A Level Psychology- Social Influence Test (questions and marked answers)- achieved A* (97%)
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Course
Social Influence
Institution
AQA
Book
Psychology A Level Year 1 and AS: The Complete Companion Student Book for AQA
This is the End of Unit Test for Social Influence my Psychology teacher gave me, which I scored 97%.
It contains questions on all units in Social Influence, including both questions and answers, and 2,3,4,6 and a 12 mark essay at the end on resistance to social influence.
All questions are f...
Sofia Khan (8) Time to complete: 50:49 Points: 37/38
1. The following statements are all related to conformity. A 2 / 2 pts
Doing what the group does in order to be liked by them.
B Doing what the group does because we do not know
what else to do. C Going along with the group, even if w
e do not really agree with what they are doing. D Going
along with the group because we accept their beliefs an
d attitudes into our own cognitions. In the table below,
write which statement, A, B, C or D, describes each type
of conformity. Type of conformity Statement Internalisati
on Compliance
Internalisation- D Compliance- C
2. Briefly outline how two variables investigated by Asch w 2 / 2 pts
ere found to affect conformity. 1. ________________________
_____________________________________________ ______________
_________________________________________________________ 2.
____________________________________________________________
_________ __________________________________________________
_____________________
One variable investigated by Asch was group size. He found that with on
e confederate, conformity was 3%, with two confederates, conformity wa
s 13% and with 3 confederates conformity increased to 33%. However, af
ter three confederates, conformity did not increase any further. Another
variable investigated by Asch was unanimity, the extent to which a group
agrees. He found that when there was a dissenter, conformity decreased
from 33% to 5.5% because the unanimity was broken.
3. Jenny is a psychology teacher who works with six other t 5 / 6 pts
eachers in the department. Jenny believes strongly that
homework should not be graded as it distracts students
from reading verbal feedback on their work. She would li
ke her colleagues to stop grading work. The other mem
bers of the department do not agree but have told Jenn
y they are willing to have a meeting about it. Using your
knowledge of minority influence, explain how Jenny mig
ht be able to persuade the rest of the department to acc
ept her view.
Jenny (the minority) might be able to persuade her colleagues (the major
ity) to adopt her beliefs about not grading homework through being con
sistent, committed and flexible. In terms of consistency, she could repeat
edly tell her colleagues how she believes grading ‘distracts students’ fro
m verbal feedback, to draw attention to her views. To demonstrate com
mitment, Jenny in her free time could research the benefits of not gradin
g work, or she could deliberately not grade her students' work, to show
how dedicated she is to her views. To be flexible, Jenny must not be too
consistent and rigid, she must adapt to the majority’s view. She could do
this by compromising that the psychology department could try trialling
not grading mocks, but grading homework, and seeing if that has a posit
ive impact on students. These three factors might enable the majority to
accept Jenny’s attitudes towards grading.
4. Outline what is meant by ‘agentic state’ as an explanatio 2 / 2 pts
n for obedience.
The agentic state is a state where individuals blindly obey and do not fee
l personal responsibility for their actions, because they are acting as ‘age
nts’ for carrying out an authority figure’s wishes. The opposite of an age
ntic state is the ‘autonomous state’, where people do feel responsible for
their actions.
5. When you are a passenger on a train, you are much mor 4 / 4 pts
e likely to move to another seat if the ticket collector tell
s you to move than if another passenger tells you to do
so. Use your knowledge of why people obey to explain t
his behaviour.
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