Social Influence and Group Processes class 12 questions and answers: Class 12 Psychology chapter 7 ncert solutions
| Textbook | NCERT |
| Class | Class 12 |
| Subject | Psychology |
| Chapter | Chapter 7 |
| Chapter Name | Social Influence and Group Processes class 12 ncert solutions |
| Category | Ncert Solutions |
| Medium | English |
Are you looking for Psychology Class 12 Chapter 7 question answers Social Influence and Group Processes? Now you can download Class 12 Psychology chapter 7 ncert solutions pdf from here.
Question 1: Compare and contrast formal and informal groups, and ingroups and outgroups.
Answer 1: Formal and Informal Groups
Definition:
- Formal Groups: These are structured groups created by an organization to achieve specific goals or tasks. They have defined roles, responsibilities, and rules.
- Informal Groups: These develop naturally among individuals based on shared interests, friendships, or social interactions. They are not officially structured or governed by organizational rules.
Purpose:
- Formal Groups: Focus on organizational objectives, such as task forces, committees, or departments.
- Informal Groups: Focus on personal or social needs, like support systems, friendships, or hobby groups.
Structure:
- Formal Groups: Have clearly defined hierarchies and communication channels.
- Informal Groups: Lack formal structures and hierarchies; their interactions are fluid.
Accountability:
- Formal Groups: Members are held accountable by the organization.
- Informal Groups: Accountability is based on mutual respect and social norms.
Examples:
- Formal Groups: Project teams, board meetings, and corporate departments.
- Informal Groups: Lunch groups, workplace friendships, or sports teams formed outside work.
Ingroups and Outgroups
Definition:
- Ingroups: Groups with which individuals identify and feel a sense of belonging.
- Outgroups: Groups with which individuals do not identify and may feel opposition or exclusion.
Perception:
- Ingroups: Viewed positively by members, fostering a sense of loyalty, solidarity, and shared identity.
- Outgroups: Often viewed less favorably or as rivals, leading to potential bias or discrimination.
Boundaries:
- Ingroups: Defined by shared characteristics such as culture, values, or goals.
- Outgroups: Represent “the others” who do not share the same traits or affiliations.
Behavioral Impact:
- Ingroups: Members are more likely to cooperate, support, and trust each other.
- Outgroups: Members might be subjected to stereotypes, prejudice, or exclusion.
Examples:
- Ingroups: A family, a sports team you support, or a professional circle.
- Outgroups: Rival sports teams, competing organizations, or individuals outside a shared culture.
Comparison Between Formal and Informal Groups vs. Ingroups and Outgroups
| Aspect | Formal Groups | Informal Groups | Ingroups | Outgroups |
|---|---|---|---|---|
| Formation | Deliberately created | Spontaneously formed | Based on shared identity | Based on non-affiliation |
| Purpose | Task-oriented | Relationship-oriented | Inclusion and belonging | Exclusion or rivalry |
| Membership | Assigned by organization | Voluntary | Voluntary | Perceived as “others” |
| Structure | Hierarchical | Flexible | Defined by identity | No structure |
| Relationship Focus | Professional | Personal | Solidarity and loyalty | Conflict or indifference |
Question 2: Are you a member of a certain group? Discuss what motivated you to join that group.
Answer 2: Definitely I am member of various groups. In other words, I will say that there is no dimension of life where I am not related to a group because we all are social beings and for everything, we are dependent on this or that group. There are various reasons which
motivate me and everybody to join a group. Some of them are as follows:
(i) Security: Groups reduce the feeling of insecurity. Being with people gives a sense of comfort and protection.
(ii) Status: When the group is perceived as important high profile and well known, then the members also feel recognized and ‘experience a sense of power’, e.g., being a student of high profile school.
(iii) Self-esteem: Being a member of a prestigious group enhances the individual’s self-concept.
(iv) Satisfaction of one’s Psychological and Social Needs: Groups satisfy one’s social and psychological needs such as sense of belongingness, giving and receiving attention, love and power.
(v) Group Achievement: Groups help in achieving the goals which cannot be attained individually.
(vi) Provide Knowledge and Information: Group membership provides us knowledge and information and broadens our views.
Question 3: How does Tuckman’s stage model help you to understand the formation of groups?
Answer 3: Groups usually go through different stages of formation, conflict, stabilisation, performance, and dismissal. Tuckman’s stage model suggested that groups pass through five developmental sequences which are forming, storming, norming, performing and adjourning.
1. Forming stage :- When group members first meet, there is a great deal of uncertainty about the group, the goal, and how it is to be achieved. People try to know each other and assess whether they will fit in. There is excitement as well as apprehensions.
2. Storming stage :- It is a stage of intragroup conflict which is referred to as storming. In this stage, there is conflict among members about how the target of the group is to be achieved, who is to control the group and its resources, and who is to perform what task. When this stage is complete, some sort of hierarchy of leadership in the group develops and a clear vision as to how to achieve the group goal.
3. Norming stage :- This storming stage is followed by norming. Group members by this time develop norms related to group behaviour. This leads to development of a positive group identity.
4. Performing stage :- It is the fourth stage. By this time, the structure of the group has evolved and is accepted by group members. The group moves towards achieving the group goal. For some groups, this may be the last stage of group development.
5. Adjourning stage :- For some groups, for example, in the case of an organising committee for a school function, there may be last stage and group comes to an end. In this stage, once the function is over, the group may be disbanded.
Question 4: How do groups influence our behaviour?
Answer 4: A group may be defined as an organised system of two or more individuals, who are interacting and interdependent, who have common motives, have a set of role relationships among its members, and have norms that regulate the behaviour of its members.
(i) A social unit consisting of two or more individuals who perceive themselves as belonging to the group. This characteristic of the group helps in distinguishing one group from the other and gives the group its unique identity.
(ii) A collection of individuals who have common motives and goals. Groups function either working towards a given goal, or away from certain threats facing the group.
(iii) A collection of individuals who are interdependent, i.e. what one is doing may have consequences for others.
Question 5: How can you reduce social loafing in groups? Think of any two incidents of social loafing in school. How did you overcome it?
Answer 5: Social loading is a negative group influence. Which occurs due to defusion of responsibility. For the quality performance of the group, it should be reduced. It can be reduced through the following methods:
(i)By making the efforts of each person identifiable.
(ii)increasing the pressure to work hard (making group-members committed to successful tasks performance).
(iii)increasing the apparent importance or value of a task.
(iv)making people feel that their individual contribution is important.
(v)strengthening group cohesiveness which increases the motivation for successful group outcome.
Two incidents of social loafing in school :-
- Some students work very less in group projects and works.
- Sometimes during sports competition, some students practice very less and thus this affect the whole team.
It may be reduced by :-
- Making the efforts of each person identifiable.
- Increasing the pressure to work hard (making group members committed to successful task performance).
- Increasing the apparent importance or value of a task.
- Making people feel that their individual contribution is important.
- Strengthening group cohesiveness which increases the motivation for successful group outcome.