Term
| Describe one reason people self-present and give a reason. |
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Definition
1. To obtain desirable resources, such as at a interview.
2. It's a way of "constructing" a self-image, such as people w/ a +self-image hang out w/ people who evaluate them favorable.
3. They help others know how we expect to be treated, and that can be seen in the Dramaturgical Perspective. |
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Term
| Define the spotlight effect and provide an example of how it works. |
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Definition
| The tendency for people to think that others are paying much closer attention to them than they really are. An example is the experiment with the Barry Manilow T-shirt. |
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Term
| Define self-monitoring. Would someone high or low on self-monitoring be more likely to act differently across situations? Why? |
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Definition
The tendency to be chronically concerned with oneʹs public image and to adjust oneʹs actions to fit the needs of the current situation. People who are high on
self-monitoring act more inconsistently because they adjust their self-presentation to fit the situation. |
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Term
| Define ingratiation and describe two strategies that people use to ingratiate themselves. |
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Definition
| Ingratiation is an attempt to get others to like us. The four strategies are: Expressing Liking for others, creating similarities, making ourselves physically attractive, projecting modesty |
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Term
| Describe three gender differences in the use of ingratiation tactics. |
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Definition
Women tend to use them more; women tend to smile more; women are more likely to
adjust their opinion to match the opinions of others; women are more concerned with
their physical appearance than are men; women present themselves more modestly
than men. |
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Term
| Explain the multiple audiences dilemma and give an example. |
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Definition
| It is the situation in which a person needs to present different images to different audiences, often at the same time. |
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Term
| Explain the paradox of self-handicapping and how it is a strategy for appearing competent. |
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Definition
| Self-handicapping is the behavior of withdrawing effort or creating obstacles to oneʹs future success. It can serve as a means for appearing competent because the person has a ready made excuse for possible poor performance. |
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Term
| Define basking in reflected glory and cutting off reflected failure, and state what purpose they serve. |
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Definition
| Basking in reflected glory is the process of presenting our associations with successful, high-status others and events. Cutting off reflected failure is the process of distancing ourselves from unsuccessful, low-status others or events. Both serve the purpose of helping individuals to convey status and power. |
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Term
| Describe the self-presentational dilemma faced by aspiring women. |
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Definition
Women who present their status and power are frequently disliked by both men and
women. Therefore, women must take care not to be too task-oriented, too
domineering, or too assertive. |
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Term
| According to the textbook, why is Hillary Clinton so widely disliked? |
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Definition
Women who present their status and power are frequently disliked by both men and
women. Therefore, women must take care not to be too task-oriented, too
domineering, or too assertive. Clinton unabashedly displays her status and power, and
her confidence in her own competence, and is often blunt and to the point. |
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Term
| Some situations are more likely to evoke self-presentation behaviors than others. Discuss the situational factors related to the goals of appearing likable, appearing competent, and conveying status and power. |
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Definition
Appearing likable: friendship settings, when interacting with people in powerful
positions. Appearing competent: when competence matters. Conveying status and power: when self-image is threatened; when new valuable resources are available. |
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Term
| Although ingratiation strategies can provide benefits, some of them also have potential risks. What are some potential risks of ingratiation strategies such as flattery and projecting modesty? |
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Definition
Flattery: it may be seen as insincere, especially by third parties. Modesty: if people know that you are successful, they may believe your modest
statements; people may see you as low in self-esteem or lacking self-insight; if seen as insincere, people may see you as arrogant and smug. |
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Term
| You are new to the company, and you want your co-workers to LIKE you. Based on your knowledge about self-presentation, what tactics would you employ? List and explain three specific tactics, and give a concrete example of how you would use each one. |
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Definition
Tactics: ingratiation, creating similarity, and projecting modesty. Ingratiation is an attempt to get others to like us. Creating similarity involves pointing out or creating things in common with your co-workers, such as conforming your opinions to theirs, emphasizing shared tastes in movies, food, and by dressing in a similar fashion. Projecting modesty may involve giving co-workers credit for your successes and
minimizing your own past successes or achievements. |
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Term
| You are new to the company, and you want your boss to see you as extremely COMPETENT. Based on your knowledge about self-presentation, which tactics would you employ? List three specific tactics, and give a concrete example of how you would use each one. |
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Definition
| Tactics: self-promotion via staging performances, claiming competence, using the trappings of competence, making excuses and claiming obstacles (self-handicapping). |
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Term
| Describe the three goals of self-presentation as well as one strategy for achieving each of them. |
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Definition
| Goals: appearing likable, appearing competent, conveying status and power. |
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Term
| Describe the self-presentation strategy known as self-handicapping. What goal does this strategy serve? Who is more likely to use this strategy? Give two specific examples of self-handicapping in different settings. |
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Definition
| Self-handicapping is the behavior of withdrawing effort or creating obstacles to oneʹs future success. Goal is to appear competent to others. It is especially likely when people doubt that their previous achievements accurately reflect their personal abilities and efforts. People who have fragile self-esteem, who have a strong desire to demonstrate their competence, and males. Possible examples of self-handicapping include: taking condition-impairing drugs; not practicing; consuming alcohol; choosing unattainable goals; giving competitors a performance advantage. |
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Term
You are new woman in a sorority and you are interested in displaying your status and power
to impress other members. Based on your knowledge about self-presentation, which tactics
would you employ? List three specific tactics, and give a concrete example of how you would use each one. |
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Definition
| Possible tactics: displaying the artifacts of status and power; conspicuous consumption; personal associations (BIRGing and CORFing); and using nonverbal expressions and behaviors. |
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Term
Describe two of the examples provided in the textbook of interactions between the person and
the situation. What goals did they serve? |
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Definition
Multiple audiences, appearing likable; competence checks, appearing competent;
interpersonal cycle of self-promotion, appearing competent; different strategies for
different audiences, conveying status and power. |
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Term
Describe the three goals of self-presentation. Then, for each, provide one detailed example of
how YOU sought to achieve each of these goals, and explain which particular strategy YOU used in your attempt to achieve them. |
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Definition
| Goals: appearing likable, appearing competent, conveying status and power. |
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Term
The self-presentational goal of appearing likable could interfere with the goals of appearing
competent and of conveying status and power. Describe each goal and list and then give an
example of how strategies designed to increase liking could undermine each of the other two
goals. |
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Definition
Possible conflicts between appearing likable and appearing competent: womenʹs
self-presentational dilemma; projecting modesty may undermine the perception of
oneʹs competence because one canʹt claim both modesty and competence; projecting
modesty may prevent the use of the trappings of competence; creating similarity with
equals may prevent one from conveying status and power.
Possible conflicts between appearing likable and conveying status and power: womenʹs
self-presentation dilemma applies here as well; projecting modesty may prevent the
use of the trappings of status and power; projecting modesty may prevent one from
claiming associations with powerful or high status individuals. |
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Term
| Name and define the two reasons that strong attitudes resist change. |
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Definition
Commitment: the extent to which the person believes his/her attitude is correct.
Embeddedness: the degree to which an attitude is connected with the personʹs
self-concept, values, and social identity. |
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Term
Describe the relationship between personal relevance and attitude-behavior consistency, and
provide an example. |
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Definition
The greater the personal relevance, the strong the correlation between attitude and
behavior.
An example is when Michigan State University raised the drinking age from 18 to 21. |
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Term
From a persuasion perspective, what were the effects of the continuous interrogation and
prevention of sleeping and eating on Peter Reilly? |
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Definition
The continuous interrogation prevented Reilly from having the time to develop
counterarguments to the policeʹs claims, and lack of sleep and food probably left him
too exhausted, mentally and physically, to be able to develop counterarguments. |
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Term
Describe the roles of self-talk and counterarguments in persuasion, according to the cognitive
response model. |
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Definition
The cognitive response model postulates that the type and amount of self-talk
determine the extent to which persuasion occurs. More positive self-talk produces
more persuasion, whereas more negative self-talk (including counterarguments that challenge and oppose the persuasive message) should decrease persuasion. |
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Term
| Describe the need for cognition and how it can impact depth of message processing. |
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Definition
Need for cognition: the tendency to enjoy and engage in deliberative thought. Persons
high on this are more likely to centrally process messages, whereas persons who are low
are more likely to peripherally process messages. |
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Term
Name and describe the two components that together determine the credibility of a
communicator. |
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Definition
Expertise: does the person have extensive and/or specialized knowledge about the topic
of the message?
Trustworthiness: is the communicator honest and free of bias? |
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Term
Imagine you are a mayor and are trying to convince the city council to agree with your
proposal for a new water treatment plant. You decide to hire someone to testify in front of
the city council. Name and describe the two characteristics you would look for when
recruiting a credible communicator. |
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Definition
Expertise: is the communicator an acknowledged expert on the relevant issues
pertaining to water treatment?
Trustworthiness: will the city council perceive the communicator to be honest and
unbiased? |
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Term
What is meant by unwelcome information in a persuasion context? Describe the impact of
unwelcome information on the desire for accuracy. |
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Definition
When people encounter unwelcome information--information that does not fit with
their current beliefs or attitudes--they are more likely to seek accuracy and process the
information carefully and critically. |
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Term
| Name and describe the two person factors that can impact the desire for accuracy. |
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Definition
Issue involvement: if higher (if issue is personally relevant), then accuracy motivation is
higher.
Mood: Sad moods tend to increase the desire to acquire accurate attitudes and beliefs. |
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Term
Name and describe one of the factors that can increase the amount of dissonance produced by
an action. Provide an example of how that factor increases dissonance. |
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Definition
Factors include: the action was freely chosen, it cannot be justified by the presence of an
external reward, the action is irreversible, and negative consequences of the action were
foreseeable. |
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Term
| Name and describe three of the sources of attitudes discussed in the book. |
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Definition
Four possible sources: classical conditioning, operant conditioning, observational
learning, and heredity. |
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Term
Describe all of the components of the theory of planned behavior and their connections to each
other. Using the modelʹs terminology, provide one example and explanation of when a
personʹs behavior is inconsistent with his or her attitude. |
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Definition
Attitudes, subjective norms, and perceived behavioral control all determine behavioral
intention, which in turn determines behavior. One way in which attitude-behavior
inconsistency can arise is when a person has a favorable attitude toward a behavior (like
stopping smoking) but does not believe that he/she can control this (due to the physical
addiction). Thus, the favorable attitude does not translate into consistent action. |
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Term
Name and define the two factors that, according to the ELM, impact the route through which
persuasion can occur. |
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Definition
Motivation: the desire to process message arguments. High motivation is associated
with central processing, and low motivation with peripheral processing.
Ability: if the person has the time, the knowledge, and the cognitive resources available
to process message arguments carefully, the central route will be taken. otherwise, the
peripheral will be followed. |
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Term
Describe the two routes through which people change their attitudes, according to the ELM.
When would people be likely to change their attitudes through each of the two routes? |
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Definition
Central route: involves carefully scrutiny of the message arguments to determine
message agreement, and is more likely when individuals have the motivation and
ability to process carefully.
Peripheral route: absence of careful processing and instead there is reliance on cues
such as source attractiveness to determine message agreement, and is more common
when individuals lack either the motivation or the ability to process carefully. |
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Term
Describe the three goals of persuasion discussed in the textbook. For each, name and describe
at least one factor that can impact the achievement of that goal, and give an example for each
of the three factors. |
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Definition
Goals: hold a more accurate view of the world; be consistent within themselves; gain
social approval and acceptance. |
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Term
When do people use shortcut evidence in order to make their judgments? Describe what
shortcut evidence people use and give an example of how it might lead a person to change an
important attitude, belief, or behavior. |
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Definition
People use them when they want to be accurate but lack the time and/or ability to
process messages carefully. Good shortcuts include credible communicators (both expert and trustworthy), othersʹ responses, and ready ideas. |
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Term
How can the desire to be consistent affect persuasion? Describe one of the two major
consistency theories about persuasion discussed in the text. Using the theory you describe,
give one example of how the desire to be consistent might lead a person to change an
important attitude, belief, or behavior. |
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Definition
Balance Theory: Heider's theory that people prefer harmony and consistency in their views of the world. An example is when your favorite movie actor advocates a political position that you opposed.
Cognitive Dissonance Theory: The unpleasant state of psychological arousal resulting from an inconsistency within one's important attitudes, beliefs, or behaviors. An example would be riding motorcycles, on the ones hand they are economical but on the other dangerous. |
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Term
| Describe three factors that affect the desire for social approval. Give an example of how these factors might lead a person to change an important attitude, belief, or behavior. |
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Definition
Factors are:
Self-monitoring: the tendency to be chronically concerned with oneʹs public image and to adjust oneʹs actions to fit the needs of the current situation (from Chap 4). People high on this dimension have greater need for social approval.
Gender: women tend to be more concerned with social approval than men, especially
in public situations.
Expectation of discussion: oftentimes individuals will moderate their positions if they expect to discuss the topic with other individuals. |
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Term
Name and describe three person factors discussed in the text that can impact the persuasive
process. |
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Definition
Person factors include: mood, arousal, preference for consistency, self-monitoring,
gender. |
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Term
Describe the Festinger & Carlsmith (1959) study. Be sure to discuss which individuals were
more likely to experience dissonance and change their attitudes. What was the more general
lesson learned about counterattitudinal behavior? |
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Definition
| A complete answer would mention the boring task; payment of $1 or $20 to the two groups; the request to lie to a waiting ʺparticipantʺ; that persons in both groups lied; that the $1 group experienced dissonance because they had insufficient justification to lie, and this was inconsistent with their view of themselves as honest people; that the $20 group did not experience dissonance because of the external justification and did not adjust their attitudes. The more general principle is that counterattitudinal behavior will produce significant dissonance only if there is insufficient justification for engaging in the behavior. |
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Term
| Define conformity and provide an example. |
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Definition
Conformity: changing oneʹs behavior to match the responses or actions of others.
Showing up at a concert wearing formal wear and everyone else is wearing t-shirts and jeans |
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Term
| Define the reciprocation principle and provide an example of reciprocation in action. |
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Definition
Reciprocation: People are more willing to comply with the requests of others (for
favors, services, information, and concessions) from those who have provided such
things first. Free samples in supermarkets. |
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Term
| Describe the method of participant observation, and provide an example. |
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Definition
Participant observation: A research approach in which the researcher infiltrates the
setting to be studied and observes its workings from within. |
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Term
| Define the social validation principle and provide an example of social validation in action. |
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Definition
Social validation: People are more willing to take a recommended step if they see
evidence that many others, especially similar others, are taking it.
When manufactures claim that their products are the fastest growing or largest selling in the market. |
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Term
Define the liking/friendship principle and provide an example of how an advertiser might
incorporate it into an ad for womenʹs shampoo. |
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Definition
Liking/friendship: People prefer to say yes to those they know and like. This could
easily be incorporated into an ad by including a celebrity who is popular among women
in the ad. |
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Term
| Explain how uncertainty can affect conformity in a group, and provide an example. |
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Definition
| Uncertainty is likely to increase conformity in a group. |
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Term
Define injunctive norm, and describe how an injunctive norm might influence oneʹs littering
behavior. |
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Definition
Injunctive norm: A norm that defines what behaviors are typically approved or
disapproved. If an injunctive norm against littering is made salient to a person who
litters, he/she may decide to refrain from littering. |
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Term
| Define injunctive norm and descriptive norm, and indicate how they are different. |
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Definition
Injunctive norm: A norm that defines what behaviors are typically approved or
disapproved. Descriptive norm: A norm that defines what behaviors are typically
performed. They are different in that the former describes what should or should not be
done, whereas the latter describes what most people actually do. |
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Term
Describe the door-in-the-face technique. State what social influence principle it relies on and
why you think that. |
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Definition
The door-in-the-face technique works by asking for a large favor and then, when the
first favor is rejected, retreating to a smaller favor. This second request is typically
accepted because the concession seems like a favor done for the influence target. Thus,
this technique capitalizes on the reciprocity norm. |
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Term
| Describe the low-ball tactic and what influence principle it utilizes. Provide an example. |
|
Definition
Low-ball tactic: Gaining a commitment to an arrangement, then raising the cost of
carrying out that arrangement. The tactic utilizes the commitment/consistency
principle. |
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Term
| Define conformity, compliance, and obedience. Give an example of each. |
|
Definition
Conformity: behavior change designed to match the behavior of others.
Compliance: changing oneʹs behavior as a result of a direct request.
Obedience: changing oneʹs behavior as a result of a directive from an authority. |
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Term
Briefly describe the methods and results of both the Asch line-segment studies and Sherifʹs
ʺautokinetic effectʺ studies. What are the similarities and the differences between these two
research programs? |
|
Definition
The primary similarity was that
both examined group norms. Initially, Asch studied how one person responded to
incorrect responses by the group on a relatively simple and unambiguous task. In
contrast, Sherif examined the formation of group norms in the face of an ambiguous
stimulus. In addition, Asch was focused on the nature of conformity, whereas Sherif
focused more on the effects of uncertainty on behavior. |
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Term
You are on the Board of Directors for the local Boys and Girls Club, spearheading their annual
fund-raising sale of tasty desserts. Of course, you see the value of applying your knowledge of
social influence principles to this situation. Briefly describe the social validation, reciprocity,
and scarcity principles, and how you would use each of them to increase sales. |
|
Definition
Social validation: People are more willing to take a recommended action if they see
evidence that many others, especially similar others, are taking it.
Reciprocity: People are more willing to comply with requests from someone who has
done them a favor of a similar kind.
Scarcity: People find objects and opportunities more attractive to the degree that they
are scarce, rare, or dwindling in number. |
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Term
How would you utilize the principles of reciprocity, social validation, liking, and
commitment/consistency to sell a used car? How would you use these same principles to
defend yourself against a salesperson using these principles? |
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Definition
Sample responses, to sell:
Reciprocity: offer free gifts simply for coming to the dealership.
Liking: use a well-liked spokesperson in ads, or find ways to get the customer to like
you in a face-to-face situation, perhaps by finding or creating similarity.
Consistency: encourage the customer to make little commitments to the vehicle in
question, such as by asking them to agree that they like certain features; also could ask
them to initial a tentative agreement, assuring the customer that it is only tentative.
Could use various other tactics, such as foot-in-the-door, etc.
Sample responses, to defend:
Reciprocity: label favors as really designed to make a sale, not given out of mere
kindness. Also, first provide a favor the salesperson.
Liking: make the salesperson like you so that he/she will be more inclined to say yes to
your requests/negotiations.
Consistency: get the salesperson to agree not to try to sell you a car that doesnʹt match
your criteria, etc. |
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Term
Describe the three sources of uncertainty that can increase conformity to the group. Give an
example of each. |
|
Definition
Sources are: doubting oneʹs own judgment; lack of familiarity with the situation; when
faced with a difficult task. |
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Term
Describe the steps involved in the foot-in-the-door and door-in-the-face techniques. What
influence principle does each utilize? Provide an example of each. |
|
Definition
The foot-in-the-door technique that increases compliance with a large request by first
gaining compliance with a smaller, related request. This technique relies on the
commitment/consistency principle.
The door-in-the-face technique works by asking for a large favor and then, when the
first favor is rejected, retreating to a smaller favor. This second request is typically
accepted because the concession seems like a favor done for the influence target. Thus,
this technique capitalizes on the reciprocity norm. |
|
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Term
What person and situation factors cause people to yield to social influence in order to gain
social approval? Give examples of how these factors might lead people to change their
behavior. |
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Definition
Person factors: desire for approval; collective sense of self; resistance.
Situation factors: the appeal of others, such as their attractiveness; the public
observability of the behavior. |
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Term
Describe three techniques of social influence based on the desire to be consistent with existing
behaviors, promises, and self-images. Give examples of how each one of these techniques
might lead people to change their behavior. |
|
Definition
Four possible techniques: foot-in-the-door; low-ball; bait-and-switch; labeling
technique. |
|
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Term
Explain why active and public commitments are typically more effective than passive and
private commitments. Provide separate examples of an active and a public commitment. |
|
Definition
Active commitments increase compliance because people come to perceive themselves
in part by examining their own actions, and thus the act of committing can change a
personʹs self-image. Public commitments increase compliance because individuals
often feel pressure to remain consistent with a decision when others can observe a
possible change. |
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Term
Describe the three goals of social influence and describe one strategy people use to achieve
each goal. Give an example of each. |
|
Definition
Goals are to choose correctly, to gain social approval, and to be consistent with
commitments. |
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