social influence

triplett audience effects

cyclist cycle faster when racing others are there than alone against a clock

audience effects and types of them

how the presence of others can change an individuals performance or behaviour

social facilitation and social inhibition

social facilitation

improvement in performance in presence of others, typically easy simple tasks

social inhibition

deterioration in performance in the presence of others typically in difficult and complex tasks

drive theory

when audience is present it creates heighten physiological aroudal eg alertness readiness. increase arousal energises our dominant.

1. arousal

2. dormant response

3. dominant response correct eg well learned task or incorrect not well learned task or difficult

4. then either good or bad performance

evaluation apprehension theory

attentive audience also influences arousal - more than just audience being there

audience produces feelings that one is being judged

attentive audience → evaluation apprehension

audience effect and fake eyes

people reduce undesirable behaviour and perform more desired behaviour when they feel people are watching eg fake eyes please out plates away - more people put plates away

norm

social rules that govern how we should behave in given context

conformity

change in behaviour to be in line with group norms

Asch line study

participants would say line was longer when if it wasn’t to conform with to group however if someone else said different answer from group this effect is gone. 76 % conformed and 80% conformity reduced when ally

two processes underlying conformity

informational influence, normative influence

informational influence

conform to others because we think they know something we don’t (more ambiguous)

normative influence

conform cause we want to be liked or accepted even if it goes against what we believe is correct

two types of social norms people can conform to

descriptive and injunctive norms

descriptive norms

what is down and how others to locally behave, reflect perceptions of what most people actually do.

eg help save environment vs most other guest help save

injunctive norms

subjective perception of how we should behave, how we believe others expect.

descriptive and injunctive norm together

when the two align they are powerful in influencing us. however highlight conflict between these norms can weaken its influence on behaviour.

factors affecting conformity

• group unanimity - everyone must act the same (just ONE not can eliminate conformity)

• identification with group - low vs high

• self monitoring low vs high

• culture individualistic vs collective

compliance

a favourable response to a request or coercion form others (comes from clear source eg police) but not always comply

identity leadership

we comply with leaders whom we see as one of us. (leaders manipulate this to increase compliance)

power and compliance

a persons capacity of ability to influence others, greater perceived power → greater compliance

social commitment

increased compliance - if we tell ppl we will do something. due to social pressure eg gym posts

social commitment tactics

foot in the door technique - small request and then larger.

low balling technique - request (hidden cost) and then revealed eg pick me up “ok” but don’t know till later it’s at 2am

obedience

performing a particular action under specific request or order of an authority figure a

the case of adolf eichman

organised trains for jewish ppl in holocaust. he said he was following orders without question.

milgram obedience

65% of teachers prepared to deliver shocks 450 volts. ordinary people can just follow orders and do evil.

zimbardo prison experiment

normal students assigned roles as prisoners or guards. closed early 6 days due to guard brutality and fear of prisoner wellbeing

questioning the evidence of milgram

1. obedience varied - e absent, ordinary man as e, contradictory E, peers rebel = low obedience. pilot study highest obedience

2. direct ordered lowered obedience “you have no other choice” vs “please continue”

3. people are also concerned for learner - caught between two voices the experimenter or the learner in pain

4. identification with experimenter matters - wear lab coat, part of a big experiment : so the Ps want to do well and go along

identification with experimenter and leaner and science

positive relationship with obedience - identification with experimenter .7

negative relationship with obedience - identification with learner -.6

same relationship with identification with science - high vs low (what u like abt science or what u don’t)

identity leadership milgram

based on social identity theory - identity leader ship, persuading Ps that delivering shocks was necessary for our Noble cause

questioning evidence zimbardo

1. brutality varies

2. brutality not natural or simply about conform to a role (he told them how to be guard)

3. BBC prison study - raised questions about various findings saying brutality was naturally emerged. BBC prison study - prisoners rebelled

BBC prison study

• guards less cohesive - feeling uncomfortable with role

• positions unified - increased resistance and tried breakout on day 6

• prisoners slowly socially identified with their role whereas guards did not

• maybe leadership shapes outcomes - briefing to guards