Chapter 7: Attitudes Flashcards
Tripart model of attitudes
Affect
Emotional attitude of object, feeling about object
Behavior
Behavior evoked by object, how you
Cognition
How you think about it
Attitude and two characteristics
An attitude is an evaluation of an object
Differ in intensity and direction
Three places attitudes come from
Affectively based
More subjective reasoning
Based on emotions and values or sensory information
Behaviorally based
Based on observations of how we behave toward object
Cognitively based
These are arrived at through logical, objective processes but that does not mean more accurate
Mere exposure effect and study
Mere exposure effect
People grow to like an initially unobjectionable stimulus the more frequently it is encountered
Knight 1977
People prefer mirror images of themselves, versus your peers will prefer regular images of yourself
Yale attitude change approach components
Yale attitude change approach
Three major factors :
Who said what to whom
Source
Where it came from
-Credibility: If the source has expertise they can be more credible
-Like ability: People wee perceive as more similar to us we like more
Message
The quality and sincerity
Audience
Age, gender, susceptibility
Self interest rule
Self interest rule
We are more receptive to people who argue against their own interest
Fear appeals and study
Fear appeals
Scaring people into doing something
Levinthal 1976
Smokers were invited into a lab where they were given information to scare them out of smoking, and some were given information on where to get help. Fear appeals are only effective when they know what to do with that fear.
Fear scares people, but it’s not effective unless they know what to do.
Subliminal advertising and study
Strayhan 2002
People were taken into the lab and primed with subliminal advertising for thirst. Have a cookies with water, have a cookies without. Next they were given Kool-Aid to test. The ones who are subliminally advertised and thirsty where the ones who drink the most.
Subliminal advertising only works when you already want to do it.
Need for cognition
need for cognition
a need to structure relevant situations in meaningful, integrated ways or a need to understand and make reasonable the experiential world evaluation, and problem solving.
Elaboration likelihood model and study
Elaboration likelihood model
Says two routes through which persuasion may occur
Central route (relevant and able) Active processing of the message
Peripheral route (nonrelevant or unable) Swayed by things less relevant or peripheral to source
Which route is taking depends on whether people are motivated and able to scrutinize the information contained in the message
Relevant study (petty 1981): Students listened to an argument that was either relevant or nonrelevant to them. If it was relevant, then they paid attention to the content of the message, which was strong or weak, and if it was nonrelevant they paid attention to the prestige of the speaker, which was important or bland.
Elaboration likelihood model:
Factors affecting ability
External factors
Fast presentation/time pressures
Complexity
resisting persuasion and study
Resisting persuasion
When we are aware when we’re being persuaded we become motivated to persist
We don’t like being knowledgeably persuaded
Freedman 1965
Highschooler’s who were told that the message was supposed to persuade them were persuaded less
Two processes of resisting persuasion
Two processes
Attitude inoculation
When we are Informed of the position speakers take it enables us to come up with counterarguments
Psychological reactance
Told speaker intends to change attitude threatening out freedom to do otherwise and elicits a motivation to re establish that freedom
Attitude inoculation and study
Attitude inoculation
Informed of position speakers takes it Enables us to come up with Counterarguments
McGuire 1964
Participants either visited lab twice or once but half were given topic first
Group one was less persuaded
Psychological reactance and study
Psychological reactance
Told speaker intends to change attitude threatening out freedom to do otherwise and elicits a motivation to re establish that freedom
Wu 1991
Participants were selected based on their drinking habits. They either read high threat data telling them to completely abstain from alcohol, or low threat telling them to back off. The heavy drinkers reading high threat reacted the most and drink more during a test study.
