SYG 2000: Lecture 15. Chapter 5: Peer Pressure and Authority
I. Effects of Group Size on Attitudes and Behavior: John Darley & Bob Latane exp.
A. response to staged epileptic seizure (cry help): found to depend on group size
1. dyad:100% studs rushed to help;triad—80%/slower to assist;6-person—60%/slower
2. conclusion: in triad & larger groups, students felt diffusion of responsibility
II. Leaders: influence behavior/opinions/attitudes of others/no necessary formal position
A. born chars propel to forefront?: no sociol agree/perceive by group to rep their values
B. other perceptions: able lead out of crisis; tend to be >talkative/express determination
C. taller people: &those better looking are more likely to become leaders
D. psychologists Lloyd Howels/Selwyn Becker: exper w/ 5 people not know each other
1. ask to discuss topic and choose leader: seats at rectangular table, 2 one side, 3 other
a. result: 40% sat 2-person side, 70% chosen as leaders/>interact w/ face us than side
E. 2 types leaders: instrumental (task-oriented) tries to keep group moving toward goal
1. instrumental leader: reminds: group of what set out to accomplish
2. expressive (socioemotional) leader: cracks jokes/offers sympathy/lifts group morale
3. both types essential: dif for 1 person be both instru/expressive; former create friction
a. express leader: stimulate personal bonds, reduce friction, > popular;instru <popular
F. leadership styles: Ronlad Lippit & Ralph White(’58) class study: 3 leader styles
1. control: boys match IQ/popularity/phys energy; leaders assign craft clubs (5 in each)
a. authoritarian leaders: assigned tasks to boys/tell exactly what do/condemn arbitary
i. result:boys grow dep on lead/have hi internal solidarity/aggress boy hostile to lead
b. democratic leaders:discussion w/ boys/outline steps to goals/suggest alt approaches
i. result:>friendly/look each other for approve/<scapegoating/kept pace if lead gone
c. laissez-faire leaders: passive/give @tot free do wish/help when asked/no eval proj
i.result: boys ask >questions/<achievement/ make fewer decisions
d. bias in results?: researchers favored democratic style leadership, conclude this best
III. Power of Peer Pressure:Asch experiment: looks at conformity in sense of follow peers
A. set-up: 5 chairs filled by students/you get 6th/7th arrives/match line on card with other
B. initially easy: it is clear which line matches/all answer same way/3rd trial wrong ans
C. later: told other 6 were stooges told give wrong answer; you only real subject in exp!
D. results: Asch (1952) test n=50 ; 1/3 gave into group ½ time;another 40% not as often
E. replication: results disturbing/only ¼ stick to right answer/repeat > any other study
IV. Power of Authority:Milgram exp:control panel:“mild shock”- “danger: severe shock”
A. set-up: if learner can’t recall word, press lever on panel to see if improve memory
B. told: shocks can be extremely painful, but won’t cause any permanent tissue damage
C. learner: turns out to be dull/lets out moans/screams in agony/protests has heart cond
D. result:many protest/break into sweat/told exp“must go on”/assur from auth most cont
1. even so: for teachers “reduced to twitching, stuttering wrecks” continue follow order
2. variation:when no verbal feedback,65% push all way/when see subject, 40% all way
3. when second teacher refuses: only 5% turn all the way/results support Asch finding
V. Group Think: Irving Janis (’72,’82): tunnel vision that group members sometimes dev
A. As think alike: become convinced there is only 1 right viewpoint/course of action
1. moral judgments: may even put aside, so convinced of their position
2. Example Challenger explosion: scientist det ice no risk/disregard evidence stick con
3. can lead to reevaluation of morals: until now,
a. post-911: CIA uses official “hit list” of individuals authorized to hunt down/kill