Transcript attitudes - bYTEBoss

ATTITUDES
What do you think?
• Should pokie machines be banned?
• Should VCE students be allowed to leave
the school grounds when they are not
required in class?
• Is a one year break between VCE and Uni
worthwhile
• What is the best age at which to get
married
• Should public transport be free
Live Cattle exports article
Read the article and complete the questions
at the end
• Your reactions to these questions reflect your
likes and dislikes about objects, people, groups,
events and issues
• These reactions are what psychologists call
attitudes
• We have intense feelings about some of our
attitudes but others are less important to us
• Although some of our attitudes are not as strong
as others the attitudes we form tend to last
WHAT ARE ATTITUDES AND
WHERE DO WE GET THEM
FROM?
• Attitudes learned through experience
• Reflect our unique experience as
individuals as well as our socio-cultural
background
• As interact with different individuals and
groups we are exposed to various kinds of
media and life in general
DEFINITION OF ATTITUDE
• We form attitudes, are influenced by them, display them
to others argue about them and sometimes change them
• Attitudes – viewed as ideas that we hold about
ourselves, others, objects and experiences
• Attitude – evaluation a person makes about an object,
person, group, event or issue
• Evaluation refers to a judgment being made, either
positive, negative or neutral about some specific aspect
of our lives and the world in which we live – the judgment
must be relatively consistent and lasting for it to be
called an attitude.
Tri-component model of attitudes
• Psychologists proposed many theories
and models to explain and/or describe
what attitudes are
• Most influential and widely used model
• Proposes that attitude has 3 related
components
• ABCs of attitudes
• Affective, behavioral and cognitive
components
• AFFEECTIVE – based on emotional
reactions or feelings an individual has
towards an object, person, group, event or
issue
• Based on a judement which results in a
positive response (liking or favouring)
• A negative response (disliking or hating)
• Neutral response (lack of interest or
concern)
• BEHAVIOURAL – the way in which an
attitude is expressed through our actions
• Eg. running to keep fit, protesting about an
increase in HECS fees
• COGNITIVE – beliefs we have about an
object, person, group, event or issue
• Our beliefs are linked to what we know
about the world
• Develop as a result of experience
• Some beliefs are based on fact some are
false
• Although the ABC components have been
described separately the tri-component
model proposes that all three components
must be present before it can be said that
an attitude exists
• Learning Activity 8.2 – Choose 2 from the
5 questions and identify the affective,
behavioural and cognitive components
• Find the ABC of the live cattle article
• Summarise the ABC’s on a paper plate
• Create a poster about a person, issue,
object that attract a range of attitudes.
Provide example and discuss the attitudes
toward your person/place/issue with
respect to each component of the model.
Get students to use magazines and other
visual material to create their poster and
annotate for each component
• Complete learning activity 8.2 pg 328
• Why do some psychologists believe that
there are possibly only the affective and
cognitive components of attitudes?
• Summarize the limitations of the tricomponent model
Break class into 4 each summarize
below and teach class
divide page into 4
•
•
•
•
Strength of attitude
Accessibility of the attitude
Social context of the attitude
Perceived control over the behaviour
• Analysing attitudes pg 328
• Limitations of tri-component model
•
•
•
•
Strength of the attitude
Accessibility of the attitude
Social context of the attitude
Perceived control over the behaviour
Factors influencing attitude
formation
• We are not born with particular attitudes
towards school, studying, sport, drugs etc
• Attitudes are formed through the process
of learning
Classical
conditioning
Occurs through
repeated association of
two different stimuli
Operant
conditioning
3 different types
of learning which
influence attitude
formation
Modelling
Adopt attitudes by observing
other people particularly those
who we respect and admire
Based on assumption
that we tend to repeat
behaviours that has a
desirable
consequences or result
and do not repeat
undesirable
consequences
(punishment)
• http://www.youtube.com/watch?v=hhqumf
pxuzI
• http://www.youtube.com/watch?v=bzA6Dz
UNWBM
• http://www.youtube.com/watch?v=xo2wRv
J04ss
• http://www.youtube.com/watch?v=q8WNW
0FyU7Q
• http://www.youtube.com/watch?v=2FSxn5
HZetI
• http://www.youtube.com/watch?v=YxdL5
Wgnsjw
• Complete Learning Activity 8.8
– Question 2
Cognitive dissonance
• If we are aware of inconsistencies within
our attitudes, or when the way in which we
actually believe we should behave, then
we can experience psychological tension
or discomfort.
• This experience is called cognitive
dissonance
• E.g. Likely to occur when people continue
to smoke even though they know it is
harmful to their health
• Festinger (1957) developed cognitive
dissonance theory – people will actively
work at reducing or abolishing it.
• We can do this by:
– Changing your attitude
– Changing behaviour to suit 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
• Theory states that we will choose the
easiest course of action
• Complete Attitudes QUIZ (on word doc)
Repeated exposure experiment –
produced by Robert Zajonc
(Zyence)
SCAP
TOLF
BREN
THROT
PWOP
Repeated exposure
• Attitudes can be formed through repeated
exposure to an object, person, group,
event or issue repeatedly
• The mere exposure effect – describes
the increase in liking for an attitude, object,
person, group, event or issue as a result of
being repeatedly exposed to it
• Research indicates that negative attitudes do not
arise from repeated exposure unless there is a
negative experience (for example, dislike, pain,
fear, disgust) associated with the exposure
• In many cases we only need one negative
experience to form a negative attitude
• Eg a single unexpected close encounter with a
live snake in the bush can be enough to form a
negative attitude towards snakes
• Many advertisers are aware of the repeated
exposure effect and use it to try and influence
attitude formation of our attitude towards a
product
• The assumption is that through repeated
exposure we will gradually start to like the
advertised product without ever having tried it
• However also possible to start disliking a product
after viewing endlessly repeated adds, which is
why advertisers regularly change adds
STEREOTYPING
• Ask students to draw a picture of a scientist. Get the students to
include the working environment and as many features about the
scientist.
• Follow it up with the questions:
• How many people depicted the scientist as male, and how many as
female?
• How many depicted the scientist as wearing glasses, working alone
in a lab?
• What age group was the scientist generally depicted as being?
• Do you think the ‘typical’ portrayal of a scientist depicted by the
class is realistic?
• How could this image of a scientist affect the type of person
attreacted to the profession?
• Draw a big picture of a girl and a boy on
either side of the board and had various
stick it notes such as ‘pink’ ‘truck’ ‘doctor’
‘blue’ and ‘teacher.’ The students were
required to put up their hand and tell me
which side they believed the label
belonged
• real men don’t cry’, ‘girls are meant to be
stay at home mums when they grow up
not doctors or lawyers’ and ‘girls who are
skinnier are prettier’, we discussed how
these stereotypes make us feel and how in
reality everybody is unique and has
different dreams and goals in their life.
• ask the students how we could be active agents in changing
stereotypes and suggested that one way of doing so was to create
mixed up fairytales, where the roles of prominent characters are
reversed. I stressed that boys do not always have to be fighters and
rescuers, adventurers and hero’s and girls don’t necessarily have to
be caretakers, mothers and princesses in need of rescuing.
• We discussed that in a lot of children’s books the way characters are
presented impacted on our attitudes and perceptions of gender
appropriate behaviour. The students were divided into groups and
required to make up their own ‘mixed up fairytales’ where gender
roles were reversed. I gave the example of what would happen if
sleeping beauty was a man.
Stereotyping
• When we evaluate people we do so by
trying to fit them into a category based on
our knowledge of people and the world
• This process of grouping or fitting people
into a category based on what we know
about them is called stereotyping
• A stereotype is a collection of beliefs that
we have about the people who belong to a
certain group, regardless of individual
differences among members of that group
• E.g. stereotype of a doctor might be –
wealthy, drives expensive car, lives in a big
house and works late
• Read bottom half of page 337
• Read box 8.3 and summarize on pg 339
• http://www.youtube.com/watch?v=JCjDxA
wfXV0
• Complete Activity 8.10, 8.11 – write up
and 8.12, 8.13 pg 339-340
STIGMITISATION
• A stigma – is a negative label associated
with disapproval or rejection by others who
are not labeled in that way
• If a social or cultural group is stigmatised
or negatively evaluated then members of
that group can feel like outcasts who are
devalued, ignored or rejected by others
• Lead to feelings of shame, disgrace, low
self esteem and restricted ambitions in life