can social networks have educational benefits?

ScienceDaily (June 21, 2008) — In a first-of-its-kind study, researchers at the University of Minnesota have discovered the educational benefits of social networking sites such as MySpace and Facebook. The same study found that low-income students are in many ways just as technologically proficient as their counterparts, going against what results from previous studies have suggested.

The study found that, of the students observed, 94 percent used the Internet, 82 percent go online at home and 77 percent had a profile on a social networking site. When asked what they learn from using social networking sites, the students listed technology skills as the top lesson, followed by creativity, being open to new or diverse views and communication skills.

Data were collected over six months this year from students, ages 16 to 18, in thirteen urban high schools in the Midwest. Beyond the surveyed students, a follow-up, randomly selected subset were asked questions about their Internet activity as they navigated MySpace, an online forum that provides users with e-mail, web communities and audio and video capabilities.

"What we found was that students using social networking sites are actually practicing the kinds of 21st century skills we want them to develop to be successful today," said Christine Greenhow, a learning technologies researcher in the university's College of Education and Human Development and principal investigator of the study. "Students are developing a positive attitude towards using technology systems, editing and customizing content and thinking about online design and layout. They're also sharing creative original work like poetry and film and practicing safe and responsible use of information and technology. The Web sites offer tremendous educational potential."

Greenhow said that the study's results, while proving that social networking sites offer more than just social fulfillment or professional networking, also have implications for educators, who now have a vast opportunity to support what students are learning on the Web sites.

"Now that we know what skills students are learning and what experiences they're being exposed to, we can help foster and extend those skills," said Greenhow. "As educators, we always want to know where our students are coming from and what they're interested in so we can build on that in our teaching. By understanding how students may be positively using these networking technologies in their daily lives and where the as yet unrecognized educational opportunities are, we can help make schools even more relevant, connected and meaningful to kids."

Interestingly, researchers found that very few students in the study were actually aware of the academic and professional networking opportunities that the Web sites provide. Making this opportunity more known to students, Greenhow said, is just one way that educators can work with students and their experiences on social networking sites.

The study also goes against previous research from Pew in 2005 that suggests a "digital divide" where low-income students are technologically impoverished. That study found that Internet usage of teenagers from families earning $30,000 or below was limited to 73 percent, which is 21 percentage points below what the U of M research shows.

The students participating in the U of M study were from families whose incomes were at or below the county median income (at or below $25,000) and were taking part in an after school program, Admission Possible, aimed at improving college access for low-income youth.

Greenhow suggests that educators can help students realize even more benefits from their social network site use by working to deepen students' still emerging ideas about what it means to be a good digital citizen and leader online.

http://www.sciencedaily.com/releases/2008/06/080620133907.htm

Decline In Face-to-Face Contact Linked to Biological Changes in Humans As Social Networking Increases

talks about health risks caused by a decline in face to face social contact

http://www.scribd.com/doc/12706797/Decline-In-FacetoFace-Contact-Linked-to-Biological-Changes-in-Humans-As-Social-Networking-Increases-

kind of what we are doing?

found this video on Youtube & it seems to say the same thing were saying, dont know if its any use, but thought i'de share it...

social networks becoming too much of a good thing?

this article discusses the question of social networks becoming too much of a good thing.

"

But even as the phenomenon continues to swell, the effort to maintain an active social life on the Web is taking its toll. Some have grown tired of what once was novel. Some feel bombarded by unsolicited messages, friend requests and advertisements. And some are cutting back.

This suggests that as much as people want to connect through the Internet, the practice also can have the opposite effect: social networking fatigue.

"You join a lot, but you don't keep up," said Dave Taylor, a 44-year-old Internet marketing consultant who complained about having social networking fatigue on his blog after joining about 15 sites.

Read more: http://www.sfgate.com/cgi-bin/article.cgi?f=/c/a/2006/11/02/MNGG3M4KB31.DTL#ixzz0YOBChZRp"

Research into social media causing a decline face to face social contact

Hi guys, i found this article when i was doing a bit of research, check it out & let me know what you think of it?

http://personaldividends.com/culture/arohan/social-media-and-decline-of-the-civil-society

social networks effect on society

Hi, came across this during my research, it shows a varied response and opinions on the question of social networks causing a decline in face to face social contact.

http://freakonomics.blogs.nytimes.com/2008/02/15/is-myspace-good-for-society-a-freakonomics-quorum/

I'm ready for my close up

Documentary Film Production: My Hippies

I wanted to share this information on the blog because for me it's a very interesting and relevant piece with regards to the production of a documentary.

The Film Maker is called Caleb Clark and he talks about his experience/s before/during/after the production of one of his documentary's called 'My Hippies'

The entire piece goes into depth on such aspects as Context, Source Materials, Production Journal, Productions, Scripts, editing and many more but interestingly he talks about the lessons learnt also when making a documentary which i believe will be handy when considering our production. It's already made me think differently about the way we go about the production and post production.

Please review the link to see full article;

http://www.noendpress.com/caleb/documentary_film/index.php

I have included the link above to the article but i will post the lessons learnt from the article below;

Lessons Learned - Caleb Clark

1) I needed a script and a treatment: Painful to do for sure, but not as painful as I found it was to not have them. They show you where to go, when you're lost, and what to cut.

2) You can keep the budget low by limiting travel, using no archival or stock footage, and shooting on cheap 3-chip cameras. But don't skimp on things like editing and master production. See the UC Berkeley Journalism School's "DV Cookbook" for more on low budget documentary production.

3) The project was about two stories: One story was the about old hippies. And one was about the making of the film, which had its own naturally occurring drama and conflict. Be prepared to experience these two adventures.

4) Keep your butt in the seat: I had to watch a lot of TV. And not always good TV. If you can't stand to watch your work over and over again, don't bother making a movie.

5) Your taste counts: Sometimes I didn't like what I saw and I thought it meant I was burned out and had lost my objectivity. But I learned to trust my instincts and just wait until I liked what I saw with no justification.

6) Get help: There's a reason making movies has naturally evolved into a collaborative medium. I found that I liked being the producer, director, writer, and cinematographer more than I liked editing, so I decided to put my energy around editing and writing into find money to hire people to help.

7) Lamb for the slaughter: Show rough drafts to lots of people. Listen carefully, do not defend or make excuses other then being clear that it is a rough draft. We found this incredibly helpful, and it built interest in the project by people in the local film community because we were willing to listen to them.

8) Smooth it out: Even if you have some edits or parts of the film you're not happy with, but deadlines are approaching, save time to smooth out the sound and flow of the film down to the pixel.

9) Get It Done: I found it vital that someone play the role of the producer. Producers produce - they get it done, keep control of costs, and then move on to the next project. Remember, it may not be perfect, but it's not the only thing you are going to do. For a film to get done, you need this force to battle with the forces of the director and others who sometimes risk the entire project by wanting things to be too perfect. In other words, filmmakers make films.

10) Film Festivals: If you really want to get it into film festivals, submit to as many as possible and keep it under 25 mintues, or over 50 minutes. Shorts are easier. The shorter it is, the easier it is to program into film festival schedules.

The Historical Development of Style in Documentary Films

Documentary style has constantly evolved and redefined itself. Ever since the earliest films were made, filmmakers have invented new technologies and storytelling solutions that have, in turn, suggested additional and more innovative possibilities to younger filmmakers who have seen and learned from the work of their elders.
Early French Shorts

Before 1900, films were extremely short--a minute or less--and really just captured moving images in a single event or scene. Moving pictures were seen as such a novelty, their mere existence was enough to enrapture viewers. The best examples of these black and white documentaries is the fascinating footage of the brothers Auguste and Louis Lumière, shot at their studio in Lyons, France.

Seminal Styles

In 1914, two seminal documentaries indicated the development of divergent styles in longer form: storytelling documentaries. Edward S. Curtis used reenactments to show ’true’ Native American life in In the Land of The Headhunters, while footage actually shot on location revealed the hardships endured by the cast of The Rescue of the Stephansson Arctic Expedition.

Setting the Scene

Reenactment and setting the scene was commonplace in early documentaries. In his famous Nanook of the North (1922), Robert J. Flaherty shot on location, but frequently censored the behavior of his subjects and even had them build an igloo without a roof so he could get sufficient light and space for his camera work.

Documentary Editing

not keen on the new layout.

Production Schedule

Had a go at a production schedule as the deadline is approaching fast! Let me know if anything needs changing.

Tuesday 17th November
Interviews on street – Facebook

Monday 23rd November
Shots of people using technology – on mobiles, headphones etc
Public transport shots i.e. bus stop
Narration - opening

Friday 27th November
Opening scene – someone going about their daily routine
In library – not talking to each other
People socialising – for behavioural psychology stats
Using Facebook

Monday 30th November
Interviews with the elderly
Narration

Tuesday 1st December
Experiment

Interview Questions

For the group folder

1. Do you have Facebook/ use any other social networking site?

2. How often do you use it?

3. Do you think you use it too much? If yes, why?

4. Do you think that using Facebook affects your social skills?

5. Do you think that social networking sites encourage people to communicate through the media rather than physically being with each other? How do you feel about this?

Production Stills

Steve

Sent him a link to the blog, finally ;)

New Blog

Hey guys, I've put all the stuff from the old blog onto this one - hope it all makes sense!
Let's get blogging team!

Let me know if anything needs sorting or whatever :)

Technology Stats

Status Updates

Watching this video (below) explaining social updates I get the feeling that what they call “the ambient model” is identical to “the broadcasting model”, and that social updates (in the form being explained) is just a personal version of the one way mass communication model that we are all trying to innovate on behalf of brands.

It seems we’ve gone full circle here, from companies marketing to small then large markets. And now people marketing themselves and their social activities from close friends to large groups. Large enough to make the activities resembling dialogue so minimal compared to the size of the network that the conversation becomes a presentation.

As have been pointed out to me earlier when I have criticized the use of Twitter and other social tools for becoming “broadcast” utilities: That these tools are just tools, not uses – let people find their own purpose, don’t artificially limit them.

But it still is important to remember that just because we are people, not companies, our communication is not any less likely to become non-social. And if we as individuals can’t refrain from broadcasting, then how can we demand it from companies?

From the video:

“you hear only what you choose to hear. Everyone else’s broadcasts is just ambient noise until you decide to listen in”…

- Reminds me of advertising and the 3000 impressions we get exposed to every day, ambient, for sure.. :o)

I’m certain a lot of people get a lot of value out of their twittering and social updates, I for certain am one of them. But looking at how easy it is to turn our own best efforts into the same communications concepts we have tried to avoid for years.. It underlines the importance to keep looking for ideas and utilities for these social tools and be a conscious of our own use. Not just be as mesmerized as companies have been by the opportunity to “connect” with thousands of recipients and forgetting to explore the quality of this interaction.

Facebook Stats

General Growth:

• More than 300 million active users
• 50% of our active users log on to Facebook in any given day
• The fastest growing demographic is those 35 years old and older

User Engagement:

• Average user has 130 friends on the site
• More than 8 billion minutes are spent on Facebook each day (worldwide)
• More than 45 million status updates each day
• More than 10 million users become fans of Pages each day

Applications:

• More than 2 billion photos uploaded to the site each month
• More than 14 million videos uploaded each month
• More than 2 billion pieces of content (web links, news stories, blog posts, notes, photos, etc.) shared each week
• More than 3 million events created each month
• More than 45 million active user groups exist on the site

International Growth:

• More than 70 translations available on the site
• About 70% of Facebook users are outside the United States

Platform:

• More than one million developers and entrepreneurs from more than 180 countries
• Every month, more than 70% of Facebook users engage with Platform applications
• More than 350,000 active applications currently on Facebook Platform
• More than 250 applications have more than one million monthly active users
• More than 15,000 websites, devices and applications have implemented Facebook Connect since its general availability in December 2008

Mobile:

• There are more than 65 million active users currently accessing Facebook through their mobile devices.
• People that use Facebook on their mobile devices are almost 50% more active on Facebook than non-mobile users.
• There are more than 180 mobile operators in 60 countries working to deploy and promote Facebook mobile products

Possible Styles?

Looking at a few documentaries, this is the sort of way it will look, maybe. I think. :)

http://www.channel4.com/programmes/benefit-busters/video/series-1/episode-2/easier-on-the-dole

http://www.channel4.com/programmes/who-you-callin-a-nigger

Personal Space - Research

Psychological intimacy

A question of some relevance in seating behaviour is the psychological closeness of different arrangements. We asked groups of approximately 100 college students each in the United States, England, Holland, Sweeden, and Pakistan to rate a series of 37 arrangements of pairs seated at square, round, and rectangular tables along a scale from 'very intimate and psychologically close' to 'very distant and psychologically remote'. The rank orde of closeness was identical in all five countries. Side-by-side seating was always the most intimate, followed by corner seating, face-to-face seating, and various distant or catty-corner arrangements.

Distance and intimacy

Russo asked the students to rate diagrams of seating arrangements at a rectangular table (2-1-2-1). She found that increased distance produced ratings of less acquaintance, less friendliness, and lower talkativeness, except where increased eye contact counteracted the effects of increased distance. Even though the physical distance was greater between the two people at the head and foot of the table, there was more psychological closeness between them.

The limits of comfortable conversation

This study was based on the previous observation that people conversing prefer to sit across from one another, although at some slight angle, rather than side by side. However, it is obvious that this must be qualified by the size of the gap between the people. If two men are given the choice of conversing across from one another at a distance of 30 feet or sitting side by side on a sofa, they will select the sofa. This means that people will sit across from one another until the distance between them exceeds the limit for comfortable conversation. By noting the point at which people begin to sit side by side, we can learn the limits of comfortable converation under the particular conditions used. Two sofas in an attractively furnished lounge were placed at prearranged distances from one another before each session. Pairs of subjects were asked to enter the lounge and discuss various impersonal topics. The people sat on different sofa's - from three-and-one-half-feet and beyond, people sat side by side. It can be noted that, wich sofa's like these, people's heads are usually one foot behind the front of the sofa. Using the architect's concept of nose-to-nose distance, our subjects began to sit side by side when they were five-and-one-half feet apart. Under the particular conditions we used - two people who knew each other slightly discussing an impersonal topic in a large lounge - this can be considered the upper limit for comfortable conversation. The room scale is smaller in private homes, and there is some evidence that as room size becomes larger, people sit closer together. The same occurs when noise level and distraction increase.

Social Encounters - Research continued

Michael Argyle and Janet Dean

Eye Contact, Distance and Affiliation

During social interaction, people look each other in the eye, repeatedly but for short periods. When glances are longer than this (about 3-10 seconds) anxiety is aroused. Without eye contact, people do not feel that they are fully in communication. Simmel has described it as 'a wholly new and unique union between two people', and remarked that it 'represents the most perfect reciprocity in the entire field of human relationship (Simmel, 1921).

Social Encounters - Research

Howard M. Rosenfeld

Non-Verbal Reciprocation of Approval: An Experimental Analysis

Several classes of verbal and non-verbal response have been employed effectively as social reinforcers in experiments on verbal conditioning. Recent research on three such categories - smiles, positive head nods and brief verbal recognitions such as 'mm-hmm' - has indicated that they play similar roles in free social interaction. These responses were more often emitted by subjects motivated to seek approval from peers than by control groups; and the response tended to bring about approving reactions from the peers to whom they were directed. A less expected finding was that when pairs of unaquainted peers were observed in free interaction, the rates of performance of the non-verbal approval-related responses by the two members of dyads were significantly intercorrelated. Smiles occoured at highly similar levels within the dyad during initial acquaintance periods and maintaind at this high simplicity over repeated encounters.

Group Production Folder

Hey guys! I've been having a look at the stuff that needs to be put together as we go along for the group production folder. This is what we need to be getting on with:

ALL
HUGO - Sound
JESS - Production Manager
MARK - Editor
ABI - Camera

• Research Materials - ALL
• Treatment - We've already done that one, I'll get it stuck in the production folder
  
• Storyboards - HUGO
• Shotlists - ABI
• Sound Notes - HUGO
• Equipment Lists - JESS
  

• Crew Lists with contacts - JESS
  
• Contributor Lists with contacts - JESS
  
• Consent forms and any other relevant release forms - ALL
  
• Production Schedule - HUGO/ JESS
  
• Camera logs - ABI
  
• Sound logs - HUGO
  
• Edit Log and decision list - MARK
  
• Production Stills - JESS
  
• Technical details of camera - ABI
  
• Technical details of sound - HUGO
  
• Technical details of post production approaches - MARK
  

Let me know if that all sounds alright and if anything wants changing!

Elderly Home

I emailed the care home, hope this sounds okay!


Dear Sir/ Madam,

My name is Jessica Purvis and I am a student at Sheffield Hallam University. I am in my second year of studying the course Film and Media Production.
I am currently working at the moment on a short documentary with 3 other group members, which deals with social change through the years. We believe that as a society, we're just not as sociable any more! Whatever happened to passing a friendly face on the street? Or even knowing your neighbours? Therefore, we would be delighted if we would be able to visit the care home and talk to any of the residents willing about how they feel about these issues. They would be recorded on camera, and this will be used eventually as part of our short film.

Any help that you can give to us, if any, would be greatly appreciated. I look forward to hearing from you.

Yours faithfully,

Jessica Purvis

Jobs to do!

Hugo: Storyboards, research into behavioral psychology, sound stuff

Jess: Stills, confirm elderly home, research into experiments and behavioral psychology

Abi: Research into social psychology, etc

Mark: Look at styles, possible music


ALL: Overall research, interview questions, booking equipment.

Meeting 05/11

For the benefit of you guys who didn't come to the last meeting, this is what Hugo and I discussed:

• Having some information on new technology, introduced after the interviews in the elderly home (I've written this in the Order Of Events).
  
• Hugo has designed some storyboards which are highly useful in looking at the type of style we are going to use, as well as establishing some of the shots and locations.
• We need to decide how we're going to refer to the Violinist in the Metro - shall we get footage of buskers around Sheffield? Or get some footage and/or images of the actual event, if possible?
• Everyone get stills where they can to post on the blog - we also need to do this during production.
• Also talked about maybe going to the street with the factory workers?
• Finally, we talked about a shooting/production schedule - which Hugo is going to post on the blog.

To be used during the opening sequence, or elsewhere where appropriate.

A man sat at a metro station in Washington DC and started to play the violin; it was a cold January morning.
He played six Bach pieces for about 45 minutes. During that time, since it was rush hour, it was calculated that thousands of people went through the station, most of them on their way to work.

Three minutes went by and a middle aged man noticed there was musician playing. He slowed his pace and stopped for a few seconds and then hurried up to meet his schedule.

A minute later, the violinist received his first dollar tip: a woman threw the money in the till and without stopping continued to walk.

A few minutes later, someone leaned against the wall to listen to him, but the man looked at his watch and started to walk again. Clearly he was late for work.

The one who paid the most attention was a 3 year old boy. His mother tagged him along, hurried but the kid stopped to look at the violinist. Finally the mother pushed hard and the child continued to walk turning his head all the time. This action was repeated by several other children. All the parents, without exception, forced them to move on.

In the 45 minutes the musician played, only 6 people stopped and stayed for a while. About 20 gave him money but continued to walk their normal pace.
He collected $32.
When he finished playing and silence took over, no one noticed it.
No one applauded, nor was there any recognition.

No one knew this but the violinist was Joshua Bell, one of the best musicians in the world. He played one of the most intricate pieces ever written with a violin worth 3.5 million dollars.

Two days before his playing in the subway, Joshua Bell sold out at a theater in Boston and the seats average $100.

Joshua Bell playing incognito in the metro station was organized by the Washington Post as part of an social experiment about perception, taste and priorities of people. The outlines were: in a commonplace environment at an inappropriate hour: Do we perceive beauty? Do we stop to appreciate it? Do we recognize the talent in an unexpected context?

One of the possible conclusions from this experience could be:

If we do not have a moment to stop and listen to one of the best musicians in the world playing the best music ever written, how many other things are we missing?

My additional thoughts would only be that so many people do things because they are "fashionable" that they forget to look at things with their own eyes, listen with their own ears, and appreciate anything with their own hearts.

Introduction Montage Idea

Shots of around Sheffield city centre, people walking around. Focus on people on phones, communicative technology etc.


Narrator:
You wake up in the morning. You take a shower, you have breakfast. You put on a pot of coffee. You leave the house, walking, or taking the bus or car. Along the way, you text. Talk on your phone. Listen to your iPod....
In today's society, these are all activities that take place during many people regular rountine. But what are we missing while we go about our day, oblivious to the people, and to what's around us..?

Titles roll

Narrator:
So, what has happened to our sense of awareness? Have we lost our ability to tune into society? Into what surrounds us?

• IDEA: We could also shoot one person going about their daily routine for this sequence, blur effect.
• More mention of technology?

Order of Events

Opening Montage - 1 min
Interviews in Sheffield centre (youg people), Social Networking sites etc - 2 mins
Experiment intro - 30 secs
Stats, behavioral psychology - 30 secs
Experiment, introducing subjects - 1 min
Stats - social networking sites etc - 30 secs
Interviews in elderly home - 2 mins
NEW: Info on Technology - 1 min?
Experiment conclusion, subject interviews - 30 secs
Conclusion (with reference to Raymond Williams - Culture and Society) - 30 secs

Total: 8 mins 30 secs approx
NEW TOTAL: 9 - 10 mins approx

(Constant referal back to experiment throughout).

This is stuff from my workbook on Raymond Williams and Industry. However i turned them into JPegs, so i could just take the text i had to post the whole thing.

you've been blogged.

Social Behaviour

•Social behavior is goal-oriented. Our interactions function to serve a goal or fulfill a need. Some common goals or needs include the need for social ties, the desire to understand ourselves and others, the wish to gain or maintain status or protection, and to attract companions.


•The interaction between the individual and the situation determines the outcome. In many instances, people behavior very differently in various situations. The situation plays an important role and has a strong influence on our behavior.


•People spend a great deal of time considering social situations. Our social interactions help form our self-concept and perception.

Social Psychology

According to psychologist Gordon Allport, social psychology is a discipline that uses scientific methods "to understand and explain how the thought, feeling and behavior of individuals are influenced by the actual, imagined or implied presence of other human beings" (1985).

Social psychology looks at a wide range of social topics, including group behavior, social perception, leadership, nonverbal behavior, conformity, aggression and prejudice. It is important to note that social psychology is not just about looking at social influences. Social perception and social interaction are also vital to understanding social behavior.

Classical and Operant conditioning

Classical conditioning
Classical conditioning is a technique used in behavioral training in which a naturally occurring stimulus is paired with a response. Next, a previously neutral stimulus is paired with the naturally occurring stimulus. Eventually, the previously neutral stimulus comes to evoke the response without the presence of the naturally occurring stimulus. The two elements are then known as the conditioned stimulus and the conditioned response.

Operant conditioning
Operant conditioning Operant conditioning (sometimes referred to as instrumental conditioning) is a method of learning that occurs through rewards and punishments for behavior. Through operant conditioning, an association is made between a behavior and a consequence for that behavior.

Behavioural Pyschology

Behavioral psychology, also known as behaviorism, is a theory of learning based upon the idea that all behaviors are acquired through conditioning. Conditioning occurs through interaction with the environment. According to behaviorism, behavior can be studied in a systematic and observable manner with no consideration of internal mental states.

The Asch Conformity Experiments

Do you think of yourself as a conformist or a non-conformist? If you are like most people, you probably believe that you are non-conformist enough to stand up to a group when you know you are right, but conformist enough to blend in with the rest of your peers.
Imagine yourself in this situation: You've signed up to participate in a psychology experiment in which you are asked to complete a vision test. Seated in a room with the other participants, you are shown a line segment and then asked to choose the matching line from a group three segments of different lengths. The experimenter asks each participant individually to select the matching line segment. On some occasions everyone in the group chooses the correct line, but occasionally, the other participants unanimously declare that a different line is actually the correct match.
So what do you do when the experimenter asks you which line is the right match? Do you go with your initial response, or do you choose to conform to the rest of the group?

What Were the Asch Conformity Experiments?:
In psychological terms, conformity refers to an individual's tendency to follow the unspoken rules or behaviors of the social group to which he or she belongs. Researchers have long been interested in the degree to which people follow or rebel against social norms. During the 1950s, psychologist Solomon Asch conducted a series of experiments designed to demonstrate the powers of conformity in groups.
In Asch's experiments, students were told that they were participating in a 'vision test.' Unbeknownst to the subject, the other participants in the experiment were all confederates, or assistants of the experimenter. At first, the confederates answered the questions correctly, but eventually began providing incorrect answers.


What Do the Results of the Asch Conformity Experiments Indicate?:
At the conclusion of the experiments, participants were asked why they had gone along with the rest of the group. In most cases, the students stated that while they knew the rest of the group was wrong, they did not want to risk facing ridicule. A few of the participants suggested that they actually believed the other members of the group were correct in their answers.
These results suggest that conformity can be influence both by a need to fit in and a belief that other people are smarter or better informed. Given the level of conformity seen in Asch's experiments, conformity can be even stronger in real-life situations where stimuli are more ambiguous or more difficult to judge.

Job Titles

Documentary Production: Anti Social Society

Jessica Purvis - Project Manager

Mark Stevens - Visual / Image Editor

Hugo Goodridge - Quality / Sound Editor

Abi Clegg - Camera Operative