PSYC 3100 1st Edition Lecture 10 Outline of Last Lecture I. ReviewOutline of Current Lecture I. Preliminary Remarks II. Why is it so Interesting? III. My Plan IV. Terms and Concepts V. Cognitive Dissonance: What is it? VI. Point of Note VII. What determines its Magnitude VIII. Smoking Example IX. Recall X. Four Options XI. Stated Differently XII. Quick Version (“Dissonance for Dummies”) XIII. Research Paradigms XIV. Paradigm I: Forced Compliance XV. Forced Compliance: Variation XVI. Festinger and Carlsmith Current Lecture I. Preliminary Remarks - Developed by Leon Festinger in the early 1950s.- Among the most famous theories in psychology.- This is both good (education of society) and bad (misconstrual of the theory). - Has stood the test of time well. Numerous theorists have suggested revisions; however, the broad consensus is that Festinger pretty much “got it right”.- Formally concerned with relations among cognitive elements, or cognitions, and typically presented that way.- I prefer to present it from a slightly different – behavior - standpoint because I think this has greater practical value.These 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.- KEY POINT: The theory is fundamentally motivational in that it posits the establishment of a particular motive under certain conditions. (motivational theory). It proposes that certain cognitive differences establish a particular motive. II. Why is it so Interesting? - PREDICTS AND EXPLAINS COUNTER-INTUITIVE EFFECTS. (contrary to your common sense).- For example, it suggests:1. people will sometimes like jobs more the less they are paid to do them;Ex: A college football player may love the game, but once he becomes prohe might not like it as much even though he is getting paid millions of dollars.2. people will sometimes be more committed to an abusive spouse than to a kind spouse; The more poorly someone treats you, the more committed you are to them. Breaking up with someone who has a better “package”, we may down grade them or talk bad about them.3. people will sometimes derogate (i.e., run down) a desirable (e.g., nice, smart, good-looking) EX more than an undesirable (e.g., mean, dull, plain-looking) EX. - IT CALLS INTO QUESTION THE COMMON SENSE ASSUMPTION THAT:BELIEFS  ACTIONSometimes:BELIEFS  ACTION - We act on the basis of our beliefs. Sometimes how we act determines how we believe. Ex: What I think about you may determine how I treat you.- Illustrates further the important point that humans are not neutral processors of information. - To be sure, we usually have reason to want to see reality, i.e., what is there. However, we frequently want reality to have a certain character. To the extent (1) character motives are powerful, and (2) reality is ambiguous, we tend to “see” what we want to see (we assimilate). III. My Plan - First, present the theory in fairly formal (and boring) terms.- Then present the theory in informal terms that may allow you to apply it more easily.IV. Terms and Concepts - BEHAVIORAL COMMITMENT: A chosen action that would be at least somewhat difficult to “undo” (e.g., decision to smoke; decision to divorce;decision to go to war). An action that you have freely chosen to do.- COGNITION (I.E., A COGNITIVE ELEMENT): A piece of information in one’smind (“The sky is blue; the desk is hard; my wife is strong; my husband is pretty.”). Any piece of information in your mind.- RELEVANT COGNITION: A cognition that links psychologically to a given behavioral commitment (“Smoking relaxes me; smoking puts my health atrisk.”). Other examples for smoking: Increases risk for fire; girlfriend doesn’t like it; tastes good.- IRRELEVANT COGNITION: A cognition that does not relate psychologically to the behavioral commitment (“My mother’s name is Alice; Joe is a plumber.”). Represents anything else that does not connect with topic.- These are types of Relevant Cognitions:- CONSONANT COGNITION: A relevant cognition that fits (i.e., accords) psychologically with a given behavioral commitment (“Smoking relaxes me; smoking keeps me thin; smoking makes me look cool.”).- DISSONANT COGNITION: A relevant cognition that does not fit psychologically with a given behavioral commitment (“Smoking endangers my health; smoking creates fire risk; smoking smells up my house; my husband will not kiss me if I have been smoking.”). - COGNITION IMPORTANCE: The value one places on a given cognitive element. Importance can be different depending on the person. Not all cognitions are equal. Some are more significant than others.- On a scale ranging from 0 to 10, the (consonant) COOL cognition would likely be assigned a relatively light weighting (e.g., 4 or 5), whereas the (dissonant) HEALTH cognition would likely be assigned a heavy weighting (e.g., 9 or 10).- WEIGHT OF CONSONANT (RELEVANT) INFORMATION :- Σ (consonant cognitions x importance) - A scale from 1 to 10 is used. - WEIGHT OF DISSONANT (RELEVANT) INFORMATION :- Σ (dissonant cognitions x importance)- A scale from 1 to 10 is used. - WEIGHT OF RELEVANT INFORMATION (IN TOTAL):- Σ (consonant cognitions x importance) + Σ (dissonant cognitions ximportance) V. Cognitive Dissonance : What is it ? - An unpleasant psychological tension that occurs when we freely elect to behave in a certain way even though there are reasons not to do so. We act in a way which we know there is a downside to it. - Generated by the lack of fit between the knowledge that we did X and the reasons not to have done X (i.e., the dissonant cognitions).- Activates the motive to reduce or eliminate the lack of fit and thereby feel better.- The greater the dissonance, the stronger the motive to reduce or eliminate the lack of fit.- Activates a motive between your decision and beliefs.VI. Points of Note- Theory assumes humans have a need for consistency in the same way they have needs for others things, such as food, water, and sex. - In other words, the need for cognitive consistency is a fundamental aspect of the human condition.- Theory does NOT assume that people are consciously aware of the motive to reduce dissonance. They may be aware in some circumstances and unaware in others.VII. What determines its Magnitude? - Proportion of the weight of relevant