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Attitudes Flashcards

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1
Q

Attitudes

A

A learned, relatively enduring, favourable/unfavourable evaluation of a person, object or idea, that can affect an individual’s behaviours.

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2
Q

Tri-component Model of Attitudes

A

States that all attitudes have three related components:
Affective: the emotions/feelings towards an attitude object.
Behavioural: the actions towards an attitude object.
Cognitive: the beliefs/thoughts/understanding about an attitude object.

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3
Q

Consistency of the Components

A

The model proposes that the three components must be present, before it can be said that an attitude exists.

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4
Q

Limitations of Tri-component Model

A

Some psychologists do not support the tri-component model, believing that As, Bs and Cs can be inconsistent or non-existent.

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5
Q

Cognitive Dissonance

A

The discomfort or tension that is felt when our behaviour is not consistent with our attitudes.

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6
Q

Perceived Control Over the Behaviour

A

People are more likely to ‘act’ on their attitude if they believe that they are free to perform or not perform the behaviour and a belief that they can actually perform the behaviour.

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7
Q

Accessibility of the Attitude

A

Attitudes and behaviour are more likely to be consistent if the attitude is well known and effectively stored in memory.

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8
Q

Strength of the Attitude

A

Stronger attitudes are more likely to influence behaviour.

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9
Q

Social Context of the Attitude

A

Whether it is appropriate to express the behaviour in a particular context.

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10
Q

Factors that Influence Attitude Formation

A
  • Classical conditioning
  • Operant conditioning
  • Observational learning/Social learning
  • Repeated exposure
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11
Q

Classical Conditioning

A

A simple form of learning that occurs through the repeated association of two or more different stimuli or ‘events’.
- It is the pairing and repeated associations of the two stimuli that is essential for learning to occur.

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12
Q

Unconditioned Stimulus (UCS)

A

Produces a reflexive response.

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13
Q

Unconditioned Response (UCR)

A

A reflexive response (i.e. not learned)

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14
Q

Conditioned Stimulus (CS)

A

Formerly the neutral stimulus. After being repeatedly paired with the UCS, the CS produces a learned response.

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15
Q

Conditioned Response (CR)

A

A learned response produced by the continual pairing of a neutral stimulus with an UCS. After continual pairing, the CR is elicited by the CS alone - without the presence of the UCS.

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16
Q

Key Processes in Classical Conditioning

A
  • Acquisition
  • Extinction
  • Spontaneous recovery
  • Stimulus generalisation
  • Stimulus discrimination
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17
Q

Acquisition

A

The overall process during which the organism learns to associate two events (the CS and the UCS).

18
Q

Extinction

A

The gradual decrease in the strength or rate of a response, which occurs over time when the UCS is not presented.

19
Q

Spontaneous Recovery

A

The reappearance of a CR after its apparent extinction.

20
Q

Stimulus Generalisation

A

The tendency for similar stimuli to produce the same, but not necessarily identical response.

21
Q

Stimulus Discrimination

A

The ability to distinguish between (two or more) different stimuli, even if the stimuli are similar.

22
Q

Operant Conditioning

A

A kind of learning for which the consequence of an action (e.g. reward or punishment) determines the likelihood that it will be performed again in the future.

23
Q

Reinforcement

A

An environmental event that increases the probability that a response will occur.

24
Q

Positive Reinforcement

A

A response is followed by the addition of a pleasant stimulus (reinforcer).

25
Q

Negative Reinforcement

A

A response is followed by the removal of an unpleasant stimulus (reinforcer).

26
Q

Punishment

A

An environmental event that decreases the probability that a response will occur.

27
Q

Positive Punishment

A

The delivery of an unpleasant stimulus following a response. This decreases the probability that a response will occur.

28
Q

Negative Punishment

A

An unpleasant stimulus is removed following a response. This decreases the probability that a response will occur.

29
Q

Antecedent

A

Discriminative Stimulus - what precedes and prompts a particular response.

30
Q

Behaviour

A

The response that occurs.

31
Q

Consequences

A

What happens after the response.

32
Q

Mere Exposure Effect

A

We can develop a positive attitude toward objects, people, events, issues if we are exposed to them repeatedly (no reward necessary).

33
Q

Observational Learning

A

A learning process where an individual learns to reproduce a behaviour exhibited by another individual (called a model).
We are more likely to imitate attitudes from a model if we observe that the attitudes have positive consequences.

34
Q

Vicarious Conditioning

A

The individual watches a models behaviour being either reinforced or punished.

35
Q

Vicarious Reinforcement

A

Increases the likelihood of the observer behaving in a similar way to a model whose behaviour is reinforced.

36
Q

Vicarious Punishment

A

The likelihood of the observer playing in a similar way is decreased as a result of seeing the models behaviour being punished.

37
Q

Attention

A

Person must actively watch the model.

38
Q

Retention

A

Person must hold a mental representation of the behaviour and remember it in order to imitate it later.

39
Q

Reproduction

A

Person must have the motor skills to be able to reproduce the behaviour.

40
Q

Motivation

A

Person must be motivated to demonstrate what has been learned.

41
Q

Reinforcement

A

Influence the motivation to reproduce the observed behaviour and increases the likelihood of reproduction.

42
Q

Observational Learning Processes

A
  • attention
  • retention
  • reproduction
  • motivation
  • reinforcement

Psychology (25 decks)

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