Comm 367

Front 1

What is elaboration?

Back 1

1. The amount of thinking the receiver engages in about the content of the message. Can be thought of as a continuum ranging from not thinking at all about the content of the message to extensive thinking about the message

Front 2

1. What are the two routes of processing described in the ELM?

Back 2

-central route (high elaboration and high cognitive energy)
-peripheral route ( low elaboration and peripheral cues)

Front 3

1. What are the four different receiver characteristic categories?

Back 3

-Psychological
-Physiological
-Demographic
-Environmental

Front 4

1. What are the three different types of involvement?

Back 4

-Value relevant involvement- (ego involvement/core values of receiver)
-Outcome relevant-(how relevant message is to receiver)
-Impression Relevant-(receivers desire to express attitudes that are socially desirable/peer pressure/asch experiment)

Front 5

1. Which levels of self-esteem, self-monitoring, intelligence, involvement and need for cognition are conducive to effective persuasion?

Back 5

-Moderate levels of all

Front 6

1. Which are the commonly used demographic receiver characteristics?

Back 6

sex, age, intelligence and culture

Front 7

- What are subliminal messages?

Back 7

-awareness is below the conscious

Front 8

1. What are supraliminal messages?

Back 8

-conscious awareness

Front 9

How do you define Persuasion?

Back 9

1. Persuasion involves symbolic communication between two or more persons with intent to change, reinforce, or shape attitudes, beliefs, and/or behaviors

Front 10

1. What are the important characteristics of persuasion?

Back 10

Persuasion:
-is a type of communication using a shared symbol system
-requires intent
-doesn’t have to be successful to be considered persuasion
-involves two or more persons

Front 11

1. Distinguish between communication, persuasion, influence, coercion, education and propaganda.

Back 11

-communication: one person stimulates meaning in the mind(s) of another person(s) through verbal and nonverbal messages
-Coercion: social influence that involves force or threat of force
-Propaganda: mass audience, purpose of achieving goals to persuade, involves emotional appeal, concealment of purpose, lack of sound support
-Education: provide info with a neutral intent
-influence: refers to power that affects something
-use of communication to intentionally change, reinforce or shape another’s attitudes, beliefs and/ or behaviors.

Front 12

1. How do you define attitude and what are the important characteristics of attitudes?

Back 12

a learned predisposition to respond in a consistently favorable or unfavorable manner with respect to a given object.
Attitudes:
-involve effect
-are always tied to an object
-tend to be consistent
-are a predisposition of behavior (seed of the fruit)
-are learned

Front 13

1. Define and give examples of:
• Ego defensive function of attitudes
• Value expressive function of attitudes
• Knowledge function of attitudes
• Utilitarian function of attitudes

- social adjustive

Back 13

ego defensive function- attitudes that are held to help people protect their sense of self and prevent the need to face unpleasant realities(ie racism or soccer sucks)

Value Expressive function- attitudes that allow people to express values that are important to them (political choice based on core values such as religion or environment)

Knowledge function- attitudes that help people understand the world around them(our evaluation of teachers or bill gates)

Utilitarian function-attitudes that benefit individuals by allowing them to avoid negative consequences and achieve positive outcomes((students like +- grading scale better cause it helps their gpa in the long run)

Social-adjustive function-attitudes held to help us better relate to the people around us(adopting attitudes of your peer group to have a conversation/ie buckeye football)

Front 14

1. Give examples of prescriptive, descriptive and evaluative beliefs

Back 14

presriptive- students should go to school
descriptive-the sky is blue
evaluative- mary is a good citizen based on the criteria for a good citizen (evaluative)

Front 15

1. How are attitudes formed through:
• Classical conditioning
• Operant conditioning
• Modeling

Back 15

classical-pairing(ie pavlovs dog bell and dinner experiment)

operant-reinforcement and punishment.(ie chocolate given and sprayed with water)

learn by observing others (ie children learn by following parents)

Front 16

1. What are the measurement factors that influence the attitude-behavior relationship?

Back 16

Action
target
context
time

Front 17

1. What is meant by perceived behavioral control? How does it affect the behavior?

Back 17

-refers to a persons perception of the level of control he or she has over the behavior; stop smoking but believing you are capable

Front 18

1. How do direct experience and vested interest affect the attitude-behavior relationship?

Back 18

direct experience- had a direct experience

indirect-learned secondhand

Front 19

1. How does cognitive processing affect the attitude-behavior relationship?

Back 19

some we think about regularly some in the back of our mind

Front 20

1. Define attitude accessibility and relevance. How do they affect the attitude-behavior relationship?

Back 20

top of the mind thought (accesibility)
must be relevant to that persons behavior

Front 21

1. What is the difference between individuated, deindividuated and scripted situations? How does each affect the attitude-behavior link?

Back 21

individuate- core beliefes, take more resonsibility

deindividuated-more anonimity less focus on internal issues-shared responsibility

scripted situations-automatic-ie brushing teeth cause its good for you

Front 22

1. The different types of scales: Likert, Semantic Differential scale, Thurstone scale.

Back 22

thurstone-consist of several items each represent a different level of favorableness or unfavorableness toward the attitude object

likert scale- several statements in which participant indicates level of agreement

semantic differentiation scale- attitude of an object compared to another one

Front 23

1. What is an attitudinal anchor?

Back 23

the position on an issue that a person finds acceptable

Front 24

1. What are the latitudes of acceptance, rejection and non-commitment?

Back 24

acceptance-range you find acceptable
reject-ones you reject
non committed- nuetral

Front 25

1. What are the assimilation and contrast effects? Why are they described as perceptual effects?

Back 25

assimilating-the side we agree with
contrasting-the side we dont

perceptual- our preexisting attitudes which ones we assimilate and contrast with

Front 26

1. What is ego-involvement and how does it affect the persuasion process?

Back 26

a persons commitment toward an issue related to persons self concept or self esteem ; narrows a persons loa and broadens lor, increases contrasting and assimilating effects

Front 27

1. How much discrepancy should be there between a source’s persuasive message and the audience’s preferred position?

Back 27

gear your message more toward the audiences attitude/ compromise

Front 28

1. What are the strengths and weaknesses of the social judgment theory?

Back 28

strengths-provide info on how attitude changes over time, explains how and why messages can backfire (boomerang effect), has persuasion requirements, stresses you should know your audience, helps us understand how audience processes persuasive messages and why two people of the same attitude can have different behaviors

weaknesses-hard to access each individual lor lnc and loa, doesnt provide what happens in lnc,the ordered alternatives questionairre is non realistic, doesnt address how message should be constructed

Front 29

1. What are the similarities and differences between the balance theory, congruity theory and the cognitive dissonance theory?

Back 29

balance- person p, person o, object x
congruity- balance theory (ie tiger woods and nike)
cognitive dissonance- dissonance consonance and irrelevance

all involve changing or not changing attitudes to change how objects or persons are viewed

Front 30

1. What are the limitations of the balance theory and the congruity theory? How does the cognitive dissonance theory overcome these limitations?

Back 30

balance- inability to predict unbalanced triangle, unrealistic positive negative change,
congruity- limited application, inability to explain when correction factor kicks in

cog dissonance includes breadth of situations constant support from research and can be applied in multiple contexts

Front 31

1. What are cognitions? What kinds of relationships can exist between cognitions?

Back 31

bits of knowledge we have stored in our minds;dissonant, consonant or irrelevant relations

Front 32

1. What is the magnitude of dissonance?

Back 32

amount of dissonance a person experiences

Front 33

1. What are the different options for reducing dissonance? How do they operate?

Back 33

changing behavior, changing importance/ration of dissonant elements through denial, bolstering, transcendence or differentiation

Front 34

1. What are the necessary conditions for cognitive dissonance to occur?

Back 34

compliance, hypocrisy, decision making, and effort justification

Front 35

1. What are the strengths and the weaknesses of the cognitive dissonance theory?

Back 35

strengths- can be applied in many contexts, research support is consistent, applied to multiple contexts

weaknesses- how dissonance will be resolved and how to control it, it is too good to be true cause every theory needs a limitation

Front 36

1. What types of behavior do we have volitional control over?

Back 36

ones that we choose,

Front 37

1. What are the three factors that influence the intention-behavior relationship?

Back 37

volition, correspondence, time of measurement

Front 38

2. What are behavioral beliefs, belief strength and belief evaluation? How do these relate to attitudes?

Back 38

b.beliefs-beliefs about behavior we view most important
b.strenght-how strongly we hold a behavioral belief
b.evaluation-how we feel about each of our behavioral beliefs

behavior is the outcome of any attitude

Front 39

3. Defined the three factors that affect the subjective norm: salient others, normative beliefs and motivation to comply.

Back 39

salient others-important people
normative beliefs-person beliefs about what salient others want him or her to do regarding their behavior, motivation to comply-how willing the audience will go along with what the salient others want them to do

Front 40

4. What are the strategies for changing a person’s subjective norm?

Back 40

add new normative beliefs, change existing normative beliefs, change motivation to comply

Front 41

5. What does the Theory of Reasoned Action direct persuaders to do when attempting to change an audience’s behavior?

Back 41

to first access their audiens 's beliefs and then develop persuasive messages based on those beliefs

Front 42

6. What does the Theory of Planned Behavior (TPB) add to the model of Theory of Reasoned Action (TRA)?

Back 42

included percieved behavioral control in the formula to predict behavioral intentions

Front 43

8. What are the strengths and limitations of TPB and TRA?

Back 43

s- they are reciever oriented, able to explain the cause of behavior, able to predict behavior, provide persuaders with a measure of control over audience

weakeness-
exclusion of behavior not under volitional control, focus only on specific behaviors

Front 44

1. What are controls beliefs?

Back 44

beliefs about the likelihood of having opportunities and resources necessary to perform the behavior and the frequency that a control factor will occur

Front 45

1. What other factors beyond the dimensions of credibility, affect the credibility judgments?

Back 45

safety, qualifications, dynamism

Front 46

1. What is the sleeper effect? How does it function?

Back 46

persistence of source credibility, high credibility goes down throughout time and low credibility goes up but they go in the middle

Front 47

1. What theoretical and methodological issues affect source credibility research?

Back 47

fixed ethos and the congruity hypothesis, assumed versus measured,topic oriented or topic irrelevance,average versus individual measures, audience analysis

Front 48

1. How do emotional appeals differ from logical appeals?

Back 48

logic relies on logic appeal and emotional on emotion

Front 49

1. What are the four components that a fear appeal must have to be effective?

Back 49

personally relevant, significant threat,outline recommendations, description of threat

Front 50

1. Why does a person have fear-control response to a fear appeal?

Back 50

it is a way to eliminate the fear if it relates to you, emotional response

Front 51

1. Why does a person have a danger-control response?

Back 51

cognitive response

Front 52

1. How does a one-sided message differ from a two-sided message?

Back 52

two sided tells both of the sids of argument

Front 53

1. What are the two types of two sided messages? Which one is more effective?

Back 53

refutational and non refutational, refutational cause it stays focused more on your argument then just the other side

Front 54

1. What are the strengths of statistical and narrative evidence?

Back 54

stat-based on many cases provides more info
narrative-more vivid and personable

Front 55

1. What are the two characteristics of intense language?

Back 55

emotional intensity, linguistic specificity

Front 56

1. What are the two types of forewarnings?

Back 56

topic and positioning forewarning
persuasive intent forewarning