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PSY2001 SEMESTER 2 > PSY2001 SEMESTER 2 - WEEK 1 > Flashcards

PSY2001 SEMESTER 2 - WEEK 1 Flashcards

1
Q

name self-report measures for attitudes

A

interviews, focus group, attitude scale (likerts, semantic differential)

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2
Q

outline what semantic differential attitude scales are

A

rate attitude object according to pairs of opposing evaluative words

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3
Q

outline covert behavioural measures for attitudes

A

based on behavioural observations of seating distance, eye contact, body posture, approach/avoidance

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4
Q

name covert affective measure of attitudes

A

implicit association test (IAT)

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5
Q

describe implicit association test

A

faster to classify things that are related in memory than are unrelated
eg; positive attitudes to cats mean faster response to cat pictures when needs the same key press as positive word v negative word

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6
Q

name 2 physiological measures of attitude

A

pupillary response, facial EMG

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7
Q

what is facial EMG

A

electrodes used to measure facial muscle activity

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8
Q

what facial EMG electrode activity can indicate positive attitudes

A

zygomatic major muscle = smiling

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9
Q

what facial EMG electrode activity can indicate negative attitudes

A

corrugator supercili muscle = frowning

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10
Q

name 2 behavioural approaches toward attitude formation

A

mere exposure effect
evaluative conditioning

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11
Q

outline mere exposure effect (behavioural approach for attitude formation)

A

tendency to develop more positive feelings towards more familiar objects

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12
Q

name 2 real-world example for mere-exposure effect

A

advertising and interpersonal attraction

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13
Q

name advertising example of mere exposure effect (Fang, Singh & Ahluwalia, 2007)

A

ppts exposed to banner ads at top of web article rated reaction to banner as more positive when saw 20x vs 5x vs 0x

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14
Q

name interpersonal example of mere exposure effect (Moreland & Beach, 1992)

A

students rated women who had attended their class as more attracted when attend 15x vs 10x vs 5x

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15
Q

define (scienceyish) evaluative conditioning (behavioural, attitude formations)

A

when repeatedly exposed to neutral stimulus that appears in temporal proximity to an affective stimulus, their subsequent evaluation of neutral stimulus often becomes more similar to valence of affective stimulus

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16
Q

summarise evaluative conditioning (behavioural approach for attitude formation) in simple way

A

pairing new neutral stimuli with an already positive = positive attitude
pair with negative = negative attitudes

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17
Q

name advertising example for evaluative conditioning (Biegler & Vargas, 2016)

A

ppts rate fiction antiflu drug as more effective, safe, beneficial when is paired with more positive vs negative images

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18
Q

name healthy eating example for evaluative conditioning (Hollands, Prestwich & Marteau, 2011)

A

ppts showed more negative implicit attitude to energy dense snacks after image of snack pair with image of adverse health problemos

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19
Q

name cognitive approach to attitude formations

A

self-perception

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20
Q

define self-perception (cognitive approach to attitude formation)

A

form attitudes by observing our behaviour and circumstances in which it occurs and making inferences (attributions)

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21
Q

name empirical examples for self perception in image evaluation

A

ppts holding pen in teeth found cartoon funnier than when it was in lips = facial feedback hypothesis

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22
Q

outline empirical example for self perception in IAT

A

pen in teeth when look at photo of black male show significantly less implicit bias on IAT than those who did same while looking at photos of white males

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23
Q

summarise what attitudes is

A

basis of prejudice, interpersonal attraction, self-esteem

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24
Q

outline single component definition for attitudes

A

focusing on affect (feelings), referring to general, enduring positive or negative feeling about some person, object or issue

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25
explain tri-component definition of attitude
ABC model Affective, Behavioural and Cognitive
26
what are affective components of ABC attitudes model
positive or negative feelings about object
27
what are behavioural components of ABC attitudes model
tendencies to act toward object
28
what are cognitive components of ABC attitudes model
beliefs and thoughts about object
29
outline what is explicit attitude
can report, whose expression can be consciously controlled
30
outline what is implicit attitude
don't initially have conscious access and whose activation cannot be controlled
31
what are subtle behavioural, affective measure the most useful
unconsicous attitude, SDB, if on intervention successfully changing an attitude
32
why did Katz suggest that we have attitudes
attitude formation should be understood in terms of need attitudes serve. different motivations underlie different attitudes and unlikely to be any single cause of specific type of attitude
33
name Katz 4 key features of attitude
1. utilitarian/instrumental 2. ego-defensive 3. value-expressive 4. knowledge/cognitive economy
34
outline Katz attitude formation - utilitarian/instrumental function
attitude exist as useful motivated to obtain reward, avoid punishment so develop positive attitude to object to help obtain reward, reach goal negative attitude toward object cause punish and prevent achieve goals
35
outline Katz attitude formation - ego-defensive function
attitude protects self-image from unacceptable internal and external threat
36
give evidence of ego-defensive function for attitude formation by Katz (Knight Lapinski & Boster, 2001)
students received info suggesting their self-image as serious student incorrect/correct if receive self-image consistent, rate more negatively than student who receive consistent as more negative evaluation meant greater message discounting = source derogation
37
define message discounting
message not important, or relevant
38
define source derogation
source of messages stupid, not reasonable
39
outline Katz attitude formation - value-expressive function
attitudes help us express values that are integral to our self-concept ie help communicate what type of person we are eg; positive attitude toward LGBT solidarity because values equality
40
outline Katz attitude formation - knowledge/cognitive economy function
attitude act as 'schema' help us organise info, give sense of predictability in complex social worlds act as frame of reference of sort new info, streamline processing i like fruit = must like pineapple
41
define attitude change
modification of an individuals general evaluative perception of stimulus + set of stimuli
42
define persuasion
active attempt to change a person's attitude through info
43
name 2 techniques of persuasion model
those trying to change attitudes via communication those trying to change attitude via changing behaviour
44
define cognitive dissonance
state of psychological tension produced by simultaneously having 2 opposing cognitions, which motivates us to reduce tension by changing one cognition
45
summarise Yale attitude change (through communication)
ad, argument, debate, info message WHO says WHAT to WHOM and with what effect
46
in Yale approach of attitude change, state 3 general variables for persuasion
1. source - who is trying to do persuading 2. message - what is content of message, and how is that content expressed 3. audience - to whom is message targeted
47
in Yale approach of attitude change, state 4 steps in persuasion process
1. attention 2. comprehension 3. acceptance 4. retention
48
name some source characteristics (included in Yale approach)
attractiveness, credibility
49
in Yale approach of attitude change, explain how attractiveness of source impacts
more attractive = more persuasive influences politics similarities important, but depends on if focus of persuasion a matter of taste/judgement then similar source accepted, if focus is matter of fact then dissimilar source does better
50
summarise Bochner & Insko (1966) study into credibility
combined source credibility, discrepancy between targets opinion, source opinion asked how much sleep is needed, speak to either nobel-peace prize (high credibility), YMCA instructors (low credibility) more opinion change occurred at moderate levels of difference between students and source - extreme discrepancy is not good tactic in influencing target however discrepancy affected by credibility = with change greatest when highly credible source advocated 1 hour of sleep and students suggested 8 hr
51
name some Yale's approach message characteristics
fear appeals repetition emotions medium framing sleeper effect
52
give evidence of fear appeals working
ppts wanting to give up smoking moderate condition: listen to talk linking cancer death/smoking high condition: graphic films greater willingness to stop in high fear cdn
53
give evidence against fear appeals working
low fear: tell pain outcome for tooth diseases moderate: explicit warning high: bad images inverse relatiosnhip between reported dental care - lowest fear take best cares
54
how can inverted U hypothesis explain discrepancy between whether a fear appeal is effective/isn't
2 parameters control way we respond to persuasion = comprehension, degree wanting to change if less frightened have less motivation but as fear increases so does arousal, interest/attention
55
apply protection motivation theory to fear appeals
fear appeals can reduce dangerous health practice if include effective presentation of how to cope with danger
56
apply terror management theory to fear appeal
thought of own death creates 'paralysing terror' making us seek immortality and so identify wish, psychologically defend cultural institutions and ideologies that we follow = high fear message lead to ideological conviction and identifying with group, instead of attitude changing
57
suggest impact of repetition (Yale message characteristics)
common belief of max repetition aids understanding and recall actually= repeated exposure increases familiarity but does not work all the time for a new product
58
when should both sides of an argument be given (yale message characteristics)
intelligent audience is against argument = present 1 side if less intelligence = two-side message
59
what medium results in better attitudes change
easily understood message then videos, if difficult then written
60
how can framing impact attitude change (Yale message characteristics)
if behaviour relate to detecting disease, frame in terms of preventing loss if behaviour leads to positive outcome then frame in "gains" language
61
define sleeper effect
impact of a persuasive message can increase over time when discounting cue (eg, invalid source), so no longer recalled
62
name some audience characteristics of Yale change approach
need for cognition self-monitoring regulatory focus/fit self-esteem gender
63
outline "need for cognition" as Yale audience characteristic
individuals tendency to engage in effortful cognition
64
explain research (Cacioppo) into need for cognition in Yales audience characteristic
argument quality had larger effects on persuasion in individual with high needs for cognitions
65
outline "self-monitoring" as Yale audience characteristic evidence = DeBono, Leavitt, Backus
high self-monitors were more positive influenced by attractive product packaging than low self-monitors
66
outline "regulatory focus/fit" as Yale audience characteristic
whether individuals have "promotion" or "prevention" focus and how that fits with regulatory orientation of message
67
outline "self-esteem" as Yale audience characteristic
inverted U curve those with low, high SE less persuaded than moderate, as those with low are less attentive and more anxious, high are more self-assured
68
outline "gender" as Yale audience characteristic
attitude gender differences tends to mirror gender differences in social influence in small group, women tend to be more susceptible due to socialisation especially if speaker is same-sex
69
give weakness of Yale approach
nearly all IV increases persuasion in some situ but no effect in other instead of looking if certain characteristics increasing persuasion, instead look at how persuasion works = elaboration-likelihood model
70
summarise Elaboration-Likelihood model for attitude change
dual-process model outcome of persuasion attempts depends on elaboration likelihood
71
in Elaboration-Likelihood model, when will central route be used
when audience has ability and motivation to elaborate on message follow central route (more effortful processing) persuaded by central cues, relate to argument strength if strong argument = persuasions if weak argument = no persuasion
72
in Elaboration-Likelihood model, when will peripheral route be used
has no ability, motivation to elaborate on message follow peripheral with less effortful + more automatic processing persuaded by peripheral cues (heuristic) if cues present (catchy slogans) = persuasion if cue absent = no persuasion
73
summarise heuristic-systematic (dual-process) mdol
systematic processing to scan/consider available arguments heuristic processing to use cognitive heuristic uses heuristic till sufficiency thresholds and then systematic process
74
whats cognitive dissonance theory
conflict between beliefs and discrepancy between behaviour and underlying attitudes, behaviour and self-conception

PSY2001 SEMESTER 2 (2 decks)

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