Social Influence and Learning

• Social influence refers to the effects of other people on an individual's beliefs, attitudes, values, or behavior.

Learning from Others

• Classical conditioning explains learning through associations between stimuli.
• Operant conditioning explains learning through repeating behaviors with favorable outcomes and avoiding those with unfavorable outcomes.
• Learning also occurs through information from others, observation, and imitation.
• Social learning is when an individual learns by observing others model those behaviors.
• Mirror neurons activate both in the action and when observing the action.
• Increased observation can create the misconception of actual performance ability.
• Self-efficacy refers to believing in one's ability to perform something.
• Studies by Bandura demonstrated social learning in children imitating aggressive behavior.
• Imitation is not a guaranteed result of observation and learning.
• Bandura's social learning theory includes encouragement or discouragement of behaviors.
• Social learning is amplified by aligning behavior with an observer's motivational state
• Likeness and identification can encourage social learning.
• Chameleon Effect describes an unconscious mimicry of mannerisms during interaction.
• The chameleon effect occurs more with likable individuals
• Extends to nonverbal and attitudinal shifts, especially when motivation to get along is present
• Sinclair and Lowery showed positive attitudes toward African Americans influenced by friendly experimenters wearing anti-racism shirts.
• Mimicry may be driven by a desire for social connection and is an evolutionary trait.

Media Influence

• Bandura's social learning theory inspires media geared toward solving social issues.
• A TV show in Mexico resulted in increased literacy program enrollment.
• Exposure to media also has downsides.
• Phillips discovered a link between media depictions of celebrity suicides and real-world suicide increases and car accidents.

Social Priming

• Social priming refers to influencing and being influenced by ideas, values, and norms.
• Concepts made salient influence behavior
• When norms are reminded, behavior is more in accordance with them.
• Cialdini's focus theory of normative conduct shows norms influence through injunctive (what's approved) and descriptive (what people do) norms.
• Norms align

Social Contagion

• Social contagion describes the spread of behaviors, ideas, or feelings.
• Social contagion can be observed in everyday scenarios.
• Social contagion affects anticipatory actions.
• Mass psychogenic illness demonstrates physical symptoms spreading without a physical cause.

Social Construction of Reality

• Reliance on social learning and susceptibility makes individuals open to social influence.
• Social Construction of Reality explains how beliefs, values, attitudes and behaviors are formed in early life based on parental influence.
• Educational, religious, and social institutions reinforce these cultural views as an individual matures.
• Cultural worldviews are a profound social influence often taken for granted.
• This includes learning scripts for behavior in various situations and social roles.

Culturally Defined Social Situations

• Norms dictate appropriate behavior in various situations.
• Internalization makes norms unconscious, where context activates norms and guides behavior.
• Aarts and Dijksterhuis's lexical task experiment showed activation of silence concepts when planning to go to the library
• Nonconformists display possible norm deactivation or ignorance.
• Lack of fitting in goals can reduce situations' power to activate norms.

Culturally Defined Social Roles

• Early life involves learning social roles, stereotypes, and generalized beliefs, via parents, role models, and mass media.
• The Stanford prison experiment demonstrated the effect of social roles.
• Young men where assigned roles and became sadistic
• Zimbardo's experiment has been recent criticism, suggesting that experimenter instructions may have influenced behavior.
• A similar experiment found people adopting role-consistent behavior after they internalized a social identity.
• The Zimbardo experiment demonstrates obedience more than social roles.
• Social roles are powerful forces for social change.
• Women have acquired a larger range of occupational roles.
• Humans learn a great deal from observing and imitating others.

Conformity

• Conformity refers to aligning one's behaviors, attitudes, or beliefs with those of a majority.
• Sherif studied how ones own perceptions can be affected to align with the group.
• Sherif made use of a perceptual illusion
• He also made use of the autokinetic effect to study perceptions.
• He sought to determine if how much a point of light moves can be influenced
• The individual had to judge how much a point of light moved.
• Estimates started out varying but after a few trials, they agreed.
• A person with large assessment pushes the group to a higher estimate.
• Public compliance means outwardly conforming without changing private beliefs.
• Private acceptance means conforming by altering private beliefs.
• Informational influence means using others as sources of information about the world.

Asch Conformity Studies

• This experiment featured lines, labeled A, B, and C.
• Participants conformed to group answers on at least one trail and overall, participants conformed on 37% of trials/
• This indicates a pressure toward conformity.
• Participants had perceptual info to make a confident judgement.
• Normative influence defines fitting in.
• The power of informational influence is to determine how to fit in.
• Seeking acceptance leads to going along with the group and risks social rejection.
• Schachter found that dissenting confederates faced taunting and verbal attacks.
• Subjects that worried in the solidarity showed considerable concern.
• Group norm conformity is an adaptive means of productive and harmonious coexisting with others/
• Collectivistic cultures show more likelihood to conform.

Variables Influencing Conformity

• A lot is still unknown about the personality traits and the characteristics of who is likely to conform.
• Early studies indicate that achievers are less likely to conform.
• Greater self-awareness and high self-esteem reduce conformity because of confidence levels.
• Women conform slightly more than men.
• Lack of topic knowledge makes individuals conform.
• Situations influence how likely conformity is.
• Group size (to a point) and unanimity increases the likelihood of conformity.
• High status groups inspires more conformity.
• Reference group involves strong identification
• More trust and informational and normative influence exists
• Understanding conformity is possible from an existentialist perspective.

Conformity in Juries

• Conformity happens frequently.
• There is a lot of pressure.
• 38% reported they would have chose a different verdict.

Neural Processes

• Sometimes people change the way they perceive things.
• FMRI showed brain processes with spatial orientation judgments
• The experiment participants receive feedback.
• Participants conform to others' opinion.
• Areas responsible for spatial perception increased.
• When feedback was said to be by the computer, effect did not occur.
• Peer opinion influences perceive objects.

Minority Influence

• Open dissent became prevalent during the Vietnam War.
• It marked the dawn of a new research.
• Moscovici pioneered minority influence
• Minority influence involves attitude change despite the status quo
• Study of minority influence shows agents of cultural and social change.

Minorities Influence

• Moscovici created a model and modified it
• They looked at how each view influenced their perceptions.
• Inconsistent confedereates and consistent confederates are used
• Consistent condition showed 32% of participants
• The Moscovici Conversion Theory says majority leads to people going alone, but the minority helps catch attention.
• A more potent attitude should be the final result.
• Similar and automatic.
• With minorities, a similar effect is found with those of controlling social identities.
• Deeper allows us to think about new novel consideration.

Influential Minorities

• When it comes to facts, minorities are accurate.
• They should be confident
• Be flexible.
• They should get member and adopt the minority.
• More should identify to be persuaded.

Compliance - Getting What You Want

• But, many have a behaviour by changing it.
• Influence is a powerful tool when they do not have control in obtaining request.
• Many were found when studying sales positions.
• Self perception states how attitudes happen
• Foot in the door means to follow it
• Another, do you increase others.
• This also infers some kind.
• If you start to comply it can be done.
• This can arouse.
• If you comply they are likely to.

Helping people

• In a petition, old can start helping.
• Start and hold it
• Build trust.
• Acceptance starts to lowball but can still continue.
• This does require.
• Gain compliance.
• Reciprocity
• Seen in animals.
• Use this to comply.

Donating back

• A task is completed with a person.
• Confederate comes back for participants to receive.
• This experiment is only about the money.
• Regardless, this will cause liking.
• Norms now play a role in the situation itself.
• An act is completed in a door.
• A tendency starts when receiving respect.

Conforming good

• We also look at the things that seem to matter.
• There becomes a scarcity
• It stems from a belief.
• The things need to be our choice.
• Take advantage of our autopilot.

Daily Scripts

• Confederate can increase.
• A bad time to cut the line.
• Response will change.

Recycling

• Paper recycling is more likely.
• Be thrown away after the cut due to garbage.
• It can be seen as not very useful.
• This is needed for the method to get to our.

Obedience

• Actions engage to follow something.
• To often influence can be obtained to be.
• Obey is clear and follows.

Compliance and Conformity

• Live in hierachical structure.
• Obey is encouraged in society.
• Preserve the health.
• Popular in the nazi era.
• Develop a test for another person.

Millgram

• Study means that manipulations were conducted
• Did 18 that caused humans nature
• Found 40 that received dollars
• This will tell you of that situation
• He was going to take part of that.
• Paired to learner as well.
• Had people give shock to the learner role.
• When words are not known, learner would give the role.
• Level of shock was indication for obedience.
• When volts were over 300 learner started to act out.

No one did anything

• All the way to the 450 volts
• They could not get to the shock
• The extent that was received.
• The closer the closeness can be.
• Full obedience happens when full instruction receives.
• Some degree drops to 40%.
• Obey drops almost 30%
• Increase of remote from it.
• This affects some kind.
• Lessens for power.
• If harm is absent this seems to disappear.

Milgram studies

• It will start a question.
• Women seem to show.
• A lot of places had higher rates
• No real people are there.
• What is known is that people have to obey
• A lot comes from this with the submissive
• Also the authorities of the group.

Can redo stuff

• Similar effects came about
• It comes from human nature
• They follow after threats and all aspects
• Agents take the place as legitimate
• The norms say children will obey
• Parents follow.

Shifting to an attitude

• Challenge the define and will.
• Role of the rise starts.
• Members will hold it's sell worth
• People will find more value.
• They will take place and get followers
• Leadership is emphasis is greatness
• Application

World War Germany

• Was the case after some deaths
• Hitter got people to like some people.
• The message grew.
• Engaging also espoused it.
• Mortality leads to charismatic appeals.

Persuasion

• Is defined as an intentional effort to behaviour them.
• It is evaluate and can.
• A message has a persuasive way.
• Motivation is ability to know about our self
• Message has a strong ability on thinking.

Quality matters

• If people are on a specific tool they make to focus.
• Persuasion can start in a route for take.
• Give a prize
• You flip some ads to it
• Has importance
• Give brand if don't get that
• It is about strength.
• Bad equals dislike.

Motivate

• Thinking helps get distracted by a message.
• Listen more
• To do with have.
• Strong or weak means
• A screen needs to be looked at that moment.
• Distracting makes a good message.

Compared means

• Attitudes come about in a source/
• The who and which message and what and to those receivers.
• Model shows that there be influential
• In a person should know.
• Motivation and be careful:
• High means central and all for the argument strength with that message.
• Some should stay a part.

What can come source means

• Persuasive means influence this way
• Good is what the message says.
• It gets receive by others.
• Deliver matters
• You hear instead of reading in some cases
• This is how you found the potential.
• The contest is the sample
• People can be persuaded to make more efforts.
• The pitch get use on tone and is.
• It can be a way to be credible

Communicator

• Has high credibility or is trusted and expert.
• The source can be the cause way
• People can talk when they like it quickly
• Don't be selfish
• Only think about them being.
• Sleeping helps
• Focus should focus.
• Things can be remembered but source disappears.
• After so credibility fades overtime

Hovland says that:

• The higher they the people had.
• This then showed had more of agreement.
• Lower source will have to start their source.

About it

• All starts when source is.
• Source influence to the side out.
• It also starts you in the physical thing.
• Similar is also the case.
• With ability to persuasion that are similar

Ability for people

• Preference comes in what should take the appeal.
• More on factual, that attitude.
• Persuasion and morality come on.
• What has effects
• Make sure to take a message.

Strength

• Understand.
• Look how something can change.
• Long gets start influence.
• Weak adds.
• Get to what something can give.

Long versus short

• Not what means to be.
• Think about them in any way.
• With what is.
• Metacognition happen by the thoughts

Confidence

• Correctly have to get
• People nod their heads and this is to change attitude.
• That is what mean we.
• Trends say facts come in.
• Vivid also show for.
• Example shows strong impact.

Connect things

• Tell of what it can take.
• Welfare and how people spend and get this
• Atypical is also what means for comm.
• Show a woman as usual.
• Also not read to that situation

The order says what

• First says what to learn.
• Judgement comes for.
• Message effects the most.
• Message interfere
• Second makes things in it.
• Responses will be good to that way
• More of what to feel.
• Give language.
• Do it to not need.
• Be connected to change stuff

Repeat and what we can be familiarly with.

• Argument to happen that way.
• Exposure says.
• It happen on an effect
• No one knows with something has to be at a range

Cognitive Balances

• What will.
• New and the way people.
• Jennifer in that case.
• You have the connection.
• Positive moods

Moods

• Deliver mood in that setting
• Snacking for a message they took will
• Emotions come from what the setting says.
• They will get what it can
• Will designer will allow all can to prevent
• Tell and distressed
• Outcomes lead what that.

University test

• Should beer to.
• They can be associated

Death image test

• They care less the more health.
• Perspective shows them that way for self esteem.
• What to get influenced and the manner to stay safe.

Self esteem is a must

• You have to stay connected.
• To feel confident too
• The what the timing takes for
• Persuadability in the show.
• That also it is has to be.
• Persuasion to the key that determines.

Strong the process is

• Less that happens and education more persuadable.
• This will incline a message.
• Good has to be said
• Argument to make up now.
• Focus and all that it is.

In what it means

• This process to
• If test and better
• Can have the means.
• The what better to resist
• Now it happens to have.