Unit 6

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Unit 6

  1. 1. UNIT 6 Attitude- Behavior Consistency
  2. 2. Corey (1937) Student Cheating 1. Measured attitudes towards cheating 2. Allowed students to grade their own tests (but . . .) 3. The attitude behavior relationship was . . .
  3. 3. Problems with the Early Studies 1. Only one attitude was measured when others were probably related to the behavior. 2. Attitudes measured did not sufficiently match the behaviors examined. (Kutner, Wilkins, and Yarow study)
  4. 4. Prerequisites for Attitudes to Predict Behavior
  5. 5. Accessibility The extent to which attitudes can be recalled from memory. --The more accessible an attitude is the more likely we can predict behavior by it.
  6. 6. Research on Accessibility A. Response Latency Time it takes for an attitude to be recalled. B. Experiment (Fazio, Powell, & Williams; 1989)
  7. 7. Relevance of attitude to behavior Accessing someone’s attitude that smoking is bad is different from an academic discussion and their behavior at break.
  8. 9. Relevance of attitude to behavior Accessing someone’s attitude that smoking is bad is different from an academic discussion and their behavior at break.
  9. 10. Relevance of attitude to behavior The attitude needs to be relevant to the behavior in question.
  10. 11. Other Factors
  11. 12. Competing Attitudes -- Positive Attitude towards getting good grades -- It will depend upon your attitude towards cheating that will determine whether you will cheat to get good grades.
  12. 13. Situational Factors <ul><li>Individual Situations </li></ul><ul><li>- We listen to our attitudes </li></ul>2. Group Situations - We tend to listen to group consensus
  13. 14. How the Attitude Formed 1. Directly (stronger) 2. Vicariously
  14. 15. ACTIVITY Looking back at the notes from the last three units, list three (of each) conditions under which our attitudes are most and least likely to influence our behavior.

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