Lecture 4 Flashcards
(22 cards)
1
Q
What is affect?
A
- Integral affect: feelings associated with an attitude object
- Incidental affect: affective state not linked to object that can influence judgements
2
Q
What is propinquity?
A
- How relationships form and how people engage in them
- Had physical distance = actual distance within apartments, and functional distance: likelihood of meeting someone from another complex
- The more we interact with a stimulus on its own (contact), the more we like it (friendship), we associate the positive affect with that individual = influences our evaluation
3
Q
What is the mere exposure effect?
A
- Exposure even without an interaction can produce attitude toward a novel stimulus
- Repeated exposure to novel stimuli elicits positive feelings
- Present novel stimuli different number of times
4
Q
What was another experiment on the mere exposure effect?
A
- Had 4 female confederates who were students in class
- Entered classroom a few minutes before class, sat where people could see them, and then asked to come in for a different amount of lectures
- Asked how likeable these confederates were
- As frequency went up, liking went up, even though interaction did not happen
- Effects occur even when unaware they’d seen the person before
5
Q
What is the mere exposure effect with things we dislike?
A
Meta-analysis shows no strong effect for repeated presentation for disliked stimuli
6
Q
When are mere exposure effects more likely to occur?
A
- When stimuli are complex, presented a limited number of times
- On explicit and implicit measures of attitude
- Across cultures, species and a diverse range of stimuli
- More impact on visual stimuli than audio stimuli
7
Q
What are early explanations of mere exposure?
A
- Explicit recognition reduced uncertainty (less threat)
- Easier to process stimuli that has been presented multiple times = perceptual fluency = might end up liking them more
8
Q
What was a study looking at exposure and affect?
A
- Does subliminal (secretive) repeated exposure to the same stimuli lead to generalised (mood changes) positive affect (one thing many times vs few things some times)
1) Presented ppts with 25 images one time each or 5 images 5 times = ppts shown repeated images were in a better mood
2) Repeated exposure influences subsequent ratings of similar stimuli
3) Evidence that familiarity with faces we’ve seen before influences their perceived attractiveness
4) Thinking we have seen something before predicts likin
9
Q
What is the Salience Theory of Mere Exposure?
A
- Repeated exposure to a novel stimulus increases salience, making objects seem more relevant to self, making them liked
- Saliency explains mere exposure better than fluency and apprehension
10
Q
What is emotional learning?
A
- Direct tagging/linking a positive emotion to an attitude object influence the evaluations of it
- Done via evaluative/behavioural/observational conditioning
11
Q
What is evaluative conditioning?
A
- Repeatedly pairing an attitude object and a particular valence: pairing something new with something pos/neg in affect
- After presentations, object comes to evoke an internal affective response and object becomes pos/neg evaluated
12
Q
What was a study looking at evaluative conditioning?
A
- Ppts shown photos of unfamiliar person
- Each photo briefly preceded by affect-arousing stimulus: pos or neg
- DV = evaluations of target e.g attitudes, traits, and attractiveness
- Found that in all three conditions, there was an effect of positive/negative presentation - better attitudes, traits and attractive person
13
Q
What about evaluative conditioning for prejudice?
A
- Ppts were shown stimuli in context of video surveillance = had to press key as soon as object appeared
- Experimental group saw black faces paired with pos words, white faces paired with neg words, controls saw same photos and affect stimuli but not paired
- Ppts in exp condition showed more +ve implicitly measured racial attitudes than controls even 2 days later
- Implies effects on attitude change, not only attitude formation
14
Q
What is evaluative conditioning with implications for health?
A
- Looked to link negative affect with food products that are unhealthy
- Added labels near sugary drinks over successive two week intervals
- Labels either presented factual information or emotive information
- Negative affect link decreased consumption of unhealthy drinks by 15% compared to baseline and negative facts condition
15
Q
What is behavioural conditioning?
A
- Pairing an emotion with a behaviour that has been performed
STUDY: - Called students and asked opinions about Pay TV
- Exp group gave positive reinforcement for response that supported pay tv, control group had no reinforcement
- Later, more favourable attitudes reported by ppts in the experimental condition
- Ppts did not see link between response and reinforcement and effects persisted over time
16
Q
What is observational conditioning?
A
- Learning by watching others
STUDY: - Children shown two stimuli, each paired with emotion modelled by mother e.g scary, fun, expressionless
- Greater avoidance shown following negative expressions than positive
17
Q
What is Mood?
A
- Global, generalised, affective state not directed against a particular target
- Is enduring
- Mood is not emotion as emotions are usually more specific, short-lived and have clear targets
- Can be both IV and DV (self-affirming) = how it affects attitudinal responses
18
Q
How to induce mood?
A
- Autobiographical recall
- Music
- Film/TV clips
- Facial expressions
- Self-statements
19
Q
What is mood congruence?
A
- Evidence that people report attitudes that match their mood: in a good mood, more likely to report pos attitude
- Mood can get linked to the object, however is people discount of the mood to an external source = mood congruence does away
- Mood-as-information
20
Q
What is a study looking at misattributing mood?
A
- Weather as a mood manipulator
- Ppts called on sunny/rainy day
- Some asked about the weather, others were not
- Asked to rate current happiness
- Expecting that weather is not a piece of information used because you have reminded them of the weather = now discounted, so when weather is not mentioned, the weather will impact mood, and thus measure of happiness
- When mood is made salient, people do not use it, when not, people use it as a diagnostic tool to determine mood
- Effects of mood are larger when dealing with weak attitudes than strong attitudes
- Effects can also depend upon the person
21
Q
What was a study looking at mood congruence?
A
- Ppts placed in pos/neg/neutral mood and then evaluated social group
- Had to listen to music and report their mood of their current affect, and then asked to thinking about a social category and their liking of that category.
- Mood congruence effects depended on affect intensity = is it stronger if you have higher affect intensity
- More positive mood - more positive their attitude
22
Q
How to look at mood and persuasion?
A
- Ppts watch a tv show containing a set of ads, one of which involved key object
- Before viewing ads, involvement with pen is manipulated: receive a free pen vs free coffee
- Mood manipulated by embedded advert in funny versus control TV program
- After the show, assess cognitive responses while watching advert about the pen attitudes toward pen
- Mood is a peripheral cue that has a simple direct mood congruent effect that is not mediated by cognitive responses = low elaboration (when getting coffee not the pen)
- Mood affected attitude in low elaboration condition = people who watched funny ad had a better attitude
- Mood did not affect %+thoughts, it is only mood acting as a cue to affect attitudes = mood as cue
- Under high elaboration = mood had impact on attitude = Mood has a direct impact of to %+ thoughts = and +thoughts are linked to attitudes, less direct impact on mood to attitude
- Mood as bias = long-term effects
