Solomon Asch asked participants to judge line lengths after hearing other group members give an obviously wrong answer. Some participants conformed on critical trials. The finding did not show that people always follow groups or cannot see the correct line. It showed that a unanimous public majority can influence expressed judgment under particular conditions.

Normative influence occurs when a person goes along to gain acceptance or avoid social discomfort. Informational influence occurs when others are treated as evidence about an uncertain situation. The two can overlap. A traveler follows a crowd at an unfamiliar station because the crowd may know the route and because standing alone feels uncomfortable.

Asch’s variations reveal mechanisms. One ally who gives the correct answer breaks unanimity and can sharply reduce conformity. Private responding reduces the social cost of dissent. Task difficulty can increase informational dependence. These results direct attention to group arrangement rather than a permanent conformist personality.

Stanley Milgram studied obedience by instructing participants to administer what they believed were escalating shocks under an experimenter’s direction. Many continued farther than readers expect, while many also protested or stopped. Obedience varied with the authority’s proximity, the learner’s proximity, the institutional setting, and the presence of disobedient peers.

Milgram’s evidence does not prove that ordinary people inevitably obey any command. The staged authority appeared legitimate, responsibility seemed shifted upward, and the sequence escalated in small steps. Changing those conditions changed behavior. The careful conclusion concerns situational pressure, not a fixed human essence.

Ethical limits matter. Participants experienced deception and stress, which helped prompt stronger standards for informed consent, risk, withdrawal, and review. A methods question can ask what the study found while a separate ethics question asks how the evidence was produced. Both are part of responsible interpretation.

Compliance is a nearby term for changing behavior after a request. A request from a peer may produce compliance without a group majority or formal authority. Conformity follows group pressure, and obedience follows a command backed by accepted authority. Keeping the source visible prevents every act of agreement from being called obedience.

Minority influence is a useful counterexample to the idea that influence always flows from the larger side. A small minority can change a group’s thinking when it remains consistent, shows independence, and prompts members to reconsider the evidence. The change may appear slowly or privately before the public majority shifts. Consistency differs from rigidity because a minority can hold its position while responding thoughtfully to new facts.

A research design can separate public conformity from private change. Ask participants for an anonymous judgment before group discussion, record the public response, then ask privately again after a delay. Public movement that disappears later fits normative pressure. A private change that remains after the group is gone fits informational influence or deeper conversion. If a consistent minority introduced the evidence, the result also supports minority influence. CLEP stems rarely name every measurement, but the same logic helps: locate who supplied the pressure, whether authority issued a command, and whether the judgment survived outside the social setting.

Compliance can also unfold through a sequence of requests. In the foot-in-the-door pattern, agreement to a small first request can make a larger related request easier to accept. In the door-in-the-face pattern, refusal of a large request is followed by a smaller one that appears to be a concession. Neither requires a unanimous group or legitimate command. A CLEP stem that describes request size and order is testing compliance technique rather than conformity or obedience. To test the effect, compare acceptance of the final request with a group that received that request alone.

Quick review: A group majority produces conformity, a request produces compliance, and a direct instruction from legitimate authority produces obedience. Asch varied group pressure. Milgram varied an authority situation. Neither study proves a fixed personality type.

Watch the chapter connection

Social Groups gives you a second explanation of the chapter ideas surrounding this lesson. As you watch, pause when the lesson concept appears and explain how the example fits.

Use this lesson for CLEP practice

Write one original example, one close nonexample, and one observation that would help you choose between them. This turns vocabulary recognition into the kind of applied reasoning the exam expects.