Summary Social Influence Revision Notes (AQA A Level Psychology) Paper 1
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Social Influence
Institution
AQA
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AQA Psychology for A Level Year 1 & AS - Student Book
These are revision notes for Social Influence Revision Notes (AQA A Level Psychology) Paper 1. These have comprehensive detail of all the double page spreads of the AQA A Level Psychology text book for the Social Influence chapter. All studies and dates and evaluation points are included. All key t...
AQA A-Level Psychology | A* Student Notes | Social Influence
example answer to a 16 mark question - the cognitive approach
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Social Influence Revision Notes
Conformity: Types and Explanations
Types of Conformity (Kelman, 1958)
1. Internalisation
o Definition: Deep type where a person genuinely accepts the
group norms, resulting in a change in private and public
behavior.
o Example: If the group's beliefs are internalised, the person will
act according to these beliefs even when not with the group.
2. Identification
o Definition: Moderate type where a person conforms to the
opinions/behavior of a group because they value the group
and want to be part of it.
o Example: Conforming to group standards publicly, but possibly
not agreeing with them privately.
3. Compliance
o Definition: Superficial and temporary type where a person
outwardly goes along with the group while privately
disagreeing.
o Example: Changing behavior only as long as the group
pressure exists.
Explanations for Conformity (Deutsch and Gerard, 1955)
1. Informational Social Influence (ISI)
o Definition: Conforming because we believe others have better
information and we want to be correct.
o Example: Conforming in ambiguous situations where we look
to others who seem more knowledgeable.
2. Normative Social Influence (NSI)
o Definition: Conforming to be liked or accepted by the group.
o Example: Conforming in clear situations to gain social
approval and avoid rejection.
Evaluation of ISI and NSI
, Research Support for ISI: Lucas et al. (2006) found that people
conformed more to incorrect answers on difficult math problems,
indicating ISI as they assumed others knew better.
Individual Differences in NSI: NSI does not affect everyone
equally; people who care more about being liked (nAffiliators) are
more likely to conform (McGhee and Teevan, 1967).
ISI and NSI Work Together: Both processes can influence
conformity simultaneously. Dissenters may reduce both ISI (by
providing an alternative source of information) and NSI (by breaking
the group's unanimity) as suggested by studies like Asch's.
Key Studies
Asch (1951): Showed NSI through line judgment tasks; participants
conformed to incorrect majority judgments even when the task was
unambiguous.
Lucas et al. (2006): Demonstrated ISI with math problems; greater
conformity on more difficult tasks.
Schultz et al. (2008): Real-life application of NSI; hotel guests
reduced towel use more when they believed other guests were
doing the same.
Practical Applications
Real-Life Application (Schultz et al., 2008): Changing hotel
guests' behavior by using messages suggesting that other guests
were using fewer towels.
Workplace Conformity Study: Observing conforming behavior in
a British retail company to understand naturalistic and controlled
variables influencing conformity.
Summary Points
1. Internalisation involves genuine acceptance of group norms both
publicly and privately.
2. Identification involves conforming to be part of a valued group,
with public conformity potentially differing from private beliefs.
3. Compliance involves superficial agreement with the group while
privately disagreeing.
4. ISI occurs when individuals conform to be correct in ambiguous
situations.
, 5. NSI occurs when individuals conform to be liked or accepted by the
group.
Evaluation Extra
Individual Differences in ISI: Some individuals are more affected
by ISI due to personality traits (Asch, 1951).
Asch's Research on NSI: Showed that even clear situations could
lead to conformity due to NSI, as people desired social approval and
feared rejection.
Perrin and Spencer (1980): Found less conformity in students
studying engineering, suggesting individual differences in ISI.
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