PRESENTED BY :

USAMA RIZWAN
ABID ALI
 AGENDA
 INTRODUCTION
 ATTITUDE APPROCHES
 ATTITUDE FORMATION
 TYPES OF SOCIAL LEARNING
 COGNITIVE BASED ATTITUDE THEORIES
 COGNITIVE RESPONSE MODEL
 ATTITUDE & BEHAVIOR MODEL
 +VE ATTITUDE
 BEHAVIOR
 ATTITUDE PREDICTS BEHAVIOR
 TRIANDS A-B MODEL
 COGNITIVE DISSONANCE
 WAYS 2 BEAT COGNITIVE DISSONANCE
A learned predisposition to respond in a
consistently favorable or unfavorable
manner toward an object, person, or
behavior.
 Cognitive Approach – Suggests that attitudes are
based on cognitions (thoughts).

 Affective Approach – Suggests that attitudes are

based on affect (emotions).
 Most attitudes become solidified during teen years
and early adulthood
 Social learning: Acquiring new information, forms
of behaviour, and attitudes from other persons
 We are influenced by the people around us:
 friends, family, co-workers, etc.
 Types of social learning:
 Classical conditioning
 Instrumental conditioning
 Observational learning
 Based on association
 One stimulus becomes a signal for a second
stimulus
 E.g., Pavlov’s dogs: bell eventually became a
signal for food and produced salivating
 Attitudes may form in a similar fashion
 Initially, the bell is paired with food to produce
salivating
 Eventually, the food is no longer required to produce
salivating
 Similarly, a certain person may be paired with a
negative reaction by a parent, leading to the child
becoming upset
 Eventually, the negative reaction is no longer
required to make the child upset
Initially…
 Parent’s reaction = unconditioned stimulus

 Upset child = unconditioned response

Over time…
 Person X = conditioned stimulus

 Upset child = conditioned response

 food

bell salivating

parent’s
negative
reaction
person child
X upset
 Also called operant conditioning
 Rewards and punishments
 Strengthening of responses that lead to:
 positive outcomes
 avoidance of negative outcomes
 Learning by example
 Attitudes may be transmitted unintentionally by
parents
 Child may observe their parent smoking, which may
lead to a positive attitude towards smoking
 Child may overhear a certain attitude being
conveyed by a parent that they were not meant to
hear
 Attitudes also learned from media
 Individuals want to imitate the people around
them, or people they look up to
 Observational learning is evident in ‘trends’
 E.g., attitudes towards clothes, etc.
 Cognitive response model

 Theory of reasoned action (TORA)

 Central idea – consumers’ thought reactions to a
message affect their attitudes
 Counter arguments
 Support arguments
 Source derogations
 Consumers don’t blindly accept a persuasive
message.
 E.g., you typically don’t think about your attitude
towards panhandling until you are confronted by a
panhandler
 Once activated, the attitude influences your
perceptions of the attitude object
 Knowledge of social norms is also activated (i.e., you
may politely so ‘sorry, no change’ to the panhandler
rather than yell and swear at them)
 Together, the newly-accessed attitude and the social
norms influence behavior
 This is a model that provides an explanation of
how, when, and why attitudes predict behavior.
 Two important features:
Attitude specificity
Normative influence
  We can choose to have a positive attitude.

 Positive attitude is not about how we ‘feel’ – it is also rational.

 Don’t beat yourself over the head with the ‘positive attitude’
hammer.
 You have to beat negative attitude in every step because –VE
attitudes makes your life panic and creates disaster in relations
among family as well as at workplace also

 -VE attitUdes includes:

 DISOBEDIENCE
 AGGRESSIVE
 IMPATIENCE
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The manner of conducting oneself. The
response of an individual or group to
it’s environment.
 4 Factors that Impact the Relationship:
 Qualities of the…
 Behavior (General vs. specific)
 Person (Who is being asked)
 Situation (When and how are they being asked?)
 Attitude (How was the attitude formed?)
 Attitudes contain three components, which influence
one’s intention to act:
 1) Perceived consequences of action (C):
 “Will be the effects of my action be positive?”
 2) Affect evoked by the action (A):
 “Will this action produce positive emotions?”
 3) Social factors (S):
 e.g., “Do I have a social obligation to act?”
 These three aspects are summed to predict
Behavioural Intention (I):
Consequences
(C)
Behavioural
+ Intention
Affect
= (I)
(A)
+
Social Factors
(S)
 A state of internal tension that results from an inconsistency
between any knowledge , belief, opinion, attitude or feeling about
the environment, oneself of one’s behavior. It is psychologically
uncomfortable.

 Cognitive- being reduced to factual knowledge; act or process of

knowing including both awareness and judgment.

 Dissonance- lack of agreement, inconsistency between one’s

actions and one’s belief
 Cognitive dissonance occurs when a person’s
attitude and behavior are inconsistent.
Avoidance

Denial

Change