Attitude and Attitude Change

Cialdini, Robert B.; Petty, Richard E.; Cacioppo, John T.

doi:10.1146/annurev.ps.32.020181.002041

Cited by 349 publications

(192 citation statements)

References 134 publications

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Section: Attitudes As Predictors Of Behaviormentioning

confidence: 99%

“…While current thinking appears to favor a relationship between attitudes and behavior, it is also recognized that the relationship is more complex than previously studied. Thus researchers no longer question if attitudes predict behaviors; instead, they are interested in the circumstances under which attitudes predict behaviors (Bentler & Speckart, 1981;Cialdini, Petty, & Cacioppo, 1981).The most popular single approach for predicting behavior from attitudes is the theory of reasoned action (Tesser & Shaffer, 1990). Proposed by Fishbein and Ajzen (1975), the theory states that attitudes and cultural norms combine to determine behavioral intentions, which in turn produce a voluntary behavior (Olson & Zanna, 1993).…”

mentioning

confidence: 99%

“…Motivation to think about the issue at hand relates to how relevant a particular issue is to the message recipient. Message recipients who are highly motivated and able to think about the issue at hand tend to pay more attention to the merits of the argument itself, while message recipients with low motivation and ability tend to pay more attention to factors unrelated to the merits of the argument, such as source credibility or attractiveness (Cialdini, Petty, & Cacioppo, 1981;Tesser & Shaffer, 1990). Thus, it is important to know the motivation and ability level of your audience in order to know which cues to emphasize in a traffic safety message or program.…”

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confidence: 99%

“…Message recipients who are highly motivated and able to think about the issue at hand tend to pay more attention to the merits of the argument itself, while message recipients with low motivation and ability tend to pay more attention to factors unrelated to the merits of the argument, such as source credibility or attractiveness (Cialdini, Petty, & Cacioppo, 1981;Tesser & Shaffer, 1990). Thus, it is important to know the motivation and ability level of your audience in order to know which cues to emphasize in a traffic safety message or program.Recipients who change their attitudes based on thoughtful consideration of the merits of the argument generally experience more enduring attitude change than recipients who change their attitudes based on other factors, unless the latter type of attitude change is later strengthened by supporting cognitive argument (Cialdini, Petty, & Cacioppo, 1981).Tesser and Shaffer (1990) identified several variables found to either motivate or enable recipients to attend to the merits of the argument. Enabling variables include repeated exposures to persuasive arguments, absence of situational distractions, an affectively neutral state of mind, extensive prior knowledge about the message topic, and direct experience with the attitude object.…”

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confidence: 99%

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Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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In an effort to reduce the high crash rate and resulting injuries of young drivers, the National Highway Traffic Safety Administration has sponsored research to assess the factors responsible for this heightened crash risk and to determine the implications for traffic safety programs. As part of this research, this review of research literature was conducted to determine what is known about cognitive development and information processing capabilities of youth. The goal of the project was to ascertain how traffic safety programs should be structured to match these cognitive characteristics. The review is divided into 12 sections. This literature review focuses primarily on cognitive development from about 10 to 24 years of age. The first section is about memory; that is, the processes that allow a person to retain knowledge over time. The second section, attention, discusses the factors related to the development of how people focus cognitive resources on perceptual or mental tasks, including selective, divided, and sustained attention. The third section, learning, discusses the processes by which people acquire information. The fourth section, reasoning, discusses types of reasoning and the problems young people have with this type of thinking. The fifth section, motivation, examines the factors that initiate and influence the intensity of behaviors. The sixth section, is a discussion of the development of risk perception and factors that contribute to the misperception of risk. The seventh section discusses the development of problem solving and decision making in a general way. While influenced by all other cognitive factors and their age-related limitations, general deficits of problem solving and decision making ability are discussed. The eight section, social cognition, covers those topics in the development of social cognition that are likely to have an effect on driving: attribution theory and social schemata/scripts. The ninth section, attitude formation and change, discusses several factors related to attitudes and persuasion. The tenth section examines briefly the development of verbal ability, that is, all use of language. Because many traffic safety messages and programs deal with moral issues in driving, the AcknowledgmentsThis project was sponsored by the United States Department of Transportation, National Highway Traffic Safety Administration. Several individuals provided valuable insight and feedback on this literature review. A group of talented people served as subject-matter experts. This group of experts suggested literature review topics and studies, read and commented on several versions of this manuscript, and participated in a 1-day meeting to discuss the issues involved with cognitive development and traffic safety messages and programs for youth. We thank them for their generous and worthwhile efforts. The people in this group were: Allen Bard, Douglas Bierness, Jacquelynne Eccles, John Hagen, Brian Jonah, Patrick O'Malley, John Palmer, David Rosen, J. Frank Yates, and Marc Z...

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Section: Attitudes As Predictors Of Behaviormentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Eby¹,

Molnar²

1998

PsycEXTRA Dataset

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“…Most of this research has been concerned with social psychology, and, more specifically, with attitude change (Eagly & Himmelfarb, 1978). A great deal of study has been devoted to such topics as source credibility, sequence in the presentation of arguments (Roberts -11-& Bachen, 1981), balance in attitudes (Cialdini, Petty, & Cacioppo, 1981), and person perception (Worchel & Cooper, 1919). Most of this research provides technical data about the most effective ways of influencing the receiver of a message.…”

Section: Models Of the Communication Processmentioning

confidence: 99%

The Search for Communication Skills

Baird¹

1983

ETS Research Report Series

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This review attempts to identify generic competencies in communication that may be amenable to assessment. Concentrating on research based literature, the review examines the models, methods, and research reviews that have been used to study communication. From these sources four areas of skill were identified: listening, empathy, non‐verbal communication, and expressive abilities. The research relating to the definitions of subskills within these areas is discussed, as well as the difficulties in assessing the skills.

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Assessing threats of targeted group violence: contributions from social psychology

Pynchon

Borum

1999

Behav. Sci. Law

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Recent increases in domestic and international acts of extremist violence perpetrated against American citizens have prompted an increased need for information to help understand and evaluate the threat posed to U.S. targets by extremist groups and their individual members. The purpose of this paper is to (i) suggest the potential relevance of social psychological research on group behavior for understanding and assessing threats of extremist group violence; and, (ii) encourage more systematic research on group violence to further inform assessments of group risk. Approaching the issue from the levels of group behavior, and of individual behavior within a group context, the article summarizes research on key principles of group behavior, and the effects of group membership on individual behavior; proposes specific questions derived from these principles for consideration in evaluating risk for violence by groups, and by individuals influenced by groups; and suggests further research needs.

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Attitude and Attitude Change

Cited by 349 publications

References 134 publications

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

Matching Traffic Safety Strategies to Youth Characteristics: A Literature Review of Cognitive Development

The Search for Communication Skills

Assessing threats of targeted group violence: contributions from social psychology

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