Chapter 7: Social Influence

1. Chapter 7: Social Influence Dr. M. Davis-Brantley

2. Social Influence • Why we behave the way we choose to behave? • Social Norms, Social Conformity • Ex: Walking on the street in the nude • Social influence is the area of social psychology that studies the ways in which people influence the thoughts, feelings, and behavior of other people

3. Persuasion • How are individuals persuaded to alter their behaviors, thoughts, feelings, beliefs, etc… • Emotional Appeal a type of persuasive communication that influences behavior on the basis of feelings that are aroused instead of rational analysis of the issues • Ex: Clergymen to the congregation • Book Ex: Jonathan Edwards famous sermon “Sinners in the Hands of an Angry God” (Fear) • Fear of dying or aging in advertisements

4. Persuasion • Two primary ways to use persuasion to get others to change their behaviors or beliefs • Central Route is a route of persuasion that stimulates thoughtful consideration of the arguments and the evidence • Peripheral Route is a route to persuading others that associates objects with positive or negative cues • Ex: Advertising—Lebron James & Thirst (Sprite), The Geico Gecko, what else • All beef patties, special sauce, special cheese, pickles, onions, on a sesame seed bun (Big Mac)

5. Persuasion • Effects of familiarity and repetition • Researchers found that repeated exposure to images, people, etc… enhances their appeal • The more complex the stimuli, the more likely it is that frequent exposure will have favorable effects

6. Persuasive Communication • Who do we trust and why? • Persuasive communicators are characterized by expertise, trustworthiness, attractiveness, or similarity to their audiences • Ex: Doctors, athletes, models, etc…

7. Persuasive Communication • What happens when we hear something that conflicts with our beliefs? • Selective avoidance is when one diverts her/his attention from information that is inconsistent with one’s attitudes • Selective exposure is deliberately seeking and attending to information that is consistent with one’s attitude

8. Persuasive Techniques • Good mood—important because we are less likely to examine information carefully when we are feeling good • Foot-in-the-door technique a method used for inducing compliance in which a small request is followed by a larger request • Telemarketers “Just a few minutes” • Low-balling a method in which extremely attractive terms are offered to induce a person to make a commitment. Once a commitment is made, the terms are revised

9. Obedience and Authority • Why are soldiers able to follow orders without question even to the point where they can kill others? • Psychologist Stanley Milgram (Yale, 1963) attempted to find out

10. Milgram Experiment (1963) • Study on the effects of punishment on learning • Enlisted 40 men aged 20-50 years old • Teachers, engineers, laborers, etc… • Thought they were participating in a study on learning and memory

11. Milgram Experiment (1963) • Each experiment was composed of a “teacher” and a “learner” • The “learner” was strapped into a chair as part of the experiment and often would object • The teacher (participant) would enter another area of the room where they wouldn’t be able to see the learner • In this room was an “Aggression Machine” with sophisticated gadgets and turn knobs marked with 15 to 450 volts • Labels described 28 of 30 knobs from “Slight Shock” to “Danger: Severe Shock” • The last 2 levers were simply labeled “XXX” • So that the teacher would know how the electric shock felt, the scientist would give the participant (teacher) a sample 45 volt shock

12. Milgram Experiment (1963) • The “Aggression Machine” was used to punish the learner if he did not complete the task properly • The learner’s task was to learn a pair of words • The teacher would read pairs of words • After hearing the list once, the learner would have to produce the word that was paired with the stimulus word • He would do so by pressing a switch that would signify his choice from a list of four alternatives • If the answer was correct, the learner could move on to the next task • If the answer was incorrect, the teacher would administer a shock to the learner

13. Milgram Experiment (1963) • The teacher was told that the shocks would not cause any “permanent tissue damage”, although it would be extremely painful • The learner would answer questions correctly initially; however, when they would get some wrong the teacher would administer mild shock with mild concern • The learner would continue to make mistakes and would continue to be shocked at increased levels • The teacher would look to the experimenter and the experimenter would tell the participant to continue on and inform them that the experiment requires them to move on • At 300 volts the learner would pound and yell and the teacher was told to continue • At some point the learner would stop answering and just scream and the teacher was told to continue

14. Milgram Experiment (1963) • Milgram found that although the participants were disconcerted he discovered that most of them would continue to comply and go beyond 300 volts • Only 5 men refused to continue on • Milgram was able to replicate the experiment with college students and women • FYI the teachers did not actually shock a learner it was completely simulated and the learner was just a confederate (researcher)

15. Milgram Experiment (1963) • Why was this able to happen? • Propaganda where people to be victimized are often degraded as being subhuman (Nazi) • Socialization-people are socialized from early childhood to obey authority figures • Lack of Social Comparison-inability to compare yourself to the victim • Perception of Legitimate Authority-influence of the reputation and authority of the setting • Foot-in-the-door technique-once the person started participating, may have found it progressively difficult to pull out of the situation

16. Conformity • To Conform is to change one’s attitudes or behaviors to adhere to social norms • Social Norms are explicit and implicit rules that reflect social expectations and influence the ways people behave in social situations • Explicit rules include those that are often turned into rules and laws such as whispering in a library • Implicit rules are those that are unspoken such as facing the front of the elevator after we enter it and being “fashionably late” to a party

17. Conformity: Asch Study • Solomon Asch (1952) studied conformity • Recruited individuals who thought they were participating in a study of visual discrimination • Subjects were placed in a room with 7 other subjects • There are 2 cards with lines on them • Chart A: One Line • Chart B: Three Lines (one of equal length to the line on Chart A) • 75% of participants agreed with the majorities wrong answer at least once

18. Factors that influence conformity • Belonging to collectivist rather than an individualistic society • Desire to be liked by other members of the group • Low self-esteem • Social shyness • Lack of familiarity with the task

19. Deindividuation • The process by which group members may discontinue self-evaluation and adopt group norms and attitudes • Factors that lead to deindividuation include; • Anonymity, diffusion of responsibility, arousal due to noise and crowding, and focus on emerging group norms rather than own values • Ex: Angry Mobs

20. Altruism and Helping Behavior • Altruism is the unselfish concern for the welfare of others • Exist among all animals and most humans • Humans have been known to sacrifice their well-being for the survival of others (children) • Primates have been known to suicidally attack a leopard to give the others the opportunity to escape • On the other hand: Bystander Effect is the tendency to stand by and do nothing when others are in need • Ex: Kitty Genovese

21. Altruism and Helping Behavior • What determines likelihood we will help those in need? • Good mood • Empathy—those who feel the distress of others or feel concern for them • If there is the belief that an emergency exists • Responsibility