Name: ________________________

Conformity
Class: ________________________

Date: ________________________

Time: 263 minutes

Marks: 209 marks

Comments:

Page 1 of 41
Q1.
Briefly outline how two variables investigated by Asch were found to affect conformity.

1. _____________________________________________________________________

_______________________________________________________________________

2. _____________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q2.
Describe and evaluate the procedure of Zimbardo’s research into social roles.
(Total 8 marks)

Q3.
Psychologists investigating social influence have discovered several reasons why people
conform.

Discuss what psychological research has told us about why people conform.
(Total 16 marks)

Q4.
Select the phrase that best describes internalisation.

Shade one box only.

A The individual adopts a role as a member

of a group
B The individual changes his/her beliefs but
it is a temporary change
C The individual changes his/her public and
private beliefs
D The individual goes along with the group
but does not agree with them
(Total 1 mark)

Q5.
Briefly outline and evaluate normative social influence as an explanation for conformity.
(Total 4 marks)

Q6.
Outline Asch’s findings in relation to two variables affecting conformity.
Briefly explain two limitations of Asch’s conformity research.
(Total 8 marks)

Page 2 of 41
Q7.
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)

Q8.
Which two of the following statements about Zimbardo's prison study are correct?

Shade two boxes only.

The study showed how…

A roles affect behaviour.

B people obey authority.

C unanimity affects behaviour.

D people conform to the majority.

E behaviour is influenced by loss of identity.

(Total 2 marks)

Q9.
Many people have criticised Zimbardo’s prison study.

Identify and briefly discuss two reasons why people have criticised Zimbardo’s prison
study.

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_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 3 of 41
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space ____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q10.
Read the item and then answer the question that follows.

Polly always checks what her friends are going to wear before she gets ready
to go out because she does not like to be the odd one out.

Jed watches his colleagues carefully when he starts a new job so that he can
work out where to put his things and how long to take for lunch.

Discuss two explanations for conformity. Refer to Polly and Jed in your discussion.

You may use this space to plan your answer.

(Total 12 marks)

Q11.
Identify three variables affecting conformity and outline how each of these was
investigated in Asch’s experiment.

_______________________________________________________________________

_______________________________________________________________________

Page 4 of 41
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q12.
Studies of conformity are sometimes criticised for being unethical. Briefly explain two
ways in which psychologists might address ethical issues in social influence research.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q13.
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

Page 5 of 41
 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)

Q14.
Read the item and then answer the question that follows.

A small group of environmentally-aware sixth form students are campaigning

for their school to become ‘paper-free’ for the next six months. Recently, they
had a meeting with a group of teachers who represent the teaching staff. The
teachers told the students that the school could become ‘paper-free’ if the
group of students could convince the rest of the student body it was a good
idea.

Use your knowledge of conformity and minority influence to explain the factors that will
determine how successful the small group of students will be.

You may use this space to plan your answer.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 6 of 41
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 7 marks)

Q15.
Outline the procedures and findings of Zimbardo's research into conformity to social roles.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q16.
Briefly discuss two criticisms of Zimbardo's research into conformity to social roles.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 7 of 41
 _______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q17.

Steph and Jeff are student teachers who recently joined other
members of staff on a one-day strike. When asked why they
decided to do so, Steph replied, ‘I never thought I would strike but I
listened to the other teachers’ arguments and now I have become
quite passionate about it’.
Jeff’s explanation was different: ‘To be honest, everyone else
seemed to be striking and I didn’t want to be the only one who
wasn’t’.

Discuss explanations for conformity. Refer to Steph and Jeff as part of your discussion.

You may use this space to plan your answer.

(Total 16 marks)

Q18.
Explain what is meant by internalisation.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space ____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Page 8 of 41
Q19.
Explain what is meant by compliance.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space ____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q20.
(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)

Q21.
Discuss research into conformity.
(Total 8 marks)

Q22.
Outline and evaluate research into conformity.
(Total 16 marks)

Q23.
Outline and evaluate research into conformity.
(Total 12 marks)

Q24.
Discuss at least two factors that have been shown to affect conformity. Refer to evidence

Page 9 of 41
 in your answer.
(Total 16 marks)

Q25.
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.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space ____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 6 marks)

Q26.
(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.

Page 10 of 41
 Explain the likely effect of normative social influence on Andrea’s behaviour.
(2)
(Total 4 marks)

Q27.
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.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Extra space ____________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 4 marks)

Q28.
Explain what is meant by informational social influence.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Page 11 of 41
Q29.
Explain what is meant by normative social influence.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 3 marks)

Q30.
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)

Q31.
Outline and evaluate explanations of conformity.
(Total 8 marks)

Q32.
Explain what is meant by internalisation in the context of conformity.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

Page 12 of 41
 _______________________________________________________________________
(Total 2 marks)

Q33.
Explain what is meant by compliance in the context of conformity.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Q34.
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?

___________________________________________________________________

___________________________________________________________________

Page 13 of 41
 ___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________

Extra space ________________________________________________________

___________________________________________________________________

___________________________________________________________________

___________________________________________________________________
(Total 4 marks)

Q35.
Most research into conformity takes place in a laboratory. Outline one strength of
conducting research into conformity in a laboratory.

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________

_______________________________________________________________________
(Total 2 marks)

Page 14 of 41
Mark schemes

Q1.
[AO1 = 2]

1 mark – for brief outline of how each relevant variable was found to affect conformity.

Possible content:

• increasing the size of the majority increased conformity (up to a majority of 3)

• increasing task difficulty increased conformity
• presence of a dissenter who did not conform reduced conformity
• withdrawal of a dissenter led to increased conformity
• writing the answer down (rather than saying aloud) reduced conformity
• individual differences, e.g. highly confident individuals conformed less.

Credit answers that give relevant variable and associated percentage i.e. without
reference to increase / decrease.

No marks for just naming the variables.

Credit other relevant variables.

Cannot give both marks for same variable with two different effects.
[2]

Q2.
[AO1 = 4 AO3 = 4]

Level Mark Description

Knowledge of the procedure of Zimbardo’s research

into social roles is accurate with some detail.
4 7-8 Evaluation is effective. Minor detail and / or expansion
is sometimes lacking. The answer is clear and
coherent. Specialist terminology is used effectively.

Knowledge of the procedure of Zimbardo’s research

into social roles is evident but there are occasional
3 5-6 inaccuracies / omissions. There is some effective
evaluation. The answer is mostly clear and organised.
Specialist terminology is mostly used appropriately.

Limited knowledge of the procedure of Zimbardo’s

research into social roles is present. Focus is mainly
on description. Any evaluation is of limited
2 3-4
effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology is used
inappropriately on occasions.

Knowledge of the procedure of Zimbardo’s research

1 1-2 into social roles is very limited. Evaluation is limited,
poorly focused or absent. The answer as a whole lacks
clarity, has many inaccuracies and is poorly organised.

Page 15 of 41
 Specialist terminology is either absent or
inappropriately used.

0 No relevant content.

Possible content:

• 24 U.S male student volunteers

• randomly assigned role of prisoner or guard
• prisoners unexpectedly arrested at home
• deloused, given prison uniform and ID number
• given some rights, e.g. 3 meals, 3 supervised toilet trips a day and 2 visits per week
• guards were given uniforms, clubs, whistles and wore reflective sunglasses
• Zimbardo took role of prison superintendent
• planned duration was 2 weeks
• stopped after 6 days.

Possible evaluation points:

• ethical issues: lack of informed consent, whether or not the consent gained was
sufficiently informed; deception; lack of protection from psychological harm –
whether or not the distress should have been anticipated
• Zimbardo playing a ‘dual-role’. Zimbardo’s own behaviour affected the way in which
events unfolded, thus the validity of the findings could be questioned
• methodological issues: sample bias; demand characteristics / lack of internal
validity; lack of ecological validity / mundane realism and their implications for the
findings
• good internal validity: participant selection; random allocation of roles.

Credit other relevant evaluation that relates to the procedure of Zimbardo’s Stanford
Prison study.

Credit description and evaluation of procedures of other studies of social role by

Zimbardo.
[8]

Q3.
[AO1 = 6 AO3 = 10]

Level Mark Description

Knowledge of reasons why we conform is accurate and

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

Knowledge of why we conform is evident but there are

occasional inaccuracies / omissions. Discussion is
3 9-12 mostly effective. The answer is mostly clear and
organised but occasionally lacks focus. Specialist
terminology is used appropriately.

Limited knowledge of why we conform is present.

2 5-8 Focus is mainly on description. Any discussion that is
present is of limited effectiveness. The answer lacks

Page 16 of 41
 clarity, accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions.

Knowledge of why we conform is very limited. Any

discussion 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 is either
absent or inappropriately used.

0 No relevant content.

Possible content:

Knowledge of reasons why we conform.

• normative social influence – going along with the majority through fear of rejection /
being seen as an outcast; a desire to be liked; leads to compliance; conforming for
emotional reasons – a temporary change in view / behaviour
• informational social influence – going along with the majority through acceptance of
new information; a desire to be right; leads to internalisation; conforming for
cognitive reasons – a permanent change in view / behaviour
• conformity to social roles
• accept types of conformity: identification – wanting to have affinity with a group that
we value; internalisation – private acceptance of the majority view; compliance –
public acceptance despite private disagreement
• accept variables affecting conformity as reasons – group size; unanimity; task
difficulty
• accept dispositional explanations such as having an external locus of control

Possible discussion points:

Discussion of reasons why we conform.

• use of evidence to discuss the reasons (e.g. Sherif (1935), Asch (1951), Anderson
et al (1992), Baron, Vandello & Brunsman (1996), Zimbardo (1973) )
• normative social influence can explain the results of conformity studies in
unambiguous situations e.g. Asch
• informational influence can explain conformity in ambiguous situations in which both
public and private agreement occurs, e.g. Sherif, Jenness
• analysis of Asch variations when linked to discussion of reasons
• discussion of difficulty measuring and / or distinguishing between reasons why
conformity occurs
• discussion of individual differences in reasons for conformity, e.g. gender, culture,
locus of control, level of expertise, nAffiliators

Only credit evaluation of the methodology used in studies when made relevant to the
discussion of the reasons.
[16]

Q4.
[AO1 = 1]

1 mark – C

Q5.

Page 17 of 41
 [AO1 = 2 AO3 = 2]

Level Marks Description

Outline of normative social influence as an explanation of

conformity is clear and has some detail. Some evaluation
2 3–4
relevant to conformity is clear. The answer is generally
coherent with effective use of terminology.

Outline of normative social influence lacks clarity and/or

detail and/or link to conformity. Evaluation is limited. The
answer as a whole is not clearly expressed. Terminology is
1 1–2
either absent or inappropriately used.

For 2 marks, either outline or evaluation is done well.

0 No relevant content.

Possible Content:

• People agree with the opinion of the majority in order to be liked and gain
approval/acceptance/avoid rejection/avoid ridicule.
• This often leads to compliance which is where people will agree publicly with the
group but privately they do not change their personal opinions.

Possible evaluation points:

• Evidence to support, e.g. Asch – when interviewed afterwards participants said they
conformed to avoid rejection by others
• There are individual differences in how much people want to be liked by others and
therefore not everyone will conform due to this desire
• Other explanations, e.g. informational social influence, conformity to social roles,
social identity theory.

Credit any other relevant points.

Q6.
[AO1 = 4 AO3 = 4]

Level Marks Description

Knowledge of Asch’s findings in relation to two variables

affecting conformity is accurate with some detail.
4 7–8 Explanation of two limitations is effective. Minor detail
and/or expansion sometimes lacking. The answer is clear
and coherent. Specialist terminology is used effectively.

Knowledge of Asch’s findings in relation to one/two

variables affecting conformity is evident but there are
occasional inaccuracies/omissions. There is some effective
3 5–6
explanation of one or two limitations. The answer is mostly
clear and organised. Specialist terminology mostly used
appropriately.

Page 18 of 41
 Limited knowledge of Asch’s findings in relation to one/two
variables affecting conformity is present. Focus is mainly
on description. Any explanation of limitation(s) is of limited
2 3–4
effectiveness. The answer lacks clarity, accuracy and
organisation in places. Specialist terminology used
inappropriately on occasions. Or just limitations done well.

Knowledge of Asch’s findings in relation to at least one

variable affecting conformity is very limited. Explanation of
limitation(s) is limited, poorly focused or absent. The
1 1–2 answer as a whole lacks clarity, has many inaccuracies
and is poorly organised. Specialist terminology either
absent or inappropriately used. Or just limitation(s) at level
2.

0 No relevant content.

Content:

• Asch found that group size affected level of conformity – up to 3 confederates levels
increased, thereafter they tended to plateau.
• Asch found that task difficulty affected level of conformity – where the lines were of
similar length making the judgement more difficult conformity levels increased
(whereas when correct answer was obvious the levels decreased).
• Asch found that unanimity affected level of conformity – where the majority were
unanimous in their wrong answer, conformity levels increased (whereas when there
was an ally, conformity levels deceased).

Credit other relevant findings in relation to other variables studied by Asch.

Limitations:

• Asch’s findings may not be so relevant today – the outcome may have been
influenced by social attitudes of the 1950s – post-war attitudes that people should
work together and consent rather than dissent.
• Asch’s task was artificial – therefore not a valid measure of real life conformity
where conforming takes place in a social context and often with people we know
rather than strangers.
• Gender bias – use of a male sample thus may not represent female behaviour.
• Use of volunteer sample whose behaviour may not represent that of a wider
population.
• Ethical problems including deception (participants believed they were taking part in
a test of perception) and protection from harm (participants were put in a stressful
and embarrassing situation).

Can credit two separate ethical limitations.

Credit other relevant limitations.

Q7.
[AO1 = 2]

B and D

Page 19 of 41
Q8.
[AO1 = 2]

A and E

Q9.
[AO1 = 2 AO3 = 4]

Level Marks Description

Two criticisms are clearly identified. There is some clear

and effective discussion of each criticism. The answer is
3 5–6
coherent and well organised, with effective use of specialist
terminology.

Two criticisms are identified. There is some discussion of

each but it is limited. The answer is mostly clear and
2 3–4
organised, with appropriate use of specialist terminology.
OR One criticism is presented at top of Level 3.

Criticism(s) are muddled but can be inferred. Discussion is

absent / very limited. Specialist terminology is either absent
1 1–2
or inappropriately used.
OR One criticism is presented at Level 2.

0 No relevant content.

Possible criticisms:
• Ethics – psychological harm – participants soon became distressed.
• Zimbardo himself took part in the action / was a participant observer.

Possible discussion points:

• Whether or not the distress should have been anticipated.
• Whether or not the consent gained was sufficiently informed.
• Zimbardo’s own behaviour affected the way in which events unfolded, thus the
validity of the findings could be questioned.
• Use of examples from the study to support argument and elaborate on the
criticisms given.

Credit other valid criticisms and other valid discussion points. Can credit two
separate ethical criticisms.

Q10.
[AO1 = 6 AO2 = 2 AO3 = 4]

Level Marks Description

Knowledge of two explanations for conformity is accurate

and generally well detailed. Discussion is mostly effective.
4 10 – 12 Application to the stem is appropriate with clear links
between the explanations and the stem content. The
answer is clear, coherent and focused. Specialist
terminology is used effectively. Minor detail and / or

Page 20 of 41
 expansion sometimes lacking.

Knowledge of two explanations for conformity is evident.

Discussion is apparent and mostly effective. There are
occasional inaccuracies. Application to the stem is
3 7–9 appropriate although links to explanations are limited /
absent. The answer is mostly clear and organised.
Specialist terminology is mostly used appropriately. Lacks
focus in places.

Knowledge of two explanations is present. Focus is mainly

on description. Any discussion is of limited effectiveness.
Any application to the stem is partial. The answer lacks
2 4–6
clarity, accuracy and organisation in places. Specialist
terminology is used inappropriately on occasions.
OR one explanation answered at Level 3 or 4.

Knowledge of explanation(s) is (are) limited. Discussion /

application is very limited, poorly focused or absent. The
answer as a whole lacks clarity, has many inaccuracies
1 1–3
and is poorly organised. Specialist terminology is either
absent or inappropriately used.
OR one explanation answered at Level 2.

0 No relevant content.

Possible content:
• Normative social influence occurs where people conform so as to be part of
the majority and not stand out.
• Normative social influence often (although not always) results in compliance or
superficial change in behaviour.
• Informational social influence occurs when people conform because they are
not sure how to behave so use the majority as a source of information.
• Informational social influence often results in internalisation – adopting the
views and behaviours of the majority.

Possible discussion points:

• Informational social influence tends to have a more permanent effect whereas
normative is transient.
• Use of research evidence to support discussion: eg different conditions of the
Asch study to illustrate normative and informational social influence.
• Overlap between the effects of the two types of social influence; we often look
to others for information, but partly because we do not want to be different.

Possible applications:
• Polly’s change in behaviour is due to normative social influence because she
is wanting to be the same as everyone else / be part of the norm.
• Jed is using colleagues as a source of information – informational social
influence – he will put his coat in the right place and take the appropriate
amount of time for lunch.

Credit other relevant evaluation points.

Q11.
[AO1 = 6]

Page 21 of 41
 1 mark – for knowledge of each relevant variable

Plus:

1 mark for each brief outline of how the variable was manipulated by Asch

Content:

• Group size – Asch varied the number of confederates/stooges

• Unanimity – Asch sometimes arranged for a confederate to give a different answer

to the majority/same answer as the real participant

• Task difficulty – Asch made the right answer less obvious by having lines of similar
length

Credit other relevant variables.

Q12.
[AO3 = 4]

Level Marks Description

Two suggestions for dealing with ethical issues in social

influence research are clearly explained. Minor detail is
2 3–4 sometimes lacking or there is slight inaccuracy. The
answer as a whole is clear with use of specialist
terminology.

Two suggestions for dealing with ethical issues in social

influence research are identified. Any explanation lacks
detail/accuracy.
1 1–2
The answer as a whole lacks clarity. Specialist terminology
is either absent or inappropriately used.

OR one suggestion at Level 2.

0 No relevant content.

Possible content:

• Participants should be given the right to withdraw (at the start; throughout the study;
withdraw their data at the end)

• Participants should not be put in embarrassing/uncomfortable situations

• Participants should be fully debriefed at the earliest opportunity

Credit other relevant suggestions.

Q13.
[AO1 = 4]

Page 22 of 41
 (a) D

(b) C

(c) B

(d) A

Q14.
[AO2 = 7]

Level Marks Description

Knowledge of conformity and minority influence

research/concepts is clear and generally well detailed.
4 6–7 Application to the situation described is clear and effective.
The answer is coherent with appropriate use of
terminology.

Knowledge of conformity and minority influence

research/concepts is evident. There is some effective
3 4–5 application to the situation described. The answer is mostly
clear and organised but may lack clarity in places.
Specialist terminology mostly used effectively.

Knowledge of conformity and/or minority influence

research/concepts is limited. Application to the situation
2 2–3 described may lack clarity or be inappropriate. The answer
may lack accuracy and organisation. Specialist terminology
used inappropriately on occasions.

The answer constitutes little more than a ‘list’ of concepts

1 1 related to conformity and/or minority influence. There is no
attempted application.

0 No relevant content.

Possible content:
• Factors affecting minority influence: the student body are more likely to be
convinced if the group of students are consistent, committed and show
flexibility in their views.
• Credit examples of how the students might demonstrate this.
• Credit application of explanations of minority influence: e.g. social
cryptoamnesia; the snowball effect; social impact theory.
• Application of variables affecting conformity, including group size (the
campaigning group is ‘small’, the student body is the majority); unanimity
(there may be other students who agree with the small group); etc.
• Credit application of explanations of conformity: e.g. explanations of how
views may change through informational social influence/internalisation.

Q15.
[AO1 = 4]

Page 23 of 41
 Level Marks Description

Knowledge of the procedures and findings of Zimbardo's

2 3–4 research into conformity to social roles is clear and mostly
accurate.

Knowledge of procedures and findings are both

1 1–2 incomplete/partly accurate. For 1 mark there may be some
detail of procedures but no findings or vice versa.

0 No relevant content.

Possible content:
• Procedure: details of the sample, the basic set-up, how participants were
recruited, processes used to deindividuate/establish roles, etc.
• Findings: increased passivity of the 'prisoners' in the face of increased brutality
of the 'guards'; study abandoned after 5 days; pathological reactions of the
prisoners, etc.

Credit other relevant information.

Q16.
[AO3 = 4]

Level Marks Description

Discussion of two criticisms is clear and coherent. Some

2 3–4
detail/expansion may be lacking for 3 marks.

Two criticisms may be present but briefly stated/identified

1 1–2
only. Alternatively, one criticism only may be presented.

0 No relevant content.

Possible criticisms and discussion:

• Ethical issues: lack of informed consent, whether or not the consent gained
was sufficiently informed; deception; lack of protection from psychological
harm – whether or not the distress should have been anticipated.
• Zimbardo playing a ‘dual-role’. Zimbardo’s own behaviour affected the way in
which events unfolded, thus the validity of the findings could be questioned.
• Methodological issues: sample bias; demand characteristics/lack of internal
validity; lack of ecological validity/mundane realism and their implications for
the findings.
• Accept positive points if justified: led to reform of real prisons; valuable insight
into human nature, etc.
• Note that a discussion of two ethical issues/criticisms could gain full marks.

Q17.
[AO1 = 6 AO2 = 4 AO3 = 6]

Level Marks Description

Page 24 of 41
 Knowledge of explanations for conformity is accurate and
generally detailed. Discussion is thorough and effective.
Application to the stem is appropriate and links between
4 13 – 16 the explanations and the stem content are explained. The
answer is clear, coherent and focused. Specialist
terminology is used effectively. Minor detail and/or
expansion of argument sometimes lacking.

Knowledge of explanations for conformity is evident.

Discussion is apparent and mostly effective. There are
occasional inaccuracies. Application to the stem is
3 9 – 12 appropriate although links to the explanations are not
always well explained. The answer is mostly clear and
organised. Specialist terminology is mostly used effectively.
Lacks focus in places.

Knowledge of explanations of conformity is present but is

vague/inaccurate or one explanation only is present. Focus
is mainly on description. Any discussion is only partly
2 5–8 effective. Application to the stem is partial. The answer
lacks clarity, accuracy and organisation in places.
Specialist terminology is used inappropriately on
occasions.

Knowledge of research into explanation(s) of conformity is

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

0 No relevant content.

Possible content:

Knowledge of at least two explanations for conformity (usually those named in the
specification and implied in the stem):

Normative social influence

• Refers to the social rules that govern behaviour and the need to be seen as a
member of the social group/fit in.

• This relates to a desire for social approval/acceptance/avoidance of rejection.

• Suggests that conformity is public agreement with the group and not private
agreement (compliance).

• Change in attitude/behaviour is temporary.

Informational social influence

• Refers to the idea that the individual believes the group has more
knowledge/expertise.

• Suggests that conformity is agreement with the group due to uncertainty about

Page 25 of 41
 correct responses or behaviour on the part of the individual.

• When public behaviour and private opinion match (internalisation).

• Conformity is driven by the need to be right/have accurate perception of reality.

• Change in attitude/behaviour is likely to be more permanent.

• Credit description of evidence eg. Sherif (1935), Asch (1951), Anderson et al (1992),
Baron, Vandello & Brunsman (1996).

Application

• Links to the stem: Steph – conformed for informational reasons – explanation of why
this; has become ‘quite passionate’ suggesting the change in attitude is permanent;
internalisation has taken place.

• Jeff – conformed for normative reasons – explanation of why this is; didn’t want to
be the ‘odd one out’; suggests behaviour is temporary; compliance.

Possible Discussion

• Use of evidence to evaluate/discuss the explanations.

• Normative social influence can explain the results of conformity studies in

unambiguous situations eg Asch.

• Informational influence can explain conformity in ambiguous situations in which both

public and private agreement occurs eg Sherif, Jenness.

• Analysis of Asch variations when linked to normative social influence or

informational social influence.

• Credit use of examples to illustrate explanations.

• Discussion of alternative explanations of conformity eg dispositional factors and

other explanations such as ingratiational.

• Discussion of difficulty measuring and/or distinguishing between the two

explanations.

• Only credit evaluation of the methodology used in studies when made relevant to
the discussion of the explanations.

Credit other relevant material.

Q18.
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

Page 26 of 41
 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).

Q19.
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).

Q20.
(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.

(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.

Q21.
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:

Page 27 of 41
• 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.

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 generally 3 marks Reasonable evaluation

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

Page 28 of 41
 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.

Q22.
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

Page 29 of 41
 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.

Q23.
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

Page 30 of 41
 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.

Q24.
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
4 13 – 16
clear, coherent 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
2 5–8 is 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.

Page 31 of 41
 Credit knowledge of evidence. Likely studies: Sherif (1935), Asch (1951), Crutchfield
(1954).

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.

Q25.
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.

Q26.
(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

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).

Q27.
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:

Page 32 of 41
 • 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.

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.

Q28.
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.

Page 33 of 41
Q29.
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.

Q30.
AO1 = 2

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

Q31.
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.

AO1 Knowledge and understanding AO2 Application of knowledge and

understanding

Page 34 of 41
 4 marks Accurate and reasonably 4 marks Effective evaluation
detailed Effective use of material to address the
Accurate and reasonably detailed answer question and provide informed commentary.
that demonstrates knowledge and Effective evaluation of explanations
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.
explanation that demonstrates relevant Reasonable evaluation of explanations.
knowledge and understanding. Partial Partial performance; if only one explanation
performance: only one explanation but in is evaluated then the evaluation is effective.
detail.

2 marks Basic 2 marks Basic evaluation

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

1 mark Very brief/flawed or inappropriate 1 mark Rudimentary evaluation

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

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

Q32.
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.

Q33.
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.

Q34.

Page 35 of 41
 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.

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.

Q35.
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.

Page 36 of 41
Examiner reports

Q1.
While the majority of students correctly identified relevant variables, such as task difficulty,
unanimity of group and group size, they then failed to explain how it affected conformity.
There needed to be some indication as to whether it increased or decreased conformity.

Q2.
There were some excellent answers to this question, with students showing very detailed
knowledge of the procedures together with some extremely effective evaluation. For
example, students were able to criticise Zimbardo for his dual role of prison
superintendent and researcher and the impact it had on his study. However, this question
also demonstrates the importance of reading the question carefully. Students were
required to describe the procedures, not the findings or conclusions. They were also
required to evaluate the procedures, not the implications of the study. It shows the
importance of selecting relevant material and shaping it to the specific question.

Q3.
The key phrase in the question was ‘why people conform’ , meaning that the focus
needed to be on explanations for conformity. Some students produced excellent essays,
outlining key elements of explanations for conformity and then using research findings
(Asch, Sherif, Jenness etc) to evaluate explanations e.g. the roles of normative and
informational social influence in explaining Asch’s findings. However for many students
the key term ‘conformity’ simply triggered Asch’s studies. They described his procedures
and findings but did not link them clearly to explanations for conformity; instead they
focused on methodological and ethical evaluations of Asch and other conformity research
(e.g. Zimbardo) that were rarely made relevant to explanations (how could ethical issues
be relevant to explanations?). Better answers used a range of studies linked to
explanations, and also considered relevant aspects such as gender, culture, and
individual differences such as locus of control. Some students confused conformity with
obedience and received little or no credit.

Q4.
Most students were able to correctly answer these questions, with 91% and 87% getting
the marks respectively

Q5.
Most students could give an outline of normative social influence that involved reference
to conforming due to the need to be liked or approved by the group. This often included
reference to compliance and to public acceptance but private rejection of the behaviour.
While knowledge was usually good, many students simply did not provide creditworthy
evaluation. For some this was due to not providing any evaluation at all and for others it
was their inability to use studies effectively to evaluate normative social influence as an
explanation for conformity. To use a study such as Asch’s effectively, there needed to be
some reference to the fact that his participants themselves commented that they knew
their answers were wrong, but they didn’t want to be rejected by the group. A study being
used as evaluation for an explanation can only receive credit if it is clear how the findings
support or challenge the explanation.

Page 37 of 41
Q6.
Many students started their response with a detailed and unnecessary description of
Asch’s original study, before eventually getting round to describing Asch’s variations in
answer to the question. Group size, unanimity and task difficulty were the most common
variables presented. Some students evidently misunderstood the term ‘variables’ in the
question, incorrectly assuming that this was a reference to informational and normative
social influence. Although the question clearly required an outline rather than a
discussion, some students wasted time explaining possible reasons for increased or
decreased conformity in variations of the study. The limitations tended to be sensible
although they were not always sufficiently elaborated or explained. Completely generic
limitations were not creditworthy. Sometimes limitations were conflated, for example,
when discussing the time bound nature of Asch's findings some students offered Perrin
and Spencer’s alternative findings as an elaboration, apparently failing to realise that this
research better illustrates the problem of the combined effect of individual differences in
competence and the nature of the task in Asch's findings.

Q18.
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.

Q19.
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.

Q20.
(a) This question was mostly answered correctly, although some responses did not
refer to private disagreement, or were confused with obedience.

(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.

Q21.
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

Page 38 of 41
 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.

Q22.
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.

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.

Q23.
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.

Q24.
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.

Q25.
Students showed extremely good understanding of NSI and ISI and were able to apply
their knowledge very effectively to the scenario.

Q26.
(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.

Q27.
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

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 normative social influence.

Q28.
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.

Q29.
Candidates seemed well-prepared for this question. The main problem was the way in
which some candidates used examples as elaboration.

Q30.
The majority of candidates were able to correctly select A and C.

Q31.
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.

Q32.
Candidates showed good knowledge and many were able to gain full marks.

Q33.
Candidates showed good knowledge and many were able to gain full marks.

Q34.
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.

Q35.
This question was answered well.

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