Exam 2 Flashcards
the range of positions along an attitude continuum a person finds acceptable
latitude of acceptance
the range of positions alone an attitude continuum a person finds unacceptable
latitude of rejection
the range of positions along an attitude continuum a person finds neither acceptable nor unacceptable (indifferent)
latitude of noncommitment
a person perceives a message as being similar to his or her attitudinal anchor and possibly closer than it really is from an objective point of view
assimilation
when a person perceives a message as being in opposition to his or her views
contrasting
a person’s commitment to an issue and related to a person’s self-concept and self-esteem
ego-involvement
what goes along with the latitude of acceptance?
assimilation
what goes along with the latitude of rejection?
contrasting
the difference between the position being advocated by a message and the preferred position of the receiver
message discrepancy
as message discrepancy increases, attitude change ______________
increases
what three factors can influence the relationship between discrepancy and attitude change?
1) ego-involvement
2) source credibility
3) language intensity
What is one significant strength of the social judgment theory?
provides an explanation of how an attitudinal anchor can change over time (how and why messages can backfire and result in a boomerang effect)
what is another strength of the social judgment theory?
helps to understand how people process a message and why two people holding similar attitudes can respond to the same message in different ways
can happen during contrasting, when a person’s anchor is moved in the opposite direction of the proposed message
boomerang effect
What is a limitation of the social judgment theory?
not very useful for controlling persuasion
what is another limitation of the social judgment theory?
doesn’t provide a theoretical prediction for what happens when a message falls in the LNC
what are two more limitations of the social judgment theory?
ordered alternatives questionnaire and doesn’t address how a message should be constructed
the amount of dissonance experienced
magnitude of dissonance
the process a person engages in to reduce cognitive dissonance that involves one or more of the following: change the behavior, change the ratio, change the importance, denial, bolstering, transcendence, and differentiation
dissonance reduction
an aversive motivational state that people are motivated to eliminate
cognitive dissonance
what are the 4 stages of the decision-making context?
1) conflict
2) decision
3) cognitive dissonance
4) dissonance reduction
what are 2 criterion necessary for cognitive dissonance to occur?
1) freedom of choice
2) insufficient external justification
what should be kept in mind when constructing persuasive messages?
consistency
what is the main strength of the cognitive dissonance theory?
its ability to explain at a theoretical level
what is a limitation of the cognitive dissonance theory?
difficult to disprove
what is another limitation of the cognitive dissonance theory?
not useful for creating messages intended to form new beliefs or attitudes
when an individual has this, they have control over their behavior
volitional control
the social pressure a person feels from important others to perform or not perform a behavior
subjective norm
a psychological concept best described as an expectation or a plan for how you are going to behave
behavioral intention
an individual’s perception of the level of control he or she has over a behavior
perceived behavioral control
what are three strategies for changing a person’s attitude?
1) add a new behavioral belief
2) change the belief evaluation
3) change the belief strength
what are three strategies for influencing subjective norm?
1) add new normative beliefs
2) change existing normative beliefs
3) alter motivation to comply
the more beliefs you change, the more the __________ will change
attitude
in order to change subjective norm, ___________ _______ must be changed
normative beliefs
by altering the audience’s perceptions of perceived behavioral control, we can alter their ___________ ________-
behavioral intentions
what is a major strength of the theory of reasoned action?
the model is receiver oriented
what are two other strengths of the theory of reasoned action?
explains the relationship between attitudes, beliefs, and behaviors and well supported by research
what is a limitation of the theory of reasoned action?
the emphasis on a specific behavior
what are two more limitations of the theory of reasoned action?
the relative weights component requires knowing a person’s behavioral intention and the model does not include previous behavior
the receiver engages in high elaboration and focuses on thinking about the content of the message
central processing
the receiver engages in low elaboration of the message
peripheral processing
how much the receiver wants to elaborate on the message
motivation to process
how capable the receiver is to elaborate on the persuasive message
ability to process
how do we go about applying the ELM to persuasion?
consider the factors that influence motivation and ability to process
what is a strength of the ELM?
researched in a variety of settings
what are some other strengths of the ELM?
able to control and predict persuasion in real-world areas, other theories can be incorporated, and it is easier to predict when receivers will respond to and ignore strong arguments
what is a limitation of the ELM?
inability to offer guidance to prospective persuaders about how to create high- and low-argument quality messages
what is another limitation of the ELM?
individuals with a high need for cognition do not fall into the predicted patterns of central and peripheral processing
what is the order (from bottom to top) of the 5 levels in Maslow’s Hierarchy of Needs?
1) physiological needs - food, water, oxygen
2) Safety needs - security, safe home, freedom
3) belongingness and love needs - friendship, love
4) esteem needs - respect, worthiness
5) self-actualization needs - personal growth, self-awareness, creativity
argument fallacy that occurs when a speaker attacks the person rather than the substance of the person’s argument
attacking the person
argument fallacy that occurs when a speaker attempts to divert the attention of the audience from the matter at hand
red herring
argument fallacy that is based on quantity of data/occurs because the sample chosen is too small or or is in some way not representative
hasty generalization
argument fallacy where a speaker points out that because one event happened before another event, the first event caused the second event
false cause
argument fallacy comparing two things that are not really comparable
false analogy
argument fallacy claiming that if we take even one step onto this, we will end up sliding all the way to the bottom; that we can’t stop
slippery slope
what are the 4 basic methods of speech delivery?
manuscript, memorized, impromptu, and extemporaneous delivery
involves writing a speech word for word in complete-sentence and paragraph format
manuscript delivery
a speech is constructed word for word and practice sessions take place to commit the speech to memory
memorized delivery
involves little to no advance preparation by the speaker; spontaneous and natural
impromptu delivery
speakers have advance notice of their speaking engagement and are able to research, organize, and practice their speeches
extemporaneous delivery
you should complete your speech _________
early
practice your speech _____ ________
out loud
__________ in front of others
practice
_______ your speech each time you practice
time
give extra attention to your ___________ and ____________
introduction, conclusion
______ your speech as needed
edit
practice to increase ____________
confidence
during the Q&A period, you should ________ the question the audience member has asked as part of your answer
repeat
when you respond to questions, be _______ and ____ _____ _________
brief, to the point
when asked a question, it is important to be _________
honest
speakers should ___ ________ about what they say and how they say it
be careful
_________ to make sure that the question asked by the audience member was answered successfuly
check
