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Normative Social Influence vs Informational Social Influence (ch.8)
Normative: public compliance without private acceptance
following group norms “to be liked”
Asch (1951, 1956)
line test
Informational: private acceptance
following group norms because you believe they are right
Sherif (1936)
autokinetic studies
people’s responses got closer and closer together after each round
Social Norms (ch.8)
shared standards of acceptable behavior by groups
Injunctive: what is believed ought to be done to be accepted
Descriptive: what is actually done and observed to be done
Boomerang Effect (ch.8)
the unintended consequences of an attempt to persuade resulting in the adoption of an opposing position instead
Ex: “the typical college student drinks 5 drinks on weekends”
meant to reduce binge drinking
someone who drinks less than 5 realizes that they could drink more and it wouldn’t be out of the norm
Normative Conformity and Brain Imaging (ch.8)
When conforming (gave incorrect answer)
used areas of brain related to visual perception (same as baseline)
When disagreeing (gave correct answer)
used amygdala & right caudate nucleus
Factors that Increase & Decrease Normative Conformity (ch.8)
Group Unanimity
“True partner”: member of group who breaks conformity with the same answer as you
“Compromise Partner”: member of group who breaks conformity with different answer than you
Public Response
Asch: Written vs Loud
No Prior Commitment
Importance of being accurate
Baron et al. (1996)
Pluralistic Ignorance (ch.8)
a phenomenon in which people mistakenly believe that others predominantly hold an opinion different from their own
Propaganda (ch.8)
systematic attempt to advance a cause by manipulating mass attitudes and
behaviors, often through misleading or emotionally charged information
Social Contagion (ch.8)
Rapid transmission of behaviors or emotions through a crowd
Mass Psychogenic Illness (ch.8)
widespread subjective symptoms thought
to be associated with environmental exposure to a toxic substance in
the absence of objective evidence
Social Impact Theory (ch.8)
Strength
How important is the reference group to us?
status of group
is group cohesive
Immediacy
closeness in time or space
Number
groups of 3 or more
Max influence by 4-5
Resisting Social Influence (ch.8)
True Partner
Compromise Partner
Idiosyncrasy Credits: mental currency that allows you to occasionally deviate from group norms without fear of reprisal
Psychological Reactance: motive to protect or restore one’s sense of freedom
if we feel our freedom is threatened
support for co-ed dorms ex.
banned books ex.
“Johnny Rocco” Studies (ch.8)
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Eliciting Compliance (ch.8)
Foot-In-Door: smaller requests are asked in order to gain compliance with larger requests
better for long-term compliance
Freedman & Fraser, 1966
Door-In-Face: larger requests are asked, with the expectation that it will be rejected, in order to gain compliance for smaller requests
better for short-term compliance
Reciprocity Norm: requires that people repay in kind what others have done for them
Cialdini et al, 1975: “take the delinquents to the zoo”
Obedience (ch.8)
Compliance in response to a direct request to change your behavior
especially when there is perceived legit authority figure
Milgram’s Obedience Film
Shock Study (15-450 Volts)
No gender, social class, or educational differences affected obedience to emit shocks
What is a group? (ch.9)
Two or more people who, for longer than a few moments, interact
with and influence one another and perceive one another as ‘us’
have their own social norms and roles
Social Facilitation (ch.9)
strengthening of the dominant response when in the presence of others and
individual performance can be evaluated
Cockroach maze study (1969)
Social Loafing (ch.9)
tendency for people to do worse on simple
tasks when they are in the presence of others and individual
performance cannot be evaluated
Sheppard: Gum for the troops study (2001)
Deindividuation (ch.9)
Loss of self-awareness and evaluation apprehension that leads to
loosening of normal constraints on behavior when people are in a
crowd or anonymous
Trick or treater study (1976)
Process Loss (ch.9)
any aspect of group interaction that inhibits good problem solving
potential causes
conformity pressure
communication issues
Stasser & Titus (1985)
Groupthink (ch.9)
Type of thinking in which maintaining group cohesiveness and
solidarity is more important than considering the facts in a
realistic manner
Challenger explosion example
occurs when…
group is highly cohesive
group is protecting from opposing views
Directive leader
time pressure
no allowance for alternative views
Symptoms of Groupthink (ch.9)
illusion of vulnerability
belief in moral correctness of the group
justification of group decisions
stereotyped views of outgroups
conformity pressures
‘mindguards’
Group Polarization (ch.9)
tendency for groups to make
decisions that are more extreme than the initial inclinations of individual members
Myers & Bishop (1970)
prejudice in high-prejudice group increased after discussion
prejudice in low-prejudice group decreased after discussion
Prejudice ABCs (ch.13)
Affective component: Prejudice
Behavioral component: Discrimination
Cognitive component: Stereotypes
Social Categorization (ch.13)
Grouping stimuli according to perceived
similarities
The first step in prejudice, discrimination and stereotypes
In-group (ch.13)
group(s) with which one identifies
Out-group (ch.13)
everyone outside your in-group
Social Identity (ch.13)
the ‘we’ aspect of our self concept that comes from our group memberships
In-group Bias (ch.13)
positive feeling and special treatment for those in our in-group
Out-group Homogeneity (ch.13)
tendency for people to view members of out-groups as being more alike than members of the group they belong to
Blascovich, Wyer, Swart, & Kibler (1997)
study where you pick the white, grey, or black circle after being shown various faces
Quattrone & Jones (1980)
Rutgers and Princeton, music judgments study
Prejudice (ch.13)
A hostile or negative attitude toward people in a distinguishable group, based SOLELY on their membership in that group
Affective component
Implicit Prejudice
Explicit Prejudice
Implicit vs Explicit Prejudice (ch.13)
Explicit: biased attitudes we are aware of
measured in self-report
Implicit: unconscious biased attitudes
measured in Implicit Association Tests (IATs) or other tests that rely on automatic processing
Goff, Steele, & Davies (2008)
distance of chairs study
Implicit Association Test [IATs] (ch.13)
a test that measures speed of positive and negative reactions to target groups
relies on automatic processing
Sociocultural Roots of Prejudice (ch.13)
Unequal status
Realistic conflict theory
Scapegoating
Unequal Status (ch.13)
Justify differential status, treatment, access to opportunities through negative or condescending perceptions of out-group
Realistic Conflict Theory (ch.13)
Members of in-group feel directly threatened by members of out-group
Sheriff (1961) Robber’s cave study
eagles vs rattlers groups at camp
who made friends with who
Elliot Aronson’s Jigsaw Classroom
Scapegoating (ch.13)
When no clear or logical competitor exists in times of hardship and scarce resources, lash out at out-group members who are easy targets
Overcoming Prejudice (ch.13)
Acknowledge race, prejudice, and structural inequalities in conversations with children
Effective reduction through contact…
Friendly, informal, one-to-one contact with out-group members
Friendly, informal, one-to-one interactions with multiple members of out-group
Mutual interdependence
A common goal
Equal status
Social norms that promote and support equality and are reinforced by group leader
Elliot Aronson’s Jigsaw Classroom
cooperative activities reduced prejudice amongst students
Discrimination (ch.13)
we we act (stems from prejudice) toward an out-group
behavioral component
Modern Racism/Sexism (ch.13)
A form of prejudice/discrimination that surfaces in subtle ways when its safe, socially acceptable, and easy to rationalize
microaggressions: indirect, subtle, or unintentional discrimination against members of a marginalized group.
Harber (1998, 2010)
people read profile on essay writer before grading essay
essays written by writers who were believed to be African American were graded less harshly
graders expected less from these writers
Stereotype (ch.13)
A belief about the personal attributes of a group of people, a type of schema
cognitive component
Stigma Conciousness (ch.13)
the extent to which individual targets of specific stereotypes “focus on their stereotyped status and believe it pervades their life experiences”
Stereotype Threat (ch.13)
the risk of confirming negative stereotypes about an individual's racial, ethnic, gender, or cultural group
the fear can negatively affect how the person acts and performs
Reducing Stereotype Threat (ch.13)
Remove environmental cues that might prime thinking about a relevant stereotype or targeted identity
Take steps to directly counter stereotypes prior to administering task (“No group differences have been found on this task”)
Create mental “overlap” among social categories by focusing on commonalities
Expose individuals to positive “role models” from target group who refute stereotypes
Have individuals affirm their individual, rather than group, identities, characteristics, and values prior to engaging in task
Re-frame purpose of test or activity
Teach students about stereotype threat
Re-frame arousal in terms of social facilitation (strong performance on task)
Controlled vs Automatic Stereotype Processing (ch.13)
Controlled Stereotype Processing: When we are motivated and able to use our cognitive resources, we may reject the stereotype
list stereotypes you are aware of
list attitudes toward group
Automatic Stereotype Processing: schemas
subconscious priming with stereotype words
Revising Stereotype Beliefs (ch.13)
conversion model
bookkeeping model
subgrouping model
Conversion Model (ch.13)
takes a large critical disconfirmation to create sudden and often dramatic change
Bookkeeping Model (ch.13)
as you learn about a group the stereotype changes with each bit of new information
Subgrouping Model (ch.13)
Subtyping: Individuals who deviate from stereotype are ‘exceptions to the rule’
Subgrouping: Individuals who deviate from stereotype lead to formation of a new ‘subset’ of the stereotyped group