O argument content and elaboration o strong and

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o Argument content and elaboration o Strong and compelling arguments Effect on attitudes o Strong, more enduring rely on their own thoughts o More resistant to attacks think deeply o More predictive of behavior Peripheral route implicit Compliance and identification Superficial or heuristic processing snap judgments Occurs when people are influenced by incidental cues Characteristics o Thoughtless, lazy, shallow o Don’t think too hard
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o Focus on easiest and most obvious information o Trigger automatic acceptance without much thinking o Rule of thumb heuristics Likely to take when o Low motivation and low ability o Not personally relevant o Unimportant topic o Distracted/busy o Low in need for cognition o Positive mood What leads to persuasion? o Source attractiveness, expertise, likeability o Argument number o Visual images o Peripheral cues/heuristics o Mood o Easily understood familiar statements Effects on attitudes o Weak, less enduring o Susceptible to counterarguments o Superficial and temporary attitude change o Less predictive of behavior o Persuasion processes fall along a continuum of cognitive processing o Determined by motivation and ability High ability and motivation: central route Low ability and motivation: peripheral route Need for cognition (Cacioppo & Petty, 1982) - Motivation to think and analyze - Assessed by o Agreement with items such as “The notion of thinking abstractly is appealing to me” o Disagreement with items such as “I only think as hard as I have to” - Analytical people o Those with a high need for cognition o Enjoy thinking carefully o Prefer central routes - People who like to conserve their mental resources o Those with a low need for cognition o Quicker to respond to peripheral cues - Cacioppo, Petty, and Morris (1983) o Strong or weak arguments for a proposal of a comprehensive exam Strong: prestigious universities have comprehensive exams to maintain academic excellence
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Weak: since exams have been introduced at Duke, the anxiety of students has increased by 31% o Interaction effect For people with a high need for cognition Higher message evaluation for strong arguments than weak arguments Bigger difference in the rating between strong arguments and weak arguments For people with a low need for cognition Higher rating for strong arguments than weak arguments but is still low than that rated by the people with a high need for cognition Higher rating for weak arguments than people with a high need for cognition Smaller difference in the rating between strong arguments and weak arguments What are the elements of persuasion? - Who (the source/communicator) o 3 major characteristics Credibility Believability: a credible communicator is perceived as both expert and trustworthy Perceived expertise o Say things that audience agrees with makes one seem smart o To be introduced as someone who is knowledgeable on the topic o
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  • Fall '16
  • Regulatory Focus Theory,  Festinger,  New position

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