Attitudes

Front 1

WHAT IS THE TRICOMPONENT THEORY OF ATTITUDES?

Back 1

A description of any attitude in terms of three related components or parts (affective, behavioural and cognitive components.) Also called the tripartite model of attitudes.
It must be consistent.

Front 2

EXPLAIN THE AFFECTIVE COMPONENT OF ATTITUDES.

Back 2

The emotional reactions or feelings an individual has towards an attitude, object, person, group, event or issue. It must be consistent

Front 3

EXPLAIN THE BEHAVIOURAL COMPONENT OF ATTITUDES.

Back 3

The way in which an attitude is expressed through observable behaviour. It must be consistent.

Front 4

EXPLAIN THE COGNITIVE COMPONENT OF ATTITUDES.

Back 4

The beliefs held about an object, person, group, event or issue. It must be consistent.

Front 5

WHAT ARE THE PROBLEMS WITH THE TRICOMPONENT THEORY.

Back 5

Attitude does not always lead to behaviour. A person who hates pumpkin soup (affective component) but eats it when staying at a friend's place (behavioural) because the person believes it is the polite thing to do (cognitive).

Front 6

WHAT IS COGNITIVE DISSONANCE?

Back 6

When your attitude doesn’t match your behaviour. You smoke even though you know it is bad for you.

Front 7

HOW DO WE GET RID OF COGNITIVE DISSONANCE?

Back 7

Change your attitude.
Changing the behaviour to suit the attitude.
Reducing the importance we give to our attitudes and behaviour.
Add new elements to the situation to support our belief in the attitude or behaviour.

Front 8

WHAT IS THE PRIMACY EFFECT? WHAT HAS IT TO DO WITH ATTITUDES?

Back 8

Where the initial impression we form of a person is more influential than any later information which is obtained. This is why psychologists suggest we should look our best for a job interview.

Front 9

EXPLAIN WHAT A STEREOTYPE IS.

Back 9

A belief about people who belong to a certain group, regardless of individual differences among members of that group

Front 10

WHAT IS OLD-FASHIONED PREJUDICE?

Back 10

A form of prejudice in which members of the majority group openly reject minority group members and their views towards the minority group are obvious and recognizable to others.

Front 11

WHAT IS MODERN PREJUDICE?

Back 11

A form of prejudice which is more subtle, hidden and expressed in ways more likely to be accepted within the majority group.

Front 12

WHAT IS DIRECT DISCRIMINATION?

Back 12

This occurs when someone is treated less favorably than someone who is of a different social group in the same or similar circumstances.

Front 13

WHAT IS DISCRIMINATION?

Back 13

positive or negative behaviour directed toward a social group and its members

Front 14

WHAT IS INDIRECT
DISCRIMINATION ?

Back 14

This occurs when a requirement, condition or practice that appears to be fair, in fact discriminates against people of a particular social group.

Front 15

WHAT IS RACISM?

Back 15

When prejudice and discrimination are directed at people who are members of a particular racial or ethnic group, for example, Aborigines, Greeks or Muslims, it is called racism.

Front 16

WHAT IS AGEISM?

Back 16

When prejudice and discrimination are directed at people because of
their age

Front 17

WHAT IS SEXISM?

Back 17

When prejudice and discrimination are directed at women or men because of their sex.

Front 18

WHAT ARE THE FACTORS THAT MAY REDUCE PREJUDICE?

Back 18

Intergroup contact.
Sustained contact
Interdependence
Superordinate goals
Equality of status
Cognitive interventions

Front 19

EXPLAIN HOW INTER-GROUP CONTACT CAN REDUCE PREJUDICE.

Back 19

If there is close and ongoing contact between the two groups, if the two groups have to rely on each other for some reason and if each group has equal status in the contact situation.

Front 20

EXPLAIN HOW SUSTAINED CONTACT CAN REDUCE PREJUDICE.

Back 20

Close, prolonged contact of a fairly direct
nature (one-on-one or face-to-face) leads to a re-evaluation of incorrect stereotypes about the other group and its members, thereby reducing inter-group stereotyping and prejudice.

Front 21

EXPLAIN HOW MUTUAL INTER-DEPENDENCE CAN REDUCE PREJUDICE.

Back 21

If you have to depend on each other for something to work, prejudice will be diminished.

Front 22

EXPLAIN HOW SUPER-ORDINATE GOALS CAN REDUCE PREJUDICE.

Back 22

These are goals that are too big for one group to achieve, and so the groups have to work together in order to get the goal. Because this often results in positive results, prejudices are reduced.

Front 23

EXPLAIN HOW EQUALITY OF STATUS CAN REDUCE PREJUDICE.

Back 23

You have to view each other as equals; otherwise all of the contact will not work (e.g. master/servant).

Front 24

EXPLAIN HOW COGNITIVE INTERVENTIONS CAN REDUCE PREJUDICE.

Back 24

Changing the way in which someone thinks about something. This is done through education; close equal contact, superordinate goals etc.

Front 25

HOW DO WE MEASURE ATTITUDES?

Back 25

Observable behaviour.
Likert scales - surveys.
Rating scales
Self-reporting
Open ended questions.
Media stories.
Focus groups.

Front 26

DEFINE ATTITUDE

Back 26

An evaluation a person makes about an object, person, group, event or issue It is a judgement being made, either positive, negative or neutral, about some specific aspect of our lives. The judgement must be relatively consistent and lasting for it to be called an attitude.

Front 27

GIVE AN EXAMPLE WHEN THE TRICOMPONENT THEORY IS INCONSISTENT.

Back 27

The A-B-C aren’t similar. E.g. a person may know that dental hygiene is important and agrees that six-monthly dental visits are vital (cognitive), but refuses to go to the dentist (behavioural) because the sound of a dental drill makes them feel anxious (affective).

Front 28

EXPLAIN THE : STRENGTH OF AN ATTITUDE

Back 28

An attitude that is usually thought about, well-known and easily accessible. Also personally relevant with a strong underlying emotional component. It will be stable/consistent over time, be resistant to change, and influence behaviour. More likely to predict behaviour. Likely due to direct experiences.

Front 29

EXPLAIN HOW DIRECT EXPERIENCE CAN CHANGE AN ATTITUDE.

Back 29

You think and talk about their experience more, (strengthens their attitude). Attitudes that are formed through indirect experience tend to be less emotionally intense and less retelling or thinking about the experience.

Front 30

EXPLAIN HOW LIKE MINDED PEOPLE CAN CHANGE AN ATTITUDE.

Back 30

They need to be important to us. Belong to groups whose members share the same belief. Interactions tend to provide validation and support for an individual’s own attitudes. Attitudes we hold are stronger, more resistant to change and more likely to influence associated behaviour.

Front 31

EXPLAIN HOW ACCESSIBILITY CAN INFLUENCE YOUR ATTITUDES.

Back 31

More likely to be consistent when easily accessible. It is a strong attitude that easily comes to mind; it has been thought about, is well known and has been stored in memory ready for use. Closely related to behaviour that they can guide or even predict behaviour.

Front 32

EXPLAIN HOW SOCIAL CONTEXT CAN EFFECT A PERSON’S ATTITUDE.

Back 32

Whether an attitude leads to actual behaviour may be dependent on the social context or specific situation in which a person finds themselves. E.g. you may do something that you’re not interested in or hate because it is polite/ friends are doing it.

Front 33

IF A PERSON HAS PERCEIVED CONTROL OF THEIR BEHAVIOR, HOW DOES THIS REFLECT THEIR ABILITY TO SHOW AN ATTITUDE?

Back 33

Attitudes and behaviour are likely to match. It is the belief an individual has that they are free to perform or not perform behavior linked to an attitude and a belief that they can actually perform that behavior.

Front 34

WHAT ARE THE FACTORS THAT INFLUENCE ATTITUDE FORMATION?

Back 34

Classical conditioning,
Operant conditioning
Modelling

Front 35

WHAT ARE THE FACTORS THAT INFLUENCE OUR BEHAVIOR DUE TO ATTITUDES?

Back 35

Social context.

Perceived control over behaviour

Accessibility of attitude.

Strength of attitude. (direct experience)

Front 36

EXPLAIN CLASSICAL CONDITIONING.

Back 36

A form of learning that occurs through the repeated association of two (or more) different stimuli. Learning is only said to have occurred when a particular stimulus consistently produces a response that it did not previously produce.

Front 37

EXPLAIN HOW CLASSICAL CONDITIONING IS USED TO MAKE AN ATTITUDE MORE POSITIVE

Back 37

It works with ads. E.g. beer and car ads feature attractive young women wearing bikinis. Through the repeated pairing of the neutral object (car) with the object that produces a reaction (bikinis) start to associate car with positive reaction.

Front 38

EXPLAIN HOW CLASSICAL CONDITIONING IS USED TO MAKE AN ATTITUDE MORE NEGATIVE.

Back 38

It works with ads. Through repeated pairing of the neutral (ad/product) with the annoying (jingle/ catch-phrase). Start to associate negative feelings (annoyance) with the previous neutral object (ad).e.g. Coles ads=avoid Coles.

Front 39

EXPLAIN OPERANT CONDITIONING.

Back 39

We tend to repeat behaviours that have desirable consequences (rewards) and not repeat behaviours that have negative consequences. We learn how to do things through reinforcement which is something that increases the likelihood of that behaviour happening.

Front 40

EXPLAIN HOW REINFORCEMENT CAN BE POSITIVE AND NEGATIVE.

Back 40

Positive: rewards behaviour=more likely to repeat. E.g. compliments.
Negative: takes away bad things=more likely to repeat behaviour. E.g. pain killers.

Front 41

EXPLAIN THE DIFFERENCE BETWEEN NEGATIVE REINFORCEMENT AND PUNISHMENT.

Back 41

This takes away bad things, so you are more likely to repeat the behaviour.

Whereas when you punish someone is enforcing a negative (bad) consequence in order to reduce the behaviour happening again. E.g. getting smacked.

Front 42

EXPLAIN WHAT REINFORCEMENT IS.

Back 42

Reinforcement is any event which strengthens (‘reinforces’) a response or increases the likelihood of a particular response occurring again. Used in operant conditioning.

Front 43

EXPLAIN HOW OPERANT CONDITIONING IS USED IN CHANGING ATTITUDES.

Back 43

If we are rewarded for demonstrating an inclination towards a certain attitude, or for expressing a particular attitude, the reward will reinforce the attitude, making us more likely to express the attitude in the future. Each time the attitude is reinforced, the stronger it is likely to become.

Front 44

EXPLAIN WHAT MODELLING IS.

Back 44

Occurs when someone uses observation of another person’s actions and their consequences to guide their future thoughts, feelings or behaviour

Front 45

EXPLAIN HOW MODELLING CAN CHANGE PEOPLE’S ATTITUDES?

Back 45

The media also reinforces particular attitudes. For example, television programs and ads often show males in leadership roles and females in roles not involving leadership. Children observe and sometimes model what they see in the media so their attitudes can be significantly influenced by media exposure.

Front 46

HOW ARE POSITIVE ATTITUDES FORMED WITH REPEATED EXPOSURE?

Back 46

By simply being exposed to an object, person, group, event or issue repeatedly. Forming an attitude through repeated exposure also involves learning processes. Some kind of personal experience is required. Experience may be either direct personal experience or indirect.

Front 47

HOW CAN ATTITUDES CHANGE WITH REPEATED EXPOSURE?

Back 47

If we are exposed repeatedly, we can develop a positive attitude towards it regardless of whether or not there is a reward.
Repeated encounters, which don’t affect us in any way, are all that is needed to produce a positive attitude.

Front 48

WHAT SORT OF THINGS CAN YOU FORM ATTITUDES ABOUT?

Back 48

Objects (e.g. furbies) , a person, a group (the muppets) , an event (Sept 11) or an issue (what is the best way to prevent global warming)

Front 49

EXPLAIN THE MERE EXPOSURE EFFECT.

Back 49

Describes the increase in liking for an attitude, object, person, group, event or issue as a result of being repeatedly
exposed to it

Front 50

HOW ARE NEGATIVE ATTITUDES FORMED WITH REPEATED EXPOSURE?

Back 50

They do not arise from repeated exposure unless there is a negative experience (dislike, pain, fear, disgust) associated. If a negative experience is associated with the exposure, we may form a connection between the negative experience and the focus of the attitude.

Front 51

WHAT ARE THE ADVANTAGES OF USING A STEREOTYPE?

Back 51

They assist us in knowing how we should react to new people we meet. By giving us general information about a person, it helps use choose appropriate topics of conversation and so it will help us form social bonds. It can also keep us safe in situations when we are unsure.

Front 52

WHAT ARE THE DISADVANTAGES OF STEREOTYPING?

Back 52

It can be inaccurate. We ignore their individuality.
We tend to disregard information about the individual that does not fit the stereotype we have of them. We pay attention
to information that is consistent with a stereotype and ignore information that is not consistent with it.

Front 53

WHAT IS STIGMA?

Back 53

A negative label associated with disapproval or rejection by others who are not labelled in that way.

Front 54

WHAT HAPPENS WHEN A GROUP IS STIGMATISED?

Back 54

If a social or cultural group is stigmatised, or negatively evaluated, then members of that group can feel like outcasts who are devalued, ignored and rejected by others, simply because they are members of the stigmatised group.

Front 55

WHAT HAPPENS TO THE PERSON WHO IS STIGMATISED?

Back 55

This can lead to feelings such as shame, disgrace, lower self-esteem, loss of self- confidence and lower ambitions in life. Harmful effects on psychological wellbeing, particularly when membership of the group they belong to is an important part of the individual’s self-concept or self-image.

Front 56

DEFINE PREJUDICE.

Back 56

Holding a negative attitude towards the members of a group, based solely on their membership of that group.

Front 57

EXPLAIN IN GROUPS.

Back 57

Any group that you belong to or identify with as an ingroup. For example, your friendship groups, peer group, family, school, religion, sex, race, culture, the country in which you live and even the AFL team you barrack for would be called your ingroups.

Front 58

EXPLAIN OUT GROUPS.

Back 58

Any group you do not belong to or identify with. When we categorise our social world in this way, we tend to believe that people belonging to our in-groups have individual differences but are generally more like us.

Front 59

WHY DO INGROUPS AND OUTGROUPS LEAD TO DISCRIMINATION?

Back 59

This type of categorisation and stereotyping of members of in/out groups can lead to prejudice towards members of outgroups.
We are more likely to give preferential treatment to, members of our ingroup when the opportunity arises.

Front 60

EXPLAIN INTERGROUP CONFLICT.

Back 60

Occurs when members of different groups compete to achieve or control something that is wanted by the members of each group.
Competition over economic resources like jobs and housing, social status, positions of power or political advantage is more likely to lead to prejudice, particularly in times of hardship.

Front 61

EXPLAIN ATTRIBUTIONS.

Back 61

We evaluate the causes and consequences of other’s behaviour and our own. We are able to predict what will happen in a particular situation if we or others react in a specific way. An attribution can be either internal (from within the person) or external (from the (environment).

Front 62

WHAT HAPPENS WHEN WE ATTRIBUTE BEHAVIORS TO INTERNAL FACTORS?

Back 62

We tend to blame one or more characteristics of the person for causing the behaviour .e.g. if we hear that Mario has lost his job because he failed to let his supervisor know that he was not going to work for a week, we may think it was typical because he is unreliable and irresponsible.

Front 63

EXPLAIN THE FUNDAMENTAL ATTRIBUTION ERROR.

Back 63

People tend to overestimate the influence of personal characteristics and underestimate the influence of the situation they are in when explaining a person’s behaviour. E.g. bikie yelling at a policeman (=bikies mean and rude rather than policeman was being unfair)

Front 64

EXPLAIN THE JUST WORLD HYPOTHESIS.

Back 64

Is the tendency for individuals to believe that they live in a world where people generally get what they deserve and deserve what they get. E.g. I deserve to win the money as I am a good person. And murderers deserve to be executed for their crimes.