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| Evaluations of people, objects and ideas |
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| Forming cognitively based attitudes |
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| based on beliefs about the properties of an attitude object |
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| Behaviorally based attitudes |
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| based on observations of how one behaves toward attitude |
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| Affectively based attitude |
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| Based more on feelings and values than on beliefs about the nature of an attitude object |
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Type of learning having to do with simple associations Associations help us prepare for future events Stimulus acquirers a response that was originally evoked by another stimulus |
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| if response is followed by a good consequence, it will be strengthened, if followed by an unsatisfying consequence, it will be weakened |
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| Model is viewed positively, model is rewarded for the behavior |
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| tendency to come to like things simply b/c of repetedly seeing or encountering them |
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| Consistency theories of attitude change |
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| assume inconsistency is bad and specify the conditions necessary for consistency restoration |
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inconsistencies in attitude/behavior produce psychological discomfort to reduce discomfort, people rationalize their behavior / change their attitudes often choose paths of least resistance |
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| when people work hard of sacrifice |
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| people downplay close alternative after a decision is made |
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| reducing dissonance / restoring balance |
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can be done by minimizing importance adding consonant ideas (why dissonant elements make sense) changing attitudes or beliefs involved (easier than changing behavior) |
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| our attitudes become more extreme as we reflect on them+ |
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| suggest people do not have a single attitude, but a range of acceptable attitudes + unacceptable positions (latitude of rejection) |
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| more closely the attitude relates to the behavior, the greater its predictive availability |
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| general attitudes predict aggregates of behavior |
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| communication advocating a particular side of an issue |
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Most persuasive - those that don't seem designed to influence: overheard messages, product placement, conclusion drawing |
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two sided generally better; unless, you cannot refute the other side the listener already agrees with you |
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| revealing potentially incriminating evidence first to negate its impact |
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| elaboration likelihood model |
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two routes to persuasion: Central route: high elaboration, careful information processing-rational thinking, attitude based on argument quality Peripheral route: low elaboration, not careful info processing, attitude change based on surface characteristics |
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| Impacts of each route of persuasion |
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Definition
central route: leads to lasting change in attitudes that are resistant to counter-persuasion attempts peripheral route: leads to temporary change in attitudes that can easily be overturned |
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informational influence: going along w/ group to be correct, private acceptance, normative influence: going along with crowd to be liked/accepted, public compliance, asch 'line judging' experiment |
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| one starts with a small request in order to gain eventual compliance w/ a larger request |
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| one first gets a person to comply with a seemingly low-cost request and only later reveals additional cost |
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| one draws people in w/ an attractive offer that is unavailable and then switches them to a less attractive offer that is available |
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| on assigns a label to and individual and then request a favor that is consistent with the label |
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| Legitimization of paltry favors |
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| one makes a small amount of aid acceptable |
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| reciprocity: one starts with an inflated request and then retreats to a smaller request that appears to be a concession |
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| reciprocity: one first makes an inflated request but, before the person can answer yes or no, sweetens the deal by offering a discount or bonus |
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| one captures people attention, by making a novel request |
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| one disrupts critical thinking by introducing and unexpected element, then reframes the message in positive light |
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| migram's obedience Experiment - why do we obey |
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| normative social influence, informational influence, conflicting influence, self-justification, loss of personal responsibility |
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| the qualities that cause an individual to help others in a wide variety of situations |
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step 1: notice the incident step 2: interpret incident as an emergency step 3: assume responsibility, diffusion of responsibility: tendency for individuals in groups to not act |
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| tendency for a bystander to be less likely to give aid if other people are present |
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| our social behavior is an exchange process in which we aim to maximize benefits and minimize costs |
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| general expectation that we should be helpful to those who help us |
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| social responsibility norm |
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| we should help those who need help even if its costly to us |
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| behaviors that help genetic relative are favored by natural selection |
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| if you feel empathy for someone you will help regardless of whether it is in your self interest or not, if you dont feel empathy for someone you will only help if it is in your own self interest |
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| intentional behavior aimed at causing physical harm or psychological pain to another person |
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| a means to a goal other than causing pain |
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| stems from feelings of anger and aimed at inflicting pain or injury |
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| evolutionary origin of aggression |
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| argues that physical aggression is programmed in us, in order to defend our groups/genes (testosterone) |
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| cultural origin of aggression |
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Definition
| in humans, social situations are more influential in whether we aggress than hormones or genetic predispositions |
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| even small disputes put a man's reputation for toughness on the line and require him to respond with violence to restore his status |
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| aggression that harms another person through the manipulation of relationships (gossip, backstabbing) (kids with crayon example - girls vs boys) |
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| frustration aggression theory |
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Definition
| the perception that you are being prevented from attaining a goal increases the probability of an aggressive response |
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Definition
| mixed, but most evidence shows watching violence increases the frequency of aggressive heavier, but some shows have no to little association |
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