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Social > Lecture 2 - Attitudes > Flashcards

Lecture 2 - Attitudes Flashcards

1
Q

What is Thurnstone 1931 definition of an attitude

A

Affect for or against a psychological object

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2
Q

Outline Allport 1935 definition of an attitude

A

Mental and neural state readiness, organised through experience, exerting directive or dynamic influence upon individuals response to all objects and situations with which it is related

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3
Q

Outline Fazio 1989 definition of an attitude

A

Associations between attitude objects and evaluations of these objects

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4
Q

Outline Pratkanis and Greenwalds 1989 emphasis on categorisation

A
  1. Object label and rules applying label
  2. Evaluative summary object
  3. Knowledge structure supporting evaluation
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5
Q

Outline Unitary Model of component theories of attitude

A

Affective evaluation

Thurnstone 1931`

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6
Q

Outline Dual Model of component theories of attitude

A

Mental readiness

Guide evaluative responses - Allport 1935

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7
Q

Outline Tripartite Model of component theories of attitude

A

Attitude Object

Cognitive, Affective, Behavioural

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8
Q

What are the bases of Attitude, Behavioural, Cognitive

A

Attitude - emotion based
Behavioural - intention based
Cognitive - belief based

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9
Q

What are the behavioural theories of attitude formation

A

Mere exposure
Classical conditioning
Instrumental conditioning
Observational Learning

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10
Q

What is the mere exposure behavioural theory of attitude formation

A

Familiarity increases liking

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11
Q

What is the classical conditioning behavioural theory of attitude formation

A

Neutral stimuli paired salient response results in attitude

Encounter positive setting, gain positive association

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12
Q

What is the instrumental conditioning behavioural theory of attitude formation

A

Attitudes shaped by reinforcement system of reward and punishment

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13
Q

What is the observational learning of behavioural theory of attitude formation

A

Modelling in vicarious experiences, particularly extreme views

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14
Q

What are the cognitive theories of attitude formation

A

Information integration theory
Mood as information hypothesis
Heuristic/Associative Processing
Emphasis internal representation and interpretation

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15
Q

What is the Information integration theory of cognitive theories of attitude formation

A

Formed by averaging available information on an object

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16
Q

What is the Mood as information hypothesis of cognitive theories of attitude formation

A

Emotion (mood) provides basis of evaluation of objects

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17
Q

What is the Heuristic/Associative

Processing of cognitive theories of attitude formation

A

Decision ‘rules of thumb’ are used make judgement and form mental shortcuts memory

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18
Q

Outline Attitude formation of Self Perception Theory

A

Infer attitudes from own behaviour - Bem 1960

Behave without thinking, only on reflection infer attitudes

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19
Q

Outline Haemmerlie and Montgomery 1982-4 study on Self Perception Theory and Heterosexual anxiety

A

People who are anxious around opposite sex increase problem by becoming more anxious
Created situation 2 individuals constantly good interactions, reducing anxious behaviour
On reflection less anxious, increased confidence

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20
Q

Outline Kurt Vonnegut - Mother Night on Self Perception Theory

A

We are what we pretend to be, so we must be careful about what we pretend to be

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21
Q

How are Parents sources of attitude formation

A

Infer attitudes from those closest to you

Strength associate ranges from strong for broad issues to very weak for specific attitudes

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22
Q

How are the Mass Media sources of attitude formation

A

Particularly TV an important influence on children

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23
Q

Outline Mass Media experiment by Atkin 1980

A

Links between TV advertisements and childrens attitudes and perceptions sugary foods/drinks

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24
Q

How can we measure attitudes

A
  1. Attitude Scales - Likert, Semantic differential
  2. Physiological Measures
  3. Unobtrusive measures of behaviour
  4. Implicit measures of attitudes - Attitude priming, Implicit association test
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25
Q

Outline a Likert Scale

A

Extent people agree/disagree statement
Average index of cognitive attitudes
Could be scale 1 - 7

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26
Q

Whats an issue of Likert Scales

A

Acquiescent Response Set - tendency agree

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27
Q

How do we overcome Acquiescent response issues

A

Mix positively and negatively phrased items to counteract the problem

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28
Q

Who investigated the Semantic Differential Scale

A

Osgood, Suci and Tannenbaum 1957

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29
Q

Outline the Semantic Differential Scale

A

Given adjectives asked which relates to how they feel about a particular stimulus.

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30
Q

Outline a criticism of the Semantic Differential Scale

A

Reductionist, over-simplistic

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31
Q

Outline Physiological Measures

A

Skin resistance, heart rate, pupil dilation
Polygraph
Lass able alter responses
Measures intensity - not measure direction 9positive or negative)
Influence other things - salient/novel stimuli
Development social neuroscience methods

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32
Q

Outline Implicit Measures

A

Based activation accessible categories in memory
Activation one object automatically activate another
Less easy ppts influence their responses
Not always reliable
Help predict behaviour

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33
Q

Outline Fazio’s Automatic Activation Model

A

Represent activation object in your head, that will activate automatic evaluation of that object
Automatic, cant prevent evaluation occurring

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34
Q

Outline Implicit Association Test of Greenworld

A

Produces big effect sizes, reliable, convergent reliability
Asking ppts categorise 2 things at once.
First object interest and evaluation
Response key associated with particular exemplar
But pairings switched. Categories perform best seen stronger association = representative attitudes

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35
Q

Outline LaPiere 1934 attitude-behaviour relationship

A

Hoteliers and restauranters attitudes towards Asians 1930s USA.
Visited 66 hotels, restaurants, only got turned away once.
6 months later questionnaire sked if accept Chinese customers 92% said no.
Contradiction attitude and behaviour

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36
Q

Evaluation of LaPiere 1934 study

A

People responding to questionnaire may not be same people
Very different saying something and actually doing something
6month time gap

37
Q

Outline Wickers 1969 meta analysis on attitudes and behaviour

A

Attitudes weakly correlated with behaviour across 45 studies
.15

38
Q

Methodological reasons for attitude-behaviour relationship

A

Unreliability and low validity attitude/behaviour measures
Data only good as your measure
Prone influence other factors
Time between attitude and behavioural measure
Modality - conditions need be correct

39
Q

Outline other variables

A

Attitudes influence behaviour through intentions. Lack compatibility/correspondence between attitude and behaviour - generality attitude measure
Target, action, context, time
Strong indirect attitude-behaviour relationships e.g. through intentions

40
Q

Who created the Expectancy Value Model of Attitudes

A

Fishbein 1967

41
Q

Outline Fishbein 1967 Expectancy Value Model of Attitudes

A

Attitudes alone not predict behaviour
Interaction beliefs, values, attitudes, intentions important
Each belief multiplied by each value to produce attitude score

42
Q

Outline Fishbein 1967 Expectancy Value Model of Attitudes definition of Belief

A

Behaviour result in certain outcome

e.g. studying hard gain me good grades

43
Q

Outline Fishbein 1967 Expectancy Value Model of Attitudes definition of Values

A

Outcome highly valued

e.g. getting good grades is important to me

44
Q

Outline who created the Theory of Reasoned Action

A

Ajzen and Fishbein 1980

45
Q

Outline The Theory of Reasoned Action by Ajzen and Fishbein 1980

A

Attitudes, Subjective norms, intentions, behaviour

46
Q

What creates and feeds into attitudes in The Theory of Reasoned Action by Ajzen and Fishbein 1980

A

Behavioural beliefs X value of Belief

47
Q

What creates and feeds into Subjective Norms

in The Theory of Reasoned Action by Ajzen and Fishbein 1980

A

Normative beliefs X Motivation

48
Q

Who created the Theory of Planned Behaviour

A

Ajzen 1989

49
Q

What are the key constructs of The Theory of Planned Behaviour Ajzen 1989

A

Perceived Control
Subjective Norms
Attitudes
Intentions

50
Q

What feeds into Perceived Control in The Theory of Planned Behaviour Ajzen 1989

A

Control beliefs X Perceived Power

51
Q

Who created Perceived Behavioural Control

A

Madden, Ellen and Ajzen 2012

52
Q

Outline Perceived Behavioural Control by Madden, Ellen and Ajzen 2012

A

Extent which seen difficult or easy to do something
Independent pathway predict behaviour
Perception influence intentions, also outside influences
Explain more variance

53
Q

What does Fazios 1990 MODE stand for

A

Motivation and Opportunity as Determinates of processing model

54
Q

Outline Fazios 1990 MODE Model

A

Attitudes guide behaviour spontaneously

When have cognitive capacity, motivation, opportunity think carefully explicit attitudes guide behaviour

55
Q

Outline Fazios 1990 MODE view on explicit attitudes

A

Explicit measures -> think carefully -> more predictive -> deliberate behaviour

56
Q

Outline Fazios 1990 MODE view on implicit attitudes

A

Implicit measures -> indirect, predictive -> Automatic behaviour, difficult control

57
Q

Outline Persuasive Communication

A

Yale Approach precursor and highly influential in persuasive communication

58
Q

Outline Hovland et al features of persuasive communication

A

Source or communicator
Message (content)
Audience
Who says what to whom and with what effect?

59
Q

Outline the source or communicator

A

Experts more persuasive and credible
Popular and attractive communicators most effective
Speaking more quickly more effective than slow speakers
Conveys expertise

60
Q

Outline source

credibility according to Bochner and Insko 1996

A

All aspects, features, contexts interact one another
Source credibility interacts nature message
Asked how much sleep really need. Exposed communication 2 sources opinion: 1 low credibility and 1 high credibility
Final opinion changes more as discrepancy changed. Believe to certain extent

61
Q

Outlie The Message

A

Persuasion more effective if message not thought trying influence
Repetition increases familiarity, belief, liking
Enhanced arguments match audiences current attitude functions

62
Q

What does Janis and Feshbach 1953 argue about whether fear works on persuasion

A

Early research
Low fear optimal
Dental hygiene

63
Q

What does Leventhal et al 1967 argue about whether fear works on persuasion

A

High fear message promoted greater willingness stop smoking

64
Q

Outline McGuire 1969 argue about whether fear works on persuasion

A

Inverted-U Shape Hypothesis
Too little fear may not highlight potential harm
Very fearful distract people message itself or may evoke an avoidance reaction

65
Q

Outline Witte and Allen 2000 meta analysis of fear appeals

A

Strong fear appeals produce high levels perceived severity and susceptibility, more persuasive, particularly when feel need take action
Too high = defensive action
Strong fear appeals high efficacy greatest
Strong fear low efficacy greatest defence

66
Q

Outline messaged about fear from communicating about climate change in Spence et al 2010

A

Messages provoked fear
More memorable
Increased perceived severity
Focus positives increased positive attitudes

67
Q

Outline Outcome Framing

A

Health Psych focusing gains or losses differentially useful for different behaviour
Gains - useful perceived low risk. Preventative behaviours
Losses - high risk. Detection behaviours

68
Q

Outline the medium of the message by Eagly and Chaiken 1983

A

Different medium useful different messages
Difficult messages best persuasive when written - go back and review
Easy info best visual

69
Q

Outline the audience - self-esteem

A

People low self-esteem more susceptible persuasion and attitude change

70
Q

Outline McGuire 1968 Inverted-U relationship with the audience and self esteem

A

Low self-esteem - less attentive, more anxious

High self-esteem - less susceptible influence, more self-assured

71
Q

Outline the audience effects of gender

A

Women more easily persuaded
Socialisation cooperative roles
May be due to predominance male researchers - focus male topics

72
Q

Outline Carli 1990 effects of the audience effects of gender

A

Men in particular resist influence by women
Women more persuasive in traditional ‘female’ domains
Tempered when women also display warmth and communality

73
Q

Who created the elaboration likelihood model

A

Petty and Cacioppo 1986

74
Q

Outline the Elaboration Likelihood Model by Petty and Cacioppo 1986

A

Two routes persuasion
Central route = high level message followed closely, cognitive effort expended
Peripheral route =
Low level,
superficial processing peripheral cues, attraction rather than info

75
Q

Who created the Heuristic Systematic Model

A

Chaiken 1987

76
Q

Outline the Heuristic Systematic Model by Chaiken 1987

A

Systematic processing - careful, deliberate, processing available info
Heuristic processing - short cuts.
Longer arguments convincing. Statistics don’t lie
Cant trust a lawyer
Looks knowledgeable

77
Q

Outline Petty and Wegener 1998 Sufficient Threshold`

A

Long as heuristics produce attitude confident with
Always start with stats
Problems and conflicting signals move systematic processing

78
Q

What can halt systematic processing

A

Mood - good moods tend use heuristics

Emotion - high fear messages tend be processed peripherally, low fear more central

79
Q

Outline the Cognitive Dissonance Theory

A

Inconsistency upsetting creates cog dissonance = unpleasant state/feeling
Behaviour driving change
Inconsistency motivate change = restore balance

80
Q

Who created the Cognitive Dissonance Theory

A

Festinger 1954

81
Q

What is the 1st Premise of Cognitive Dissonance

A

Person behaves or presented with info that is counter attitudinal an internal conflict arises

82
Q

What is the 2nd premise of Cognitive Dissonance

A

Dissonance motivates people make alterations to their behavioural or internal states to restore equilibrium

83
Q

What is the 3rd premise of Cognitive Dissonance

A

Dissonance be attenuated (reduced) using 3 means:
Reducing importance one dissonant elements (attitude change)
Adding a consonant element (cognitive re-appraisal)
Changing one dissonant elements (behaviour)

84
Q

Who investigates Induced Cognitive Dissonance

A

Festinger and Carlsmith 1959

85
Q

Outline Festinger and Carlsmith 1959 study on Induced Cognitive Dissonance

A

Asked ppts spend hour boring tasks generate strong negative attitudes.
Asked talk next ppt tell them task was interesting

86
Q

Outline Festinger and Carlsmith 1959 study RESULTS on induced Cognitive Dissonance

A

Paid $20 extra justification tell ppt boringness

Paid $1 left inconsistency, resolve they justify task and tell next ppt task was interesting

87
Q

Who investigated Effort Justification

A

Aronson and Mills 1959

88
Q

Outline Aronson and Mills 1959 study on Effort Justification

A

Discussion group on psychology sex. Mild and High embarrassment group for reading assessment
Then discussion group - talk sexual behaviours in animals

89
Q

Outline Aronson and Mills 1959 study on Effort Justification RESULTS

A

Rate discussion group and how interesting/boring and same for ppts
Mild embarrassment - honest boringness
High embarrassment - rated discussion and ppts more interesting

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