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Information to Users INFORMATION TO USERS This manuscript has been reproduced from the microfilm master. UMI films the text directly from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, while others may be firom any type of computer printer. The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely affect reproduction. In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. Oversize materials (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand corner and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Photographs included in the original manuscript have been reproduced xerographically in this copy. Higher quality 6" x 9" black and white photographic prints are available for any photographs or illustrations appearing in this copy for an additional charge. Contact UMI directly to order. UMI University Microfilms International A Bell & Howell Information Company 300 North Zeeb Road, Ann Arbor, Ml 48106-1346 USA 313/761-4700 800/521-0600 Order Number 0117009 Individual and group differences in minority influence Kronheim, Steven Peter, Ph.D. The American University, 1990 Copyright ©1990 by Kronheim, Steven Peter. All rights reserved. UMI 300 N. Zeeb Rd. Ann Arbor, MI 48106 INDIVIDUAL AND GROUP DIFFERENCES IN MINORITY INFLUENCE by Steven Peter Kronheim submitted to the Faculty of the College of Arts and Sciences of The American University in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy in Psychology Signatures of Committee: Chair : Deân ofI the College October 16, 1990____ Date 1990 The American University Washington, D.C. 20016 TEE AiffiHICAE D2IVE28ITY LIBIURY (c) COPYRIGHT by STEVEN PETER KRONHEIM 1990 ALL RIGHTS RESERVED INDIVIDUAL AND GROUP DIFFERENCES IN MINORITY INFLUENCE BY Steven Peter Kronheim ABSTRACT The present study provided a modest test of Moscovici's (1980) conversion and Latane's (1981) social impact hypotheses of social influence with regard to minorities and majorities in groups. Eighty subjects were tested in a 3 X 2 X 3 mixed factorial design, including two between-subjects factors (minority and majority influence; high, moderate and low levels of the need for cognition), and a within-subjects factor (a discussion session repeated three times). Subjects in six-person groups were exposed to minority (two persons) or majority (four persons) confederate statements against student decision making regarding tuition hikes. Subjects' attitudes, idea production and recall, and delayed behavioral response were assessed. Results were mixed. Majorities induced greater immediate attitude change, but minorities yielded greater delayed response. Minorities also invoked more publicly opposing and neutral ideas, and production of questions posed to other group members. High need for cognition was generally associated with greater idea production, greater i i public opposition to the confederate position, and more effortful thinking. The repeated measures factor had little effect. Limitations and implications for minority influence research, person-situation literature, and cognitive response analysis are discussed. Ill ACKNOWLEDGEMENTS While writing a dissertation reinforces images of individual aspiration and achievement, the overall process does take on aspects of a team effort. To my advisor, Tony Ahrens, I am deeply grateful for his strong ability to highlight the essential issues of a research topic and uncanny attention to detail in getting the job done and done well. To my mentor and long-time associate. Bob Ruskin, I am profoundly in debt for his patience and unwavering support of my program of study. To my first doctoral advisor and friend, Elliott McGinnies, I am sincerely thankful for giving me the original opportunity to continue my graduate studies in the area of social influence and persuasion. I also wish to thank my fourth committee member, Jim Gray, for his perceptive comments and general support for which he has built a good and deserving reputation among graduate students in the Psychology department at American University. I received much support from peers and aides at American University. To my confederates, I express my appreciation for their assistance, particularly to Stacey Palombi and Lisa Dorn, who participated above and beyond the IV call of duty. I am also grateful to David Rose, former graduate student and now a practicing clinical psychologist, who offered technical help and comic relief throughout the dissertation process. Vivian Shayne at the Social Science Research Laboratory and Tom Southall at the University Computing Center provided invaluable computer support. Finally, to my parents, sisters and extended family members for keeping the faith; to my son, Michael, and my intimate, Marcia, who learned all about perseverance (and taught me all about devotion); and to my friends and colleagues who suffered through my trials and have cheered my successes; to all of you, I humbly dedicate this scientific project. TABLE OF CONTENTS ABSTRACT i i ACKNOWLEDGEMENTS ......................................... iv LIST OF T A B L E S ...........................................viii LIST OF ILLUSTRATIONS....................................... x Chapter I . INTRODUCTION ......................................... 1 Majority Influence Research ................... 2 Minority Influence Research ................... 4 Criticisms of Minority Influence Research . 10 Minority and Majority Influence Conceptual Distinctions ................................ 12 The Present S t u d y ................................15 H y p o t h e s e s ........................................ 19 II. M E T H O D ............................ 25 S u b j e c t s ...........................................25 D e s i g n ............................................. 26 Instrumentation ................................ 28 Need for Cognition S c a l e ..................... 28 Student Ban on Tuition Hike Decision .... 33 Idea Space P a g e ................................39 Cognitive Effort, Questions Posed and Argument Recall .......................... 42 Debriefing Questions ........................ 45 F l y e r ...........................................45 Training Confederates .......................... 46 Major Comment Categories ................... 48 Confederate Organizational Representative . 50 P r o c e d u r e ........................................ 51 III. R E S U L T S ............................................... 60 O v e r v i e w ...........................................60 VI Reliability Test for Confederate Comments Audio Recordings ..............................61 Need for Cognition ................................ 64 Tuition Hike Decision F o r m ....................... 65 Idea Space P a g e s .................................. 69 Data Categories and Ratings ................... 69 Omnibus Analyses ............................ 70 Main Effects and Post-Hoc Tests for the Between-Subjects Variables ............... 77 Questions P a g e .................................... 86 D e b r i e f i n g .........................................95 F l y e r ............... 96 Influence Group and Attitude Change ............ 97 IV. DISCUSSION .......................................... 100 Predicted Effects of Minority and Majority Influence Groups .......................... 100 Predicted Effects of the Need for Cognition . 105 Predicted Influence Group X Need for Cognition Interactions .................... 107 General Discussion ............................ 112 Group Differences ............. 112 Individual Differences .................... 122 Implications for Future Research and Applied S e t t i n g s ..................................... 125 Appendix A. RELEVANT ISSUES PRE-TEST ......................... 129 B. INSTRUMENTS ......................................... 133 C. PROCEDURAL PROTOCOL .............................. 146 D. FINAL DEBRIEFING........................... 164 REFERENCES ................................ 167 VI1 LIST OF TABLES 1. Median Ranks of University Relevant Issues ......... 34 2. AIDS Profile Judgments .......... ......... 36 3. Need for Cognition Cell M e a n s ........................ 64 4. Means and Standard Deviations for All Conditions and Cells of the Tuition Hike Decision Form .... 66 5. Mean Idea Space Cognition Ratings per Experimental Session by All Experimental C o n d i t i o n s .............................................71 6. Mean Ranks for Paired and Single Categories of Idea Space Page Cognitions by Influence Group and Need for Cognition Across All Discussion S e s s i o n s ............................................... 74 7. Mean Ranks of Single Categories of Idea Space Page Cognitions by Influence Group and Need for Cognition for All Three Discussion Sessions .... 75 8. Mean Ranks of Paired Categories of Idea Space Page Cognitions by Influence Group and Need for Cognition for All Three Discussion Sessions .... 76 9. Mean Ranks and Friedman Tests for Single and Paired Idea Space Page Cognitions
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