Objective:

The previous lesson took a look at how beliefs can be formed. This lesson looks at how those beliefs can be changed both in advertisements and in daily life. The ideas learned in this lesson come from the Social Psychology field. This gives students a view of how persuasion works on them.

Preset Activity:

(In the previous lesson students researched derived beliefs. Here students will take a look at Authority beliefs. These are beliefs that are formed over time, and are contingent on what others around an individual believe.) Have students compile a list of different behaviors expected in their classes. For example, some teachers might allow them to talk more then others. Classes might have different seating arrangements. The students might write that most teachers want them facing the front of the room and listen to lecture. Then they could write that a couple of teachers allow them to sit differently, or talk more in their class. Have the students write how they know what the behavior norms are for each class. For example did the teacher tell them they could chat as he taught or did it occur over time? (This gives students a glimpse into how behaviors are developed, which is a main focal point to this lesson.)

Lesson:

Behaviors are developed over time with influence from outside sources (those around you). Examine how the classroom norms were developed in each classroom. Did the teachers tell them how to act or did they learn how to act over time? Today we will take a look at how those around you can shape your behavior.

In advertisement it is important that the audience gets the message right away. They are attempting to change your attitudes, which they hope will change your behavior.

Their method can be explained as a Single-shot Attitude change. This is a series of steps that have to be met in order to change the audiences attitude.
 

1)Attention - have to have their attention
2)Comprehension - audience needs to understand.
3)Acceptance - accept what you say is true.
4)Retention - need to remember the message.
5)Action - If all the others are met, the audience will be persuaded into some action.

Behaviorism:

Skinner and schedules of reinforcement. There are fixed and intermittent schedules of reinforcement. Fixed schedules give positive feedback on a continuous bases. The schedule can be based on either time (interval) or action (ratio). Giving dessert after eating beans is a fixed ratio schedule of reinforcement based on eating beans. Giving dessert every six hours is a fixed interval schedule of reinforcement.

Intermittent schedules give positive feedback on a more limited bases. These are also based on either time (interval) or action (ratio). Playing the lottery is an example of variable ratio. Addictions can arise out of variable ratio. It is one of the strongest reinforcements to ensure that a behavior continues after the reinforcement has ceased.

Negative reinforcement - The taking away of something for a negative stimuli after a behavior has been completed. (The taking of Tylenol to rid a headache is an example of this.)

Learning Theory:

Bandura and role models. Social learning theorist who says that we learn from those around us. We learn what things are acceptable and which aren't by how others are treated according to their actions.

Bandura describes this in a three step model:
1) observes the behavior of a model.
2) immediately copies the response.
3) receive reinforcement.

A Story on shaping behavior:
Students in a psychology class decided to reinforce the professor to move to the left. The reinforcers they used were listening attentively, nodding their heads, and taking notes. Whenever the professor moved to the right, however, they stopped delivering the reinforcers. They would stop taking notes, yawn, and look bored. This systematic delivery of reinforcers for movement to the left was apparently quite successful, for legend has it that about halfway through the lecture the professor fell off the left of the stage.

Tension Theory:

• We like to agree with people we like
• We disagree with people we don't like.
• If we don't like someone and find out that we agree on something, we either have to change our attitude about the thing or the person.

• Make people uneasy about something
• Give them a way to put their minds at ease.
• We want our beliefs to be in balance with our actions.
• When we are made to believe that our actions are hindering our beliefs it cause dissonance.
• There are some overall situations that can cause this imbalance, these are: Loss of Group Prestige, Economic Loss, Loss of Personal Prestige, Uncertainty of Prediction, and Sense of Guilt.

Reflective: Have groups prepare a list explaining where they can find each method being used in their daily lives. They should have an example for: Behaviorism, Learning Theory, Tension Theory, and Cognitive Dissonance. Then have them prepare a skit that demonstrates a group trying to change behavior by using one of these methods. (An example of this would be: Shaping can be found when I hang out with my friends. My friends like to play basketball and I grew up liking soccer, after continuous reinforcement for basketball by my friends talking positively about the sport and giving me the opportunity to play, I have grown to like basketball more then soccer.)