{"id":23514,"date":"2022-01-31T20:45:18","date_gmt":"2022-01-31T15:15:18","guid":{"rendered":"https:\/\/infinitylearn.com\/surge\/?p=23514"},"modified":"2022-02-07T19:45:20","modified_gmt":"2022-02-07T14:15:20","slug":"social-influence-and-group-processes-cbse-notes-for-class-12-psychology","status":"publish","type":"post","link":"https:\/\/infinitylearn.com\/surge\/study-material\/cbse-notes\/class-12\/psychology\/social-influence-and-group-processes-cbse-notes-for-class-12-psychology\/","title":{"rendered":"Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology"},"content":{"rendered":"

Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology<\/strong><\/span><\/h2>\n

 <\/p>\n

FACTS THAT MATTER<\/strong>
\nNATURE AND FORMATION OF GROUPS<\/strong>
\nGroup:<\/strong> Organised system of two or more people who interact and are interdependent, have common motives, have a set of role relationships among members and have norms that regulate the behaviour of its members.
\nFeatures:<\/strong>
\n1. Collection of people with common goals and motives.
\n2. Two or more people: perceive themselves as belonging to the group\u2014each group is unique.
\n3. Members are interdependent.
\n4. Members interact with each other directly or indirectly.
\n5. Members satisfy needs through joint association\u2014influence each other.
\n6. Set of norms and roles\u2014specific functions for each member, adhere to norms on how one must behave, expected behaviour, etc.
\nAdvantages:<\/strong>
\nWe are simultaneously members of different groups; different groups satisfy different needs but could create pressures due to competing demands and expectations.
\n1. Security: Groups reduce insecurity
\n\u2022 being with people\u2014sense of comfort\/protection.
\n\u2022 people feel stronger\u2014less vulnerable to threats.
\n2. Status: Recognised group gives feeling of power and importance.
\n3. Self-esteem: Feeling of self-worth and positive social identity.
\n\u2022 member of prestigious group enhances* self-concept.
\n4. Goal Achievement: Group helps to attain some goals which can\u2019t be attained alone (power in the majority).
\n5. Provides Knowledge and Information: Broadens views, helps supplement information.
\n6. Satisfaction of Psychological and Social Needs: Like sense of belongingness\u2014giving and receiving attention, love and power.
\nGroup Formation:<\/strong>
\nSome form of contact and interaction between people is needed.
\n1. Proximity: Closeness and repeated interactions with the same people (get to know their interests, attitudes and background).
\n2. Similarity: People prefer consistency\u2014consistent relationship (reinforces and validates opinions and values; feel we\u2019re right).
\n3. Common Motives and Goals: Groups facilitate goal attainment.
\nStages of group formation (Tuck man):
\n1. Forming: Member\u2019s first meet\u2014there is uncertainty about group and goal and how it will be achieved. they try to get to know each other\u2014there is excitement and apprehension.
\n2. Storming: Intra-group conflict\u2014about how the goal is to be achieved, who\u2019s the leader and who will perform what task (hierarchy of leadership and how to achieve goal is developed.
\n3. Norming: Develop norms related to group behaviour (development of a positive group identity).
\n4. Performing: Structure of the group has evolved and is accepted (towards goal achievement); at this is the last stage of group development.
\n5. Adjourning: Once the function is over the group may be disbanded.
\nNotes:<\/strong>
\n\u2014 Groups do not always proceed in a systematic manner.
\n\u2014 Stages could even take place simultaneously.
\n\u2014 Groups can go back and forth between stages or skip a few stages.
\nGroup Structure: Over time there are regularities in distribution of tasks, responsibilities assigned to members and status of members.
\nElements:<\/strong>
\n1. Roles:<\/strong> Socially defined expectation that individuals in given situations are expected to fulfil, i.e., typical behaviour that depicts a person in a given social context.
\n(i) Role Expectations: Behaviour expected of someone in a particular role.
\n2. Norms (unspoken rules):<\/strong> Expected standards of behaviour and beliefs established, agreed upon and enforced by group members.
\n3. Status:<\/strong> Relative social position given to group members by others.
\n(i) Ascribed (given due to one\u2019s seniority) or achieved (because of expertise or hard work).
\n(ii) Members of a group\u2014enjoy status, and want to be members of prestigious groups.
\n(iii) Within groups, different members have different prestige and status.
\n4. Cohesiveness:<\/strong> Togetherness, binding or mutual attraction among members
\n(i) More Cohesiveness: Members start thinking, feeling and acting as a social unit (no isolated individuals); there is an increased desire to remain in group (we feeling- sense of belongingness).
\n(iii) Extreme cohesiveness leads to group think and is negative.
\nTypes of Groups:<\/strong>
\nPrimary Group:<\/strong>
\nPre-existing formation that are usually given to a person. People usually remain a part of it through their lifetime.
\nIncludes face-to-face interaction and close physical proximity. Member share warm, emotional bonds.
\nCentral to person\u2019s functioning; major role in developing values and ideals.
\nBoundaries are less permeable\u2014can\u2019t choose membership, join or leave easily.
\nExample: Family, religion, caste.
\nSecondary Group:<\/strong>
\nGroups which individuals join by choice.
\nRelationships among members are more impersonal, indirect and less frequent.
\nThese may or may not be short-lived.
\nIt is easy to leave and join another group.
\nExample: Political party.
\nFormal Group:<\/strong>
\nFunctions, based to be performed are explicitly stated.
\nFormation based on specific rules or laws and members have defined roles. Set of norms help establish order.
\nExample: Office, university.
\nInformal Group:<\/strong>
\nRoles of each member not so definite and specified. Close relationship among members exist.
\nFormation not based on rules and laws.
\nExample: peer group.
\nIn group:<\/strong>
\nOne\u2019s own group\u2014\u2018we\u2019 (e.g., India).
\nMembers in the group\u2014similar, viewed favourably, have desired traits.
\nOut group:<\/strong>
\nAnother group\u2014\u2018they\u2019 (e.g., Pakistan).
\nMember of out-group\u2014viewed
\ndifferently, negatively in comparison to in group.
\nInfluence of Group on Individual Behaviour:<\/strong>
\n1. Social Loafing: This is the reduction in individual effort when working on a collective task.
\n\u2014 Individual performing an activity with the others as part of a larger group.
\n\u2014 Individuals work less hard in a group than alone.
\n\u2014 Don\u2019t know much effort each one is putting in.
\n\u2014 Presence of others leads to arousal; motivates individuals to enhance their performance (only when a person\u2019s efforts are individually evaluated).
\nCauses of Social Loafing:<\/strong>
\n(a) Members feel less responsible for the overall task and thus exert less effort.
\n(b) Performance of the group isn\u2019t compared with other groups.
\n(c) Motivation decreases as contributions are not individually evaluated.
\n(d) No\/improper co-ordination between members.
\n(e) Belonging to the same group is not important for members (it is only aggregate of individuals).
\nCan be reduced by:<\/strong>
\n(a) Making effort of each person identifiable.
\n(b) Increasing pressure to work hard\u2014make members committed, motivated.
\n(c) Increase apparent importance and value of task.
\n(d) Make them feel their Individual contribution is important.
\n(e) Strengthen group cohesiveness\u2014increase motivation for successful group outcome.
\n2. Group Polarisation: Groups are likely to take more extreme decisions than individuals would take alone
\n\u2022 strengthening of group\u2019s initial position because of groups interaction.
\n\u2022 dangerous repercussions\u2014groups may take extreme position (very weak to very strong decisions).
\nCauses of group Polarization:<\/strong>
\n(a) In the company of like-minded people, you\u2019re likely to hear newer arguments favouring your view-points.
\n(b) Bandwagon effect\u2014when you find others sharing your view-point, you feel your view is validated by the public.
\n(c) When people have similar views as you, you\u2019re likely to perceive them as in-group (start identifying with them, show conformity\u2014views become strengthened).
\nSocial Influences: Those processes whereby our attitudes and behaviours are influences by the real or imagined presence of other people.
\nKelman.
\nIdentification: Influence process based on agreement or identity seeking. Internalisation: Process based on information seeking.
\n1. Conformity:<\/strong>
\n\u2014 Most indirect form of social influence.
\n\u2014 Tendency to follow norms is natural and spontaneous (norms are unwritten informal rules: provide information about what is expected from people in a situation; allows the group of function smoothly).
\n\u2014 People feel uncomfortable if they\u2019re \u2018different\u2019 (could lead to dislike\/disapproval or some form of social punishment) (deviants\/non-conformists).
\n\u2014 Following norms is the easiest way to avoid disapproval.
\n\u2014 Norms reflect the views and beliefs of the majority (feel majority is likely to be right). \u2014 Experiments on conformity by Sherif (Autokinetic effect) and Asch (Asch technique)
\n(condition determining the extent of conformity\u2014degrees of conformity determined by situation-specific factors).
\nDeterminants of Conformity:<\/strong>
\n(a) Size of Group: More conformity when group is small.
\n(b) Size of Minority: Larger the minority, lesser the conformity (more is the deviance).
\n(c) Nature of the Task: more conformity when there are objective questions.
\n(d) Public\/Private Expression of Behaviour: More conformity in public and less conformity in private expression.
\n(e) Personality: Conforming personality\u2014tendency to change behaviour according to what others do (others are independent, don\u2019t look for norms to decide how to behave in a situation\u2014highly intelligent people are confident).
\nConformity occurs because of:<\/strong>
\n(a) Informational influence (that results from accepting evidence, not reality. Rational conformity- learn through observing other\u2019s actions)
\n(b) Normative influence (based on desire to be accepted and admired\u2014conform because deviation could lead to rejection\/non-acceptance. Majority determines final decision but at times ifTniriority is firm and uncompromising it doubts on the majority\u2019s minds).
\n2. Compliance:<\/strong> Extreme condition forcing the person to accept influence (of a significant other) and behave in a particular way in response to a request from another person\/group even in the absence of a norm. Why do we comply\u2014easier way out of the situation more polite.
\nFactors used to make others comply:
\n(i) \u2018Foot in the Door\u2019 Technique: Being by making small request that one can\u2019t refuse move on to bigger ones-once you comply with the first request, feel uncomfortable refusing the second one.
\n(ii) \u2018Deadline* Technique: A \u2018last date\u2019 is announced until an offer is available\u2014make people hurry so they can\u2019t miss the opportunity. More (the one actually required), usually granted.
\n(iii) \u2018Door in the Face Technique: Being with a large request and when this is refused move onto making a smaller request (the one actually required), usually granted.
\n3. Obedience
\n\u2014 Response to a person in authority.
\n\u2014 Direct and explicit form of social influence (someone has requested and you comply).
\n\u2014 If disobeyed, one is likely to get punished from people in authority; thus, one to obey as people in authority have effective means for enforcing order.
\n\u2014 Milgram\u2019s experiment: Even ordinary people are willing to harm innocent people if ordered by someone in authority.
\nWhy do people obey (after knowing the effects)?
\n(a) Feel they are not responsible for their own action and that they are simply carrying out orders from an authority.
\n(b) Authority is powerful and possesses symbol of status, and thus difficult to resist.
\n(c) Authority increases commands from lesser to greater levels (initial obedience binds followers for commitment and once you obey small orders you start obeying bigger orders as you feel committed to the authority).
\n(d) Events move at such a fast speed that there is no time to think, one just obeys orders, e.g., riots
\nCo-operation and Competition:
\nCo-operation:
\nWhen groups work together to achieve shared goals.
\nNo individual rewards. Only group rewards exist.
\nCo-operative goals\u2014each attains his\/ her goal only if other members attain their.
\nThere is respect for one another\u2019s ideas and members are more friendly. There is more co-ordination.
\nCompetition:<\/strong>
\nWhen group-members try to maximize their own benefits.
\nThey work for self-interest and individual reward.
\nCompetitive goals\u2014each gets his\/her goal only if others don\u2019t attain their.
\nLeads to conflict and disharmony. More group cohesion and solidarity within ones group.
\nDeterminants of Co-operation and Competition:
\n(a) Reward Structure:
\nCo-operative reward structure promotes interdependence; reward possible only if all contribute.
\nCompetitive reward structure\u2014only one gets the award.
\n(b) Interpersonal Communication: Good interpersonal communication increases co-operation (facilitates interaction, discussion, convinces each other and increases learning about each other).
\n(c) Reciprocity: People feel obligated to return the behaviour they get (initial co\u00acoperation leads to increased co-operation and initial competitiveness leads to competition).
\nSocial Identity: Aspect of our self-concept which is based on our group membership (tells us about one\u2019s position in the larger social contact and helps us located ourselves in society)
\n\u2014 derives from groups we are a part of.
\n\u2014 includes personal attributes and attributes we share with others.
\n\u2014 acquires certain attributes from interaction with others in society.
\n\u2014 identification with social groups is important for self-concept.
\n\u2014 provides members with a shared set of values, beliefs and goal about ourselves and others
\n\u2014 in-group\u2014group with which you identify yourself (start showing favouritism towards it. Rate it above out-group and devaluate out group\u2014basis of intergroup conflicts).
\nIntergroup Conflicts:<\/strong>
\nConflict: This is process in which either an individual or a group perceives others as having opposing interest and both try to contradict each other (\u2018we\u2019 and \u2018they\u2019 feeling-are strong)
\n\u2014 belief that \u2018others\u2019 will protect only its own interests.
\n\u2014 both try to exert power on one another.
\n\u2014 when groups are more aggressive than individuals, it leads to escalation of conflict.
\n\u2014 costly human price in conflicts.
\nCauses:<\/strong>
\n(a) Lack of communication or Faulty Communication: It leads to suspicion and lack of trust.
\n(b) Relative Deprivation: Compare oneself to members of the other group:
\n\u2014 don\u2019t have what you desire: others have it.
\n\u2014 not doing well in comparison to others: deprivation depression.
\n(c) Belief that one is better than the other: What one partly believes should be done (if it does not happen\u2014then members accuse one another and small differences are magnified. This leads to increased conflict).
\n(d) Desire for Retaliation: For harm done in the past.
\n(e) No Respect for Others Norms: Feeling that other group does not respect norms of my group and violates them because of malevolent intent.
\n(f) Biased Perception: Feeling of \u2018the\/ and \u2018we\u2019.
\n(g) People are more aggressive and competitive in groups than on their own (due to competition over scarce resources).
\n(h) Perceived Inequity: Equity\u2014distribution of rewards in proportion to individual\u2019s contributions (you feel irritated and exploited if you contribute more and are rewarded less).
\nNotes:<\/strong>
\n\u2014 Conflicts between groups leads to series of social and cognitive processes\u2014hardens the stand of each side (ingroup polarization).
\n\u2014 Coalition of like-minded parties increases apprehension. .
\n\u2014 Misperceptions and biased interpretations increase conflicts.
\nMurphy\u2014Conflicts begin in the minds of men.
\nStructural Level: Increase in poverty rates, inequality, limited political and social opportunity, economic and social stratification.
\nGroup Level: Social identity, unequal power relations, resources.
\nIndividual Level: Beliefs, biased attitudes, personality characteristics (there is progression along a continuum of violence\u2014butterfly effect).
\nConsequences (Deutsch):<\/strong>
\n(a) Communication becomes poor between groups (lack of trust\u2014breakdown in communication leads to suspicion).
\n(b) Groups start magnifying their differences and perceive their behaviour as fair and others as unfair.
\n(c) Each side tries to increase its own power and legitimacy, thus the conflict shifts from smaller to larger ones.
\n(d) Once conflict starts, other factors lead to escalation of conflict (in-group opinion is hardened, out-group is threatened and when other parties choose sides, the conflict is further escalated).
\nConflict Resolution Strategies:<\/strong>
\n1. Introduction of Superordinate Goals: Superordinate goals reduce conflict and are mutually beneficial to both sides, thus sides work co-operatively.
\n2. Altering Perceptions: Through persuasion, educational and media appeal portrayal of groups differently. Also promoting empathy for others should be taught.
\n3. Increasing Intergroup Contact: By involving groups on neutral grounds through community projects and events they become more appreciative of each other\u2019s stand. Contacts need to be maintained, supported over a period of time to be successful.
\n4. Redrawing Group Boundaries: Group boundaries create condition where boundaries are redefined; perceive themselves as belonging to a common group.
\n5. Negotiations: Reciprocal communication so as to reach an agreement in situation where there is a conflict.
\n(i) Conflict can be resolved through negotiations and third party interventions.
\n(ii) Groups try finding mutually acceptable solutions.
\n(iii) When negotiation doesn\u2019t work then mediation (both parties reach a voluntary agreement and focus discussions on relevant issues) or arbitration (third party has the authority to give a decision after hearing both parties) by a is used.
\n6. Structural Solutions: Redistributing societal resources according to principles based on justice.
\nPrinciples of justice\u2014equality (allocating equally to everyone), need (allocating on the basis of one\u2019s need) and equity (allocating on the basis of contribution).
\n7. Respect for other Group\u2019s Norms: To respect and be sensitive to the strong norms of various social and ethnic groups, especially in India where many communal riots have occurred due to insensitivity of one religious group towards another.
\nGroup think (Irving Janis)<\/strong>
\n(i) Cohesion can lead to a tendency to make irrational and uncritical decision\u2014group allows -its concerns for unanimity.
\n(ii) Appearance of consensus or unanimous agreement\u2014each member believes that all members agree upon a particular decision, no one expresses dissenting opinion (undermine cohesion of group, makes him\/her unpopular).
\n(iii) Exaggerated sense of its own power, ignores real world cues, out of touch with reality\u2014 occurs in socially homogenous, cohesive, isolated, do not consider alternatives, decision have high cost.
\n(iv) Prevention-encouraging and rewarding critical thinking and disagreement, encouraging groups to present alternative courses of action, inviting outside experts to evaluate group decision, encouraging seeking feedback from trusted others.
\nWORDS THAT MATTER<\/strong>
\n\u2022 Authority:<\/strong> The right inherent in a position (e.g., managerial) to give orders and to except the orders to be obeyed.
\n\u2022 Cohesiveness:<\/strong> All forces (factors) that cause group-members to remain in the group.
\n\u2022 Competition:<\/strong> Mutual striving between two individuals or groups for the same objective.
\n\u2022 Compliance:<\/strong> A form of social influence in which one er more persons, not holding authority, accept direct requests from one or more others.
\n\u2022 Conformity:<\/strong> A type of social influence in which individuals change their attitudes or behaviours in order to adhere to existing social norms.
\n\u2022 Group:<\/strong> Two or more persons who interact with one another, have shared goals, are interdependent, and consider themselves as members of group.
\n\u2022 Groupthink:<\/strong> A mode of thinking in which the group members desire to reach unanimous agreement overrides the wish to adopt proper, rational, decision-making procedures; an example of group polarisation.
\n\u2022 In-group:<\/strong> The social group to which an individual perceives himself or herself as belonging (\u2018us\u2019). The group with which one identifies. The other groups are out-groups.
\n\u2022 Obedience:<\/strong> Confirming behaviour in reaction to the commands of others.
\n\u2022 Out-group:<\/strong> Any group of which an individual is not a member.
\n\u2022 Primary Group:<\/strong> Group in which each member is personally known to each of the other members, and in which the members, at least on occasion, meet face-to-face.
\n\u2022 Proximity:<\/strong> The principle of Gestalt psychology that stimuli close together tend to be perceived as a group.
\n\u2022 Roles:<\/strong> An important concept in social psychology which refers to the behaviour expected of an individual in accordance with the position he\/she holds in a particular society.
\n\u2022 Social Influence:<\/strong> The process by which the actions of an individual or group affect the behaviours of others.
\n\u2022 Social Inhibition:<\/strong> Social restraint on conduct.
\n\u2022 Social Loafing:<\/strong> In a group, each additional individual puts in less effort, thinking that others will be putting in their effort.
\n\u2022 Social Support:<\/strong> Information from other people that one is loved and cared for, esteemed and valued, and part of a network of communication and mutual obligation.
\n\u2022 Status:<\/strong> Social rank within a group.
\n\u2022 Structure:<\/strong> The enduring form and composition of a complex system or phenomenon. Contrast with function, which is a process of a relatively brief duration, arising out of structure.<\/p>\n","protected":false},"excerpt":{"rendered":"

Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology   FACTS THAT MATTER NATURE AND FORMATION OF […]<\/p>\n","protected":false},"author":7,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_yoast_wpseo_focuskw":"","_yoast_wpseo_title":"","_yoast_wpseo_metadesc":"Get Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology on Infinity Learn.","custom_permalink":"study-material\/cbse-notes\/class-12\/psychology\/social-influence-and-group-processes-cbse-notes-for-class-12-psychology\/"},"categories":[92,21],"tags":[],"table_tags":[],"acf":[],"yoast_head":"\nSocial Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology - Infinity Learn by Sri Chaitanya<\/title>\n<meta name=\"description\" content=\"Get Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology on Infinity Learn.\" \/>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/infinitylearn.com\/surge\/study-material\/cbse-notes\/class-12\/psychology\/social-influence-and-group-processes-cbse-notes-for-class-12-psychology\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Social Influence And Group Processes \u2013 CBSE Notes for Class 12 Psychology - 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