Suchergebnisse

In recent yrs a number of theoretical formulations have been made to account for attitude change (AC). Some of these have been applications of more general theory while others were devised esp to deal with AC; all are concerned with AC as effects of communications. The more general applicable theories include Festinger's Theory of Cognitive Dissonance & Heider's Balance Theory & learning theory. Some of the esp devised approaches are McGuire's Rational-Syllogistic formulation, Rosenberg's Affective -Cognitive Consistency approach, Osgood's Congruity theory, & Newcomb's Strain toward Symmetry. Brehm, Cohen, J. S. Adams, Romney, & the Maccobys have recently applied Dissonance theory to AC problems. Cartwright & Harary have developed theoretical applications to AC from Heider's Balance theory. Most of these theoretical approaches have at least one major characteristic in common. All involve a balance of forces approach in which the overloading of one type of factor gives rise to changes designed to restore balance; all employ homeostasis in some form. A large body of work in AC stems from traditional learning theory, notably the work of Hovland & his colleagues. It is felt that while one can make derivations from learning theory to dissonance or balance theory, the 2 points of view have produced considerably diff emphases & diff choice of res problems. According to learning theorists, one cannot comfortably hold inconsistent att's or beliefs because they produce conflicting action tendencies; & in the presence of such tendencies, the state of conflict itself becomes a drive which spurs the individual into some activity designed to resolve conflict. Conflict produced by holding incompatible att's would be theoretically no diff than a conflict of incompatible motor habits. Learning theorists have tended to range further afield in their choice of motive systems to manipulate in order to produce AC. AC is a process that presumably does not occur in a single instant of time, even though the over manifestation may occur as a single event when sufficient covert `bits' have been learned to result in a kind of `flopover' in response to a question. The underlying process may still be thought of as a cumulative one, to which the concept of the learning curve applies. Learning theorists have pointed to the importance of covert practice or rehearsal of a message during the post-communication period & have been concerned with the conditions which facilitate or interfere with such practice. A central issue is how the aroused motivation gets channeled into AC. This is where homeostatic theorists have made some of their greatest contributions. Much res & theorizing has been centered around the identification of the conditions which determine whether dissonance, or imbalance, or inconsistency, will result in AC or in some alternative course of action. AA.

Negating false ideas of anxiety-provoking events, by itself, may increase popular fears, but new correct or incorrect information reduces perceived threat & promotes `healthy' att's. 4 messages concerned with explanations of catatonic schizophrenia & 2 with other topics (for control purposes) were administered singly to 192 undergraduate students at the U of Illinois. 2 of the `catatonic' messages (one psychol'al & one physical) gave plausible explanations & treatments. 2 messages (one psychol'al & one physical) gave false information. All messages were equal in length & similar in format. Each S participating in the supposed study of `writing styles' was given 1 of the 6 messages at random to read & then asked to make attitude ratings & answer other questions. Att's concerning mental illness, patients, & clinicians were measured by a special form of the Osgood Semantic Differential Scale including scales of the activity, potency, evaluative, & understandability dimensions. Additionally, S's receiving one of the `catatonic' messages were asked whether or not they thought the suggested patient treatment would work. The findings were that: (1) the 4 explanations were all relatively convincing, (2) the 4 messages (2 plausible & 2 false) produced signif'ly diff att's by `t' test concerning catatonic schizophrenia than did the control messages. Regardless of the plausibility or falsity of the messages, 'S's receiving the `catatonic' messages rated the concept as more `valuable', `less potent,' `less active,' & more `understandable' than those receiving the control messages.' Test & control S's gave diff att's toward `mental illness' on the activity & potency dimensions, & toward the concept of 'psychiatrist' on the 'understandability' factor, & (4) 'analysis of variance showed no signif diff's between `physical' & 'psychol'al' or `plausible' & `false' messages.' These findings can not be explained on the basis that the S's had never before heard of catatonic schizophrenia, but on the basis that it being associated with pain, embarrassment, & danger, people tend to accept any authoritative-sounding information purporting to cure it. C. M. Coughenour.

It is indisputable that collaboration between PO res & soc psychol is desirable & will benefit both disciplines. A necessary condition for this collaboration to be fruitful is that the collaborators show scholarship & the ability to think clearly. Several prominent psychol'ts have recently summarized the thinking & res now going on under the names of `cognitive dissonance,I 'congruity,' `cognitive balance,' etc, for the field of PO res. It is argued that the treatment meted out to the concept of `cognitive balance' as formulated by F. Heider is neither scholarly nor clear-thinking, hence the real significance of the concept is lost. An attempt is made to conceptualize clearly the concept of `cognitive balance' & the errors of the reviewers are pointed out & corrected. AA.

This department is devoted to shorter articles and notes on research in the communications field, either completed or in progress. Readers are invited to submit reports on investigative studies which might prove useful to other students because of content, method, or implications for further research.

This department is devoted to shorter articles and notes on research in the communications field, either completed or in progress. Readers are invited to submit reports on investigative studies which might prove useful to other students because of content, method, or implications for further research.