Conformity, Anticonformity, and Independence; Report from the Peer Group Pressures on Learning Project. Technical Report No. 88. [Report No.: TR-88

Autor/inn/en	Allen, Vernon L.; Newtson, Darren L.
Institution	Wisconsin Univ., Madison. Research and Development Center for Cognitive Learning.
Titel	Conformity, Anticonformity, and Independence; Report from the Peer Group Pressures on Learning Project. Technical Report No. 88. [Report No.: TR-88
Quelle	(1969), (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	College Students; Conditioning; Conformity; Group Dynamics; Learning Activities; Peer Groups; Responses; Social Characteristics; Social Influences + Suchen Sie Ihr Suchwort? Collegestudent; Konformität; Gruppendynamik; Lernaktivität; Gleichaltrigengruppe; Peer Group; Gesellschaftsbild; Sozialer Einfluss
Abstract	The present studies tested the hypothesis that a social supporter with negative task related characteristics would be less effective in reducing conformity in a group pressure situation than a social supporter without such negative traits. The subjects consisted of 77 undergraduates at the University of Wisconsin and the hypothesis was tested in a standard Crutchfield simulated group. The following three conditions were used: (1) Veridical Social Supporter, (2) Anticonformer, and (3) Unanimous Group Control. Results failed to confirm the hypothesis for there was no significant difference between the Anticonformer and Veridical Social Supporter conditions. Compared to the Unanimous Group Control however both the Anticonformer and Veridical Support conditions yielded a statistically significant reduction of conformity. A second experiment was performed to provide a more extreme test of the hypothesis. The same three conditions were used and were different from the previous study only in the percentage of trails on which group pressure was applied. Results from the post experimental questionnaire again confirmed the success of the manipulation, but analysis of variance failed to produce a significant condition effect. Reasons for the lack of the hypothesized relationship were discussed. (Author/RSM)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01