Transcript Manupulation of Overlapping Rivalrous Images by Polarizing

The 10th Biennial Conference of SARMAC
Conformity and Scholastic Levels:
An fMORI-Asch Experimental Study of
Japanese Junior High School Students
Kazuo Mori
Tokyo University of Agriculture and Technology
Akitoshi Uchida
Togakushi Junior High School, Nagano, Japan
Acknowledgments
This research was supported by a Grant-in-Aid from the Japanese Ministry
of Education, Culture, Sports, Science, and Technology (Grant No.
23011004) to the first author. We thank the pupils and teachers in ShinonoiNishi Junior High School in Nagano Prefecture for their cooperation in the
conduct of this research. We are indebted to Rebecca Ann Marck for her
superb work in editing the English text in the slides.
The Asch Conformity
Experiments (Asch,1956)
All responders except this genuine participant were confederates.
Drawbacks of using confederates：
Confederates may behave unnaturally.
Interaction of pretending vs. detecting ability of participants.
1 2 3
Difficulty
goodparticipant
child confederates.
No to
Asch
with children.
Wouldofafinding
minority
conform
theexperiments
majority who
responded
incorrectly
on relatively
easy
tasks?
Impossible
to manipulate
interpersonal
relation
among
participants.
The Asch experiment without using
confederates. (Mori & Arai, 2010)
An LCD Projector
Only one
participant in each
group of four wore
the sunglasses
which made him
see things
differently from the
Mori & Arai (2010) successfully
replicated an Asch conformity
study without utilizing
confederates by using a
presentation ruse, the “fMORI
Technique” (Mori, 2007).
Purpose： To examine the effects of social
status on conformity among junior high schoolers
Two experiments were conducted
with junior high school pupils: Exp.１
in 2010 and Exp.２ in 2011.
Fifteen boy foursomes and 15 girl
foursomes participated in Exp. 1.
Eighteen boy foursomes and 18 girl
foursomes participates in Exp.2.
The participants were classified into High, Middle, and Low
school achievement groups according to their most recent term
examination results.
 We examined conformity among the same achievement groups
in Exp.1, and among different achievement groups in Exp.2.
Experimental Hypotheses:
Conformity under social pressure
• Experimental hypotheses：
– Low achievement pupils tend to conform more.
– Low achievers tend to conform to high achievers.
• Experimental design：
–
–
–
–
–
–
ＨＨＨＨ Condition（High Achievers）
ＬＬＬＬ Condition（Low Achievers）
ＭＭＭＭ Condition（Middle Achievers）
ＨＨＬＨ Condition（Low among High Achievers）
ＬＬＨＬ Condition（High among Low Achievers）
ＭＭＭＭ Condition（Middle Achievers）
Exp. １
Exp. ２
Experimental Procedures
There were three neutral tasks that
were identical for both conditions. Six
General
Instructions
tasks were critical ones that were
designed to be observed differently. The
Line judgment tasks same set of 9 tasks was repeated twice.
(3 neutral tasks + 6 crucial tasks)
Each task was presented for about 30
seconds. Then, it disappeared from
Line judgment tasks
(3 neutral tasks + 6 crucial tasks)
view.
The participants announced their
answers in the predetermined order.
The minority participants were the 3rd
Questionnaires
to answer for each task.
We administered a questionnaire after
the line judgment task phase.
Experimental Procedures:
a video clip recorded with a hidden camera
General
Instructions
Line judgment tasks
(3 neutral tasks + 6 crucial tasks)
Line judgment tasks
(3 neutral tasks + 6 crucial tasks)
Questionnaires
A girl foursome performing the task.
A replication of the Asch experiment：
Number of errors in terms of response order
To ensure that the Asch
experiment was accurately
reproduced, the average number
of errors were examined in terms
of response order.
Average errors
12
10
Exp.１
8
Exp.２
For both Exp.1 and 2, the 3rd
responders made more errors
than the other responders.
6
4
2
0
1st
2nd
3rd
4th
This results showed that the 3rd
responders were in the minority
condition and under the social
pressure similar to that of the
Asch experiment situations.
The 3rd responders made more errors than the other three because
they were in the minority condition and conformed to the majority.
Results:
Conformity and Scholastic Achievement
Exp. １
Boys
Conf.
Girls
Indp.
Conf.
Total
Indp.
Conf.
Indp.
Exp. ２
Boys
Conf.
Girls Total
Indp.
Conf.
Indp.
Conf.
Indp.
LLLL
4
1
4
1
8
2
HHLH
5
1 6 0 11 1
HHHH
1
4
0
5
1
9
LLHL
2
4 2 4
4 8
MMMM
2
3
3
2
5
5
MMMM
2
4 3 3
5 7
Total
7
8
7
8 14 16
Total
9
9 11 7 20 16
Of 12 critical tasks, those who made 4 and more errors were classified as “Conformers.”
No gender differences were observed. Almost half were conformers among the Middle
achievers.
Low achievers tended to conform to the majority
irrespective of the scholastic levels of the majority groups.
Discussion:
People learn and develop
not to conform
40
Independents
35
Boys
30
Girls
25
20
15
10
Conformers
5
0
7th
UG (2011),
Mori &1st
Arai (2010), Hanayama
& Mori
Arai et al. (2013)
The present finding that the tendency to conform decreases along with
scholastic achievement corresponds to…
our previous result that boys develop not to conform.
We conclude that people develop and learn not to conform.
Nevertheless, girls may develop differently.
Remaining problems:
What is conformity in the Asch task？
Exp. １
Exp. ２
12
12
10
10
8
8
6
6
4
4
2
2
0
0
0
2
4
6
8
0
2
4
6
Distributions of error scores were continuous.
– Conformers and Independents were not clearly defined.
– Conformity occurred as a compromise of various factors.
8
References
Asch, S. E. (1956). Studies of Independence and Conformity: I. A
Minority of One Against a Unanimous Majority. Psychological
Monograph: General and Applied, 70, Whole No. 416.
Hanayama, A. & Mori, K. (2011). Conformity of six-year-old children in
the Asch experiment without using confederates. Psychology, 2, 661664. Open Access
Mori, K. (2007). Projecting two words with one machine: A method for
presenting two different visual stimuli using just one projector without
viewers' noticing the duality. Behavior Research Methods, 39, 811-815.
Downloadable from my website.
Mori, K. & Arai, M. (2010). No need to fake it: Reproduction of the Asch
experiment without confederates. International Journal of Psychology,
45, 390-397. Downloadable from my website.
Arai, M., Hanayama, A., Ito, A., & Mori, K. (2013). Boys, be independent!
Conformity development of Japanese children in the Asch experiment
without using confederates. Manuscript for publication.
Questions and
comments are
welcome.
A Sample Slide Used in This Study