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UTC - PSY 3310 - Class Notes - Week 9

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UTC - PSY 3310 - Class Notes - Week 9

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background image Study Soup Notes  Week 9   
Lecture Notes: 
 
  A study in 1934 showed that attitudes are not linked to behaviors with  racial prejudice.     1974 study found that there was a consistency in attitude and behavior in  voting in elections.    
What is an attitude?  
  Cognitive: thoughts on the subject 
  Affective: feelings on the subject 
  Behavioral: actions seen. 
 
When do attitudes influence behavior? When does behavior influence attitudes? 
  If the attitude is strongly felt, it is more likely to influence behavior.  
  Relevance of the attitude also is important. Salience (the degree you care 
about something) involves personal experiences and is important for 
attitude formation.  
  Situational/peer pressure changes attitude, too.   
 
Cognitive Dissonance theory: This explains attitude change. It requires a strong 
attitude to influence your behavior. When your thoughts are out of balance and 
they conflict with each other. No severe punishment. 
  Example: You want to smoke, but you know it will give you cancer.  
  You are hungry and see your friend’s sandwich. 
  People were given either $1 or $20 to move blocks around and were asked 
to lie about the experiment to others pretending it was really cool when in 
reality it was a dull experiment. The people paid less actually believed and 
talked themselves into believing that the experiment was actually 
interesting.  
  The marshmallow experiment: kids were in a room with a marshmallow  and they were told to either eat it now and get no more or wait to eat it 
and get another one for waiting. They were hungry and wanted to eat it but 
they also wanted the reward at the end.  
background image  
Self-Perception: Explains attitude formation based on behavior. It involves 
looking towards your behavior to decide your attitude which means your attitude 
was initially weak. Rewards negatively affect desire to perform task.  
  Experience 
  Social factors 
  Learning 
  Experiment: 1981 Chaiken and Baldwin asked a group of people questions 
that were worded in a way to elicit a specific answer. The questions were 
all environmental and the group members were either pro or anti-
environmental. 
  People with weaker attitudes are more susceptible to social factors.  
  Overjustification effect: People who have interest in tasks (intrinsic 
motivation) will have less interest when they get rewarded monetarily. This 
is only relevant when the task is completion and not competence. 
  1987 study: College students who had a hobby of writing were paid for  their hobby. The people lost interest in writing as a hobby when they got 
paid.  
  Chapter Notes:    Group think: Engineers knew that there was a problem with the challenger,  but they all decided it would be fine and no one made mention to check it. 
The challenger exploded due to group think, because no one took the time 
to check it.  
    Social networks, or who you socialize with, effects alcohol intake. If you are  friends with people who drink, you are more likely to drink. If your friends 
do not drink, you are less likely to spend time drinking.  
  Groups influence our actions and decisions. We do things we would not do  individually within groups.   
Social facilitation: Presenting a stronger performance in front of watchers or an 
audience.  
  This is only true some of the time. If the person is proficient and confident  in the task, they are much more likely to perform well with an audience. 

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School: University of Tennessee - Chattanooga
Department: Psychology
Course: Social Psychology
Professor: David Ross
Term: Fall 2016
Tags:
Name: Social Psychology Week 9
Description: These notes cover the lecture and chapter 9 notes.
Uploaded: 10/29/2016
6 Pages 21 Views 16 Unlocks
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