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PSYC 5160 > attitudes and attitude change > Flashcards

attitudes and attitude change Flashcards

1
Q

Attitude

A

is a psychological tendency that is expressed by evaluating a particular entity with some degree of favor or disfavor (Eagly & Chaiken, 1995).

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2
Q

Psychological tendency…

A

refers to a state that is internal to the person, and

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3
Q

Evaluating…

A

refers to all classes of evaluative responding, whether overt or covert, affective, behavioral, or cognitive.

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4
Q

Affective

A

feelings, emotions, moods, sympathetic nervous system activity

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5
Q

Behavioral

A

actions, behaviors

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6
Q

Cognitive

A

thoughts, ideas, beliefs, cognition, knowledge, opinions, information, inferences

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7
Q

self-report measures

A
  1. likert scale

2. semantic differential scale

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8
Q

Likert scale

A

agree/disagree

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9
Q

Charles Osgood’s Semantic differential scale

A 
focused on connotative meaning
7-point scale with adj at both anchors
3 dimensions:
1. evaluative factor (good-bad)
2. potency factor (strong-weak)
3. activity factor (active-passive)
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10
Q

physiological measure

A
  1. Galvanic skin response

2. facial electromyogram

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11
Q

Galvanic Skin Response

A

arousal > sweat > increase the conductivity of skin

tell us intensity only but not direction

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12
Q

facial electromyogram

A

happy > greater EMG activity in depressor and zygomatic muscles
measure direction and intensity

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13
Q

zygomatic muscles

A

zygomaticus major:
Elevates and draws angle of mouth laterally

Zygomaticus Minor:
Elevates and everts upper lip

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14
Q

depressor

A

DEPRESSOR ANGULI ORIS
Depresses and draws angle of mouth laterally

DEPRESSOR LABII INFERIORIS
Depresses and draws lower lip laterally

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15
Q

Duchenne smile

A

Non-Duchenne involves only zygomatic major muscle which raises corners of the
mouth

Duchenne Smile involves contraction of both zygomatic major muscle and orbicularis oculi muscle which raises the cheeks and forms crow’s feet around the eyes

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16
Q

unobtrusive measurement

A

random response technique

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16
Q

persuasion

A

dual processing models:
Petty and Cacioppo’s elaboration likelihood model
Chaiken’s heuristics systematic model

Hovland’s paradigm of attitude change

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17
Q

Petty and Cacioppo’s elaboration likelihood model

A

Theory:
Specifies conditions that stimulate message-related thinking
Postulates alternative peripheral cues mechanisms when those conditions are not met

Assumptions:
Validity seeking
­but extent and nature of processing depends on motivation and ability to process message

18
Q

Central processing

A

­Argument based
­
Stable, resistant to changes, link with behavior better

IF the recipient is MOTIVATED AND has the ABILITY to PROCESS the MESSAGE, then
­if argument is strong, recipient will be persuaded
­if argument is weak, recipient will not be persuaded or will experience a boomerang effect

IF the recipient is MOTIVATED AND has the ABILITY to THINK about the ISSUE, then
­if message is pro-attitudinal, recipient will be persuaded
if message is counter-attitudinal, recipient will not be persuaded or will experience a boomerang effect

19
Q

Peripheral processing

A

Mechanisms that results in persuasion in the absence of argument scrutiny
­
Less stable, less resistant to change, and does not link with behavior well

20
Q

CHAIKEN’S HEURISTIC-SYSTEMATIC MODEL

A

Assumption
­Validity seeking
­
But extent and nature of processing depends on Efficiency and Sufficiency
­Whatever the process employed, it must produce “valid” attitudes that the individual is confident of

21
Q

Systematic processing

A

Careful, thoughtful analysis of the relevant information

22
Q

Heuristics processing

A

Base on cognitive heuristics—simple rules of thumb—rather than careful analysis
­
Heuristics simplify processing by providing assumptions or rules that allow us to make rapid judgments
­E.g., “Experts give good advice”, “The majority is usually correct”, “Statistics don’t lie

23
Q

Principles of Efficiency

A

use the most efficient processing
mode, i.e., by default use heuristic
processing

Recipients under time pressure favor heuristic processing
­demand higher efficiency

24
Q

Principles of Sufficiency

A

need to be sufficiently confident
about the validity of the resultant
attitude

Recipients who know the attitude object well favor systematic processing
­demand higher confidence in their resulting attitude

25
Q

EFFICIENCY + SUFFICIENCY =

CONFIDENCE

A 
Combining the two principles:
1. engage in heuristics processing first
2a. if heuristics processing alone
generates enough confidence, systematic
processing is not necessary
2b. if heuristics processing alone does NOT generate enough confidence, use systematic processing
26
Q

Situational or individual differences

A

distraction (heuristic),
low need for cognition (heuristic),
high ability (systematic),
high accountability (systematic)

27
Q

HOVLAND’S PARADIGM OF ATTITUDE CHANGE

A

Who says What? How? to Whom?

28
Q

Counter-argumentation

A

the central element in determining attitude change
­an internal debate that provides an alternative position and supports it

Counter-arguing is an important component of reactance, as has been shown by Rains (2013). If people are confronted with a message that (overtly) intends to persuade them, they feel threatened in their freedom to act
(Brehm, 1966). This feeling may lead to reactance, a motivational state in which people try to re-establish their
freedom. As a result, they are more on guard and more resistant to attitude change (Wood and Quinn, 2003).

29
Q

Who?

A

Credibility
­ Trustworthiness
­ Expertise

Attractiveness

Single vs. Multiple sources
­ multiple sources even more effective when
­ arguments are strong conveying different arguments

30
Q

Says what?

A

Drawing conclusion
­ best for complex messages

One-sided vs. two sided
­ best if target is knowledgeable

Fear arousal
­ interacts with chronic fear arousal

31
Q

HOW?

A

Distraction
­ helps weak arguments
­ interferes comprehension of strong arguments

Overhearing
­ source becomes more credible

32
Q

to Whom?

A

Intelligence
­ For messages lacking supportive arguments, high intelligence people were less persuaded than low intelligence people
­ For messages including complex argumentation, persuasion and retention of message content was greater for high
intelligence people

self-esteem
medium: most easily persuaded
low-esteem people are too distracted and withdrawn to receive the message
high self-esteem people yield less to the message because they are especially confident of their own opinions

33
Q

self-esteem

A

an inverted U-shape relation
­
Message recipients with high levels of self-esteem receive (i.e., attend to and comprehend) more of the message
than those low in self-esteem;

low-esteem people are too distracted and withdrawn to receive the message.
­
Recipients high (vs. low) in self-esteem yield less to the message because they are especially confident of their own
opinions.
­
The combination of reception and yielding processes results in a curvilinear relation between individual attributes
and influence such that recipients possessing middle self-esteem levels are easier to influence than those possessing
high or low levels.
­
Low self-esteem recipients demonstrate little reception; high self-esteem recipients demonstrate little yielding

34
Q

COGNITIVE DISSONANCE THEORY

FESTINGER, 1957

A

Two cognitions or cognition and behavior are incongruent

Incongruent in cognitions or such leads to
discomfort/dissonance

Resolve dissonance by modifying one of the cognitions or behavior
­
behavior cannot be undone, thus changing
cognition

35
Q

LIMITING CONDITIONS OF COGNITIVE DISSONANCE

A

Freedom of choice
­ Without choice, a person can justify his/her counter-att behavior

Commitment
­ Commitment makes one cognition resistant to change

Aversive consequences
­ Bring about a situation that one would rather not have occurred.

Personal Responsibility
­ Diffusion of responsibility reduces dissonance/att-change

36
Q

WEAK ATTITUDE-BEHAVIOR LINK

A
37
Q

THEORY OF REASONED ACTION

A 
Behavioral intention
­ 
Attitudes towards behavior
­ Behavioral beliefs
­ Evaluation of the consequences
­ 
Subjective norm
­ Normative beliefs
­ Motivation to comply
38
Q

Behavioral belief

A

Belief that the behavior leads to certain outcomes

39
Q

Evaluation of the consequences

A
40
Q

Normative beliefs

A

Beliefs that specific referents think I should or should not perform the behavior

41
Q

Motivation to comply with the specific referents

A
42
Q

Perceived Behavioral Control

A

people’s perceptions of their ability to perform a given behavior.

PSYC 5160 (10 decks)

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