Ritenour J V, Gutsch K U, Kazelskis R
J Clin Psychol. 1983 Jul;39(4):633-6. doi: 10.1002/1097-4679(198307)39:4<633::aid-jclp2270390432>3.0.co;2-4.
Assessed by use of a modified Asch paradigm the effects of peer and authority social pressure on the evaluative responses of 44 graduate students who were majoring in Counseling Psychology. Ss were assigned randomly to three research groups. Group one Ss rated video taped counseling segments for counselor effectiveness, while 4 peer confederates reported erroneous ratings for 10 of the 25 segments. The "peer" panel was removed, and the Ss rated the segments again in a postpressure condition. Group two was similar, except that 4 faculty confederates comprised the "authority" panel. Group three rated the segments in a no-pressure control condition. Results indicate that both pressure conditions produced significantly greater distortion (conformity) than in the controls and that authority pressure was not significantly more potent in eliciting conformance than peer pressure. It also was found that both groups retained a "residual" conformity effect after the social pressure was eliminated.
通过使用改良的阿施范式，评估了同伴和权威社会压力对44名主修咨询心理学的研究生评价反应的影响。被试被随机分配到三个研究组。第一组被试对录像咨询片段的咨询师效能进行评分，同时4名同伴同盟对25个片段中的10个给出错误评分。“同伴”小组离开后，被试在压力后条件下再次对片段进行评分。第二组情况类似，只是由4名教师同盟组成“权威”小组。第三组在无压力控制条件下对片段进行评分。结果表明，两种压力条件下产生的扭曲（从众）都显著大于对照组，并且权威压力在引发从众方面并不比同伴压力显著更强。还发现，在社会压力消除后，两组都保留了“残留”的从众效应。
