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Lecture 13

PSYA02H3 Lecture 13: Attitude Formation and Reformation
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Department
Psychology
Course
PSYA02H3
Professor
Steve Joordens
Semester
Winter

Description
PSYA02 – Lecture 13 Attitude Formation and Reformation Attitude Formation:  The study of attitude formation is the study of how people form evaluations of people, places or things.  For example, should people be allowed to conduct research on animals that wouldn`t be conducted on humans? Forming Impressions of Others:  Central Traits: there are some traits that are more important when organizing our impressions of others. For example, warm and cold.  Primacy Effect: is the order with which we hear or experience traits influence the impression of others. The earlies traits have the biggest effect. For example, if these 5 traits were given to two individuals but in different orders, their impression on others will be different. o Intelligent, industrious, impulsive, critical, stubborn, and envious. o Envious, stubborn, critical, impulsive, industrious, and intelligent. Disposition vs. Situation:  One distinction that forms attributions and impressions of others is disposition (internal) vs. situation (external).  The flowchart explains this: o Consensus: For example, if Professor Joordens behaves condescending with a student, the student needs to determine whether all professors are like this. If not many professors behave like this, then the behaviour Joordens did is just from him (disposition). If all professors behave like this, then it is the situation. o Distinctiveness: For example, if Professor Joordens behaves differently while talking to another student, then the student needs to determine whether Joordens always behaves like this or only for that specific student. If Joordens behaves like this normally with every student, then it is disposition. However, if Joordens does not usually behave like this, then it is the situation and more likely the student’s fault. o Consistency: For example, if Prof Joordens is talking to a specific student and is behaving differently although he normally isn’t like that with that student. If he hardly behaves like that then it is a weird behaviour. However, if he always behaves like that with the student, then there is a problem between the two. For instance, the student could be asking Joordens for extra marks, which makes her condescending. Cognition, Affect and Behaviour:  Cognitively: beliefs and ideas. o For example, gun owners may shoot themselves more than the actual purpose of having a gun, which is for thieves.  Affectively: shows how one may have an opinion of a certain object but when it comes to hand, their opinion changes. o For example, some people have a strong reaction to guns. There was an experiment of young girls and young boys who had to react to the presence of a gun. The gun was placed in a certain spot and when the children found it, their reactions were different from one another. o The girls were afraid and did not want to touch it. They also wanted to call the authorities. o The boys were impressed by it and considered it to be a form of power. Unlike the girls, they wanted to hid it from the authorities.  Behaviourally: o For example, vegans fin
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