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PSY2003 > Attitudes and Norms > Flashcards

Attitudes and Norms Flashcards

1
Q

What is an attitude?

A

A cognitive representation that summarizes evaluation of an attitude object (e.g., belief), which involve direction and intensity

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2
Q

What are the functions of attitude?

A
  • Provides shortcuts to guide behaviour
  • Reduce cognitive effort needed to make decisions
  • Which overall, helps people navigate their environment
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3
Q

What are the components of an attitude?

A
  1. Affective information
  2. Behavioral information
  3. Cognitive information
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4
Q

Affective information

A

Feelings and emotions about the object

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5
Q

Behavioural information

A

Information about past, present or future interactions with the object

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6
Q

Cognition information

A

Facts and beliefs about the object

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7
Q

Explicit vs implicit

A
  • Implicit measures yields different results from self-reports (takes away influence of social desirability)
  • Each measure tap into different aspects of evaluation
  • Based on different kinds of information/context
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8
Q

Associative-Propositional Evaluation (APE) model

A
  • Helps us understand how attitudes develop and form over time
  • Learning occurs through: Associative Learning and Propositional Learning
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9
Q

Associative processes

A
  1. Semantic Network Model
    - Mental links form between concepts
    - Common properties provide basis for mental link
    - Shorter path between concepts = stronger associative memory
  2. Spreading Activation
    - Concept is activated in semantic network -> Spread in any number of directions -> Other nearby associations also activated
    - Nearby activated concepts inform behaviour
  3. Associative Learning
    - When two stimuli are frequently paired together, it creates semantic link in memory
    - Hebbian law: “Neurons that fire together, wire together”
    - Mere co-occurrence of stimuli can influence behaviour
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10
Q

Propositional processes

A
  • Mental links are elaborated upon, which requires conscious effort
  • Creation of causal relations between associations (in attempt to validate associations in memory)
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11
Q

Changing attitudes

A
  1. Persuasion
    - Process of forming, strengthening, or changing attitudes
  2. Rational Messages
    - Provide cognitive information about attitude of an object
  3. Emotional Appeal
    - Associate affective information with the attitude of an object
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12
Q

Cognitive dissonance (Leon Festinger)

A
  • Uncomfortable state due to inconsistencies between attitudes and behaviour
  • Produces motivation to process and then to resolve the inconsistencies
  • Result: change in attitude to match behaviour

How does it work?
1. Individual perceives action as inconsistent with attitude
2. Individual perceives the action as freely chosen
3. Experience uncomfortable state of arousal
4. Attributes arousal to inconsistency

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13
Q

Priming

A
  • Activate information to change behaviour
  • Conscious or unconscious
  • May retrieve relevant social norms to promote
    conformity
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14
Q

Elaboration likelihood model

A
  • Elaboration = critical evaluation of arguments; When do people accept or reject information?
  • Some arguments accepted as is with no elaboration, while others may elicit high elaboration
  • Requirement of high elaboration usually when argument’s inconsistent with already learned information
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15
Q

Peripheral routes (emotion)

A
  • Highly emotional reasoning
  • Aim is to change associations in memory
  • Most effective in preventing maladaptive health behaviours from forming (ex. tobacco packaging)
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16
Q

Central routes (logic)

A

Scientific evidence, logic-based arguments, remarks from field experts

17
Q

Role of expert sources

A
  • Typically elicit lower elaboration
  • Increase trustworthiness of central routes
18
Q

Evaluative conditioning

A
  • Aims to replace/create new links between concepts in memory
  • Peripheral route of persuasion
  • Co-activation of emotional stimuli and target stimuli
19
Q

Social norms (definition)

A

Accepted ways to think, feel, act in society
- Often informed by group membership
- Often formed by observing group members’ attitudes and behaviours

20
Q

Conformity
(what; why; types)

A
  • Altering your attitude/behaviour to align better with a certain group/norm

Why do we do it?
- Avoid criticism, ridicule from others
- Promotes connectedness with others

Types
- Public conformity: Personally convinced that group is correct (conform even when group isn’t present)
- Private conformity: Behave consistently with norms that are not privately accepted as correct

21
Q

Compliance (e.g., Milgram obedience study)

A
  • Agreeing to do sth simply because we have been asked to

Factors:
- Authority figures
- Similarity and physical attraction
- Friendship/liking rule

22
Q

Salience of group (e.g., Zimbardo prison study)

A
23
Q

Door-in-the-face

A
  • The Rule of Reciprocity
  • If someone gives you sth or does you a favor, you feel the need to return the favor
24
Q

Foot-in-the-door

A
  • The Rule of Commitment
  • The idea that because you’ve done sth once, you’re more likely to do it again (kalo dulu udah commit, kenapa gak skrg juga)
  • Demands can be amplified over time
25
Q

Low-ball

A
  • The Rule of Commitment
  • When you buy/commit to sth, and it has agreements you’ve become embedded to
26
Q

Robert Cialdini

A
  • Social psychologist
  • Worked on campaigns for Barack Obama and Hillary Clinton
  • Focus on ways of persuasion
27
Q

Attitude formation

A
  • We form attitudes consistent with the information we have about the negative object
  • Negative information is weighed more heavily in forming the attitude than is positive information
  • Attitudes reflect those parts of the information that are currently accessible or salient
28
Q

Differentiate between Associative learning and Propositional learning

A

Associative:
- Creates simple links in memory (ex. Alcohol-escape)
- Can be rejected (with energy)

Propositional:
- Explains the relations between simple links (ex. Alcohol makes me happy)
- These associations are further strengthened (if validated)

29
Q

Conflict and Independence between AL and PL in APE Model

A
  • Associative and Propositional links can also conflict one another (ex. AL - Black Americans and Violence but we also have PL - Black Americans have treated me nicely)
  • AL can be activated regardless of whether you believe the response as appropriate
  • PL can override AL if they’re inconsistent and you have the motivation (and resources) to do so
30
Q

Loersch & Payne (2011): Priming, How does it affect attitude/behaviour?

A
  • Primes affect several aspects of attitudes and behaviour
  • Due to spreading activation
  • Prime-related information brought up to conscious/unconscious level
  • This information is more accessible than other potentially relevant information
  • Due to easy accessibility of prime-related information, we rely on this more in the moment (which impacts our perception, attitudes, behaviour, etc.)
31
Q

Dangers of conformity

A
  • Group polarization
  • Groupthink
  • Pluralistic ignorance

PSY2003 (10 decks)

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