The document is a playlist for a psychology class on attitudes, behavior, and rationalization. It includes songs that relate to topics being covered in the class, such as self-perception theory, cognitive dissonance, intrinsic and extrinsic motivators, and effort justification. The playlist indicates the chapter topics that will be covered in the class, which explore what attitudes are, predicting behavior from attitudes, self-perception theory, and broader rationalization.
1) The document discusses theories of persuasion and unconscious learning from advertising, including the elaboration likelihood model.
2) The elaboration likelihood model proposes two routes to persuasion: a central route involving thoughtful consideration of arguments and a peripheral route involving superficial cues.
3) Several studies demonstrate that the effectiveness of arguments depends on issue involvement, available cognitive resources, and awareness of persuasive intent. Attitudes formed through the central route last longer.
You eat food but taste perceptions. Tasting is as much about the brain as it is about taste buds and the tongue. Discover how expectations shape your experience of taste.
115. locus of control by jullian rotterLAKSHMANAN S
1) Julian Rotter originated the concept of locus of control in 1954 to refer to people's beliefs about whether control resides internally within themselves or externally in outside forces.
2) Those with an internal locus of control believe they have control over their own lives through their actions and choices, while those with an external locus tend to believe that external forces like luck or fate control outcomes.
3) People's locus of control exists on a spectrum and can vary in different situations, but in general those with an internal locus are more motivated, success-oriented, and politically active, while those with an external locus are more passive and accepting of things outside their control.
George Kelly developed the cognitive theory of personality known as personal construct theory. This theory views individuals as scientists who develop constructs, or templates, to interpret and anticipate events. Kelly believed that personality is defined by how one construes personal experiences, and that thoughts determine emotions and behaviors. A core concept is that people freely create constructs and can change their thoughts to change their moods, anxiety levels, and relationships.
The document discusses the concepts of attitudes and how they can be defined. It states that an attitude is a positive or negative orientation or feeling toward something, referred to as the attitude object. Attitudes influence behaviors and behaviors also influence attitudes. Work attitudes, such as job satisfaction and organizational commitment, are also examined. Several theories of attitude change are outlined, including reinforcement theory, balance theory, and cognitive dissonance theory. Beliefs and values are defined as important components of attitudes. Societal values are also discussed in terms of human-nature orientation, man-nature orientation, time orientation, and activity orientation.
Aaron Beck is an American psychiatrist known as the father of cognitive therapy. He developed widely used assessment tools for depression and anxiety. Beck attended Brown University and Yale Medical School. He believed that depression stems from negative views of oneself, the world, and the future. Cognitive therapy aims to help patients overcome difficulties by identifying and changing dysfunctional thoughts and behaviors. It involves helping patients develop skills to modify beliefs and identify distorted thinking.
This document discusses attitudes and their formation. It defines attitudes as evaluations of objects that can be positive or negative. Attitudes have three components - cognitive, affective, and behavioral. The cognitive component involves beliefs and knowledge about an object, the affective component involves feelings toward the object, and the behavioral component involves tendencies to behave in certain ways toward the object. Attitudes are formed through various determinants like community influences, cultural factors, experiences, socialization, needs, media, and personality traits. The theoretical perspective of attitude formation is explained through social learning theory and concepts like classical and instrumental conditioning.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
1) The document discusses theories of persuasion and unconscious learning from advertising, including the elaboration likelihood model.
2) The elaboration likelihood model proposes two routes to persuasion: a central route involving thoughtful consideration of arguments and a peripheral route involving superficial cues.
3) Several studies demonstrate that the effectiveness of arguments depends on issue involvement, available cognitive resources, and awareness of persuasive intent. Attitudes formed through the central route last longer.
You eat food but taste perceptions. Tasting is as much about the brain as it is about taste buds and the tongue. Discover how expectations shape your experience of taste.
115. locus of control by jullian rotterLAKSHMANAN S
1) Julian Rotter originated the concept of locus of control in 1954 to refer to people's beliefs about whether control resides internally within themselves or externally in outside forces.
2) Those with an internal locus of control believe they have control over their own lives through their actions and choices, while those with an external locus tend to believe that external forces like luck or fate control outcomes.
3) People's locus of control exists on a spectrum and can vary in different situations, but in general those with an internal locus are more motivated, success-oriented, and politically active, while those with an external locus are more passive and accepting of things outside their control.
George Kelly developed the cognitive theory of personality known as personal construct theory. This theory views individuals as scientists who develop constructs, or templates, to interpret and anticipate events. Kelly believed that personality is defined by how one construes personal experiences, and that thoughts determine emotions and behaviors. A core concept is that people freely create constructs and can change their thoughts to change their moods, anxiety levels, and relationships.
The document discusses the concepts of attitudes and how they can be defined. It states that an attitude is a positive or negative orientation or feeling toward something, referred to as the attitude object. Attitudes influence behaviors and behaviors also influence attitudes. Work attitudes, such as job satisfaction and organizational commitment, are also examined. Several theories of attitude change are outlined, including reinforcement theory, balance theory, and cognitive dissonance theory. Beliefs and values are defined as important components of attitudes. Societal values are also discussed in terms of human-nature orientation, man-nature orientation, time orientation, and activity orientation.
Aaron Beck is an American psychiatrist known as the father of cognitive therapy. He developed widely used assessment tools for depression and anxiety. Beck attended Brown University and Yale Medical School. He believed that depression stems from negative views of oneself, the world, and the future. Cognitive therapy aims to help patients overcome difficulties by identifying and changing dysfunctional thoughts and behaviors. It involves helping patients develop skills to modify beliefs and identify distorted thinking.
This document discusses attitudes and their formation. It defines attitudes as evaluations of objects that can be positive or negative. Attitudes have three components - cognitive, affective, and behavioral. The cognitive component involves beliefs and knowledge about an object, the affective component involves feelings toward the object, and the behavioral component involves tendencies to behave in certain ways toward the object. Attitudes are formed through various determinants like community influences, cultural factors, experiences, socialization, needs, media, and personality traits. The theoretical perspective of attitude formation is explained through social learning theory and concepts like classical and instrumental conditioning.
Ethics, a very important part of psychological research which play major role in the conduction of psychological research it's about the moral values and social norms which applies to all Researchers and there are a comprehensive guidelines about ethics given by American Psychological Association 2013 listed in this presentation.
This document discusses attribution theory, which examines how people explain the causes of behaviors. It introduces attribution theory and its two types: personal (internal) attribution, which looks within an individual to explain outcomes, and situational (external) attribution, which looks outside the individual. Some common attribution errors are discussed, including self-serving bias, where people attribute successes to themselves but failures to outside factors, and the fundamental attribution error, where we tend to attribute others' behaviors more to internal causes rather than external ones. The halo effect is described as making broad generalizations about a person based on a single characteristic. In conclusion, the document advocates considering both situational and personal factors rather than making quick judgments.
This document provides a summary of the key topics covered in a social psychology lecture, including:
1. An introduction to social psychology and how human behavior is influenced by others.
2. Exploration of the social self and how people develop social identities and play social roles.
3. Examination of social thinking processes like attribution theory, cognitive dissonance, and social comparison.
4. Discussion of prejudices and how stereotypes form despite efforts to reduce them.
Attitudes and Attitude change
• The different origins of attitudes
• Attitude structure
• Functions of attitudes
• Methods for measuring attitudes
• The link between attitude and behaviour
• Theories of attitude change
Interpersonal attraction is influenced by physical attractiveness, proximity, familiarity, and similarity. The triangular theory of love proposes that attraction consists of intimacy, passion, and commitment. Reinforcement theory states that individuals expect greater benefits relative to their costs in a relationship. Social exchange theory suggests people evaluate fairness in relationships based on equitable contributions and outcomes. Complementary theory proposes that opposite sex attraction fosters reproductive success. Attachment theory posits that seeking attachment figures in times of stress develops from responsive caregiving as a child.
Human children are able to learn through observation alone without direct reinforcement or punishment, while chimpanzees require direct experience (reinforcement or punishment) to learn.
This document discusses theories and concepts related to persuasion and attitude change. It covers:
1) Key factors in persuasion including the communicator, communication/message, and audience. Attitude change can occur through persuasion or counter-attitudinal acts.
2) Yale's communications theory examines who says what to whom with what effect, studying communicator, message, and audience variables.
3) Dual-process models of persuasion including the Elaboration Likelihood Model and Heuristic-Systematic Model which describe central and peripheral routes to persuasion.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
This document discusses perception and how humans recognize and interpret sensory information. It covers topics like perceptual constancy, depth perception using monocular and binocular cues, object perception from viewer-centered and object-centered representations, Gestalt principles of visual perception, and theories of perception including direct perception, constructive perception, bottom-up and top-down processing. It also discusses evidence from research on prototypes, features, structural descriptions, and context effects in perception.
Solomon Asch conducted a famous conformity experiment in the 1950s. In the experiment, participants were shown card pairs with line lengths and asked to indicate which line matched on each trial. Confederates in the experiment intentionally gave incorrect answers on some trials to see if the real participants would conform. Asch found that around 75% of real participants conformed to the incorrect group answer at least once, showing the powerful influence of social pressure on conformity. Factors like group size, task difficulty, and lack of group unanimity can impact the level of conformity observed. The experiment demonstrated that people often change their own beliefs or behaviors to fit in with the group.
While making judgments and decisions about the world around us, we like to think that we are Objective,Logical, and
Capable of taking in and evaluating all the information that is available to us.
The reality is that our judgments and decisions are often
riddled with errors and influenced by a wide variety of biases.
The human brain is both remarkable and powerful, but certainly subject to limitations.
One type of fundamental limitation on human thinking is known as a cognitive bias.
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
This document provides an overview of Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis. It discusses how REBT posits that activating events lead to beliefs which then lead to emotional and behavioral consequences. It notes people can control their reactions by changing their thoughts. Ellis identified 12 typical irrational beliefs that cause distress and provided disputing statements for each. REBT aims to help people suffering unnecessarily by changing irrational thoughts about events that happen to them. It focuses on discovering and breaking down irrational beliefs that hold people back from living rationally.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
This document discusses strategies for changing attitudes. It notes that attitudes are associated beliefs and behaviors that can change due to communication, social influences, and individual motivation. There are five main attitude change strategies: 1) Changing the basic motivational function by appealing to different needs, 2) Associating the product with an admired group, 3) Resolving two conflicting attitudes, 4) Altering components of the multi-attribute model like attributes or adding new ones, 5) Changing beliefs about competitor brands through comparative advertising. Specific tactics for each strategy are also outlined such as emphasizing a product's utilitarian, ego-defensive, value-expressive, or knowledge functions.
Self-perception theory was proposed by Daryl Bem in the 1960s as an alternative to cognitive dissonance theory. It asserts that people develop attitudes by observing their own behavior and the context/environmental factors surrounding it. If a behavior is performed in an environment with strong cues, it implies the behavior was not due to internal attitudes. If performed with weak cues, it implies attitudes drove the behavior. The theory has been applied to areas like psychology, marketing, and medicine. While it challenged cognitive dissonance theory initially, most experts now believe elements of both theories can explain attitude formation.
This document discusses several key concepts in social perception:
1. Nonverbal communication plays an important role in social perception. Facial expressions, eye contact, body language, posture, and touching can all reveal emotional and mental states. Basic emotions are often expressed through specific facial movements.
2. Attribution refers to how people seek to understand the behaviors of others by inferring underlying traits or motives. Correspondent inference theory holds that behaviors perceived as freely chosen and distinctive are more likely to be attributed to internal traits. Kelley's theory examines how attribution is influenced by consensus, consistency, and distinctiveness.
3. Impression formation is the process by which people combine diverse information to form unified impressions of others. Initial
The document summarizes Horney's Neo-Freudian approach, which criticized Freud's theory for being too rigid and biology-focused. Horney believed humans are motivated by needs for security and love rather than sex and aggression. She emphasized social factors like gender experience and childhood feelings of helplessness, hostility, and isolation in influencing personality development and neurosis. Horney identified different neurotic trends in relating to others and defense mechanisms used by neurotic individuals to rationalize behavior.
Western and eastern perspective of positive psychologyJosline Dsilva
The document discusses differences between Western and Eastern perspectives on concepts like the "good life" and happiness. Western views tend to emphasize individualism, autonomy, achievement, and future-oriented thinking, while Eastern views focus more on collectivism, cooperation, balance, harmony with nature, and respect for tradition and elders. The good life from a Western lens involves success, wealth and pursuing goals, whereas Eastern philosophies see an optimal life as a spiritual journey of transcendence involving compassion for others.
The Balance Theory proposes that individuals seek consistency in their beliefs, attitudes, and relationships. It focuses on triadic relationships between an observer, person, and object. If the product of the sentiment relations and unit relation in a triad is positive, the triad is considered balanced. If negative, individuals are motivated to change one of the relations to restore balance. Balance Theory aims to explain how people maintain consistency in their social relationships and perceptions.
The Balance Theory proposes that individuals seek consistency in their beliefs, attitudes, and relationships. It focuses on triadic relationships between an observer, person, and object. If the product of the sentiment relations and unit relation in a triad is positive, the triad is considered balanced. If negative, individuals are motivated to change one of the relations to restore balance. Balance Theory suggests weak relations are more likely to change than strong ones and helps explain consumer behavior and brand relationships.
This document discusses attribution theory, which examines how people explain the causes of behaviors. It introduces attribution theory and its two types: personal (internal) attribution, which looks within an individual to explain outcomes, and situational (external) attribution, which looks outside the individual. Some common attribution errors are discussed, including self-serving bias, where people attribute successes to themselves but failures to outside factors, and the fundamental attribution error, where we tend to attribute others' behaviors more to internal causes rather than external ones. The halo effect is described as making broad generalizations about a person based on a single characteristic. In conclusion, the document advocates considering both situational and personal factors rather than making quick judgments.
This document provides a summary of the key topics covered in a social psychology lecture, including:
1. An introduction to social psychology and how human behavior is influenced by others.
2. Exploration of the social self and how people develop social identities and play social roles.
3. Examination of social thinking processes like attribution theory, cognitive dissonance, and social comparison.
4. Discussion of prejudices and how stereotypes form despite efforts to reduce them.
Attitudes and Attitude change
• The different origins of attitudes
• Attitude structure
• Functions of attitudes
• Methods for measuring attitudes
• The link between attitude and behaviour
• Theories of attitude change
Interpersonal attraction is influenced by physical attractiveness, proximity, familiarity, and similarity. The triangular theory of love proposes that attraction consists of intimacy, passion, and commitment. Reinforcement theory states that individuals expect greater benefits relative to their costs in a relationship. Social exchange theory suggests people evaluate fairness in relationships based on equitable contributions and outcomes. Complementary theory proposes that opposite sex attraction fosters reproductive success. Attachment theory posits that seeking attachment figures in times of stress develops from responsive caregiving as a child.
Human children are able to learn through observation alone without direct reinforcement or punishment, while chimpanzees require direct experience (reinforcement or punishment) to learn.
This document discusses theories and concepts related to persuasion and attitude change. It covers:
1) Key factors in persuasion including the communicator, communication/message, and audience. Attitude change can occur through persuasion or counter-attitudinal acts.
2) Yale's communications theory examines who says what to whom with what effect, studying communicator, message, and audience variables.
3) Dual-process models of persuasion including the Elaboration Likelihood Model and Heuristic-Systematic Model which describe central and peripheral routes to persuasion.
Social cognition is a branch of social psychology that seeks to understand how people perceive and make sense of social interactions and behaviors. It uses cognitive models to examine how people form impressions of others based on selecting certain information to focus on while ignoring other details, and how these impressions can be influenced by traits, stereotypes, and biases. The document discusses factors like first impressions, central vs peripheral traits, halo effects, implicit personality theories, and strategies for avoiding distorted social perceptions.
Presentation on Child and Adult Attachment Theory. Also includes result of a small survey done with my friends. Part of the 'Personality and Development' course at IIT Delhi
This document discusses perception and how humans recognize and interpret sensory information. It covers topics like perceptual constancy, depth perception using monocular and binocular cues, object perception from viewer-centered and object-centered representations, Gestalt principles of visual perception, and theories of perception including direct perception, constructive perception, bottom-up and top-down processing. It also discusses evidence from research on prototypes, features, structural descriptions, and context effects in perception.
Solomon Asch conducted a famous conformity experiment in the 1950s. In the experiment, participants were shown card pairs with line lengths and asked to indicate which line matched on each trial. Confederates in the experiment intentionally gave incorrect answers on some trials to see if the real participants would conform. Asch found that around 75% of real participants conformed to the incorrect group answer at least once, showing the powerful influence of social pressure on conformity. Factors like group size, task difficulty, and lack of group unanimity can impact the level of conformity observed. The experiment demonstrated that people often change their own beliefs or behaviors to fit in with the group.
While making judgments and decisions about the world around us, we like to think that we are Objective,Logical, and
Capable of taking in and evaluating all the information that is available to us.
The reality is that our judgments and decisions are often
riddled with errors and influenced by a wide variety of biases.
The human brain is both remarkable and powerful, but certainly subject to limitations.
One type of fundamental limitation on human thinking is known as a cognitive bias.
The document summarizes different types of learning, including classical conditioning, operant conditioning, and cognitive learning. Classical conditioning involves learning associations between stimuli through repetition, such as Pavlov's dogs learning to associate the sound of a bell with food. Operant conditioning is learning through consequences, where behaviors are strengthened or weakened based on rewards and punishments. Cognitive learning involves acquiring new behaviors and information through observation rather than direct experience.
I do not have a strong opinion on the ethics of the experiment. It raised important questions about human behavior, but also involved deceiving and potentially harming participants. Reasonable people can disagree on this issue.
This document provides an overview of Rational Emotive Behavior Therapy (REBT) developed by Albert Ellis. It discusses how REBT posits that activating events lead to beliefs which then lead to emotional and behavioral consequences. It notes people can control their reactions by changing their thoughts. Ellis identified 12 typical irrational beliefs that cause distress and provided disputing statements for each. REBT aims to help people suffering unnecessarily by changing irrational thoughts about events that happen to them. It focuses on discovering and breaking down irrational beliefs that hold people back from living rationally.
This document discusses interpersonal attraction and why people are drawn to others. There are two main reasons for affiliation - social comparison and social exchange. Social comparison involves evaluating ourselves by comparing to similar others, while social exchange means seeking relationships where rewards outweigh costs. Additionally, people are motivated by five core social motives - belongingness, understanding, controlling, self-enhancement, and trust. Factors like proximity, similarity, and physical attractiveness can influence attraction. People prefer others who are similar in attitudes and validate their self-views due to desires for social comparison, familiarity, and cognitive consistency.
This document discusses strategies for changing attitudes. It notes that attitudes are associated beliefs and behaviors that can change due to communication, social influences, and individual motivation. There are five main attitude change strategies: 1) Changing the basic motivational function by appealing to different needs, 2) Associating the product with an admired group, 3) Resolving two conflicting attitudes, 4) Altering components of the multi-attribute model like attributes or adding new ones, 5) Changing beliefs about competitor brands through comparative advertising. Specific tactics for each strategy are also outlined such as emphasizing a product's utilitarian, ego-defensive, value-expressive, or knowledge functions.
Self-perception theory was proposed by Daryl Bem in the 1960s as an alternative to cognitive dissonance theory. It asserts that people develop attitudes by observing their own behavior and the context/environmental factors surrounding it. If a behavior is performed in an environment with strong cues, it implies the behavior was not due to internal attitudes. If performed with weak cues, it implies attitudes drove the behavior. The theory has been applied to areas like psychology, marketing, and medicine. While it challenged cognitive dissonance theory initially, most experts now believe elements of both theories can explain attitude formation.
This document discusses several key concepts in social perception:
1. Nonverbal communication plays an important role in social perception. Facial expressions, eye contact, body language, posture, and touching can all reveal emotional and mental states. Basic emotions are often expressed through specific facial movements.
2. Attribution refers to how people seek to understand the behaviors of others by inferring underlying traits or motives. Correspondent inference theory holds that behaviors perceived as freely chosen and distinctive are more likely to be attributed to internal traits. Kelley's theory examines how attribution is influenced by consensus, consistency, and distinctiveness.
3. Impression formation is the process by which people combine diverse information to form unified impressions of others. Initial
The document summarizes Horney's Neo-Freudian approach, which criticized Freud's theory for being too rigid and biology-focused. Horney believed humans are motivated by needs for security and love rather than sex and aggression. She emphasized social factors like gender experience and childhood feelings of helplessness, hostility, and isolation in influencing personality development and neurosis. Horney identified different neurotic trends in relating to others and defense mechanisms used by neurotic individuals to rationalize behavior.
Western and eastern perspective of positive psychologyJosline Dsilva
The document discusses differences between Western and Eastern perspectives on concepts like the "good life" and happiness. Western views tend to emphasize individualism, autonomy, achievement, and future-oriented thinking, while Eastern views focus more on collectivism, cooperation, balance, harmony with nature, and respect for tradition and elders. The good life from a Western lens involves success, wealth and pursuing goals, whereas Eastern philosophies see an optimal life as a spiritual journey of transcendence involving compassion for others.
The Balance Theory proposes that individuals seek consistency in their beliefs, attitudes, and relationships. It focuses on triadic relationships between an observer, person, and object. If the product of the sentiment relations and unit relation in a triad is positive, the triad is considered balanced. If negative, individuals are motivated to change one of the relations to restore balance. Balance Theory aims to explain how people maintain consistency in their social relationships and perceptions.
The Balance Theory proposes that individuals seek consistency in their beliefs, attitudes, and relationships. It focuses on triadic relationships between an observer, person, and object. If the product of the sentiment relations and unit relation in a triad is positive, the triad is considered balanced. If negative, individuals are motivated to change one of the relations to restore balance. Balance Theory suggests weak relations are more likely to change than strong ones and helps explain consumer behavior and brand relationships.
The document discusses theories of attitudes and how they are formed. It describes attitudes as lasting evaluations of people, objects, or issues. Several models are presented, including the ABC model of attitudes which involves affect, behavior, and cognition. Different hierarchies of effects are discussed regarding how attitudes are formed, including standard, low-involvement, and experiential hierarchies. Theories addressed include cognitive dissonance theory and self-perception theory. Social judgment theory and balance theory also explain how people assimilate new information based on existing attitudes.
Social networks are a class of information networks, where the unit of exchange (acquaintance, knowledge, attention) is in terms of information, rather than physical material. Information networks are characteristically different from material networks. While material networks are primarily about transfer of energy, information networks are driven by the need to model or represent underlying semantics. In this talk, we will first look contrast information and material networks. We will then look into different kinds of semantics that can be discerned from the way information elements have been connected.
Attitudes are evaluative statements that reflect how people feel about objects, ideas, and people. There are three components of attitudes: affective (feelings), behavioral (intentions), and cognitive (beliefs). Attitudes serve important functions like helping people minimize harm and maximize happiness. Different models explain the relationships between the three components and how they are formed, including the ABC model where affect precedes cognition and behavior, and the CAB model where cognition comes first. Low involvement products often follow a CBA sequence. Marketers use techniques like cognitive dissonance theory and the foot-in-the-door technique to influence attitudes. Balance theory also examines how attitudes are structured in relationships between people and objects.
This document appears to be a term paper for a consumer behavior course focusing on Apple's iPad. The paper includes 3 chapters: a literature review on attitudes and focus group research, an implementation and analysis of a focus group conducted on consumer attitude change regarding the iPad, and a conclusion. The first chapter provides background on concepts like the power of attitudes, how attitudes are formed, focus group research methodology, and models of attitudes and their effects on consumer behavior. The second chapter will discuss conducting and analyzing a focus group on attitudes toward the iPad. The third chapter will draw conclusions.
Granovetter proposes that weak ties, or acquaintances, are important for spreading information between groups. He defines tie strength as a combination of factors like contact frequency, emotional intensity, and reciprocity of services. Granovetter argues that strong ties tend to cluster together, but weak ties can bridge distinct groups without conflict. This allows new information to diffuse more widely through social networks. An empirical study found that people are more likely to find jobs through acquaintances than close friends, supporting the idea that weak ties provide non-redundant information from other social circles.
Sociologist Mark Granovetter developed the theory of the Strength of Weak Ties based on a study showing that over 80% of job seekers found jobs through acquaintances rather than close friends. His theory holds that weak ties provide access to new information and opportunities outside one's close social circle. While strong ties are more motivated to help, weak ties are more important for gaining new information and accessing distant parts of one's overall social network.
Attribution theory seeks to explain how and why people make causal attributions about behaviors. There are two main types of attributions: personal attributions, which explain behaviors in terms of internal characteristics, and situational attributions, which explain behaviors in terms of external factors. People tend to overestimate personal attributions (the fundamental attribution error) and judge themselves positively (self-serving bias). When making attributions, people consider consistency, distinctiveness, and consensus based on Kelley's covariation principle.
This document discusses attitudes, beliefs, and values. It defines attitude as having three components - cognitive, affective, and conative - and as being oriented positively or negatively towards an object or topic. Attitudes can influence behavior and be influenced by behavior. Beliefs are assumptions held as true, while values represent modes of conduct that are preferable. The document outlines several theories of attitude change and discusses the role of cognitive consistency and dissonance in driving changes. It also defines societal values according to frameworks involving human nature, man-nature relationships, time orientation, and levels of conservatism versus liberalism.
NoSQL databases, the CAP theorem, and the theory of relativityLars Marius Garshol
The document discusses NoSQL databases and the CAP theorem. It begins by providing an overview of NoSQL databases, their key features like being schemaless and supporting eventual consistency over ACID transactions. It then explains the CAP theorem - that a distributed system can only provide two of consistency, availability, and partition tolerance. It also discusses how Google's Spanner database achieves consistency and scalability using ideas from Lamport's Paxos algorithm and a new time service called TrueTime.
This document discusses groups, teams, and organizational effectiveness. It defines groups as two or more people interacting to accomplish goals or meet needs, while teams work intensely together on a specific goal. Groups have common motives and roles, but teams have intense work and a specific goal. The document also discusses group formation theories like propinquity, balance, and exchange. It explains the stages of group development, types of groups, and techniques for group decision making like brainstorming and the nominal group technique. Effective groups and teams can enhance performance, responsiveness, innovation, and motivation in organizations.
Leon Festinger first proposed cognitive dissonance theory in 1957. The theory suggests that people have an inner drive for cognitive consistency and avoid disharmony between attitudes, beliefs or behaviors. When two cognitions clash, it produces an unpleasant feeling of tension called cognitive dissonance that motivates us to resolve the inconsistency. Dissonance can be reduced by changing beliefs, actions, or perceptions to restore cognitive consistency. Understanding cognitive dissonance provides insight into human rationalization and decision making processes.
There are two main types of attitude scales: single item scales and multi-item scales. Single item scales measure attitude using a single question or statement, while multi-item scales are needed when attitude cannot be fully captured by one question. Examples of single item scales include itemized category scales, rank order scales, and comparative scales. Multi-item scales include semantic differential scales, staple scales, and Likert scales, which measure attitude using several questions or statements rated on a numeric scale.
Attitudes are evaluative statements that indicate one's feelings toward people, objects, events, or situations either favorably or unfavorably. An attitude can be positive or negative. Positive attitudes are characterized by optimism while negative attitudes express disdain. Attitudes are formed through experiences, classical conditioning, observation of others, and more. They influence behavior and consist of affective, cognitive, and behavioral components. To change attitudes, one can provide new information, influence of peers, resolve inconsistencies, and use communication strategies. A study assessed student attitudes and found them to be generally low positive or low negative. Suggestions to improve attitudes include visualizing goals, setting expectations, dealing with problems effectively, and maintaining an optimistic outlook
This document discusses beliefs, values, and attitudes. It defines them as follows:
- A belief is an internal feeling that something is true, even if unproven or irrational.
- A value is a measure of importance attached to something, often reflected in how one lives.
- An attitude is how one expresses beliefs and values through words and behavior.
It then discusses how attitudes are learned tendencies to evaluate things in positive or negative ways. Attitudes can be explicit and conscious or implicit and unconscious. Attitudes form from direct experiences, observation, social roles, and social norms. They have cognitive, emotional, and behavioral components. Finally, it discusses how attitudes can change through learning theories, persuasion theories
This document discusses social perception and related concepts. It begins by defining self-concept and how we perceive ourselves. It then discusses social perception, which is how we form impressions of others based on social cues. Key aspects of social perception discussed include social beliefs like customs and traditions that influence perceptions, how moods and judgments affect social perception, and the expectations societies have of individual roles and behaviors. The document aims to outline the important factors that shape an individual's social perception within a given community or culture.
This document discusses the cognitive triangle model which shows the links between thoughts, feelings, and behaviors. It provides examples to illustrate how a negative thought can influence negative feelings and avoidance behaviors. The cognitive triangle can be either positive or negative, and recognizing negative patterns is the first step to changing it. Students are given scenarios to develop cognitive triangles and reflect on how understanding this model could help them in the future.
The document discusses Conscious Discipline, a program that addresses the emotional intelligence of adults and children. It teaches adults to self-regulate so they can then teach children to do the same. This helps children move from physical or verbal aggression to using problem-solving skills. The document then provides examples of skills teachers can use when a child is in the survival, emotional, or executive state. These include noticing, assertiveness, routines, composure, rituals, encouragement, jobs, empathy, choices, and consequences. Finally, it discusses four brain-smart principles: the brain seeks patterns, exercise benefits the brain, outside connections build inside connections, and the brain functions best when safe.
This document discusses the concept of being proactive. It explains that being proactive means making choices about how to react to life's situations in a calm manner, like a bottle of water that stays still when shaken rather than exploding like a bottle of soda. It emphasizes focusing one's efforts on things that can be influenced or controlled, rather than worrying about things that cannot be changed. The document provides tips for being more proactive, such as maintaining a positive attitude and focusing on how to treat others well rather than how others treat you. It also discusses developing a mission statement to guide one's actions and having the discipline to prioritize important over urgent tasks.
This document discusses the cognitive triangle, which illustrates the connection between thoughts, feelings, and behaviors. It provides examples of how negative thoughts can influence corresponding negative feelings and avoidance behaviors. The cognitive triangle framework is applied to an example of a child anxious about speaking at a class assembly. Their thoughts of inability and fear induce nervous feelings and result in the behavior of avoiding participation. Recognizing negative cognitive patterns is the first step to replacing them with positive thoughts, feelings, and behaviors.
This document discusses the cognitive triangle model, which illustrates the connection between thoughts, feelings, and behaviors. It provides examples of how negative thoughts can influence corresponding negative feelings and avoidance behaviors. The cognitive triangle can be either positive or negative, and recognizing negative thought patterns is the first step to changing them. The document aims to teach readers about analyzing thoughts and feelings, illustrating the links between the three components of cognition, affect, and behavior.
This document discusses enhancing soft skills such as attitude, positive thinking, will power, self-discipline, goal setting, and confidence building. It defines attitude and explains its structure consisting of emotional, cognitive, and behavioral components. Soft skills like problem solving, decision making, and critical thinking are identified as life skills that can lead to positive health behaviors and prevention of health problems when developed. The document provides information on developing various soft skills like having a positive attitude, setting goals, persevering through challenges, and making responsible decisions. It emphasizes replacing negative habits and behaviors with positive virtues through continuous practice.
The document provides an overview of the Myers-Briggs Type Indicator (MBTI) personality assessment. It discusses that MBTI is based on Carl Jung's model of personality types defined by preferences on four dichotomies: Extraversion vs Introversion, Sensing vs Intuition, Thinking vs Feeling, and Judging vs Perceiving. For each dichotomy, it provides descriptions of the key words associated with each preference type and asks the reader to self-identify their own preferences. It then provides scenarios and questions to further aid in determining one's personality type according to MBTI.
An overview of teen development and parenting today's adolescence. Brain and social development, as well as depression and general mental health issues.
Your attitude to something is the way that you think and feel about it. Your attitude towards someone is the way you behave when you are dealing with them, especially when this shows how you feel about them.
The document discusses the concepts of attitude and behavior. It defines attitude as how a person thinks or feels about someone or something, shaped by experiences and environment. Behavior is defined as a person's observable actions and reactions towards others or the environment. While attitude reflects one's thoughts and feelings, behavior reflects what actions are done. Attitude influences behavior through social norms and pressures. Changing attitude requires looking for positives and changing perspectives, while changing behavior involves setting goals and getting support from others to maintain changes. Overall, a person's behaviors demonstrate their attitudes formed from life experiences.
The document is a newsletter that discusses various topics related to personal and professional development. It begins with an introduction from the editor discussing different perspectives. It then provides information on coaching and consulting organizations. Several articles discuss social psychology concepts like person perception, the influence of others on our behavior, and maintaining one's personality in the face of pressure to change. Other pieces discuss maintaining self-esteem and relationships. The newsletter concludes by advertising mentoring services for families, entrepreneurs, and careers.
The document discusses taking control of your own destiny by being proactive rather than reactive. It emphasizes beginning with the end in mind by deciding on your values and goals. This allows you to envision your future and develop a personal mission statement to stay motivated. The document warns that others may influence your path and stresses the importance of choosing friends and decisions wisely. It advises setting achievable goals and believing in yourself to accomplish your dreams.
The document discusses taking control of one's own destiny by being proactive rather than reactive. It emphasizes beginning with the end in mind by deciding on one's values and goals. This allows a person to envision where they want to go in life and provides a blueprint to work towards. The document also stresses the importance of choosing friends and paths wisely as these impact one's future. Developing a personal mission statement can help motivate a person by inspiring them daily and keeping them focused on their goals.
Social psychology is the scientific study of how people's thoughts, feelings, and behaviors are influenced by the actual, imagined, or implied presence of others. Some key points covered in the document include:
1. Social psychology examines how we think about ourselves and others, how we act in social situations, and how our attitudes and actions shape the social world.
2. Both personal factors like introspection, self-awareness, and behaviors as well as social factors like social comparison, influence our self-concept and how we present ourselves to others through impression management and self-monitoring.
3. Maintaining a positive self-concept involves self-serving biases, beliefs, comparisons and behaviors that make us feel good
This document discusses attitudes and their components. It describes the ABC model of attitudes, which includes affective, behavioral, and cognitive components. Explicit attitudes are consciously held beliefs while implicit attitudes exist unconsciously. Implicit attitudes can be measured using implicit association tests. The document also discusses how attitudes can influence behavior positively or negatively, and how optimism is linked to better immune functioning and longevity.
The document discusses the difference between being proactive versus reactive. It argues that proactive people focus their efforts on their "circle of influence" - the things they can control and directly impact. This includes focusing on behaviors and qualities they can improve ("be's"), rather than external factors they cannot control ("have's"). Proactive people set goals, make plans to achieve them, and work to expand their circle of influence over time through self-improvement. In contrast, reactive people dwell on things outside their control and shrink their own influence through blaming others or circumstances for problems. The document encourages the reader to approach life's challenges with a proactive mindset.
This document provides an overview of group therapy for parents of children with difficult behavior. It discusses assumptions about the causes of behavioral problems and characteristics of inflexible/explosive children. The document reviews the Diagnostic and Statistical Manual (DSM) system for diagnosing psychiatric disorders. It presents a model for understanding the factors that influence misbehavior, including the child's characteristics, parenting style, family stress, and the parents' characteristics. The document also discusses establishing consequences for behavior using the ABC (antecedent, behavior, consequence) model and avoiding rewarding negative behavior. It provides homework and resources for further reading.
Similar to ATTITUDES (Psych 201 - Chapter 7 - Spring 2014) (20)
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Here are some suggestions for encouraging useful cross-race feedback:
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- When possible, have feedback come from multiple sources rather than just one person to avoid appearing like a personal attack.
- Consider having students give anonymous feedback initially to reduce potential biases.
- Promote perspective-taking. Discuss how feedback may
The document discusses differences between the educational systems of the United States and Japan. It notes that Japanese education emphasizes understanding rules rather than just compliance, strengthening relationships over immediate behavior control, and seeing misbehavior as a lack of community attachment rather than willful disobedience. American education tends to focus more on individualism and teacher authority. While some Japanese approaches could potentially strengthen community and morality, cultural differences may limit full adoption in the U.S. Overall solutions proposed include refining school purpose, improving teacher training, emphasizing effort over ability, and increasing family involvement in education.
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ATTITUDES (Psych 201 - Chapter 7 - Spring 2014)
1. This Week’s Playlist
1. Matchbox Twenty
She’s So Mean
(Attitudes Not Predicting Behavior)
2. Bobby McFerrin
Don’t Worry, Be Happy
(Self-Perception Theory)
3. Enrique Iglesias, Pitbull, The WAV.s
I Like How It Feels
(Affective Component of Attitudes)
4. Kate Nash
We Get On
(Cognitive Dissonance)
5. Good Charlotte
Lifestyles of the Rich & Famous
(Extrinsic Motivators; System Justification)
6. Jessie J, B.o.B.
Price Tag
(Intrinsic vs. Extrinsic Motivators)
7. Kanye West, Jay Z, Big Sean
Clique
(Effort Justification)
8. Jason Mraz
I Won’t Give Up
(Effort Justification; Cognitive Dissonance)
2. Melanie B. Tannenbaum, M.A.
Psych 201
Spring 2014
Attitudes, Behavior,
and Rationalization
3. Chapter Topics
● What is an Attitude?
!
● Predicting Behavior from Attitudes
!
● Predicting Attitudes from Behavior
!
● Self-Perception Theory
!
● Broader Rationalization
5. What is an attitude?
● Evaluation of an object or behavior
● Categorization of an entity along an evaluation dimension
● Association in memory between an object and an evaluation
● Affective reactions elicited by an object
● Psychological tendency that is expressed by evaluating a
particular entity with some degree of favor or disfavor
6. What is an attitude?
● Evaluation of an object or behavior
● Categorization of an entity along an evaluation dimension
● Association in memory between an object and an evaluation
● Affective reactions elicited by an object
● Psychological tendency that is expressed by evaluating a
particular entity with some degree of favor or disfavor
!
● BASICALLY...how much you like or dislike something.
7. What is an attitude?
An attitude is an evaluation (ranging from positive to negative)
of a target object (e.g. a thing, person, idea, etc.)
Smoking
PowerPoint slides
Nicki Minaj
NFL Referees
Chicago Cubs
Review Sheets Social Psychology
Angelina Jolie
Romantic Lover
President Obama
New York Yankees
H1N1 flu
Broccoli
Recession
10. Attitude ABCs
● Affect: How the target makes you feel
● Behavior: How you act towards the target
11. Attitude ABCs
● Affect: How the target makes you feel
● Behavior: How you act towards the target
● Cognition: Your knowledge/beliefs about the target
12. Attitude ABCs
● Affect: How the target makes you feel
● Behavior: How you act towards the target
● Cognition: Your knowledge/beliefs about the target
!
● These three parts of attitudes are often consistent with each
other, but occasionally are not
● You can know that a spider is harmless (cognition), but still feel
scared (affect) and run away from it shrieking (behavior).
!
● http://www.youtube.com/watch?v=BA3uryDJzI0
13. Attitudes & Behavior: Two-Way Street
● Previous behavior towards a target contributes to current attitude
!
● However, current attitudes also cause future behavior
17. Do our attitudes predict our behavior?
● LaPiere (1934)
● Traveling across the U.S. with a Chinese couple in the 1930s, when anti-
Chinese prejudice was very high
● LaPiere contacted 250 restaurants to ask them if they would serve Chinese
customers, and 90% said that they would not.
18. Do our attitudes predict our behavior?
● LaPiere (1934)
● Traveling across the U.S. with a Chinese couple in the 1930s, when anti-
Chinese prejudice was very high
● LaPiere contacted 250 restaurants to ask them if they would serve Chinese
customers, and 90% said that they would not.
● However... When they actually visited these restaurants, they were only
denied service at 1 of the 250 restaurants!
!
● Attitudes did not predict behavior.
19. Do our attitudes predict our behavior?
● LaPiere’s study shook up the landscape of attitude research
● How can attitudes be bad at predicting behavior?! Sometimes
expressed attitudes don’t predict actual behavior at all!
20. Do our attitudes predict our behavior?
● LaPiere’s study shook up the landscape of attitude research
● How can attitudes be bad at predicting behavior?! Sometimes
expressed attitudes don’t predict actual behavior at all!
● In a review of the existing literature on the link between attitudes
and behavior, they found very weak evidence for any connection
● People might be anti-Walmart but shop there anyway
● People might have a positive attitude towards doctors, but skip
their yearly check-ups
21. Do our attitudes predict our behavior?
● LaPiere’s study shook up the landscape of attitude research
● How can attitudes be bad at predicting behavior?! Sometimes
expressed attitudes don’t predict actual behavior at all!
● In a review of the existing literature on the link between attitudes
and behavior, they found very weak evidence for any connection
● People might be anti-Walmart but shop there anyway
● People might have a positive attitude towards doctors, but skip
their yearly check-ups
!
● Can you think of a time when your attitude didn’t predict
your actual behavior?
!
A. Yes
B. No
23. Predicting Behavior
● Nowadays, we’re pretty good at using attitudes to predict
behavior with strong results
!
● However, attitude research has historically struggled to
reliably predict behavior. Why?
24. Predicting Behavior
● Nowadays, we’re pretty good at using attitudes to predict
behavior with strong results
!
● However, attitude research has historically struggled to
reliably predict behavior. Why?
!
● Five Reasons:
● 1. Other powerful determinants
● 2. Attitudes can be inconsistent
● 3. Attitudes are sometimes based on secondhand information
● 4. Mismatch between specific and general
● 5. Automatic behavior can bypass conscious attitudes
25. #1: Other Powerful Determinants
!
● There are often other factors in our environment that shape our
behavior other than our attitudes.
!
!
● Attitudes can be thought of like personality traits (stable)
!
!
● Social psychology is all about the power of the situation and
how situational factors can overwhelm people’s dispositions!
26. #1: Other Powerful Determinants
● Darley & Batson (1973): “Good Samaritan Study”
● Those participants would have expressed attitudes that it is
important to help people in need, but the time pressure made this
attitude irrelevant
!
● LaPiere (1934)
● Social norms against “causing a scene”
!
● Milgram Study
● Most people probably would have expressed an attitude that they
would never shock somebody
● The powerful determinant of the authority figure (and obedience) had
a strong situational effect
27.
28. #2: Attitudes Can Be Inconsistent
● People can hold ambivalent attitudes
!
● What does ambivalent mean?
● It does NOT mean neutral!
● It means you both like AND dislike something.
!
● Ambivalence = Ambi (both) + Valence (feelings)
29. #2: Attitudes Can Be Inconsistent
● Affective and cognitive components of attitudes may conflict
Affective: Positive! ☺
Cognitive: Negative ☹
Affective: Negative ☹
Cognitive: Positive! ☺
30. #2: Attitudes Can Be Inconsistent
● Affective and cognitive components of attitudes may
conflict
Affective: Positive! ☺
Cognitive: Negative ☹
Affective: Negative ☹
Cognitive: Positive! ☺
31. #2: Attitudes Can Be Inconsistent
● True attitudes are not always accessible to conscious
introspection; we don’t always know why we feel some way
!
● When asked, we can come up with plausible responses, but they
may or may not predict actual behavior very well
● Why do you love your boyfriend/girlfriend?
● Why do you like this song?
!
● Introspection leads us to focus on the easiest-to-identify or
easiest-to-verbalize reasons for liking/disliking something,
possibly at the expense of identifying the real reasons
!
● Friends: http://www.youtube.com/watch?v=IfuNqKhfin0
32. #2: Attitudes Can Be Inconsistent
● LaPiere (1934)
!
!
● The restaurant owners might have been focusing on their
cognitions (negative) when answering the surveys.
!
!
● However...when the couple was actually in front of them, they
might have been overwhelmed by their affective reactions
(positive), wanting to be compassionate and help others.
33. #3: Attitudes sometimes based on
secondhand information
● Attitudes based on firsthand information predict behavior better
than attitudes based on secondhand information
● You probably have an attitude towards Miley Cyrus, but you
probably haven’t met her.
!
!
● If you’ve actually experienced something before, your
attitude will be a better predictor of behavior than if your
attitude is not based on personal experience
34. #3: Attitudes sometimes based on
secondhand information
Attitudes towards
participation in research
predict actual rates much
more strongly among
previous participants
Attitudes towards flu shots
are a better predictor of
vaccination behavior in
people who have actually
gotten flu shots before
35. ● Regan & Fazio, 1977: The Cornell Housing Study
● There was a housing shortage at Cornell, and many students had to
sleep on cots in the common areas of their dorms for months
● Some students had firsthand experience (they had to sleep on the
cots) whereas others did not
● Students were asked about their attitudes about the housing crisis
and were given an opportunity to write a letter to the administration
● Did their attitudes predict their behavior (letter-writing)?
#3: Attitudes sometimes based on
secondhand information
36. ● Regan & Fazio, 1977: The Cornell Housing Study
● Results
● For the students with firsthand experience (those who slept on the cots),
those with stronger attitudes were more likely to write a letter
!
● For the students with secondhand experience (did not have to sleep on the
cots), much weaker relationship between attitudes and letter-writing
#3: Attitudes sometimes based on
secondhand information
37. ● LaPiere (1934)
!
● Restaurant owners who had never encountered Chinese patrons
were probably much more likely to say they would refuse service;
those who had met Chinese patrons before probably knew that
they were no different than themselves
!
● The more experience that you have with a target, the more
“solidified” your attitude becomes
● More experience = You know how you actually feel about it
#3: Attitudes sometimes based on
secondhand information
38. #4: Specific vs. General
!
● Typically, attitudes are pretty broad, but behaviors are specific.
!
!
● When attitudes and behavior are at the same level of specificity,
attitudes are better predictors of behavior.
39. #4: Specific vs. General
● Which attitude would best predict what you do with your old
keyboard when you buy a new computer?
!
● A. What is your attitude toward the environment?
● B. What is your attitude toward recycling?
● C. What is your attitude toward recycling your old electronics?
41. #4: Specific vs. General
● This was probably the biggest problem with old behavioral
predictions (mismatch between attitudes and behaviors)
!
!
● UIUC to the rescue!!
● Fishbein & Ajzen (1975)
!
!
● If you want to predict a specific behavior, you need to
ask for respondents’ attitudes toward that specific
behavior, not their general attitudes towards a larger
domain of interest.
42. #4: Specific vs. General
● If you want to predict a specific behavior, ask a question
about the specific attitude!
!
● If you want to match specificity, make sure that the
behavior is at the same level of specificity!
!
● Examples of matching:
● How likely are you to watch TV in the next month/How often did
you watch TV in the last month?
!
● What is your attitude towards dark chocolate?/How often do you
eat dark chocolate?
43. #4: Specific vs. General
● Theory of Planned Behavior (TPB)
● Ajzen & Fishbein (2005)
● The currently accepted “best model” for predicting behavior
● It was developed here at UIUC!
44. Question!
● You have been hired by Netflix to do market research. Netflix is
interested in finding out how many people will watch the
second season of their show House of Cards.
● Which question should best predict that behavior?
!
!
!
!
!
● A. What is your attitude towards Kevin Spacey?
● B. What is your attitude towards Netflix?
● C. What is your attitude towards watching House of Cards?
● D. What is your attitude towards TV political dramas?
45. ● Automatic behavior often bypasses conscious attitudes
!
!
● Think about priming!
● Priming “elderly” makes people walk slower
● Priming “rudeness” makes people more likely to interrupt
!
!
● Elderly Priming:
● http://www.youtube.com/watch?v=5g4_v4JStOU
#5: Automatic Behavior
46. #5: Automatic Behavior
!
● Elderly Priming Study, Revisited
● Bargh, Chen, & Burrows, 1996
● Participants were given a sentence completion task
● Half of them had to complete sentences that had words pertaining to
elderly people (Florida, gray, old, etc.)
!
People who were primed with “elderly” words
walked slower as they were leaving the study!
47. ● Dijksterhuis & van Knippenburg (1998)
!
● Priming “professor” (relative to “supermodel”) makes people
perform better on Trivial Pursuit
!
● Priming specific smart people or supermodels (e.g. “Albert
Einstein” or “Claudia Schiffer”) makes people perform worse
(they are contrasting themselves with the super-dumb/smart
exemplars)
#5: Automatic Behavior
48. ● Explicit Attitude Measures
● Attitudes that you verbally state out loud
● “I like puppies.”
● Example: Likert scales (scales from 1 to 7)
!
!
!
● Implicit Attitude Measures
● Unconscious attitudes
● Might be based on accessibility, response time, etc.
● Example: Implicit Association Test
● http://www.youtube.com/watch?v=n5Q5FQfXZag
#5: Automatic Behavior
49. ● Automatic behavior can be predicted by implicit
attitudes
!
!
● The very simplified take-home point:
● Explicit measures of attitudes predict deliberate behavior
● Implicit measures of attitudes predict automatic behavior
!
!
● Explicit measures (“What’s your attitude toward ____?”)
don’t do a great job of predicting automatic behavior
#5: Automatic Behavior
50. !
● Implicit Measures
● Usually some sort of reaction-time task
● Example: https://implicit.harvard.edu/implicit/
!
!
!
● Implicit measures index schema activation
● Many people think the results actually represent “cultural/norm
knowledge” rather than “hidden” personal attitudes
#5: Automatic Behavior
51. ● Non-RT implicit measures exist, but they aren’t as strong
!
● Example: You walk into a room and someone is sitting at a table.
The distance you put between yourself and the other person
changes depending on your implicit attitude toward the target.
!
● In the mimicry video from the last chapter, the dependent variable
(how far Alan Alda sat from the chair) was an implicit measure.
#5: Automatic Behavior
52. Predicting Behavior
● A politician recently proposed a bill that would give young
people a tax break and impose a tax increase on the elderly.
Your friend asks you what you think of this bill. Your
response to your friend will most likely be determined by...
A. Explicit Attitudes
B. Implicit Attitudes
53. Predicting Behavior
● You walk into a crowded movie theater and can’t find an
open row. You have to sit directly next to someone; you can
either sit directly next to a young person or an old person.
Who you sit next to will most likely be determined by...
!
A. Explicit Attitudes
B. Implicit Attitudes
54. Remember!
!
● Explicit Attitudes (those attitudes you verbalize) best
predict explicit, controlled behavior, like your responses to
policies or the things you express to your friends.
!
● Implicit Attitudes (those attitudes that are subconscious
and you can’t control) best predict automatic, uncontrolled
behavior, like body language.
56. If you don’t like something, change it.
If you can’t change it, change your attitude.
- Maya Angelou
57. Behavior Can Influence Attitudes!
● Why?
!
● People need to bring their attitudes in line with behavior
!
● We need to justify or rationalize our behavior to reduce
inconsistencies between our attitudes and our behaviors
58. Behavior Can Influence Attitudes!
!
● This is the basis of cognitive consistency theories
!
● Cognitive Consistency: The idea that people are motivated to
maintain consistency between their thoughts, feelings, and
behaviors
!
● When inconsistency is detected, we change something to get
consistency back, and we look for easy-to-change options
!
● Two Main Consistency Theories
● Balance Theory
● Cognitive Dissonance
59. Heider’s Balance Theory
● People try to maintain balance among their beliefs, cognitions, and
feelings.
!
● Imbalanced systems are unstable; they tend to change toward
balanced ones (usually by the path of least resistance)
!
● Think of a triangle; you fill in each side with a “+” or a “-,” and if
one side is blank, you “fill in” that side to make sure that the
product of all three sides is positive.
60. If you multiply all three
signs together, you want
the product to be
POSITIVE
− ✚
−
− − ✚ ✚ ✓× × =
61. Heider’s Balance Theory
● What does this mean?
● Imagine three people, and each one is a point on the triangle
● The three people’s feelings towards each other
should be balanced
Robert
NathanJames
62. Heider’s Balance Theory
● Let’s say that Robert doesn’t like James, but Nathan likes Robert.
How will Nathan feel about James?
● In order to balance the triangle, the third side needs to be
NEGATIVE ( – x – x + = +)
● Therefore, Nathan won’t like James.
Robert
NathanJames
− ✚
63. Question
● You’re hanging out with your friend Lauren.
● Lauren tells you about a movie that she really loved.
● According to Balance Theory, how should you feel?
#
A. You’ll like the movie
B. You’ll dislike the movie
C. Can’t be predicted
67. Balance Theory and Advertising
● 3 years ago, Abercrombie & Fitch publicly announced they
would pay “The Situation” from Jersey Shore to stop
wearing their clothes
#
● Why? Balance Theory!
68. Balance Theory and Advertising
Customer
The
“Situation”
A & F
A&F Saw This
69. Balance Theory and Advertising
A&F Wanted This
Customer
The
“Situation”
A & F
70. Balance Theory and Advertising
So A&F Could
Avoid This
Customer
The
“Situation”
A & F
71. Balance Theory Examples
● Gossip
● If your friend (+) tells you something
negative about someone else (-), you will
probably also dislike this person (-).
● Partisan Politics
● If your chosen political party’s
platform (+) has a negative attitude
(-) towards an issue, you will
probably adopt this same negative
attitude (-).
72. “The enemy of my enemy is my friend.”
You
Enemy
Enemy’s
Enemy ✚
−−
73. Balance Theory
● Draw a triangle.
#
● Multiply the signs.
#
● If the product is negative, it’s imbalanced and
something will need to change to restore balance.
#
● If the product is positive, it’s balanced.
74. Cognitive Dissonance Theory
● Proposed by Leon Festinger
● Remember him? Social comparison theory!
● This is another “cognitive consistency” model
#
● Inconsistency between thoughts,
feelings, and actions creates an aversive
state known as dissonance.
#
● This feeling leads people to put effort
into restoring consistency.
#
● We will change whatever is easiest in order to
reduce dissonance and restore consistency.
75. Cognitive Dissonance Theory
● Example: You are pro-environment, but you just dropped
a piece of trash and did not pick it up.
#
#
#
● Your behavior is now inconsistent with your attitude, so you
will experience discomfort (dissonance).
#
● To reduce dissonance, you could:
● Try to convince yourself that it’s not a big deal (cognition)
● Go back and pick up the trash (behavior)
● Decrease your pro-environment attitude (affect)
76.
77. One Of This Week’s Readings
● Feedback About “Ecological Footprint”
#
● If your “green” attitudes are important to you and you think
you’re wasteful, you’ll change your behavior.
#
● If your “green” attitudes are not important to you and you
think you’re wasteful, you’ll change your attitude.
#
● People change whatever is easiest to change.
● If your attitude is strong, it’s easier to change your behavior
● If your attitude is weak, it’s easier to just change the attitude
80. Cognitive Dissonance Theory
#
● There are three main times when people experience CD:
#
● 1. After deciding between two (or more) alternatives
#
#
● 2. After undergoing a lot of effort to do something
#
#
● 3. After engaging in behavior that doesn’t match your attitude
81. 1. Post-Decision Dissonance
#
● Where should I go to college?
#
● Which sorority/fraternity should I pledge?
#
● What major should I pick?
#
● We rationalize our decisions
to reduce dissonance and
restore consistency
82. 1. Post-Decision Dissonance
#
● Bettors waiting in line at a horse track were more likely to say
their horses had a fair chance of winning when they were waiting
in line, but a great chance of winning after they had purchased
their tickets (Knox & Inkster, 1968)
#
● Other examples:
● Voter confidence in a candidate
● Product choice
#
#
● Why?
● It’s pretty impossible to change these behaviors!
● You will pick the easiest target for consistency.
83. 1. Post-Decision Dissonance
● Spreading Of Alternatives Paradigm
● Participants were asked to rank 8 CDs in order of preference
#
● Experimenter said that as a gift for participation, each person could
pick one CD...but the only two available were the 4th
and 5th
choices
#
● Finally, participants were asked to rank all 15 CDs again
84. 1. Post-Decision Dissonance
● What Happened?
● The CD that participants picked (either #4 or #5) was ranked
higher the second time around
#
● The CD that participants did not pick (either #4 or #5) was
ranked lower the second time around
#
● Why?
● After the decision, participants find flaws in what they didn’t
pick and hidden bonuses in what they did pick
#
● The alternatives are “spread” to help justify their decision
87. 2. Effort Justification
● When you have devoted time, effort, or money to something
that has turned out to be unpleasant or disappointing, you tend
to justify why you spent all that time, effort, and money
#
#
● Examples
● Pet lovers
● Parents
#
#
Both groups may exaggerate the joy they get to justify
all of the effort they have to put into parenting/pet
ownership.
88. 2. Effort Justification
● Aronson & Mills, 1959
#
● Female undergraduates thought that they were joining an ongoing
discussion group about sex
#
● Participants were told that not everyone is good at speaking openly
about sex, so they would have to pass a test before joining
#
● Three Conditions
● Control (No Test)
#
● Mild (Had to read aloud a list of mildly embarrassing words)
#
● Severe (Had to read aloud a list of really obscene words and a passage
from a novel describing graphic sexual intercourse)
89. 2. Effort Justification
● Aronson & Mills, 1959
#
● Participants were told that for the first session, they would
just be listening to the conversation on headphones
#
● The group discussion was crafted to be incredibly boring
(the sex lives of invertebrates)
#
● Participants were then asked... “How interesting was it?”
90. 2. Effort Justification
● Aronson & Mills, 1959
● Women who had gone through the severe initiation rated the
group significantly more favorably than the other 2 conditions
91. 2. Effort Justification
● Fraternities/Sororities and hazing
● Hazing can (and does) increase
commitment to the group through effort
justification (have to justify why you went
through so much humiliation)
●Qualifying exams, MCATs, LSATS, etc.
● After going through so much effort, you will
justify it by saying that you “really learned a
lot” or by being super committed to your
career path (maybe less likely to drop out or
switch careers even if you don’t like it?)
93. 3. Attitude-Discrepant Behavior
● Behaving in a way that’s not in line with your attitudes
(attitude-discrepant behavior) can also induce dissonance
#
● This is typically relieved by changing the attitude (it’s difficult
to “undo” a behavior you’ve already committed)
#
● Induced Compliance: Subtly making people engage in
attitude-discrepant behavior leads them to experience
dissonance, which leads to attitude change
94. Question
● Who would have a more positive attitude toward a given task?
#
A. Someone who was paid $1 to do it
#
B. Someone who was paid $20 to do it
95. 3. Attitude-Discrepant Behavior
● Festinger & Carlsmith (1959): The “Peg Study”
● Participants were asked to complete a very boring task for
an hour (turning pegs on a pegboard)
#
● Group A: Immediately sent to be interviewed by an RA
and asked about enjoyment of the task
96. 3. Attitude-Discrepant Behavior
● Festinger & Carlsmith (1959): The “Peg Study”
● Participants were asked to complete a very boring task for
an hour (turning pegs on a pegboard)
#
● Group B: Asked to tell the next participant that the study
was interesting. Rewarded with either...
#
● $1 for telling the lie
#
● $20 for telling the lie
#
● How much did you enjoy the task?
97. 3. Attitude-Discrepant Behavior
● Festinger & Carlsmith (1959): The “Peg Study”
● Participants in the $1 condition rated the task as significantly
more enjoyable than the $20 or control conditions!
● $20 condition = Sufficient justification for lying = No dissonance.
● $1 condition = Insufficient justification for lying = Dissonance
● Change attitudes to resolve the dissonance
● “I really did enjoy it! I wasn’t lying!”
98. 3. Attitude-Discrepant Behavior
● Festinger & Carlsmith (1959): The “Peg Study”
● Saying something that you don’t believe with little justification
produces dissonance (e.g. saying you enjoyed a boring task)
#
● People changed their attitudes to reduce this dissonance;
remembered the peg task as being more enjoyable than it was
99. 3. Attitude-Discrepant Behavior
● Festinger & Carlsmith (1959): The “Peg Study”
#
● Think about causal attribution processes!
● Why did I do this? Was it the situation or my personality?
● If there is a clear situational reason (lots of $$), probably the situation
● If there was no clear situational reason (little $$), it was probably all me
#
● It’s like applying covariation theory/discounting principle to ourselves!
100. When will attitude-behavior
inconsistency cause dissonance?
● Insufficient Justification
● The less incentive that someone has for performing a
counterattitudinal behavior, the more dissonance is experienced
#
● Threat
● We experience less dissonance when we are threatened to
perform an action (external reason)
#
● Choice
● Attitude-discrepant behavior creates dissonance only when the
behavior is freely chosen
101. Threat & Cognitive Dissonance
● Aronson & Carlsmith, 1963: The “Forbidden Toy”
#
● Children rated 5 toys before and after the RA left the room
#
● Children were told that they could not play with 2nd favorite toy
#
● High Threat Condition: “I will be very angry and will take all of
my toys and go home and never come back.”
#
● Low Threat Condition: “I will be annoyed.”
102. Threat & Cognitive Dissonance
● The “Forbidden Toy”
#
● In the high threat condition, children
still reported liking the toy at the
second evaluation (they weren’t
playing with it because they were
threatened, not because they don’t
like it)
#
#
● In the low threat condition, children
lowered their ratings of the toy!
104. Self-Perception Theory
#
● Daryl Bem
#
● Critique of cognitive dissonance theory
#
● Provides an alternative account of dissonance findings
#
● People come to know their own attitudes by looking at
their behavior and the context in which it occurred
and inferring what their attitudes must be
105. Self-Perception Theory
● People infer their attitudes not by looking inward and analyzing
how they think and feel, but by looking outward at their behaviors
and the contexts in which they occur.
#
● Applies primarily when prior attitudes are weak or ambiguous
#
● Sort of like applying the covariation principle to ourselves.
● What’s the consensus/distinctiveness/consistency?
#
● Example: You don’t feel very hungry, but then you eat three
helpings of spaghetti. “I guess I was hungrier than I thought!”
106. ● Consensus: No one else ate
as much as I did (low)
#
● Distinctiveness: I didn’t eat
this much yesterday (high)
#
● Consistency: I wouldn’t eat
this much again (low)
#
● Conclusion: Odd situational
attribution (low consistency)
#
● “I must have been really
hungry!”
107. Self-Perception Theory
● According to this theory, people are simply engaging in
dispassionate inference processes.
#
#
● We don’t experience dissonance and we don’t change our
attitudes; we just use behavior to infer what attitudes must be!
#
#
● Bem also argued that there is often no stored attitude to retrieve
and report...that is why we often need to infer our own attitudes.
108. How to test SPT vs. CDT?
● The two theories make the same predictions about attitudes
● One way in which they differ is the role of arousal
● Cognitive Dissonance: Dissonance is an aversive
physiological state that involves arousal.
● Self-Perception Theory: There is no implied arousal state
because people are merely observing their behaviors and
inferring attitudes.
● If you can figure out whether or not people are
aroused, we might be better able to support one of
the theories.
109. Dissonance vs. Self-Perception
● Zanna & Cooper, 1974: Misattribution of Arousal
#
● Participants given a “drug” (placebo); told that it would (a) have
no effect, (b) make them feel tense, or (c) make them feel relaxed.
#
● Participants then wrote an essay in support of a position they
had previously said they opposed.
#
● They either had free choice or no choice to write about this
position.
#
● Researchers measured their attitude toward the position again.
110. Dissonance vs. Self-Perception
● Among those who were told the
drug would have no effect,
saw the standard dissonance
effect (attitude changed more in
those with a free choice)
#
● Among those who were told
they’d be tense, the dissonance
effect disappeared
#
● Among those who were told
they’d be relaxed, even
stronger dissonance effect than
usual!
111. Dissonance vs. Self-Perception
● Tense: Experienced arousal, but
attributed it to the drug; no need
to change attitude to reduce
arousal.
112. Dissonance vs. Self-Perception
● Tense: Experienced arousal, but
attributed it to the drug; no need
to change attitude to reduce
arousal.
#
● Relaxed: Expected to feel
relaxed, but felt unpleasant
arousal; even greater attitude
change than usual.
113. Dissonance vs. Self-Perception
● Tense: Experienced arousal, but
attributed it to the drug; no need
to change attitude to reduce
arousal.
#
● Relaxed: Expected to feel
relaxed, but felt unpleasant
arousal; even greater attitude
change than usual.
#
● This seems to support
cognitive dissonance theory.
114. But really...both theories are at work.
● Cognitive Dissonance Theory is at work for stronger held,
controversial, and highly valued attitudes.
#
#
● Self-Perception Theory is at work for vague, ambiguous
attitudes.
#
#
● Keep in mind that we hold many attitudes that are somewhat
ambiguous or weak; self-perception is still thought to influence
many attitudes in our lives.
115. But really...both theories are at work.
● Zanna & Cooper (1974) shows that people do experience
negative arousal in response to certain situations, and the
way we deal with this arousal can influence attitudes
#
● It does not prove that self-perception doesn’t happen
● Self-perception could happen in addition to this
#
● Remember other examples of seemingly contradictory
theories that can just work in different situations!
● Self-Evaluation Maintenance vs. Self-Verification Theory
116. But really...both theories are at work.
● In fact, to misattribute the arousal in this experiment,
participants had to self-perceive and use causal attribution
#
● “I feel aroused, I took a pill that would increase (decrease)
arousal, therefore my emotions do (do not) make sense.”
#
● The generally accepted view is that both cognitive
dissonance and self-perception theory occur
● Cognitive Dissonance: When we behave in a way that is
inconsistent with pre-existing, clear, important attitudes
● Self-Perception Theory: When we don’t have a clear,
solidified attitude (e.g. we’re ambivalent) or when the attitude
isn’t important (e.g. it is weak).
118. CDT vs. SPT
● You have very strong attitudes against tanning; you’ve donated
money to cancer research charities, you strongly believe that
tanning causes skin cancer, and you think it’s a dangerous hobby.
You’re going to a formal event with your friend Alex; Alex
convinces you to go tanning so you look good for the event.
Despite your strong attitudes, you agree to go – just once.
Afterwards, you realize you feel pretty good and you like how you
look, so you think that maybe it’s not SO bad – after all, plenty of
people tan, and not all of them get cancer, right? What is most
likely at work here?
#
A. Cognitive Dissonance Theory
#
B. Self-Perception Theory
119. CDT vs. SPT
● You tried running once about 5 years ago, and you didn’t
really enjoy it. Ever since, you’ve told people that you just
don’t really like running; of course you like the health
benefits, but you don’t really love how it feels. Your friend
Jordan convinces you to go running, and during the run you
actually feel pretty good. You start to think that maybe you
like running after all. What is most likely at work here?
#
A. Cognitive Dissonance Theory
#
B. Self-Perception Theory
120. Overjustification Effect
● One way that self-perception might affect our everyday lives
#
● Overjustification Effect: Tendency to devalue activities
that we perform in order to get something else (Lepper et al.,
1973)
#
● Using extrinsic rewards can
decrease intrinsic
motivation.
121. Example: LEARNING
● Children are often intrinsically motivated to learn (they find
learning fun in its own right; are naturally curious)
#
● When children are given extrinsic motivation to learn (e.g. good
grades, gold stars, chocolate, money, etc.) they might start to
attribute their desire to learn to the extrinsic rewards
#
● This leads children to reduce their levels of intrinsic
motivation (“I must be doing this because of gold stars, not
because I want to”)
122. Example: LEARNING
● Pay for Grades (Greene et al., 1976)
#
● Experimenters introduced a set of math games into an
elementary school during the “free play” period
#
● Initially, kids liked the games and played with them
because they genuinely wanted to!
123. Example: LEARNING
● Pay for Grades (Greene et al., 1976)
#
● Next, experimenters introduced a “token economy” for
several days, in which students were given points every
time they played one of the math games and they could
redeem the points for prizes
#
● Finally, the token economy was removed but the math
games stayed in the classroom; kids could play if they
wanted to.
124. Example: LEARNING
● The token economy
did increase how
much the kids played
with the math games.
125. Example: LEARNING
● The token economy
did increase how
much the kids played
with the math games.
#
● However...once the
prizes were taken
away, participation
dropped down
significantly!
126. Example: LEARNING
● Before Prizes: “I like these games! I’m playing these games
because I want to play with them!”
#
● During Prizes: “I like these games!” ! “I’m getting prizes
to play with these games!”
#
● Begin to attribute playing time to the prizes...
#
● After Prizes: “Where did the prizes go? I was only playing
with the games because of the prizes. No more math games!”
128. Good or Bad?
● If you want someone to do something right now, external rewards
can be helpful!
#
● Remember, the token economy did increase how much the kids played
with the math games!
#
● However, if you want someone to do something from now on,
even in the absence of external rewards, use minimal/no rewards
#
● Extrinsic rewards will result in overjustification
#
● No extrinsic rewards will result in effort justification and/or a search for
internal causes of behavior, which will ultimately increase motivation
to pursue the behavior in the future!
129. Good or Bad?
● Extrinsic rewards undermine intrinsic motivation!
#
● They can be a good motivator for activities for which
someone does not already have intrinsic motivation.
#
● However, if someone does genuinely enjoy something,
providing extrinsic rewards can be bad.
#
● This is why so many people stop enjoying things once they
get paid for doing them (it “ruins” it).
130. Example: LEARNING
● This is one of the arguments often used by alternative school
systems (like Montessori) in which children are not given
grades and are allowed to learn in a freer context
#
● Remember the discounting principle – when you are
given multiple possible causes for something (gold stars,
grades, enjoyment) you will give less weight to each cause
(you will think that you enjoy learning less).
#
● http://www.youtube.com/watch?v=WFbonVv-
bI0&feature=related
● http://www.youtube.com/watch?v=8s4qTifYWe4
131. Self-Perception In Action
● Facial Feedback (Strack et al., 1988)
● Participants holding a pencil in their mouths (to force a smile) rated
cartoons as more amusing than control participants
132. Self-Perception In Action
● Head Nodding (Wells & Petty, 1980)
● Participants “tested headphones” by listening to music and an
editorial
#
● They were either told to move their heads up and down to test the
quality (“nodding”) or to move their heads left to right (“shaking”)
#
● Participants who nodded were more likely to agree with the
editorial
133. Self-Perception In Action
● Arm Flexing/Extending (Cacioppo et al., 1993)
● Participants were pressing down on a table (pushing away) or lifting
up (pulling towards) while rating Chinese ideographs
#
● Students who were flexing (pulling towards) rated them more
favorably
134. Self-Perception In Action
● Cold/Hot Beverages (Williams & Bargh, 2008)
● Participants holding a hot beverage judged other people as
being warmer, more compassionate, more friendly
● Participants holding a cold beverage judged other people as
being colder, more aloof, less friendly
135. Self-Perception In Action
● Weighty Topics (Ackerman et al., 2010)
● Participants holding a heavy clipboard while reading about an
issue actually rated that issue as being more important
(“heavier”) than those holding a light clipboard
136. Self-Perception In Action
● These findings are known as embodied cognition
#
● This is the study of how thoughts are influenced by the body
and physiological sensations
#
● The body and the mind are inherently linked; many bodily
actions are associated with certain cognitions
● Nodding head ! Yes, correct, good, right
● Clenching fists ! Anger
#
● Even though we normally think about cognition ! body
posture, if the posture has been strongly and repeatedly linked
with a certain cognition, it can go the other way as well
137. Funny side effect...
● If you no longer have full use of certain body parts, you
might feel dampened affect
● “The effects of botox injections on emotional experience”
(Davis et al., 2010)
#
● Botox injections led to decreased happiness in response to
mildly positive movie clips
#
● Self-perception matters for mild or ambiguous attitudes!
● If it’s a mildly funny clip, not being able to smile !
you won’t think it’s as funny
● If it’s incredibly funny, not being able to smile won’t
fool you into not liking it.
139. System Justification Theory
● People feel a need to justify broader social systems
#
#
● Most people believe that the world is fair (or should be fair)
#
#
● When we come across evidence that the world is not fair, it
creates ideological dissonance
140. System Justification Theory
#
● It is often easier to justify why the social system is the way that it
is (or the way that it should be) than to protest
#
#
● As a result, people tend to justify and defend the status quo, even
if it doesn’t necessarily support them.
141. System Justification Theory
● Examples
#
● In the US, lower-income groups tend to support status quo
economic policies rather than more egalitarian ones
#
● Compensatory Stereotypes: The belief that people in less
privileged roles reap other benefits
#
● Low-income people might be poor, but they’re happier than the
rich!
#
● Women may be disenfranchised, but they’re much more nurturing!
142. Review: Chapter 7
● What is an attitude?
● Positive or negative evaluation of a target
● Components of Attitudes
● Affect
● Behavior
● Cognition
● Predicting Behavior from Attitudes is Tricky
● 1. Other powerful determinants
● 2. Sometimes inconsistent
● 3. Based on secondhand information
● 4. Mismatch between specific & general
● 5. Automatic Behavior
143. Review: Chapter 7
● Predicting attitudes from behavior
● Balance theory: Product of the signs should be positive
● Cognitive dissonance theory
● 1. Post-Decision Dissonance
● 2. Effort Justification
● 3. Attitude-Discrepant Behavior
● Self-Perception Theory
● Alternative to cognitive dissonance
● People observe their own behavior and infer their attitudes
● Other rationalizations
● System justification theory: People support the status quo,
even when it doesn’t support them.
144. Ch. 7: Most Important Points
● When Attitudes Predict
Behavior
● Matching Specificity
● Firsthand Information
#
● Cognitive Dissonance
● Confidence After Making a
Bet
● Peg Study Findings
#
● Effort Justification
● What is it?
● Does hazing work?
● Balance Theory
● What does a balanced triad look like?
#
● Overjustification Effect
● If you want someone to internalize
what you got them to do, should you
pay them a little or a lot?
● What happens if you pay someone
for something they already like to do?
#
● Self-Perception Theory
● Works when prior attitudes are
WEAK
● Head Nodding/Shaking Study
● Embodied Cognition