At

ti
tudes
Meaning―Anat t
it
udeisanevaluat
ion;alear
nedpredi
sposi
tiontobehaveinaconsistent
eval
uati
vemannert owardaperson,
agr oupofpeople,
anobject,
Agr oupofobject
sorev ent
s.
eval
uati
onsareexpressedbytermslikeli
ki
ng-di
sli
ki
ng,Pr
oandant i
,favour
ing-
notfavouri
ngand
posi
ti
ve-negat
ive.

Component
sofAt
ti
tude(
theABCmodel
)
1.Cogni tive:Cogni
tiveorbeliefcomponentr eferstotheset sofbeli
efsand
opinionst hroughwhicht heatti
tudeisexpressede. g.thecogniti
vecomponentof
theat t
itudet owar
dsapol i
ti
calpartymayr efertothebeliefswhetherornotthe
partyhashonest ,
unselfi
shandcapabl epersonsasl eaders.Thecogniti
ve
componental sor
eferstohowt hi
spartyshouldbeassessedbyt hemasses.
Specificallyaposit
iveattit
udet owardsapoliti
calpartyimpliesabeli
efthataft
er
comi ngt ot hepowerthispartywoul dprovi
deabet tergov ernmenttothecountr
y
thananyot herpoli
ti
calpar t
y.
2.Aff ecti
ve:Af f
ecti
veorf eel
ingcomponentr efer
stotheemot ionsassociat
ed
withaper sonoranobj ect
.Theseemot ionsincl
udepl
easantorunpl easant
feel
ings, l
ikingordisli
kingfortheobj ect,goodorbadmood, attracti
onor
aversion.Feel i
ngcomponentser vesasamot i
vat
ingf
actorandi ntensi
tyofa
positiveornegat iv
efeel i
ngwoul ddet erminethemoti
vat
ionalfor cebehi
ndthe
resultingbehav i
our.E.g.theaffecti
vecomponentofy ouratti
tudet owardsa
poli
ticalpar tywouldbewhet hery ouf eelgoodorbadwhent hispar t
ywinsor
l
osesanel ecti
on.
3.Behavioural
:Behav i
ouraloractioncomponentr efer
stotheactualbehaviour
whichoccur si
nr elati
ontoaper sonoranobj ect
.Ifapersonholdsapositi
ve
atti
tudetowardsanot herperson, hewillshowat endencytohelporsupportthat
person.Ifhi
sat ti
tudeisnegat i
ve,thetendencywoul dbetodiscour
ageorignor e
thatperson.Af avorableatt
itudetowardsapar ti
cularpar
tywouldprompty outo
campai gnforthatpar t
yinanel ecti
onort oactuall
yjoi
nthepartyasamember .
THEPROCESSOFFORMI
NGATTI
TUDE
LEARNI
NG
1)CLASSI CALCONDI TIONING(Learni
ngAt ti
tudebyassoci at
ion)–Peopleusuall
yhavethe
tendencytoassoci
atetheatti
tudeforonet hi
ngwithsomet hingelserel
atedtoit
.Thisr
esult
sin
hav i
ngthesamekindofat t
it
udet owardstheotherthingaswel l
.Forexample:
-Youdevelopa
l
ikingwiththesubj
ectifyouli
kethesubjectteacherthusthepositiv
eatti
tudetowardsthe
teacherhelpsyoudevelopali
kingwiththerelat
edsubj ect
.
2)OPERANTORI NSTRUMENTALCONDI TIONI
NG( Lear
ningAt t
it
udebyrewardsand
punishment)
:Ifanindivi
dualisprai
sedforshowingaparti
cularatt
it
ude,
chancesarehighthat
he/shewil
ldevelopthatatt
it
udef ur
ther
.Whereastheopposi t
ehappensinthecaseof
punishmentoranegat i
veeffect
.Forexample,i
fachildi
sj unkfoodandfal
lsi
llhewil
lnotonly
developanegati
v eatt
it
udetowardsjunkfoodbutalsoaposi ti
veatt
it
udetowardsheal
thyfood.
3)OBSERVATIONALLEARNI NG:-att
itudeswhi
chwef or
m byobser
vingpeopl
einourl
i
vesar
e
peopl
eatadistance.Thi
sisusual
lylearni
ngat
ti
tudesbyconsi
deri
ngsomepeopleasrol
e
modelswhichwillbedi
scussedi
nthenextpoint.
ROLEMODELS( Lear
ningatt
it
udesthroughmodel li
ng):weoftenl
ear
natt
it
udesbyobservi
ng
othersbeingr
ewar dedorpunishedf
orexpr essi
ngthoughtsf
orshowi
ngbehavi
ourofa
parti
cul
arkindtowardstheattit
udeobject.Modelscanbepeoplewhoar
epresenti
nour
l
ife(
familyorfr
iends)orpeoplewhoarepr esentatadist
anceorwedon'
tknowthem per
sonal
ly
REFERENCEGROUP
●Learni
ngatt
itudest hr
oughgrouporcult
uralnorms:-weoft
enform at
ti
tudesthr
oughgroup
orcul
tur
alnor
ms.t hesenormsbecomeapar tofsoci
alcogni
ti
on.i
tcanactual
lybeanexample
ofal
lthr
eefor
msofl ear
ningdescr
ibedabove.
●FamilyandSchoolEnvir
onment:I
niti
all
yparent
sandot herfamil
y-
member spl
ayasi gni
fi
cant
r
oleinatt
it
udeformati
onandinthelateryear
sschoolenvironment
.Learni
ngofatt
itudeswit
hin
t
hefamilyandschoolusual
lyt
akesplacebyassociat
ion.throughr
ewardsandpunishmentand
t
hroughmodell
ing.
MEDIARELATEDI NFLUENCES( Learningthroughexposur etoinformati
on):manyat t
it
udesare
l
earntinasocialcontextbutnotnecessar
ilyinthephy sicalpresenceofother
s.todaywiththe
hugeamountofi nfor
mat i
onthatisbeingprovidedthroughv ari
ousmediabothposi t
iveand
negati
veatt
it
udesar eformed.Forexample, i
fyour eadt hebiographyofaselfactual
izedperson,
youareli
kel
ytodev elopapositi
veatti
tudetowar dshar dwor kforachi
evingsuccess.
PERSONALEXPERI
ENCES
Manyatti
tudesar eformed,notint hef amil
yenvir
onmentort hroughrefer
encegr oups,but
thr
oughper sonalexperi
ences.I
ndi rectexperi
ences:theyaffecttheatti
tudeofaper sonslight
ly
butnotdrasti
call
ybecauset heindiv i
dualhasnotexper i
encedt hem himself
;theseatti
tudesare
weakandcaneasi l
ychangeov ertime.Di r
ectexperiences:
-directper
sonalexperiencesbri
ng
aboutadrasticchangeinourat t
itudet owardspeopleandourownl i
fe.Theseattit
udesare
usual
lypermanentandcannotbechangedeasi l
yov erti
me.

Expl
ainway
sofchangi
ngi
ndi
vi
dual
’
sat
ti
tudebyper
suasi
on

Way
sofchangi
ngi
ndi
vi
dual
’
sat
ti
tudebyper
suasi
on:I
ntheear
lyt
went
y-f
ir
stcent
ury
,
t
hebusi
nessofchangi
ngat
ti
tudes–oratl
eastt
ryi
ngt
ochanget
hem –seemst
ogr
ow
ev
erybi
ggerandmor
eint
ense:t
elev
isi
oncommer
cial
s,magazi
neads,
bil
l
boar
ds,
war
ningl
abel
sonpr
oduct
s,andwhoknows?-Thegoalr
emai
nst
hesame;
tochange
peopl
e’
sat
ti
tudesandso,
ult
imat
ely
,thei
rbehav
iour
.Towhatext
entar
esuchef
for
tsat
per
suasi
on–ef
for
tst
ochangeat
ti
tudes–r
eal
l
yef
fect
ive?Let
’sseewhat
psy
chol
ogi
stshav
elear
nedaboutt
hesei
ssues:

1.Exper
tsar
emor
eper
suasi
vet
hannon-
exper
ts(
Hov
landandWei
ss,
1951)
.Thesame
ar
gument
scar
rymor
ewei
ghtwhendel
i
ver
edbypeopl
ewhoseem t
oknowwhatt
hey
ar
etal
ki
ngaboutt
han,
whent
heyar
emadebypeopl
elacki
ngexper
ti
se.

2.Messagest
hatdonotappeart
obedesi
gnedt
ochangeourat
ti
tudesar
eof
tenmor
e
successf
uli
nthi
srespectt
hanonest
hatseem i
ntendedt
oreacht
hisgoal(
Wal
ster&
Fest
inger
,1962)
.Inot
herwor
ds,
wegener
all
ydon’
ttr
ust–andgener
all
yref
uset
obe
i
nfl
uencedbyper
sonswhodel
i
ber
atel
ysetoutt
oper
suadeus.Thi
sisoner
easonwhy
t
hesof
tsel
li
ssopopul
ari
nadv
ert
isi
ng–andi
npol
i
tics.

3.At
tract
ivesour
cesar
emor
eef
fect
ivei
nchangi
ngat
ti
tudest
hanunat
tract
iveones
(
Kiesl
erandKi
esl
er,
1969)
.Thi
sisoner
easonwhyt
hemodel
sfeat
uredi
nmanyadsar
e
hi
ghl
yat
tract
iveandwhyadv
ert
iser
sengagei
naper
pet
ualsear
chf
orappeal
i
ngnew
f
aces.

4.Peopl
ear
esomet
imesmor
esuscept
ibl
etoper
suasi
onwhent
heyar
edi
str
act
edby
someext
raneousev
entt
hanwhent
heyar
epay
ingf
ullat
tent
iont
owhati
sbei
ngsai
d
(
All
yn&Fest
inger
,1961)
.

5.Whenanaudi
encehol
dsat
ti
tudescont
rar
ytot
hoseofawoul
d-beper
suader
,iti
s
of
tenmor
eef
fect
ivef
ort
hecommuni
cat
ort
oadoptat
wo-
sidedappr
oach,
inwhi
ch
bot
hsi
desoft
hear
gumentar
epr
esent
ed,
thanone-
sideofani
ssue,
acknowl
edgi
ng
t
hatt
heot
hersi
dehasaf
ewgoodpoi
ntsi
nit
sfav
ourser
vest
odi
sar
mtheaudi
ence
andmakesi
thar
derf
ort
hem t
oresi
stt
hesour
ce’
smaj
orconcl
usi
ons.

6.Peopl
ewhospeakr
api
dlyar
eof
tenmor
eper
suasi
vet
hanper
sonswhospeakmor
e
sl
owl
y(Mi
l
leretal
.,
1976)
.So,
cont
rar
ytopopul
arbel
i
ef,
wedonotal
way
sdi
str
ustf
ast
-
t
alki
ngpol
i
tici
ansandsal
esper
sons.

7.Per
suasi
oncanbeenhancedbymessagest
hatar
ousest
rongemot
ions(
especi
all
y
f
ear
)int
heaudi
encepar
ti
cul
arl
y,whent
hemessagepr
ovi
desspeci
fi
c
r
ecommendat
ionsabouthowachangei
nat
ti
tudesorbehav
iourwi
l
lpr
eventt
he
negat
iveconsequencesdescr
ibedi
nthef
ear
-pr
ovoki
ngmessage(
Lev
ent
hal
,Si
nger&
Jones,
1965)
.

Pr
ejudi
ce
Pr
ejudicei
sanunjust
ifi
edori
ncor
rectat
ti
tude(
usual
l
ynegat
ive)towardsan
i
ndi
v i
dualbasedsol
elyont
heindi
vi
dual’
smembershi
pofasocialgroup.
Forexample,apersonmayhol
dpr
ejudi
cedv
iewst
owar
dsacer
tai
nraceor
genderet
c.(e.g.sexi
st)
.

Howi
sdi
scr
imi
nat
ionr
elat
edt
opr
ejudi
ce?

Di
scr
imi
nat
ioni
sthebehav
iour
almani
fest
ati
onofpr
ejudi
ce.Member
sofapar
ti
cul
ar
communi
ty,
classorgr
oupar
etr
eat
edi
napar
ti
cul
arway
,i.
e.ei
therposi
ti
vel
yor
negat
ivel
y,becauseofbel
ongi
ngt
oapar
ti
cul
arcommuni
ty,
class,
genderorcast
eand
notbecauseofanyot
hergenui
neorper
sonalf
act
ors.

Causesofpr
ejudi
ce
1.Di
recti
nter
-gr
oupconf
li
ct–compet
it
ionasasour
ceofbi
as.

2.Soci
alcat
egor
izat
ion

3.Rol
eofsoci
all
ear
ning

4.Cogni
ti
vesour
ceofpr
ejudi
ce–r
oleofst
ereot
ypes.

Way
sofcombat
ingpr
ejudi
ce:

Br
eaki
ngt
hecy
cleofpr
ejudi
ce,
lear
ningnott
ohat
e.

Di
recti
nter
-gr
oupcont
act
.Thepot
ent
ialbenef
it
sofacquai
ntance.
 Recat
egor
izat
ion:Reset
ti
ngt
heboundar
ybet
weenusandt
hem.

I
nter
-cast
eandi
nter
nat
ionalmar
ri
ages.

Goodi
nter
-per
sonalr
elat
ionshi
p.

Mut
ualexchangeofi
deas.

Ment
iononewayt
oresi
stpr
ejudi
ce.

Way
stor
esi
stpr
ejudi
ce:

•Br
eaki
ngt
hecy
cleofpr
ejudi
ce

•Di
recti
nter
groupcont
act

•Re-
cat
egor
izat
ion

•Educat
ion

•Cont
acthy
pot
hesi
s

•Maki
ngposi
ti
vev
alue

•Reduci
ngst
ereot
ype