Milgram :40 male participant, volunteer, claimed was about the role of Identification - when an individual
punishment in learning, laboratory experiment, participants always Compliance - An attitude or behaviour is
because they want to establish a re
being assigned the role of the teacher, yet they believed it was random, adopted, not because of the content but
person or group.
learner was a confederate, teacher instructed man in white lab coat to because of the rewards or approval associated
with its adoption. This leads to a change of
ask confederate about word pairs, every time the learner made a Internalisation - when a
public behaviour but not of private beliefs
mistake the teacher was told to shock the learner increasing the voltage influence because the c
by 15 volts each time; all participants gave the shock up to 300 volts, and When an individual behaviour proposed is c
65% went to the full 450 volts. follows a direct order. beliefs. This leads to a c
and private beliefs.
Variations : moving location = 48%, teacher and learner in the same Types of Conformity Normative socia
room = 40%, the teacher forcing learner’s hand onto shock panel = Legitimate Authority – Obedience have a desire to
35%, dissenters = 10%, an assistant administering the shock = 92.5% uniform and location. approved by our
and the experimenter being in a separate room = 21%. Shown by Milgram, and by Informational social influence - when
Agentic State – when an individual carries out the Bickman. we have a desire to be correct and a
Yielding to eithe
order of an authority figure and acts as their need for certainty.
agent; no responsibility. group pressure.
Explanations of Obedience Conformity
Authoritarian Personality – F scale;
those thought to be susceptible to
Asch: Fifty
obeying authority figures. Elms and Conformity – social support; role Social Influence shown pa
Milgram used participants from of an ally; Asch dissenters 5.5%.
Milgram’s shock study and the F The augmentation principle is when Zimbardo : He participan
scale to study authoritarianism. putting forward your point of view is found that the confedera
They found little difference Social Change taken more seriously when there are environment and the o
between personalities, but risks involved. contributed to the compariso
Resistance to Social Influence
obedient participants had higher behaviour of the the compa
levels of authoritarianism. Social crypto-amnesia is when by the time guards as they had the test lin
In order for this to
Minority Influence the minority view becomes the majority, shown no signs of conforme
occur there must be
Obedience – disobedient models; people people forget it was ever the minority. it beforehand. He despite th
three conditions:
who resist have personal quality allowing claims that the obvious.
flexibility,
it; Milgram dissenters 10%. The snowball effect is when as some adopt the minority view, deindividuation of
consistency and
Locus of Control – internal = caused by own commitment. they influence a great number of people, causing the minority the ‘prisoners’ may Variation
decisions. external = external events. Anderson to become the majority. have cause them was incre
found people with internal were more likely to Moscovici asked participants to estimate the colour of 36 slides, all of which were blue with to respond in the dissenter
emerge as leaders and resist social influence as varying brightness’s. Each condition had four participants and two confederates. In the first way they did; participan
those with external think actions caused by fate. condition the confederates described all the slides as green. In the second they described 24 as conforming to the the major
Also, Holland found those who gave higher shocks green. In the control there were no confederates. In the first condition there was 8.4% guards’ cruel dropped t
(repeat of Milgram study) were more likely to have conformity. In the second 1.3%, and in the control 0.25%. this shows the minority has an orders. difficulty
external LOCs. influence over the majority, but more when the minority is consistent. conformit
, Stage Age Erogenous Key
Infection – brain has no immune response and relies on Neuroanatomy – brains structure can be damaged Concordance – degree of Zone Experience
Oral 0-18 Mouth Breast Orally a
keeping infections out with a barrier. Infections in the brain or improperly formed; ability to think, and similarity months feeding and leading
can cause widespread damage. emotional responses. weaning passive
smokin
Genotype – set of genes sarcasti
in DNA responsible for Anal 18-36 Bowels and Toilet Anally r
Neurochemistry – brain relies on chemicals to months bladder training organis
traits. Determined by
function; they send messages around the brain too leni
alleles and info is in two being d
and nervous system. The wrong amount can lead Phallic 3-5 years Genitals Gender Oedipu
alleles. Inherited. discovery father. E
to abnormality. mother
Latency 6 years Dormant No key People
Phenotype – physical expression to sexual trauma (Asexua
Genetics – genes inherited from parents provide Biological of trait. It is what you see; Genital
puberty
Puberty
feelings
Sexual No key Frigidity
onwards interest trauma (homos
blueprint for bodies and brains. Abnormalities could determined by genes and matures
lead to abnormal brain functioning ad abnormal environment.
behaviour.
Introspection
Wilhelm Wundt ID: instinctual drives
Mediational processes – cognitive factors Self efficacy – internal belief based Superego: parent’s approval
that come between stimulus and response on experience, perceived ability and
Founding father Ego: reality/balance
affecting learning. likelihood of success, which
in Europe
determines whether behaviour is
imitated. Freud
Approaches
Social Learning Theory Psychodynamic
Inference Classical conditioning
Cognitive Free will – Pavlov Operant conditioning
– skinner
Gorillas in the
Bandura Bobo Dolls: Midst – relevant Behaviourism Positive and De
Aggressive and non info Humanism Who am I? negative Rep
aggressive models Theoretical reinforcement De
models – MSM Subjective Dis
Toys taken away –
frustration and WMM Positive and neg
Schemas Maslow’s hierarchy
Rogers: Gr
Identification – Client centred
Shaping B
association with therapy, Q sort
Computer models b
role model Conditions of worth
Modelling – Vicarious reinforcement
Congruence – Trial and error
observing role – watching model be similarity to
models rewarded for behaviour Schedule of reinforcement
ideal self
punishment in learning, laboratory experiment, participants always Compliance - An attitude or behaviour is
because they want to establish a re
being assigned the role of the teacher, yet they believed it was random, adopted, not because of the content but
person or group.
learner was a confederate, teacher instructed man in white lab coat to because of the rewards or approval associated
with its adoption. This leads to a change of
ask confederate about word pairs, every time the learner made a Internalisation - when a
public behaviour but not of private beliefs
mistake the teacher was told to shock the learner increasing the voltage influence because the c
by 15 volts each time; all participants gave the shock up to 300 volts, and When an individual behaviour proposed is c
65% went to the full 450 volts. follows a direct order. beliefs. This leads to a c
and private beliefs.
Variations : moving location = 48%, teacher and learner in the same Types of Conformity Normative socia
room = 40%, the teacher forcing learner’s hand onto shock panel = Legitimate Authority – Obedience have a desire to
35%, dissenters = 10%, an assistant administering the shock = 92.5% uniform and location. approved by our
and the experimenter being in a separate room = 21%. Shown by Milgram, and by Informational social influence - when
Agentic State – when an individual carries out the Bickman. we have a desire to be correct and a
Yielding to eithe
order of an authority figure and acts as their need for certainty.
agent; no responsibility. group pressure.
Explanations of Obedience Conformity
Authoritarian Personality – F scale;
those thought to be susceptible to
Asch: Fifty
obeying authority figures. Elms and Conformity – social support; role Social Influence shown pa
Milgram used participants from of an ally; Asch dissenters 5.5%.
Milgram’s shock study and the F The augmentation principle is when Zimbardo : He participan
scale to study authoritarianism. putting forward your point of view is found that the confedera
They found little difference Social Change taken more seriously when there are environment and the o
between personalities, but risks involved. contributed to the compariso
Resistance to Social Influence
obedient participants had higher behaviour of the the compa
levels of authoritarianism. Social crypto-amnesia is when by the time guards as they had the test lin
In order for this to
Minority Influence the minority view becomes the majority, shown no signs of conforme
occur there must be
Obedience – disobedient models; people people forget it was ever the minority. it beforehand. He despite th
three conditions:
who resist have personal quality allowing claims that the obvious.
flexibility,
it; Milgram dissenters 10%. The snowball effect is when as some adopt the minority view, deindividuation of
consistency and
Locus of Control – internal = caused by own commitment. they influence a great number of people, causing the minority the ‘prisoners’ may Variation
decisions. external = external events. Anderson to become the majority. have cause them was incre
found people with internal were more likely to Moscovici asked participants to estimate the colour of 36 slides, all of which were blue with to respond in the dissenter
emerge as leaders and resist social influence as varying brightness’s. Each condition had four participants and two confederates. In the first way they did; participan
those with external think actions caused by fate. condition the confederates described all the slides as green. In the second they described 24 as conforming to the the major
Also, Holland found those who gave higher shocks green. In the control there were no confederates. In the first condition there was 8.4% guards’ cruel dropped t
(repeat of Milgram study) were more likely to have conformity. In the second 1.3%, and in the control 0.25%. this shows the minority has an orders. difficulty
external LOCs. influence over the majority, but more when the minority is consistent. conformit
, Stage Age Erogenous Key
Infection – brain has no immune response and relies on Neuroanatomy – brains structure can be damaged Concordance – degree of Zone Experience
Oral 0-18 Mouth Breast Orally a
keeping infections out with a barrier. Infections in the brain or improperly formed; ability to think, and similarity months feeding and leading
can cause widespread damage. emotional responses. weaning passive
smokin
Genotype – set of genes sarcasti
in DNA responsible for Anal 18-36 Bowels and Toilet Anally r
Neurochemistry – brain relies on chemicals to months bladder training organis
traits. Determined by
function; they send messages around the brain too leni
alleles and info is in two being d
and nervous system. The wrong amount can lead Phallic 3-5 years Genitals Gender Oedipu
alleles. Inherited. discovery father. E
to abnormality. mother
Latency 6 years Dormant No key People
Phenotype – physical expression to sexual trauma (Asexua
Genetics – genes inherited from parents provide Biological of trait. It is what you see; Genital
puberty
Puberty
feelings
Sexual No key Frigidity
onwards interest trauma (homos
blueprint for bodies and brains. Abnormalities could determined by genes and matures
lead to abnormal brain functioning ad abnormal environment.
behaviour.
Introspection
Wilhelm Wundt ID: instinctual drives
Mediational processes – cognitive factors Self efficacy – internal belief based Superego: parent’s approval
that come between stimulus and response on experience, perceived ability and
Founding father Ego: reality/balance
affecting learning. likelihood of success, which
in Europe
determines whether behaviour is
imitated. Freud
Approaches
Social Learning Theory Psychodynamic
Inference Classical conditioning
Cognitive Free will – Pavlov Operant conditioning
– skinner
Gorillas in the
Bandura Bobo Dolls: Midst – relevant Behaviourism Positive and De
Aggressive and non info Humanism Who am I? negative Rep
aggressive models Theoretical reinforcement De
models – MSM Subjective Dis
Toys taken away –
frustration and WMM Positive and neg
Schemas Maslow’s hierarchy
Rogers: Gr
Identification – Client centred
Shaping B
association with therapy, Q sort
Computer models b
role model Conditions of worth
Modelling – Vicarious reinforcement
Congruence – Trial and error
observing role – watching model be similarity to
models rewarded for behaviour Schedule of reinforcement
ideal self
