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Psychology

<OpenstaxParagraph>
	Solomon <OpenstaxTerm>Asch</OpenstaxTerm> conducted several experiments in the 1950s to determine how people are affected by the thoughts and behaviors of other people. In one study, a group of participants was shown a series of printed line segments of different lengths: a, b, and c (<a href="#CNX_Psych_12_04_Asch">Figure 12.17</a>). Participants were then shown a fourth line segment: x. They were asked to identify which line segment from the first group (a, b, or c) most closely resembled the fourth line segment in length.
</OpenstaxParagraph>
<OpenstaxFigure id="CNX_Psych_12_04_Asch" src="https://openstax.org/apps/archive/20240226.174525/resources/cfd583cbac8368adc76ad439f5289636a4b08ec5" alt="A drawing has two boxes: in the first is a line labeled “x” and in the second are three lines of different lengths from each other, labeled “a,” “b,” and “c.”" mediaType="image/jpeg" width="487" height="286" />
<OpenstaxFigureText width="487">
	Figure 12.17 These line segments illustrate the judgment task in Asch’s conformity study. Which line on the right—a, b, or c—is the same length as line x on the left?
</OpenstaxFigureText>
<OpenstaxParagraph>
	Each group of participants had only one true, naïve subject. The remaining members of the group were confederates of the researcher. A <OpenstaxTerm>confederate</OpenstaxTerm> is a person who is aware of the experiment and works for the researcher. Confederates are used to manipulate social situations as part of the research design, and the true, naïve participants believe that confederates are, like them, uninformed participants in the experiment. In Asch’s study, the confederates identified a line segment that was obviously shorter than the target line—a wrong answer. The naïve participant then had to identify aloud the line segment that best matched the target line segment.
</OpenstaxParagraph>
<OpenstaxParagraph>
	How often do you think the true participant aligned with the confederates’ response? That is, how often do you think the group influenced the participant, and the participant gave the wrong answer? Asch (1955) found that 76% of participants conformed to group pressure at least once by indicating the incorrect line. <OpenstaxTerm>Conformity</OpenstaxTerm> is the change in a person’s behavior to go along with the group, even if he does not agree with the group. Why would people give the wrong answer? What factors would increase or decrease someone giving in or conforming to group pressure?
</OpenstaxParagraph>
<OpenstaxParagraph>
	The <OpenstaxTerm>Asch effect</OpenstaxTerm> is the influence of the group majority on an individual’s judgment.
</OpenstaxParagraph>
<OpenstaxParagraph>
	What factors make a person more likely to yield to group pressure? Research shows that the size of the majority, the presence of another dissenter, and the public or relatively private nature of responses are key influences on conformity.
</OpenstaxParagraph>
<OpenstaxUl>
	<OpenstaxLi>
		The size of the majority: The greater the number of people in the majority, the more likely an individual will conform. There is, however, an upper limit: a point where adding more members does not increase conformity. In Asch’s study, conformity increased with the number of people in the majority—up to seven individuals. At numbers beyond seven, conformity leveled off and decreased slightly (Asch, 1955).
	</OpenstaxLi>
	<OpenstaxLi>
		The presence of another dissenter: If there is at least one dissenter, conformity rates drop to near zero (Asch, 1955).
	</OpenstaxLi>
	<OpenstaxLi>
		The public or private nature of the responses: When responses are made publicly (in front of others), conformity is more likely; however, when responses are made privately (e.g., writing down the response), conformity is less likely (Deutsch &amp; Gerard, 1955). 
	</OpenstaxLi>
</OpenstaxUl>
<OpenstaxParagraph>
	The finding that conformity is more likely to occur when responses are public than when they are private is the reason government elections require voting in secret, so we are not coerced by others (<a href="#CNX_Psych_12_04_voting">Figure 12.18</a>). The <OpenstaxTerm>Asch effect</OpenstaxTerm> can be easily seen in children when they have to publicly vote for something. For example, if the teacher asks whether the children would rather have extra recess, no homework, or candy, once a few children vote, the rest will comply and go with the majority. In a different classroom, the majority might vote differently, and most of the children would comply with that majority. When someone’s vote changes if it is made in public versus private, this is known as compliance. Compliance can be a form of conformity. Compliance is going along with a request or demand, even if you do not agree with the request. In Asch’s studies, the participants complied by giving the wrong answers, but privately did not accept that the obvious wrong answers were correct.
</OpenstaxParagraph>
<OpenstaxFigure id="CNX_Psych_12_04_voting" src="https://openstax.org/apps/archive/20240226.174525/resources/995e257228d3dd26c3ddd45f4a8b970bdc1ec280" alt="A photograph shows a row of curtained voting booths; two are occupied by people." mediaType="image/jpeg" width="488" height="328" />
<OpenstaxFigureText width="488">
	Figure 12.18 Voting for government officials in the United States is private to reduce the pressure of conformity. (credit: Nicole Klauss)
</OpenstaxFigureText>
<OpenstaxParagraph>
	Now that you have learned about the Asch line experiments, why do you think the participants conformed? The correct answer to the line segment question was obvious, and it was an easy task. Researchers have categorized the motivation to conform into two types: normative social influence and informational social influence (Deutsch &amp; Gerard, 1955).
</OpenstaxParagraph>
<OpenstaxParagraph>
	In <OpenstaxTerm>normative social influence</OpenstaxTerm>, people conform to the group norm to fit in, to feel good, and to be accepted by the group. However, with <OpenstaxTerm>informational social influence</OpenstaxTerm>, people conform because they believe the group is competent and has the correct information, particularly when the task or situation is ambiguous. What type of social influence was operating in the Asch conformity studies? Since the line judgment task was unambiguous, participants did not need to rely on the group for information. Instead, participants complied to fit in and avoid ridicule, an instance of normative social influence.
</OpenstaxParagraph>
<OpenstaxParagraph>
	An example of informational social influence may be what to do in an emergency situation. Imagine that you are in a movie theater watching a film and what seems to be smoke comes in the theater from under the emergency exit door. You are not certain that it is smoke—it might be a special effect for the movie, such as a fog machine. When you are uncertain you will tend to look at the behavior of others in the theater. If other people show concern and get up to leave, you are likely to do the same. However, if others seem unconcerned, you are likely to stay put and continue watching the movie (<a href="#CNX_Psych_12_04_audience">Figure 12.19</a>).
</OpenstaxParagraph>
<OpenstaxFigure id="CNX_Psych_12_04_audience" src="https://openstax.org/apps/archive/20240226.174525/resources/ea6162a643748bcd8d6eaa12a50f5e0226051f6e" alt="Photograph A shows people seated in an auditorium. Photograph B shows a person crowd surfing." mediaType="image/jpeg" width="649" height="295" />
<OpenstaxFigureText width="649">
	Figure 12.19 People in crowds tend to take cues from others and act accordingly. (a) An audience is listening to a lecture and people are relatively quiet, still, and attentive to the speaker on the stage. (b) An audience is at a rock concert where people are dancing, singing, and possibly engaging in activities like crowd surfing. (credit a: modification of work by Matt Brown; credit b: modification of work by Christian Holmér)
</OpenstaxFigureText>
<OpenstaxParagraph>
	How would you have behaved if you were a participant in Asch’s study? Many students say they would not conform, that the study is outdated, and that people nowadays are more independent. To some extent this may be true. Research suggests that overall rates of conformity may have reduced since the time of Asch’s research. Furthermore, efforts to replicate Asch’s study have made it clear that many factors determine how likely it is that someone will demonstrate conformity to the group. These factors include the participant’s age, gender, and socio-cultural background (Bond &amp; Smith, 1996; Larsen, 1990; Walker &amp; Andrade, 1996).
</OpenstaxParagraph>
<OpenstaxNote>
	<OpenstaxNoteTitle> Link to Learning </OpenstaxNoteTitle> 
	<OpenstaxParagraph>
		Watch this <a href="http://openstax.org/l/Asch2">video of a replication of the Asch experiment</a> to learn more.
	</OpenstaxParagraph>
</OpenstaxNote>

12.4.1 Conformity

1 Introduction to Psychology

1.1 What Is Psychology?

1.1.1 Why Study Psychology?

1.2 History of Psychology

1.2.1 Wundt and Structuralism

1.2.2 Functionalism

1.2.3 Freud and Psychoanalytic Theory

1.2.4 Wertheimer, Koffka, Köhler, and Gestalt Psychology

1.2.5 Pavlov, Watson, Skinner, and Behaviorism

1.2.6 Maslow, Rogers, and Humanism

1.2.7 The Cognitive Revolution

1.2.8 Multicultural And Cross-Cultural Psychology

1.2.9 Women in Psychology

1.3 Contemporary Psychology

1.3.1 Biopsychology and Evolutionary Psychology

1.3.2 Sensation and Perception

1.3.3 Cognitive Psychology

1.3.4 Developmental Psychology

1.3.5 Personality Psychology

1.3.6 Social Psychology

1.3.7 Industrial-Organizational Psychology

1.3.8 Health Psychology

1.3.9 Sport and Exercise Psychology

1.3.10 Clinical Psychology

1.3.11 Forensic Psychology

1.4 Careers in Psychology

1.4.1 Other Careers in Academic Settings

1.4.2 Career Options Outside of Academic Settings

2 Psychological Research

2.1 Why Is Research Important?

2.1.1 Use of Research Information

2.1.2 NOTABLE RESEARCHERS

2.1.3 The Process of Scientific Research

2.2 Approaches to Research

2.2.1 Clinical or Case Studies

2.2.2 Naturalistic Observation

2.2.3 Surveys

2.2.4 Archival Research

2.2.5 Longitudinal and Cross-Sectional Research

2.3 Analyzing Findings

2.3.1 Correlational Research

2.3.2 Causality: Conducting Experiments and Using the Data

2.3.3 Reliability and Validity

2.4 Ethics

2.4.1 Research Involving Human Participants

2.4.2 Research Involving Animal Subjects

3 Biopsychology

3.1 Human Genetics

3.1.1 Genetic Variation

3.1.2 Gene-Environment Interactions

3.2 Cells of the Nervous System

3.2.1 Neuron Structure

3.2.2 Neuronal Communication

3.2.3 Neurotransmitters and Drugs

3.3 Parts of the Nervous System

3.3.1 Peripheral Nervous System

3.4 The Brain and Spinal Cord

3.4.1 The Spinal Cord

3.4.2 The Two Hemispheres

3.4.3 Forebrain Structures

3.4.4 Midbrain and Hindbrain Structures

3.4.5 Brain Imaging

3.5 The Endocrine System

3.5.1 Major Glands

4 States of Consciousness

4.1 What Is Consciousness?

4.1.1 Biological Rhythms

4.1.2 Problems With Circadian Rhythms

4.2 Sleep and Why We Sleep

4.2.1 What is Sleep?

4.2.2 Why Do We Sleep?

4.3 Stages of Sleep

4.3.1 NREM Stages of Sleep

4.3.2 REM Sleep

4.4 Sleep Problems and Disorders

4.4.1 Insomnia

4.4.2 Parasomnias

4.4.3 Sleep Apnea

4.4.4 Narcolepsy

4.5 Substance Use and Abuse

4.5.1 Substance Use Disorders

4.5.2 Drug Categories

4.6 Other States of Consciousness

4.6.1 Hypnosis

4.6.2 Meditation

5 Sensation and Perception

5.1 Sensation versus Perception

5.1.1 Sensation

5.1.2 Perception

5.2 Waves and Wavelengths

5.2.1 Amplitude and Wavelength

5.2.2 Light Waves

5.2.3 Sound Waves

5.3 Vision

5.3.1 Anatomy of the Visual System

5.3.2 Color and Depth Perception

5.4 Hearing

5.4.1 Anatomy of the Auditory System

5.4.2 Pitch Perception

Question	Answer
group majority influences an individual’s judgment, even when that judgment is inaccurate	Asch effect
person who works for a researcher and is aware of the experiment, but who acts as a participant; used to manipulate social situations as part of the research design	confederate
when individuals change their behavior to go along with the group even if they do not agree with the group	conformity
conformity to a group norm prompted by the belief that the group is competent and has the correct information	informational social influence
conformity to a group norm to fit in, feel good, and be accepted by the group	normative social influence