Social Influence
Social Influence Outline
I. Conformity
 II. Motivation
 III. Minority influence
 IV. Obedience to authority

Social Influence

How individual behavior is influenced by other
people and groups
I. CONFORMITY

I. Conformity:

Tendency to change our behavior/beliefs in ways that
are consistent with group norms

Norms: Accepted ways of thinking, feeling,
behaving

Why do we follow norms?
Make life easier
 Rewards for following norms
 Internalization of norms


A. Norm of reciprocity
When someone provides you with a benefit, it is
appropriate for you to return the favor
 EXAMPLE: Regan (1971)

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B. Norm of social commitment


“Coke” study
Keeping our promises and honoring our
commitments
C. Conforming to group norms

Tendency to follow attitudes and behavior of the
group
Why do we conform to the group?

1) Informational influence


Look to others for information
EXAMPLE: Sherif's (1936) autokinetic effect
studies
It moved about
3.5 inches
Autokinetic effect: the stationary dot of light
will seem to move
Looks like 1 inch
I’d say 2 inches
7.5 inches
What if people make their judgments with
others, and state estimates aloud?
Average distance
estimates
Person A
Convergence
Person B
Person C
Alone
Group
Session 1
Group
Session 2
Group
Session 3
Conformity!
Initially, they differ; but over trials, they converge
Why do we conform to the group?

"Do as most do, and [people] will speak well
of thee"
-Thomas Fuller

2) Normative influence

We want to be liked, accepted and to fit in


We don’t want to look foolish
EXAMPLE:

Asch’s (1950s) conformity studies
Asch's (1955) conformity studies
1
Standard Line
Trial 1
2
3
Comparison Lines
Asch's (1955) conformity studies
1
Standard Line
Trial 2
2
3
Comparison Lines
Asch's (1955) conformity studies
1
Standard Line
Trial 3
2
3
Comparison Lines
Asch’s (1950s) conformity studies

Procedures:



One subject, six or more
confederates
Which line is the same length
as the standard?
People reported answers out
loud, one at a time


Subject always last
On 12 of 18 trials,
confederates answered
incorrectly

Results:
80
70
60
50
40
30
20
10
0
Average
conformity
Conformed
every time
# conformed
at least once
The majority is powerful
…but what about...

Galileo

Susan B Anthony &
Elizabeth Cady Stanton

Martin Luther King Jr.
Majority and Minority Influence

Majority influence:


Larger group influences smaller subgroup or individuals
Minority influence:

The individual or smaller group influences the larger
group
Moscovici & Minority Influence



Reversing the traditional Asch situation
Majority of SS and minority of confederates
Example study:
Showed SS blue slides
 Confederates argue slides are green
 Final judgements: 8.4% shifted judgements

Factors Affecting Minority Influence

Consistency

Investment

Self-interest

Ingroup vs outgroup members

Flexibility and consistency
Minority Influence and Status

Is early conformity important?


It may earn some ‘status’ with group members
Hollander’s studies on early conformity
5 person groups; complex decisional task
 Confederate demonstrated early conformity or not
 Confederate showed nonconformity
 Results:

Minority influence increased over time
 Minority influence greater for early conformists

Theory of Idiosyncrasy Credits
(Hollander)

To dissent effectively, you must first earn the
right by paying conformity dues called
idiosyncrasy credits.

High status have more idiosyncrasy credits than
low status
Reconciling Hollander and Moscovici

Different viewpoints:

Hollander: early conformity is good

Moscovici: consistent nonconformity is
important
Compliance versus Conversion

Majority influence:


Compliance (direct influence)
Minority influence:

Conversion (indirect influence)
Example study (Nemeth & Wachtler, 1974)

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5 person groups
Make award in personal injury case
Confederate argued for low award
Results:

Direct influence:

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Final vote: majority unchanged- gave big award
Indirect influence:

On second case gave significantly smaller awards
Obedience

Willingness to obey “legitimate” authority

Example: Milgram obedience studies

Procedures:
‘Teacher’ & ‘Student’: learn word pairs
 ‘Teacher’ required to administer shock to ‘learner’ for
errors

The Milgram Experiments:
Results

Over 60% punished learners with the
highest shock intensity (450 volts)
Peer Teaching of Motivation Theories

Assignment:

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Each group is responsible for teaching the theory to the class
and demonstrating the link to leadership
Some sort of visual aid is required
Group 1: Need theories
Group 2: Equity theory
Group 3: Expectancy theory
Group 4: ‘Work Design’ theories (Herzberg and Job characteristics
model)

Group 5: Operant theory
Assignment # 4

Carry out your own conformity study.

Type up a 1 page description of your study and
your observations.

Be sure to indicate how your observations relate
to material discussed in the course.