What is Social Influence?
Social influence refers to how our thoughts, feelings, and behaviours are affected by others. It’s a fundamental aspect of human social life, affecting everything from what we wear to how we vote.
Types of Social Influence
| Type | Explanation | Example |
|---|---|---|
| Conformity | Changing behaviour/beliefs to fit in with a group | Wearing same fashion as friends |
| Obedience | Following direct orders from an authority figure | Soldier following commands |
| Compliance | Publicly agreeing with group but privately disagreeing | Laughing at joke you don’t find funny |
Conformity
Conformity = a change in behaviour or belief as a result of real or imagined group pressure.
Types of Conformity
1. Compliance (Kelman, 1958)
- Publicly conforming but privately disagreeing
- Shallow, temporary change
- Superficial compliance to avoid rejection/gain approval
Outside: "I agree with you!" (publicly)Inside: "Actually, I think you're wrong" (private)Example: Laughing at boss’s bad joke because you want to be liked
2. Identification (Kelman, 1958)
- Publicly and privately changing to be like group
- Temporary - lasts while member of group
- Wanting to belong to group
Example: Supporting a football team because all your friends do
3. Internalisation (Kelman, 1958)
- Deep, permanent change
- Public and private beliefs both change
- Accepts group’s views as own genuine belief
Outside: "I agree with you!" (publicly)Inside: "You're right, I've changed my mind" (private - genuine)Example: Converting to a religion after studying it deeply
TIPThink of it as: Compliance (fake it), Identification (fit in), Internalisation (become it)
Explanations for Conformity
Normative Social Influence (NSI)
Desire to be liked and accepted
- We conform to avoid social rejection
- Fear of disapproval
- Want to belong to group
- Explains compliance (superficial conformity)
Everyone else does X ↓ "If I don't do X, they'll reject me!" ↓ I do X (but don't really believe it)Evidence: Asch (1951, 1955) - participants conformed even though they knew the answer was wrong, showing NSI
Informational Social Influence (ISI)
Desire to be right
- We look to others for guidance in ambiguous situations
- We assume others know more than us
- Internalisation occurs because we genuinely believe they’re right
- More likely when:
- Situation is unclear/ambiguous
- It’s a crisis (emergency)
- We believe others are experts
Ambiguous situation: "What should I do?" ↓ "Everyone else is doing X" ↓ "They must know something I don't!" ↓ I do X (and believe it's right)Evidence: Sherif (1935) - Autokinetic effect (stationary light appears to move due to eye movements)
Sherif’s Study:
- Participants asked how far light moved (it wasn’t actually moving!)
- Alone: Estimates varied widely (2-8 inches)
- In groups: Converged on common estimate
- Internalisation - they genuinely believed the group estimate
Key Research Studies
Asch (1951, 1955) - Line Judgment Task
Aim: To investigate the extent to which social pressure from a majority group could influence a person to conform
Procedure:
- 123 American male participants
- Shown two cards:
- Card 1: One standard line
- Card 2: Three comparison lines (A, B, C)
- Task: Match standard line to comparison line
- Easy task - obvious answer
- Naive participant sat with 6-8 confederates
- Confederates gave wrong answers on 12/18 trials
Card 1: Card 2: ┃ A ┃ ┃ ┃ ┃ B ┃ ┃ ┃ ┃ C ┃ ┃ ┃ Standard Which matches?Findings:
- 36.8% conformity rate overall
- 25% never conformed
- 75% conformed at least once
- When one confederate gave correct answer → conformity dropped to 5%
Conformity rates:╔════════════════════════════════════════╗║ Condition Conformity % ║╠════════════════════════════════════════╣║ All confederates wrong 36.8% ║║ One confederate correct 5.3% ║║ One confederate dissenter 10.4% ║║ Participant writes answer 11.8% ║╚════════════════════════════════════════╝Conclusions:
- People conform even in obvious situations
- Group size matters - but only up to a point (3-4 confederates)
- Unanimity is important - one dissenter reduces conformity
- Task difficulty affects conformity rates
Factors Affecting Conformity (Asch variations)
| Factor | Effect on Conformity | Explanation |
|---|---|---|
| Group size | ↑ Up to 3-4 people | More people = more pressure |
| Unanimity | ↓ With dissenter | Dissenter breaks unanimity, provides support |
| Task difficulty | ↑ With difficulty | More likely to look to others for guidance (ISI) |
| Confidence | ↓ With high confidence | Less likely to doubt own judgment |
| Group cohesion | ↑ In close groups | More desire to be accepted (NSI) |
Why Do People Resist Conformity?
Asch found 25% never conformed - why?
- Individual differences: Some people more independent
- Rebel personality: Desire to be different
- Strong moral stance: Won’t compromise principles
- Confidence in own abilities
- Prior experience: Knowledge gives confidence
IMPORTANTHaving just one ally who agrees with you dramatically reduces conformity pressure - the power of social support!
Obedience
Obedience = following direct orders from an authority figure
- Different from conformity because:
- Direct order (not implicit pressure)
- Authority figure (not just peers)
- Often goes against personal morals
Milgram’s Obedience Studies (1963)
Aim: To investigate how far people would go in obeying an authority figure who instructed them to harm another person
Procedure:
- 40 male participants (20-50 years old)
- Naive participant (Teacher) + Confederate (Learner)
- Draw lots (rigged) - participant always Teacher
- Teacher in room with experimenter
- Learner in next room (heard but not seen)
- Task: Read word pairs, test memory
- Shock generator: 15V to 450V (labelled “XXX”)
Teacher Room Learner Room ┌────────┐ ┌────────┐ │Teacher │ │Learner │ │● │──Shock→│● │ │Exper. │ │ │ └────────┘ └────────┘ │ ▼ Shock Generator 15V ... 450V (XXX)The procedure:
- Teacher asks questions
- Wrong answer → give shock, increase by 15V
- At 300V, Learner bangs on wall (then silence)
- Teacher asks experimenter what to do
- Prods (verbal prompts):
- “Please continue”
- “The experiment requires you to continue”
- “It is absolutely essential that you continue”
- “You have no other choice, you must go on”
Findings:
- 100% went to 300V
- 65% went to full 450V (XXX)
- All showed signs of stress: sweating, trembling, nervous laughter
Percentage continuing at each voltage:╔════════════════════════════════════╗║ Voltage % Continuing ║╠════════════════════════════════════╣║ 75V 100% ║║ 150V 100% ║║ 285V 100% ║║ 300V 100% (Learner protests) ║║ 315V 82.5% ║║ 330V 65% ║║ 450V (XXX) 65% ║╚════════════════════════════════════╝Conclusions:
- Ordinary people will obey authority even to harm others
- Agentic state - person sees themselves as agent carrying out orders
- Legitimacy of authority - Yale University, scientific lab coat
Milgram’s Variations
| Variation | Obedience % | Explanation |
|---|---|---|
| Original (Yale) | 65% | Legitimate authority |
| Run-down office | 48% | Less legitimate setting |
| Teacher & Learner together | 40% | Direct feedback of harm |
| Experimenter not present | 21% | Authority less immediate |
| Two experimenter (argue) | 0% | Legitimacy undermined |
| Ordinary person gives orders | 20% | Less authority status |
| Participants choose shock level | 2.5% | Personal responsibility |
Explanations for Obedience
1. Agentic State (Milgram)
Agentic state = feeling of not being responsible for own actions
- Autonomous state: Normal state - responsible for own actions
- Agentic state: Sees self as agent executing authority’s wishes
- Moral strain - but obeys anyway
- Shifts responsibility from self to authority
Autonomous Agentic State State ┌────────┐ ┌────────┐ │ Self │ │ Agent │ Responsibility │ ↓ │ Authority │ ↓ │ │ │ │ order │ │ │ │ [●] │ ────────→ │ [●] │ └────────┘ └────────┘2. Legitimacy of Authority
We obey authority because:
- Socialised from childhood to obey (parents, teachers)
- Authority has legitimate power (expertise, position)
- Authority appears trustworthy
- Institution gives authority (Yale University)
Legitimate authority figures:
- Police officers
- Doctors
- Teachers
- Judges
3. Gradual Commitment (Foot-in-the-door)
- Start with small requests (15V shocks)
- Gradually escalate commitment
- Person feels obliged to continue
- Harder to refuse after agreeing
15V ✓ → 30V ✓ → 45V ✓ → ... → 450V ✓"Sure" "OK" "Fine" "I've come this far..."Why Do Some People Resist?
In Milgram’s study, 35% disobeyed - why?
Factors:
- Personal morality - couldn’t harm another
- Situational factors - seeing learner’s distress
- Previous experience - in resisting authority
- Internal locus of control - belief in personal control
- Field-dependent vs Field-independent - awareness of social context
Real-World Examples
Hofling Hospital Study (1966):
- Nurses ordered by unknown doctor to give double dose of drug
- 21/22 nurses obeyed (despite rules violation)
- Shows legitimacy of authority in real settings
The Holocaust:
- Arendt (1963): “Banality of evil”
- Ordinary people committed atrocities because they obeyed orders
- In agentic state, shifted responsibility
My Lai Massacre (1968):
- US soldiers killed 500 Vietnamese civilians
- Following orders from commanding officer
- Some refused (showing resistance is possible)
Key Exam Points
IMPORTANTCommon AQA questions:
- Outline and evaluate explanations of conformity (16 marks)
- Discuss Milgram’s research into obedience (16 marks)
- Explain the difference between compliance and internalisation (4 marks)
- Discuss factors affecting conformity (6 marks)
Practice Question
Outline and evaluate research into conformity (16 marks)
Model Answer
Outline (6 marks): Asch (1951) investigated conformity using a line judgment task. 123 participants were shown two cards with lines and asked to match them. Confederates gave wrong answers on 12/18 trials. Asch found 36.8% conformity rate overall, with 75% conforming at least once. When one confederate gave correct answer, conformity dropped to 5.4%.
Asch also investigated factors: Larger group size increased conformity up to 4 people, task difficulty increased conformity, and presence of an ally reduced conformity.
Sherif (1935) used the autokinetic effect where a stationary light appears to move. Alone, participants varied in estimates, but in groups, they converged on a common estimate, showing internalisation through informational social influence.
Evaluate (10 marks): Strength: Asch’s research was highly controlled (standardised procedure, same confederates), increasing replicability. It also has useful applications - understanding why people conform in jury decisions, political views, and fashion.
However, Asch’s study lacks ecological validity. It was artificial (judging line lengths) in a lab setting with strangers. Perrin & Spencer found only 1 conformity in 356 trials using UK engineering students - shows Asch’s findings are culturally and temporally specific (1950s America).
Also, Asch’s sample was biased - all male, all American, limited age range. Bond & Smith found higher conformity in collectivist cultures, showing cultural variation.
Ethical issues: Participants were deceived (confederates lied), experienced stress when disagreeing with group, and may have felt embarrassed. However, they were debriefed.
Alternative evidence: Zimbardo showed social roles cause conformity, and Janis demonstrated groupthink in political decisions like Bay of Pigs, showing conformity has wider implications than just laboratory studies.
Summary
- Conformity = changing behaviour to fit group pressure
- Types: Compliance (fake), Identification (belong), Internalisation (believe)
- NSI = normative social influence (desire to be liked)
- ISI = informational social influence (desire to be right)
- Asch = 37% conformity on obvious task (NSI)
- Sherif = internalisation in ambiguous situation (ISI)
- Obedience = following authority orders
- Milgram = 65% gave 450V shock to stranger
- Explanations: Agentic state, legitimate authority, gradual commitment
- Some resist due to personal morality, internal locus of control
Understanding social influence helps us recognise when we’re being influenced and make more independent choices!
Related: Attachment Theory - How early bonds influence susceptibility to peer pressure, and Biopsychology - The brain regions involved in social decision-making
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