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UA COMM 415 - Encoding
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COMM 415 1st Edition Lecture 8 Outline of Last Lecture I. ClothingOutline of Current Lecture II. Encodinga. social motivationsIII. Decodinga. impression formationsb. occupational attributesIV. Clothing & Interactive PhenomenaV. Tattoos & PiercingsCurrent LectureA. clothing & social motivations1. 353 female patrons of Vienna nightclubs2. video photograph, alive sample, questionnaire 3. motivation to “hang around” rated their clothing as less “sexy” more modest”4. motivation to “flirt” rated their clothing as more “sexy” and “bold”5. wearers understand the social code6. hormone levels (testosterone, estradiol) were related to self-description of clothing as “sexy/bold” and to actual clothing use (skin display, skirt length, etc.) among manyparticipants ***hormone levels influence clothing choices***7. during most fertile phase of the ovulatory cycle, women wore most attractive clothing8. judges rated their loathing during high fertility phase as more fashionable “nicer” showing more skin etc.9. replicated in 200810. but they also were asked to draw an outfit that they’d want to wear to a social eventThese notes represent a detailed interpretation of the professor’s lecture. GradeBuddy is best used as a supplement to your own notes, not as a substitute.11. women sketched outfits that were sexier and more revealing when they were nearest to ovulation12. wearing red to attract• women expecting to converse with an attractive man choose to wear a red (vs. green) shirt than women expecting to converse with an unattractive man or average woman • women expecting to converse with an attractive man choose to wear red (vs. blue) short than women expecting to converse with an attractive woman I. DecodingA. impression formation1. grammar school girls• judged photos• snobbish• fun-loving• shy• gay• intelligent• anxiousB. occupational attributes1. salesman in dark suit was seen as a better salesman, more ambitious and optimistic• salesman in any of the traditional outfits (1-4) were seen as representing a company that was large, has good service, many products, and good credit2. teacher attributes & clothing• jeans: could discuss problems with; fun in the classroom; given least respect; does not know anything• sweater: neutral; little response• shirt & tie: looks like a teacher; knows subject matter; grades fairly; approachable• sport coat: knows subject matter; no sense of humor; doesn’t listen to opinions; too much homework; would embarrass students; prefer not to have as teacher3. business professors & clothing• formal dress led to greater attributions of expertise than did casual dress • formal dress led to lower feelings of like ability than did casual dressII. Clothing & Interactive Phenomena A. walk against traffic signalB. dress: high status (suit); low status (soiled and patched pants/denim shirt)C. more pedestrians followed high status model against traffic signal III. Tattoos & Piercings A. traits of people who get tattooed 1. weaker social bonds to parent, school, religion2. victimized in the past3. negative self-appraisal (low self-esteem, depression, suicidal)4. more involved in substance abuse and delinquency 5. less conscientious6. more extraverted 7. high sensation seekers8. more accepting of sex without commitment B. what do tattoos mean to the wearer?1. 18-38 year old women with tattoos2. major themes:• connection to the self• life events• relationships• spirituality3. obtaining tattoos resulted in a change in how participant viewed themselves and caused some behavioral change C. motivations for tattoos and body piercings1. historically:• a symbol of important past event, love, friendship• group membership• a marker of individuality 2. recently:• “human canvas” hypothesis• “upping the ante” hypothesis (by having the at too it demonstrates pain tolerance or status)D. impressions of women with tattoos1. university students rated tattooed women as:• less attractive physically• more sexually promiscuous• heavier drinkers 2. line drawings of a model with 0-3 visible


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UA COMM 415 - Encoding

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