Attitude Change Post-Lecture PDF

Persuasion and Attitude Change The Psychology Debrief Sam Fairlamb Department of Psychology @thepsychdebrief @thepsychologydebrief Aims of the session ▪ By the end of this session, you should have gained a better understanding of: ▪ How...

Persuasion and Attitude Change The Psychology Debrief Sam Fairlamb Department of Psychology @thepsychdebrief @thepsychologydebrief Aims of the session ▪ By the end of this session, you should have gained a better understanding of: ▪ How attitudes change ▪ Persuasive communication 1. Cognitive Dissonance 3 Cognitive consistency theories ▪ Seek to have coherent self, attitudes, thoughts, beliefs, values, behaviours etc. ▪ Inconsistency among these is an aversive state that arouses a desire to reduce this aversion Attitudes Conflict Aversion Behaviours Beliefs Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 153-154). Essex, UK: Pearson Education. Cognitive consistency theories ▪ Attitudes changes to be consistent with each other ▪ Attitudes change to be consistent with behaviour Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 153-154). Essex, UK: Pearson Education. Cognitive dissonance (Festinger, 1957) ▪ Conflict between related attitudes, cognitions, actions can lead to dissonance (i.e., tension) ▪ Tension can be alleviated by changing one of our existing cognitions or adding an extra one to “explain” this discrepancy Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Cognitive dissonance (Festinger, 1957) Smoking is bad for you I am not a smoker I am a smoker I like swimming CONSONANT DISSONANT IRRELEVANT Dissonance No Action No Action Reduction Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Cognitive dissonance (Festinger, 1957) Possible resolutions Change one (or Add new Change behaviour more) cognitions cognitions “Smoking “I will quit “Harmful effects suppresses smoking” can be reversed” appetite so has health benefits” Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Cognitive dissonance ▪ Dissonance can be initiated in different ways: 1. Forced compliance 2. Decision-making 3. Effort ▪ All forms will lead to actions that aim to reduce dissonance Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Forced compliance ▪ Boring task for 1 hour ▪ Persuade another person that the task was interesting, educational, worthwhile ▪ Paid either $1 or $20 for doing so Festinger & Carlsmith (1959) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Decision-making ▪ Rate desirability of eight household products ▪ Product as a reward ▪ Choice between two highly desirable products – high dissonance ▪ Choice between one highly desirable and less desirable – low dissonance ▪ Given one highly desirable product but no choice – control ▪ Provided factual information about each product and rated products again Brehm (1956) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Decision-making Attitude Change (Post-Pre) 0.6 difference 0.4 0.2 No difference 0 -0.2 -0.4 -0.6 -0.8 Low Dissonance High Dissonance Reject choice Select choice Change in evaluation of products in high PS1030 Replication dissonance condition Brehm (1956) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Effort justification ▪ I suffered for it, so I like it! Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Effort justification ▪ Women volunteers on group discussion about sex ▪ Must pass screening before joining ▪ Severe – explicit descriptions ▪ Mild – read words (e.g., petting) ▪ Control - no screening ▪ Subsequently listened to boring and incoherent group discussion Aronson & Mills (1959) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Selective exposure hypothesis ▪ Where possible, avoid exposure to information that might arouse dissonance - selective exposure ▪ Decision whether to terminate/continue employment ▪ Decision either (i) reversible or (ii) irreversible ▪ Able to select additional information after decision - information consonant or dissonant Frey & Rosch (1984) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 216-225). Essex, UK: Pearson Education. Alternative views to cognitive dissonance ▪ Self-perception (Bem, 1972) ▪ Attitudes inferred from behaviour ▪ LoA – self-perception ▪ LoR – cognitive dissonance Latitude of Latitude of Latitude of rejection (LoR) acceptance (LoA) rejection (LoR) How much would you pay for dinner out? Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 226). Essex, UK: Pearson Education. 2. Compliance 17 Compliance ▪ Compliance - response to a request by another individual Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 209-214). Essex, UK: Pearson Education. Foot in the door ▪ More likely (53%) to accept large request after smaller request (22%) (Freedman & Fraser, 1966) ▪ May not always work if first request too small, or second request too large (Foss & Dempsey, 1979) ▪ Series of graded requests more effective (Goldman et al., 1981) ▪ Self-consistency vs. self-perception? Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 209-214). Essex, UK: Pearson Education. Door in the face ▪ Cialdini et al. (1975) ▪ Voluntary counsellor at youth offender centre for two years – 1st request ▪ Chaperone offenders for two hour zoo trip – 2nd request ▪ 50% vs 17% Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 209-214). Essex, UK: Pearson Education. Low ball tactic ▪ Cialdini et al (1978) ▪ Take part in experiment that begins at 7am ▪ Take part in experiment → experiment begins at 7am ▪ 31% vs 56% ▪ Sunk cost fallacy (Fox & Hoffman, 2002) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 209-214). Essex, UK: Pearson Education. Break 3. Persuasion 23 Changing attitudes via persuasion ▪ The Yale Attitude Change Approach (Hovland et al., 1953) ▪ Attitude change/persuasion is influenced by 3 factors that may interact to produce attitude change ▪ Source – originator of communication (WHO) ▪ Message – features of the communication itself (WHAT) ▪ Audience – characteristics of who is receiving the message (TO WHOM) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Source – originator of communication ▪ Credibility (e.g., Hovland & Weiss, 1951) ▪ Expertise ▪ Trustworthiness Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Source – originator of communication ▪ Appearance ▪ Attractiveness (Chaiken, 1979) ▪ Similarity (Goethals & Nelson, 1973) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Message – features of the communication ▪ One sided vs. two sided messages ▪ Effectiveness may depend on the audience (e.g., motivation, intelligence) ▪ Fact vs. feelings ▪ Might depend on type of attitude held (e.g., affect vs cognition) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Message – features of the communication ▪ Repetition ▪ Repeated exposure increases familiarity ▪ Can provide a ‘ring of truth’ (Arkes et al., 1991) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Message – features of the communication ▪ Fear Change in desire to quit smoking 1.5 1 0.5 0 Control Moderate High Janis & Feshbach (1953) Leventhal et al., (1967) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Fear Inverted U-curve hypothesis (e.g., Janis, 1967) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Fear ▪ Protection Motivation Theory (Rogers, 1975) Threat appraisal - Severity - Susceptibility Protection Behaviour Motivation Coping appraisal - Response cost - Response efficacy - Self-efficacy Floyd, D. L., Prentice‐Dunn, S., & Rogers, R. W. (2000). A meta‐analysis of research on protection motivation theory. Journal of applied social psychology, 30(2), 407-429. Audience – characteristics of the receiver ▪ Self-Esteem ▪ Inverted U-curve shape (McGuire, 1968) ▪ Individual differences in needs e.g., ▪ Need for cognition (e.g., Haugtvedt & Petty, 1992) ▪ Need for closure (e.g., Kruglanski et al., 1993) ▪ Age ▪ High susceptibility during early adulthood and later life, but lower in middle adulthood (U-curve) ▪ Lifelong openness to some extent throughout life Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 192-206). Essex, UK: Pearson Education. Dual-process models of persuasion ▪ Elaboration-Likelihood Model (ELM; Petty & Cacioppo, 1986) Petty, R. E., Cacioppo, J. T., (1986). The Elaboration Likelihood Model of Persuasion. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp.123-205). New York: Academic Press Dual-process models of persuasion Central: Cost Peripheral: Efficiency Limited supply Performance Positive self image Reliability Sex appeal Colour Petty, R. E., Cacioppo, J. T., (1986). The Elaboration Likelihood Model of Persuasion. In L. Berkowitz (Ed.), Advances in Experimental Social Psychology (pp.123-205). New York: Academic Press  Dual-process models of persuasion ▪ Involvement: high vs low ▪ Argument quality: strong vs weak ▪ Endorser: famous vs. non-famous Low Involvement High Involvement 2 2.5 2 1.5 1.5 1 1 0.5 0.5 0 0 -0.5 -1 -0.5 -1.5 Famous Non-Famous Famous Non-Famous Weak Strong Weak Strong Petty et al., (1983) Petty, R. E., Cacioppo, J. T., & Schumann, D. (1983). Central and peripheral routes to advertising effectiveness: The moderating role of involvement. Journal of consumer research, 10(2), 135-146. Action research ▪ Action Research - attitude change more effective if active participator rather than passive recipient (Lewin, 1943) ▪ American housewives - feed families unusual but highly nutritious foods ▪ 32% of women in discussion group vs. 3% in the lecture group ▪ Used extensively in community health issues Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 245-247). Essex, UK: Pearson Education. 4. Resistance to Persuasion 37 Resistance to persuasion ▪ Inoculation (McGuire, 1964) ▪ Vaccine analogy – weak argument that is easy to rebut increases ability to resist future arguments McGuire & Papageorgis (1961) Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 228-230). Essex, UK: Pearson Education. Resistance to persuasion ▪ Attitude strength (e.g., Bassili 1996) ▪ When people are certain about their attitudes, they are more resistant to persuasive arguments Vaughan, G. M., & Hogg, M. (2017). Social psychology (7th Ed, pp 230-231). Essex, UK: Pearson Education. We have covered… ▪ Theories regarding how attitudes change over time ▪ Persuasive techniques in producing attitude change ▪ Understanding how attitudes change is vital in tackling several societal issues ▪ You will see issues related to attitude change elsewhere in the degree e.g., ▪ Prejudice reduction ▪ Persuasion and propaganda