Group_Influence

Task 1 Drawing on appropriate evidence from Chapter 5, describe how groups can influence people in positive and negative ways. Part A Sketch out a plan for an essay to answer this question Introduction Set the scene for the essay describing the type of positive and negative influences Main body Write in the academic style Draw on the relevant evidence and decipher which examples show group influences. Only cite page numbers when giving direct quotation from book. Explain social theory and the three categories from Henri Tajfel and John Turner Evidence the influences through cited experiments Asch’s, Sherifs and Kondo’s story Only cite Spoors et al and not own theories or opinions Reference the experiments and remember the type of referencing Keep within 10% of the 1000 words required Conclusion Sum up the body of what’s been stated refer back to the points evidence and examples This report will describe how groups can influence people in positive and negative ways. Evidence will show that groups can give people a sense of belonging and identity though it can lead to negative behaviour towards other groups. Examples of positive and negative influences will be shown in the report outlining how group members will make decisions for the good of a group regardless of individual beliefs and how negative influences can pressure people to the extent they believe they are losing their own identity and show hostile feelings towards other groups. Belonging to a group can give an individual a sense of identity this can help us define ourselves and allow others to define us. It can also raise our self esteem and sense of status. Henri Tajfel and John Turner (1979 as cited in Spoors et al, 2010) formed the Social Identity Theory which gives three stages of an individual’s response to joining a group and how membership of social groups forms a significant part of how a person sees themselves to the extent that the individual responds as a group member rather than an individual. The stages are defined as social categorisation, social identification and social comparison. The categorisation is where an individual puts themselves into a category such as a Snob, Trekkie or a Christian. Once categorised into a group an individual then takes on the identity of the group and believes the actions of the group are the only way to behave. Comparison with other groups then takes place and this can become competitive and can lead to use and them group prejudice. This Theory shows there are both positive and negative results from belonging to a group An example of a groups influence can be seen in Asch’s (1955) experiment (cited in spoors et al 2010) it asked six participants to examine a picture of a straight line. The groups were then asked to look at a further three lines of varying lengths. They were asked to identify the line which was the same length as the original line. In some of the experiments five of the six participants were asked to deliberately give the wrong answer. This would allow the experiment to see if the one remaining participant would conform to the group pressure and agree with the group’s decision. Evidence shows that out of fifty participants 75% conformed to the obvious wrong answer at least on one occasion. The result of this experiment is presented in negative way though it should also be seen as a positive result as some of the participants conformed to the group’s decision, cited in Spoors et al p 103 it focuses on the positive aspects of conformity stating “it is worth considering that a certain level of conformity is necessary for any society to operate for the benefit of the vast majority of the members.” The experiment found that if the participants wrote down their answers then the conformity was a lot lower reducing the level of social identification. Muzafer Sherifs et al (1961) (cited in Spoors et al 2010) much cited robbers cave experiment provides many examples of positive and negative influences groups can bring through social comparison. The experiment divided a group of boys into two teams in order to compete in a tournament. The two groups developed cohesion and shared a sense of belonging, loyalty and co-operation. Though there were a number of positive influences and behaviours they were mirrored by the negative. The boys displayed group hostilities such as name calling, aggression and prejudice. The behaviours shown by both groups whether positive or negative are described as norms. Spoors et al 2010 p99 define norms as “the beliefs and expectations and standards of behaviour shared by the group members.” The two groups developed sense of identity and loyalty and associated their group members as the in group and the other group as the out group. These groups are cited in (Spoors et al 2010 p97) as the in group as being “people who belong to the group which we consider we also belong to” and the out group as “people who do not belong to our group.” An alternative example of group influences is seen in Kondo’s Story (cited in Spoors et al 2010) it describes a Japanese American woman who goes to live in Japan as part of an academic anthropological research (the scientific study of the origin, the behaviour and the physical, social and cultural development of humans). Kondo enters another cultural group living with a Japanese family adopting their customs and rituals. The first influences of living in Japan were negative and Kondo became stressed. Although Kondo looked Japanese she did not display the typical social categorisation of the Japanese cultures and this was met with bewilderment, anger and embarrassment. Kondo’s experiences with living with the Japanese family brought many positive and negative influences. Kondo practiced typical Japanese cultures and conformed to their cultural etiquette. The family welcomed Kondo into their family and they praised her to the extent that she felt warm and positive which gave her an incentive to behave more in a Japanese way. Though Kondo was accepted by the family the more she adopted the Japanese cultural the more she recognised the negatives influences they had on her. The expectations surrounding her gender and position caused the majority of conflicts. The serving of food during family meals caused the most profound conflict as the male would be served first and receives the finest delicacies. The importance of the group culture caused Kondo to feel that she was bound by chains and she escaped the research project before she completely transformed to the Japanese way losing her own social identity. In conclusion evidence from the experiments has shown that a group can influence a person in a positive and a negative way. The experiments showed positive behaviours in that a person can feel a sense of belonging, identity, conformity and loyalty. The negative influences of group pressure brought out aggression, hostilities and prejudice. The levels of conformity shown by the groups varied in the Asch’s experiment when answering in front of the group as opposed to writing out the answer. In Kondo’s story the participant felt that she was losing her identity when she adopted the cultural behaviours of another group this influenced negative feelings. Finally we can conclude that the three stages of the Social Identity Theory are significant when people join a group these are social categorisation, social identification and social comparison. 1058 words. References Spoors, P., Dyer, E.W. and Finlay, L. (2007) Starting with Psychology. Milton Keynes, The Open University TASK 2 Briefly write down two or three pieces of feedback from your tutor on TMA 01. • Use the relevant specialist words and phrases from the course this was just achieved. Feedback advised that the specialist words are available in the red boxes found throughout the course book. • Using an appropriate structured or format this was just achieved the feedback advised that the introduction specific to the question by using the words in the question. • Selection of evidence, examples and/or information from the course this was just achieved. It was emphasised that evidence from the course must be used. How have you used that feedback in preparing for TMA 02' The answer to the above question is yes! The report was structured in guidance with the advised from the tutor and continuously referring to the feedback kept the report relevant to the question. The use of specialist words from within the course book was referred to this and prevented me from my own interpretation of the specialist word. The use of the evidence from the course book actually made the essay easier rather than using my own life examples.