Compliance and internalisation

Conformity is a form of social influence: a person changes what they say, do or believe because of real or imagined pressure from other people. AQA's updated 2025 requirement asks for two types of conformity here: compliance and internalisation. Older resources often include identification as a third type, but that is not part of this updated lesson requirement.

Compliance is the shallowest form in this topic. The person goes along with the group in public, but privately they do not accept the group's view.

Internalisation is deeper. The person accepts the group's view as correct, so both public behaviour and private belief change.

AO1 usefulness: define both types precisely and compare public/private change. AQA answers often gain marks for the contrast, not just for naming the two terms.

AO2 usefulness: when you see a scenario, ask: "Does the person really believe it, or are they only going along with the group?" Maya says she supports a class decision only while her friends are present, then tells her parent she disagrees. That is compliance. Nia changes her opinion after listening to a group explain why their answer is better, and later still holds that view alone. That is internalisation.

AO3 usefulness: the distinction is useful because it stops conformity being treated as one single process. Some social influence changes only public behaviour; other influence changes private belief as well.

Informational and normative social influence

AQA also asks for two explanations for conformity: informational social influence and normative social influence. These are explanations, not types. A type describes what the change looks like; an explanation describes why the change happens.

Informational social influence happens when a person wants to be correct. It is most likely when the task is ambiguous, difficult, unfamiliar or crisis-like, because the person uses the group as evidence.

Normative social influence happens when a person wants to be accepted. It is most likely when the person cares about the group, the behaviour is public, and disagreement may lead to embarrassment, rejection or disapproval.

These explanations often line up with the two types, but not perfectly:

AO2 scenario: Arjun is unsure how to answer a difficult multiple-choice question. He sees several high-attaining students choose option C, decides they probably understand it better, and changes his answer. This is informational social influence because uncertainty makes the group seem like a source of evidence.

AO2 scenario: Freya thinks a trend on social media is unkind, but she reposts it because her friends are doing it and she does not want to be excluded. This is normative social influence and compliance because the motive is social approval, not private belief.

AO3 usefulness: Deutsch and Gerard's distinction between informational and normative influence helps explain why the same outward behaviour can have different meanings. Two people may both conform, but one has changed belief while the other is managing social risk.

Asch's line-judgement research

Solomon Asch's classic conformity studies investigated whether people would conform to an obviously wrong majority on a simple perceptual task. They are central to this AQA requirement because Asch also manipulated group size, unanimity and task difficulty.

Participants and procedure: Asch's reports used male US college students. In the standard line-judgement task, one naive participant sat with a group of confederates. The group was shown a standard line and three comparison lines, then each person said aloud which comparison line matched the standard. On critical trials, the confederates gave the same incorrect answer before the real participant responded.

Findings: in control conditions without group pressure, errors were rare. Under group pressure, participants conformed to the wrong majority on about one third of critical trials; Asch's 1955 account gives 36.8%. Many participants resisted on some or all trials, but a clear minority of responses followed the group despite the answer being visually obvious.

Conclusion: Asch showed that a unanimous majority can produce conformity even when the correct answer is clear. The study is usually explained mainly through normative social influence because participants had to answer publicly and many did not want to appear different. However, some participants also reported doubt about their own judgement, which links to informational social influence.

AO1 usefulness: know the procedure and the key finding that conformity occurred on around one third of critical trials.

AO2 usefulness: if a scenario includes a public answer after a unanimous group, think of Asch and normative social influence. If the task becomes genuinely uncertain, informational social influence becomes more plausible.

AO3 usefulness: Asch's laboratory control made it possible to isolate social variables, but the task was artificial and the sample was narrow. This means the research is powerful for demonstrating a mechanism, but weaker for predicting all real-life conformity.

Group size, unanimity and task difficulty

Asch's variations matter because they show that conformity is affected by features of the situation. AQA names three variables: group size, unanimity and task difficulty.

When only one other person gave the wrong answer, conformity was low. With two confederates it rose, and with three it rose to around 32%. Increasing the majority beyond three added little. The exam point is not "bigger group always means more conformity"; it is "conformity rises up to a point, then levels off."

Unanimity was especially important. When one other person broke the majority by giving the correct answer, conformity dropped sharply, to about 5.5% in Asch's report. Even a dissenter who gave a different wrong answer reduced conformity. This suggests that being completely alone against the group is psychologically different from having any break in the majority.

When the line comparison task was made more difficult, conformity increased. The best explanation is informational social influence: if the answer is less obvious, the group seems more useful as a source of information.

AO2 scenario: In a group chat, one student privately thinks the answer is B. If all six others say A, conformity is likely to be stronger because the group is unanimous. If one other student says B, conformity should reduce because unanimity is broken. If the question is very hard, informational social influence should increase because the student is less sure of their own judgement.

AO3 usefulness: these variations are a strength because they show cause and effect. Asch did not just show that conformity happens; he showed which situational features make it more or less likely.

Evaluation and exam use

A strong answer on this topic keeps AO1, AO2 and AO3 separate in the student's mind, then joins them deliberately.

AO1: core knowledge. You need accurate definitions of compliance, internalisation, informational social influence and normative social influence. You also need Asch's method, key findings, and the effects of group size, unanimity and task difficulty.

AO2: application. For scenarios, first decide whether the person privately accepts the group view. Then decide the motive. Wanting to be correct points toward informational social influence; wanting acceptance points toward normative social influence.

AO3: evaluation. Asch's research has strong control. The line task, public responses and confederates' scripted answers meant Asch could isolate the effect of majority pressure. His variations also allow causal conclusions about group size, unanimity and task difficulty.

However, the research has limited ecological validity. Judging line lengths is a low-stakes, artificial task, so it may not generalise neatly to real decisions involving friendship, morality, politics or risk. The sample also limits generalisation because the classic studies used male US college students. Later work, including cross-cultural meta-analytic evidence from Bond and Smith, suggests that conformity varies across time and culture. This supports the idea that conformity is not a fixed human constant; it depends on social context.

There are also ethical issues. Participants were deceived about the purpose of the study and could experience stress when disagreeing with a unanimous group. This is partly balanced by the value of the research and by debriefing, but it is still relevant AO3.

Finally, avoid writing as if Asch proved that people always conform. Many participants stayed independent on many trials. The better conclusion is more balanced: majority pressure can be powerful, especially when unanimous and public, but resistance is possible and situational variables matter.

High-grade exam move: use the variables to evaluate the explanations. For example, task difficulty supports informational social influence because uncertainty made people more likely to follow the group. Unanimity supports normative social influence because a public break in the majority reduced the social cost of independence.