scholarly journals On the generalization of attitude accessibility after repeated attitude expression

2016 ◽  
Vol 47 (1) ◽  
pp. 97-104 ◽  
Author(s):  
Mathilde Descheemaeker ◽  
Adriaan Spruyt ◽  
Russell H. Fazio ◽  
Dirk Hermans
Keyword(s):  
Attitude Accessibility ◽  
Attitude Expression

Attitude Accessibility as an Alternative Explanation for How Inoculation Confers Resistance

2003 ◽  
Vol 70 (1) ◽  
pp. 1-1 ◽  
Author(s):  
Michael Pfau ◽  
David Roskos-Ewoldsen ◽  
Michelle Wood ◽  
Suya Yin ◽  
Jaeho Cho ◽  
...  
Keyword(s):  
Alternative Explanation ◽  
Attitude Accessibility

Impact of embodiment on attitude strength

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sunaina Shrivastava ◽  
Gaurav Jain ◽  
JaeHwan Kwon ◽  
Dhananjay Nayakankuppam
Keyword(s):  
Undergraduate Students ◽  
Cognitive Process ◽  
Target Object ◽  
Attitude Strength ◽  
Quality Of Information ◽  
Content Type ◽  
Lab Experiments ◽  
Attitude Accessibility ◽  
The Impact

Purpose Traditionally, it has been held that strong attitudes are a result of the conscious cognitive process of elaboration where one engages in effortful issue-relevant thinking. The purpose of this study is to show that attitude strength can follow from processes not just limited to elaboration – as a function of certain embodied states. This study examines bodily manipulations that could alter perceptions about the quality of the information describing a target (e.g. notion of “hard/soft” evidence), and, find that such an embodiment leads one to have strong attitudes toward the target object. This study proposes an attitude-rehearsal-based mechanism to explain the phenomenon. Design/methodology/approach This study have relied on lab experiments as a methodology – undergraduate students and American residents served as participants. This study have conducted a pre-registered study as well. Findings In the work, the study shows that strong attitudes can result from processes not just limited to elaboration, as a function of certain embodied states. This paper examines bodily manipulations that could alter perceptions about the quality of information describing the target (e.g. notion of “hard vs soft”; “converging vs diverging” information), and, find that such an embodiment leads one to have strong attitudes toward the target. This study consistently observed that the bodily manipulations influence attitude accessibility, a direct and operational indicator of attitude strength. This study further validates an attitude-rehearsal-based mechanism to explain the observed phenomenon. Originality/value While much work has investigated the impact of embodiment on attitudes, little attention has been paid to whether, and, how embodied states can impact the “strength” of the attitude without impacting the attitude itself – to the knowledge, this paper is the first to document this. Moreover, traditionally, it has been held that strong attitudes are a result of the conscious cognitive process of elaboration where one engages in effortful issue-relevant thinking. This study however shows that attitude strength can follow from processes not just limited to elaboration – as a function of certain embodied states.

Social Psychology and Instructional Technology

2011 ◽  
pp. 1237-1244
Author(s):  
Robert A. Bartsch
Keyword(s):  
Social Psychology ◽  
Instructional Technology ◽  
Positive Attitude ◽  
Psychological Research ◽  
Social Psychological ◽  
Direct Experience ◽  
Attitude Importance ◽  
Attitude Accessibility ◽  
New Ideas ◽  
Social Psychological Research

This chapter examines how principles in social psychology can be applied to instructional technology. Two areas are discussed to explain why individuals would have a positive attitude towards instructional technology but not engage in consistent behaviors. Social psychological research demonstrates attitudes do not necessarily correlate with behaviors. Factors that moderate this relationship include attitude extremity, attitude importance, attitude accessibility, direct experience, attitude specificity, habits, and social norms. Additionally, if individuals cannot comprehend messages, they cannot develop their knowledge of instructional technology even if they wanted. To comprehend messages, individuals have to have the ability (i.e., both knowledge and time) to thoroughly process them. Examples are provided illustrating each of these concepts. The author hopes by examining the field of social psychology, new ideas, new understanding, and new areas of research can emerge in the field of instructional technology.

Social Psychology and Instructional Technology

2011 ◽  
pp. 944-951
Author(s):  
Robert A. Bartsch
Keyword(s):  
Social Psychology ◽  
Instructional Technology ◽  
Positive Attitude ◽  
Psychological Research ◽  
Social Psychological ◽  
Direct Experience ◽  
Attitude Importance ◽  
Attitude Accessibility ◽  
New Ideas ◽  
Social Psychological Research

This chapter examines how principles in social psychology can be applied to instructional technology. Two areas are discussed to explain why individuals would have a positive attitude towards instructional technology but not engage in consistent behaviors. Social psychological research demonstrates attitudes do not necessarily correlate with behaviors. Factors that moderate this relationship include attitude extremity, attitude importance, attitude accessibility, direct experience, attitude specificity, habits, and social norms. Additionally, if individuals cannot comprehend messages, they cannot develop their knowledge of instructional technology even if they wanted. To comprehend messages, individuals have to have the ability (i.e., both knowledge and time) to thoroughly process them. Examples are provided illustrating each of these concepts. The author hopes by examining the field of social psychology, new ideas, new understanding, and new areas of research can emerge in the field of instructional technology.

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