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Social Influence P2
Psychology Case Studies for Social Influence
| Case Study | Year | Aim | Details of Case | Terms Associated with Study |
|---|---|---|---|---|
| Asch - Chaitra | 1951 | to investigate whether social pressure will affect one's ability to conform | Asch measured the number of times each subject conformed to the majority while answering questions. He found that 74% of the subjects conformed at least once across 15 trails. | normative influence, informational influence, Asch Paradigm, normative social influence, conformity, |
| Geert Hofstede (Julia & Ashley) | 1997 | To explain patterns of human behaviors in different cultures. | -1117000 employees from 40 countries -Six trends dimensions 1. Individualism vs collectivism 2.Power distance index 3. Masculinity and Femininity 4. Uncertainty avoidance index 5. Long-term vs short-term 6. Indulgence vs restraint | uncertainty avoidance, individualism/collectivism, power distance, masculinity/femininity, cultural dimensions |
| Torres et Al (Daniela & Camila) | 2012 | to investigate the effect of discrimination on acculturative stress | 669 participants from Midwest Region of US. Identified as Mexican, Mexican-American, Chicano. Questionnaire to measure: perceived discrimination, acculturative stress, psychological stress. Measured integration into mainstream culture Correlational ex. | Behavioral orientation Acculturative Stress Psychological distress Discrimination |
| Bond and Smith - Angelina and Allison | 1996 | to investigate Asch paradigm cross-culturally | they conducted a meta-analysis of 133 replications of Asch's study from 17 different countries comparing cultures and collectivism vs individualism | collectivism vs individualism, conformity, social influence |
| Barry et al. - Gabriela Lotze | 1959 | To investigate the effect of different child training practices on behavior around the world | 1) identified types of child training practices around the world (age 5 - adolescence) 2) Measured from 46 societies 3) Used existing data to categorize societies as high food and low food accumulating The results showed that high food accumulating | Enculturation: the process by which culture is pass ed from one generation to the next and through which individuals become members of society Behavior: the way in which one acts or conducts oneself Obedience: compliance with an order, request, or law |
| Amy Cuddy (from Ted Talk) (Lisa Maarek) | 2010 | To suggest that those who adopted the practice of "power-posing" could cultivate feelings of confidence and inner power. | Her TED talk on the benefits of power posing were increasing in popularity. Many people believed her methods to work, and she received several critiques of judgement, going against her claims. | increase in testosterone, decrease in cortisol, deeper feelings of confidence |
| Steele and Aronson - Delya | 1995 | to see how stereotype threat affects test performance in African Americans | defined stereotype threat as being at risk of confirming, as self-characteristic, a negative stereotype about one's group | aggressiveness and stereotypical stress |
| Tajfel and Turner, et al. (Carolina Lotze) | 1979 | To test if grouping was enough to cause prejudice between groups of very similar people | -64 14-15 year old boys - separated on being over/underestimators' or being more accurate when looking at a dot plot -given money to reward/ punish -gave more money to those in their groups | in-group, out-group, prejudice |
| Stanford Marshmallow Experiment (Mischell, et al. ) (Maria B and Louison B) | 1972 | to understand when the control of delayed gratification, the ability to wait to obtain something that one wants, develops in children. | Observed 16 girls and 16 boys aged from 3 to 5 when placed in a room with no distractions, just a treat of their choice. They told the children they could eat the treat straight away but if they waited, they would get a second one. | gratification, delayed gratification, high-delay, low-delay, reward |
| Robbers Cave (Muzifer Sherif) Paola Perez - Maria Polanco - Camille Shechter, Marta Yavorsky, Sofia Hernandez | 1954 | To create conflict and hostility between groups, and then employ interventions designed to reduce it. | 12 year old boy WASPS, Robbers Cave State Park, 3 Weeks, Separation and bonding (team name and flag), Competitions (Sports, Tug of War, etc) and Rewards (Trophies, pocket knives, treats), Re-integration through superordinate goals | Re-integration, Superordinate, WASPS, Separation, Aggression, Competition |
| Berry (Based on Barry et al's case study) MARS, Kelly | 1967 | to investigate why different cultures have different rates of conformity | Individuals in rooms and were asked to do the Asch's line experiment. On the third trial, experimenter gave the individual a "hint" of what others in their culture chose. Observed if the participants conformed to the answers of their peers | conformity, deception, culture |
| Allport's contact hypothesis (Nabiha Khan) | 1954 | to investigate whether contact between two groups can promote tolerance and acceptance | based on observations, premised of four conditions in where intergroup contact will reduce prejudice 1) equal status 2) common goals 3) intergroup cooperation 4) supports of authorities and law customs. | interpersonal, prejudice, |
| Aronson et al. (The Jigsaw Classroom) Florentina M. and Katherine M. | 1978 | To reduce hostility, conflict, stereotyping and discrimination between different groups of students in classrooms. | divided the class into groups and assigned them each one piece of information. Each student learned their information and would be required to teach it to their group. Members would help each other learn and teach. | decreased stereotyping and conflicts, cooperation, collaboration, group work, decreased prejudice, improved relationships, and increased self-esteem. |
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ybarreda
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