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Content Summary
Social Psychology Article
Christopher Theriault
Department of Psychology, Liberty University
PSY 512: Social Psychology
Dr. Snyder
September 18, 2025
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Content Summary
Introduction
Groups of human beings is a natural occurring event that occurs in human species. How
humans interact with each other, and behavior comes from being in groups vs individual
behavior. Social loafing, Conformity, and Compliance are all things that changes individual
behavior for the group.
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Groups are a naturally occurring part of human life. The way people interact and behave
often depends on whether they are acting as individuals or as members of a group. Phenomena
such as social loafing, conformity, and compliance all illustrate how group settings can influence
and change individual behavior. Understanding these concepts helps explain why people
sometimes act differently in groups than they would on their own.
Social loafing
Individuals that become part of a group that changes their behavior to be less
individualistic and behave in group norms. The negative aspect is that tendency to social loaf
among the group. Social loafing is when the individual production is reduced when part of a
group task instead of completing the task as an individual (Karrin). This social loafing can cause
damage to the group as others might expect the individual to contribute to the group, but it is
not. This is called process loss as it’s a reduction of group production due to the dynamics of the
group (Karin). This can cause the individual to be compliant with the group and its contribution.
The social life of the individual to avoid being ostracism from the group will likely lead to
conform to the group (Carter). Depending on the size of the group the individual might be
pressured to contribute to the group and conform to the group standards depending on what is
being demanded of them. For example, a group of students are required to solve a math
problem that is very difficult to solve. Some students in that group might make less of an effort
to solve the problem in a group setting instead of individually. They might get coffee for the
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group and simply wait while the other members of the group solve the problem therefore
socially loafing on the assignment.
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Social loafing occurs when individuals in a group reduce their personal effort and rely on
the group to complete a task, behaving less individually and more in line with group norms
(Karin). This reduction in individual productivity can harm the group, as others may expect full
contributions from all members. This phenomenon, known as process loss, is the decrease in
group output due to the dynamics within the group (Karin).
To avoid ostracism or social rejection, individuals may conform to group behaviors, even
if it means contributing less than they could (Carter). The pressure to conform can vary
depending on group size and the demands of the task. For example, a group of students is
assigned a very difficult math problem. Some members might exert less effort, opting instead to
get coffee or take a break while others solve the problem. In this case, they are socially loafing,
allowing the group to carry the task without their full participation.
Conformity
Human beings’ nature instinct is to connect with others. To do that requires some sort of
conformity. Conformity is when people change things about themselves on individual scale to
adopt the social or group norm’s perceptions, opinions, and behavior (Karin). Humans what to
be accepted among the group and not risk deviant behavior of the group. The need to conform
is called normative influence in which they will follow the group’s norm to avoid being disliked,
rejected, ridiculed, and outright dismissed (Karin). Interpersonal rejection is painful for humans
and conforming to group’s culture adds another instinct to avoid the rejection. The majority
influence will lead to compliance with social behavior via comparison process (carter). To ensure
membership of the group the individual will conform to the group’s norms and be compliant to
that group’s culture. For example, a person previously turn in an assignment using Microsoft
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word instead of starting a new thread. After noticing the teacher’s comments and seeing the
other students in class turn in their assignments adjusts how the person turn in the next
assignment. The person then would turn in the assignment starting a new thread following the
classroom’s conformity.
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Human beings have an instinctual need to connect with others, which often requires some level
of conformity. Conformity occurs when individuals adjust their behaviors, opinions, or
perceptions to align with the norms of a social group (Karin). People naturally want to be
accepted and avoid being seen as deviant or rejected by the group. This pressure to conform is
known as normative influence, where individuals follow group norms to avoid disapproval,
ridicule, or social dismissal (Karin).
Interpersonal rejection is psychologically painful, and adhering to a group’s culture
provides a way to minimize that risk. Majority influence can lead individuals to comply with
social behaviors through a comparison process (Carter). To maintain membership and
acceptance, individuals often conform to group norms and adhere to the group’s culture. For
example, a student might initially submit an assignment using Microsoft Word without starting a
new discussion thread. After noticing the teacher’s feedback and observing that other students
submit assignments in a new thread, the student adjusts their behavior to follow the classroom
norm. This demonstrates how conformity shapes behavior to align with group expectations.
Compliance
There are many ways for humans to be compliant and there are many strategies on how
human beings can be compliant. The strategy depends on how the person knows the target, the
relationship, personality, culture, and nature of request to get the person compliant to the
person requesting it (Karin). One of the ways for someone to be compliant is the door in the
face technique. It’s when person makes an initial request so large that its rejected but then asks
a second question that is more reasonable request results generally the second request get
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granted (Karin). For example, a child asks its mother for a big bag of Doritos which the mother
denies but comes back with a small snickers bar as the second request. The snickers bar is most
likely going to be granted by the mother. This is door in the face technique. It can also be a
classroom norm for the child to get treats from their mother, inclining that its part of the
classroom norm. A quote from Hawley “Athletes may be particularly inclined to show strong
levels of attachment to the group rather than any one individual” (Hawley). So the child has a
strong attachment to classroom norms and follows the norms of that culture in getting treats
from their mother.
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Human beings can be compliant in many ways, and various strategies exist to elicit
compliance. The effectiveness of these strategies often depends on factors such as the
relationship between the requester and the target, personality traits, cultural background, and
the nature of the request (Karin).
One well-known strategy is the door-in-the-face technique. This involves making an
initial request so large that it is likely to be rejected, followed by a second, more reasonable
request—which is more likely to be accepted (Karin). For example, a child might ask their
mother for a large bag of Doritos. After the mother declines, the child then asks for a small
Snickers bar. The second request is more modest and therefore more likely to be granted. This
illustrates how compliance can be shaped by perceived reasonableness and social negotiation.
In some cases, compliance may also be influenced by group norms. For instance, if it is
common in a classroom culture for children to receive treats from their parents, the child’s
behavior may reflect compliance with that norm rather than individual persuasion. This aligns
with Hawley’s observation that: “Athletes may be particularly inclined to show strong levels of
attachment to the group rather than any one individual” (Hawley). In this context, the child’s
attachment to classroom norms mirrors how individuals—especially adolescents—may comply
with group expectations to maintain social harmony and belonging.
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Conclusion
Understanding how groups affect human behavior vs individual behavior helps humans
understand the difference between the two. Social loafing, conformity, and compliance are all
things that can help humans understand better about their own behaviors. “Submit yourselves,
then, to God. Resist the devil, and he will flee from you” (James 3:7). Conforming and being
compliant to God and learning human behavior among groups helps understand how to better
serve God.
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Understanding how groups affect human behavior compared to individual behavior
helps us see the difference between the two. Concepts such as social loafing, conformity, and
compliance provide insight into why people act the way they do in group settings. Scripture also
addresses these themes: “Submit yourselves, then, to God. Resist the devil, and he will flee from
you” (James 4:7). Just as people may conform to group norms, believers are called to conform
and be compliant to God’s will. By studying both human behavior in groups and biblical
guidance, we can learn how to better serve God and others.
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References
Haney, C., Banks, C., & Zimbardo, P. (1973). A study of prisoners and guards in a simulated
prison. Naval Research Reviews, 9(1), 1-17.
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