The Asch Conformity Experiments and Social Pressure

The Asch Conformity Experiments and Social Pressure The Asch Conformity Experiments, conducted by psychologist Solomon Asch in the 1950s, demonstrated the power of conformity in groups and showed that even simple objective facts cannot withstand the distorting pressure of group influence. The Experiment In the experiments, groups of male university students were asked to participate in a perception test. In reality, all but one of the participants were confederates (collaborators with the experimenter who only pretended to be participants). The study was about how the remaining student would react to the behavior of the other participants. The participants of the experiment (the subject as well as the confederates) were seated in a classroom and were presented with a card with a simple vertical black line drawn on it. Then, they were given a second card with three lines of varying length labeled A, B, and C. One line on the second card was the same length as that on the first, and the other two lines were obviously longer and shorter. Participants were asked to state out loud in front of each other which line, A, B, or C, matched the length of the line on the first card. In each experimental case, the confederates answered first, and the real participant was seated so that he would answer last. In some cases, the confederates answered correctly, while in others, the answered incorrectly. Aschs goal was to see if the real participant would be pressured to answer incorrectly in the instances when the Confederates did so, or whether their belief in their own perception and correctness would outweigh the social pressure provided by the responses of the other group members. Results Asch found that one-third of real participants gave the same wrong answers as the Confederates at least half the time. Forty percent gave some wrong answers, and only one-fourth gave correct answers in defiance of the pressure to conform to the wrong answers provided by the group. In interviews he conducted following the trials, Asch found that those that answered incorrectly, in conformance with the group, believed that the answers given by the Confederates were correct, some thought that they were suffering a lapse in perception for originally thinking an answer that differed from the group, while others admitted that they knew that they had the correct answer, but conformed to the incorrect answer because they didnt want to break from the majority. The Asch experiments have been repeated many times over the years with students and non-students, old and young, and in groups of different sizes and different settings. The results are consistently the same with one-third to one-half of the participants making a judgment contrary to fact, yet in conformity with the group, demonstrating the strong power of social influences. Connection to Sociology The results of Aschs experiment resonate with what we know to be true about the nature of social forces and norms in our lives. The behavior and expectations of others shape how we think and act on a daily basis because what we observe among others teaches us what is normal, and expected of us. The results of the study also raise interesting questions and concerns about how knowledge is constructed and disseminated, and how we can address social problems that stem from conformity, among others. Updated  by Nicki Lisa Cole, Ph.D.

The Débarrasser (to Clear) French Verb Conjugations

The Dà ©barrasser (to Clear) French Verb Conjugations In French, the verb  dà ©barrasser  means to clear or to rid (someone or something) of. When you want to say the past tense of got rid of or the present tense of clearing, then a verb conjugation is required. A quick French lesson will explain exactly how thats done. Conjugating the French Verb  Dà ©barrasser Dà ©barrasser  is a  regular -ER verb  and it follows the most common verb conjugation pattern found in the French language. The infinitive endings added to the verb stem  dà ©barrass-  are the same you will use for words like  dà ©barquer  (to land), attraper  (to catch), and many others. That makes learning each just a little easier. To transform  dà ©barrasser  to the present, future, or imperfect past tense, find the appropriate subject pronoun in the table. This will guide you to the appropriate verb to use in your sentence. For instance, I clear is je dà ©barrasse and we will clear is nous dà ©barrasserons. This is all quite simple when you take the time to study the conjugations. The endings are not difficult, but the length of this word may be the most challenging part of the lesson. Subject Present Future Imperfect je dbarrasse dbarrasserai dbarrassais tu dbarrasses dbarrasseras dbarrassais il dbarrasse dbarrassera dbarrassait nous dbarrassons dbarrasserons dbarrassions vous dbarrassez dbarrasserez dbarrassiez ils dbarrassent dbarrasseront dbarrassaient The Present Participle of Dà ©barrasser The  present participle  of dà ©barrasser  is formed by adding -ant  to the verb stem. This creates the verb  dà ©barrassant, which can also act as an adjective, gerund, or even a noun in some circumstances. A Past Tense Form of  Dà ©barrasser The imperfect past tense is not your only option for expressing I got rid of in French. You can also use the  passà © composà ©. To do so, you must conjugate the  auxiliary verb  avoir  according to the subject pronoun used, then add the  past participle  dà ©barrassà ©. For example, I got rid of is jai dà ©barrassà © and we got rid of is nous avons dà ©barrassà ©. Remember that this can also work for a translation of have cleared. More Simple Dà ©barrasser Conjugations to Know There may also be times when you will need one of the following forms of  dà ©barrasser. The subjunctive verb mood is used when the action is uncertain did you really clear it? for example. Similarly, the conditional verb mood implies that the action will only happen if something else does.   Primarily found in literature and formal writing, you may not need to use the passà © simple nor the imperfect subjunctive. However, you should be able to recognize and associate these with  dà ©barrasser Subject Subjunctive Conditional Pass Simple Imperfect Subjunctive je dbarrasse dbarrasserais dbarrassai dbarrassasse tu dbarrasses dbarrasserais dbarrassas dbarrassasses il dbarrasse dbarrasserait dbarrassa dbarrasst nous dbarrassions dbarrasserions dbarrassmes dbarrassassions vous dbarrassiez dbarrasseriez dbarrasstes dbarrassassiez ils dbarrassent dbarrasseraient dbarrassrent dbarrassassent The imperative verb form is often used in exclamations and short, direct commands or requests. When using this one, skip the subject pronoun: simplify tu dà ©barrasse to  dà ©barrasse. Imperative (tu) dbarrasse (nous) dbarrassons (vous) dbarrassez

Leading Early Childhood Essay Example | Topics and Well Written Essays - 1000 words

Leading Early Childhood - Essay Example According to (Aubrey, 2011), leaders perceive their responsibility as spanning from their own to their staff’s development. In the past, the role of leaders in staff development, and especially in early childhood did not have much emphasis. However, in the recent past, this has taken center stage. Aubrey (2011) views this as having been necessitated by changing expectations. Leadership role is all about ‘quality of staff training’ (Aubrey, 2011, p. 45). According to Aubrey (2011), countless hindrances have derailed this, ranging from policies and procedures, as well as inspections. In the changing world of today, Aubrey (2011) explains that leaders and staff hold clarified views concerning decision making. In this regard, however, it emerges that all participants in this field including the child ‘become involved to some extent in the decision making’ (p. 34). However, she forwards interesting evidence on how people with varying initial qualification and approaching this sector from varied routes, may hold differing opinions on early childhood leadership as well as diverse attitudes on aspects of their roles. This serves to demonstrate the degree to which staff development is essential, since, looking at pedagogical leadership; the teacher emerges as a crucial decision maker. Effective leadership has been impacts greatly on a child’s learning. Leadership is also central to the overall success of a school. In this light, therefore, the quality of this leadership should be cultivated and improved. In the Early Childhood setup, leadership is perceived to flow from top downwards. However, some contributors in this field will argue that leadership is more followers oriented, especially in regard to children; than leader oriented. This is a credible hypothesis according to Berthelsen, Brownlee, & Johansson, (2009), who view children as being the consumers in the training process. The findings produced by Aubrey (2011) sets several leadership

Congenital Erythropoietic Porphyria Research Paper

Congenital Erythropoietic Porphyria - Research Paper Example CEP, or congenital erythropoietic porphyria is an autosomal recessive trait, which causes the patient to have an enlarged spleen and liver, reddish urine, bones and teeth as well as lesions on the skin that react to UV light due to the excess porphyrin deposits (Bishop et al., 2010, p. 1062). However, another disease, AIP or acute intermittent porphyria could pose as CEP due to some similarities in patient symptoms. Initially, patients that were affected were suspected to have CEP since there were the usual symptoms such as the reddish discoloration of teeth as well as the urine, and pink fluorescence of bones under UV light due to deposition of porphyrin and other precursors (Clavero et al., 2009, p. 585). However, if molecular and tissue analyses would be employed, CEP and AIP can be differentiated from each other, with CEP being an autosomal recessive disease and AIP a dominant one. This paper would be about some studies on congenital erythropoietic porphyria (CEP), as well as som e descriptions of the disease at the genetic level. The first main topic is about the molecular aspect of CEP as a disease. The most common form of mutation of the UROS gene located at locus 10q25.3-26.3 is the C37R mutation, which is fairly common. Other mutations such as non-sense mutations, splicing in certain cites, deletions and insertions as well as other complex rearrangement of sequences at chromosomal locus 10q25.3-26.3 occur and create the CEP phenotype (Bishop et al., 2010, p.1068). In a study on the expression of CEP model expressions in mice, Bishop et al. (2011, p. 751) were able to quantify the approximated enzymatic activities of the UROS enzyme in livers of normal mice and CEP-affected mice. It is hypothesized that since mice are animals with shorter lifespan and thus have several generations in a short period of time, the causative mechanisms of the defective UROS gene would be easier to identify. Also, since the disease would be following the Mendelian Pattern, be arers of the homozygous recessive genotype would show disease symptoms while heterozygous and homozygous dominant would be fairly normal. Meanwhile, in a study about CEP in cats, a publication regarding the discovery of a feline model for CEP was released (Clavero et al., 2010, p. 382). Compared to a previous study, which had cats with AIP instead of CEP, the new proband for this study had PBG and ALA levels which are in normal detectable amounts, with elevated URO I and COPRO levels as well as abnormal UROS activity, much like in human and mice CEP counterparts. Via amplification of the suspected mutated sequences, aside from a shorter polypeptide (one cystein shorter), feline UROS sequence was fairly similar to the previously reported human and mouse. The double-mutant had reduced enzymatic activity, caused by two amino acid substitutions, making the protein product unable to fold in a stable manner, thereby causing reduced activity of the mutated enzyme, as compared to either sin gle mutant or normal enzymes (Clavero et al., 2010, p. 387). Three genotypes were produced after mating several strains and generations of mice: homozygous recessive mice having the CEP gene had a genotype of C37R/C37R, a heterozygote C37R/V99L expresses a milder form of the disease, and a homozygous dominant genotype V99L/V99L exhibits the normal phenotype. Blood sampling for analyses of presence of porphyrin and other precursors were done, as well as histology of the liver and the spleen

The Power of Peer Pressure :: Peer Pressure Essays

Introduction Why is Peer pressure so great to people especially to teenagers? Why do young people smoke cigarettes, drink alcohol or even use drugs? People enjoy being in a group of people who sees eye to eye about things, Whether it is kind of clothing to wear, the kind of food to eat, that way our own opinions whether they are wise or foolish appears to be valid for the people around you. It creates an environment of social acceptance. It is a wonderful research topic to study because it has significance to teenagers like me. I want to know what influence us and how to avoid them. Negative influence can change our lifestyle. Peer pressure is responsible for sudden social change that influences some people to do thing they’ve never done before in positive or negative way. Teenagers experience peer pressure every day from their friends, their classmates, their coworkers, and many others. While positive influence is something to be encouraged, negative peer pressure can cause many problems in your daughter or son’s life parents, friends and other peer group can help you teens resist negative peer pressure by talking the time to talk with them about it and helping them develop the tools and skills needed. Peer pressure leads to some disturbing negative behavior in some teenagers. Almost half of teenagers were feeling pressured by their friend about sexual activity. In a survey conducted by Survelum Public Data Bank, students feel pressured by their friends between 35 and 49 percent of the time. Psychiatrist attribute the power of peer influence to a group particularly if the group has social status within that area. Peer Pressure can be positive. For example, wanting to join an athletic group of friends may compel and be forced otherwise sedentary student to try out for soccer team. In Survelum Public Data Bank survey on peer pressure, 51% of teenagers felt that peer pressure or the influence was sometimes positive. The Advantages Peer Study Group Children are influenced by their group, just as adults are. It can help children do better in school. A study group is a functional group composed of two or more students. The study group atmosphere offers the students the opportunity to learn more broad discussions, sharing their opinions and knowledge about a certain topic or in a course. It also helps them avoid procrastination. Many students tend to cram for test/exams on the night before or begin projects with very limited time. When in study group scheduled days can avoid participants to procrastination. Students tend to learn efficiently within a group versus

“Crazy Homeless Man” Essay

â€Å"Crazy Homeless Man† It was sophomore year of high school and after a long day of taking tests and writing essays it was finally time to go home. My cousin and I waited for and then got into our regular train.As we got in, we saw nothing out of the ordinary; you had your regular business man with too much product in his perfectly combed hair, that seemed as though he had spent hours on it, reading his newspaper while tapping his overpriced shoes on the floor, screaming little kids jumping up and down and swinging from the poles while their negligent nannies, totally oblivious of the whole scene, sit quietly reading their new editions of Harry Potter, and finally the homeless guy on the corner seat wrapped up in old newspapers and a dirty fleece, probably found while searching through some garbage, trying to get a good nap in before he has to switch trains. â€Å"Nothing different about this train ride,† we thought to ourselves as the train left the station. Shortly after we took our seats, the homeless man awoke, stood up, and started walking around looking at people and sniffing the train. Everyone looked away as though to look busy, just in case the man tried to shout out his life story and then beg for money.Instead he took an old sock out of his pocket that looked worn out, and started to clean the train doors with it. He said, â€Å"Child, this train is dirty! † He moved around the train trying not to fall or lose his balance as he swept the floor with the old sock. He then took out an air deodorizer and started spraying it on the train walls. My cousin and I tried so hard not to laugh. We looked away so that we weren’t tempted. Our giggles and smiles soon changed into surprised, scared, frozen expressions as the man took out a lighter and said, â€Å"I can’t take this dirty train anymore. † I knew because of my immature eighth grade friends that when someone had an aerosol†¦

Perception Of Self, Discrimination, And Failure Essay

Individual identity is constructed by many things, ranging from perceptions from others to perception of self, and is constantly changing as life’s complexities increase. Fear, or the distressing feeling of anxiety and angst, is also an unlikely but extremely important component of composition of identity as one gets older, for it is fear that shapes identification and interaction, especially in a group setting. A case where this is apparent is within Predominantly White Institutions, or PWIs, and the interactions between dominant and minority, namely Black, students. In a social setting where stereotypes and discrimination exists due to a variety of existing cultures and lifestyles, it is fear that forms social groups, guides interactions, and presents identities to students. With a multitude of fears, including exclusion, discrimination, and failure, identity plays a key role in deciding the associations between students and how those associations will play a role in the aca demic and social successes of those fearful students. All in all, it is fear that largely shapes the identity of those who are fearful; from internal views of self to external views of the environment to how others view people who are not them. Social interactions and sense of identity are affected because fear guides public performances and causes the embracement of an identity while simultaneously rejecting another. Fear leads individuals to emphasize differences that allows them to identify with aShow MoreRelatedEssay about The Effects of Negative Weight Perception807 Words   |  4 Pagesa state of mind. Allow us to explain.,† that having a low self-image is exceedingly damaging to oneself. It not only leads to weight gain but can also cause health problems. 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