Important Questions & Answers: Social Influence and Group Processes - 2 | Psychology Class 12 - Humanities/Arts PDF Download

Very Short Answer Questions

Q1: What is Authority?
Ans: Authority is the right inherent in a position (e.g., managerial) to give orders and to except the orders to be obeyed.

Q2: What is Compliance?
Ans: A form of social influence in which one or more persons, not holding authority, accept direct requests from one or more others.

Q3: What is Conformity?
Ans: A type of social influence in which individuals change their attitudes or behaviours in order to adhere to existing social norms.

Q4: What is Group?
Ans: Two or more persons who interact with one another, have shared goals, are interdependent, and consider themselves as members of group.

Q5: What do you understand by Roles?
Ans: An important concept in social psychology which refers to the behaviour expected of an individual in accordance with the position he/she holds in a particular society.

Q6: What is Social Support?
Ans: Information from other people that one is loved and cared for, esteemed and valued, and part of a network of communication and mutual obligation.

Q7: What are Primary groups?
Ans: They are pre-existing formations that are usually given to the individual. Example: Family, Caste, Religion, etc.

Q8: What is personal identity?
Ans: Our personal identities are derived from views of oneself as a unique individual.

Q9: What is an audience?
Ans: An audience is a collection of people who have assembled fora special purpose. For example, to watch a cricket match or a movie.

Q10: What are Secondary groups?
Ans: These are those groups which an individual joins by choice. For example: a group of friends, a volunteer group, membership of a political party, etc.

Q11: What are Formal groups?
Ans: In formal groups, functions are stated explicitly and members have a definite role and also the group structure is properly defined and organized. For example: office organization.

Q12: What are Informal groups?
Ans: Functions are stated explicitly and the roles of members are not properly defined and the group structure is unorganized as well. For example: a group of 5 friends.

Q13: What is Social loafing?
Ans: It is defined as a reduction in individual effort when working on a collective task that is the one in which outputs are pooled with those of other group members. For instance, it can be challenging to tell who is exerting how much force in a game of tug of war or this one.

Q14: State three Causes behind social loafing.
Ans: People feel their contribution would not be evaluated on an individual basis Group members feel less responsible for the overall task being performed There might be a lack of coordination and team spirit amongst the members.

Q15: State three Ways to reduce social loafing.
Ans: 

• Making efforts of each member visible 
• Making people feel valued and significant for their contribution 
• Development of teamwork and coordination amongst the group.

Q16: What is group polarization? Explain with examples.
Ans: It has been found that groups are more likely to take extreme decisions than individuals alone. This is referred to as 'group polarization’. An employer can be exposed as having committed an unethical act, like accepting a bribe. Through engagement and discussion, a group chooses to punish the person severely rather than just criticizing them. When a group adopts extreme positions through making decisive judgments, this is referred to as group polarisation.

Q17: What are norms?
Ans: Norms are formed, adopted, and upheld by group members as anticipated norms of conduct and beliefs. There are standards that govern how members of your family should behave. These standards describe prevalent worldviews.

Q18: Extreme cohesiveness within a group becomes harmful for functioning. Explain.
Ans: Extreme cohesion has the effect of encouraging groupthink. The impression of consensus or unanimity within a group is a hallmark of groupthink. In socially cohesive, secluded from outsider’s groups, groupthink is more likely to happen. Studies have demonstrated that such a group tends to disregard or downplay indications from the outside world that point to risk to its strategy and has an overblown perception of its own power to control events.

Q19: Explain the term obedience.
Ans: When compliance is shown to an instruction or order from a person in authority such as parents, teachers, leaders or policemen, that is called obedience. Obedience is towards authority such as those who possess symbols of status (e.g. uniform, title).

Q20: What is social identity?
Ans: The component of our self-concept that is based on our membership in a group is our social identity. You put a lot of effort into your city's school. The in-group is the group you identify with, while the outgroup is everyone else. By judging our own in-group more favorably than the out-group, we begin to display favoritism towards it.

Q21: Differentiate between in-group and out-group.
Ans: One's own group is referred to as their in-group and another group is referred to as their out-group. Ingroup members are referred to as "us," whereas out-group members are referred to as "them."

Q22: Explain the term conflict?
Ans: Conflict is a process in which either an individual or a group perceives that others have opposing interests, and both try to contradict each other. There is an intense 'we' or 'they' feeling.

Q23: What is 'bandwagon effect'?
Ans: When you find others also favoring capital punishment, you feel that this view is validated by the public. This is known as the bandwagon effect.

Q24: Differentiate between cooperation and competition.
Ans: We call it collaboration when individuals or groups work together to accomplish common objectives. For instance, winning a relay race depends on how well a team as a whole performs. Members engage in competition when they aim to maximise their personal gains and pursue their own self-interest. For instance, only one person can win a 100-meter race in which there are six competitors.

Q25: Are you a member of a certain group? Discuss what motivated you to join that group.
Ans: People join forces and create groups when they share similar motivations or objectives, which may make it easier for them to realise their objectives. Let’s say you wanted to work with slum kids who couldn't attend school. You need to focus on your own schoolwork and homework, so you can't accomplish this alone. As a result, you gather a group of pals who share your views and begin instructing these kids. As a result, you have succeeded where you would not have succeeded on your own.

Q26: How is one’s identity formed?
Ans: Our sense of ourselves as distinctive individuals formed the basis of our personal identities. The component of our self-concept that is based on our membership in a group is our social identity. You put a lot of effort into your city's school. The in-group is the group you identify with, while the outgroup is everyone else. By judging our own in-group more favourably than the out-group, we begin to display favouritism towards it.

Q27: When does conformity occur?
Ans: Informational influence, or influence that results from accepting evidence rather than reality, is what causes conformity. Normative influence, or influence based on a person's desire to be liked or accepted by others, can also lead to conformity. People tend to follow the group in these situations because deviating from it could result in rejection or non-acceptance, which is a sort of social punishment.

Short Answer Questions

Q28: Differentiate between formal and informal groups.
Ans: 

• Members of formal groups have clearly defined duties, and the establishment of these groups is based on a set of rules or laws. There are some rules that aid in establishing order. The creation of informal groups, however, is not governed by laws or rules. 
• Members of official groupings do not have close relationships. Members of an informal group, however, have a deep bond with one another.
  For instance, a family is an informal group while a university is a formal organisation.

Q29: What are the benefits of cooperation? 
Ans: The determinants of a cooperation and competition are 

• Reward structure: In a cooperative reward system, everyone must participate in order to receive a reward because there is interdependence. 
• Interpersonal communication: Effective interpersonal communication promotes cooperation, which promotes dialogue and interaction. 
• Mutuality: One act of collaboration may lead to another. For instance, you are more inclined to assist someone who has previously assisted you than you are to assist someone who has previously refused to assist you.

Q30: What are the techniques of compliance?
Ans: The techniques of compliance are 

• Foot-in-the-door tactic: A little request is made at first, followed by a larger one. For instance, a firm might offer a present (something free) and then ask you to purchase a product it produces. 
• The announcement of an expiration date for a product or an offer is known as the deadline strategy. The idea is to "hurry" consumers into making the purchase before they pass up the unique chance. If there is a deadline, individuals are more inclined to purchase a product than if there isn't one. 
• The door-in-tho-face technique: In this method, you make a big request at first, and when it's turned down, you ask for something smaller—the thing you really wanted—which is usually accepted by the other person.

Q31: Distinguish between primary and secondary groups.
Ans: The following are the differences between primary and secondary groups: 

• Secondary groups are those that a person chooses to join, whereas primary groups are pre-existing formations that are typically handed to an individual.
• Members of a primary group engage face-to-face, are in close proximity to one another physically, and have strong emotional ties. In contrast, contacts inside secondary groupings are typically less frequent, indirect, and impersonal. 
• In contrast to secondary groups, where it is simple to quit and join another group, main group boundaries are less permeable, meaning that members do not have the opportunity to choose its membership. 
• Membership in a political party is an example of a secondary group, whereas family, caste, and religion are primary groups.

Q32: What is meant by 'Social Loafing'? Give suitable examples.
Ans: When performing in a group, people exert less effort than when working alone. Social loafing is the term used to describe this behaviour. When working on a group project, social loafing refers to a decrease in individual effort. For instance, people show less effort when playing tug of war or when the students clap at the morning assembly, which is known as social loafing.
This happens because: 

• Group members put in less effort because they feel less accountable for the overall work being completed.
• Members' motivation wanes as they become aware that their contributions won't be assessed individually. 
• The group's performance is not evaluated in relation to that of other groups. 'r Members are not well coordinated.

Q33: Describe the characteristics of a group.
Ans: The characteristics of a group are as follows: 

• A group of two or more people who form a social unit. 
• A group of people with similar objectives or intentions. 
• A group of people who depend on one another. For instance, if a cricket team's fielders miss a catch, the entire team will suffer as a result.
• A group of people who take care of one another's needs 
• A group of people who are interacting with one another. 
• A group’s interactions are governed by a set of roles and norms. In other words, the group adheres to the group rules and does the same tasks each time it meets.

Q34: How do groups influence our behaviour?
Ans: Social facilitation is the improvement of performance while surrounded by others. Cycling competitions, for instance, show that teams of cyclists perform better than individuals. 

• Individuals exert less effort when working in a group than when working alone. Social loafing is the term used to describe this behaviour. When working on a group project, social loafing refers to a decrease in individual effort. For instance, people show less effort when playing tug of war or when the students clap at the morning assembly, which is known as social loafing. 
• It has been discovered that groups are more inclined than individuals to make extreme decisions. Group polarisation is the term for this situation. An employer can be exposed as having committed an unethical act, like accepting a bribe. Through engagement and discussion, a group chooses to punish the person severely rather than just criticising them. When a group adopts extreme positions through making decisive judgments, this is referred to as group polarisation.

Q35: Describe any two elements of group structure.
Ans: The two important elements of group structure are Roles and Norms 

Roles: Roles are socially imposed obligations that people in a certain setting are expected to meet. 

• Roles describe the normal actions that characterise a person in a specific social setting. r When playing the role of a son or a daughter, there are specific expectations. r As a daughter or son, you are supposed to respect seniors, pay attention to their advice, and take responsibility for your academic work.

Norms: 

• Norms are formed, accepted, and upheld by group members as expected norms of conduct and beliefs. 
• They could be regarded as the "unspoken rules" of a group, 
• In your family, people are expected to behave in certain ways.

Q36: Why do people conform? How is conformity different from compliance? Explain.
Ans: People conform because: 

• By upholding social conventions, it enables people to function more easily.
• Disapproval could result from people acting differently, 
• The majority's opinions and ideas are perceived as reflecting the norm. Generally speaking, people think that the majority is more likely to be correct.

Compliance is a reaction to a request, whereas conformity is acting in accordance with the social standard. An example of conformity is the school's announcement of a regulation prohibiting cell phones within the building. You hereby concur. For instance, In the absence of a norm, compliance refers to acting in accordance with a request from another individual or organisation. For instance, a member of a neighborhood "Clean Environment" group might ask you to paste a sticker that reads, "Say no to Plastic bags" on your bike. You agree to do it because you see no danger or issue with placing such a sticker, not because it is the customary thing to do or because you personally support a ban on plastic bags. At the same time, it is easier to say ‘yes' then 'no' to such a harmless request.

Q37: Why do people behave according to the group norms?
Ans: People behave according to the group norms because: 

• Norms advise group members of what is expected of them in particular circumstances, 
• When someone feels different from others, they become uneasy. Differentiating one's behaviour from what is expected of oneself may result in the disapproval or dislike of others, which is a sort of social punishment. 
• Norm is thought to represent the majority's opinions and values. The majority of people hold the view that the majority is more likely to be correct than incorrect.

An example of conformity is the school's announcement of a regulation prohibiting cell phones within the building. You are aware that if you refuse to sign the letter, you will lose a lot of friends and suffer for failing to uphold student unity. Thus, in order to avoid being identified as a deviation, you conform to the group norm by signing the letter, i.e., the expectations of the other group members.

Q38: Enumerate the four elements of group structure.
Ans: The elements of a group structure are: 

• Roles are socially imposed obligations that people in a certain setting are expected to meet. You have the responsibilities of a son or daughter, including the need to respect authority figures, pay attention to their advice, and be accountable for your academic progress. 
• Norms are accepted rules of conduct, attitudes, and beliefs that are upheld by group members. It's the "unspoken rules" of the organisation. 
• Status describes the relative social status others assign to group members. We benefit from the status that comes with belonging to the group since we are members of it. For instance, the captain of a cricket team is more important than the other players.
• Cohesiveness describes the sense of belonging, ties, or attraction shared by group members. It refers to the team spirit or ‘we feeling’ or a sense of belongingness to the group.

Q39: Why do people show obedience?
Ans: Obedience is the act of complying with a directive or command from a figure of authority, such as a parent, teacher, leader, or police officer.
Causes of obedience include: 

• People follow commands because they believe they are not accountable for their own conduct and are merely obeying the authorities. 
• Symbols of authority (such as a uniform or a title) are hard for individuals to refuse. 
• Once you comply with minor commands, the person in charge gradually increases their level of commitment, and you begin to comply with larger orders. 
• Events frequently move so quickly that no one has time to stop and reflect; they must simply follow orders from above.

Long Answer Questions

Q40: Explain the reasons for intergroup conflict.
Ans: Mentioned below are some of the major reasons for group conflicts: 

• One important factor is poor or absent communication between parties, which breeds mistrust and distrust. comparison between members of one group and those of other groups, and the perception that one group is underperforming in relation to other groups. Conflict may result from these sentiments of deprivation and dissatisfaction. 
• One group's sense of superiority over another group and the belief that what they say should be followed is another source of conflict.
• A conviction that the norms of my group are being violated by the other group, wholly or partially.
• Another factor that could lead to conflict is the desire for retribution for harm that has already been done. 
• The majority of disputes are the result of biased views. As was already established, having a sense of "them" or "us" leads to skewed views. 
• Compared to when they are alone, people are more aggressive and competitive in groups. Groups battle for limited resources, including financial resources, such as territory, and social resources, such as respect and regard. 
• Perceived unfairness is another factor that can lead to conflict; for example, if you put in more but receive less, you might feel taken advantage of.

Q41: Why do conflicts arise between groups and how can they be resolved?
Ans: Mentioned below are some of the major reasons for group conflicts: 

• One key factor is poor or nonexistent communication between parties, which breeds mistrust and distrust. 
• Making com parisons betw een m em bers of one group and those of other groups and feeling inferior to those groups. Conflict may result from these sentiments of deprivation and dissatisfaction. 
• One group's sense of superiority over another group and the belief that what they say should be followed are other causes of conflict. 
• A sense that the norms of my group are being disrespected and even broken by the other group. 
• Wanting to exact revenge for harm inflicted in the past could sometimes lead to conflict. 
• Biased perceptions are at the root of most conflicts. As already mentioned earlier, feelings of'they' and 'we' lead to biased perceptions.

Strategies to Resolve Group Conflicts are as follows: 

• Introduction of super ordinate goals: by introducing super ordinate goals, intergroup conflict can be reduced. A super ordinate goal is mutually beneficial to both parties, hence both groups work cooperatively. 
• Changing perceptions: Conflicts can also be lessened by changing attitudes and responses through persuasion, media and educational appeals, and varied group representation in society. 
• Increasing intergroup contacts: Contacts between the groups might also help to lessen conflict. Redefining group borders and fostering a sense of belonging among groups are two further strategies for redrawing group boundaries.
• Discussions: Conflict can also be handled by negotiations and outside involvement; to do this, strive to come up with solutions that are agreeable to both parties. The term "negotiation" refers to two parties communicating back and forth to resolve a disagreement.

Q42: Explain group polarization. Give reasons for occurrence of group polarization.
Ans: Discussions inside a group result in the group becoming stronger. Group polarisation is the term used to describe the strengthening of the group's starting viewpoint as a result of contact and discussion.
For instance, it must be decided whether a school needs to be built in a hamlet. Such a choice must be made together. Another illustration might be a worker who has been exposed accepting bribes or carrying out other unethical behaviour. Colleagues are asked to vote on the appropriate penalty for her/him. Instead of punishing her or him, they can decide to let them off the hook or elect to cut off their services. The group gets stronger as it talks about its problems. Motives behind group polarisation Let's use an illustration to examine the causes of group polarisation.
Consider the Qof whether the death penalty should be used. If, for example, you support the death penalty, your position will strengthen when it is debated with others who share your views.
In the presence of other like-minded individuals, you are more likely to hear fresher justifications for your ideas. You will now be more in support of the death penalty. You may feel that the public has validated your position when you find others who share it. It's like the bandwagon effect. People who share your opinions are more likely to appear to be part of you in group when you find them. As a result of starting to identify with the group and start acting in accordance, your opinions start to solidify.

Q43: State three conditions which facilitate group formation.
Ans: A certain amount of contact and interaction between individuals is necessary for the creation of groups. The following circumstances help this interaction:
Proximity: We have the opportunity to get to know people, as well as their interests and attitudes, through repeated interactions with the same group of people. Commonalities in views, hobbies, and background play a significant role in determining how much you like the people in your group.

Similarity: 

• Exposure to someone over time causes us to consider our similarities and facilitates the creation of groupings. 
• When two people are similar, there is consistency, and they begin to like each other. This is the psychologist's explanation for how groups of similar people form or why similar people like one another. For instance, if you enjoy playing football and another student in your class does too, your interests are compatible. You have a greater probability of making friends. 
• Another theory offered by psychologists is that we develop a fondness for people when we encounter those who share our beliefs and values because they support and legitimise them.

Common aims and motivations:

• When people come together and establish a group with similar interests or aims, this may help them achieve their goals. 
• Assume you want to tutor slum-dwelling kids who are unable to attend school. You need to focus on your own schoolwork and homework, so you can't accomplish this alone. As a result, you gather a group of pals who share your views and begin instructing these kids. As a result, you have succeeded where you would not have succeeded on your own.

Q44: How can you reduce social loafing in groups? Think of any two incidents of social loafing in school. How did you overcome it?
Ans: When performing in a group, people exert less effort than when working alone. Social loafing is the term used to describe this behaviour. When working on a group project, social loafing refers to a decrease in individual effort.
This happens because: 

• Group members put in less effort because they feel less accountable for the overall work being completed.
• Members' motivation wanes as they become aware that their contributions won't be assessed individually. 
• The group's performance is not evaluated in relation to that of other groups. 
• Members are not well coordinated. 
• Membership in a group is not important to its members. For instance, students competing in a tug- of-war match. In a similar experiment, participants were instructed to applaud or clap as loudly as they could. The study's findings revealed that while overall noise levels increased as size increased, participant noise levels decreased. In other words, as the group size grew, each individual contributed less. It is feasible to determine how much force has been used by each team member. These circumstances present chances for group members to unwind and become free riders.

The numerous strategies for lowering social laziness: 

• Making each person's efforts identifiable. 
• Putting more pressure on people to work hard.
• Making an activity appear more valuable or important.
• Giving people the impression that their unique contributions matter. 
• Increasing group cohesion, which boosts motivation for a productive group output.

Q45: Explain the phenomenon o f ‘social loafing’ by giving examples.
Ans: People don't put as much effort into group projects as they do on their own. Social loafing is the term for this behaviour. Social loafing is a drop in individual effort when working on a collaborative activity.
This occurs for the following reasons: 

• Group members put in less effort because they feel less accountable for the overall work being completed. 
• Members' motivation wanes as they become aware that their contributions won’t be assessed individually. 
• The group's performance is not evaluated in relation to that of other groups. 
• Members are not well coordinated.
• Membership in a group is not significant to its members.

The various ways of reducing social loafing: 

• Making each person’s efforts identifiable.
• Putting more pressure on people to work hard.
• Making an activity appear more valuable or important. 
• Giving individuals the impression that their unique contributions matter.
• Increasing group cohesion, which boosts motivation for a productive group output.

Q46: Explain the reasons for intergroup conflict.
Ans: When a person or organisation believes that others have divergent interests from their own and they both attempt to refute one another, conflict results. There is a strong sense of "we" or "them." Conflict between groups is brought on by: 

• Poor communication: Poor communication breeds mistrust and distrust. 
• Relative deprivation: It develops as a result of comparison when members of a group believe they lack something or are performing poorly in contrast to other groups. They thus feel deficient and unhappy.
• Belief in superiority over the other: This occurs when one side feels superior to the other and each individual wants to uphold the group standards. 
• Disrespect for the norms of the other group: A feeling that the other group does not respect the norms of my group, and violates them because of malevolent intent leads to inter-group conflict. 
• The Need for Retaliation: Intergroup conflict may be the result of past wrongs committed by the group. 
• Biased perception: Feelings of "they" and "we" cause perceptions to be skewed. 
• The presence of a group: Groups undoubtedly foster a sense of competitiveness, and people tend to act more aggressively in groups than they do alone. Groups battle over limited resources, including social and financial resources like respect and self-worth as well as physical resources like territory and money. 
• Perceived injustice: Perceived injustice is a source of contention. Equity describes how incentives are given in relation to individual contributions. You become annoyed if both contribute more but receive less.

Q47: What are some of the causes of intergroup conflict? Think of any international conflict. Reflect on the human price of this conflict.
Ans: Conflict between groups is brought on by: 

• Poor communication: Poor communication breeds mistrust and suspicion. 
• Relative deprivation: It develops as a result of comparison when members of a group believe they lack something or are performing poorly in contrast to other groups. They consequently feel deficient and unhappy. 
• Belief in superiority over the other: This occurs when one party feels superior to the other and each individual wants to uphold the group norms. 
• Disrespect for the norms of the other group: Intergroup conflict results from the belief that the norms of my group are not respected by the other group and are violated because of hostile intent.  The Need for Retaliation: Intergroup conflict may be the result of past wrongs committed by the group. 
• Biased perception: Feelings of "they" and "we" cause perceptions to be skewed.
• The presence of a group: Groups undoubtedly foster a sense of competitiveness, and people tend to act more aggressively in groups than they do alone. Groups battle over limited resources, including social and financial resources like respect and self-worth as well as physical resources like territory and money.
• Perceived injustice: Perceived injustice is a source of contention. Equity describes how incentives are given in relation to individual contributions. You become annoyed if both contribute more but receive less.

Q48: Discuss the Tuckman's stage model in detail.
Ans: A group is described as an organised system of two or more people who interact and are dependent on one another, who have common goals, and who follow certain rules that govern their behaviour. Family, a classroom, or a playgroup are some examples.
The stages of a group are as follows: 

• Forming Stage: When a group first comes together, there is a lot of uncertainty regarding the group, the objective, and the method by which it will be accomplished. Both exhilaration and worry are present. The shaping stage is the name for this phase. 
• Storming Stage: During this phase, members argue over who should be in charge of the group's resources, how to accomplish the group's goal, and who should carry out whose tasks. When this phase is over, a group leadership structure and a clear understanding of how to accomplish the collective aim emerge. 
• Norming Stage At this stage, group members establish standards for group behaviour. The growth of a positive collective identity results from this. 
• The stage of performance: At this point, the group's structure has developed. The group makes progress toward reaching its objective. This is the final phase of group development for some groups.
• The adjourning stage is the final phase for some groups, such as the planning committee for a school event. Once the event is over, the group may be revealed at this point. For instance, during a school's yearly event, groups made up of the various attendees are established, and after the programme is done, the groups are broken up.