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@Findlotte,TYPES OF CONFORMITY [a type of social influence RESISTANCE TO SOCIAL INFLUENCE MILGRAM
where we choose to go along with the majority]. Social support → Asch found that unanimity promotes resistance. This
• Compliance → “going with the flow” for group introduces the idea that there are other answers/ideas possible which • 40 male
acceptance. It’s a public and temporary increases personal confidence. (experim
influence. Eg, Asch. Locus of control → perception of individual control. INTERNALITY (I have always
• Identification → Conforming to a social roles for control) EXTERNALITY (controlled by other factors). High internals are likely to punish t
group membership. It’s a temporary and public seek information / goal oriented and resist coercion from others. answer
influence. Eg, Zimbardo. Learner
Public perceptions of ‘deviant’ receive
• Internalisation → Genuinely accepting and
will limit minority influence / teache
joining a group publicly and privately. This is a social norm interventions aren’t
permanent influence. Eg Religion, Veganism. ‘prods’
always successful and can • 26/40 P
Difficult to distinguish between compliance and make conforming people
internalisation. All PPs s
riskier. at 300V
☺ Asch / Zimbardo / Sherif.
MINORITY INFLUENCE → Consistency / SOCIAL CHANGE
People conform because: Commitment / Flexibility needed to create • VIA MINORITY: VARIATIO
• Normative Social Influence: a conversion process. • Draw attention to the issue → • Proximi
To be accepted or liked by a group despite cognitive conflict between obeyed
disagreeing privately. It’s rewarding. (Compliance, MOSCOVICI → groups of 6 (4 PPs, 2 beliefs → consistency → hand o
Identification) confederates) asked to judge the colour augmentation principle Phone i
• Informative Social Influence: of different blue slides. Confederates (suffering) → the snowball • Locatio
Conforming to be ‘right’ or to gain knowledge. It called the blue slides ‘green’. effect. down o
avoids standing out (internalisation) Green consistently = 8% influence which • Eg, smoking ban, suffragette's • Uniform
led to greater green chips being identified movement, gay marriage. people
in later trials. • VIA MAJORITY (CONFORMITY) likely ob
ASCH (1956) – CONFORMITY Police V
• Social norms interventions →
• 123 male US undergraduates sat around a table ZIMBARDO (1973) – SOCIAL ROLES identifying widespread
to asked to match lines by length. 12/18 tasks
misperception related to risky
the confederates were told to give false • 24 male student volunteers were assigned behaviour – “Most people
answers. the role of ‘guard’ or ‘prisoner’ in a mock S
don’t drink at University”.
• On the 12 trials, 33% conformed and gave prison at Stanford University. Zimbardo u
incorrect answers. 50% conformed on 6+ trials. was the prison warden, all PPs were given v
AGENTIC STATE → attributing
• When interviewed. PPs admitted that they had uniform and props. g
responsibility to someone else (authority
conformed to avoid disapproval and disagreed • Guards started to create their own (
figure). Shifting responsibility is AGENTIC
privately (COMPLIANCE) punishments and volunteered to work ☺H
SHIFT.
longer hours. Prisoners started to riot, r
Eg, following orders of experimenter in
VARIATIONS become passive and followed orders, 5 u
Milgram’s obedience study.
• Group size → Max of 3 saw 33% conformity, but prisoners had to be released early from o
LEGITIMACY OF AUTHORITY → someone
larger groups didn’t see a rise. the study 2 days in and the study was
who is perceived to be in a position of
• Unanimity → 1 confederate disagreeing terminated on day 6 of 14. ☺M
social control. Eg, the experimenter.
decreases conformity from 33% - 5%. VARIATION – BBC PRISON STUDY (2006) u
• Task difficulty → Lines lengths were harder to • 15 male PPs were divided into 5 groups AUTHORITARIAN PERSONALITY → a ‘
, Sensory Register LTM TYPES OF LTM FORGETTING - INTERFERENCE Primacy ef
STM
A temporary store A permanent store. Declarative/Explicit Retroactive → new learning to be reme
(conscious): interferes with past learning. Recency e
Large – Eg; Each eye has 7 items +/-2.
Capacity 100 million cells each (Jacobs, • Episodic – Events and Proactive → past learning to be reme
Unlimited
= amount storing visual data. 1887/ Miller, experiences (time/senses) interferes with new learning. FORGETTIN
(Sperling, 1960) 1956)
• Semantic – facts and Artificial research /
Based on senses. 2 most Semantic knowledge interference doesn’t Context d
common:
Acoustic
(meaning). It’s split Implicit (unconscious) explain everything / recall is be
Coding Iconic (Visual is stored into 3 stores: • Procedural – skills and individual differences.
= format visually) or Echoic (sound is
(Baddeley,
Episodic, Semantic environme
stored acoustically)
1966)
and Procedural. tasks. ☺ Real-word application to was learnt
(Sperling, 1960) (Baddeley, 1966) ☺ Brain scans show memories advertising. State depe
in different places / HM better whe
Limited – If no attention
Duration given, spontaneous decay
Limited (18- case study / Alzheimer same as w
30) Unlimited patients.
= takes place and it fades
(Peterson, (Bahrick, 1975)
Drunk vs S
timeframe away quickly.
1959)
Case studies are limited / ☺ Real wo
(Sperling, 1960) brain scans are limited, reinstate
post mortem needed. researc
MULTI-STORE MODEL (1969)
EYEWITNESS TESTIMONY - LEADING IMPROVING E
• Sensory register holds QUESTIONS → Loftus and palmer (1974)
sensory information. • 45 PPs shown 7 films of different traffic COGNITIVE IN
• If attention is focused, accidents and were asked to describe technique fo
information is passed onto the accident. reduce inacc
the STM. Maintenance • “How fast were the cars going when they leading ques
rehearsal is needed to move X each other?” 1. Mental rei
information into LTM, other it • Smashed = 40.8mph / collided = 39.3mph crime.
decays. / hit = 34mph / contacted = 31.8mph. 2. Report eve
Reductionist / unitary stored • “Was there any broken glass?” Those who 3. Change o
challenged by WMM and were given the stronger verbs were likely schema.
Tulving / LTM needs more to say yes. 4. Change p
than rehearsal. POV to ch
☺ Lots of evidence for ☺ Real life application
separate stores / brain (police interviews) /
☺ Effective a
damage case studies show supporting research
increases q
separate stores. (Disneyland – false
Individual d
memory).
WORKING MEMORY MODEL (1974) stereotype
☺ dual-task performance and case Artificial test
• Challenged MSM, stating that STM has police / art
studies of brain damage (KF) (ecological validity) /
stores within it because we can see police regi
Central executive is vague and limited response bias /
and listen at the same effectively, but techniques
/ reductionist / problems with case individual differences
struggle to listen or see 2 items at
studies. (children).
once.
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