revision cards for aqa psych paper 1 social influence topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
Research Methods (Unit 4: Issues and Debates)MissHSociology
Edexcel Psychology Unit 4: A-Level
Key notes and studies on research methods in psychology.
Evaluation points for all methods and description of studies: Milgram, Hofling, Charlton, Bandura, Mumford and Whitehouse, Loftus and Palmer, Gauntlett and Camberbatch, DeBellis, Freud (Little Hans).
Notes on how to improve research in Psychology.
25 sty 2019 ... It complements previous research by assessing the neural basis of social influence and extends our understanding of the decision to trust. Our .... 14 cze 2023 ... Social influence is the process by which an individual's attitudes, beliefs or behavior are modified by the presence or action of others.. Social influence involves intentional and unintentional efforts to change another person's beliefs, attitudes, or behavior. Unlike persuasion, which is .... Social influence plays a significant role in shaping consumer behavior, and research in this area comprises a substantial portion of the literature.. 12 maj 2016 ... Social influence research covers a broad range of topics, from persuasion and attitude change, to compliance and conformity, to collective .... 1 mar 2013 ... The empirical study we analyse was conducted by Lorenz et al.. In this experiment individuals were asked to guess the correct answer to six .... 11 lut 2019 ... In our study, we used the event-related functional magnetic resonance imaging to investigate brain activity in social influence during a trust .... Social Influence Research Topics: · Compliance · Debiasing · Door-in-the-Face Technique · Foot-in-the-Door Technique · Forewarning · Heuristic-Systematic Model of .... Social influence research is also typically nomothetic. It attempts to create general theories and laws of social behaviour that apply to any individual. It .... Latané's Social Impact Theory (1981); a very useful mathematical model for explaining social impact. Kelman's theory is older, so much more research up to date ...
Research Methods (Unit 4: Issues and Debates)MissHSociology
Edexcel Psychology Unit 4: A-Level
Key notes and studies on research methods in psychology.
Evaluation points for all methods and description of studies: Milgram, Hofling, Charlton, Bandura, Mumford and Whitehouse, Loftus and Palmer, Gauntlett and Camberbatch, DeBellis, Freud (Little Hans).
Notes on how to improve research in Psychology.
25 sty 2019 ... It complements previous research by assessing the neural basis of social influence and extends our understanding of the decision to trust. Our .... 14 cze 2023 ... Social influence is the process by which an individual's attitudes, beliefs or behavior are modified by the presence or action of others.. Social influence involves intentional and unintentional efforts to change another person's beliefs, attitudes, or behavior. Unlike persuasion, which is .... Social influence plays a significant role in shaping consumer behavior, and research in this area comprises a substantial portion of the literature.. 12 maj 2016 ... Social influence research covers a broad range of topics, from persuasion and attitude change, to compliance and conformity, to collective .... 1 mar 2013 ... The empirical study we analyse was conducted by Lorenz et al.. In this experiment individuals were asked to guess the correct answer to six .... 11 lut 2019 ... In our study, we used the event-related functional magnetic resonance imaging to investigate brain activity in social influence during a trust .... Social Influence Research Topics: · Compliance · Debiasing · Door-in-the-Face Technique · Foot-in-the-Door Technique · Forewarning · Heuristic-Systematic Model of .... Social influence research is also typically nomothetic. It attempts to create general theories and laws of social behaviour that apply to any individual. It .... Latané's Social Impact Theory (1981); a very useful mathematical model for explaining social impact. Kelman's theory is older, so much more research up to date ...
AQA Psychology A Level Revision Cards - Schizophrenia Topicaesop
revision cards for aqa psych paper 3 schizophrenia topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Research Methods Topicaesop
revision cards for aqa psych paper 2 research methods topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Psychopathology Topicaesop
revision cards for aqa psych paper 1 psychopathology topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Memory Topicaesop
revision cards for aqa psych paper 1 memory topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Issues And Debates Topicaesop
revision cards for aqa psych paper 3 issues and debates topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Cognition And Development Topicaesop
revision cards for aqa psych paper 3 cognition and development topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Biopsychology Topicaesop
revision cards for aqa psych paper 2 biopsychology topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Attachment Topicaesop
revision cards for aqa psych paper 1 attachment topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Approaches Topicaesop
revision cards for aqa psych paper 2 approaches topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Aggression Topicaesop
revision cards for aqa psych paper 3 aggression topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
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AQA Psychology A Level Revision Cards - Schizophrenia Topicaesop
revision cards for aqa psych paper 3 schizophrenia topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Research Methods Topicaesop
revision cards for aqa psych paper 2 research methods topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Psychopathology Topicaesop
revision cards for aqa psych paper 1 psychopathology topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Memory Topicaesop
revision cards for aqa psych paper 1 memory topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Issues And Debates Topicaesop
revision cards for aqa psych paper 3 issues and debates topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Cognition And Development Topicaesop
revision cards for aqa psych paper 3 cognition and development topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Biopsychology Topicaesop
revision cards for aqa psych paper 2 biopsychology topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1/2 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Attachment Topicaesop
revision cards for aqa psych paper 1 attachment topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Approaches Topicaesop
revision cards for aqa psych paper 2 approaches topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 1 textbook, for reference i achieved an a* :)
AQA Psychology A Level Revision Cards - Aggression Topicaesop
revision cards for aqa psych paper 3 aggression topic. please excuse spelling or grammar mistakes! made entirely by me using the standard year 2 textbook, for reference i achieved an a* :)
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
How to Make a Field invisible in Odoo 17Celine George
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for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
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The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
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AQA Psychology A Level Revision Cards - Social Influence Topic
1. Types and Explanations
Internalisation: genuine acceptance of group norms, present both in public and
private, permanent attitude alteration
Identification: temporary acceptance, public and private, usually to be a part of a
group
Compliance: public-only acceptance of group norms, very superficial and
temporary change
Informational Social Influence (ISI): agreeance with the majority opinion out of the
desire to be correct or a need to have the correct information, believing the
majority is most likely right; most likely to happen in new situations or ambiguous
situations
Normative Social Influence (NSI): agreeance with the majority opinion out of the
desire to be liked or viewed as ‘normal’, emotional rather than cognitive; most
likely to happen in situations with strangers or where emotional isolation is a
possibility
2. Types and Explanations - EVAL
Research support for ISI - Lucas (2006) found greater conformity in incorrect
group answers to questions that were difficult, suggesting people conform when
they are unsure about an answer
Individual differences in NSI - McGhee and Teevan (1967) suggested that certain
people are much more susceptible to NSI than others, nAffiliators who require
affiliations; suggests that NSI is not a blanket acceptable explanation and may
only affect certain people
ISI and NSI work together - they are not separatable, because real life is not a
separated society; not always possible to tell whether an individual is being
affected by NSI or ISI
Individual differences in ISI - students/those with higher educations may be less
susceptible to ISI
Research support for NSI - Asch found his ppts went along with a wrong answer
because others did, suggesting a need for affiliation
3. Asch’s Research
Asch (1951): tested conformity by asking ppts (123 male American students) to
match a line to another from a selection of correct and incorrect lengths; each ppt
was tested individually with a group of 6 to 8 confederates; confederates gave
right answers at first but after a few questions were instructed to give wrong
answers
Findings: ppts gave the wrong answer 36.8% of the time, with 25% not
conforming on any of the trials; interviews conducted afterwards revealed they
conformed to avoid rejection
Asch’s variations: group size – with three confederates conformity rose to 31.8%
but addition of additional confederates made little difference; unanimity –
introduction of a confederate who disagreed with others, conformity was reduced
by a quarter; task difficulty – comparison lines made more similar in length,
conformity increase
4. Asch’s Research - EVAL
Temporal validity – Perrin and Spencer (1980) recreated Asch’s study with engineering
students and found very little conformity, suggesting Asch’s results were limited to a
time in which people were, on the whole, more conformist
Artificial situation – ppts may have been subject to demand characteristics, knowing
that they were in a research study + with the task being relatively trivial and not
applicable to real life; suggests that the conclusions drawn may not be generalisable
Limited application of findings – only men were tested, from an individualist culture, in
a time of peak conformity; suggesting Asch’s research needs to be replicated in other
cultures for its findings to be validated
Findings only apply to certain situations – ppts had to answer out loud to a group of
strangers, this may have unwillingly increased conformity
Ethical issues – ppts were not told that they were being tested with confederates
5. Zimbardo’s Research
Procedure: mock prison in the basement of Stanford University with 24 students
randomly assigned to either ‘guard’ or ‘prisoner’ roles; prisoners were mock-
arrested, strip-searched and given a uniform/number; guards were told to keep
prisoners in line and could do anything short of physical harm, had complete
power over the prisoner’s daily routines
Findings: had to be stopped at day 6 rather than intended 14 due to emotional
states of prisoners; prisoners had begun rebelling against guards’ harsh
treatments but the guards got extremely cruel and divisive with their punishments;
one prisoner released on the first day and two more on the fourth
Conclusions: all conformed to their roles within the prison, even volunteers only
momentarily involved
6. Zimbardo’s Research – EVAL
Control – this research was highly controlled and therefore has a certain degree of
validity as scientific research; ppts were randomly assigned roles for example
Lack of realism – ppts may have been play-acting rather than genuinely conforming to
their roles, i.e. one guard claimed he had based his actions off of a tv-show prison
guard and was therefore acting disingenuinely; this suggests Zimbardo’s conclusions
are incorrect
Role of dispositional influences – Zimbardo may have exaggerated the power of
situation and minimised personality factors; only a minority of guards behaved brutally
and this was emphasised
Lack of research support – this experiment was replicated by the BBC but they found
that the prisoners took control and overran the guards; explained by social identity
theory that the guards failed to cultivate a shared identity that the prisoners had
Ethical issues – due to the treatment of the prisoners, this study is highly unethical as it
posed psychological, emotional, and even physical dangers to its ppts; researchers
were too deep into roles as well and this did further harm
7. Milgram’s Research
Procedure: 40 male ppts were invited for a study on ‘the role of punishment in
learning’, assigned to be teachers with a confederate (unknowingly to ppt) as a
student and another as an experimenter; ppts told to shock the student when they
got an answer wrong with increasing increments (15v to 450v) not knowing the
shocks were fake; experimenter gave one of 4 prods when ppt felt unsure
Findings: no ppts stopped below 300v, 12.5% stopped at 300, 65% went on to the
450v; ppts showed signs of distress but still continued
Before the study, Milgram had asked his students to estimate the amount they
thought would go to 450V- they had estimated no more than 3%
8. Milgram’s Research - EVAL
Low internal validity – suggested that ppts knew the shocks weren’t real and acted
accordingly, a review of the debrief tapes confirmed that many expressed doubts about
the realness of the shocks
However, Sheridan and King replicated this study with real shocks on a puppy, and
despite this 54% of males and 100% of females delivered what they thought was a fatal
shock
Good external validity – central feature was the relationship between the experimenter
and the ppts, which accurately reflects authority relationships in real life; this suggests
the findings are applicable to more everyday scenarios
Supporting replication – French TV show used a replication of Milgram’s research, 80%
of ppts delivered a maximum shock of 460V; this supports and confirms the findings of
Milgram’s original research
Ethical issues – unethical in that the ppts were unaware that the shocks were fake and
that they were the only genuine participant, could have caused serious and lasting
psychological harm
9. Situational Variables
Proximity: ppt and learner confederate were in the same room- obedience
dropped to 40% from baseline 65%; another variation had ppt put learner’s hand
onto electroshock plate- obedience dropped to 30%; if experimenter gave orders
by phone it dropped to 20.5%
Location: study took place in a run-down office building rather than the
prestigious Yale university- obedience dropped to 47.5%
Uniform: experimenter was played by ‘member of public’ (another confederate) in
casual clothing, producing the lowest obedience of all trials at 20%
10. Situational Variables - EVAL
Research support – Bickman (9174) conducted a study where a confederate asked members of the
public to pick up littler, dressed as either a businessman/milkman/security guard; found that ppts
were twice as likely to obey security guard than any other, suggesting uniform does in fact have an
influence on obedience like Milgram suggested
Lack of internal validity – thought that many of Milgram’s ppts may have worked out it was fake,
especially within the ‘member of public’ variable; it is unclear whether the results are genuine or
not
Cross-cultural replications – Miranda et al (1981) found an obedience of 90% in Spanish students,
suggesting that Milgram’s findings are not limited to American males and have the capability to be
generalised
However, it has been pointed out that the large majority of replications have taken place in
developed western countries and there is no credible proof of Milgram’s work being applicable to
a more diverse array of cultures
Control of variables – Milgram was systematic in his alteration of variables, improving the internal
validity of the study
Obedience alibi – these findings support a situational explanation of obedience, but it is
dangerous to apply this theory to real life scenarios such as in the justice system because it allows
perpetrators to escape accountability for their actions
11. Social-Psychological Factors of Obedience
Agentic state: a mental state where we feel no personal responsibility for our behaviour
because we believe ourselves to be acting for an authority figure, freeing us from the
demands of our consciences + allowing us to obey even a destructive authority figure
Autonomous state: opposite of the agentic state, when an individual is acting for
themselves and so takes full responsibility for their actions
The shift from autonomy to agency is known as the agentic shift, occurring when
someone perceives another as a figure of authority
Binding factors: aspects of a situation that allow a person to ignore or minimise the
damaging effect of their behaviour to reduce their moral strain
Legitimacy of authority: an explanation for obedience which suggests that we are more
likely to obey people who we perceive to have authority over us, this authority is
justified (legitimate) by the individual’s position of power within a social hierarchy
Problems can arise when we relinquish autonomy over events to an authoritative figure
we believe to be knowledgeable and they act in a destructive way
12. Social-Psychological Factors of Obedience
- EVAL
Research support – when shown a film of Milgram’s study, students identified that
the experimenter was to blame for the harm to the learner, suggesting that they
recognised an agentic state in the ppts and went to the top of the hierarchy of
power for blame
Limited explanation – agentic shift does not explain many of Milgram’s research
findings (e.g. why some did not obey) and cannot explain why some individuals
do not feel anxiety acting as an agent destructively, meaning it has limited
application
Cultural differences – legitimacy of authority explains a large amount of cultural
differences in obedience, such as when Milgram’s study was replicated in Australia
and they found only 16% displayed full obedience, and German studies showed
85%; suggesting that how cultures are taught to perceive authority figures will
reflect their rates of obedience + so giving this explanation a higher rate of
validity and generalisability
13. Dispositional Explanations
Authoritarian personality: a type of personality that is especially susceptible to obeying people in
authority; such individuals also tend to view those below them as ‘inferior’ and be dismissive of
them whilst being submissive to authority figures
Adorno et al. (1950) developed the F Scale to test the levels of authoritarian personality within
2000 middle-class Americans, which asked an array of sliding-scale questions to gauge a person’s
political and social views
Findings: people with higher ratings identified with ‘strong’ people and were contemptuous of the
‘weak’, as well as having very solidified black-and-white thinking in regards to certain groups, with
their schema being made up of very strong stereotypes- positive correlation between
authoritarianism and prejudice
Authoritarian characteristics: highly conventional attitudes towards race, sex, and gender; believing
societal leaders require strong traditional values and are uncomfortable with uncertainty
Origins: Adorno theorised that this personality comes from elements of conditional love in
childhood, where perceived failures are severely criticised; he also suggested expectations of
absolute loyalty and strict discipline to be additional factors in the development of an
authoritarian personality
14. Dispositional Explanations – EVAL
Research support – Milgram and Elms (1966) conducted interviews with fully obedient ppts who
scored highly on the F-Scale, believing there to be a link
However, the found link was only correlative, and it is impossible to truly discern if there is any
relation between obedience and authoritarian personality in a scientific way outside of qualitative
data
Limited explanation – is not generalisable to large swathes of population as it is based on
individual personality, meaning that it cannot be temporally applied to contexts such as WW2 etc.,
diminishing its potential realism
Political bias – Adorno’s F-Scale measured right-wing authoritarianism, but neglected the existence
of a left-wing authoritarian personality, meaning the explanation is not comprehensive as it only
focuses on one political area of authoritarian personality
Methodological problems – every item is worded in the same ‘direction’ which leaves the danger
of acquiesce bias open, and it has other methodological flaws which make it highly scientifically
invalid
Correlative – Adorno only found correlations within his variable relationships, but this does not
equal causation and it is incorrect to present findings that state such a thing
15. Resistance to Social influence
Social support: the presence of people who resist pressure to conform or obey can
help others to do the same, acting as models to show others that resistance to social
influence is possible
Conformity: Asch’s research demonstrates that the dissenter does not have to be
correct, but just dissenting to act as a model
Obedience: Milgram’s study showed a drop to 10% from 65% when the ppt was joined
by a disobedient confederate
Locus of Control: Rotter (1966) proposed the concept, which refers to the sense we
each have about what directs events in our lives; internals believe they are mostly
responsible for what happens to them (this is an internal locus of control) whereas
externals believe it is a matter of luck or fate (this is an external LOC)
Locus of control is on a continuum/spectrum, no one is truly internal or external
Those with internal LOCs are more likely to resist social influence because they believe
themselves to have more autonomy over their life events and actions; they also tend to
be more self-confident, more ambitious, have more intelligence and less need for
social approval
16. Resistance to Social Influence - EVAL
Research support, conformity – Allen and Levine (1971) found conformity decreased when there
was one dissenter in an Asch replication, even working if dissenter wore very thick glasses and
confessed he had trouble with his vision (being in no position to judge line length); this suggests
that resistance enables an individual to be free of the group rather than just conforming to
another
Research support, obedience – Gamson et al. (1982) found higher levels of resistance in their study
them Milgram, due to the fact that the ppts were in groups rather than individuals (88% rebelled);
suggests that peer support is linked to higher resistance
Research support for LOC – Holland (1967) replicated Milgram’s baseline with tests to test ppts
LOC, and found that 37% of internals did not go to the highest level compared to 23% of
externals; this suggests that LOC does have a basis for being an explanation for resistance to social
influence
Contradictory research – Twenge et al. (2004) meta-analysed American LOC studies, and found
that people have become more resistant to social influence but also more external, suggesting
that LOC is an incomplete or temporally invalid explanation
Limited role of LOC – the role of LOC in resisting social influence may have been exaggerated, and
has very little influence in familiar situations (where social influence is most likely to occur)
17. Minority Influence
Minority influence: a form of social influence in which a minority of people
persuade others to adopt their beliefs, attitudes or behaviours; leading to
internalisation or conversion, in which private attitudes are changed as well as
public behaviours
Consistency: MI is more effective if the minority group’s views remain consistent
both over time and across the group itself
Commitment: MI is more effective if the minority group shows commitment, most
often in the form of making personal sacrifices in the name of beliefs
Flexibility: minority groups should be prepared to compromise with the majority in
order to convert more people to their beliefs, since rigid systems will scare those
with opposing beliefs off
Snowball effect: over time, more and more people will join the minority group in a
steepening curve, and eventually the minority becomes the majority
18. Minority Influence - EVAL
Research support for consistence – Moscovici et al.’s study shows that a consistent minority
opinion had a greater effect on others as opposed to an inconsistent one, and meta-analyses have
returned the same; suggests the usefulness of consistence
Research support for depth of though – Martin et al. (2003) found that ppts were less likely to be
supportive of a conflicting viewpoint if they had heard from a majority group rather than a
minority group; suggests the minority group has greater processing effect
Artificial tasks – most studies looking into minority effects use artificial tasks which decreases their
validity and their application to real-life scenarios
Research support for internalisation – in a variation of Moscovici, ppts were allowed to write down
their answers privately, and private agreement with a minority view was greater than in the
baseline; suggests that internalisation is an effect from minority influence and that minority
agreement is not simply public
Limited real-world applications – research studies are able to make a clear line between the
minority and majority views, but this is just not applicable to many real-life scenarios where
minority influence happens; and there are usually more differences between viewpoints than just
numerical value
19. Social Change
Social change: this occurs when whole societies, rather than just individuals, adopt new attitudes,
beliefs, and ways of doing things. Examples include accepting that the Earth orbits the sun,
women’s suffrage, gay rights, and environmental issues
Steps in how minority influence creates social change: drawing attention, consistency, deeper
processing, augmentation principle, snowball effect, social cryptomnesia
Augmentation principle: the attributional tendency to assign greater importance to a particular
cause or rationale of behaviour if there are other factors present that would normally produce a
different outcome
Social cryptomnesia: people have a memory that change has occurred in society but no memory
of when exactly or how it happens- the minority has become the accepted and mostly undisputed
majority
Lessons from conformity: social campaigns often use normative social influence to convert
individuals to their cause, for example claiming that ‘everyone else already has this view’ and the
individual is ‘late to the party’
Lessons from obedience: Zimbardo talked about the use of ‘gradual commitment’ in social change;
if people are willing to commit to smaller changes then eventually they will be more willing to
commit to bigger ones that change certain fundamentals in society e.g. racists accepting the
desegregation of buses to accepting minorities as equal citizens in Civil Rights America
20. Social Change – EVAL
Research support for normative influences – Nolan et al. (2008) hung messages on doors in San Diego
telling residents that most others had already decreased their energy usage, with a control that just asked
residents to decrease energy usage with no reference to other’s behaviour; found that those with
messages using NSI had a significant decrease in energy usage suggesting the use of NSI in social
change
Minority influence is only indirectly effective – change happens slowly when they happen at all, for
example changes to smoking attitudes and drink-driving took decades; this suggests that social influence
may play a more minor role in social change than thought
Role of deeper processing – it is argued that minority and majority influence involve different cognitive
processes, however Mackie (1987) disagrees and suggests that majority influence can cause deeper
processing if an individual does not already share their views; this means that the central element in the
process of minority influenced has been challenged and questions the validity of Moscovici’s theory
Barriers to social change – Bashir et al. (2013) found that majorities are less likely to change their opinion
if they do not want to be associated with the stereotypes of the minority group, suggesting minority
groups have to behave in a certain way in order for their social influence to have an effect
Methodological issues – most explanations of social influence branch off of studies by Moscovici, Asch,
and Milgram, all of which were deeply flawed methodologically, suggesting that new, more scientific
breakthrough studies should be considered to be the basis of minority influence and social change
theories