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SOCIAL INFLUENCE (CONTINE………):Normative influence, Informational influence

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Social Psychology (PSY403)
VU
Lesson 32
SOCIAL INFLUENCE (CONTINE.........)
Aims
·
Introduce the concept of conformity and related concept
Objectives
·
Describe the classic studies of conformity, e.g., Asch's experiments
·
Describe factors that influence conformity
·
Discuss Schachter's work on rejection of the nonconformist
·
Describe minority influences
Classic & contemporary conformity research
Social norms may come into play in uncertain situations (such as ambiguous light movements) but
what about when we do not agree with the majority? This is true for many situations when people seem
to conform to a majority viewpoint even though they disagree (e.g., jury-based decision making).
Example: In the spring of 1992, Los Angeles was rocked by its worst race riots in 25 years following a
jury trial in which 4 white LA police officers were acquitted of using excessive force in beating a black
man Rodney King. The beating was captured in a videotape by a photographer. One jury considered
them guilty, but as other two members of jury blamed King. She had to change from guilty to not
guilty, however she stated "to me they seemed blind and could not get their glasses clean, I wish they
could see".
Asch's experiments on group pressure (1951)
·  `Visual perception experiment'
·  Participants were told that 6 others would also be taking part (but all 6 were confederates)
The task
Participants required calling out the number corresponding to the line that was equal in length to the
standard line.
·  They had to make a total of 18 judgments
5 out of 6 confederates stated judgments
before the participant.
·
For the first 2 judgments confederates
chose the correct line, after which they
unanimously chose a clearly incorrect line
in 12 of the remaining 16 trials
Figure 1
·
Participants conformed to the (incorrect) majority on 37% of trials; 76% of participants conformed
on at least one of the trials
·
In contrast when participants made judgments privately only 1% made errors
·
Why such blatant conformity when clearly incorrect?
·
People find it easier to conform than to challenge unanimous opinion of others
These results are illustrated in Figure 2 below:
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Post-conformity change of behavior
·  How do people typically react to the reality of their
conforming behavior?
·
Research suggests that almost everyone attempts to
reconstruct the facts (Buehler Griffin, 1884). When it runs
counter to their own private views, two things happen:
whether people conform to what majority says, or facts force
one's agreement with that standard.
·
Post-conformity change of behavior allows conformists to
justify their behavior and maintain cognitive consistency
Two sources of group pressure (Deutsh & Gerard, 1955)
·  Normative influence:
o  Conformity due to the desire to gain rewards, or
avoid punishment from the group (i.e., negative evaluation, people laughing at you). This
was most likely in Asch's experiments. In such a situation, the question was whether to
stick to their own judgment or go along with the group and avoid uncomfortable stares:
"Fitting in" was of greater concern to people when there was no ambiguity in the situation.
Another experiment conducted in 1952 by Asch showed that when 16 were participants
and only one confederate was giving wrong answers. First respondents were surprised on
his answers then started laughing uproariously.
·
Informational influence:
o  Conformity due to the desire to gain information (i.e., in ambiguous situations where you
are not sure of your own perception). Information influence was most likely in Sherif's
experiments.
·
But both can occur in same situation: Virginia (the third jury) accepted group pressure that Rodney
King's tape did not provide enough information (normative Influence) and began to consider other
jurors' interpretation (informational influence)
Schachter's work on rejection of the nonconformist
·  A group of 8-10 volunteers to form a "case study club" to discuss the case of a juvenile delinquent
"Johnny Rocco"
·
It was expected that the participants will take the favoring position
·
Making recommendations of what the authorities should do on a seven-point love-punishment
scale
·
Three confederates in each group taking differing "deviate" (punishment) position
·
How the participants reacted to the deviates?
o  First trying to persuade
o  Rejecting nonconformists from future discussions
More research and implications
·  A meta-analysis of 23 Schachter-like deviant studies suggest that rejection by group is more likely
when there are only one or two nonconformists (Tata et al., 1996)
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·
Such people are banished from the group. Social rejection is final and perhaps most powerful form
of normative influence directed toward nonconformists; one of the primary causes of depression
(Nolan et al., 2003)
·
Many teenagers conform to their friends' alcohol and drug use to gain acceptance (Williams &
Zadro, 2001)
·
It is more problematic for adolescents as their attitudes are still being formed for political and
social issues.
Factors that influence conformity
·  Group size
·  Group cohesiveness
·  Social support
Group size
Conformity increases with group size, but only up to 3 people... When Asch increased the number of
unanimous confederates from 1 to 15, conformity increased but it was on its peak between 3-4 points,
and then actually tapered off.
Jennifer  Campbell  &  Patricia  Fairey
(1989):
Group size and conformity
·  Group size is important when the social
reality is clear (judgments easy).
60
·  Size  of  the  group  is  relatively
50
unimportant when social reality is
40
ambiguous (judgments difficult)
30
20
·  In ambiguous situation one or two
10
people may influence you just as well as
0
3 or 4.
1
3
5
7
9
11
13
15
The effect of group size on conformity can
Number of confeder ates
be clearly seen in Figure 3, as shown below:
Group cohesiveness (Hogg, 1992)
·  Cohesiveness refers to a condition of the group when members are highly attracted to one another.
·
With strong sense of togetherness they will be intolerant of those who hold differing opinions.
·
In general cohesive groups engender more conformity than noncohesive groups (Christensen et al.,
2004).
·
In Schachter's experiments, when the group was highly cohesive it exerted its greatest pressure on
deviates.
Social support (Hogg, 1992)
·  In Asch's studies if just one confederate agreed with the participant then conformity drops
dramatically (Asch, 1956).
·
The same occurs even if one confederate disagreed with everyone's opinions (Asch; Allen &
Levine, 1971).
·
Thus any breaking of social consensus is enough to reduce conformity
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·
But - must be consistent, when a confederate who initially agrees with the participant then switches
to the majority, conformity returns to normal (Asch, 1955). Thus to promote nonconformity, one
should voice dissent, and do so early and consistently.
Minority influence
History is filled with stories of lone individuals or small relatively powerless groups who express
unpopular views and they endure abuse from majority until eventually their views are accepted. Those
who dissent from majority are heartily disliked. Style of behavior in presenting nonconformist behavior
is important:
·
Sometimes a minority can shift the views of a majority
·
Minorities will have an influence only when they are consistent and confident.
·
"Cautious, careful people always casting about to preserve their reputation and social standing,
never can they bring about a reform" (19th cent feminist Susan Anthony)
Moscovici, Lage, & Naffrechoux (1969)
Conformity to inconsistent and
·  `Visual perception experiment'
consistent minoirities
·  Judgments of blue slides as green or blue
·  4 participants and 2 confederates per group
10
·  Consistent and nonconsistent minority
8
6
The results of this experiment are illustrated in
Figure 4:
4
2
Under  certain  conditions  minority  can
0
influence majority
Control
Inconsistent
Consistent
·  Given
the
normative
consequences
minority
minority
(punishment)
and
the
informational
advantages (consensus) of conforming, if a
minority consistently `sticks to its guns' then
others attribute some degree of credibility to the minority argument.
·
Why majority's opinion is given importance, there is a common belief that there is truth in numbers
(informational influence), and then people are affected by these numbers (normative influence).
That is why people adopt majority's opinion without much critical analysis.
·
Minority's opinion is viewed negatively, and thus will need greater time to register with group
members. However, if other views are adopted, they are more resistant to change. Why because
attitude changed through central route analysis is stronger and more difficult to change than
attitude changed through lazy thinking (peripheral cues).
·
Although overt change toward minority influence may not readily take place, it often stimulates
divergent thinking, a cognitive approach in which one considers a problem from varying
perspective
·
Once minority views were accepted, they had an enduring effect.
·
Minority influence also stimulants `divergent thinking' (Legrenzi, Butera, Mugny, & Perez, 1991)
·
So, whilst it may be difficult to change majority views, minority groups can stimulate greater
thought on the issue which may, over time, lead to changes in majority attitudes.
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The following 3 conditions are essential for a minority to have its influence:
1. The minority must also be flexible and open-minded
Example: Nelson Mandela (double minority) was successful in changing the social and
o
political landscape of South Africa with his consistency and confidence coupled with his
willingness to negotiate with White apartheid leaders. In contrast, minority people will
reduce their influence if are rigid.
Single minority are more likely to influence the majority Double minority status indicates
o
that Mandela was different from Whites in beliefs, and also in group membership. An
example of a single minority is a heterosexual advocating the rights of gay. In contrast, a
gay advocating such rights is having a double minority.
"The power of a movement lies in the fact that it can indeed change the habits of people.
o
This change is not the result of force but of dedication, of moral persuasion" (Steve Biko,
South African political leader, 1946-1977).
2. Degree of difference between minority & majority
3. Minorities have the strongest influence when they take positions in the cultural normative
directions. Norms: e.g., beliefs about equality and human justice may be rejected by some people,
they still will be in line with the beliefs of most people.
It is not always essential that minority views are accepted, majority can impose sanctions and withdraw
rewards from its members, and this is enough to keep public compliance with the majority.
Reading
·  Franzoi, S. (2003). Social Psychology. Boston: McGraw-Hill. Chapter 9.
Other Readings
·  Lord, C.G. (1997). Social Psychology. Orlando: Harcourt Brace and Company. Chapter 8.
·  David G. Myers, D. G. (2002). Social Psychology (7th ed.). New York: McGraw-Hill.
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Table of Contents:
  1. INTRODUCTION TO SOCIAL PSYCHOLOGY:Readings, Main Elements of Definitions
  2. INTRODUCTION TO SOCIAL PSYCHOLOGY:Social Psychology and Sociology
  3. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY:Scientific Method
  4. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY:Evaluate Ethics
  5. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY RESEARCH PROCESS, DESIGNS AND METHODS (CONTINUED)
  6. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY OBSERVATIONAL METHOD
  7. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY CORRELATIONAL METHOD:
  8. CONDUCTING RESEARCH IN SOCIAL PSYCHOLOGY EXPERIMENTAL METHOD
  9. THE SELF:Meta Analysis, THE INTERNET, BRAIN-IMAGING TECHNIQUES
  10. THE SELF (CONTINUED):Development of Self awareness, SELF REGULATION
  11. THE SELF (CONTINUE…….):Journal Activity, POSSIBLE HISTORICAL EFFECTS
  12. THE SELF (CONTINUE……….):SELF-SCHEMAS, SELF-COMPLEXITY
  13. PERSON PERCEPTION:Impression Formation, Facial Expressions
  14. PERSON PERCEPTION (CONTINUE…..):GENDER SOCIALIZATION, Integrating Impressions
  15. PERSON PERCEPTION: WHEN PERSON PERCEPTION IS MOST CHALLENGING
  16. ATTRIBUTION:The locus of causality, Stability & Controllability
  17. ATTRIBUTION ERRORS:Biases in Attribution, Cultural differences
  18. SOCIAL COGNITION:We are categorizing creatures, Developing Schemas
  19. SOCIAL COGNITION (CONTINUE…….):Counterfactual Thinking, Confirmation bias
  20. ATTITUDES:Affective component, Behavioral component, Cognitive component
  21. ATTITUDE FORMATION:Classical conditioning, Subliminal conditioning
  22. ATTITUDE AND BEHAVIOR:Theory of planned behavior, Attitude strength
  23. ATTITUDE CHANGE:Factors affecting dissonance, Likeability
  24. ATTITUDE CHANGE (CONTINUE……….):Attitudinal Inoculation, Audience Variables
  25. PREJUDICE AND DISCRIMINATION:Activity on Cognitive Dissonance, Categorization
  26. PREJUDICE AND DISCRIMINATION (CONTINUE……….):Religion, Stereotype threat
  27. REDUCING PREJUDICE AND DISCRIMINATION:The contact hypothesis
  28. INTERPERSONAL ATTRACTION:Reasons for affiliation, Theory of Social exchange
  29. INTERPERSONAL ATTRACTION (CONTINUE……..):Physical attractiveness
  30. INTIMATE RELATIONSHIPS:Applied Social Psychology Lab
  31. SOCIAL INFLUENCE:Attachment styles & Friendship, SOCIAL INTERACTIONS
  32. SOCIAL INFLUENCE (CONTINE………):Normative influence, Informational influence
  33. SOCIAL INFLUENCE (CONTINUE……):Crimes of Obedience, Predictions
  34. AGGRESSION:Identifying Aggression, Instrumental aggression
  35. AGGRESSION (CONTINUE……):The Cognitive-Neo-associationist Model
  36. REDUCING AGGRESSION:Punishment, Incompatible response strategy
  37. PROSOCIAL BEHAVIOR:Types of Helping, Reciprocal helping, Norm of responsibility
  38. PROSOCIAL BEHAVIOR (CONTINUE………):Bystander Intervention, Diffusion of responsibility
  39. GROUP BEHAVIOR:Applied Social Psychology Lab, Basic Features of Groups
  40. GROUP BEHAVIOR (CONTINUE…………):Social Loafing, Deindividuation
  41. up Decision GROUP BEHAVIOR (CONTINUE……….):GroProcess, Group Polarization
  42. INTERPERSONAL POWER: LEADERSHIP, The Situational Perspective, Information power
  43. SOCIAL PSYCHOLOGY APPLIED: SOCIAL PSYCHOLOGY IN COURT
  44. SOCIAL PSYCHOLOGY APPLIED: SOCIAL PSYCHOLOGY IN CLINIC
  45. FINAL REVIEW:Social Psychology and related fields, History, Social cognition