
Group Size: 2 Confederates
Lower (12.8%)
Group Size: 3 Confederates
Remained the same (32%)
Group Size: 15 Confederates
Lower (?%)
Historical Context: Perrin & Spencer (1981)
Lower (0.25%)
Culture: Meta-analysis by Smith & Bond - Fiji
Higher (58%)
Culture: Meta-analysis by Smith & Bond - Belgium
Lower (14%)
A Non-Unanimous Majority
Lower (5%)
Furthermore, the fact that Zimbardo only used male participants in his sample shows a beta bias, as his research may have ignored or minimised the differences between men and women in relation to conformity to social roles and therefore we are unable to conclude whether females conform to social roles in a similar way.