Provides elaborate 16 marker plans for all questions that could appear in the exams, includes all key statistics and names mentioned on the specification for AQA, as well as a range of evaluations to choose from.
Conformity: types and explanations conformity
AO1
TYPES:
Internalisation
- occurs when a person genuinely accepts the group norms
- public + private change of opinions/behaviour
- Likely to be permanent + change in opinion is there in absence of other groups
members.
Identification
- Conform to options/behaviour of a group because there is something about that group
we value
- Identify with the group → want to be part of it
- Publicly change our opinion/behaviour to achieve this even if we don’t privately agree
Compliance
- ‘Going along with others’ in public but not changing personal opinions/behaviour
privately
- Superficial change + behaviour/opinion stops as group pressure stops
EXPLANTIONS:
Informational social influence
- People follow the behaviour of the majority because they want to be right.
- E.g. uncertain of answer to question → most of class agrees
→ more likely to be right → so you agree
- Most likely to happen in new situations/where there is ambiguity/crisis
situations/when person (or group) is regarded as expert
- Cognitive process → to do with how you think
Normative social influence
- Norms = what’s normal/typical behaviour for a group
, - Need to be liked → not appear foolish and gain social
approval
- Most likely to happen is situations with strangers/friends/stressful situations
- Emotional process
AO3
S - Research support: ISI
- Students answering maths problems, difficult + easy
- Greater conformity to incorrect answers when questions were difficult
- Most true for students who rated mathematical ability as poor
→ people conform in situations where they feel they don’t
know the answer - predicted outcome of ISI, we look to
other people + assume they know better + must be right.
S - Research support for NSI
- (Asch) ppts went along with clearly wrong answer just because other people did
- Asked why → said they felt self conscious giving correct
answer + afraid of disapproval
- Repeated study where ppts wrote down answers instead of saying it out loud
- Conformity → down to 12.5%
→ supports NSI prediction of people’s need to be liked
L - Individual difference in NSI
- NSI doesnt affect everyone’s behaviour in same way
- E.g. people less concerned with being liked - less affected
- nAffiliators = people who have a need for association with others, greater need for
affiliation.
- (Study) students high in need of affiliation - more likely to conform
→ desire to be liked underlies conformity for some people
more than others, there are individual differences in the
way people respond
, Conformity: Asch’s research
AO1
Procedure
- (Testing conformity) showed ppts ‘standard line’ and 3
‘comparison lines’ → one the same as the standard line + 2
substantially different ones. Ppt asked which matched.
- 123 american male undergraduates, tested individually in group of 6-8 confederates
- 12/18 of trials the confederates gave the wrong answers.
Findings
- Ppt gave wrong answer 36.8% of the time
- 75% conformed at least once
- When interviewed said they conformed to avoid rejection (NSI)
VARIATIONS:
Group size
- 3 confederates → conformity rose to 31.8%
- Addition of further confederates made little difference
→ small majority is not sufficient for influence to be
exerted but there’s no need for a majority of more than 3
Unanimity
- Confederate who disagreed with others - gave difference answer (right/wrong)
- Conformity reduced by ¼ from level it was when majority was unanimous
- Presence of dissenter enabled ppt to behave more independently
→ influence of majority depends to some extent on group
being unanimous
Task diffi culty
- More difficult → standard line and comparison lines more
similar
- Conformity increased
→ ISI plays greater role when task becomes harder, because
situation is more ambiguous so we’re more likely to look to
other people for guidance + assume they’re right
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