1955
DOI: 10.1037/h0046408
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A study of normative and informational social influences upon individual judgment.

Abstract: By positive expectations we mean to refer to those expectations whose fulfillment by another leads to or reinforces positive rather than negative feelings, and whose nonfulfillment leads to the opposite, to alienation rather than solidarity; conformity to negative expectations, on the other hand, leads to or reinforces negative rather than positive feelings.'The term another is being used inclusively to refer

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Cited by 3,900 publications
(2,920 citation statements)
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References 6 publications
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“…This is because a simple interpretation of the findings might lead one to the conclusion that groups place much greater stock in conformity than in creativity (typically understood as "doing things differently"). This inference is consistent with a range of arguments presented in the social psychological literature on groups (e.g., Janis's, 1972, groupthink hypothesis;Deutsch & Gerard's, 1955, model of normative influence), as well as with a great deal of popular thinking about creativity (as epitomized by Bernice Fitz-Gibbon's dictum that "creativity varies inversely with the number of cooks involved in the broth"). However, such a conclusion ignores the Social identity and creativity 12 fact that when the norm is to do things differently, more conformity to the norm is automatically translated into more creativity (at least as it is commonly understood; for a similar argument about the impact of norms of individualism and collectivism, see Jetten et al, 2002).…”
Section: Social Identity and Creativity 11supporting
confidence: 65%
“…This is because a simple interpretation of the findings might lead one to the conclusion that groups place much greater stock in conformity than in creativity (typically understood as "doing things differently"). This inference is consistent with a range of arguments presented in the social psychological literature on groups (e.g., Janis's, 1972, groupthink hypothesis;Deutsch & Gerard's, 1955, model of normative influence), as well as with a great deal of popular thinking about creativity (as epitomized by Bernice Fitz-Gibbon's dictum that "creativity varies inversely with the number of cooks involved in the broth"). However, such a conclusion ignores the Social identity and creativity 12 fact that when the norm is to do things differently, more conformity to the norm is automatically translated into more creativity (at least as it is commonly understood; for a similar argument about the impact of norms of individualism and collectivism, see Jetten et al, 2002).…”
Section: Social Identity and Creativity 11supporting
confidence: 65%
“…Situational cues, social norms, and the attitudes and behavior of others all provide guidance and boundaries for acceptable thought and behavior, pressing individuals in predictable directions. Indeed, the range of situational elements that have been found to influence individual psychology, from various subtle nonsocial cues (e.g., Dijksterhuis & Bargh, 2001;Higgins, 1996;Ward, 1994) to overt acts of social influence (e.g., Asch, 1955;Cialdini & Goldstein, 2004;Deutsch & Gerard, 1955;Sherif, 1935), is astounding. As a result, elements of the situation are often more important determinants of expressions and behavior than are individuals' dispositions (Ross & Nisbett, 1991;cf.…”
mentioning
confidence: 99%
“…En fait, cette norme est perçue comme plus importante en psychologie qu'en droit. Ainsi, lorsque l'on tient compte de cette influence normative (Deutsch & Gerard, 1955) au sein de chaque filière, les différences d'attitudes chez les étudiants s'amenuisent, voire disparaissent. Dans la même optique, plus les étudiants s'identifient aux autres étudiants de leur filière et plus ils changent d'attitudes entre la première et la quatrième année (Guimond, 2000).…”
Section: La Socialisationunclassified