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Persuasive Comm. > Exam 2 > Flashcards

Exam 2 Flashcards

1
Q

the range of positions along an attitude continuum a person finds acceptable

A

latitude of acceptance

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2
Q

the range of positions alone an attitude continuum a person finds unacceptable

A

latitude of rejection

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3
Q

the range of positions along an attitude continuum a person finds neither acceptable nor unacceptable (indifferent)

A

latitude of noncommitment

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4
Q

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

A

assimilation

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5
Q

when a person perceives a message as being in opposition to his or her views

A

contrasting

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6
Q

a person’s commitment to an issue and related to a person’s self-concept and self-esteem

A

ego-involvement

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7
Q

what goes along with the latitude of acceptance?

A

assimilation

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8
Q

what goes along with the latitude of rejection?

A

contrasting

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9
Q

the difference between the position being advocated by a message and the preferred position of the receiver

A

message discrepancy

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10
Q

as message discrepancy increases, attitude change ______________

A

increases

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11
Q

what three factors can influence the relationship between discrepancy and attitude change?

A

1) ego-involvement
2) source credibility
3) language intensity

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12
Q

What is one significant strength of the social judgment theory?

A

provides an explanation of how an attitudinal anchor can change over time (how and why messages can backfire and result in a boomerang effect)

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13
Q

what is another strength of the social judgment theory?

A

helps to understand how people process a message and why two people holding similar attitudes can respond to the same message in different ways

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14
Q

can happen during contrasting, when a person’s anchor is moved in the opposite direction of the proposed message

A

boomerang effect

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15
Q

What is a limitation of the social judgment theory?

A

not very useful for controlling persuasion

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16
Q

what is another limitation of the social judgment theory?

A

doesn’t provide a theoretical prediction for what happens when a message falls in the LNC

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17
Q

what are two more limitations of the social judgment theory?

A

ordered alternatives questionnaire and doesn’t address how a message should be constructed

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18
Q

the amount of dissonance experienced

A

magnitude of dissonance

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19
Q

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

A

dissonance reduction

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20
Q

an aversive motivational state that people are motivated to eliminate

A

cognitive dissonance

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21
Q

what are the 4 stages of the decision-making context?

A

1) conflict
2) decision
3) cognitive dissonance
4) dissonance reduction

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22
Q

what are 2 criterion necessary for cognitive dissonance to occur?

A

1) freedom of choice

2) insufficient external justification

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23
Q

what should be kept in mind when constructing persuasive messages?

A

consistency

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24
Q

what is the main strength of the cognitive dissonance theory?

A

its ability to explain at a theoretical level

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25
Q

what is a limitation of the cognitive dissonance theory?

A

difficult to disprove

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26
Q

what is another limitation of the cognitive dissonance theory?

A

not useful for creating messages intended to form new beliefs or attitudes

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27
Q

when an individual has this, they have control over their behavior

A

volitional control

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28
Q

the social pressure a person feels from important others to perform or not perform a behavior

A

subjective norm

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29
Q

a psychological concept best described as an expectation or a plan for how you are going to behave

A

behavioral intention

30
Q

an individual’s perception of the level of control he or she has over a behavior

A

perceived behavioral control

31
Q

what are three strategies for changing a person’s attitude?

A

1) add a new behavioral belief
2) change the belief evaluation
3) change the belief strength

32
Q

what are three strategies for influencing subjective norm?

A

1) add new normative beliefs
2) change existing normative beliefs
3) alter motivation to comply

33
Q

the more beliefs you change, the more the __________ will change

A

attitude

34
Q

in order to change subjective norm, ___________ _______ must be changed

A

normative beliefs

35
Q

by altering the audience’s perceptions of perceived behavioral control, we can alter their ___________ ________-

A

behavioral intentions

36
Q

what is a major strength of the theory of reasoned action?

A

the model is receiver oriented

37
Q

what are two other strengths of the theory of reasoned action?

A

explains the relationship between attitudes, beliefs, and behaviors and well supported by research

38
Q

what is a limitation of the theory of reasoned action?

A

the emphasis on a specific behavior

39
Q

what are two more limitations of the theory of reasoned action?

A

the relative weights component requires knowing a person’s behavioral intention and the model does not include previous behavior

40
Q

the receiver engages in high elaboration and focuses on thinking about the content of the message

A

central processing

41
Q

the receiver engages in low elaboration of the message

A

peripheral processing

42
Q

how much the receiver wants to elaborate on the message

A

motivation to process

43
Q

how capable the receiver is to elaborate on the persuasive message

A

ability to process

44
Q

how do we go about applying the ELM to persuasion?

A

consider the factors that influence motivation and ability to process

45
Q

what is a strength of the ELM?

A

researched in a variety of settings

46
Q

what are some other strengths of the ELM?

A

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

47
Q

what is a limitation of the ELM?

A

inability to offer guidance to prospective persuaders about how to create high- and low-argument quality messages

48
Q

what is another limitation of the ELM?

A

individuals with a high need for cognition do not fall into the predicted patterns of central and peripheral processing

49
Q

what is the order (from bottom to top) of the 5 levels in Maslow’s Hierarchy of Needs?

A

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

50
Q

argument fallacy that occurs when a speaker attacks the person rather than the substance of the person’s argument

A

attacking the person

51
Q

argument fallacy that occurs when a speaker attempts to divert the attention of the audience from the matter at hand

A

red herring

52
Q

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

A

hasty generalization

53
Q

argument fallacy where a speaker points out that because one event happened before another event, the first event caused the second event

A

false cause

54
Q

argument fallacy comparing two things that are not really comparable

A

false analogy

55
Q

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

A

slippery slope

56
Q

what are the 4 basic methods of speech delivery?

A

manuscript, memorized, impromptu, and extemporaneous delivery

57
Q

involves writing a speech word for word in complete-sentence and paragraph format

A

manuscript delivery

58
Q

a speech is constructed word for word and practice sessions take place to commit the speech to memory

A

memorized delivery

59
Q

involves little to no advance preparation by the speaker; spontaneous and natural

A

impromptu delivery

60
Q

speakers have advance notice of their speaking engagement and are able to research, organize, and practice their speeches

A

extemporaneous delivery

61
Q

you should complete your speech _________

A

early

62
Q

practice your speech _____ ________

A

out loud

63
Q

__________ in front of others

A

practice

64
Q

_______ your speech each time you practice

A

time

65
Q

give extra attention to your ___________ and ____________

A

introduction, conclusion

66
Q

______ your speech as needed

A

edit

67
Q

practice to increase ____________

A

confidence

68
Q

during the Q&A period, you should ________ the question the audience member has asked as part of your answer

A

repeat

69
Q

when you respond to questions, be _______ and ____ _____ _________

A

brief, to the point

70
Q

when asked a question, it is important to be _________

A

honest

71
Q

speakers should ___ ________ about what they say and how they say it

A

be careful

72
Q

_________ to make sure that the question asked by the audience member was answered successfuly

A

check

Persuasive Comm. (1 decks)

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