Attitude-Behavior Relations Attitude-Behavior Relations First Generation: First Generation: Whether Whether To what extent, if at all, are attitudes To what extent, if at all, are attitudes predictive of behavior? predictive of behavior? Second Generation: Second Generation: When When Under what Under what conditions conditions do what kinds ofdo what kinds ofattitudes attitudes of what kinds ofof what kinds ofindividuals individuals predict predict what kinds ofwhat kinds ofbehavior behavior ? Third Generation: Third Generation : How How
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The way the attitude is expressed depends The way the attitude is expressed dependson certain situational pressures. But theon certain situational pressures. But the
same latent acquired behavioralsame latent acquired behavioraldisposition or attitude mediates bothdisposition or attitude mediates bothverbal and overt behavioral responses.verbal and overt behavioral responses.
Implication: that the reported failure of Implication: that the reported failure of
attitudes to predict behavior representedattitudes to predict behavior represented“pseudo-inconsistencies” that should not“pseudo-inconsistencies” that should notinfluence our construal of AB relations.influence our construal of AB relations.
Theory of reasoned action and theory of planned Theory of reasoned action and theory of plannedbehavior (Fishbein & Ajzen)behavior (Fishbein & Ajzen)
Assumptions: people are quite rational and makeAssumptions: people are quite rational and makesystematic use of info available to them. Whensystematic use of info available to them. Whenan appropriate measure of intention isan appropriate measure of intention isobtained, it provides the most accurateobtained, it provides the most accurate
prediction of behavior. Goal of reasoned actionprediction of behavior. Goal of reasoned actionmodel: to understand and predict socialmodel: to understand and predict socialbehavior.behavior.
Concerns about Reasoned Action:Concerns about Reasoned Action:
1.1. Scope – the approach does not address casesScope – the approach does not address caseswhere we want to know if a global attitudewhere we want to know if a global attitude
predicts a specific behavior (e.g., symbolicpredicts a specific behavior (e.g., symbolic
racism and opposition to school busing).racism and opposition to school busing).
Represents a measurement solution to A-BRepresents a measurement solution to A-Brelations that does not deal with such cases.relations that does not deal with such cases.
Interrelationship between A and Sn.Interrelationship between A and Sn.Multicolinearity problem?Multicolinearity problem?
BI and B: correlating two measures of theBI and B: correlating two measures of thesame attitude? Given specificity of same attitude? Given specificity of measures, are you correlating behavioralmeasures, are you correlating behavioralmeasures of attitude with a behavioralmeasures of attitude with a behavioralself-report measure?self-report measure?
What about effects of behavioral beliefsWhat about effects of behavioral beliefsabout alternative behaviors? Increaseabout alternative behaviors? Increasepredictability. Having an abortion vs.predictability. Having an abortion vs.having the child (Smetana & Adler)having the child (Smetana & Adler)
Theory of Planned Behavior: addition of Theory of Planned Behavior: addition of
perceived behavioral control: the person’sperceived behavioral control: the person’s
belief as to how easy or difficultbelief as to how easy or difficult
performance of the behavior is likely to be.performance of the behavior is likely to be.Extension of reasoned action – deals with B’sExtension of reasoned action – deals with B’s
that are not under volitional control.that are not under volitional control.
Armitage & Conner (2001) meta analysisArmitage & Conner (2001) meta analysis
How and by what psychological mechanisms doHow and by what psychological mechanisms doattitudes guide behavior?attitudes guide behavior?
To improve the accuracy of prediction of specific To improve the accuracy of prediction of specificaction tendencies, it is necessary to examine theaction tendencies, it is necessary to examine theprocesses whereby attitudes guide behavior.processes whereby attitudes guide behavior.
vs. automatic processing models (Fazio’s MODEvs. automatic processing models (Fazio’s MODEmodel and other automatic activation models).model and other automatic activation models).
2. For half, embedded within these 1502. For half, embedded within these 150words, were many wordswords, were many wordsstereotypically associated with thestereotypically associated with the
elderly – gray, wrinkle, Florida, bingo.elderly – gray, wrinkle, Florida, bingo.Primed (mentally activates a concept,Primed (mentally activates a concept,made accessible) concept of elderly.made accessible) concept of elderly.
3. Other half exposed to neutral words3. Other half exposed to neutral words
not associated with elderly. Thankednot associated with elderly. Thankedand thought study was over.and thought study was over.
Key finding: participants who were primedKey finding: participants who were primedtook 13 seconds longer to walk to thetook 13 seconds longer to walk to theelevator.elevator.
Presumably unaware of the priming effect.Presumably unaware of the priming effect.
Other exs. of automatic activation effects:Other exs. of automatic activation effects:
●●activating traits of rudeness or intelligenceactivating traits of rudeness or intelligenceled to people behaving more assertively orled to people behaving more assertively or
performing better on tests of generalperforming better on tests of generalknowledge.knowledge.
●●activating goal of achievement led to peopleactivating goal of achievement led to peoplepersevering longer on difficult tasks.persevering longer on difficult tasks.
●●(Dijksterhuis & van Knippenberg, 1998):(Dijksterhuis & van Knippenberg, 1998):
Primed students either with a social categoryPrimed students either with a social category
associated with intellectual accomplishmentassociated with intellectual accomplishment(professors), or with one noted for refined habits of (professors), or with one noted for refined habits of mind (soccer hooligans).mind (soccer hooligans).
Those primed with professor cues did better on test Those primed with professor cues did better on testof general knowledge than those primed with cuesof general knowledge than those primed with cues
associated with soccer hooligans.associated with soccer hooligans.
Rudman & Borgida (1995): The afterglow of Rudman & Borgida (1995): The afterglow of construct accessibility: Behavioralconstruct accessibility: Behavioralconsequences of priming men to viewconsequences of priming men to viewwomen as sexual objects.women as sexual objects.