Exam Questions Attitudes And Persuasion Ch5

Chapter 5

Attitudes and Persuasion

Total Assessment Guide (T.A.G.)

Topic	Question Type	Remember the Facts	Understand the Concepts	Apply What You Know	Analyze It
5.1 The Nature of Attitudes	Multiple Choice	1, 2, 3, 6, 9, 13, 18, 21, 22	5, 7, 12, 14, 15, 17, 19, 20	4, 8, 10, 16, 23, 24	11
	Short Answer		104, 105
	Essay			113, 114
5.2 What Is Persuasion?	Multiple Choice	25, 26, 28, 29, 34, 41, 43, 45, 46, 50	30, 31, 32, 33, 35, 36, 37, 38, 39, 40, 42, 44, 47, 48, 52, 53, 55, 56, 57	27, 49, 51, 54
	Short Answer		106, 109	107	108
	Essay		115	117	116
5.3 Having an Accurate View of the World	Multiple Choice	64, 69	59, 60, 66, 67, 68, 71, 72, 73, 74	61, 62, 63, 65, 70
	Short Answer		110, 111
	Essay			118
5.4 Being Consistent in One’s Attitude and Actions	Multiple Choice	76, 78, 83, 90, 91	75, 84, 85, 87, 88, 89, 94, 95	81, 82, 92	77, 79, 80, 86, 93, 96
	Short Answer	112
	Essay			119, 120	121
5.5 Gaining Social Approval	Multiple Choice		97, 99, 102	98	100, 101, 103
	Short Answer
	Essay				122

Chapter 5 Attitudes and Persuasion

Multiple Choice Questions

1) __________ are favorable or unfavorable evaluations of a particular person, object, event, or idea.

A) Attitudes

B) Persuasions

C) Conditions

D) Counterarguments

Learning Objective: 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Topic: The Nature of Attitudes

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.

2) An attitude is a(n) __________.

A) behavior

B) evaluation

C) counterargument

D) postdecisional dissonance

Topic: The Nature of Attitudes

Difficulty Level: Easy

Skill Level: Remember the Facts

3) __________ involves learning to like or dislike objects based on our association with them.

A) Operant conditioning

B) Heredity

C) Classical conditioning

D) Observational learning

Topic: Attitude Formation

Difficulty Level: Easy

Skill Level: Remember the Facts

4) John met Sussana on a day when he was having a great time hanging out with his friends. Everytime, John thought about Sussana, he remembered the great time he had had with his friends and he thought about her in a positive light. In this example, John’s attitude toward Sussana was influenced by the process of __________.

A) associative conditioning

B) observational learning

C) operant conditioning

D) classical conditioning

Topic: Attitude Formation

Difficulty Level: Moderate

Skill Level: Apply What You Know

5) When attitudes are formed through the process of classical conditioning, the degree of liking for something is influenced by __________.

A) its association with something we already like or dislike

B) being rewarded or punished for expressing a particular attitude

C) observing how others are rewarded or punished for expressing a particular attitude

D) the degree of inconsistency between attitude and behavior

Topic: Attitude Formation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

6) __________ is when we learn based on the rewards or punishments that we receive.

A) Operant conditioning

B) Heredity

C) Classical conditioning

D) Observational learning

Topic: Attitude Formation

Difficulty Level: Easy

Skill Level: Remember the Facts

7) In a study by Insko (1965), students at the University of Hawaii were surveyed by phone about their attitudes toward the creation of a Springtime Aloha Week. The interviewer said “good” after some students expressed a favorable attitude but said “good” after other students expressed an unfavorable attitude. One week later, a survey revealed that the interviewer’s comments influenced students’ attitudes toward Springtime Aloha Week via the process of __________.

A) classical conditioning

B) cognitive dissonance

C) operant conditioning

D) observational conditioning

Topic: Attitude Formation

Difficulty Level: Moderate

Skill Level: Understand the Concepts

8) Which statement is an example of operant conditioning potentially influencing an attitude?

A) A voter listens to a political candidate speaking in a dark, noisy, and cramped auditorium.

B) A teacher smiles and nods when a student expresses a political view that the teacher likes.

C) Children watch a video that shows other children having fun recycling.

D) A woman tries sushi for the first time, sitting with her new boyfriend in a romantic setting.

Topic: Attitude Formation

Difficulty Level: Difficult

Skill Level: Apply What You Know

9) __________ involves learning to avoid behaviors and attitudes from watching others.

A) Operant conditioning

B) Heredity

C) Classical conditioning

D) Observational learning

Topic: Attitude Formation

Difficulty Level: Easy

Skill Level: Remember the Facts

10) Which statement is an example of observational learning potentially influencing an attitude?

A) a voter watching a political debate on T.V. with some friends

B) a parent nodding affirmatively when asked a question by his child

C) teens watching a video that shows other teens driving safely

D) a husband and wife enjoying a date night out to see a movie

Topic: Attitude Formation

Difficulty Level: Difficult

Skill Level: Apply What You Know

11) Which statement about attitudes and heredity is true?

A) Attitudes develop exclusively through learning.

B) Genetically influenced attitudes are fairly weak and do not influence behavior to a significant extent.

C) Many political and religious attitudes have been found to have a genetic component.

D) People can be persuaded to change their genetically influenced attitudes fairly easily.

Topic: Attitude Formation

Difficulty Level: Apply

Skill Level: Analyze It

12) Strong attitudes are more resistant to persuasion because __________.

A) people who hold strong attitudes have logically reviewed numerous arguments for and against their initial positions

B) people who hold strong attitudes are less certain that their position is correct

C) strong attitudes are embedded in other features of the people who hold those attitudes

D) people who hold strong attitudes are more likely to systematically process the arguments against their initial attitudes

Topic: Attitude Strength

Difficulty Level: Moderate

Skill Level: Understand the Concepts

13) Which of the following pairs are the qualities of strong attitudes that make them resistant to change?

A) consistency and dissonance

B) commitment and embeddedness

C) inoculation and balance

D) relatedness and complexity

Topic: Attitude Strength

Difficulty Level: Easy

Skill Level: Remember the Facts

14) Embeddedness makes attitudes resistant to change because __________.

A) it makes people reject contradictory information

B) changing the attitude would mean changing many other aspects of the self

C) it makes people more committed to the attitude

D) it makes people review relevant information in a biased fashion

Topic: Attitude Strength

Difficulty Level: Moderate

Skill Level: Understand the Concepts

15) Suppose that you hold a strong attitude against gun control and you are shown a video with people debating your position. According to a study by Pomeranz, Chaiken, and Tordesillas (1995), you would be likely to perceive the essay arguments as __________.

A) strong but they do not change your position

B) strong and they slightly change your position

C) weak but nevertheless change your position

D) weak and they do not change your position

Topic: Attitude Strength

Difficulty Level: Moderate

Skill Level: Understand the Concepts

16) The two aspects of knowledge that strengthen the link between attitudes and behavior are __________.

A) the personal relevance of the knowledge and the reliability of the knowledge

B) the speed with which the knowledge comes to mind and the degree of control one has over the knowledge

C) the amount of knowledge gained and the direct versus indirect nature of the knowledge

D) the rewards and the punishments associated with the knowledge

Topic: Attitude–Behavior Consistency

Difficulty Level: Difficult

Skill Level: Apply What You Know

17) A study was conducted at Michigan State University (Sivacek & Crano, 1982) after government officials proposed raising the legal drinking age from 18 to 21. Which students most likely volunteered to campaign against the proposal and why?

A) Students who were under 20 were more likely to volunteer because the issue was more personally relevant to them.

B) Students majoring in law or government were more likely to volunteer because they had greater knowledge about the issue.

C) Students who were under 20 were more likely to volunteer because students 21 and older were not against the proposal.

D) Students who drank more frequently were more likely to volunteer because their attitudes were more accessible.

Topic: Attitude–Behavior Consistency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

18) An attitude is considered __________ if it springs to mind quickly.

A) embedded

B) relevant

C) pliable

D) accessible

Topic: Attitude–Behavior Consistency

Difficulty Level: Easy

Skill Level: Remember the Facts

19) The theory of planned behavior characterizes attitudes as influencing action by first influencing __________.

A) knowledge

B) personal relevance

C) attitude accessibility

D) behavioral intentions

Topic: Attitude–Behavior Consistency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

20) Two factors that influence behavior through their impact on behavioral intentions are __________.

A) subjective norms and perceived behavioral control

B) behavioral norms and objective control

C) objective norms and stated behavioral control

D) subjective norms and stated behavioral control

Topic: Attitude–Behavior Consistency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

21) __________ refers to a person’s perception that important others would approve or disapprove of the behavior in question.

A) Reduced attitude accessibility

B) Personal relevance of the issue

C) Perceived behavioral control

D) Subjective norms

Topic: Attitude–Behavior Consistency

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

22) __________ refers to a person’s perception of how difficult it is to perform the behavior in question,

A) Reduced attitude accessibility

B) Personal relevance of the issue

C) Perceived behavioral control

D) Subjective norms

Topic: Attitude-Behavior Consistency

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

23) Jonah has a strong attitude about the issue of abortion, but all her close friends hold the opposite attitude about the issue. Consequently, Jonah is not active politically on this issue. According to the language of the theory of planned behavior, Jonah’s reduced consistency between his attitude and his actions is influenced by __________.

A) reduced attitude accessibility

B) personal relevance of the issue

C) perceived behavioral control

D) subjective norms

Topic: Attitude-Behavior Consistency

Difficulty Level: Difficult

Skill Level: Apply What You Know

24) Jose is enthusiastic about a new political candidate but feels that he has no time to campaign in support of this candidate. In this example, Jose’s behavior has been influenced by __________.

A) subjective norms

B) perceived behavioral control

C) attitude strength

D) persuasive messages

Topic: Attitude-Behavior Consistency

Difficulty Level: Difficult

Skill Level: Apply What You Know

25) The textbook defines persuasion as __________.

A) an observable change in a behavior that indicates public conformity to a group norm

B) the use of legitimate authority to enforce compliance with society’s laws and regulations

C) a change in a private attitude or belief resulting from the receipt of a message

D) the use of subliminal suggestions to induce unconscious compliance in the target

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: What Is Persuasion?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

26) A change in your beliefs after receiving some information is an example of __________.

A) subjective norms

B) perceived behavioral control

C) attitude strength

D) persuasion

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: What Is Persuasion?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

27) Imagine that you have delivered a speech to your colleagues about the link between obesity and diabetes. Your message can be considered persuasive if, after hearing the speech, your colleagues __________.

A) agree to sign up for a yoga class so that you will think better of them

B) come to privately believe more strongly that exercise is good for their health

C) are friendlier toward you

D) start to eat more as a result of reactance

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Measuring Attitude Change

Difficulty Level: Difficult

Skill Level: Apply What You Know

28) Nonreactive measurement __________.

A) does not change participants’ responses while recording them

B) is measurement in which participants subjectively report their responses

C) is reported when experimenters are not physically present

D) removes from the responses the effect of physiological reactions to the treatment

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Measuring Attitude Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

29) Measurements that do not change a subject’s response while recording them are examples of __________.

A) nonreactive measurement

B) norming measurement

C) persuasive measurement

D) reactive measurement

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Measuring Attitude Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

30) It is preferable to use self-report measures of attitudes rather than covert measures when __________.

A) the attitudes are strong

B) the study is conducted in laboratory settings

C) people have no good reason to hide their true feelings

D) there is a control group

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Measuring Attitude Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

31) The implicit association test is an example of a __________ measurement.

A) nonreactive

B) norming

C) persuasive

D) reactive

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Measuring Attitude Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

32) The cognitive response model of persuasion emphasizes __________.

A) the ability to remember elements of the persuasive message

B) the importance of what a target says to himself or herself after hearing a persuasive communication

C) the use of reactance, in which a desired freedom is made to seem scarce and thus more desirable

D) social norms that guide the target into socially acceptable behavior

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

33) According to the cognitive response model of persuasion, persuasion is affected most strongly by __________.

A) the strength of the arguments

B) how well the person remembers the message arguments

C) what the person says to himself or herself after receiving the message

D) the ability to process the message

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

34) An argument that challenges and opposes other arguments is a(n) __________.

A) self-talk

B) reactance

C) counterargument

D) social norm

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

35) Encouraging positive self-talk, inhibiting counterarguments, and defeating a message through inoculation are implications of __________.

A) the cognitive response model

B) reactance theory

C) consistency theory

D) balance theory

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

36) According to the text, one persuasive strategy recommended by the cognitive response model is to __________.

A) repeat the information enough times so that it is well remembered by the target

B) have the target learn the information well enough so that he or she can explain it to someone else

C) provide punishment immediately after the target fails to engage in the desired behavior

D) give the audience little time to formulate counterarguments

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

37) As mentioned in the textbook, Peter Reilly’s interrogators did not let him eat or sleep for about 24 hours before formally questioning him. According to the cognitive response model, how did this affect his false confession?

A) He wanted to get out as soon as possible, so that he could rest.

B) He was not able to think straight in order to form counterarguments.

C) He made the false confession, hoping that he would be rewarded with food.

D) The exhaustion made him experience cognitive dissonance.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 2.4 Interpret, design and conduct basic psychological research.

38) According to your textbook, William McGuire’s (1964) inoculation procedure involves __________.

A) a technique for inhibiting counterarguing through distraction

B) the use of preventive measures to ensure both physical and mental health

C) the presentation of easily defeated, weak arguments for the opposition’s position

D) the presentation of complex arguments followed by simple answers

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understanding the Concepts

39) The textbook discusses how anti-tobacco groups aired TV ads that parodied ads by tobacco companies, such as the ad in which tough, rugged characters were reduced to wheezing and coughing. These parody ads were effective because they induced viewers to __________.

A) reduce the attitude accessibility of pro-tobacco attitudes

B) experience cognitive dissonance

C) eliminate self-talk that could convince them to keep smoking

D) register counterarguments against the tobacco company ads

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understanding the Concepts

40) Imagine you are an incumbent politician who wants to employ inoculation in a campaign letter so your constituents will vote against your challenger. Which technique best employs the inoculation procedure?

A) Present your arguments without reference to your opponent’s arguments.

B) Present both your and your opponent’s strongest arguments, but present yours first.

C) Present a few of the weaker arguments that your opponent will use against you.

D) Present a few of the stronger arguments that your opponent will use against you.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understanding the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

41) A model that accounts for the two basic ways that attitude change occurs—with and without much thought—is the __________.

A) dual process model of persuasion

B) elaboration likelihood model

C) central route to persuasion

D) peripheral route to persuasion

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

42) The elaboration likelihood model is an example of a __________ of persuasion.

A) dual process model

B) nonreactive model

C) balance model

D) motivational model

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understanding the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

43) A model of persuasive communication that holds that there are two routes to attitude change is the __________.

A) dual process model of persuasion

B) elaboration likelihood model

C) central route to persuasion

D) peripheral route to persuasion

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

44) The elaboration likelihood model of persuasion is considered a dual process model because it posits that there are two __________.

A) types of messages: long and short

B) types of counterarguments: strong and weak

C) routes to persuasion: central and peripheral

D) routes to persuasion: motivation and ability

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

45) The way people are persuaded when they focus on the quality of an argument is the __________.

A) dual process model of persuasion

B) elaboration likelihood model

C) central route to persuasion

D) peripheral route to persuasion

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

46) The way people are persuaded when they focus on factors other than the quality of the arguments in a message, such as the number of arguments, is the __________.

A) dual process model of persuasion

B) elaboration likelihood model

C) central route to persuasion

D) peripheral route to persuasion

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

47) The elaboration likelihood model of persuasion proposes that message recipients will centrally process a communication when they __________.

A) are motivated to attend to it and have the ability to do so

B) have heard the message repeatedly and have thoroughly learned it

C) are convinced that an expert supports the message

D) associate the message with obtaining a reward or avoiding a punishment

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

48) Central processing of a persuasive message leads to __________ than peripheral processing.

A) stronger emotions

B) more immediate attitude change

C) higher likelihood of attitude change

D) more enduring attitude change

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

49) You read an op-ed arguing for reduced summer vacations for students so that they can have more instructional time. Which of the following would most likely affect your attitudes if you are told that the policy will not go into effect for some time?

A) the quality of the arguments

B) the number of strong arguments

C) the number of weak arguments

D) the total number of arguments

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

50) The tendency to enjoy and engage in deliberate thought is known as __________.

A) the need for cognition

B) cognitive dissonance

C) the need for structure

D) achievement orientation

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

51) Suppose that the students on your campus are presented with a message favoring using a helmet when bicycling. Which of the following groups would be most likely to process the arguments in the message centrally?

A) students who were in a hurry

B) students who were in a good mood while reading the message

C) students with a high need for structure

D) students with a high need for cognition

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Difficult

Skill Level: Apply What You Know

52) When should you try to change someone’s attitudes through central processing of the message?

A) when your arguments are weak

B) when your goal is to achieve temporary attitude change

C) when the audience has a low need for cognition

D) when your goal is to achieve attitude change that is resistant to counterattacks

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

53) In Alba and Marmorstein’s (1987) study, participants were presented with ads for two cameras. When were the participants most likely to prefer the camera that was described as superior on three important features over the camera that was described as superior on eight less important features?

A) when participants were exposed to each of the features for two seconds

B) when participants were exposed to each of the features for five seconds

C) when participants were given unlimited time to consider the features

D) when the ads were presented by an attractive experimenter

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

54) Suppose that you have to deliver a message that contains primarily weak arguments. What could you do to increase its persuasiveness?

A) Present the arguments slowly, so the audience can process them centrally.

B) Present the message in print.

C) Present the arguments rapidly, so the audience will not have enough time to consider them centrally.

D) Make sure that there are no distractions while the audience is processing your message.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Difficult

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

55) Central processing of a persuasive message, as opposed to peripheral processing, is associated with __________.

A) higher levels of motivation and the ability to analyze the message

B) lower personal relevance of the topic

C) less time to consider the message

D) lower need for cognition

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

56) Peripheral processing of a persuasive message, as opposed to central processing, is associated with __________.

A) higher levels of motivation and the ability to analyze the message

B) more enduring attitude change

C) higher need for cognition

D) lower personal relevance of the topic

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

57) Holding a more accurate view of the world, being consistent within themselves, and gaining social approval and acceptance are examples of __________.

A) cognitive dissonance

B) “shortcut” evidence

C) persuasion goals

D) counterarguments

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: The Goals of Persuasion: Why People Change Their Attitudes and Beliefs

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

58) When people wish to make accurate judgments, but don’t have the time or ability to analyze the evidence closely, they __________.

A) experience cognitive dissonance

B) rely on “shortcut” evidence

C) develop a strong need for cognition

D) rely on their well-developed counterarguments

Learning Objective: 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Topic: Good Shortcuts to Accuracy

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

59) People use a communicator’s credibility as a shortcut when motivated to __________.

A) be consistent

B) be accurate

C) gain social rewards

D) gain social approval

Topic: Good Shortcuts to Accuracy

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

60) A credible communicator is defined as one who is both __________.

A) expert and attractive

B) expert and trustworthy

C) expert and knowledgeable

D) attractive and knowledgeable

Topic: Good Shortcuts to Accuracy

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

61) You are trying to persuade an audience that is hostile to your view and suspicious that you are presenting arguments for personal gain. How might you best increase your trustworthiness with the audience?

A) Provide evidence for both sides of the argument.

B) Speak slowly and present a few important points for your position.

C) Speak rapidly and present many points for your position.

D) Attempt to address the audience on the radio or TV rather than in print.

Topic: Good Shortcuts to Accuracy

Difficulty Level: Difficult

Skill Level: Apply What You Know

62) Vinny, a professional thief, is currently in prison. As such, he’s not what most people would consider a trustworthy communicator. Which of the following messages would make him the most trustworthy?

A) He should promote shorter jail terms.

B) He should promote longer jail terms.

C) He should promote a liberal candidate for public office.

D) He should promote greater access to educational materials in the prison system.

Topic: Good Shortcuts to Accuracy

Difficulty Level: Difficult

Skill Level: Apply What You Know

63) You need to create a TV advertisement for a political candidate who is not trusted by the public. Of the following choices, which would be the best way to start an ad that would make your candidate look more trustworthy?

A) “My opponent has not gone far enough in fighting crime.”

B) “Although my opponent has a good record of fighting crime, . . .”

C) “I’ll be tough on crime.”

D) “The opposing party has consistently been soft on crime.”

Topic: Good Shortcuts to Accuracy

Difficulty Level: Difficult

Skill Level: Apply What You Know

64) The phrase “stealing the opponent’s thunder” refers to __________.

A) stealing an opponent’s evidence in a court case

B) preparing strong arguments to counter an opponent’s claims

C) acknowledging a minor weakness in one’s own position

D) finding weaknesses in an opponent’s argument

Topic: Good Shortcuts to Accuracy

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

65) Imagine that you are a participant in the Kassin and Kiechel (1996) study, in which you are falsely accused of pressing a “forbidden” keyboard button while performing a computer task. According to the results of the study, you would be more likely to “confess” that you really pressed the button if you were __________.

A) cognitively overloaded during the task

B) inoculated

C) high in need for cognition

D) high in need for consistency

Topic: Good Shortcuts to Accuracy

Difficulty Level: Difficult

Skill Level: Apply What You Know

66) According to the textbook, cognitively ready ideas are __________.

A) ideas that result from cognitive dissonance

B) ideas that are easy to picture or bring to mind

C) our ideas of what we are going to say in social interactions

D) our ideas of what others think about us

Topic: Good Shortcuts to Accuracy

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

67) Accuracy motives can become more prominent when __________.

A) a person is in a happy mood

B) the decision is already made

C) the content of the message conflicts with what the recipient wants to hear

D) the issue is personally relevant

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

68) In a study by Burnkrant & Unnava (1989), participants were presented with an advertisement for disposable razors that either did or did not contain the self-referencing pronoun you. The study revealed that the use of the word you caused people to be __________.

A) less persuaded by the ad only when the ad contained strong arguments

B) more persuaded by the ad only when the ad contained strong arguments

C) less persuaded by the ad regardless of the strength of the arguments

D) more persuaded by the ad regardless of the strength of the arguments

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

69) The desire to make accurate judgments is highest __________.

A) when the topic is of low personal relevance

B) when the person is in a happy mood

C) when a person is self-confident

D) before a decision is made

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

70) Imagine that you are about to buy a new car. You would have __________.

A) more negative thoughts about the car before you buy it than after you buy it

B) more negative thoughts about the car after you buy it than before you buy it

C) more positive thoughts about the car before you buy it than after, but only if you have low self-esteem

D) equally positive and negative thoughts about the car before and after the purchase

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Difficult

Skill Level: Apply What You Know

71) How do people process persuasive information that agrees with their personal preferences and positions?

A) They look for weaknesses in the message.

B) They try to form counterarguments.

C) They think deeply about the message.

D) They don’t expend effort to look for flaws in the message.

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

72) Individuals who are most likely to engage in denial even when confronted with troubling information are __________.

A) chronic unrealistic optimists

B) low need for cognition individuals

C) mildly depressed individuals

D) people with high but unstable self-esteem

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

73) Messages that include fear appeals are most effective when __________.

A) the message generates high levels of fear, and the targets are told what to do to reduce the danger

B) the message generates high levels of fear, and the targets are left feeling vulnerable

C) the message generates low levels of fear, and the targets are left feeling vulnerable

D) the message generates low levels of fear, and the targets are told what to do to reduce the danger

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

74) In a study conducted by Cooper, Bennett, and Sukel (1996), a jury was most persuaded by a witness who was __________.

A) moderately expert in his or her field and spoke in complex, almost incomprehensible language

B) moderately expert in his or her field and spoke in ordinary, easy-to-understand language

C) highly expert in his or her field and spoke in complex, almost incomprehensible language

D) highly expert in his or her field and spoke in ordinary, easy-to-understand language

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

75) The consistency principle states that people will __________.

A) change their attitudes, beliefs, perceptions, and actions to achieve consistency

B) seek long-lasting relationships with others who act consistently

C) seek a balance between consistency and inconsistency in their attitudes, beliefs, perceptions, and actions

D) seek long-lasting relationships with others who are similar to themselves

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

76) The __________ is the principle that people will change their attitudes, beliefs, perceptions, and actions to make them consistent with each other.

A) cognitive principle

B) consistency principle

C) learning principle

D) reciprocity principle

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

77) Which of the following pairs of theories derives from the human desire to be consistent?

A) cognitive response theory and cognitive dissonance theory

B) behaviorism and learning theory

C) cognitive response theory and self-enhancement theory

D) balance theory and cognitive dissonance theory

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Difficult

Skill Level: Analyze It

78) According to Fritz Heider, __________ states that people prefer harmony and consistency in their views.

A) balance theory

B) the consistency principle

C) learning theory

D) the reciprocity principle

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Balance Theory

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

79) According to balance theory, which statement best explains why one only has to be liked, not an expert, in order to be convincing?

A) Experts are usually not convincing because they talk in an incomprehensible language.

B) Experts are usually not convincing because they are not seen as trustworthy.

C) People tend to agree with those whom they like in order to preserve cognitive consistency.

D) People tend to undermine the expertise of those whom they like.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Balance Theory

Difficulty Level: Difficult

Skill Level: Analyze It

80) Which is a statement of a phenomenon that would be explained by balance theory?

A) We want to agree with the people we like and disagree with those we dislike.

B) We want to see things that are alike in one way as dissimilar in other ways.

C) We want to return favors that we receive from others.

D) We want to associate good things with bad people.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Balance Theory

Difficulty Level: Difficult

Skill Level: Analyze It

81) Franklin dislikes the Rush Limbaugh radio talk show. At a party, Franklin meets Jefferson, who lavishly praises the Rush Limbaugh show. Franklin takes an instant dislike to Jefferson. Which of the following psychological theories would best predict Franklin’s response to Jefferson?

A) cognitive dissonance theory

B) balance theory

C) learning theory

D) reciprocity theory

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Balance Theory

Difficulty Level: Difficult

Skill Level: Apply What You Know

82) Which of the following persuasive strategies that could be used by McDonald’s Corporation would be best explained by balance theory?

A) showing in their ads that many kids like their hamburgers

B) holding sweepstakes

C) offering free gifts with happy meals

D) hiring Michael Jordan to endorse their products

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Balance Theory

Difficulty Level: Difficult

Skill Level: Apply What You Know

83) __________ is the unpleasant state of psychological arousal resulting from an inconsistency within one’s important attitudes, beliefs, or behaviors.

A) Cognitive dissonance

B) Consistency principle

C) Learning theory

D) Reciprocity principle

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

84) According to cognitive dissonance theory, people are motivated to __________.

A) be accurate in their social perceptions

B) reduce psychological arousal via relaxation techniques

C) affiliate with others, especially those who agree with them

D) reduce inconsistency of attitudes, beliefs, or behaviors only to the extent that it involves something important

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

85) Which of the following theories best explains how a person’s actions can change his or her attitudes and beliefs?

A) balance theory

B) cognitive dissonance theory

C) elaboration likelihood model

D) counterattitudinal theory

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

86) According to cognitive dissonance theory, people are likely to __________ when they experience cognitive inconsistency, and they will be motivated to __________.

A) learn faster; restructure their cognitions as a result

B) think illogically; become more logical by central route thinking

C) feel tension; reduce tension by reducing inconsistency

D) act irrationally; seek rational solutions

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Difficult

Skill Level: Analyze It

87) In an experiment conducted by Festinger and Carlsmith (1959), participants had to perform a boring task and were paid either $1 or $20 to tell the next participant that the task was interesting. The results of the experiment demonstrated that __________.

A) those who received $20 saw the task as more enjoyable than those who received $1

B) those who received $1 saw the task as more enjoyable than those who received $20

C) participants were not likely to tell the lie regardless of the payment

D) even though participants told the next participant that they enjoyed the task, later they confessed that they had not enjoyed the task, regardless of how much they were paid

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Moderate

Skill Level: Understand the Concepts

88) More cognitive dissonance arises when an action or decision __________.

A) can be withdrawn

B) can be justified as due to strong rewards or threats

C) is seen as freely chosen

D) produces positive consequences

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Easy

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

89) A tiny reward that gets you to perform an activity that you dislike can make you like this activity more than a larger reward would. Simply making a decision can make you have more favorable feelings toward what you have chosen and more negative feelings toward what you have rejected. What theory of attitude change is consistent with these statements?

A) cognitive dissonance

B) elaboration likelihood

C) social learning

D) social comparison

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

90) A behavior that is inconsistent with an existing attitude is __________.

A) counterattitudinal action

B) elaboration likelihood

C) postdecisional dissonance

D) social comparison theory

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

91) The conflict one feels about a decision he or she has made that could possibly be wrong is __________.

A) counterattitudinal action

B) elaboration likelihood

C) postdecisional dissonance

D) social comparison theory

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

92) According to the textbook, after people place a bet on a horse, they are more confident in their choice. Why?

A) After making the bet, the bettors experience postdecisional dissonance.

B) People are more motivated to be accurate after making the bet.

C) People bet as a result of cognitive dissonance.

D) Placing a bet increases people’s self-esteem and makes them more confident in their actions.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Difficult

Skill Level: Apply What You Know

93) What is the role of arousal in the effect of cognitive dissonance on attitude change?

A) People change their attitudes as a result of pleasant arousal.

B) People are more likely to experience cognitive dissonance when they are pleasantly aroused.

C) Inconsistency between attitudes and behavior leads to unpleasant arousal, which prevents people from changing their attitudes.

D) Inconsistency between attitudes and behavior leads to unpleasant arousal, which makes people change their attitudes.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: What Affects the Desire for Cognitive Consistency?

Difficulty Level: Difficult

Skill Level: Analyze It

94) It is not just general arousal that is crucial to attitude change via cognitive dissonance; it is, specifically, arousal that __________.

A) is sexual

B) comes from strenuous exercise

C) is relatively extreme

D) is unpleasant

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: What Affects the Desire for Cognitive Consistency?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

95) Cognitive dissonance effects are less likely to occur for people who __________.

A) are easily aroused

B) score low on a preference for consistency scale

C) score high on the need for cognition scale

D) are overly sensitive to the feelings of others

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: What Affects the Desire for Cognitive Consistency?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

96) According to your textbook, advertisements that appeal to __________ work well for Western cultures, whereas advertisements that appeal to __________ work well for non-Western cultures.

A) short-term success; long-term success

B) personal self-enhancement; group enhancement

C) extroverted personalities; introverted personalities

D) status; wisdom

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Consistency and Culture

Difficulty Level: Difficult

Skill Level: Analyze It

97) The motivation to achieve approval is __________.

A) impression motivation

B) attraction motivation

C) accuracy motivation

D) consistency motivation

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Gaining Social Approval

Difficulty Level: Easy

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

98) Yuta is a high self-monitor. Consequently, at parties, Yuta __________.

A) shifts his attitudes to match those of whomever he’s talking to

B) takes a stand about an issue in a conversation and argues his case

C) drinks heavily in order to become more relaxed

D) avoids talking to strangers, preferring to talk only with close friends

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Self-Monitoring

Difficulty Level: Moderate

Skill Level: Apply What You Know

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

99) According to the textbook, high self-monitors are more persuaded by ads that promote socially appealing images, because they have a stronger desire for __________.

A) consistency

B) achievement

C) accuracy

D) social approval

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Self-Monitoring

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 2.5 Incorporate sociocultural factors in scientific inquiry.

100) Low self-monitors rely on __________ to determine their attitudes, whereas high self-monitors rely on __________ to determine their attitudes.

A) logic and rationality; emotion and intuition

B) their own internal standards; the social situation

C) emotion and intuition; logic and rationality

D) the social situation; their own internal standards

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic:

Difficulty Level: Difficult

Skill Level: Analyze It

101) Which statement about gender differences and persuasion is accurate?

A) Women’s statements are influenced by the fact that they typically are more concerned than men with cultivating positive relationships and maintaining social harmony.

B) Women are less persuaded than men under public circumstances.

C) Women are more persuaded than men under private circumstances.

D) The presence of others influences the willingness of men to agree with a statement.

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Gender: Women, Men, and Persuasion

Difficulty Level: Difficult

Skill Level: Analyze It

102) Chen et al. (1996) discovered that the expectation of discussion __________.

A) caused high need for cognition individuals to experience greater attitude change

B) caused low self-monitors to become more extreme in their positions

C) caused high self-monitors to become more moderate in their positions

D) caused highly aroused individuals to experience more dissonance and therefore more attitude change

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: The Expectation of Discussion

Difficulty Level: Moderate

Skill Level: Understand the Concepts

103) In an experiment by Chen et al. (1996), subjects received a communication arguing that the media should reduce its coverage of terrorist hijackings. Half expected that, after reading the communication, they would have to discuss their views on the topic with another subject whose opinion was unknown and the other half also read the communication but anticipated no later discussion. As predicted __________.

A) only the high self-monitoring subjects were influenced by the expectation of discussion, becoming significantly more moderate in their positions when they thought they would have to defend those positions

B) only the low self-monitoring subjects were influenced by the expectation of discussion, becoming significantly more extreme in their positions when they thought they would have to defend those positions

C) only the high self-monitoring subjects were influenced by the expectation of discussion, becoming significantly more extreme in their positions when they thought they would have to defend those positions

D) only the low self-monitoring subjects were influenced by the expectation of discussion, becoming significantly less moderate in their positions when they thought they would have to defend those positions

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Self-Monitoring and Expectation of Discussion

Difficulty Level: Difficult

Skill Level: Analyze It

Short Answer Questions

104) Name and define the two reasons why strong attitudes resist change.

Learning Objective: 5.1 Describe (1) the sources of attitudes, (2) factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Topic: Attitude Strength

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

105) Describe the relationship between personal relevance and attitude-behavior consistency.

Topic: Attitude–Behavior Consistency

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

106) Describe the roles of self-talk and counterarguments in persuasion, according to the cognitive response model.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

107) From a persuasion perspective, what were the effects of continuous police interrogation and prevention of sleeping and eating on Peter Reilly?

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Cognitive Responses: Self-Talk Persuades

Difficulty Level: Difficult

Skill Level: Apply What You Know

108) Describe the need for cognition and how it can impact the depth of message processing.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Difficult

Skill Level: Analyze It

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

109) List the three major persuasion goals.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Topic: The Goals of Persuasion: Why People Change Their Attitudes and Beliefs

Difficulty Level: Moderate

Skill Level: Understand the Concepts

110) Name and describe the two personal factors that can impact the desire for accuracy.

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

111) Define unwelcome information and describe its impact on the desire for accuracy.

Topic: What Affects the Desire for Accuracy?

Difficulty Level: Difficult

Skill Level: Understand the Concepts

112) What is cognitive dissonance?

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Cognitive Dissonance Theory

Difficulty Level: Easy

Skill Level: Remember the Facts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

Essay Questions

113) Name and describe the four sources of attitudes discussed in the textbook.

Topic: The Nature of Attitudes

Difficulty Level: Difficult

Skill Level: Apply What You Know

114) Describe all of the components of the theory of planned behavior and their connections to each other. Using the model’s terminology, provide one example and an explanation of why, in that situation, a person’s behavior is inconsistent with his or her attitude.

Topic: Attitude–Behavior Consistency

Difficulty Level: Difficult

Skill Level: Apply What You Know

115) According to the elaboration likelihood model of persuasive communication, two factors impact the route through which persuasion can occur. Name and define the two factors. How does each factor affect the type of processing used?

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Moderate

Skill Level: Understand the Concepts

APA Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.

116) According to the elaboration likelihood model of persuasive communication, there are two routes through which people change their attitudes. When would people be likely to change their attitudes through each of the two routes?

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: Dual Process Models of Persuasion: Two Routes to Change

Difficulty Level: Difficult

Skill Level: Analyze It

117) Describe the three goals of persuasion discussed in the textbook. Give an example of how a shift in attitude can serve more than one goal?

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Topic: What Is Persuasion?

Difficulty Level: Difficult

Skill Level: Apply What You Know

118) When do people use shortcut evidence to make their judgments? Describe the shortcut evidence people use, and give an example of how it might lead a person to change an important attitude, belief, or behavior.

Learning Objective: 1.1 Describe key concepts, principles, and overarching themes in psychology.; 1.2 Develop a working knowledge of the content domains of psychology.; 1.3 Describe applications that employ discipline-based problem solving.

119) How can the desire to be consistent affect persuasion? Describe the two major consistency theories about persuasion discussed in the textbook. Using one of the theories, give an example of how the desire to be consistent might lead a person to change an important attitude, belief, or behavior.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Being Consistent in One’s Attitudes and Actions

Difficulty Level: Difficult

Skill Level: Apply What You Know

120) Describe the Festinger & Carlsmith (1959) study. Discuss which individuals were more likely to experience dissonance and change their attitudes. What was the more general lesson learned about counterattitudinal behavior?

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Difficult

Topic: Being Consistent in One’s Attitudes and Actions

Skill Level: Apply What You Know

121) Explain how a culture that doesn’t focus on the self can influence attitudes.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Topic: Consistency and Culture

Difficulty Level: Difficult

Skill Level: Analyze It

122) Compare and contrast gender as it relates to persuasion.

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Topic: Gender; Women, Men, and Persuasion

Difficulty Level: Difficult

Skill Level: Analyze It

Revel Quiz Questions

The following questions appear at the end of each module and at the end of the chapter in Revel for Social Psychology: Goals in Interaction, 7e.

End of Module Quiz 5.1: The Nature of Attitudes

EOM Q5.1.1

Which of the following statements is true?

a) There is a genetic component to many attitudes, including those related to political and religious issues.

b) People cannot learn to hold attitudes by being rewarded or punished.

Consider This: In operant conditioning (an important source of our attitudes), people learn by being rewarded or punished. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

c) Unlike classical conditioning, operant conditioning cannot occur without conscious awareness.

Consider This: Operant conditioning can occur without conscious awareness. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

d) We need to experience rewards and punishments firsthand to learn lessons from them.

Consider This: We often learn by observing others. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q5.1.2

__________ makes strong attitudes more resistant to change by tying the attitude to multiple features of the person, whereas __________ makes strong attitudes more resistant to change by leading people to evaluate relevant information in a biased fashion.

Embeddedness; commitment
Consistency; commitment

Consider This: Consistency is talked about in this chapter in reference to attitudes and actions being consistent with one another, not what makes attitudes resistant to change. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Commitment; embeddedness

Consider This: A strongly held attitude is more embedded in other features of the person, such as self-concept, values, and social identity. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Consistency; embeddedness

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q5.1.3

Which of the following factors increases the likelihood that a person's attitude will be consistent with his or her behavior?

direct knowledge
low attitude accessibility

Consider This: A highly accessible attitude is likely to stimulate actions consistent with it. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

low personal relevance

Consider This: One's attitude on a topic will be a better predictor of one’s deeds when the topic is personally relevant. 5.1 Describe 1) the sources of attitudes, 2) the factors that make attitudes resistant to change, and 3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

indirect knowledge

Consider This: Amount of knowledge about a subject and the direct nature of the knowledge predict the intensity of the link between attitudes and behavior. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Difficulty Level: Moderate

Skill Level: Apply What You Know

End of Module Quiz 5.2: What Is Persuasion?

EOM Q5.2.1

Which of the following correctly defines persuasion?

a change in a private attitude or belief as a result of receiving a message
a change in a public attitude or belief as a result of receiving a message

Consider This: A person could present publicly as if his or her attitude had changed, but does this really mean that there has been an attitude change? 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

a change in a public or private attitude or belief as a result of receiving a message

the conflict one feels about a decision that could possibly be wrong

Consider This: This is the definition for postdecisional dissonance. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Difficult

Skill Level: Remember the Facts

EOM Q5.2.2

Which of the following strategies qualifies as a nonreactive measurement of attitudes?

littering a political candidate’s political pamphlet
self-report measures

Consider This: Self-report measures are not covert measures. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

interviews with an experimenter

Consider This: Researchers have found that covert techniques are more accurate than self-reports only when people have a good reason to be less than honest about their true feelings. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

implicit association test

Consider This: The implicit association test is one technique for bypassing people’s desire to hide their true feelings. It provides support for why researchers use nonreactive measurements but is not one itself. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q5.2.3

According to the __________ model, the most direct determinant of persuasion is the __________ in response to the persuasive message.

cognitive response; amount of self-talk
cognitive response; number of favorable counterarguments

Consider This: The best indicator of attitude change is not what the communicator says to the persuasion target but, rather, what the target says to him- or herself after hearing the communication. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

dual process; amount of self-talk

dual process; number of counterarguments

Learning Objective: 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 5.3: Having an Accurate View of the World

EOM Q5.3.1

What are the two primary characteristics of a credible communicator?

expertise and trustworthiness
expertise and likability

Consider This: Likability is not one of the primary characteristics of a credible communicator. Likability is often a factor when discussing peripheral processing. Expertise refers to a communicator’s knowledge and experience. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

likability and trustworthiness

Consider This: Likability is not one of the primary characteristics of a credible communicator. Likability is often a factor when discussing peripheral processing. Trustworthiness refers to the communicator’s honesty and lack of bias. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

attractiveness and expertise

Consider This: Attractiveness is not one of the primary characteristics of a credible communicator. Attractiveness is often a factor when discussing peripheral processing. Expertise refers to a communicator’s knowledge and experience. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q5.3.2

People are most motivated to hold accurate views when __________.

they feel personally involved with the issue
they’re in a happy mood

Consider This: When a person is sad, he or she will be especially motivated to acquire accurate attitudes and beliefs that pertain to the situation at hand. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

they’ve already made an important decision

Consider This: People are more motivated to hold accurate views when they have not already made an important decision. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

they receive information that fits with their personal interests

Consider This: When people receive persuasive information that fits with their personal interests, preferences, and positions, they are less likely to expand cognitive effort to look for flaws. You want to have more accurate attitudes and beliefs on issues that are personally important. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOM Q5.3.3

People are least motivated to hold accurate views when __________.

they’re in a happy mood
they’re in a sad mood

Consider This: People are more motivated to be correct when they are sad as they want to make sure to react correctly to a persuasion attempt because being sad is an insecure environment. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

new information fits with what they already believe

Consider This: If new information fits what someone already believes, he or she is not likely to look for flaws in that information. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

they feel personally involved with the issue

Consider This: People are more motivated to be correct when an issue directly involves them. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 5.4: Being Consistent in One’s Attitudes and Actions

EOM Q5.4.1

According to balance theory, if you discover that a likable celebrity holds a view on abortion that contradicts your own strongly cherished opinion, you are likely to respond by __________.

changing your view of the celebrity
changing your opinion on an unrelated topic, such as a movie the celebrity appears in

Consider This: Changing an opinion on an unrelated topic would not restore balance. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

experiencing postdecisional dissonance

Consider This: Postdecisional dissonance is the conflict between the knowledge that you have made a decision and the possibility that the decision may be wrong. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

decreasing your preference for consistency

Consider This: If our cognitive system is out of balance, we will experience uncomfortable tension. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q5.4.2

According to cognitive dissonance theory, a __________ action will only produce attitude change when there is __________.

counterattitudinal; insufficient justification
counterattitudinal; little choice

Consider This: If a person feels as if he or she has little choice in performing an action it will not produce attitude change. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

pro-attitudinal; little choice

Consider This: If an action goes along with current attitudes, no attitude change would occur. If a person feels as if he or she has little choice in performing an action it will not produce attitude change. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

pro-attitudinal; insufficient justification

Consider This: If an action goes along with current attitudes, no attitude change would occur. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q5.4.3

Which of these factors increases the desire to achieve or maintain cognitive consistency?

unpleasant arousal
low preference for consistency

Consider This: The motive to be self-consistent doesn’t apply to those who don’t value consistency. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

performing an inconsequential behavior

Consider This: People are especially reluctant to perform consequential behaviors that conflict with their attitudes or beliefs. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

pleasant arousal

Consider This: Inconsistency produces unpleasant arousal, and people will often change their attitudes to be rid of the discomfort. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Learning Objective: 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

End of Module Quiz 5.5: Gaining Social Approval

EOM Q5.5.1

__________ self-monitors are more motivated by the __________ goal, whereas __________ self-monitors are more motivated by the desire for consistency.

High; social approval; low
Low; social approval; high

Consider This: High self-monitors constantly monitor and modify their public selves to fit what is socially appropriate. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

High; accuracy; low

Low; accuracy; high

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Difficulty Level: Easy

Skill Level: Remember the Facts

EOM Q5.5.2

When are women more likely than men to be influenced by a persuasive appeal?

when a woman’s position is out of line with the rest of the group
under private circumstances when the appeal comes from a male persuader

Consider This: If women are expected to perform the vital task of fostering cohesiveness and consensus, they are likely to be rewarded for finding ways to agree rather than disagree, especially in social contexts. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

under private circumstances when the appeal comes from an authority figure

under private circumstances when the appeal comes from a peer

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOM Q5.5.3

Who is more likely to be persuadable when there is an expectation of discussion with another person?

high self-monitors
Individually oriented persons

Consider This: This term is not mentioned in this chapter. Consider that high self-monitoring subjects became more moderate in their views when they thought they would have to defend their positions. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

persons with a high preference for consistency

Consider This: Persons with a high preference for consistency are more likely low self-monitors. Low self-monitoring subjects focus more on the goal of self-consistency and will be less affected by an expectation of discussion. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

low self-monitors

Consider This: Low self-monitors focus more on the goal of self-consistency and will be less affected by an expectation of discussion. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Learning Objective: 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Difficulty Level: Easy

Skill Level: Remember the Facts

Chapter Quiz: Attitudes and Persuasion

EOC Q5.1

Jody hates spiders, to the point that she even feels anxious when she hears the word “web.” Psychologists would say that her fear of objects associated with spiders is due to __________.

classical conditioning
observational learning (modeling)

Consider This: Fears could in theory be learned through modeling, but there is a much better answer. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

instrumental conditioning

Consider This: Instrumental conditioning is another term for operant conditioning, which deals with voluntary behaviors, not conditioned associations. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

operant conditioning

Consider This: In this case a reflexive response has spread from one stimulus to another. This is not seen in operant conditioning. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Learning Objective: 5.1: Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q5.2

Which factor increases the likelihood that a person’s attitude will be consistent with his or her behavior?

high amount of knowledge about the subject
issue of little personal relevance.

Consider This: Low personal relevance actually decreases the likelihood of attitude-behavior consistency. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

low attitude accessibility

Consider This: Low attitude accessibility actually decreases the likelihood of attitude-behavior consistency. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

weak behavioral intentions

Consider This: Weak behavioral intentions actually decrease the likelihood of attitude-behavior consistency. 5.1 Describe (1) the sources of attitudes, (2) the factors that make attitudes resistant to change, and (3) the factors that influence the extent to which our attitudes and behaviors are consistent with one another.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q5.3

Persuasion is defined as a change in a __________ attitude or belief as a result of receiving a message.

private
strongly held

Consider This: Persuasion could involve a change in a strong or weakly held attitude or belief. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

public

learned

Consider This: Whether the attituded is learned or not is not central to the concept of persuasion. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Remember the Facts

EOC Q5.4

According to the cognitive response model of persuasion, the message is not directly responsible for change; the direct cause is the __________.

self-talk that occurs after hearing the message
communicator of the message

Consider This: According to this model, the change affected by a persuasive argument is a result of what the target says to him- or herself after receiving the communication. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

strength of the message

logic of the message

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q5.5

Swami Bob Ginsberg knows that the members of his cult are going to hear strong arguments about his earlier history of convictions for fraud, so he exposes them to weaker versions of those arguments in advance. Psychologists would say he is using the technique of __________.

inoculation
reverse classical conditioning

Consider This: This is not a technique discussed in your chapter. The correct answer involves sending an unconvincing version (form) of the opposing message. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

reverse operant conditioning

Consider This: The correct answer involves sending an unconvincing version (form) of the opposing message, and the use of this message does decrease resistance to the intended message. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

embeddedness

Consider This: Embeddedness refers to the connections between a strongly held attitude and other aspects of the self. The correct answer involves sending an unconvincing version (form) of the opposing message. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Difficult

Skill Level: Apply What You Know

EOC Q5.6

Researchers have theorized that people don’t always process the information carefully after receiving a message, but sometimes process the information using simple heuristics. This has led to the development of __________.

dual process models of persuasion
positive self-talk

Consider This: Even negative self-talk can interfere with one’s processing of an information-containing message. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

motivation research

Consider This: This is a very general answer that does not speak specifically to the question. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

counterarguing

Consider This: Counterarguing can certainly poke holes in an opposing position, but it does not speak to this specific question. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q5.7

If message recipients are unable to take the central route to persuasion because they are not motivated or lack the ability to do so, then they will __________.

use the peripheral route
reject all information related to the attitude under consideration

Consider This: The answer to this question is at the heart of the dual process model of persuasion. The “other” route in question involves focusing on some factor other than the quality of the message. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

more readily accept all information relevant to the attitude

use the nonspecific route

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Difficult

Skill Level: Analyze It

EOC Q5.8

Patrick’s favorite actress is in all the T-Mobile commercials. Patrick loses his phone and without comparing different phone company plans, he heads right over to T-Mobile. According to the dual processing model, Patrick has used __________ to choose a new phone.

peripheral processing
central processing

Consider This: Is Patrick focusing on the quality of the product and its plans, or is he focusing on the person who is pitching that particular company’s product? 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

need for cognition

Consider This: A high need for cognition involves the tendency to think hard about any topic. The correct answer relates to one of the elaboration likelihood model’s routes to persuasion. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

attributional processing

Consider This: The correct answer relates to one of the elaboration likelihood model’s routes to persuasion. 5.2 Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Learning Objective: 5.2: Be able to explain (1) the cognitive response model of persuasion and (2) how motivation and ability are linked to central and peripheral persuasion.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q5.9

While watching an advertisement for a certain type of medication, an actor wearing a lab coat endorses the product, and you subsequently go out and purchase this product. What shortcut are you using to make a decision?

peripheral cues to credibility of the communicator
ready ideas

Consider This: This is related to the availability heuristic and involves the ease with which a person can imagine or picture instances of a given idea. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

the responses of others to the message

Consider This: Social referencing, or the need to determine how other people respond to a message, is an important factor in the decisions that we make, but it is not related to this example. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

the central route

Consider This: Part of the dual processing model, the central route describes one’s willingness to attend to the quality of a given message or argument. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Learning Objective: 5.3: Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Difficulty Level: Difficult

Skill Level: Apply What You Know

EOC Q5.10

When people want to react correctly to a persuasive message but don’t have the time or ability to think about it deeply, they may __________.

look to others for the proper response
do further research into the message

Consider This: Further research requires time and ability. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

ask a diverse group of people for their opinions and decide later after hearing many alternative viewpoints

Consider This: While we may consult with others, there is a more immediate need to make a decision so this would not be the best answer. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

ignore the message so their response is neither wrong nor right

Consider This: Ignoring the message would not work if we feel a need to react. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q5.11

A person who feels __________ will be more motivated to acquire accurate attitudes and beliefs pertaining to the situation at hand.

sad
happy

Consider This: People are less motivated to be correct when they are happy. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

low need for cognition

Consider This: The correct answer relates to the effects of mood on the desire for accuracy. 5.3 Identify and explain the three sources of shortcut evidence that people use when trying to hold accurate attitudes and the factors in the person and situation that influence the motivation to be accurate.

low behavioral control

Difficulty Level: Easy

Skill Level: Remember the Facts

EOC Q5.12

Contrary behavior leads to attitude change principally when the actor feels that he or she has had __________ in performing it.

free choice
consistency

Consider This: The correct answer refers to the kind of justification for the counterattitudinal behavior. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

conflict

Consider This: This is actually inconsistent with the correct answer. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

little choice

Learning Objective: 5.4: Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Moderate

Skill Level: Understand the Concepts

EOC Q5.13

Unpleasant arousal, negative consequences, and free choice are factors central to influencing attitude change via __________.

cognitive dissonance
peripheral processing

Consider This: Peripheral route to persuasion is the way people are persuaded when they focus on factors other than the quality of the arguments in a message, such as the number of arguments. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

balance theory

Consider This: Balance theory is Heider’s theory that people prefer harmony and consistency in their views of the world. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

central processing

Consider This: Central route to persuasion is the way people are persuaded when they focus on the quality of the arguments in a message. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Learning Objective: 5.4: Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Easy

Skill Level: Understand the Concepts

EOC Q5.14

According to balance theory, if you discover that your college professor holds a view on gun rights that contradicts your own strongly held opinion, you are likely to respond by __________.

developing a more negative view of the professor
changing your opinion to match your professor’s

Consider This: This response would be likely if your opinion was not strongly held. Gun rights is usually a topic with very strong opinions attached to it. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

adjusting your preference for consistency

Consider This: If your cognitive system is out of balance, you will experience uncomfortable tension. 5.4 Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

developing a high need for cognition

Learning Objective: 5.4: Explain balance theory and cognitive dissonance theory as well as the factors in the person and the situation that incline people to desire to be consistent.

Difficulty Level: Moderate

Skill Level: Apply What You Know

EOC Q5.15

Which of the following is true regarding gender and persuasion?

Women are more likely than men to yield to influence attempts in public settings.
Recent studies indicate that men and women are equally sensitive to group influence.

Consider This: Women are more sensitive to group influence because they are expected to perform the vital task of fostering cohesiveness and consensus. 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Women are more likely than men to yield to influence attempts in private settings.

Consider This: A person could present publicly as if his or her attitude had changed, but does this really mean that there has been an attitude change? 5.5 Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Men are more likely than women to yield to influence attempts in private settings.

Learning Objective: 5.5: Identify the factors in the person and the situation that lead people to want to hold attitudes that will win them social approval.

Difficulty Level: Moderate

Skill Level: Remember the Facts

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Aug 21, 2025

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Chapter 5 Attitudes And Persuasion

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Douglas Kenrick

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