3.

Social Influence
Stage 2 Psychology

Information quoted and adapted from: Gebert, K. and Green, D., 2021. SACE Stage 2 Psychology
Essentials Workbook. 1st ed. Adelaide: Adelaide Tuition Centre.
 This topic is
REMEMBER! examinable!
INTRODUCTION TO SOCIAL
INFLUENCE
Study of social influence examines the
impact of the presence or absence of other
people on behaviour.

• Humans are social beings, and the behaviour of individuals and groups
influences, and is influenced by others.

• This topic will cover the following:

• Obedience
• Compliance
• Conformity
• Attitude formation and change
• Prejudice and persuasion
• Social Media effects
Obedience
Stage 2 Psychology – Social Influence
OBEDIENCE
Obedience is a form of social influence that involves
performing an action under the orders of an
authority figure.

• It differs from compliance, which involves changing your

behaviour at the request of another person and conformity
which involves altering your behaviour to go along with the
rest of the group.

• Research on obedience came from the need to understand

situations whereby people would suspend their own moral
judgements to carry out an order from someone they
considered to be an authority figure.
Stanley Milgram
Obedience Experiments
Stage 2 Psychology – Social Influence
OBEDIENCE – MILGRAM

• The most famous psychological study of obedience is that of

Stanley Milgram (1963). Wanted to understand why so many
German people obeyed Hitler in his orders to exterminate the Jews
during the 1930s-1940s.
Stanley Milgram (1933-1984)
• Wanted to find out if obedience has a significant impact on a range
of people of varying demographics.

• His research was published only 6 months after the execution of

Adolf Eichmann for his part of the Holocaust. At his trial, Eichmann
claimed he was ‘only obeying orders’.
Adolf Eichmann at his trial. He was
hanged for his part in ‘the final solution’ in
1962.
OBEDIENCE - MILGRAM
Aim:
To see how obedient participants would be in a situation where
obeying orders would mean breaking their moral code and hurting
an innocent person.
Procedure:
• Forty men aged between 20-50 were recruited by advertisement.
• Told they were taking part in a ‘learning’ experiment about the
effects of punishment on learning.
• Then introduced to ‘Mr Wallace’ apparently another participant,
but actually a confederate working with Milgram.
• Participants drew straws to determine the role of either ‘learner’
or ‘teacher’, however, Milgram ensured that the real participant
was always the teacher, and the confederate was always the
learner.
OBEDIENCE - MILGRAM
Procedure (cont.):
• Mr Wallace was then strapped to a chair behind a screen and
connected to a shock generator.
• The genuine participant tested Wallace on his memory for word
pairs.
Mr Wallace (confederate of Milgram)
• The experimenter, who wore a grey ordered the lab coat, ordered Is connected to the electric shock
generator
the participant ‘teacher’ to flick a switch to administer an electric
shock to Mr Wallace each time he answered a question wrong, or if
he did not provide an answer at all.
• The volts increased by 15 volts each time, up to a lethal 450 volts.
• As the level of shocks increased, Mr Wallace cried out and begged
to be released.
The shock generator used by
participants in Milgram’s experiments
OBEDIENCE - MILGRAM
Procedure (cont.):
• At 300 volts, Mr Wallace went silent, apart from the occasional
knocking on the screen.
• When participants protested at having to continue shocking him, the
experimenter gave them verbal orders or ‘prods’ in a sequential order:
1. ‘Please continue’
2. ‘The experiment requires that you continue’
3. ‘It is absolutely essential that you continue’
4. ‘You have no other choice but to continue’
• Unknown to the participants, there were no real shocks being
delivered, and the cries they heard were played via a music projector.
• The percentage of participants who gave different voltages was
measured, and the reactions of participants were observed.
 OBEDIENCE - MILGRAM
Results:
• 65% (two-thirds) of participants (teachers) continued to the highest level
of 450 volts.
• 100% of the participants continued to at least 300 volts.
• Prior to the experiment, it was predicted that no participants would go to
450 volts, and that only about 4% would go to 300 volts.
Conclusion:
• Milgram concluded that humans have a strong tendency to obey orders
even when these go against their morals.
• The Milgram experiment has been replicated many times with several
variations including being in the same room, physically placing the
learners hand on an electric plate, no screaming but only banging, female
participants and a different setting. The results were all very similar.
• This means many crimes against humanity may be the outcome of
situational factors rather than dispositional factors.
Factors that Influence
Obedience
Stage 2 Psychology – Social Influence
OBEDIENCE – MILGRAM
FACTORS THAT INFLUENCE
OBEDIENCE

Dispositional factors:
• Internal factors and personal qualities of a person
i.e. genetics, personality traits, intelligence, self
esteem levels etc.

Situational factors:
• Elements in the environment that influence
behaviour i.e. work, school, others around us etc.
OBEDIENCE – MILGRAM
FACTORS THAT INFLUENCE OBEDIENCE
OBEDIENCE – MILGRAM
FACTORS THAT INFLUENCE OBEDIENCE
OBEDIENCE – MILGRAM
FACTORS THAT INFLUENCE OBEDIENCE
OBEDIENCE – MILGRAM
FACTORS THAT INFLUENCE OBEDIENCE
OBEDIENCE – MILGRAM
INDIVIDUAL DIFFERENCES
Gender
• Although women reported higher levels of stress than men,
women obeyed fully with the experimenters commands
65% of the time – identical to male participants.
• Based on replications of the experiment world wide using
both male and female participants. All but one study found
no-male-female differences.

Culture
• Various replications of the experiment have identified
cultural differences in obedience rates.
• Concluded that culture plays a significant role in our
behaviour, especially when comparing individualist and
collectivist cultures.
Table 1: A cross cultural comparison of obedience rates in replications of Milgram’s standard conditions
US. Mean obedience rate = 60.94%; Foreign mean obedience = 65.94%
OBEDIENCE – MILGRAM
ETHICAL ISSUES

• Highly criticised for

questionable ethics
throughout the procedure.
• Milgram conducted a follow
up questionnaire which
indicated that the majority
of participants were glad
they participated and had
leaned something important
from the experiment.
• Current ethical principles do
not allow Milgram's
experiment to be conducted
anymore.
Philip Zimbardo
Stanford Prison Experiment
Stage 2 Psychology – Social Influence
ZIMBARDO
STANFORD PRISON EXPERIMENT
• Philip Zimbardo conducted research at Stanford University
in 1971 to explore the psychological effects of perceived
power within the setting of a fake prison (basement of
Stanford University psychology department).
• Hugely controversial experiment and the inspiration of Philip Zimbardo (1933)
two feature length films.
• Zimbardo investigated if brutality reported among prison
guards was due to situational rather than dispositional
factors.
• Zimbardo advertised at Stanford, asking for participants to
take part ‘in a study of the psychological effects of prison
life.’ Media poster for the 2015 film
‘The Stanford Prison Experiment’
ZIMBARDO
STANFORD PRISON EXPERIMENT
• The 75 applicants who answered the ad were screened via
diagnostic interviews and personality tests to eliminate
candidates with psychological problems, medical issues or a
history of crime or drug abuse.
• Zimbardo and his team then selected 24 men judged to be the
most physically and mentally able, and the least likely to engage
in antisocial behaviour.
• Participants did not know each other prior to the study.
• Participants were paid $15 a day to take part in the experiment.
They were randomly allocated to the role of either ‘guard’ or
‘prisoner.’
ZIMBARDO
STANFORD PRISON EXPERIMENT
Procedure
• Participants were unexpectedly ‘arrested’ at their homes by Right:
Prisoner
real policemen, handcuffed, taken to a real police station Uniform
where they were booked.
• Prisoners were blindfolded and transported to the basement
of Stanford psychology department which had been
transformed into a mock prison where they would stay for 14
days (the intended duration of the experiment.)
• Upon arrival, prisoners were stripped naked, deloused and
given new clothing of a smock, a nylon cap, a prison number Left: Prison
Guard
to replace their names and a lock and chain around one ankle. Uniform
• Guards wore khaki uniforms and reflective sunglasses to
prevent prisoners from seeing their eyes.
ZIMBARDO
STANFORD PRISON EXPERIMENT
Procedure (cont.)
• Prison guards were told by Zimbardo to assert their authority over
the prisoners however they wanted, with the exception of using
physical violence.
• Zimbardo told all participants any acts of violence would terminate
the study, and all participants would be exempt from the payment
agreed upon for their participation.
• Prisoners were exposed to a range of humiliating and degrading acts
from the guards, along with physical punishments.
• The prisoners became dehumanised, and basic necessities such as
eating, medication and sleep were taken from them by the guards.
• Despite the ‘no violence’ rule, physical altercations did occur. At this
point Zimbardo wanted to continue the experiment to get meaningful
results, and was also acting as the ‘superintendent’ of the prison.
ZIMBARDO
STANFORD PRISON EXPERIMENT
Procedure (cont.)
• Deindividuation rapidly occurred with both guards and prisoners
being immersed in their roles they lost their sense of self.
• Participants also lost touch with reality that they were participants
in a psychological study, and started to believe it was an actual
prison.
Doug Korpi – Prisoner #8612
• Less than 36 hours into the experiment, Prisoner #8612 started
suffering acute emotional distress, uncontrollable crying, range,
and confused thinking, yet was not immediately released from the
experiment.
• Prisoner #8612 demanded a meeting with Zimbardo and they
guards, who told him he was ‘weak’ and could not leave. After this
meeting his distress escalated, and supervising psychologists
realised they needed to release him. Ezra Miller portraying Prisoner #8612
In the 2015 Stanford Prison film.
ZIMBARDO
STANFORD PRISON EXPERIMENT
Procedure (cont.)
• Despite Prisoner #8612 departure, the experiment continued.
• The experiment started getting out of control of Zimbardo and his
team, with prisoners attempting an escape, a rumour of #8612
returning to break the other prisoners out, and the replacement
prisoner of #8612 going on a hunger strike. This fuelled more
brutality, humiliation and abuse from the guards. Dr Christina Maslach. Former PHD student
and current wife of Zimbardo.
• Dr Christina Maslach, a previous PHD student of Zimbardo's, viewed
the experiment for herself during a visit, and raised concerns with
Zimbardo about the lack of ethical and moral responsibility of the
researchers.
• It was Dr Christina Maslach who insisted the study come to an end
after only 6 days, with initial resistance from Zimbardo.
• After 6 days, Zimbardo finally ended the experiment. Olivia Thirlby portraying Christina Maslach
in the 2015 Stanford Experiment film.
Zimbardo later noted ‘It wasn’t until much later
that I realised how far into my prison role I was at
that point – that I was thinking like a prison
superintendent rather than a research
psychologist.’
ZIMBARDO
STANFORD PRISON EXPERIMENT

Conclusions
• Zimbardo concluded that situational (environmental) rather
than dispositional (psychological) factors play a significant
role in the behaviours exhibited at any given time.
• Forty years forward, very few researchers have been able to Interview between guard and prisoner
two months after the experiment ended.
replicate the study with a more positive outcome, despite
making it more ethical. However one recent study called
‘BBC Prison Experiment’ has shown how the same situation
can lead to cooperative behaviour rather than tyranny.
• The Stanford Prison experiment, like the Milgram Obedience
experiment, has been heavily criticised for the lack of ethical
protocols in place and the neglect of participant wellbeing. Recreation of above interview in the
2015 Stanford Prison film.
Conformity
Stage 2 Psychology – Social Influence
CONFORMITY
Conformity is a form of social pressure where
individuals yield to group pressure. It is also
defined as ‘a change in behaviour or belief as a
result of real or imagined group pressure.’

• Our desire to be individuals is often also

compromised by the fear of appearing ‘weird’ or
‘different’ which often fuels conformity.

• Made famous by Solomon Asch’s conformity

experiments on different perceptions of line
lengths.
ASCH CONFORMITY
EXPERIMENT
• Conducted by Solomon Asch in the 1950s.
• Aim: to investigate the extent to which social pressure from a
majority group could affect a person to conform.
• 123 participants used in total (undergraduates students). Told the
experiment was investigating ‘vision’ by looking at a series of lines.
• Group of seven participants placed in room at a time for experiment
– only one genuine participant present.
• Other six participants told what their response will be by Asch.
Genuine participant not.
• Confederates were told to deliberately say incorrect answers.
True nature was to examine who would go with the group and get
the answer wrong as well (conform), or say the correct answer
and appear deviant.
ASCH CONFORMITY
EXPERIMENT
Results:
• On average, the real participant conformed to the incorrect answers on 32% of
the trials.
• 74% of the participants conformed on at least one of the trials.
• Only 26% of participants did not conform at all.
• If the real participant had an ‘ally’ (another participant who also gave the correct
answer), conformity dropped drastically, by two thirds.
Conclusion:
• Asch interviewed the participants after the experiment. When asked why they
conformed, they said the knew the answers were incorrect, but they went along
with the group to fit in, or because they thought they would be ridiculed.
• Confirms that participants conformed due to normative social influence and the
desire to fit in without changing their private viewpoint.
FACTORS AFFECTING In further trials, Asch changed the procedure
CONFORMITY (independent variables) in order to investigate which
ASCH CONFORMITY factors influenced the level of conformity (dependent
EXPERIMENT variable).
FACTORS AFFECTING
CONFORMITY In further trials, Asch changed the procedure
(independent variables) in order to investigate which
ASCH CONFORMITY factors influenced the level of conformity (dependent
EXPERIMENT variable).
 TYPES OF CONFORMITY
• Social conformity is a powerful force, so much so that social
psychologists endorse the idea that people like to stand out, but only in
a good way.
• We want to be seen as individuals except in ways that would make us
seem ‘weird’ and ‘different’ to others.

• Since Asch’s famous study, three types of conformity exist in society: How many times as a parent asked you ‘if all
your friends jumped off a cliff would you?’
• Compliance
• Identification
• Internalisation

• Important to note that conformity does not involve an actual ‘authority’

figure, however we can perceive others has having ‘authority’ over us,
which is not real authority, only perceived.
TYPES OF CONFORMITY
COMPLIANCE

Compliance
Publicly, but not privately, ging along with I hate
Broccoli!
majority influence to gain approval.
• Usually short term change and the shallowest
level of conformity.
• E.g. eating broccoli when you go to a
grandparents house, because it is expected.
TYPES OF CONFORMITY
IDENTIFICATION
Identification
Public and private acceptance of majority
influence in order to gain group
acceptance.
• Mid-level conformity.
• When a person changes their public behaviour
and private beliefs but only when they are in
the presence of a specific group they admire.
• E.g. drinking alcohol when in the presence of
friends however on their own or with another
group, chooses not to drink alcohol.
TYPES OF CONFORMITY
INTERNALISATION
Internalisation
Public and private acceptance of majority
influence, through adoption of the majority group’s
belief system.
• Deepest level of conformity.
• When a person changes their public behaviour to match the
group, and also takes on the groups belief system and changes
behaviour consistently whether by themselves or with other
people
• E.g. being influenced by a group or partner to become
vegetarian, so stops eating meat. Individual continues eating a
vegetarian diet whether in the presence of friends/partner or
not – have ‘internalised’ this belief as the healthier option.
TYPES OF CONFORMITY
WHY PEOPLE CONFORM
NSI

Normative social influence (NSI): when a person

conforms to be accepted or belong to a group.

• A person conforms because it is socially

rewarding, or to avoid social punishment i.e.
being ridiculed for not ‘fitting in’.
• Usually associated with compliance and
identification.
WHY PEOPLE CONFORM
ISI
The Unification Church mass
wedding ceremonies
Informational social influence (ISI): when a
person conforms to gain knowledge, or
because they believe that someone else is
‘right.’
• Usually associated with internalisation. Jim Jones and his ‘family’ In Jonestown

• Can occur in unfamiliar and ambiguous

situations E.g. changing political parties or
joining a ‘cult’ – change beliefs and
viewpoints on a semi-permanent basis and
believe that it is ‘right’. Heavens Gate leader ‘Do
INDIVIDUAL DIFFERENCES ALSO
AFFECT CONFORMITY
 Ambiguity: open to interpretation or inexactness.
 Unanimity: agreeance made by all members of a group.
 Personal characteristics: low status in a group, unfamiliar with
a group or situation i.e. new student, new staff member, new to a
sport team etc. all more likely to conform.
 Personality Traits: neuroticism in wanting to be liked or
conscientiousness of wanting to be right affects social norms of
conformity.
 Cultural factors: some more likely than others to value group
harmony over individual expression. Also applicable in schools,
organisations and parents establish a ‘culture’ that fosters
conformity or individuality.
THE ROLE OF SOCIAL MEDIA
IN CONFORMITY (SHE)
Trump supporters storming the Capitol in 2021
• Social media gives people a way to create own self image and
interact with new social circles.

• More accessibility to real and fake news on the internet,

television, radio and print media = more access to
contrasting social norms and influences not accessible in an
offline world. Black Lives Matter Movement first established in 2013
gained world wide attention in 2020

• Traditionally, people are subject to conformity of physical

social circles i.e. friends, family, teachers, influences in music,
politics and movies etc. People are now able to engage in
views and movements all over the world, with people they
have not met. Results in a massive increase in the possible
sources which may lead an individual to conform to certain
Anti-vaccine protests in Australia in 2021
ideologies or views.
Studying Social Influence
Social, Cultural and Ethical
Impacts
Stage 2 Psychology – Social Influence
STUDYING SOCIAL INFLUENCE
INDIGENOUS CULTURES

Ethnocentric bias: when an individual is culturally biased

towards their own culture. Inability to examine other
ethnic groups without comparing their own cultural
practices and by doing so, make negative or bias
judgements regarding differing cultures.

• Observational research is often the chosen design of

conducting cross-cultural research on social influence,
however there are social, cultural and ethical
implications of conducting research with Indigenous
groups.
 STUDYING SOCIAL INFLUENCE
INDIGENOUS CULTURES

Ethical Implications
• According to the National Statement of Australian research guidelines, researchers must
respect and support research participants with additional elements and nuances found
in ethical guidelines for research with Indigenous people and communities.

• All research involving Indigenous peoples must be reviewed and approved by a

registered Human Research Ethics Committee (HREC). Must include assessment by or
advice from people who have networks with and knowledge of research with Indigenous
peoples, and people familiar with the culture and practices of the people with whom
participation in the research will be discussed.
 STUDYING SOCIAL INFLUENCE
INDIGENOUS CULTURES

Informed consent
• Typically, psychological research requires the participant to sign documentation regarding
consent to engage in research, however in rural areas there is high incidence where
Indigenous people are not able to read or comprehend the information.

• Tauri (2017) has argued that when research with Indigenous groups occur, if an elder has
agreed to speak with the researcher about their culture then this should be considered
absolute consent.

• Also important to ensure that indigenous communities have access to translators,

interpreters and advocates to ensure the participants and their culture are supported whilst
gaining empirical evidence.
 STUDYING SOCIAL INFLUENCE
INDIGENOUS CULTURES

• There is an increasing demand for social research and data in Psychology that go
beyond the typical Westernised, educated and rich populations.

• If there is one message that emerges from this process, it’s that one should never
assume that a research method/instrument will have the same meaning cross-culturally.

• Most of the research on Indigenous communities and individuals is contaminated with

Eurocentric bias. Going forward, more emphasis needs to be placed on diversity rather
than universality.
Attitudes
Stage 2 Psychology – Social Influence
 ATTITUDES
Psychologists define attitudes as a learned tendency to evaluate things in
a certain way.

• Includes people, objects, issues, events, organisations etc.

• These evaluations can be:

• Positive: ‘I like Heavy Metal Music’
• Negative: ‘I hate the Adelaide Crows’
• Neutral: ‘I have not watched anime so have no evaluation of it’
• Ambivalent i.e. both positive and negative: ‘I have mixed feelings
about the Milgram Experiment’
Structure of Attitudes
Stage 2 Psychology – Social Influence
HOW ATTITUDES ARE
STRUCTURED
• The most widely used theories of the structure of
attitudes is the tricomponent or ABC model of
attitudes.

• Tricomponent/ABC model of attitudes: a

description of any attitude in terms of three related
components:
• Affective (feelings)
• Behavioural (action/behaviour)
• Cognitive (beliefs)
ABC MODEL OF ATTITUDES
AFFECTIVE
Refers to the emotional reactions or feelings an individual has towards an
object, person, group, event or issue.

• Based on a judgement which results in a positive response (liking or favouring),

negative response (disliking or hating) or a neutral response (lack of interest or
concern).

• Examples of Affective component of attitude (feeling):

• I like heavy metal music, I hate the Adelaide Crows, I have no interest in reality
TV

• Is also possible to have ambivalent attitude – both positive and negative feelings
towards something. For example you may be feeling excited about finishing
year 12 and high school, but uncertain about the future, so would prefer to stay.
ABC MODEL OF ATTITUDES
BEHAVIOURAL

Refers to the actions or behaviours that we do in

response to an object, person, group, event or issue.

• Examples of Behavioural Component of attitude

(action):
• I listen to heavy metal music everyday
• I boo for the Adelaide Crows when they play
football
ABC MODEL OF ATTITUDES
COGNITIVE
Refers to the beliefs or thoughts we have
about an object, person, group, event or issue.

• Examples for cognitive components in

attitudes:
• I believe/think heavy metal is the best music genre
• I believe/think the Adelaide Crows are the worst
team in the AFL

• Some beliefs are based on fact, and some are

false.
ABC MODEL OF ATTITUDES

Positive Attitude towards Heavy Metal

Affective I like heavy metal music
Behavioural I listen to heavy metal music everyday
Cognitive I think heavy metal is the best music genre

Negative attitude towards the Adelaide Crows

Affective I hate the Adelaide Crows
Behavioural I boo the Adelaide Crows when I watch/attend matches
Cognitive I believe/think the Adelaide Crows are the worst team in the AFL
Factors affecting Attitude
Formation and Attitude
Change
Stage 2 Psychology – Social Influence
FACTORS AFFECTING ATTITUDE
FORMATION AND CHANGE - PERSUASION
• Attitudes are affected by external factors associated with persuasion.

• Persuasion is the process of changing our attitude toward something

based on some kind of communication from other people.

• Particularly applicable in advertising i.e. to persuade consumers to buy a Time Square in New York, USA
product or service. Politicians also work in area of persuasion to get
voters to vote for them in the coming elections.

• Three main theories, all of which overlap with each other:

• Yale Communication Approach
• Elaboration Likelihood Model
• Experience
YALE COMMUNICATION APPROACH
• The conditions and circumstances under
which people are most likely to change their
attitude in response to persuasive messages.

• Yale communication model structure:

• The source
• The message
• The audience
YALE COMMUNICATION APPROACH
SOURCE
The source
• More often persuaded by experts in area. Perceived to be
more ‘trustworthy’.
• First source is the company/organisation that produced the
advertisement i.e. government and the secondary source/s
are those people/actors in the actual ad itself.
• Persuaded by attractiveness, regardless of the information
provided.
• Fast talkers more effective than slow talkers.
• Often talk louder than normal to emphasise ‘importance’ of
message.
YALE COMMUNICATION APPROACH
MESSAGE
The message
 Aim to evoke an emotional response such as
fear, sadness, concern or joy (depending on
what information is being delivered).
Infamous Australian antismoking
 Musicand/or sound effects used to further advertisement released in 2009

exaggerate emotional response in audience.

 Subliminal messaging limited in
effectiveness.

Carlton Draught ‘big’

advertisement
YALE COMMUNICATION APPROACH
AUDIENCE

The audience
 People aged between 18-25 very susceptible to attitude change
through advertisements.
 After this age, attitudes more stable and resistant to attitude
change.
 People who are less intelligent > more susceptible to attitude
change than highly intelligent people.

 Central route > more effective for high level thinkers. Typically
adults who don’t change their attitudes as easily.
 Peripheral route > more effective for self conscious people.
Typically younger people 18-25 who are influenced by aesthetics.
ELABORATION LIKELIHOOD MODEL
• Considers the variables of the Yale
Communication Approach.

• According to the Elaboration

Likelihood Model there are two
main routes that play a role in
delivering a persuasive message:
• Central Route
• Peripheral Route
ELABORATION LIKELIHOOD MODEL
CENTRAL ROUTE
• The central route of persuasion is about making the audience think carefully
about the message to evaluate the information.

• Driven by logic, and uses data and facts to convince people.

• Message needs to be credible, presented clearly and substantiated by evidence.

• Focuses on the quality of the product.

• Often about serious and relevant issues – aimed at an older/adult audience.

• For central route to be effective, in changing attitudes, thoughts and beliefs, the
argument must be strong and if successful, will result in lasting attitude change.
ELABORATION LIKELIHOOD MODEL
PERIPHERAL ROUTE
• The peripheral route focuses on ‘peripheral cues’ meaning it relies
on association with positive characteristics such as positive
emotions, celebrity endorsement, or images of beauty and pleasure.

• Generally aimed towards younger people with low self

confidence/easily persuaded. Children are targeted through
peripheral route with bright colours, jingles and cartoons.

• Audience does not need the message to be strong, and

advertisements often have very low elaboration or information.

• Often about very unimportant issues.

EXPERIENCE
DIRECT OR INDIRECT
Direct
• Attitudes that are formed through experiencing something yourself.
• Attitudes that are formed this way tend to be more strongly held and
resistant to change because we tend to talk and think about things that
have happened to us personally.

Indirect
• Attitudes are formed due to being exposed to a topic, person, issue, etc.
that is less personal.
Experiencing a rollercoaster is a direct
• Advertising is a form of indirect experience. Consider bullying in schools experience that would probably lead to
a strong positive or negative attitude towards
where a group of people develop an attitude about another group of rollercoasters depending on the emotions
felt during the ride.
people, without any personal interaction between the groups. Tend to
be more susceptible to change, less emotionally intense and don’t evoke
same amount of thinking that direct experiences do.
Persuasion Strategies
Stage 2 Psychology – Social Influence
PERSUASION STRATEGIES
• Researchers have tested many persuasion strategies
that are effective in selling products and changing
people’s attitude, ideas, and behaviours.

• When someone is trying to sell you something, your

ability to recognise and perhaps resist their persuasion
tactics can be facilitated by an understanding of the
following persuasion strategies.

• The Norm of Reciprocity

• Door in the face
• Foot in the door
PERSUASION STRATEGIES
THE NORM OF RECIPROCITY
• Based on the social ‘norm’ that people will return a favour when one is
granted to them.

• Linked to compliance whereby its more likely to occur when the

requester has previously complied with one of the target’s requests.

• Example: a company will offer you a ‘free trial’ of their product i.e.
sample of ice-cream or selling computer software (first 30 days free
etc.) and offer to return the product if you are unhappy.

• The Norm of Reciprocity leads you to feel more obligated to return the
favour by keeping and purchasing the product.
PERSUASION STRATEGIES
DOOR IN THE FACE
• Begins with an initial large request, suggestion to do something or purchase something.

• People who stop you in the mall to talk to you about donating to a charity use this
technique.

• Example: they initially ask you to donate $100 to support the charity. Once you say no,
they suggest that you buy their calendar for $20, or make a small donation of $5. Can’t
afford $100 but feel guilty due to belief in cause > more likely to give $5.

• For this technique to work, the initial request must be rejected by target person, then
believe they are making a concession or reducing expectations.

• Skilled negotiators on eBay, Gumtree and marketplaces will use this technique to get you
to pay a small amount of money.
PERSUASION STRATEGIES
FOOT IN THE DOOR
• Begins with small reasonable request i.e. a small favour or buy a small
item, only to later request a larger favour or purchase a bigger item.

• Example: asking your parents to stay out this weekend a half an hour
later, only to ask them next weekend to stay our an hour later.

• Salespeople use this strategy every time they try to upsell you i.e. you
have already purchased a new phone from them, so they then suggest
a bigger purchase by adding on the extended warranty.

• This technique also linked to the psychology of compliance, as you

have complied with the initial request or purchase so you are more
likely to respond positively to the additional request or suggestion.