AQA A Level Psychology Paper 1 - Intro Topics: Social Influence, Memory, Attachment, Psychopathology

Kelman / compliance / identification / internalisation

Who investigated types of conformity in 1958? What are the 3 types?

compliance / shallow / identification / intermediate / internalisation / deep

Conformity Types & Explanations (AO1)

• ________________ (____________) - agrees with group externally but keep personal opinions; temporary change in behaviour.

• ________________ (____________) - behaviour and private values change only when with the group, as membership is valued.

• ________________ (____________) - personal opinions genuinely change to match the group - permanent change in behaviour.

ISI / internalisation / NSI / compliance

Conformity Types & Explanations (AO1)

• _____ - correct behaviour is uncertain, we look to the majority for guidance on how to behave because we want to be correct.

  • Which conformity level does this explain?

• ______ - when the individual wants to appear normal and be one of the majority so they are approved, not rejected.

  • Which conformity level does this explain?

Deutsch + Gerard / dual process theory

Who are the foundational researchers for explaining conformity? What did they create?

Asch / line length test / 32 / NSI

Conformity Types & Explanations - ___________ (1951) (AO3)

• Procedure: participants given an unambiguous _____ ________ ________ with confederates choosing the incorrect response.

• Findings: participants gave the incorrect response on ____% of trials. When interviewed, participants suggested they conformed to avoid rejection from the group majority.

• Suggestions: Providing evidence for ______.

sus communist invgn in 50s US leading to paranoia & conformity

What was McCarthyism?

Jenness / Asch / locus of control

Conformity Types & Explanations (AO3)

• __________ (1932)

• __________ (1951)

• There is evidence some people are more able to resist social pressures to conform such as ________________.

• In many cases of real-life conformity, there is overlap between ISI and NSI.

Jenness / beans in jar / ambiguous / ISI

Conformity Types & Explanations - ___________ (1932) (AO3)

• Procedure: asked participants first alone, then in groups, then make a second guess alone the number of _____________________. (_____________ task, no obvious correct answer).

• Findings: Individuals second private guess moved closer to the group guess (women were more conformist).

• Suggestions: Providing evidence for ____

visual perception task / 18 / critical / 32 / group size / unanimity / task difficulty

Asch - Variables Affecting Conformity (AO1)

• Procedure:

  • Participants deceived, asked to take part in a "___________________” and tested with 7-9 confederates.

  • 1st card had a standard line, 2nd had three comparison lines, one the same length as the standard line.

  • Group asked on ____ trials which comparison line was the same as the standard

• Findings:

  • On 12 '_________' trials, confederates gave wrong answers Conformity was ____%, 0.04% in control group 75% conformed at least once, 5% all 12 times

  • _____________: only 3% conformity with one confederate, 13% with two and 33% with three. (no larger % with more)

  • ____________: If one confederate gives the correct response (disagreeing with the majority) conformity drops to 5.5%. due to the role of social support.

  • _____________: When difference between the line lengths is small, conformity increases.

• Suggestions: Provides evidence for NSI and ISI.

32% / 0.04% / 75% / critical / 5%

Asch - Variables Affecting Conformity (AO1)

• What percentage was conformity?

• What percentage was conformity in the control group?

• What percentage conformed at least once?

• What percentage conformed all 12 (the number of ‘_________’ trials) times?

3% / 13% / 33% / 7

Asch - Variables Affecting Conformity: Group Size (AO1)

• What percentage conformed…

  • with one confederate?

  • with two confederates?

  • with three confederates?

• How many participants did Asch use in his previous experimentation?

decreases to 5.5% / social support

Asch - Variables Affecting Conformity: Unanimity (AO1)

• What happened to the percentage conformity when one participant gave the correct response, disagreeing with the majority?

• Why?

increases / ISI

Asch - Variables Affecting Conformity: Task Difficulty (AO1)

• What happened to the percentage conformity when the difference between the line lengths was small?

• Why?

demand characteristics / beta / mundane realism

Asch - Variables Affecting Conformity (AO3)

• Perrin + Spencer (1980)

• Rosander (2012)

• Asch's confederates not actors, potential for _______________ from participants if aims were guessed.

• Only men were used in Asch's study, therefore it may have suffered from ______ bias, minimising gender differences.

• _____________: task used in Asch is not like a tasks performed in day to day life involving conformity, conformity may be different in crowds, business meetings and social gatherings with friends.

Perrin + Spencer / 1 / 396 / temporal / Mccarthyism

Asch - Variables Affecting Conformity: _________________ (AO3)

• Procedure: replication of Asch’s British engineering students.

• Findings: ____ student conformed in _______ trials.

• Suggestions: Asch’s research lacks _________ validity (1950's cold war America) or engineering students are a biased sample.

  • _____________ - US senator leading investigations into suspected Communists led to increased atmosphere of paranoia & conformity.

Rosander / 52.6 / modern

Asch - Variables Affecting Conformity: _________________ (AO3)

• Showed when online confederates provided wrong answers to logic and general knowledge questions on Facebook and twitter, participants would conform, ________% conforming at least once, with conformity increasing on more difficult questions, but women did not conform more than men.

• This was a _________ study.

min group social accep imp in resisting conformity / inc dissenting confederate w thick rimmed glasses

What did Allen + Levine suggest? How did they replicate Asch’s line judgement task?

when in ambiguous situations (eg autokinetic effect), people will look to others for guidance

What did Sherif suggest?

Mori + Arai / confederate prob / polarising filters / female / male

Asch - Variables Affecting Conformity: ___________ (2010) (AO3)

• Overcame the _______________ by using a technique where participants wore glasses with special ____________.

• 3 participants in each group wore identical glasses and a 4th wore a different set with a different filter.

• This meant that each participant viewed the same stimuli but 1 participant saw them differently, causing them to judge that a different (to the rest of the group) comparison line matched the standard line.

• For _______ participants (although not ____ participants), the results closely matched those of the original Asch study.

• This suggests that the confederates in the original study had acted convincingly, reinforcing the validity of Asch’s findings.

Smith / 31.2% / 25% / 37% / Markus + Kitayama / social glue

Asch - Variables Affecting Conformity: ___________ (2006) (AO3)

• Analysed the results of Asch-type studies across a number of different cultures.

• The average conformity rate across the different cultures was _____.

• Average conformity rate for individualist cultures (e.g. in Europe and the US) was about _____, whereas for collectivist cultures in Africa, Asia and South America it was much higher at _____.

• ____________________ (1991) suggest that the reason that a higher level of conformity arises in collectivist cultures is because it is viewed more favourably, a form of ‘__________’ that binds communities together.

ppts saw what was supposedly on screen ppt’s reactions to president debate

What did Fein et al (2007) find?

ppts exposed to neg info on Afro Americans later had more neg attitudes toward black individs

What did Wittenbrink + Henley (1996) find?

group size may have diff effect dep on judgement type made & individ motv

What did Campbell + Fairey (1989) suggest?

Fein / Mori + Arai / Rosander / Sherif / Wittenbrink + Henley

Who’s research can be used to positively evaluate conformity research?

Allen + Levine / Campbell + Fairey / Perrin + Spencer / Smith

Who’s research can be used to negatively evaluate conformity research?

24 / 75 volunteers / 10 / 11 / 2 / 8612 / 416 / 6 / situational power

Zimbardo (Hanley et al, 1973) - Conformity to Social Roles (1973) (AO1)

• Fake prison created in the basement of Stanford university. _____ male students rated as physically and mentally stable chosen from ____ _____________ who responded to newspaper advert. Random selection of ___ guards, ____ prisoners.

• Prisoners given realistic arrest by local police, fingerprinted, stripped, deloused and given a prison uniform and a number to dehumanise them. They had to follow strict rules during the day guards had complete control and given a uniform, clubs, handcuffs and sunglasses (to avoid eye contact).

  • Prisoners and guards conformed to their social roles quickly, but after __ days prisoners revolted against the poor treatment by the guards by using their beds to baracade cells.

  • Harrassment of _______ → asked to be informant where they tell other prisonners "You can't leave. You can't quit."→ released (1.5 days) after planned to liberate other prisoners.

  • Prisoner _____ introduced → goes on hunger strike → put into pit for 3 hours (rule stated 1h max.) → prisoners accepted guards negative view of him (3:1 blankets: release vote).

  • On day __ the experiment was cancelled early due to fears for the prisoner's mental health.

• Extreme behaviour of previously stable students suggests prison environments have the ________________ to change behaviour to conform to socially defined roles.

2w

What was the planned duration of Zimbardo’s Stanford Prison Experiment?

stereotypes / demand characteristics / cool hand luke / scientific objectivity / ethical

Zimbardo - Conformity to Social Roles (AO3)

• Prisoners and guards in the Stanford prison experiment may have been acting according to ______________ of prisoners/ guards in the media rather than conforming to social roles, this may have led to _____________.

  • EG, one of the guards claimed he had based his role on a brutal character from the film _________________. This would also explain why the prisoners rioted – they thought that was what real prisoners did.

• Zimbardo played a dual role in the experiment, head investigator and prison superintendent. This resulted in a loss of both ________________ and concern for the _________ treatment of the participants who suffered emotionally

• Zimbardo used his study to argue that the prison situation causes the guards to become aggressive, however only 1/3 of the participant guards were excessively aggressive. Also, while the prisoners started submissive they did rebel.

Reicher + Haslam / egalitarian social relation set / prisoner-guard system collapse / social identity theory

Zimbardo - Conformity to Social Roles: ________________ (2011) (AO3)

• Attempted recreation for the BBC - resulted in findings inconsistent with Zimbardo's.

• 15 male participants were divided into 5 groups of 3 people who were as closely matched as possible on key personality variables, and from each group of 3, 1 person was randomly chosen to be a guard and the 2 two prisoners. The study was to run for 8 days.

• Over the course of the study, the prisoners increasingly identified as a group and worked collectively to challenge the authority of the guards and establish a more ________________ within the prison. The guards also failed to identify with their role, which made them reluctant to impose their authority on the prisoners.

• Prisoners became disobedient and dominant over the guards who were unable to control their behaviour. _____________________.

• Used _____________ instead to argue that the ‘guards’ had to actively identify with their social roles to act as they did.

Mcdermott / 90% / sentences / 416 / internal validity

Zimbardo - Conformity to Social Roles: ________________ (2019) (AO3)

• Argues that the participants did behave as if the prison was real to them.

• EG ______ of the prisoners’ conversations were about prison life. Amongst themselves, they discussed how it was impossible to leave the SPE before their ‘___________’ were over.

• ‘Prisoner _______’ later explained how he believed the prison was a real one, but run by psychologists rather than the government.

• This suggests that the SPE did replicate the social roles of prisoners and guards in a real prison, giving the study a high degree of ______________.

Banuazizi + Movahedi / demand characteristics

Zimbardo - Conformity to Social Roles: ________________ (1975) (AO3)

• Presented some of the details of the SPE procedure to a large sample of students who had never heard of the study.

• The vast majority correctly predicted that:

  • The purpose of the experiment was to show that ordinary people assigned the role of guard or prisoner would act like real prisoners and guards

  • Guards would act in a hostile, domineering way and the prisoners would react in a passive way.

• This suggests that the behaviour of Zimbardo’s guards and prisoners was not due to their response to a ‘compelling prison environment’, but rather it was a response to powerful ________________ in the experimental situation itself.

agentic state / autonomous / binding factors / moral strain / shiting responsibility / denying damage

Obedience Situational Explanations - _________________ (AO1)

• State of mind in which the individual believes they don't have responsibility for their behaviour as they are the agent of an authority figure. Thus allowing the individuals to commit acts that they personally morally oppose.

• They may feel discomfort as a result of their actions but feel they are unable to resist the demands of the person in authority.

• Opposite: _____________ state - individual's actions are free from control.

• _____________ - aspects of the situation that allow the person to ignore or minimise the damaging eff ect of their behaviour and thus reduce the ‘____________’ they are feeling. Milgram proposed a number of strategies that the individual uses, such as:

  • _______________ to the victim - ‘he was foolish to volunteer’.

  • _______________ they were doing to the victims.

agentic shift

What is the term for when individuals switch from the autonomous to agentic state?

LOA / socialisation

Obedience Explanations - ______ (AO1)

• Individuals accept that other individuals who are higher up the social hierarchy should be obeyed, there is a sense of duty to them and these people have the right to punish/ harm others such as in the case of the police force and criminal justice system.

• This is learnt in childhood through ________________ processes (relationships such as parent/child, teacher/student). It's accepted by most people that this explanation for obedience is needed for society to function properly.

social hierarchy / field

Obedience Explanations (AO3)

• Milgram (1963): The professor occupys a high level in the _______________ due to education and respect for science. Participants often agreed to continue with shocks after the professor clarified that he was responsible supporting the idea of the agentic state. Obedience also dropped when the instructor had no uniform.

• Bickman (1974) demonstrated legitimacy of authority in the real world using a ______ study, as 39% of the public would pick up litter if asked by an investigator dressed as a security guard, but only 14% if dressed as a milkman.

• There are individual differences in the agentic state and respect for the legitimacy of authority. 35% of participants resisted the authority of the experimenter and refused to deliver the 450volt shock to the "learner" in Milgram

• The agentic state (following orders) has been used to justify war crimes. For example, death camp Nazi Eichmann

39% / 14% / LOA

Obedience Explanations - Bickman (1974) (AO3)

• what percentage would pick up litter if asked by an investigator dressed as a security guard?

• what percentage if dressed as a milkman?

• what did this prove?

holocaust / volunteers / 300 / 315 / 100 / 12.5 / 65 / proximity / location / uniform

Milgram - Situational Variables Affecting Obedience (AO1)

• Wanted to test obedience in response to the ___________. 40 male 20-50 year old ____________ to a newspaper advert for a study on memory. Participants were given the role of teacher and introduced to confederates "professor" in a lab coat and "learner". Learner was strapped to a chair in another room and had electrodes attached. Participant told to deliver electric shocks, becoming intense (15-450volts) when "learner" answered incorrectly. At _____ volts the "learner" made noise and refused to go on; after _____ volts the "learner" made no more noise, indicating unconsciousness or death. If the participant/teacher resisted the "professor" encouraged them to continue.

• Results: Participants distressed but obeyed. _____% to 300volts, _________% stopped at 300volts, ____% to full 450volts.

• Replications: __________, __________, ____________.

psychs, college students & colleagues / 150v / 0.1%

Milgram - Situational Variables Affecting Obedience (AO1)

• Before the study, Milgram asked ____________________________ to predict how long participants would go before refusing to continue.

• Consistently, these groups predicted that very few would go beyond _________ and only _______ would administer the full 450 volts.

same room / touch / remote instruction / 65 / 40 / 30 / 20.5 / consequences

Milgram - Situational Variables Affecting Obedience: Proximity (AO1)

• Change in procedure: (a) _____________; (b) _______ - teacher had to force learner’s hand onto electrostatic plate if they refused; (c) _____________ - experimenter left the room and gave instructions to teacher by telephone.

• Findings: (a) obedience drops from ____% to ____%; (b) dropped to ____%; (c) dropped to ____% - participants frequently pretended to give shocks.

• Suggestions: decreased proximity allows people to psychologically distance themselves with the ______________ of their actions.

47.5 / LOA

Milgram - Situational Variables Affecting Obedience: Location (AO1)

• Change in procedure: Milgram conducted a variation in a run-down office block (rather than in the prestigious Yale University).

• Findings: obedience fell to _____%.

• Suggestions: prestigious environment gave study ________ - perceived that experiment shared this; obedience still high in office block due to perceived ‘scientific’ nature of procedure.

20.5

Milgram - Situational Variables Affecting Obedience: Uniform (AO1)

• Change in procedure: grey lab coat experimenter (inconvenient phone call causes them to leave)→ ordinary member of the public confederate in everyday clothes.

• Findings: dropped to _____%

• Suggestions: uniforms encourage obedience as they are symbol of authority - this is legitimate.

distress / ecological validity / mundane realism / demand characteristics

Milgram - Situational Variables Affecting Obedience (AO3)

• Milgram's study and variations are criticised for causing ______, lacking ________________ and _______________ and the possibility of _____________ due to guessing that the shocks were not real and playing along.

• Other studies addressed this.

Hofling / field study / ecological validity / mundane realism

Milgram - Situational Variables Affecting Obedience: _____________ (1966) (AO3)

• Findings: 21/22 real nurses obeyed "Dr Smith's" phone call order to give double the maximum dose of unfamiliar drug.

• This was a ___________ using a familiar task (high _____________ and ______________).

Sheridan + King / 54 / 100

Milgram - Situational Variables Affecting Obedience: ______________ (1972) (AO3)

• Procedure: participants give real shocks a puppy, seeing the puppy suffer behind a one-way mirror.

• Findings: _______% of males and ________% of females gave full "450v" shocks.

• Suggestions: supported Milgram through the lack of guessing leading to demand characteristics.

Mauro / 1969 / police-comm relations / doubled / dropped steadily

Milgram - Situational Variables Affecting Obedience: _________ (1984) (AO3)

• In ______, a US California police department discontinued their traditional navy blue, paramilitary-style uniforms and adopted a non-traditional, more ‘civilian’-style uniform hoping to improve __________________

• After using the new-style uniform for eight years the police department decided that it did not command sufficient respect and so returned to a traditional-style uniform.

• The number of assaults on police officers, which had _________ after the initial uniform change, _______________ when they switched back to the traditional uniforms.

mnjkk

Milgram - Situational Variables Affecting Obedience: Temporal Validity (AO3)

Blass (1999) carried out a statistical analysis of obedience studies carried out between 1961 and 1985. By carrying out a correlational analysis relating each study’s year of publication and the amount of obedience it found, he discovered no relationship whatsoever, i.e. the later studies found no more or less obedience than the ones conducted earlier.

Burger (2009) found levels of obedience almost identical to those found by Milgram some 46 years earlier.

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Perry (2012) discovered that many of Milgram’s participants had been sceptical at the time about whether the shocks were real. One of Milgram’s research assistants, Taketo Murata, had divided the participants into what he called ‘doubters’ (those who believed the shocks were fake) and ‘believers’ (those who believed they were delivering real shocks to the learner). He found it was this latter group who were more likely to disobey the experimenter and give only low intensity shocks. This finding challenges the validity of Milgram’s study and suggests that when faced with the reality of destructive obedience, people are more likely to disobey an authority figure.

Mandel (1998) challenges the relevance of obedience research as an explanation of reallife atrocities, claiming that Milgram’s conclusions about the situational determinants of obedience are not borne out by real-life events. In 1942, the men of Reserve Police Battalion 101 received orders to carry out a mass killing of Jews in the town of Józefów, Poland. Their commanding officer, Major Wilhelm Trapp, made an offer to his men that anyone who ‘didn’t feel up to’ this duty could be assigned other tasks. Despite the presence of factors shown by Milgram to increase defiance (e.g. close physical proximity to their victims and the presence of disobedient peers), only a small minority took up Trapp’s offer. The vast majority carried out their orders without protest. Mandel concludes that using ‘obedience’ as an explanation for these atrocities serves only as an alibi, masking the real reasons (e.g. antisemitism) behind such behaviours

vmf

Fromm (1973) claims that, because Milgram’s subjects know they were part of a scientific experiment, this made them more likely to obey than in real life. In a laboratory setting, the experimenter acts as a representative of science, a prestigious institution in Western cultures. Because of this, Fromm suggested that the high degree of obedience in the Milgram experiment (65%) was less surprising than the 35% disobedience. In contrast to experiments that take place in scientific laboratories, real-life obedience to authority (particularly destructive obedience) is a lot more difficult and time-consuming to achieve. Genocides such as the one witnessed in Rwanda in 1994 required years of manipulation of the masses and a systematic dehumanisation of the target group. As a result, we must be cautious about drawing broad generalisations from Milgram’s study, believing that the majority of people would commit crimes of obedience in real life

dc

Durkin and Jeffery (2000) demonstrated that young children’s understanding of police authority was dominated by visual cues, specifically the presence of a police uniform. Using illustrated scenarios, they asked children aged 5-9 years to identify who was able to make an arrest. Options were: a policeman who had changed from his uniform into civilian clothes; a man with a different occupation who had put on a police uniform temporarily for reasons unconnected with police work; and a man in the uniform of another occupation. Children tended to select the man currently wearing the police uniform as being allowed to carry out an arrest. Younger children were more likely to select the non-policeman in police uniform than they were to select the policeman out of his uniform. The findings suggest that children’s initial perceptions of authority are dominated by superficial aspects of appearance, which are more easily accessible than socially conferred status.

Mentell / 85% / Kilman + Mann / 16%

Who replicated Milgram’s study in Germany (1971)? What percentage shocked to 450v? Who replicated it in Australia (1974)? What percentage shocked to 450v?

personality / minority groups / stereotypes / authoritarian parenting / physical punishment / Freud

Obedience Dispositional Explanations - Authoritarian Personality (AO1)

• In response to anti-Semitism displayed in WW2, Adorno argued high levels of obedience was a psychological disorder linked to ____________, disagreeing with Milgram who suggested we are all capable of extreme obedience.

• Adorno (1950s) studied personality with questionnaires. Questions revealed unconscious feelings towards ________________. Developed the F scale (F for fascism), One of the nine factors measured was Authoritarian Aggression: Tendency to be on the lookout for, and to condemnreject, and punish people who violate conventional values.

• People who scored highly on the F scale showed high respect for people with higher social status, Had fixed _______________ for other groups, Identified with "Strong" people, and disliked "weak" people

• Adorno suggested these people had their personality shaped early in life by strict ___________________ with harsh ________________. Anger from this experience was displaced (_______) onto others, mainly minority groups.

correlational / internal validity / response bias / left wing

Obedience Dispositional Explanations - Authoritarian Personality (AO3)

• The link between authoritarian personalities and following orders is _________________. It could be a third factor, such as lower income or poor education that result in both behaviours

• The original F scale questionnaire lacked ______________. All the questions were written in one direction meaning that agreeing to all questions will label someone as authoritarian. This is known as ________________.

• Authoritarian personality can be seen as a ______________ theory and inherently biased, as it identifies many individuals with a conservative political viewpoint as having a psychological disorder.

less ed people more likely than well ed people to display authoritarian person characteristics

What did Middendorp + Melon suggest?

F scale ‘a method error comedy’

What did Greenstein (1969) suggest?

F scale pol biased authoritarian person interp / Russian bolshevism or chinese maoism = l wing authoritarianism

What did Christie + Jahoda (1954) suggest?

Elmes + Milgram / 23.4 / 16.2 / pos relations / hierarchical

Obedience Dispositional Explanations - Authoritarian Personality: _________________ (1966) (AO3)

• Interviewed 20 obedient + 20 disobedient participants who had taken part in the first 4 Milgram studies.

• Group who shocked to 450V had an avg F scale score of ______ compared to _____ in the defiant group.

• Obediant ppts more likely to:

  • Express admiration for authority figues.

  • Report less ________________, esp w fathers.

  • Have a more rigid & _____________ view of society.

• Not all obedient ppts had authoritarian personalities.

• Supports notion of personality affecting obedience however also leans towards the idea that other explanations are important.

Christie + Jahoda / Elmes + Milgram / Greenstein / Middendorp + Melon

Who’s research can be used to evaluate Adorno’s authoritarian personality theorem?

pressure / confidence / obedience / conformity / unanimity

Resistance to Social Influence Explanations - Social Support (AO1)

• Seeing others resist social influence reduces ___________ to obey or conform, increasing the individual's ______________. Either providing a disobedient role model (_____________) or creating a small alternate group to belong to (___________).

• Breaks the ____________ of the groups and challenges the legitimate authority of the authority figure.

LOC / internal / external

Resistance to Social Influence Explanations - _________: Rotter (1966) (AO1)

• Suggests a factor of personality is a sense of what controls their lives, this can be measured on a scale ranging from a high internal to high external locus of control.

  • Someone with a high __________ LOC feels that their own actions control their lives, have responsibility for their own actions, and these dictate the events in their lives, they are less concerned with social approval. This results in an ability to resist pressure to conform or obey.

  • Someone with a high ___________ LOC feel their lives are controlled by outside forces, such as others, fate, or the government. Most people are near the middle of the scale.

37 / 23

Resistance to Social Influence Explanations - LOC: Holland (1967) (AO3)

• Replication of Milgram; participants assessed for LOC.

• ______% of those with an internal LOC refused to continue to the highest shock level.

• ______% of those with an external LOC refused to shock to 450v.

24 / 32 / 5.5 / 35

Resistance to Social Influence Explanations (AO3)

• ______% of people did not conform in a single critical trail of line length in Asch's study.

  • Asch (1951) Unanimity variation showed with social support conformity dropped significantly, from _____% of critical trails to just _____% of critical trials.

• ______% of individuals refused to obey the experimenter and shock up to 450v in Milgram's research.

• In Zimbardo, approximiately only 1/3 guards behaved brutally, 1/3 attempting to apply rules fairly and the other 1/3 actively attempted to help and support prisoners (sympathised, offered cigarettes and reinstated privileges).

ISI / internalisation / snowball effect / acceptability

Minority Influence - Consistency, Commitment, Flexibility (AO1)

• Requires individuals to reject majority behaviours/beliefs, and be converted to the views of a minority. The minority attempts to change views through ______, so this is likely to result in _______________.

• Minorities changing majority opinions start as a slow process. However as more of the majority convert to the new view, the process speeds up in a process called the ________________ - here the minority view improves its ____________.

• While flexibility and consistency seem to contradict each other, in order to seem reasonable and open minded as well as having a clear stable opinion, there needs to be a balance between these two factors.

systematic processing / superficial processing

Minority Influence (AO1)

• If the minority is consistent and committed, there is a greater chance that individuals will engage in _________________. This is where the minority viewpoint is carefully considered over time.

• A viewpoint that is instantly dismissed without analysis is said to undergo _________________.

augmentation principle / suffering

Minority Influence - Commitment

• (AO1)

  • If the minority are willing to suffer for their views but still hold them, this is likely to cause members of the majority to take them seriously. This is know as the _____________________.

• (AO3)

  • Minorities groups often show commitment by _____________. EG gay rights, environmental activists, suffragettes.

diachronic consistency / 8.4 / 1.25

Minority Influence - Consistency

• (AO1)

  • The minority needs to demonstrate it is confident in its view, if they repeat the same message over time (______________________) the argument seems more powerful.

• Moscovici (1969) (AO3)

  • When showed blue slides, a participant majority were more likely to report the sides were green if a confederate minority was consistent in calling the sides green ________% of trials, than inconsistent ________%.

counter arguments / Nemeth / ski accident

Minority Influence - Flexibility

• (AO1)

  • If seen as dogmatic, minorities will not be persuasive, they need the ability to appear to consider valid _________________, and slightly compromise.

• ______________ (1986) (AO3)

  • When a confederate (minority) was inflexible in arguing for a low level of compensation for _______________, 3 participants were less likely to change their amount than if a confederate was flexible.

Latané + Wolf / immediacy / numbers / strength

Minority Influence & Social Impact Theory - _____________ (1981) (AO1)

• Social impact - people change their behaviour if they're put under enough pressure. Components:

  • _____________ - how recent or physically close the source of pressure is.

  • ______________ - the size of the group applying pressure.

  • ______________: -how powerful the person/group applying pressure is.

• Social impact happens when the combined effect of these three factors is strong enough.

snowball effect / social cryptomnesia / ISI / internalisation / LOA

Social Influence Processes in Social Change (AO1)

• Social change is the change that happens in a society and not at an individual level. Minorites can change the positions of members of the majority via consistency, flexibility and commitment.

• _________________: members of the majority slowly convert to the majority, but as the minority grows it attracts new members faster, until it grows so large it is now the majority.

• __________________: happens after societal change, Individuals who previously held the old view, refuse to admit they held the now unpopular view or resisted the new view. They do not give credit to the minorities who changed society.

• Group membership. We are more likely to have our view changed by a member of an ingroup that we belong to than an outgroup (eg. age, gender, educational level, sexuality). ______ is used by minorities, using reasoned arguments to convince members of the majority leading to ___________________.

• Governments produce social change in the majority quickly by changing and enforcing laws via _________.

group membership / ISI / legal changes

Social Influence Processes in Social Change (AO3)

• Clark and Maass (1988) heterosexual minority groups were more able to change the opinion of a heterosexual majority group about the importance of gay rights than a homosexual minority group. Showing effect of __________________.

• Research has implications for society and economy, such as using member of communities to drive social change on issues such as knife crime, hate speech and discrimination.

• Green issues such as climate change have developed due to better knowledge transmitted by ______.

• Smoking in public places such as pubs, was common but changed very quickly due to ____________ and fines

majority often doesn’t want to be associated w minority due to stereotypical labelling fear

What did Bashir et al (2013) suggest?

SR / modality / 250ms / v large / attention

MSM - ______ (AO1)

• Coding - ___________

• Duration - _________

• Capacity - _________

• Transfer (forwards) - ___________

iconic / echoic / haptic / gustatory / olfactory

Where are the modalities of the SR’s coding?

STM / acoustic / 18-30 secs / 7+-2 items / repetition / rehearsal / displacement or decay

MSM - ______ (AO1)

• Coding - ___________

• Duration - _________

• Capacity - _________

• Transfer (maintenence in this store) - ___________

• Transfer (forwards) - ____________

• Transfer (downwards) - _______________

LTM / semantic / v large / unlimited

MSM - ______ (AO1)

• Coding - ___________

• Duration - _________

• Capacity - _________

Glanzer + Cunitz / Baddeley

MSM - STM & LTM (AO3)

• Who researched their separation?

• Who researched their coding?

Sperling

Who researched the capacity and duration of the SR?

Jacobs / Peterson + Peterson

MSM - STM (AO3)

• Who researched its capacity?

• Who researched its duration?

Wagenaar / Bahrick

MSM - LTM (AO3)

• Who researched its capacity?

• Who researched its duration?

Glanzer + Cunitz / primary recency effect / LTM / STM / displaced

MSM - STM & LTM Separation: _______________ (AO3)

• Found words at the starts and ends of word lists were more easily recalled (_________).

• Suggests first words in ____ and last in ____. Middle words _____________.

primary recency effect / Glanzer + Cunitz / STM & LTM seperate / displaced

• What is the name given to the effect when starts and ends of word lists are more easily recalled?

• Who discovered this?

• What did it prove?

• What happened to the middle words?

Supported MSM by researching STM & LTM separation

What did Glanzer + Cunitz do?

Peterson + Peterson / triagrams / less than 10% / 18s / interference / 30

MSM - STM Duration: ___________ (AO3)

• Found the recall of 3-letter ______________ (EG SYM, BUM) was _______________ after ________ in performing an _____________ task (_____ secs max). After 3 secs, correct recall was 80%.

• Further suggestion: if unable to rehearse information, it will not be passed to long-term memory, providing further support for the multi-store model and the idea of discrete components.

Supported MSM by researching STM duration

What did Peterson + Peterson do?

SR / Sperling / 12 / 1/20 / 75 / large capacity / short duration

MSM - _____ Capacity & Duration: ____________ (AO3)

• Findings: recall of random row (of a ____ letter grid, flashed for _____th of a second) was ____%.

• Suggestions: all rows were stored in the SR (________). All of the letters cannot be written, as items were forgotten too quickly (___________).

Supported MSM by researching SR capacity & duration

What did Sperling do?

Baddeley / 10 / 4 / acoustically / semantically

MSM - STM & LTM Coding: _____________(AO3)

• 4x ___ word lists were given to ____ participant groups. Words that were acoutistically similar or dissimilar (G1 & G2) and semantically similar or dissimilar (G3 & G4).

• Found recall after 20 minutes was the worst with ______________ similar and immediate recall was the worst for ______________ similar words.

• Suggests STM is coded acoustically and LTM is coded semantically with similar sounds/meanings, causing confusion when recalled.

support MSM by researching STM & LTM coding

What did Baddeley do?

Jacobs / 7 / 7+-2 / chunking

MSM - Capacity of the STM: __________ (AO3)

• Found the recall for lists of letters averaged ___ items, and 9 for numbers items.

• Suggests the STM store has a limited capacity of ________. Can be improved by ___________.

Supported MSM by researching STM capacity

What did Jacobs do?

Wagenaar / 2400 / 75 / 45 / 5y / v large / unlimited

MSM - LTM Capacity: ___________ (AO3)

• Created a diary (________ events over 6 years). He tested himself on events using cues.

• Found ___% recall for critical details after 1 year and ____% after _________.

• Suggests: LTM has a ____________ capacity, potentially __________.

supported MSM by researching LTM capacity

What did Wagenaar do?

Bahrick / 90 / 15y / 80 / 48y / v large / unlimited

MSM - LTM Duration: _____________ (AO3)

• Findings: the recall of schoolfriends’ names was ____% after ________, and _____% for names after ________ in participants ranging from 17-74 years.

• Suggestions: LTM has a __________ duration, potentially ____________.

Supported MSM by researching LTM duration

What did Bahrick do?

3 / declarative / non declarative / episodic / semantic / procedural

LTM Types (AO1)

• LTM is the storage of memories over a lengthy period of time. It is suggested that there are ___ types of LTM. These are either ___________ (explicit- meaning you can access them consciously and express the memory in words) or _____________ (implicit- not conscously recalled and are difficult to expain in words).

• _____________: experience and events that are referenced to time and place.

• _____________: facts, meanings and knowledge.

• ____________: unconscious memories of skills.

procedural / non declarative / resistant / episodic & semantic / motor cortex & cerebellum

LTM Types - ________________ (AO1)

• Unconscious memories of skills.

• These are _______________.

• More ___________ to forgetting than the ___________ stores.

• Association with the ______________.

semantic / declarative / longer / episodic / perirhinal cortex

LTM Types - ____________________ (AO1)

• Facts, meanings and knowledge.

• These are ____________.

• The strength is from the processing depth.

• Lasts __________ than the _____________ store, and it becomes this type over time.

• Associated with the _______________.

episodic / declarative / autobiographical / emotion / hippocampus & prefrontal cortex

LTM Types - _______________ (AO1)

• Experience and events that are referenced to time and place.

• These are __________ and ______________.

• The strength of memory is influenced by _____________.

• Associated with the _____________.

long term potentiation / noradrenaline / locus coerulus / pons / hippocampus / phosphate

LTM Types - Episodic: How does Emotion affect Memory Encoding? (AO1)

• Make it easier for _________________________ to occur with fewer repetitions.

• ___________________ released by neurons originating in the _______________ (found in the ________) triggers a cascade of changes within cells in the _________________.

• An enzyme adds ______________ groups to receptors in the postsynaptic neuron. This makes it easier for more receptors to be inserted in the cell membrane, so the connection is strengthened and the memory forms easily.

generalising / ideographic / fMRI / nomothetic / declarative / semantic / language / semantic & procedural / Vargha Kadhem, Clive Wearing

LTM Types (AO3)

• _____________ the findings of ___________ clinical case studies to explain how memory works in the wider population is problematic. Other unknown issues could be unique to the individual behaviours.

• Tulving’s ______ studies identified which types of LTM are associated with particular brain areas in healthy brains. This had allowed ideas gained by case studies to be studied via ____________ methods.

• Types of LTM may not be truly distinct. Episodic & semantic memories are both ____________; episodic becomes ____________ over time, and we can produce automatic _____________ (combining ____________________)

• What are 2 pieces of supporting research?