The teacher was given a list of words that he read to the learner. The learner was supposed to memorize these pairings. After reading the list the teacher went back and said only the first word of each pair and then read four possible choices of what the other word was. The learner had to choose out of these four by pressing a button. If he was wrong the teacher shocked him.
Accomplices gave the wrong answers on 12 of the 18 trails. These were called the critical trials. The findings of the study were that 74% of participants conformed at least once and participants conformed to the incorrect answer on 32% of the critical trials. However, 26% of participants never conformed. They were confident in their judgement however do admit to experiencing tension and doubt but managed to resist the pressure of conforming.
In “Opinions and Social Pressure,” Psychologist, Solomon E. Asch, along with his colleagues, perform a social experiment to investigate the effect of a group pressure on an individual. During the experiment, a group of college male students are tasked to pick a line of common length among a set of two cards. Initially, all of the subjects choose the same matching line. As the experiment progresses, and the subjects are presented with a third new set of cards, one person is found to disagree from amongst the group. What the dissenter doesn’t know is that the rest of the group is party to a prearrangement in which they must unanimously chose a wrong answer.
The purpose of the experiment was to see whether participants would conform to social influence and give incorrect answers in a situation where the correct answers were always obvious. They asked students to volunteer to take part in a vision test. They got 123 male students. The participants (six at a time) were seated around a table and looked at two cards: a test card showed one vertical line; the other card showed three vertical lines of different length. All but one of the participants were really confederates, i.e.
He used a lab experiment to study conformity. He put participants in a dark room and projected a small spot of light onto a screen. The light was still, however it appeared to move. He discovered that when participants were individually tested, their estimates of how far the light moved varied considerably. The participants were then tested in groups of three.
METHOD Subjects The subjects were 36 boys and 36 girls enrolled in the Stanford University Nursery' School. They ranged in age from 37 to 69 months, with a mean age of 52 months. Two adults, a male and a female, served in the role of model, and one female experimenter conducted the study for all 72 children. Experimental Design Subjects were divided into eight experimental groups of six subjects each and a control group consisting of 24 subjects. Half the experimental subjects were exposed to aggressive models and half were exposed to models that were subdued and nonaggressive in their behavior.
Abstract: The aim of this investigation was to test long-term memory using two conditions: mental repetition and note-taking. It was hypothesised that the participants who were able to take notes will remember more of the critical words than the participants who used mental repetition. There were 22 year 11 students used, 3 male, 19 female, all relatively the same age group (15-16 years). 50 words were read out to two groups, one group able to take notes, and the other not able to. The participants were then quizzed to see how many critical words (words starting with s) they could remember.
In order to see the difference between nameing colors with matching words and colors to nameing non-matching words and colors, we did three trials of each with five different test subjects and found the average of both tests. The matching words and colors was used as the control group while the non-matching words and colors was used as the test group. For each group we had an answer sheet with the correct colors that were to be said in order to make sure that the test was properly conducted. Everyone in our group had different ideas as to which would be faster, the matching or non-matching group. We also had multiple reasons as to why we thought these results would occur.
In 1968, the day after Martin Luther King Jr. was killed, a third grade teacher named Jane Elliott conducted an experiment with her class. This experiment helps others understand how people change when they are being treated unfairly. This experiment can help us better understand why and where Grendel went wrong and turned from good to evil. In the experiment, a third grade class was divided into two groups, one group with brown eyed children and one group with blue eyed children. On the first day of the experiment, the teacher told the brown eyed group that they had the superior eye color, which meant that they were smarter, more athletic, and better than the blue eyed group.
An educational psychology lecturer often makes comments in class like, “Whenever I read something new, I always ask myself, ‘How does this relate to what I’ve been studying? For example, ‘How does working memory differ from long-term memory?” a) Using social cognitive theory as a basis, explain what the lecturer is trying to do. b) Using information processing theory as a basis, explain what the teacher is trying promote. 5. You run into a man that you used to speak with regularly, frequently addressing him by name, but you haven't seen him in a long time.