Park High School

Conformity Exam Questions

Q1.
It is Ani’s first day in a new job and he spends a lot of time watching to see what his
colleagues are doing, so that he will fit in with them and be liked. Explain Ani’s behaviour
in terms of compliance.

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(Total 2 marks)

Q2.
Which two of the following are types of conformity? Shade two boxes only.

A Agentic state

B Compliance

C Group size

D Identification

E Unanimity

(Total 2 marks)

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Q3.
Which of the following terms best matches the statements below? Choose one term that
matches each statement and write A, B, C, D or E in the box next to it. Use each letter
once only.

A Identification

B Informational social influence

C Normative social influence

D Compliance

E Internalisation

(a) Publically changing behaviour whilst maintaining a different private

view.

(1)

(b) Group pressure leading to a desire to fit in with the group.

(1)

(c) When a person lacks knowledge of how to behave and looks to the
group for guidance.

(1)

(d) looks to the group for guidance.

(1)
(Total 4 marks)

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Q4.
Explain what is meant by internalisation.

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(Total 3 marks)

Q5.
Explain what is meant by compliance.

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(Total 3 marks)

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Q6.
(a) One type of conformity is compliance. What do psychologists mean by the term
compliance?
(1)

(b) A group of students has to decide what to do with the money left over in their school
fund. Most of them want to give the money to a local charity. However, two students,
Lisa and Sean, want to buy a pool table for the common room.

Briefly explain how two factors might affect whether or not Lisa and Sean will
conform to the rest of the group.
(4)
(Total 5 marks)

Q7.
Discuss research into conformity.
(Total 8 marks)

Q8.
Outline and evaluate research into conformity.
(Total 16 marks)

Q9.
Outline and evaluate research into conformity.
(Total 12 marks)

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Q10.
Discuss at least two factors that have been shown to affect conformity. Refer to evidence
in your answer.
(Total 16 marks)

Q11.
Josie, Hana and Caitlyn have just started new jobs and all three are keen to do well. Josie
laughs a lot at the jokes her colleagues tell, even though she does not always find them
very funny. Hana observes her colleagues closely and makes sure that she completes the
work in the same way that they do, so that she does not make any mistakes. Caitlyn
prefers to learn through trial and error. She believes that by trying and by making
mistakes, she will really understand what she is doing.

Which girl’s behaviour is being influenced by normative social influence and which girl’s
behaviour is being influenced by informational social influence? Justify both choices.

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(Total 6 marks)

Q12.
(a) What is meant by normative social influence?
(2)

(b) Andrea has recently started a new job and on her first day at work she noticed that
all her colleagues were much more smartly dressed than she was.

Explain the likely effect of normative social influence on Andrea’s behaviour.

(2)
(Total 4 marks)

Q13.
Jan and Norah have just finished their first year at university where they lived in a house
with six other students. All the other students were very health conscious and ate only
organic food. Jan had listened to their point of view and now she also eats only organic
food. Norah was happy to eat organic food while in the house, but when she went home
for the holidays she ate whatever her mother cooked. Both girls conformed, but for
different reasons.

Explain which type of conformity each girl was showing.

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(Total 4 marks)

Q14.
Explain what is meant by informational social influence.

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(Total 3 marks)

Q15.
Explain what is meant by normative social influence.

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(Total 3 marks)

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Q16.
The following phrases refer to different types of conformity.

Select the two phrases that describe internalisation. Tick two boxes only.

A The deepest level of conformity.

B
The individual conforms publicly with the rest of the group
but may privately disagree with them.

C
The beliefs of the group become part of the individual’s
own belief system.

D
The individual goes along with the group but does not
agree with them.

E
The individual changes his / her beliefs, but it is a
temporary change.

(Total 2 marks)

Q17.
Outline and evaluate explanations of conformity.
(Total 8 marks)

Q18.
Explain what is meant by internalisation in the context of conformity.

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(Total 2 marks)

Q19.
Explain what is meant by compliance in the context of conformity.

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(Total 2 marks)

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Q20.
In an experiment into conformity, an experimenter varied both the number of confederates
(stooges) and the ambiguity of the task. The bar chart below shows the findings.

Percentages of conformity for different tasks and size of majority

What does the bar chart show about conformity?

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(Total 4 marks)

Q21.
Most research into conformity takes place in a laboratory. Outline one strength of
conducting research into conformity in a laboratory.

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(Total 2 marks)

Q22.
(a) Outline one method that psychologists have used to study conformity.

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(2)

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(b) Explain one limitation of this method.

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(2)

(c) Suggest an appropriate way of overcoming this limitation.

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(2)
(Total 6 marks)

Q23.
The following statements are all related to conformity.

A Doing what the group does in order to be liked by them.

B Doing what the group does because we do not know what else to do.

Going along with the group, even if we do not really agree with what they are
C
doing.

D Going along with the group because we accept their beliefs and attitudes into our
own cognitions.

In the table below, write which statement, A, B, C or D, describes each type of conformity.

Type of conformity Statement

Internalisation

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Compliance

(Total 2 marks)

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M1.
AO2 = 2

Compliance refers to behaviour that involves going along with the majority, even if
privately their views are not accepted. He wants to fit in and be liked, so will change his
behaviour to be like the others but does not change his beliefs.

1 mark for a brief outline explanation of compliance and a further mark for elaboration.
The marks for this question are for the explanation.

M2.
[AO1 = 2]

B and D

M3.
[AO1 = 4]

(a) D

(b) C

(c) B

(d) A

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M4.
AO1 = 3

For each term, 1 mark for a brief outline and a further two marks for elaboration.

Internalisation is where the behaviour or belief of the majority is accepted by the

individual and becomes part of his or her own belief system. It is the most
permanent form of conformity as it usually lasts even if the majority is no longer
present. This type of conformity is most likely to be linked to ISI.

For example: Internalisation is where you accept the group’s beliefs as yours (1
mark). You change both your public and private views (2nd mark for elaboration)
and it is a permanent change as you continue to think this even when not in the
group (3rd mark for elaboration).

M5.
AO1 = 3

Compliance is where the individual changes his or her own behaviour to fit in with
the group. They may not necessarily agree with the behaviour / belief but they go
along with it publicly. It is not a permanent form of social influence; it lasts only as
long as the group is present. Here the type of conformity is likely to be linked to NSI.

For example: Compliance is where you go along with the group to fit in (1 mark)
even if you don’t really believe their view point (2nd mark for elaboration) for
example, in Asch’s study, many of the naïve participants went along with the wrong
answer so as not to look stupid (example to illustrate the point as 3rd mark).

M6.
(a) [AO1 = 1]

Award one mark for a definition of compliance.

Possible answer: going along / agreeing with / conforming (to the group)
publicly, but privately disagreeing (1).
Definitions of compliance as acceding to a request could be made relevant to
this question.

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(b) [AO1 = 2, AO2 = 2]

AO1

Award two marks for knowledge / identification of two factors that might affect
whether or not Lisa and Sean will conform to the rest of the group. Likely
factors: group size; social support / presence of an ally / dissenter; presence
of a dissenter who then begins to conform; personality / self-esteem (of Lisa
and Sean); opinion expressed in public;perceived competence / status of
group members; attractiveness of the group; cohesiveness; culture. Accept
task difficulty if appropriately justified.
Accept other valid factors.

AO2

Award up to two marks for a brief explanation of how each of the chosen
factors may affect conformity.

Possible answer: If the group size (1) is large / small this will increase /
decrease the likelihood that Lisa and Sean will conform to the group (1).
Social support may affect conformity (1). As Lisa and Sean agree with each
other, this will decrease the likelihood that they will conform to the rest of the
group (1).
Credit explanations of why Lisa and Sean may or may not conform.

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M7.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Although the essential content for this mark scheme remains the same, mark schemes for
the new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues,
debates and approaches where relevant.

AO1 = 4

Research can include both theories and studies. The most likely study offered is
Asch’s research into conformity and any aspect of his research is creditworthy.
Other studies, such as Sherif, Crutchfield would also be creditworthy. Students
could also consider reasons such as NSI and ISI to explain why people conform.

AO2 = 4

The evaluation will depend on which route students take. If they offer studies as
their AO1, the commentary can come from a consideration of the strengths and
limitations of the research. How other studies have challenged their findings. If a
more theoretical route is taken, research studies to support the explanation can be
used as commentary. As the question requires students to discuss, credit can be
given for wider discussion points, such as implications and consequences.

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4 marks Accurate and reasonably 4 marks Effective evaluation

detailed Effective use of material to address
Accurate and reasonably detailed the question and provide informed
description that demonstrates sound commentary.
knowledge and understanding of Effective evaluation of research.
research into conformity. Broad range of issues and / or
There is appropriate selection of evidence in reasonable depth, or a
material to address the question. narrower range in greater depth. Clear
expression of ideas, good range of
specialist terms, few errors of
grammar, punctuation and spelling.

3 marks Less detailed but 3 marks Reasonable evaluation

generally accurate Material is not always used effectively
Less detailed but generally accurate but produces a reasonable
description that demonstrates relevant commentary.
knowledge and understanding. Reasonable evaluation of research.
There is some evidence of selection of A range of issues and / or evidence in
material to address the question. limited depth, or a narrower range in
greater depth.
Reasonable expression of ideas, a
range of specialist terms, some errors
of grammar, punctuation and spelling.

2 marks Basic 2 marks Basic evaluation

Basic description that demonstrates The use of material provides only a
some relevant knowledge and basic commentary.
understanding but lacks detail and Basic evaluation of research.
may be muddled. Superficial consideration of a
There is little evidence of selection of restricted range of issues and / or
material to address the question. evidence.
Expression of ideas lacks clarity,
some specialist terms used, errors of
grammar, punctuation and spelling
detract from clarity.

1 mark Very brief / flawed or 1 mark Rudimentary evaluation

inappropriate The use of material provides only a
Very brief or flawed description rudimentary commentary.
demonstrating very little knowledge. Evaluation of research is just
Selection and presentation of discernible or absent.
information is largely or wholly Expression of ideas poor, few
inappropriate. specialist terms used, errors of
grammar, punctuation and spelling
often obscure the meaning.

0 marks 0 marks
No creditworthy material. No creditworthy material.

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M8.
Marks for this question: AO1 = 6, AO3 = 10

Level Marks Description

Knowledge is accurate and generally well detailed.

Discussion / evaluation / application is thorough and
4 13 – 16 effective. The answer is clear, coherent and focused.
Specialist terminology is used effectively. Minor detail
and / or expansion of argument sometimes lacking.

Knowledge is evident. There are occasional

inaccuracies. Discussion / evaluation / application is
3 9 – 12 apparent and mostly effective. The answer is mostly
clear and organised. Specialist terminology is mostly
used effectively. Lacks focus in places.

Some knowledge is present. Focus is mainly on

description. Any discussion / evaluation / application is
2 5–8 only partly effective. The answer lacks clarity, accuracy
and organisation in places. Specialist terminology is
used inappropriately on occasions.

Knowledge is limited. Discussion / evaluation /

application is limited, poorly focused or absent. The
1 1–4 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology either
absent or inappropriately used.

0 No relevant content.

Please note that although the content for this mark scheme remains the same, on most
mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a
bulleted list

AO1

Candidates may offer any research that is relevant to conformity. The most likely
studies are those by Asch, Crutchfield, Sherif, Perrin and Spencer; but any other
relevant study is creditworthy. Zimbardo’s prison study investigated conforming to
social roles and is also creditworthy.

AO3

The evaluation may be in terms of methodological issues such as the artificiality of

laboratory research; cultural and historical bias; ethical issues. For example, Asch’s
studies were carried out in America in the 1950s and have been criticized as only
being relevant to that particular culture and in that historical time. When Perrin and
Spencer replicated Asch’s study they did not find such high levels of conformity.

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M9.
Marks for this question: AO1 = 6, AO3 = 6

Level Marks Description

Knowledge is accurate and generally well detailed.

Discussion / evaluation / application is effective. The
4 10 – 12 answer is clear, coherent. Specialist terminology is
used effectively. Minor detail and / or expansion of
argument sometimes lacking.

Knowledge is evident. There are occasional

inaccuracies. There is some effective discussion /
3 7–9 evaluation / application. The answer is mostly clear and
organised.
Specialist terminology is mostly used appropriately.

Knowledge is present. Focus is mainly on description.

Any discussion / evaluation / application is of limited
2 4–6 effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.

Knowledge is limited. Discussion / evaluation /

application is limited, poorly focused or absent. The
1 1–3 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology is either
absent or inappropriately used.

0 No relevant content.

Please note that although the content for this mark scheme remains the same, on most
mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a
bulleted list.

AO1

Candidates may offer any research that is relevant to conformity. The most likely
studies are those by Asch, Crutchfield, Sherif, Perrin and Spencer; but any other
relevant study is creditworthy. Zimbardo’s prison study investigated conforming to
social roles and is also creditworthy.

AO3

The evaluation may be in terms of methodological issues such as the artificiality of

laboratory research; cultural and historical bias; ethical issues. For example, Asch’s

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studies were carried out in America in the 1950s and have been criticized as only
being relevant to that particular culture and in that historical time. When Perrin and
Spencer replicated Asch’s study they did not find such high levels of conformity.

M10.
Marks for this question: AO1 = 6, AO3 = 10

Level Marks Description

Knowledge is accurate and generally well detailed.

Evidence is clear. Discussion / evaluation / application
is thorough and effective. The answer is clear, coherent
4 13 – 16
and focused. Specialist terminology is used effectively.
Minor detail and / or expansion of argument sometimes
lacking.

Knowledge is evident. Evidence is presented. There are

occasional inaccuracies. Discussion / evaluation /
application is apparent and mostly effective. The
3 9 – 12
answer is mostly clear and organised. Specialist
terminology is mostly used effectively. Lacks focus in
places.

Some knowledge is present. Focus is mainly on

description. Any discussion / evaluation / application is
2 5–8 only partly effective. The answer lacks clarity, accuracy
and organisation in places. Specialist terminology is
used inappropriately on occasions.

Knowledge is limited. Discussion / evaluation /

application is limited, poorly focused or absent. The
1 1–4 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology either
absent or inappropriately used.

0 No relevant content.

Please note that although the content for this mark scheme remains the same, on most
mark schemes for the new AQA Specification (Sept 2015 onwards) content appears as a
bulleted list.

AO1

Marks for elaboration (not naming / identification) of factors. Likely factors: group
size, unanimity / size of majority, task difficulty, presence of another dissenter,
presence of another dissenter who then begins to conform, opinion expressed in
public (rather than in private), fear of ridicule, perceived competence of other
members, personality of individual, self-esteem, culture, gender. Credit description
of effect of factors on conformity levels.
Credit knowledge of evidence. Likely studies: Sherif (1935), Asch (1951), Crutchfield
(1954).

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AO3

Marks for discussion of the factors. Explanation of why factor increases or

decreases conformity eg increased / decreased normative pressure / likelihood of
compliance, increased / decreased likelihood of informational influence /
internalisation; the implications of evidence / use of evidence specifically to support
or refute influence of stated factors eg detail of Asch variations. Discussion of the
wider implications of the factors eg in real life conforming situations. Comparison of
relative power of factors. Credit evaluation of the methodology of studies only when
made relevant to discussion of the factors.

M11.
AO2 = 6

Josie = Normative Social Influence, changing behaviour but not personal attitude: she is
doing something (laughing at jokes) just to fit in and be accepted by the group, even
though she doesn’t find the jokes funny.

Hana = Informational Social Influence, changing behaviour in order to be correct and

using group as reference: she wants to be right and is using her colleagues as a source of
information.

For each term, 1 mark for correctly linking the girl with the social influence and a further 2
marks for justification.
No mark for merely saying Hana shows NSI unless a case is made for Hana showing NSI
and the justification is explicitly linked to the stem.
Caitlyn is not experiencing any social influence.
Candidates cannot access full marks unless explicitly engaged with stem.

M12.
(a) [AO1 = 2]

Award up to 2 marks for a definition of normative social influence.

This is a type of conformity / is where people ‘go along with’ the behaviour of
the group (1) to maintain group harmony / be seen as a member of the group /
to avoid rejection / gain approval from others / to avoid being different from
everyone else / likely to lead to compliance / where public behaviour and
private opinion do not match / to fit in (1).
0 marks for examples.

(b) [AO2 = 2]

Award up to 2 marks for an explanation of behaviour related to the situation

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given.
Normative social influence is likely to mean that Andrea will comply publicly
with the smart dress code at work (1). She will want to be seen as like the rest
of her colleagues and not as an outsider / to fit in (1).

M13.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Although the essential content for this mark scheme remains the same, mark schemes for
the new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues,
debates and approaches where relevant.

AO2 = 4

Jan is showing internalisation, she has taken the others’ beliefs as her own and this
behaviour continues even when she is away from the group. Norah is showing
compliance, because away from the group she reverted back to her original behaviour.
Explanations of conformity are also credit-worthy here and reference to NSI and ISI can
gain marks. Jan believes the others were right (ISI) while Norah just wanted to be
accepted by her housemates (NSI). Credit explanation in terms of private / public
behaviour.

The answer must be absolutely clear to which girl it is referring in order to gain any marks.
If only one girl is explained, maximum 2 marks.

4 marks Effective analysis of unfamiliar situation

Effective explanation that demonstrates sound knowledge of types of conformity
and explains which type of conformity each girl is showing.

3 marks Reasonable analysis of unfamiliar situation

Reasonable explanation of types of conformity each girl is showing.

2 marks Basic analysis of unfamiliar situation

Basic explanation of types of conformity each girl is showing, or effective
explanation of only one girl.

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1 mark Rudimentary analysis of unfamiliar situation

Rudimentary, muddled consideration of types of conformity either girl is showing,
demonstrating very limited knowledge.

0 marks
No creditworthy material or no engagement with the stem.

M14.
AO1 = 3

Informational social influence is where someone conforms because they do not know
what to do, but they want to be correct. They follow the majority because the assume that
the majority know what is the right thing to do. This type of social influence tends to
involve internalisation.

Allow 1 mark for a basic statement and a further 2 marks for elaboration.
Candidates may offer research as part of the elaboration. For example, in Sherif’s
experiment, participants were unsure what the correct answer was and so looked to
others for information as to how to answer; thus showing informational social influence.

M15.
AO1 = 3

Normative social influence is where someone conforms because they want to be liked and
accepted by the group. The person may publicly change their behaviour / views but
privately disagree. This type of social influence is also known as compliance.

Allow 1 mark for a basic statement and a further 2 marks for elaboration.
Candidates may offer research as part of the elaboration.

M16.
AO1 = 2

Internalisation = A and C. Candidates must only select two. If more than two are selected
then no marks can be given.

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M17.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Although the essential content for this mark scheme remains the same, mark schemes for
the new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues,
debates and approaches where relevant.

AO1 = 4

AO2 = 4

The two explanations given on the specification are Normative SI and Informational SI,
and these are likely to be the most common response. However other explanations are
also acceptable, such as the power of social roles, and social impact theory.

Explanations that include compliance, internalisation and identification can also receive
credit.

There are various ways in which candidates can evaluate their explanations. For example,
NSI and ISI (as part of the dual-process model) have been viewed as separate
explanations.
However, some psychologists suggest that in fact the two work together and influence
levels of conformity. Another way in which candidates could evaluate the explanations is
to provide research evidence to support them. If they outlined the power of social roles
then they could use Zimbardo’s prison study as evaluation.

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AO1 Knowledge and understanding AO2 Application of knowledge and

understanding

4 marks Accurate and reasonably 4 marks Effective evaluation

detailed Effective use of material to address the question
Accurate and reasonably detailed and provide informed commentary. Effective
answer that demonstrates knowledge evaluation of explanations
and understanding of explanations of
conformity. There is appropriate
selection of material to address the
question.

3 marks Less detailed but generally 3 marks Reasonable evaluation

accurate Material is not always used effectively but
Less detailed but generally accurate produces a reasonable commentary. Reasonable
explanation that demonstrates relevant evaluation of explanations. Partial performance;
knowledge and understanding. Partial if only one explanation is evaluated then the
performance: only one explanation but in evaluation is effective.
detail.

2 marks Basic 2 marks Basic evaluation

Basic explanation that demonstrates The use of material provides only a basic
some relevant knowledge and commentary. Basic evaluation of explanations.
understanding but lacks detail and may Superficial consideration of a restricted range of
be muddled. Partial performance: only issues and/or evidence. Partial performance; if
one explanation; less detailed but only one explanation is evaluated then the
generally accurate. evaluation is reasonable.

1 mark Very brief/flawed or 1 mark Rudimentary evaluation

inappropriate The use of material provides only a rudimentary
Very brief or flawed explanation commentary. Evaluation of research is just
demonstrating very little knowledge. discernible or absent.
Selection and presentation of information
is largely or wholly inappropriate.

0 marks 0 marks
No creditworthy material. No creditworthy material.

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M18.
AO1 = 2

Internalisation is where the behaviour or belief of the majority is accepted by the individual
and becomes part of his or her own belief system. It is the most permanent form of
conformity.

1 mark for a brief outline and a further mark for elaboration.

M19.
AO1 = 2

Compliance is where the individuals change their own behaviour to fit in with the group.
They may not necessarily agree with the behaviour / belief but they go along with it
publicly.

1 mark for a brief outline and a further mark for elaboration.

M20.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

• AO1 knowledge and understanding

• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

Although the essential content for this mark scheme remains the same, mark schemes for
the new AQA Specification (Sept 2015 onwards) take a different format as follows:

• A single set of numbered levels (formerly bands) to cover all skills

• Content appears as a bulleted list
• No IDA expectation in A Level essays, however, credit for references to issues,
debates and approaches where relevant.

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AO3 = 4

Conclusions can include: there are two factors that influence conformity, the ambiguity of
the task and the size of the majority. A large majority is most influential with an ambiguous
task, but still exerts pressure even when the task is easy. However, a small majority has
less effect and the type of task does not seem to be an important variable.

4 marks Accurate and reasonably detailed

Accurate and reasonably detailed answer that demonstrates sound knowledge and
understanding of what the bar chart shows about conformity. There is appropriate
selection of material to address the question.

3 marks Less detail but generally accurate

Less detailed but generally accurate answer that demonstrates knowledge and
understanding. There is some evidence of material to address the question.

2 marks Basic
Basic answer that demonstrates some relevant knowledge and understanding but
lacks detail and may be muddled. There is little evidence of selection of material to
address the question.

1 mark Very brief/flawed of inappropriate

Very brief or flawed answer demonstrating very little knowledge. Selection and
presentation of information is largely or wholly inappropriate.

0 marks
No creditworthy material.

M21.
AO3 = 2

One strength of conducting research in a laboratory is that it allows the experimenter to

control the variables, such as group size and difficulty of the task. This manipulation of the
IV allows conclusions to be drawn about cause and effect, and what the variables are that
influence conformity. One mark for identification of the strength and a further mark for
elaboration.

M22.
Please note that the AOs for the new AQA Specification (Sept 2015 onwards) have
changed. Under the new Specification the following system of AOs applies:

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• AO1 knowledge and understanding
• AO2 application (of psychological knowledge)
• AO3 evaluation, analysis, interpretation.

(a) AO3 = 2

The most likely method offered is an experiment (such as those carried out by
Asch); however, other methods are also credit-worthy (observations, role-plays). 1
mark for identification of the method and a further mark for elaboration; laboratory
experiment (1 mark) where confederates deliberately gave the wrong answer to see
if the naïve participant conformed (further mark for elaboration). Candidates could
either refer to a research method in general, or they could describe the procedures
of a particular study for 2 marks.
It is worth noting that sometimes a very brief or succinct answer can still be sufficient
for 2 marks.

[If a response for (a) gains no marks, marks can be awarded for (b) and / or (c) if the
limitation and way of overcoming it could apply to conformity research].

(b) AO3 = 2

The limitation will depend on the method given in (a). Lab experiments lack
ecological validity (1 mark) this means that the findings cannot be generalised to the
real world (further mark for elaboration).
It is worth noting that sometimes a very brief or succinct answer can still be sufficient
for 2 marks.

(c) AO3 = 2

To overcome lack of ecological validity conduct the experiment in the real world (1
mark) by setting up a field experiment so people behave as they would do normally
(1 further mark).
It is worth noting that sometimes a very brief or succinct answer can still be sufficient
for 2 marks.

M23.
AO1 = 2

Type of conformity Statement

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Internalisation D

Compliance C

1 mark for each correct answer.

E1.
Despite the very clearly worded question, many candidates failed to answer it
appropriately, simply describing normative social influence rather than compliance. They
failed to make thepoint that with compliance there can be a change in public but not
private views.

E4.
Students were generally well prepared for this question. Better answers not only explained
the term by reference to public / private change of behaviour or belief but also with
reference to the duration of the change itself. Others made use of Informational Social
Influence (ISI) and Normative Social Influence (NSI) as well. Students should be careful
when providing examples of conformity, often they added very little to what had already
been given.

E5.
Students were generally well prepared for this question. Better answers not only explained
the term by reference to public / private change of behaviour or belief but also with
reference to the duration of the change itself. Others made use of Informational Social
Influence (ISI) and Normative Social Influence (NSI) as well. Students should be careful
when providing examples of conformity, often they added very little to what had already
been given.

E6.
(a) This question was mostly answered correctly, although some responses did not
refer to private disagreement, or were confused with obedience.

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(b) There were many answers that successfully accessed all four marks. However, the
common misunderstanding of mixing up explanations and factors was evident in a
number of answers which focused on discussion of normative and informational
social influence rather than factors such as social support or group size. Some failed
to obtain the second mark for one or both factors, as they merely stated that the
factor would affect conformity, but did not explain how.

E7.
The main pitfall here was for those students who did not appreciate that the word discuss
requires both AO1 and AO2. Most students were able to write at great length about Asch
(including the variations) Sherif and Zimbardo. There were some impressive answers, with
accurate and detailed knowledge of one or more relevant studies. However, many of
these students did not appreciate that they also were required to evaluate these studies
and some failed to gain any AO2 credit. However, for many, there was still confusion
about the terms conformity and obedience, with lengthy descriptions of Milgram, Bickman
and Hofling, none of which are relevant to a question on conformity. It is also worth noting
that Moscovici was a study investigating minority influence and not a study of conformity
(majority influence).

Students did not perform quite so well with AO2; many answers were generic,
offering little more than the fact that laboratory experiments lack ecological validity.
The misunderstanding of the terms ambiguous and unambiguous is quite important
when criticising both Asch and Sherif.

E8.
This was one of the questions most AS psychology students wanted to come up on the
paper yet the quality of most answers was what at best could be described as basic. It
was both surprising and disappointing, given the straightforwardness of this question, how
poorly students performed. The biggest problem seemed to be that weaker students
appeared to think that any study of social influence would be credit-worthy. It was
worrying to see that many students offered Milgram, Hofling and Moscovici as studies of
conformity. Students need to understand that there are different forms of social influence
and in particular conformity (majority influence) is a different form of influence to minority
influence.

The most common study described was that of Asch, including the variations. The
description of his procedures was usually given in reasonable detail, but there was some
lack of clarity when it came to reporting his findings, very few could cite them accurately.
Other research included Sherif and Zimbardo, but surprisingly few seemed to know about
the work of Perrin and Spencer, or even use it to evaluate Asch.

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Research could also include explanations and types of conformity, both received credit.
The evaluation was for the most part very superficial and generic, commenting on the
ethics of the studies, their lack of ecological validity etc. These are all points that could
have yielded good commentary, but most students merely presented in a restricted
manner, in many cases little more than a list. Teachers may wish to alert students that if
an evaluative point is basic repeating the same points for every study they present does
not raise the quality of the evaluation to reasonable. The evaluation remains basic no
matter how many times it is presented.

Better evaluation was specific to the study described, such as Asch’s research being a
“child of its time” and era dependent. Students should be encouraged to try and make
sure that their commentary is pertinent to the study they are evaluating, rather than a
generic comment that could apply to any study.

E9.
This was one of the questions most AS psychology students wanted to come up on the
paper yet the quality of most answers was what at best could be described as basic. It
was both surprising and disappointing, given the straightforwardness of this question, how
poorly students performed. The biggest problem seemed to be that weaker students
appeared to think that any study of social influence would be credit-worthy. It was
worrying to see that many students offered Milgram, Hofling and Moscovici as studies of
conformity. Students need to understand that there are different forms of social influence
and in particular conformity (majority influence) is a different form of influence to minority
influence.

The most common study described was that of Asch, including the variations. The
description of his procedures was usually given in reasonable detail, but there was some
lack of clarity when it came to reporting his findings, very few could cite them accurately.
Other research included Sherif and Zimbardo, but surprisingly few seemed to know about
the work of Perrin and Spencer, or even use it to evaluate Asch.

Research could also include explanations and types of conformity, both received credit.
The evaluation was for the most part very superficial and generic, commenting on the
ethics of the studies, their lack of ecological validity etc. These are all points that could
have yielded good commentary, but most students merely presented in a restricted
manner, in many cases little more than a list. Teachers may wish to alert students that if
an evaluative point is basic repeating the same points for every study they present does
not raise the quality of the evaluation to reasonable. The evaluation remains basic no
matter how many times it is presented.

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Better evaluation was specific to the study described, such as Asch’s research being a
“child of its time” and era dependent. Students should be encouraged to try and make
sure that their commentary is pertinent to the study they are evaluating, rather than a
generic comment that could apply to any study.

E10.
Generally, this was not one of the better answered essay questions on the paper,
although most students did at least score within the mid-range of the mark scheme. There
were many answers couched from an ‘obedience’ perspective: less successful students
perhaps focussed on the material that had gone before and the description in the stem.
Many students approached the essay as if they had been asked about ‘explanations of
conformity’, presenting unfocused material describing ‘normative’ and ‘informational
influence’. Whilst this could have been used as a way of accessing AO2 marks to explain
the effects of stated factors, this was often not the case. Very long descriptions of the
Asch and / or Sherif experiments were commonplace, where the influence of relevant
factors was not made explicit. There was also much generic methodological evaluation of
these studies which tended not to add anything to the overall quality of the answer. For
future reference, it might be worthwhile for teachers to limit ‘factors’ to the most obvious
variables that have been studied in historical research. Factors such as ‘self-esteem’,
though relevant, tend to restrict students in terms of AO2 marks, in the absence of
relevant evidence.

E11.
Students showed extremely good understanding of NSI and ISI and were able to apply
their knowledge very effectively to the scenario.

E12.
(a) The majority of students were able to offer an adequate definition of normative
social influence and were awarded both marks. There was occasional confusion
with informational social influence, although this was much less in evidence that in
previous series. Many students supplemented their definition with an example and,
although a little redundant as not required by the question, this did at least underline
their thorough understanding.

(b) Again, most students coped comfortably with this question and were able to apply
their knowledge effectively to the scenario. Having defined the concept above, many
took a fairly economical route - suggesting that Andrea would, ‘dress more smartly
in future’… ‘to fit in’, and earned two marks as a result.

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E13.
There were some excellent answers to this applied question. Candidates were able to
explain which girl was showing internalisation and which girl was showing compliance; or
which girl demonstrated informational social influence and which girl demonstrated
normative social influence.

E14.
Candidates seemed well-prepared for this question. The main problem was the way in
which some candidates used examples as elaboration. Simply writing “this was shown in
Sherif’s study” but without any attempt to explain how or why would gain no credit.

E15.
Candidates seemed well-prepared for this question. The main problem was the way in
which some candidates used examples as elaboration.

E16.
The majority of candidates were able to correctly select A and C.

E17.
This was one of the most disappointing questions to mark, given how simple and
straightforward a question it was. Candidates seemed to struggle to present 4 marks
worth of straight description of why we conform. If the question had been a short answer
one: give two explanations why people conform, it is likely that the vast majority of
candidates would score full marks. Many candidates were absolutely determined to
describe in incredible detail the conformity studies, with absolutely no reference to the
question. Clearly studies could have been made relevant as commentary, supporting the
types of conformity, but they were seldom used effectively.
The more successful answers started with NSI and linked it to compliance, and then ISI
linking it to identification / internalisation and so why people conform was clearly stated.

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E18.
Candidates showed good knowledge and many were able to gain full marks.

E19.
Candidates showed good knowledge and many were able to gain full marks.

E20.
This question required candidates to draw conclusions from data, but many could not help
going beyond the graph and interpreting the findings in terms of conformity research
(Asch, NSI, ISI etc). The question did not require an explanation, but only what the chart
showed. Many candidates did not gain many marks because they adopted the wrong
approach.

E21.
This question was answered well.

E22.
In (a), candidates could either outline a method or refer to a specific psychologist, or
indeed a mixture of both. However, there were only two marks available, so a concise
answer naming an appropriate study and identifying the method could gain both marks.
Reference to studies that were not relevant to conformity, such as Milgram’s experiment
(obedience) or Moscovici’s experiment (minority influence), were not credit-worthy. Many
candidates offered ethical issues as a limitation, but this is not a limitation of the method
per se. Those candidates who offered, for example, ecological validity or demand
characteristics as a limitation of the experimental method, were able to gain full marks and
also do well on part (c) too. It is worth reminding candidates to read the whole question
through before answering it; their answer to (b) has implications for their answer to (c).

E23.
(Multiple choice question)

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