Publisher Summary
This chapter outlines the two basic routes to persuasion. One route is based on the thoughtful consideration of arguments central to the issue, whereas the other is based on the affective associations or simple inferences tied to peripheral cues in the persuasion context. This chapter discusses a wide variety of variables that proved instrumental in affecting the elaboration likelihood, and thus the route to persuasion. One of the basic postulates of the Elaboration Likelihood Model—that variables may affect persuasion by increasing or decreasing scrutiny of message arguments—has been highly useful in accounting for the effects of a seemingly diverse list of variables. The reviewers of the attitude change literature have been disappointed with the many conflicting effects observed, even for ostensibly simple variables. The Elaboration Likelihood Model (ELM) attempts to place these many conflicting results and theories under one conceptual umbrella by specifying the major processes underlying persuasion and indicating the way many of the traditionally studied variables and theories relate to these basic processes. The ELM may prove useful in providing a guiding set of postulates from which to interpret previous work and in suggesting new hypotheses to be explored in future research.

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The elaboration likelihood model of persuasion

A review is presented of the book “Heuristics and Biases: The Psychology of Intuitive Judgment,” edited by Thomas Gilovich, Dale Griffin, and Daniel Kahneman.

Heuristics and Biases: The Psychology of Intuitive Judgment

Perhaps the simplest and the most basic qualitative law of probability is the conjunction rule: The probability of a conjunction, P (A&B) cannot exceed the probabilities of its constituents, P (A) and P (B), because the extension (or the possibility set) of the conjunction is included in the extension of its constituents. Judgments under uncertainty, however, are often mediated by intuitive heuristics that are not bound by the conjunction rule. A conjunction can be more representative than one of its constituents, and instances of a specific category can be easier to imagine or to retrieve than instances of a more inclusive category. The representativeness and availability heuristics therefore can make a conjunction appear more probable than one of its constituents. This phenomenon is demonstrated in a variety of contexts including estimation of word frequency, personality judgment, medical prognosis, decision under risk, suspicion of criminal acts, and political forecasting. Systematic violations of the conjunction rule are observed in judgments of lay people and of experts in both between-subjects and within-subjects comparisons. Alternative interpretations of the conjunction fallacy are discussed and attempts to combat it are explored.

/pdf/extensional-versus-intuitive-reasoning-the-conjunction-2cmoy4v6op.pdf

Extensional versus intuitive reasoning: The conjunction fallacy in probability judgment.

Much research in the last two decades has demon- strated that human responses deviate from the performance deemed normative according to various models of decision mak- ing and rational judgment (e.g., the basic axioms of utility theory). This gap between the normative and the descriptive can be inter- preted as indicating systematic irrationalities in human cognition. However, four alternative interpretations preserve the assumption that human behavior and cognition is largely rational. These posit that the gap is due to (1) performance errors, (2) computational limitations, (3) the wrong norm being applied by the experi- menter, and (4) a different construal of the task by the subject. In the debates about the viability of these alternative explanations, attention has been focused too narrowly on the modal response. In a series of experiments involving most of the classic tasks in the heuristics and biases literature, we have examined the implica- tions of individual differences in performance for each of the four explanations of the normative/descriptive gap. Performance er- rors are a minor factor in the gap; computational limitations un- derlie non-normative responding on several tasks, particularly those that involve some type of cognitive decontextualization. Un- expected patterns of covariance can suggest when the wrong norm is being applied to a task or when an alternative construal of the task should be considered appropriate.

https://www.cambridge.org/core/services/aop-cambridge-core/content/view/S0140525X00003435

Individual differences in reasoning: Implications for the rationality debate?

A theory of norms and normality is presented and applied to some phenomena of emotional responses, social judgment, and conversations about causes. Norms are assumed to be constructed ad hoc by recruiting specific representations. Category norms are derived by recruiting exemplars. Specific objects or events generate their own norms by retrieval of similar experiences stored in memory or by construction of counterfactual alternatives. The normality of a stimulus is evaluated by comparing it to the norms that it evokes after the fact, rather than to precomputed expectations. Norm theory is applied in analyses of the enhanced emotional response to events that have abnormal causes, of the generation of predictions and inferences from observations of behavior, and of the role of norms in causal questions and answers. This article is concerned with category norms that represent knowledge of concepts and with stimulus norms that govern comparative judgments and designate experiences as surprising. In the tradition of adaptation level theory (Appley, 1971; Helson, 1964), the concept of norm is applied to events that range in complexity from single visual displays to social interactions. We first propose a model of an activation process that produces norms, then explore the role of norms in social cognition. The central idea of the present treatment is that norms are computed after the event rather than in advance. We sketch a supplement to the generally accepted idea that events in the stream of experience are interpreted and evaluated by consulting precomputed schemas and frames of reference. The view developed here is that each stimulus selectively recruits its own alternatives (Garner, 1962, 1970) and is interpreted in a rich context of remembered and constructed representations of what it could have been, might have been, or should have been. Thus, each event brings its own frame of reference into being. We also explore the idea that knowledge of categories (e.g., "encounters with Jim") can be derived on-line by selectively evoking stored representations of discrete episodes and exemplars. The present model assumes that a number of representations can be recruited in parallel, by either a stimulus event or an

https://www3.canyons.edu/faculty/rafterm/0%200LLI%20LOVEandLOSS/Day%206%20Files/1986%20-%20Norm%20Theory%20-%20Comparing%20Reality%20to%20Its%20Alternatives.pdf

Norm theory: Comparing reality to its alternatives

Name Stereotypes and Teachers' Expectations.

Sex Variable in Conforming Behavior.

The relation between rated social desirability of first names and sociometric popularity status in elementary-school children was investigated. Popularity status was found to be highly correlated with the social-desirability value of the individual's first name as rated by members of his own organized youth group. However, more surprisingly, it was found that popularity was also correlated significantly with social-desirability values of names as rated by members of other groups relatively unfamiliar with the individual bearing that name. This latter correlation suggests certain social handicaps upon the child who bears a "socially undesirable" name, as well as important methodological contamination in sociometric studies of children's groups.

Stereotyping of names and popularity in grade-school children.

Situational influence on moral justice: a study of "finking".

: Extending from the differentiation of normative and informational processes of social influence an investigation of interactions between two motivational factors (achievement needs and affiliation needs and one situational factor (task difficulty or ambiguity) was executed. Undergraduates were subjected to contrived group pressures toward erroneous perceptual judgments. An analysis of variance of frequencies of conforming behavior revealed (a) that conformity occurs more frequently on maximally ambiguous perceptual tasks than on relatively unambiguous ones, and more frequently on unambiguous tasks which are characterized by lack of subjective confidence in accuracy of judgment than on ones characterized by high levels of confidence in accuracy of judgment; (b) that predispositional achievement nees are related to characterization of the task stuation as easy, difficult, or impossible whereas predispositional affiliation needs are unrelated to task characterization; (c) that high levels of achievement motivation operate to suppress differentiation of response to social influence as a function of differences in affiliation motivation, while low levels of affiliation motivation may generate relative indifference to social influences regardless of differences in achievement motivati n; and (d) the sex differences in frequency of conformity to group pressures disappear when predispositional motivational factors are controlled. (Author)

John W. McDavid

Papers

Name Stereotypes and Teachers' Expectations.

Sex Variable in Conforming Behavior.

Stereotyping of names and popularity in grade-school children.

Situational influence on moral justice: a study of "finking".

Achievement motivation, affiliation motivation, and task difficulty as determinants of social conformity.