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AQA GCSE Psychology Social
Influence exam with correct
answers
Conformity || - || correct || answer || ✔ Form || of || social || influence, || occurs || when || a || person's || behaviour || or || thinking || changes || as || a || result || of || group || pressure. || Can || be || real || or || imagined, || one || person || or || group || of || people. Asch's || conformity || study || - || correct || answer || ✔ AIM: || To || investigate || how || people || conform || in || response || to || group || pressure || in || ambiguous || situations. METHOD: || 123 || male || American || participants, || group || of || 6-8 || confederates || and || 1 || participant. || Two || cards || shown, || one || with || standard || line || and || one || with || three || lines || of || different || sizes. || Asked || to || select || the || matching || line, || answer || was || obvious. RESULTS: || 12 || critical || trials || out || of || 18, || participants || gave || wrong || answer || 1/3 || of || the || time. || 25% || never || gave || wrong || answer. || Wrong || answer || given || 37% || of || time. || CONCLUSION: || Shows || people || are || influenced || by || group || pressure, || also || high || level || of || independence || because || many || people || went || against || group || pressure. Strength || of || Asch || - || correct || answer || ✔ S: || Lab || experiment, || all || variables || are || controlled. Cause || and || effect || can || be || determined. Makes || study || more || reliable.
Weakness || of || Asch || - || correct || answer || ✔ W: || Results || may || only || be || relevant || to || 1950's || America. Society || at || the || time || was || dominated || by || McCarthyism, || finding || communists || and || punishing || them, || so || everyone || was || desperate || to || fit || in. || When || study || was || conducted || in || the || UK, || less || people || conformed. || Shows || Asch || effect || is || not || consistent || over || time. Weakness || 2 || of || Asch || - || correct || answer || ✔ W: || Task || and || situation || are || artificial. For || example, || judging || length || of || a || line || with || strangers || doesn't || reflect || everyday || life. Means || study || has || low || ecological || validity. Dispositional || factors || - || correct || answer || ✔ something || to || do || with || personal || internal || factors || (Personality, || expertise) Social/situational || factors || - || correct || answer || ✔ Factors || due || to || environment || and || surroundings || (group || size, || anonymity, || task || difficulty) Factors || affecting || conformity || - || correct || answer || ✔ Group || size, || anonymity, || task || difficulty, || personality, || expertise Group || size || - || correct || answer || ✔ More || people || in || group || means || more || pressure || to || conform || up || until || 3 || ppl. || After || 3 || doesn't || make || as || much || of || difference. W: || Size || has || different || effects || for || different || tasks
know) || for || each || wrong || answer. || Final || shock || labelled || 'danger- || severe || shock'. || Learner || goes || unconscious || at || 300v. || No || one || stopped || below || 300v. || 12.5% || stopped || at || 300v. || 65% || continued || to || full || 450v. || Participants || showed || extreme || signs || of || tension || like || seizures, || sweating || and || groaning. Weakness || of || Milgram || - || correct || answer || ✔ W: || Participants || may || not || have || believed || shocks || were || real. Voice || recordings || show || participants || had || suspicions || that || the || shocks || were || fake. Reduces || validity, || participants || went || along || to || not || ruin || the || study. Strength || of || Milgram || - || correct || answer || ✔ S: || Other || studies || have || found || similar || obedience || levels. One || study || found || 100% || of || females || followed || orders || to || give || fatal || shock || to || a || puppy. Suggests || Milgram's || results || showed || genuine || obedience. Weakness || 2 || of || Milgram || - || correct || answer || ✔ W: || Participants || experienced || considerable || distress. Could || have || caused || psychological || harm || to || participants || because || they || thought || they || were || harming || someone. || Raises || ethical || issues. Social || factors || affecting || obedience || - || correct || answer || ✔ Agency, || authority, || culture, || proximity
Agency || theory || - || correct || answer || ✔ Explains || obedience || in || terms || of || whether || an || individual || is || making || their || own || choices || or || acting || as || an || agent || for || authority || figure. Agentic || state || - || correct || answer || ✔ Acting || on || behalf || of || authority || figure, || no || personal || responsibility || for || actions. Autonomous || state || - || correct || answer || ✔ behave || according || to || their || own || principles, || responsible || for || their || own || actions Agentic || shift || (authority) || - || correct || answer || ✔ Person || changes || from || autonomous || to || agentic || state Culture || (social || hierarchy) || - || correct || answer || ✔ The || order || of || authority || in || society. || Government || has || more || authority || than || teachers, || parents || have || more || authority || than || children. || Position || in || social || hierarchy || affects || obedience. Proximity || - || correct || answer || ✔ Increased || proximity || between || person || and || authority || figure || leads || to || increased || moral || strain, || increases || obedience Strength || of || agency || theory || - || correct || answer || ✔ S: || Research || support Students || were || shown || video || of || Milgram's || experiment || and || they || blamed || experimenter, || not || teacher || for || harm || to || learner. Students || recognised || legitimate || authority || of || experimenter || as || cause || of || obedience.
Theory || has || lower || validity || because || poor || evidence. Weakness || 2 || of || Adorno || - || correct || answer || ✔ W: || Evidence || based || on || correlational || data. Cannot || claim || that || authoritarian || personality || causes || greater || obedience || levels. Other || factors || may || affect || link || between || them. Weakness || 3 || of || Adorno || - || correct || answer || ✔ W: || Cannot || explain || all || causes || of || obedience. Millions || of || Germans || displayed || obedience || but || didn't || all || have || same || strict || parenting. Means || there || are || also || social || factors || affecting || obedience. Prosocial || behaviour || - || correct || answer || ✔ Behaviour || which || is || helpful || to || others Bystander || behaviour || - || correct || answer || ✔ Presence || of || bystanders || reduces || likelihood || that || help || will || be || offered || in || emergency || situations Piliavin's || Subway || Study || - || correct || answer || ✔ AIM: || Investigate || bystander || behaviour || in || a || natural || setting METHOD: || Male || confederate || collapses || on || New || York || train, || appears || either || drunk || or || disabled. || One || confederate || helped || if || no || one || else || did. RESULTS: || Disabled || given || help || 95% || of || the || time, || drunk || given || help || 50% || of || the || time. ||
CONCLUSION: || Characteristics || of || victim || affect || whether || they || will || receive || help. || Number || of || people || who || witness || event || doesn't || affect || their || willingness || to || help. Strength || of || Piliavin || - || correct || answer || ✔ S: || Participants || did || not || know || their || behaviour || was || being || studied. Subway || passengers || did || not || know || they || were || in || a || study, || behaved || naturally. Shows || high || validity. Weakness || of || Piliavin || - || correct || answer || ✔ W: || Participants || came || mostly || from || the || city. May || have || been || more || used || to || emergencies. Behaviour || would || not || have || been || typical || to || other || people || who || don't || live || in || city, || unable || to || generalise. Strength || 2 || of || Piliavin || - || correct || answer || ✔ S: || Qualitative || data || was || also || collected. Observers || on || each || trial || noted || down || what || they || heard || people || saying. || Offered || a || deeper || insight || into || why || people || did || or || did || not || offer || help. Social || factors || of || prosocial || behaviour || - || correct || answer || ✔ Presence || of || others, || cost || of || helping Presence || of || others || - || correct || answer || ✔ More || people || present || = || less || help || given. || One || study || asked || participants || to || have || a || discussion || on || intercom || with || confederates. || One || had || an || epileptic || seizure || and || asked || for || help. || If ||
Antisocial || behaviour || - || correct || answer || ✔ Behaviour || that || is || harmful || to || other || people Collective || behaviour || - || correct || answer || ✔ Behaviour || that || emerges || when || a || group || of || people || join || together || and || behave || in || a || way || that || is || different || from || how || they || would || normally || behave. || Group || forms || its || own || identity. Deindividuation || - || correct || answer || ✔ State || where || individual || loses || their || personal || identity || and || takes || on || the || group || identity || of || the || people || around || them. || Can || happen || when || wearing || uniform || or || a || mask || and || you || take || on || the || identity || and || social || norms || of || that || uniform. Zimbardo's || deindividuation || study || - || correct || answer || ✔ 4 || females || had || to || deliver || fake || electric || shocks || to || another || student. || Individuated || group || wore || normal || clothes || and || could || see || each || other. || Deindividuated || groups || wore || coats || with || hoods, || didn't || have || names. || Deindividuated || group || more || likely || to || shock || person || in || other || room, || held || button || down || for || longer. || Supports || view || that || anonymity || and || deindividuation || increases || antisocial || behaviour. Weakness || of || deindividuation || - || correct || answer || ✔ W: || Doesn't || always || lead || to || antisocial || behaviour. || Participants || dressed || as || nurses || gave || fewer || shocks || than || in || normal || clothes. Shows || that || people || adopt || group || norms. Strength || of || deindividuation || - || correct || answer || ✔ S: || Understanding || deindividuation || can || be || used || to || manage || crowds. At || sporting || fixtures || crowd || control || can || be || achieved || through || using || video || cameras || so || they're || self || aware.
Reduces || aggressive || behaviour || of || the || crowd. Weakness || 2 || of || deindividuation || - || correct || answer || ✔ W: || Antisocial || behaviour || may || be || due || to || crowding || rather || than || collective || behaviour. When || animals || are || packed || together || they || feel || stressed || and || aggressive. May || be || overcrowding || that || creates || antisocial || behaviour. Reicher's || case || study || of || crowd || behaviour || - || correct || answer || ✔
