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Economic & Consumer Psychology > College 1 > Flashcards

College 1 Flashcards

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1
Q

System 1

A
  • Always runs up front
  • Fast (first)
  • Intuitive
  • Easy questions
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2
Q

What is system 2

A
  • Hard questions
  • Effortful
  • Lazy
  • Monitors system 1
  • Slow (second)
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3
Q

Which dual processing models are there?

A
  • Heuristic Systematic Model
  • Elaboration Likelihood Model (ELM)
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4
Q

What are the two routes from information to attitude change according to the Elaboration Likelihood Model?

A
  • Peripheral route
  • Central route
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5
Q

Which system can be linked to the central route?

A

System 2

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6
Q

Which system can be linked to the peripheral route?

A

System 1

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7
Q

What determines which route is used?

A

Elaboration likelihood

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8
Q

Which route is taken when there’s a high likelihood?

A

The central route

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9
Q

Which route is taken when there’s a low likelihood?

A

The peripheral route

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10
Q

What are the premises of the Elaboration Likelihood Model (ELM)?

A
  • People want to have correct attitudes
  • Elaboration likelihood depends on motivation and ability
  • Peripheral cues are most influential under low elaboration likelihood
  • Attitude via the central route is …
    o More stable
    o Stronger
    o More predictive of behaviour
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11
Q

What are the factors that promote the central route?

A

Motivation and ability

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12
Q

How does motivation promote the central route?

A
  • Involvement with topic (in particular material outcomes)
  • Accountability/ responsibility
  • Need for cognition/ uncertainty reduction
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13
Q

How does ability promote the central route?

A
  • Prior knowledge, expertise, intelligence (+)
  • Repetition, experience (+)
  • Distraction (-)
  • Time pressure (-)
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14
Q

What are peripheral cues?

A

Secondary features of the information or the context

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15
Q

Name some examples of peripheral cues

A
  • Repetition (logo)
    o Mere exposure
  • Number of arguments (many vs. few)
  • Source credibility (attractive, famous, reliable, expert)
  • Product origin (e.g., wine from France)
  • Product ‘characteristics’ (‘new’, ‘improved recipe’)
  • Format/ design (e.g., well-designed advert => positive affect)
  • Etc.
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16
Q

What step in the central route of the Elaboration Likelihood Model (ELM) comes first, ability or motivation?

A

Motivation

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17
Q

What happens to strong arguments in case of high elaboration likelihood (central route)?

A

Strong arguments lead to positive thoughts on the opinion expressed in the message.

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18
Q

What happens to weak arguments in case of high elaboration likelihood (central route)?

A

Weak arguments lead to negative thoughts on the opinion expressed in the message.

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19
Q

What is wise when you have strong arguments?

A
  • Repeat a few times (not too often!)
  • Make sure the text is comprehensible
  • Non-distracting context
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20
Q

What is wise when you have a weak argument?

A
  • Offer the message only once
  • Provide enough distraction
  • Good peripheral cues
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21
Q

During the experiment regarding review credibility, what cues did they research?

A

Peripheral cues

  • Source credibility (low vs. high reviewer rating)
  • Review consistency (low vs. high)
  • Review sidedness (one-sided vs. two-sided)

Central cues

  • Argument quality (weak vs. strong)
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22
Q

What did they find in the experiment regarding review credibility?

A

Having high motivation and ability did not enhance the argument quality impact.

People with low motivation and ability only looked at the review sidedness.

Peripheral cues might be peripheral to some people, but central to others.

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23
Q

True or false: head vs. heart, head can be compared to system 2 and heart to system 1

A

False, both systems use both head and heart

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24
Q

True or false: conscious vs. non conscious, head can be compared to system 2 and heart to system 1

A

False, both systems listen to both conscious and non conscious thoughts and feelings

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25
Q

What happens to our pupils when we use cognitive capacity?

A

If we use our cognitive capacity, our pupils dilate. With less cognitive effort, they become smaller again.

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26
Q

Pupillometry

A

Measuring cognitive effort

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27
Q

What happens when consumers have effortful decisions to make

A

If it gets too difficult, people are likely to fall back on heuristics

  • ‘Best choice’
  • Discounts
  • Reviews
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28
Q

The phenomenon of ego depletion

A

Self-control/ willpower as a limited resource.

Strength model of self-control.

The prediction is that it can expend over time.

29
Q

What are the causes for ego depletion?

A
  • Thought suppression (e.g., avoid thinking of a white bear)
  • Inhibit emotional response (e.g., to a scary movie)
  • Inhibit behavioral response (e.g., to someone who annoys you)
  • Trying to impress others
  • Making choices that involve conflict

These all involve so-called executive functions (e.g., planning, self-monitoring, self-control, working memory, flexibility).

30
Q

What can be said about multitasking?

A

Multitasking doesn’t exist, you switch between the two tasks.

31
Q

What are examples of the consequences of ego depletion?

A
  • Deviating from one’s diet
  • Overspending on impulsive purchases
  • Reacting aggressively to provocation
  • Persisting less time in a hand grip task
  • Performing poorly in cognitive tasks and logical decision making
32
Q

What are some serious critiques on ego depletion concerning statistics?

A

Meta-analysis and replications are inconclusive

  • Methodological limitations
  • Publication bias
  • Small samples
  • P-hacking
33
Q

What are some serious critiques on ego depletion concerning the concept?

A

What is the source of self-control?

  • Glucose?
    o Not a lot of evidence against or for this => inconclusive.

What is the limit?

  • Willpower beliefs moderate ego depletion effects.
    o “After a strenuous mental activity, you feel energized for further challenging activities”.
     Reduces or reverses ego-depletion effect.
    o Back up reserve: it’s not always ‘not able’, but ‘not willing’.
  • Thus: different from cognitive load: being able vs. being willing.
    o Intelligence vs. Rationality.
34
Q

What is a knowledge structure?

A

A category + stereotypes (associations), the connections between them are the associative networks. There are also inhibitory links.

35
Q

What is a schema?

A

A theory about how the social world works.

Reason why things that do not seem to have a lot in common can belong to one and the same category.

36
Q

What can system 1 do?

A

Knowledge structures, schemas and priming.

37
Q

Priming

A

Uses knowledge structures and schemas.

Primes can either be

  • Subliminal (non-conscious)
  • Supraliminal (conscious)
38
Q

Can you make someone walk slower by priming them with elderly words?

A

In an experiment, people had to make sentences from words. The old people condition and the other condition had the same words except for one. Florida/Ohio, gray/blue, stubborn/friendly. People that were in the old people condition walked 1 second slower than the people from the other condition.

39
Q

A replication study has been done of the behavioral priming experiment of using elderly words to slow people down. What was found in this study?

A

In a replication study, the experiment leader knew what condition they were in. Even though there was no ‘fast’ condition. This suggests that, non verbally, the experimenter bias caused a difference.

This indicates that there is no priming.

40
Q

In the finger tapping experiment, people were asked to either look at the number (1 or 2) and tap their index and middle finger, or tap the same finger as the one on the picture. What did they find in this experiment?

A

This is evidence for behavioral priming. The congruency effect shows that system 1 wants to follow the finger movement, but system 2 corrects to the symbolic cue.

41
Q

Does priming influence behavior?

A

Priming may influence behavior:

  • But may not always change behavior.
  • Sometimes only speed it up or slow it down (interference of System 2).
42
Q

When are behavioral primes (most) effective?

A

When associated with the target (behavior)

  • Also gives insight into people’s associations (e.g., chocolate = unhealthy vs. chocolate = yummy).

When activating goal-congruent behavior.

43
Q

Is there evidence that priming has an effect on behavior?

A

Yes, but it depends.

44
Q

In the experiment on brand placement, how did they measure implicit memory?

A

Word fragment completion test.

45
Q

In the experiment on brand placement, how did they measure choice behavior?

A

Gift for participants’ time and effort: Coke, Dr. Pepper, Pepsi or Sprite.

46
Q

In the experiment on brand placement, how did they measure explicit memory?

A

Remember seeing [brand name] from the movie clip? (yes/no).

47
Q

In the experiment on brand placement, how did they measure explicit attitude?

A

How much do you like [brand name]? 0 (dislike) to 10 (like).

48
Q

In the experiment on brand placement, what did they find regarding implicit memory?

A

Higher fragment completion rates when shown in movie, regardless of level of placement.

49
Q

In the experiment on brand placement, what did they find regarding choice behavior?

A

Higher choice rates when shown in movie, regardless of level of placement

50
Q

In the experiment on brand placement, what did they find regarding explicit memory?

A

Recognition background < Used by character ≤ Story connection

51
Q

In the experiment on brand placement, what did they find regarding explicit attitude?

A

More positive after longer exposure and most positive when used by character, followed by background, followed by story connection (?)

It needs to be clear what the brand is that is used for the story connection (e.g., in a dark room you can’t read the brand name or recognize it)

52
Q

What was found on embodied cognition regarding the power pose theory?

A

Effect on

  • Physiology (-)
  • Behavior (-)
  • Internal perceptions (+)

It might leave as soon as you leave the pose.

53
Q

What was found on embodied cognition regarding wavering and ambivalence?

A

Participants had to stand stable, or shift feet and they measured the wavering on the Wii board. They then measured the thoughts.

They found that wavering results in self-doubt.

54
Q

What was found on embodied cognition regarding the facial feedback hypothesis?

A

There is some evidence, but mostly when the muscles mimic what you want to trigger. So, when it looks like a smile and feels like a smile, it works best.

55
Q

Mere exposure

A

Repeated presentation of neutral stimulus leads to a more positive evaluation.

Repetition as peripheral cue in advertisement.

56
Q

What were the results of the experiment on subliminal presentation (5 ms) of Chinese characters with

  • Condition 1: 25 different characters
  • Condition 2: 5 x 5 of the same characters
A

Results: in condition 2

  • Characters were rated more positively
  • Without people recognizing the characters
  • This generalized to new, similar stimuli
  • And resulted in more general positive affect
57
Q

Explaining mere exposure

A

“Automatic vigilance”

  • People are especially alert to negative stimuli
  • Negativity bias
  • Evolutionary advantage
  • We expect for the best but prepare for the worst

New neutral stimulus

  • Repeated presentation without negative consequences
  • Classical conditioning => “it is safe”
58
Q

What is the manipulating processing ease experiment on arguments against a new policy?

A

“At the university we are developing a new exam policy […]”

Think of 4 arguments against the policy and type them in:

  • Black letters on white background
  • Yellow letters on pink background

It is less easy to process the yellow letters on the pink background

  • You take it less seriously
59
Q

Feeling of ease can be interpreted in different ways, easy = good or easy = bad. What are the thought processes in these two conditions?

A

Normally: easy = good

  • Black on white is easier
  • Counter arguments are more convincing
  • More negative evaluation

Manipulation: ease = bad
“For unintelligent people … “

  • In other words: you’re dumb if it feels easy
  • Black on white feels easy, so I must be dumb
  • Counterarguments seem less convincing
  • More positive evaluation
60
Q

True or false: ease of processing signals that information is improbably/ not frequent.

A

False, ease of processing signals that information is frequent/ probable.

61
Q

True or false: instructions have no effect on the interpretation of ease.

A

False, instructions can change the interpretation of ease.

62
Q

True or false: the interpretation of the feeling matters more than the feeling itself.

A

True

63
Q

True or false: people underestimate how likely they will remember certain information

A

False, people overestimate how likely they will remember certain information

  • When processing is fluent (engaging text)
  • Short-term memory is over-estimated
  • Reduces studying behavior, and therefore long-term memory performance
  • When information seems really easy, rehearsing may be more important than you think!
64
Q

True or false: people are less convinced when people use complicated words

A

True

65
Q

What can you say about the following statement: “Sugary drinks help you think.”

A

Mostly no, with the exception of when you are starving.

66
Q

What can you say about the following statement: “After mental exertion, you need to replenish.”

A

It depends on your belief.

67
Q

What can you say about the following statement: “You can make people walk more slowly by priming old age.”

A

It depends on the bias of the researcher.

68
Q

What can you say about the following statement: “If something is easy to process, people take it less seriously.”

A

It depends on the instructions the reader has.

Economic & Consumer Psychology (12 decks)

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