Worksheet Solutions: Social Influence and Group Processes | Psychology Class 12 - Humanities/Arts PDF Download

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Q1: Groups can be defined as two or more individuals who interact with each other, share a common identity, and have a common goal or ___________.
Ans: Purpose
Groups can be defined as two or more individuals who interact with each other, share a common identity, and have a common goal or purpose. (Individuals unite for a shared objective.)

Q2: The process of group formation typically involves several stages, including the forming stage, the storming stage, the norming stage, and the performing stage. These stages may not always occur in a ___________ order.
Ans: Linear
The process of group formation typically involves several stages, including the forming stage, the storming stage, the norming stage, and the performing stage. These stages may not always occur in a linear order. (Stages in group formation may not follow a strict sequence.)

Q3: Belonging to a supportive and cohesive group can provide individuals with a sense of social identity and ___________.
Ans: Support
Belonging to a supportive and cohesive group can provide individuals with a sense of social identity and support. (Supportive groups offer identity and assistance.)

Q4: The minimal group paradigm is a research technique used to study the psychological processes involved in ___________ and intergroup relations.
Ans: Group formation
The minimal group paradigm is a research technique used to study the psychological processes involved in group formation and intergroup relations. (It explores psychology in the context of group formation.)

Q5: In the minimal group paradigm, participants are randomly assigned to groups based on arbitrary or trivial criteria, such as the color of a participant's ___________.
Ans: Shirt
In the minimal group paradigm, participants are randomly assigned to groups based on arbitrary or trivial criteria, such as the color of a participant's shirt. (Group assignments are based on arbitrary criteria.)

Q6: Compliance refers to changing one's behavior or attitude to gain social ___________.
Ans: Approval
Compliance refers to changing one's behavior or attitude to gain social approval. (It involves conforming to gain social acceptance.)

Q7: Obedience involves following the instructions or orders of someone perceived as an ___________ figure.
Ans: Authority
Obedience involves following the instructions or orders of someone perceived as an authority figure. (It entails compliance with authority figures' directives.)

Q8: Social identity is based on shared characteristics or experiences that define a particular group, such as race, ethnicity, religion, nationality, or ___________.
Ans: Occupation
Social identity is based on shared characteristics or experiences that define a particular group, such as race, ethnicity, religion, nationality, or occupation. (It's shaped by common attributes or experiences within a group.)

Q9: Intergroup conflict can lead to discrimination, violence, and social ___________.
Ans: Polarization
Intergroup conflict can lead to discrimination, violence, and social polarization. (It can result in increased division and conflict in society.)

Q10: Conflict resolution strategies can be used in various contexts, including personal relationships, work environments, and social and ___________ conflicts.
Ans: Political
Conflict resolution strategies can be used in various contexts, including personal relationships, work environments, and social and political conflicts. (They are applicable in addressing conflicts in political contexts as well as interpersonal and professional settings.)

Assertion and Reason Based

Q1: Assertion: Social loafing refers to individuals exerting more effort when working in a group.
Reason: People in groups feel a stronger sense of responsibility.
(a) Both assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) Assertion is true, but the reason is false.
(d) Both assertion and reason are false.
Ans: (b)
Social loafing actually refers to individuals exerting less effort when working in a group compared to when they work alone. The reason for this is often the diffusion of responsibility - people believe that their individual efforts won't be noticed or that others will compensate for their lack of effort in a group setting. While people might feel a sense of responsibility in a group, this feeling doesn't usually translate into increased effort; instead, it can lead to social loafing.

Q2: Assertion: Obedience can lead to unethical behavior.
Reason: Obedience is always a negative social influence.
(a) Both assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) Assertion is true, but the reason is false.
(d) Both assertion and reason are false.
Ans: (a)
Obedience can indeed lead to unethical behavior, especially when individuals unquestioningly follow the orders of an authority figure, even if those orders are immoral or harmful. The reason provided correctly explains that obedience can be a negative social influence, as blindly obeying authority can result in harmful actions or decisions.

Q3: Assertion: Conflict resolution strategies include competition.
Reason: Competition is always an effective strategy in resolving conflicts.
(a) Both assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) Assertion is true, but the reason is false.
(d) Both assertion and reason are false.
Ans: (b)
While conflict resolution strategies can indeed include competition in certain situations (for example, in sports), it is not always an effective or appropriate strategy. Competition might escalate conflicts in some cases rather than resolving them. The reason is true in specific contexts, but it does not correctly explain the assertion, making option (b) the correct choice.

Q4: Assertion: Social identity is solely based on individual personality traits.
Reason: Social identity is shaped by an individual's membership in social groups.
(a) Both assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) Assertion is true, but the reason is false.
(d) Both assertion and reason are false.
Ans: (d)
Social identity is indeed shaped by an individual's membership in social groups, such as race, religion, or nationality, and is not solely based on individual personality traits. Both the assertion and the reason are false, making option (d) the correct choice.

Q5: Assertion: Conflict resolution strategies always lead to positive outcomes.
Reason: Conflict resolution strategies may involve compromise and collaboration.
(a) Both assertion and reason are true, and the reason is the correct explanation of the assertion.
(b) Both assertion and reason are true, but the reason is not the correct explanation of the assertion.
(c) Assertion is true, but the reason is false.
(d) Both assertion and reason are false.
Ans: (d)
Conflict resolution strategies do not always lead to positive outcomes. While compromise and collaboration are often effective, there can be situations where conflicts are deeply rooted, making resolution challenging. Thus, both the assertion and the reason are false, making option (d) the correct choice.

Very Short Answer Type Questions

Q1: Define social loafing.
Ans: Social loafing refers to the tendency of individuals to exert less effort when working in a group compared to when working alone.

Q2: Name one of the stages of group formation.
Ans: One of the stages of group formation is the storming stage.

Q3: Provide an example of a primary group.
Ans: An example of a primary group is a family.

Q4: What is the minimal group paradigm used to study?
Ans: The minimal group paradigm is used to study the effects of group categorization and social identity on intergroup behavior.

Q5: Give one example of a compliance technique.
Ans: One example of a compliance technique is the foot-in-the-door technique, where a small request is made first, followed by a larger request.

Q6: Who conducted the famous Milgram experiment on obedience?
Ans: The famous Milgram experiment on obedience was conducted by Stanley Milgram.

Q7: What is the concept of social identity based on?
Ans: The concept of social identity is based on the idea that individuals derive part of their self-concept from their membership in social groups.

Q8: Name one cognitive factor that can contribute to intergroup conflict.
Ans: One cognitive factor that can contribute to intergroup conflict is the perception of outgroup homogeneity, where individuals perceive members of an outgroup as more similar to each other than members of their own ingroup.

Q9: What is the role of a mediator in conflict resolution?
Ans: The role of a mediator in conflict resolution is to facilitate communication and negotiation between conflicting parties, with the goal of reaching a mutually acceptable resolution.

Q10: How can cooperation and competition coexist in a business context?
Ans: Cooperation and competition can coexist in a business context through mechanisms such as cooperative competition, where individuals and teams compete against each other while also collaborating and sharing resources to achieve common goals.

Short Answer Type Questions

Q1: Explain the concept of group formation and the stages involved.
Ans: Group formation is the process through which individuals come together to form a cohesive unit. The stages involved in group formation are:

• Forming: Individuals come together, getting to know each other. Politeness and initial friendliness prevail as members establish their positions in the group.
• Storming: Conflicts and disagreements emerge as individuals assert their opinions. This stage is crucial for the group's progress.
• Norming: The group establishes its norms and expectations. Members understand their roles and collaborate towards goals.
• Performing: The group works collaboratively to achieve its objectives, with members committed to the shared goals.

Q2: Discuss the different types of groups, including primary groups, secondary groups, and in-groups and out-groups.
Ans:

• Primary Groups: Small, intimate groups like family or close friends, characterized by emotional intimacy and trust. They provide identity, support, and socialization.
• Secondary Groups: Larger, more formal groups formed for specific purposes, like work teams or political parties. Relationships are task-oriented, with formal structures and roles.
• In-Groups and Out-Groups: In-groups are groups individuals belong to and identify with, fostering loyalty. Out-groups are perceived as different, leading to biases and prejudices.

Q3: Describe the minimal group paradigm and its implications for understanding group behavior.
Ans: Minimal group paradigm creates groups based on arbitrary criteria. Even with no actual interaction, participants exhibit ingroup favoritism, favoring their group over others. This highlights the impact of group membership on behavior and attitudes.

Q4: How can social norms and social influence processes influence individual behavior within a group?
Ans: Social norms guide behavior within a group. Conformity, obedience, and persuasion are social influence processes. Conformity leads to aligning behaviors with group norms, while obedience involves complying with authority. Persuasion uses communication to influence attitudes and beliefs.

Q5: Explain the concept of conformity and provide an example of each type of conformity (compliance, identification, internalization).
Ans: Conformity refers to the tendency of individuals to change their beliefs or behaviors in response to real or imagined group pressure. There are three types of conformity:

• Compliance: Compliance occurs when individuals conform to group norms or expectations to gain rewards or avoid punishments. They may publicly go along with the group's opinions or behaviors while privately disagreeing. For example, a student may conform to their classmates' preference for a particular music genre to fit in and avoid social exclusion.
• Identification: Identification involves individuals conforming to group norms because they value their group membership and want to maintain a positive social identity. They adopt the group's opinions or behaviors as a way of aligning themselves with the group. For example, a person may start supporting a particular sports team because their friends are fans, even if they had no prior interest in the sport.
• Internalization: Internalization occurs when individuals genuinely believe in and internalize the group's norms or values. They conform because they see them as valid and desirable. Their beliefs or behaviors align with the group's without external pressure. For example, a person may adopt environmentally friendly practices because they genuinely believe in the importance of sustainability.

Q6: Discuss the Milgram experiment on obedience, its ethical concerns, and its implications.
Ans: The Milgram experiment on obedience was a series of social psychology experiments conducted by Stanley Milgram in the 1960s. The experiments aimed to study the willingness of participants to obey authority figures, even when it involved potentially harming others. In the experiment, participants were instructed to administer electric shocks to another person (a confederate) whenever they answered questions incorrectly. The shocks were fake, but the participants believed they were real. Despite the confederate's pleas for mercy and signs of distress, the majority of participants continued to administer the shocks, following the instructions of the experimenter. The Milgram experiment raised significant ethical concerns due to the psychological distress it caused participants. They were deceived about the nature of the experiment, and the potential harm inflicted on the confederate was highly unethical. The implications of the Milgram experiment are profound. It highlighted the power of situational factors and the extent to which individuals can be influenced to engage in harmful behaviors under the guise of authority. The experiment demonstrated the potential for ordinary people to commit acts of cruelty when placed in a certain social context. The findings of the Milgram experiment have ethical implications for research involving human subjects, emphasizing the importance of informed consent, debriefing, and protection from harm.

Q7: Compare and contrast cooperation and competition, including their effects on individuals and groups.
Ans: Cooperation and competition are two contrasting approaches to interaction within groups. Here are their key differences and effects:

• Cooperation: Involves working together, promoting social harmony and trust.
• Competition: Striving against others, may lead to rivalry and hostility.

Both can coexist but affect social norms, values, and identities differently, with cooperation fostering positive relationships and competition leading to stress.

Q8: Describe the nature and causes of intergroup conflict, including the role of social identity and perceived threat.
Ans: Intergroup conflict arises between different social groups due to factors like social identity and perceived threat. Social identity fosters group loyalty, but when perceived threat occurs, hostility towards other groups intensifies. Stereotyping and historical tensions also contribute, escalating conflicts. Understanding these factors aids in conflict resolution.

Long Answer Type Questions

Q1: Discuss the positive and negative effects of social identity on individuals and society, with examples.
Ans: Social identity refers to the sense of belonging and identification that individuals have with a particular social group. It can have both positive and negative effects on individuals and society.

Positive effects:

• Sense of belonging: Social identity provides individuals with a sense of belonging and acceptance within their social group. This can lead to increased self-esteem and well-being.
  Example: Joining a sports team and feeling a sense of camaraderie with teammates can enhance an individual's self-esteem and social support.
• Social support: Being part of a social group provides individuals with a support system during times of need. This support can be emotional, practical, or informational.

Example: Online support groups for individuals with a specific medical condition can provide comfort, advice, and resources.

Negative effects:

• Intergroup conflict: Social identity can lead to the division and conflict between different social groups, resulting in prejudice, discrimination, and even violence.
  Example: Historical conflicts between religious or ethnic groups, such as the Israeli-Palestinian conflict, have been fueled by social identity differences.
• Stereotyping and prejudice: Social identity can lead to the formation of stereotypes and prejudice towards individuals who belong to different social groups.
  Example: Racial stereotypes can lead to discrimination and unequal treatment of individuals based on their race or ethnicity.

Overall, social identity can foster a sense of belonging and provide social support, but it can also contribute to intergroup conflict and prejudice. It is important to recognize and address the negative effects of social identity to promote inclusivity and equality in society.

Q2: Explain the various conflict resolution strategies in detail and provide examples of situations where each strategy is most effective.
Ans: Conflict resolution strategies are approaches used to manage and resolve conflicts in a constructive and peaceful manner. Several strategies can be employed depending on the nature and intensity of the conflict. Some of these strategies include:

• Collaboration: This strategy emphasizes cooperation and finding mutually beneficial solutions. It involves active listening, brainstorming, and compromising to reach a resolution.
  Example: In a workplace setting, collaborating with colleagues to develop a project plan that incorporates everyone's ideas and interests.
• Compromise: In this strategy, both parties make concessions and agree on a middle ground. It requires a willingness to give up some individual preferences for the sake of reaching an agreement.
  Example: In a family dispute over vacation destinations, compromising by selecting a destination that satisfies both parties to some extent.
• Accommodation: This strategy involves one party yielding to the demands or interests of the other to maintain harmony and avoid conflict escalation.

Example: A group of friends deciding to watch a movie preferred by one friend, even if it is not the first choice for others.

Avoidance: This strategy involves avoiding or postponing the conflict, either temporarily or indefinitely. It may be appropriate when the conflict is minor or when emotions are running high.
Example: Two colleagues deciding to take a break from discussing a sensitive topic until they are calmer and able to communicate more effectively.

Competition: This strategy involves pursuing one's own interests and goals without considering the concerns or needs of the other party. It may be suitable when immediate action is required or when one party holds a position of power.
Example: Negotiating the price of a car with a salesperson who is determined to make a sale at the highest possible price.

Each conflict resolution strategy has its own strengths and limitations. The effectiveness of a particular strategy depends on the specific context, nature of the conflict, and the willingness of the parties involved to engage in the process.

Q3: Analyze the factors that contribute to intergroup conflict, including cognitive biases, social and cultural factors, and social identity.
Ans: Intergroup conflict refers to conflicts and tensions that arise between different social groups. Several factors contribute to intergroup conflict, including cognitive biases, social and cultural factors, and social identity.

• Cognitive biases: Cognitive biases, such as in-group favoritism and out-group homogeneity bias, play a significant role in intergroup conflict. In-group favoritism leads individuals to have a more positive view of their own group and a less favorable view of other groups. Out-group homogeneity bias results in perceiving members of other groups as more similar to each other and less diverse than members of one's own group.
• Social and cultural factors: Socioeconomic disparities, competition for resources, historical grievances, and cultural differences can contribute to intergroup conflict. These factors create divisions and tensions between groups, leading to conflict and hostility.
• Social identity: Social identity, the sense of belonging to a particular social group, can intensify intergroup conflict. When individuals strongly identify with a group, they are more likely to engage in behaviors that promote their group's interests and discriminate against members of other groups. This can lead to prejudice, discrimination, and even violence.

For example, the conflict between Hutus and Tutsis in Rwanda was fueled by historical grievances, economic disparities, and social identity. Cognitive biases, such as perceiving the other group as a threat, further heightened the conflict. It is important to recognize these factors and address them to reduce intergroup conflict. Promoting intergroup contact, fostering empathy, and promoting inclusive policies and practices can help mitigate the negative effects of these factors and promote harmony and understanding between groups.

Q4: Explore the ethical implications and criticisms of the Milgram experiment on obedience, and discuss the lessons learned from the study.
Ans: The Milgram experiment conducted by Stanley Milgram in the 1960s aimed to study obedience to authority figures. Participants were instructed to administer increasingly severe electric shocks to a learner (who was actually an actor) whenever they answered a question incorrectly. The experiment raised several ethical concerns and received criticisms regarding its potential harm to participants.

Ethical implications:

• Psychological harm: Participants experienced significant psychological distress, believing they were causing harm to the learner. This raised concerns about the potential long-term psychological effects on participants.
• Lack of informed consent: Participants were not fully aware of the true nature of the experiment, which violated the principle of informed consent. They were not given the opportunity to make an informed decision about their participation.
• Deception: The experiment involved deception, as participants were misled about the true purpose of the study. This raises ethical concerns about the potential psychological harm caused by deception.

Criticisms:

• Lack of ecological validity: Critics argue that the artificial nature of the experiment limits its generalizability to real-world situations. The highly controlled laboratory setting may not accurately reflect the complexities of obedience in everyday life.
• Ethical guidelines: The experiment was conducted at a time when ethical guidelines for research involving human participants were not as stringent as they are today. Critics argue that the study would not have been approved under contemporary ethical standards.

Lessons learned:
The Milgram experiment highlighted the power of authority and the potential for individuals to engage in harmful behavior when instructed by an authority figure. It raised awareness about the need for ethical guidelines and the importance of informed consent in research involving human participants. The study also emphasized the ethical responsibility of researchers to prioritize the well-being and psychological safety of participants.
In conclusion, while the Milgram experiment provided valuable insights into obedience to authority, it also raised ethical concerns regarding participant harm and lack of informed consent. The study's ethical implications and criticisms have led to increased scrutiny and debate about the responsible conduct of research involving human participants.