1. 1 Lesson 4 Attitudes

2. 2 Lesson Outline   Last class, the self and its presentation  What are attitudes?  Where do attitudes come from  How are they formed?  How do attitudes influence behavior  How do they relate to the self?

3. 3 Attitude  Attitude is a predisposition to respond to a particular object in a favorable or unfavorable way. –What is a predisposition to respond ?  A person’s attitude influences the way in which he/she perceives and responds to the world. –Attitudes influence: Behavior Attention

4. 4 List Your Attitudes  List 5 of your positive attitudes  List 5 of your negative attitudes Which type was easier to put on your list? Why do you think that is?

5. 5 Three Components of Attitude 1. Beliefs or cognitions: An object label, rules to apply the label, and a set of cognitions associated with that label. 2. Evaluation: A direction (positive or negative) and an intensity (very weak to very strong). 3. Behavioral predisposition: A predisposition to respond or a behavioral tendency toward the object.

6. 6 Relationships Among Components  Cognitive, evaluative, and behavioral components all have the same object. –These three components are distinct. –Therefore each can be independently measured. –We find relationships among them.  The degree of consistency between components is related to other characteristics of the attitude. –For example, attitudes about contraceptives are related to feelings, beliefs, and actions.

7. 7 Attitude Formation  Where do attitudes come from?  How are they formed?  Socialization holds the key to answering these questions. –Also the answer to how the self forms…  Attitudes may be formed through: –reinforcement (instrumental conditioning) –associations of stimuli and responses (classical conditioning) –observing others (observational learning)

8. 8 Functions of Attitude  Why do we retain learned attitudes for months, years, or even a lifetime?  They are tied into our conceptions of self  One answer is that they serve at least some important functions for us. –We will examine four (4) functions that attitudes serve.

9. 9 Functions of Attitude 1. Heuristic or instrumental function Attitudes provide a simple and efficient means of evaluating objects. 2. Schematic or knowledge function Attitudes about a category provide us with a basis for making inferences about its members. 3. Attitudes define the self and maintain self-worth Some attitudes express the individual’s basic values and reinforce his or her self-image. 4. Attitudes protect the person Attitudes protect us from recognizing certain thoughts or feelings that threaten our self-image or adjustment.

10. 10 Cognitive Consistency  The elements of a cognitive structure are called cognitions. –A cognition is an individual’s perception of personal attitudes, beliefs, and behaviors.  Consistency among a person’s cognitions (beliefs and attitudes) is widespread.  Consistency theories hypothesize: –If an inconsistency develops between cognitive elements, people are motivated to restore harmony between those elements.

11. 11 Theory of Cognitive Dissonance  Dissonance theory deals with consistency between two or more elements (behaviors and attitudes).  There are two common situations in which dissonance occurs: 1.After a decision. 2.When one acts in a way that is inconsistent with one’s beliefs.

12. 12 Post-decisional Dissonance  Whenever we make a decision, there are some cognitions (attitudes, beliefs, knowledge): – that are consonant with that decision. and – other cognitions that are dissonant with it.  Dissonant cognitions create an unpleasant psychological state that we are motivated to reduce or eliminate.

13. 13 Quiz Question  True or False?  After choosing between getting a new shirt and new shoes the attractiveness of the item chosen will increase and the attractiveness of the item not chosen will decrease.  Provide an example of postdecisional dissonance in your own life.

14. 14 Relationship Between Attitudes and Behavior  There can be a great discrepancy between what people do and what they say.  Many studies find only a modest correlation between attitude and behavior.  Four variables (reasons) why the correlation is not stronger: 1.The activation of the attitude. 2.The characteristics of the attitude. 3.The correspondence between attitude and behavior. 4.Situational constraints on behavior.

15. 15 Reasons why what we say is different than what we do: #1 Activation of the Attitude  When an attitude is activated, it is brought from memory into conscious awareness.  An attitude is usually activated by exposure of the person to its object, particularly if the attitude was originally formed through direct experience with the object.

16. 16 Reasons why what we say is different than what we do: #2/#3 – Characteristics of the attitude and relationship between the characteristics Characteristics that Influence the Attitude/Behavior Relationship:  The extent to which the attitude is grounded in personal experience  The strength of the attitude  The stability of the attitude over time

17. 17 Characteristics of the Attitude Direct Experience –1. Attitudes based on direct experience are more predictive of subsequent behavior.

18. 18 Characteristics of the Attitude 2. Strength The greater the strength of an attitude, the more likely it is to influence behavior. 3. Temporal Stability –To predict behavior from attitudes, the attitudes must be stable over time.

19. 19 #4 - Situational Constraint  Situational Constraint: an influence on behavior due to the likelihood that other persons will learn about the behavior and respond positively or negatively to it. –Situational constraints often determine whether our behavior is consistent with our attitudes.

20. 20 The Influence of Attitude and Situational Constraints on Behavior  A strong relationship exists between behavior and attitude when: –the individual has a strongly held attitude and situational influences encourage behavior consistent with that attitude..  Behavior and attitude are less likely to be consistent when: –situational influences produce pressure to behave in ways inconsistent with one’s attitude or when the attitude is weak.

21. 21 The Reasoned Action Model  This model is based on the assumption that behavior is rational.  This model incorporates factors that have been shown to affect the consistency between attitudes and behavior. –Behavior is determined by behavioral intention. –Behavioral intention is influenced by attitude and subjective norms.

22. 22 Assessment of the Reasoned Action Model  The reasoned action model has been used to predict behaviors like whether a mother will breastfeed her baby.  This model has been criticized because it assumes our behavior is determined largely by our intentions. –In fact, our past behavior may be more influential than our intentions.

23. 23 Assessment of Reasoned Action Model  Research suggests that our behavior may be affected by intentions AND also by whether we have the resources or the ability to carry out the intention.  Therefore, an additional variable, perceived behavioral control, should be added to the model.