ATTITUDE

CARIBBEAN MARITIME INSTITUTE

B.Sc Security Administration and Management

Attitude

Presented in Partial Fulfillment of the Course

Course Code: Social Psychology

Presented To:

Olajumoke Orimoloye M.Sc

Presented By:

Group 1

ID#: 2010 100-681-719

Date: February 13st, 2011

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Abstract

We introduce a model of multiple overlapping attitudes that is consistent with generally accepted principles of

memory and information processing but which departs significantly from traditional views of attitudes. We address

two important challenges to the traditional view; the “constructivist” challenge and the “implicit/explicit dual

attitudes conceptualization.” After discussing each of these positions we present a study designed to show how

multiple overlapping attitudes can develop and guide behavior. We subsequently discuss conditions under which

degree of cognitive overlap can generally be expected to be lessened and which could lead to multiple attitudes that

are largely dissociated from one another. Our model seems able to explain how multiple attitudes (even with

opposing valence) can develop, be maintained and guide behavior.

Several important challenges to the traditional view of attitudes have left that topic in a state of flux. Do people

actually have attitudes that they retrieve from memory to help guide their behavior? Are the attitudes people think

they have really the ones that help them interpret the world around them and guide their responses or are less

cognitively accessible “implicit attitudes” more important? If such implicit attitudes exist does that mean that people

generally have “dual attitudes” (one implicit and one explicit; cf. Wilson, Lindsay and Schooler, 2000) toward the

objects, people and issues that are important in their lives? We tackle these issues and propose a conceptual

framework based on well-accepted principles of memory and information processing that provides a coherent basis

for understanding how more than one related attitude (even with opposing valence) can develop, be maintained and

guide behavior. Though much more research will be necessary to examine the many implications of this

conceptualization, we present a study that supports our basic premises. The study design incorporates a number of

features that make it much higher in “experimental realism” than much of the recent research on which the above

challenges have been based.

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Attitude Formation

Attitudes are defined as enduring systems of beliefs that can be examined on three different levels: Situational

stimuli or events in the environment directly influence behavior and the formation of attitudes. Strict behaviorists

would argue that internal events that form attitudes are the result of observable actions. A change in attitude or

beliefs occurs as a result of actions that have been influenced by reinforcers. Social-learning theory expands this

principle. According to social-learning theorists, it is not essential to learn behaviors directly through action and

reinforcement, as traditional behavioral psychologists would propose. Indirect learning through observing a model

and receiving verbal instruction has a powerful impact on behavior and attitude formation (Zimbardo & Leippe,

1991). Situations that include a change in the behavioral component of attitude lead to changes in attitudes. But

there is also a reciprocal action. Since the components of attitude systems are interrelated, a change in liking (affect)

may result in a change in behaviors (Smith, 1982). For example, the currently popular concept of the cognitive

apprenticeship is based on the idea of learners participating as apprentices in real-world activities with those who are

more knowledgeable than they. If designed correctly, these situations are perceived by learners as important and

realistic, and learners come to value them. The overt activities of cognitive apprenticeships produce in students

favorable dispositions (i.e., affects), which in turn promote a sense of value and often a desire to learn more.

Cognitive (how we think or reason through an attitude) the cognitive component of an attitude is conceptualized as

a person's factual knowledge of the situation, object, or person, including oneself. In other words, the cognitive

component refers to how much a person knows about a topic, such as computers. The cognitive component of

computer anxiety would be based on how much a person knows about computers and her level of understanding of

computer operation.

Emotional (how we feel regarding an attitude)

Behavioral (how we act on an attitude) the behavioral component of an attitude involves the person's overt

behavior directed toward a situation, object, or person. For example, the behavioral component of computer anxiety

would be related to how often a person had used a computer, and what kind of experience he had. Persons who

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routinely use computers, especially if they choose to use them freely, would be more likely to have positive attitudes

toward computers, and be less anxious, than would others who have fewer experiences with computers.

Origins of Attitudes

Research has indicated there are several ways in which we acquire attitudes

one of our earliest agents of attitude formation is our parents, later followed by our peers and the media

Four major sources of attitude formation are:

Classical conditioning: associating behaviors and attitudes as "good" or "bad" (i.e. it's good to tell the truth, it's bad

to steal)

Operant conditioning: being rewarded or punished for behavior and attitudes (i.e. being praised for telling the truth

or being punished for stealing something)

Cognitive appraisals: weighing logical arguments in determining your attitude

Observational learning: learning attitudes through peer behavior and the media

Attitudes and Persuasion

Mere exposure effect - the more someone is exposed to an attitude, the more that person will like it e.g. buying the

name brand item because you’ve seen lots of commercials for it

Central route persuasion - deeply processing a message’s content (e.g. why do you like this particular product)

Peripheral route persuasion - deals with other aspects rather than the content (e.g. liking the spokesperson for a

product)

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Persuasion

Persuasion is an attempt to change a person's attitudes research has indicated there are several key components that

make messages more persuasive, the persuasive communicator and the persuaded audience.