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Communication and Leadership > Week 3 - Persuasion and compliance gaining > Flashcards

Week 3 - Persuasion and compliance gaining Flashcards

1
Q

Central route to persuasion

A

We look at the message itself as its content and quality matter.

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2
Q

Peripheral route to persuasion

A

We look for heuristic cues, such as qualities of the sender (attractiveness).

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3
Q

Embodied persuasion

A

How we move and use our bodies can affect how convincing we are or how likely we are to be convinced by others

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4
Q

What are some simple cues through which we process persuasive messages?

A

Basic association: When an initially neutral stimuli is encountered along with a conditioning stimulus that is associated with positive/negative emotions (nodding vs. shaking the head and evaluating a neutral object, a pen)
Simple inferences: Bodily responses can influence attitudes by triggering simple inferences. If we’re feeling relaxed when we hear a message, we might think that message is good.

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5
Q

Bodily responses influence amount of thinking.

A

The way we use our bodies can influence how much and deeply we think.
If an attitude can be formed by effortful information processing, it should be strong.

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6
Q

Bodily responses influence the direction of thinking

A

Bodily responses can shape attitudes by affecting the valence of the thoughts that come to mind when thinking about an attitude object. For example, nodders agree more with a message than shakers.

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7
Q

Bodily responses can influence thought-confidence

A

Bodily movements can affect how confident we feel about our thoughts.
Self-validiation hypothesis: generating thoughts is not sufficient for them to have an impact, one must also have confidence.

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8
Q

Ethos - credibiltiy

A

Personal proofs:
Warmth and competence
Power/authority
Relationship
Liking
Attractiveness
Humor

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9
Q

Logos - credibility

A

Logical proofs:
Message delivery
Counter-attitudinal advocacy
Request size
Consensus
Reciprocation

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10
Q

Pathos - emotion

A

Emotional proofs:
Threat or fear
Moral appeals
Scarcity value
Consistency and commitment

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11
Q

Elaboration Likelihood Model of persuasion

A

Attitude change is affected by our level of thinking

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12
Q

Warmth and competence

A

Getting on with people: employee centered
Getting on with the job: job-oriented

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13
Q

Warmth traits

A

Friendly
Helpful
Sincere
Trustworthy
Moral

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14
Q

Competence traits

A

Intelligent
Skilled
Creative
Efficacious
Clever
Efficient

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15
Q

Asch’s configural model

A

Explains how we form impressions of others based on ‘central traits’ and ‘peripheral traits’

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16
Q

Central traits

A

Have a strong influence on impression formation (warm or cold)

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17
Q

Peripheral traits

A

Traits that are less impactful on impression formation

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18
Q

Door-in-the-face technique

A

Persuader makes a large request, expecting you to reject it, then presents a smaller request

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19
Q

Foot-in-the-door technique

A

Persuader gets you to comply with a small request first, then later presents a larger request

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20
Q

Lowballing

A

Persuader offers item at a lower price to get them to commit, then suddenly raises the price

21
Q

Projecting warmth

A

Duchenne smile
Immediacy cues (leaning forward)
Relaxed posture
Mimicry

22
Q

Projecting competence

A

Dominance and power cues: open posture, proxemics

23
Q

Halo effect of being warm

A

The halo effect of being warm leads to the assumption that you are also competent

24
Q

Contrast effects

A

When you appear to be more competent, some might see you as less warm.

25
Innuendo effect
When only positive information on one dimension is given (only warmth, but competence info omitted) Listeners draw negative inferences about the other dimensions even though they received only positive info.
26
Prejudice toward female leaders
Women first have to 'act like men' to be perceived as leaders
27
Double standard for agency
Agentic women are viewed as highly competent, but they are not liked as much as agentic men Agentic men are perceived as warmer than agentic women.
28
The primacy of warmth judgments
People assess warmth before competence, impacting affective and behavioral responses
29
Evolutionary perspective
Understanding a person's intent is more critical for survival than assessing their ability to act on those intentions
30
Diagnosticity of warmth and competence information
Warmth: negative behavior is more diagnostic, because we assume that's how to the person is. Positive behavior is perceived as controllable and socially-cued. Competence: positive behavior is more diagnostic because competence is attributed to abilities, not social demands.
31
Stereotype content model
Categorizes societal groups based on perceptions and aligns with ethnic stereotypes and contemporary social group dynamics
32
Behavioral Inhibition and Activation System
Yields distinct discrimination types. Warm + competent = admiration + active and passive facilitation Cold + incompetent = contempt + active and passive harm Competent + cold = envy + passive association and active harm Warm + not competent = pity + active helping and passive neglect
33
Consequences of warmth and competence judgments (in organizations)
Impact on selection and assignment Subjective evaluations Team dynamics
34
How to avoid making biased judgments?
Leaders' influence: they must not convey permission for discriminatory behavior Peers' influence Personnel evaluations
35
Communion dimension
Traits and behaviors related to warmth, friendliness and trustworthiness
36
Agency dimension
Traits and behaviors such as ambitious, competent or self-confidence
37
Preferential Processing hypothesis
Information pertaining to communion dimension is processed preferentially on various levels of social information First approach vs avoidance
38
Dual Perspective Model (DPM)
Explains how we see ourselves versus how others see us. Agency (being strong and independent) is what we focus on when thinking about ourselves. Communion (being friendly and caring) is what others focus on when they think about us.
39
Evolutionary psychology of leadership
People are programmed to assess whether others are a threat before considering whether they are capable.
40
Downside of leading with competence
Can create distance between leaders as they can be perceived as cold
41
Leading in high-stress situations
Warmth to de-escalate tension Competence to instill confidence
42
Strategies for effective communication
Acknowledge audience concerns Use inclusive message Engage in dialogue
43
Creating credibility
Consistent, transparent and honest communication Recognising limitations of scientific findings
44
ELM two routes of persuasion
Central: based on thoughtful, logical processing Peripheral: based on superficial cues
45
Cognitive dissonance theory
People are motivated to reduce the discomfort caused by conflicting beliefs or attitudes, which can lead to changes when persuasive messages highlight this dissonance.
46
Social judgment theory
Persuasion occurs within a person's range of acceptance, rejection or neutrality
47
Psychological processes in persuasion
Reciprocity Commitment and consistency Social proof Authority Liking Scarcity
48
Persuasive communication techniques
Framing (positive/negative) Emotional appeals (needs to be balanced with logic) Message tailoring (customising message to audiences' beliefs) Repetition

Communication and Leadership (6 decks)

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