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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
Q

Innuendo effect

A

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
Q

Prejudice toward female leaders

A

Women first have to ‘act like men’ to be perceived as leaders

27
Q

Double standard for agency

A

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
Q

The primacy of warmth judgments

A

People assess warmth before competence, impacting affective and behavioral responses

29
Q

Evolutionary perspective

A

Understanding a person’s intent is more critical for survival than assessing their ability to act on those intentions

30
Q

Diagnosticity of warmth and competence information

A

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
Q

Stereotype content model

A

Categorizes societal groups based on perceptions and aligns with ethnic stereotypes and contemporary social group dynamics

32
Q

Behavioral Inhibition and Activation System

A

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
Q

Consequences of warmth and competence judgments (in organizations)

A

Impact on selection and assignment
Subjective evaluations
Team dynamics

34
Q

How to avoid making biased judgments?

A

Leaders’ influence: they must not convey permission for discriminatory behavior
Peers’ influence
Personnel evaluations

35
Q

Communion dimension

A

Traits and behaviors related to warmth, friendliness and trustworthiness

36
Q

Agency dimension

A

Traits and behaviors such as ambitious, competent or self-confidence

37
Q

Preferential Processing hypothesis

A

Information pertaining to communion dimension is processed preferentially on various levels of social information
First approach vs avoidance

38
Q

Dual Perspective Model (DPM)

A

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
Q

Evolutionary psychology of leadership

A

People are programmed to assess whether others are a threat before considering whether they are capable.

40
Q

Downside of leading with competence

A

Can create distance between leaders as they can be perceived as cold

41
Q

Leading in high-stress situations

A

Warmth to de-escalate tension
Competence to instill confidence

42
Q

Strategies for effective communication

A

Acknowledge audience concerns
Use inclusive message
Engage in dialogue

43
Q

Creating credibility

A

Consistent, transparent and honest communication
Recognising limitations of scientific findings

44
Q

ELM two routes of persuasion

A

Central: based on thoughtful, logical processing
Peripheral: based on superficial cues

45
Q

Cognitive dissonance theory

A

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
Q

Social judgment theory

A

Persuasion occurs within a person’s range of acceptance, rejection or neutrality

47
Q

Psychological processes in persuasion

A

Reciprocity
Commitment and consistency
Social proof
Authority
Liking
Scarcity

48
Q

Persuasive communication techniques

A

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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