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Lecture

Lecture V - February 13th.doc

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Department
Psychology
Course Code
PSY220H1
Professor
Jennifer Fortune

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Lecture V February 13 th Attitudes, Change, and Persuasion Attitudes are basically about how we feel about things (people, objects, ideas, etc). Attitudes are evaluative because they require an assessment of some target. This is not the same as a belief. These two words are not interchangeable; belief is information about something that we expect to be true or factual and is something that will guide our behaviour. Attitudes, on the other hand, are our feelings towards outward targets. There are also private attitudes (these are not expressed and we are not aware of them). Attitudes are thus dual in nature; there are implicit and explicit attitudes. Implicit attitudes are automatic, unconscious, something we are unaware of, and may have trouble expressing. Explicit attitudes are controlled, conscious, something we are aware of, and something we can clearly articulate. This is basically the controlled versus automatic system, but the attitude version. Functions The evaluative component of attitudes allows for quick decisions and decision making. General attitudes guide decision making in specific situations. These general attitudes also help us through new situations and support our cognitive miser nature. However, remembering information isnt good enough; simply knowing facts wont cut it. We need the evaluative component in order to guide our future behaviour. The Good Bad categorization scheme is the most basic level of organization we have. It is so basic that even children grasp it. This is because we automatically and unconsciously categorize new things into the Good Bad categorization. This initial categorization can be changed when new information becomes available (this kind of stuff isnt usually set in stone (e.g., when other sources become available)). However, this doesnt always happen (e.g., we dont always go back and re-evaluate). This only occurs if there is time and motivation (e.g., if you want to be correct and there are cognitive resources available). If these are trivial issues (e.g., product information) we would most likely not re-evaluate. Unless, for example, some new product is helpful, good, and may be useful or important, then re-evaluation can occur. But usually, this is not motivating enough and there are more important things to re-evaluate. Immediate Reactions Consider the spider example from lecture: See a spider, scream and run out of the room, then hear that said spider actually kills more harmful spiders, and come back into the room having re- evaluated your immediate reaction. Generally bad reactions are stronger than generally good ones. Roy Baumeister (2001) Aggregated this notion: bad emotions influence our thoughts, feelings, affect us more and have stronger effects than good thoughts and feelings. Bad things draw and affect us more than good things. The bad is processed more thoroughly and we pay more attention to it. This is because bad things require and call us to action in order to fix or change something. Good things on the other hand, mean that nothing is wrong, that nothing needs fixing, and that nothing is in demand. This effect occurs because we are naturally inclined to fix things we want and need fixing not things that we have and what is good in our lives. This isnt a good thing! People should pay more attention to the good things in their life, not the things that need fixing. This leads to more subjective well being and more gratitude. Attitude Formation There are four things that contribute to attitude formation. (1) The Mere exposure effect: most of the time familiarity breeds likeness. Novel things draw attention, but we prefer the things we are comfortable with and have attitudes about. We basically like familiarity a lot! For example, classmates that sit next to you will become more familiar to you throughout the semester, and you will begin to like them more. Hence, just by being exposed to something makes us like it more. However, there is a limitation because often, if our initial reaction is negative, the repeated exposure will not make you like it more, but less. The mere exposure effect will not be able to overcome this initial negative reaction. This does not mean it always happens, but usually it does. Acquired taste kind of fits into this mere exposure effect. Alcohol, for example, is something people grow to like because they are motivated to conclude that it tastes good (or the like) because we know the social benefits and stigmas around drinking (e.g., being viewed as childish if we dont like the taste of wine). The mere exposure effect is one of the most powerful and obvious effect/demonstration and also has a well established and vast body of evidence. Consider your first year of university: people usually do worse in their first year because of all the novel things they have to get used to. The mere exposure effect makes university easier to deal with. (2) Classical Conditioning: Dont really need this explained. Basically, it is the association between positive stimuli and neutral stimuli which results in more positive attitudes toward the formerly neutral stimuli. Examples of this would be celebrity endorsements in advertisements. Staats and Staats (1958) Paired the word Dutch with positive words (vacation) and the word Swedish with negative words (failure). When the participants were tested afterwards, there was a preference to Dutch than Swedish. In a second test, the researchers simply switched the word associations and found that the results reversed as well. This may help explain prejudice against certain groups who are frequently associated with negative information in the media. (3) Operant Conditioning: This type of conditioning is all about consequences and repeated behaviours. Basically, this is the tendency to repeat behaviours that have been rewarded. Brown (1956)Brown had participants write an essay about capital punishment. He randomly assigned these essays an A or a D. Those who got an A had higher positive attitudes about capital punishment than those who received a D. (4) Social Learning: We are more likely to repeat behaviours that result in rewards for other people. This is kind of like vicarious experimenting and the classical bobo doll experiment (clown doll experiment by Bandura). Attitude Polarization Attitudes become stronger when we reflect and examine them. They can, however, change. But the conformation bias supports this tendency for them to become stronger. Lord (1979) Gave participants arguments to read regarding the death penalty. These arguments were either pro or con death penalty and participants were given each to read. The participants were biased towards the argument that supported their original view. Reading arguments that supported their view also made their opinions and attitudes stronger. Consistency Inconsistency in attitudes, behaviour, and beliefs is uncomfortable. There are two theories that explain/emphasize need/desire/formation of consistency. Heiders Balance Theory (aka POX Theory) This theory works on triads because we are always looking at three things as one perceiver. There is Person (P), other Person (O) and Attitude Object (X). There are two types of relationships: the sentiment (feeling, liking, dislike) and unit (concrete, made, ow
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