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GCSE/Psychology/AQA

P2.S.6Crowd and collective behaviour: deindividuation, social loafing and de-individuation effects in real-world settings

Notes

Crowds change individual behaviour. Two well-known mechanisms in social psychology are deindividuation and social loafing.

Deindividuation

Deindividuation (Festinger, Pepitone & Newcomb, 1952; Zimbardo, 1969) is the loss of individual identity in a crowd, leading to behaviour that the person would not normally show alone. Three triggers:

  • Anonymity (uniform, mask, large crowd, online avatar).
  • Reduced self-awareness (excitement, alcohol, dim lighting).
  • Diffusion of responsibility (no one will single me out for blame).

The deindividuated person feels less accountable, more emotionally aroused, and more guided by group norms — which can be prosocial (cheering at a concert) or antisocial (rioting, mob violence).

Evidence

  • Zimbardo (1969): female students in lab coats and hoods (anonymous) gave longer "shocks" to a "victim" than identifiable students.
  • Diener et al. (1976): trick-or-treating American children were more likely to take extra sweets from a bowl when in a group and asked nothing about their names than when alone or asked their names — anonymity + group reduced restraint.
  • Reicher (1984): argued classic deindividuation theory underplays the role of group norms. In a Bristol riot, "deindividuated" crowds did not behave generically violently — they behaved in line with the group's identity (anti-police, but not destroying the local community).

Modern view (the Social Identity Model of Deindividuation Effects, SIDE): anonymity in a crowd shifts attention from personal identity to group identity — behaviour conforms to whatever the group norm happens to be, prosocial or otherwise.

Social loafing

Social loafing (Latané, Williams & Harkins, 1979) is the tendency to put in less individual effort when working in a group than when alone. Three causes:

  • Diffusion of responsibility — others will pick up the slack.
  • Reduced identifiability — your individual contribution is lost in the group total.
  • Reduced motivation — the link between individual effort and outcome is weaker.

Classic study: Latané et al. (1979) asked participants to clap or shout as loudly as possible alone, in pairs, and in groups of six. Per-person sound output halved when in a group of six compared with alone.

Reducing social loafing

  • Make individual contributions identifiable (e.g. tagging code commits).
  • Reduce group size for individually-meaningful tasks.
  • Increase task significance.
  • Establish group norms of accountability.

Distinguishing the two

Deindividuation is about identity loss in a crowd → loss of restraint. Social loafing is about shared workload → reduced individual effort. Different mechanisms; both demonstrate that group settings change individual behaviour, often in ways the individual wouldn't notice.

Common mistakesCommon errors

  • Treating deindividuation as inevitably antisocial (it isn't — group norms matter).
  • Confusing social loafing with diffusion of responsibility (loafing is the behavioural outcome; diffusion is one cause).
  • Forgetting to give a study (Zimbardo, Diener, or Latané et al.).

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Practice questions

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  1. Question 13 marks

    Define deindividuation

    What is meant by deindividuation? Give two situations in which it might occur. (3 marks)

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  2. Question 23 marks

    Three triggers

    Identify three factors that promote deindividuation. (3 marks)

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  3. Question 33 marks

    Zimbardo evidence

    Outline what Zimbardo (1969) found about deindividuation. (3 marks)

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  4. Question 43 marks

    Define social loafing

    What is social loafing and what causes it? (3 marks)

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  5. Question 53 marks

    Latané study

    Outline Latané et al.'s (1979) study of social loafing. (3 marks)

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  6. Question 64 marks

    Reduce social loafing

    Suggest two practical ways of reducing social loafing in a group project. Justify each. (4 marks)

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Flashcards

P2.S.6 — Crowd behaviour: deindividuation and social loafing

9-card SR deck for AQA GCSE Psychology P2.S.6

9 cards · spaced repetition (SM-2)