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Psych: Social Cognition - Coggle Diagram

- - - - Affective (feelings)
        
        The affective component refers to the feelings associated with an object, person or thing.
        The affective component is either positive or negative
        
        Example: I dislike school.
      - Behavioural (actions)
        
        The behavioural component refers to the behaviour that results from our attitude, that is something that manifests beyond thoughts and beliefs, something that manifest through behaviour.
        
        Sometimes our behaviour may be inconsistent with the affective or cognitive components, an example of this having a negative attitude to smoking because we know it is bad for us, but smoking anyways.
      - Cognitive (beliefs)
        
        The cognitive component refers to a more long term belief about why we hold certain attitudes.
        
        Namely, it is the cause of the attitude
        
        It is typically an ‘I believe’ statement
        
        Example: I believe that school is a waste of time
- - - - The knowledge function makes our world a more predictable place by organising our perceptions and beliefs
      - An attitude may give us the knowledge to act properly in a given situation because we understand what is expected.
      - Exam Note: Do not focus on this psychological function in the psychology exam, as it is the least likely to get you full marks.
    - - The ego-defensive function of attitudes helps people to avoid the harsh realities of the world and protect our self-image
      - Some people develop a negative attitude towards minority groups to convince themselves that they are better than them.
      - Exam Note: This is a good one to focus on in the exam, and is often hinted towards.
    - - This function gives meaning to our lives, allowing us to tell others about ourselves. It expresses ‘Who I am’ and ‘what I believe in’.
      - You may support a sports team to show your team pride, or like going to concerts to show others that you like a certain genre of music.
      - Exam Note: This is also another good one to focus on.
    - - The adaptive function helps people to maximise rewards and minimise punishment from the world.
      - We will have a more favourable attitude towards school if we consistently get good grades, as they give us rewards such as positive attention from teachers and family.
- - - - The source is a person who conveys the message.
      - If you like someone, you are more likely to view the message favourably
      - Likewise, if the person is a trustworthy or credible, you are more likely to believe the message. This is why toothpaste advertisements have dentists, as they are viewed more credible and trustworthy.
    - - The message is what the person is saying, if it evokes strong emotions, it is more effective.
      - Utilising statistics or a story in your message could arouse emotions.
      - Good feelings can make a message more convincing, such as a heartwarming story.
      - Negative emotions are also effective. Fear is often used in health and safety campaigns such as drink-driving, and smoking.
      - A message is more effective when people don’t think they are being tricked.
      - Repetition of a message is a good way for people to remember it.
    - - Features of an audience also affect how easy it is to persuade attitude change.
      - Older generations tend to have more conservative and established views, they are more likely to have strong formed attitudes formed through direct experience which is harder to change.
      - People often form attitudes on what other people have told them, therefore easier to change. People with low self-esteem are persuaded much more easily.
      - How much we know about a topic and personality are also important factors. That is, someone who is already a big Taylor Swift fan would appreciate a song more if Taylor Swift released it instead of an identical song being released by another artist.
    - - Direct contact with people is more persuasive than a message delivered through media.
      - Some common examples of media includes: television, radio, billboards and bus stop advertisements.
      - Through continuous indirect methods the media becomes a powerful route of persuasion - especially for children. That is, if children constantly see a brand of candy advertised to them in TV shows, they are more likely to want it.
      - Video images are much more persuasive than written media, however a complicated message in a written form can be effective if people have enough time to absorb all the issues.
- - - - With the central route, you have to think clearly about the message being portrayed
      - There is a high level of elaboration that must occur.
      - The route is most effective for those people who are more likely to think about the message and analyse the content. These people need a message that is credible, presented clearly, simply and backed up by evidence.
      - Examples: Smoking advertisements, political broadcasts.
    - - This route involves little to no thinking, and is about beauty and pleasure. It is especially attractive to young impressionable people with low self-esteem.
      - Lower level of elaboration and negligible evaluation of argument.
      - Associated with clues or messages are a determinant.
      - Is especially easy to understand by almost all audiences, and uses very visual and easy to comprehend features such as no excessive wording etc.
      - Examples: Fast food and perfume advertisements
- - - - Strongly held attitudes will affect behaviour more than weekly held attitudes.
      - Exposure
        
        Mere exposure
        
        We can form an attitude simply by being exposed to an object
        
        The principle used effectively in advertising - the more you see, the more you buy
        
        If we are continuously bombarded with too many exposes, the effect is not as great as we tend to start blocking things out.
        
        This theory does not work for objects that we dislike.
        
        Direct experience
        
        Attitudes can be formed by direct personal experience, often an experience that is traumatic or frightening.
        
        Attitudes formed this way tend to be strongly held and heavily affect our behaviour, i.e. they are more resistant to change.
        
        For example, if you have a close family member that suffers from mental illness you are more likely to donate to a mental health charity, this can be stronger than just seeing an advertisement for this charity.
      - Learning
        
        Learning by association
        
        Associating a neutral attitude with either a positive or negative experience will result in forming a positive or negative attitude.
        
        Learning by reward and punishment
        
        The attitudes we hold are affected by the positive or negative reactions to our expression of that attitude.
        
        Learning through imitation
        
        Observing the behaviour and attitudes of significant people in our lives.
    - - The more specific an attitude, the more likely it will impact behaviour
      - For example, work can be an example, if you like working on a particular task, you are more likely to want to go than if you just like being there. I.e. having a specific motivator to do something.
    - - People prefer attitudes and behaviours to be consistent
      - We can have a positive and negative attitude about something (e.g. chocolate). This can lead to unpredictable behaviour.
      - For this reason, people justify why their attitude is correct to feel better about themselves.
    - - Social situation can affect how freely attitudes lead to behaviours.
      - For example, a teenager is more likely to act on their dangerous attitudes when with friends if it is more socially acceptable in the situation. (e.g. smoking more with friends than with family).
- - - - People prefer attitudes and behaviour to be consistent. If they don’t behaviour changes attitude.
      - For example, smoking even if you don’t agree with it to make you believe it’s okay.
      - Inconsistency between our behaviour and attitudes gives us an uncomfortable state of heightened arousal known as cognitive dissonance.
    - - We can learn about ourselves by observing actions which changes attitudes.
      - An example of this is watching our reactions when meeting a person of a different race to learn about our attitudes in that situation.
- - - - Humans are social beings and have an incredible ability to make judgements about others. This ability allows us to work out who to trust and who to be friends with.
      - Verbal communication
        
        Someone telling you about themselves
        
        Being asked about yourself
        
        Being provided with some fact
        
        Confirmation of certain information
        
        Having your questions answered.
        
        Is the information being provided in a friendly or hostile manner?
        
        What setting would the information be appropriate in?
      - Non-Verbal Communication
        
        Physical Charateristics
        
        Eye Contact
        
        Facial expressions and features
        
        Body Language
    - - In the way that we form impressions on other people through impression formation, people also form impressions on us. This is called impression management.
      - Through the process of self-presentation, we present to others who we are (or who we want others to believe we are) in the same way others present themselves to us - through words. Non-verbal behaviour and our actions
      - Depending on the audience or situation, the impressions that we want others to make may be very different
      - Impression management may be either conscious or unconscious.
      - It is an important and necessary part of life
      - It aims to make people like us.
      - There are two techniques for verbal impression management
        
        Making statements that increase our own appeal
        
        E.g. saying good things about yourself in a job interview
        
        Making statements that make the other person feel good
        
        E.g. complimenting the date, the person interviewing you etc.
      - Nonverbal communication: Consciously or unconsciously providing non-verbal cues
        
        Clothing
        
        Hairstyle
        
        Eye contact
        
        Firmness of your handshake
        
        Body language
        
        Posture/movement
        
        Open versus closed posture
        
        Gestures
        
        Proxemics (distance/ personal space)
        
        Paralanguage (emphasis placed on certain words)
    - - Social comparisons enable us to gain self-knowledge by comparing ourselves to others
        
        Upwards
        
        Comparing ourselves to those who traits or behaviours are better than ours
        
        There is risk in aiming too high, or comparing ourselves to someone's abilities that is beyond our capability
        
        Downwards
        
        Comparing yourself to those who are less fortunate or who have lesser abilities
        
        The purpose of this is to self-protect and self-enhance ourselves (make ourselves feel better about our selves)
        
        There is risk as you may become complacent and not push yourself to achieve even greater things.
        
        Lateral
        
        Comparing yourself to people of the same ability
        
        The purpose of this is to reassure yourself of your own ability
        
        Comparing yourself to others may make you lose focus on your own goals.