Attitude and Social CognitionClass 12 Psychology NCERT Solutions
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Q1Review Questions
Define attitude. Discuss the components of an attitude.
Solution
An attitude is defined as a state of mind, a set of views or thoughts regarding a particular topic, known as the 'attitude object'. A key feature of an attitude is that it is evaluative, meaning it has a positive, negative, or neutral quality. It is more than just an opinion; it includes an emotional component and a tendency to act in a specific way towards the attitude object.
The components of an attitude are commonly referred to as the A-B-C components:
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Affective Component (A): This refers to the emotional aspect of the attitude. It involves the feelings, emotions, and sentiments associated with the attitude object. For example, feeling happy when seeing a green environment or angry when trees are cut down is the affective component of a positive attitude towards the environment.
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Behavioural Component (B): Also known as the conative aspect, this refers to the tendency to act or behave in a particular way with regard to the attitude object. It is important to note that attitudes are not behaviour itself but represent a predisposition to behave. For instance, actively participating in a tree plantation campaign reflects the behavioural component of a pro-environment attitude.
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Cognitive Component (C): This is the thought component of an attitude, which includes the beliefs, ideas, and knowledge a person has about the attitude object. For example, having sufficient information about the environment and holding a positive view towards a 'green environment' constitutes the cognitive component.
Q2Review Questions
Are attitudes learnt? Explain how?
Solution
Yes, attitudes are predominantly learned through personal experiences and interactions with others. While some studies suggest a minor inborn aspect, most social psychologists focus on the conditions that lead to the learning of attitudes. The primary processes through which attitudes are formed are as follows:
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Learning by Association: Attitudes can be formed when a neutral object is repeatedly associated with an object that already elicits a positive or negative response. For example, a student might develop a positive attitude towards a subject because they associate it with a teacher they admire and who has many positive qualities.
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Learning by being Rewarded or Punished: Attitudes that are reinforced, either through praise or other rewards, are more likely to be strengthened and maintained. Conversely, attitudes that lead to punishment or negative outcomes are likely to be weakened or changed. For example, a teenager who is praised for practicing yoga may develop a positive attitude towards health and fitness.
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Learning through Modelling (Observing Others): Many attitudes are learned by observing the behaviour of others and the consequences they face. When we see others being rewarded for expressing a particular attitude, we are more likely to adopt it ourselves. For instance, children may learn to respect elders by observing their parents doing so and being appreciated for it.
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Learning through Group or Cultural Norms: We often learn attitudes by conforming to the unwritten rules and norms of our culture or the groups we belong to. These norms dictate acceptable behaviours and ways of thinking, which, over time, become internalized as attitudes. For example, offering sweets at a place of worship is a normative behaviour that can lead to a positive attitude towards this practice.
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Learning through Exposure to Information: In the modern age, attitudes are frequently formed through information from various sources like media, books, and the internet. Reading about successful individuals may lead to a positive attitude towards hard work.
Q3Review Questions
What are the factors that influence the formation of an attitude?
Solution
The formation of attitudes is influenced by several contextual factors. These factors provide the background for the learning processes (association, reward, modelling, etc.) to take place. The key factors are:
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Family and School Environment: During the early years of life, parents and family members play a crucial role in shaping a child's attitudes. They do this through association, rewards and punishments, and modelling. Later, the school environment also becomes a significant background for attitude formation, influencing a child's views on various topics.
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Reference Groups: A reference group is a group whose norms and values an individual uses as a guide for their own behaviour. These groups indicate acceptable ways of thinking and behaving. The influence of reference groups is particularly strong during adolescence when the need to belong is high. Attitudes towards political, religious, and social issues are often developed through these groups.
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Personal Experiences: Direct personal experiences can lead to the formation of strong attitudes, sometimes causing a drastic change in a person's outlook. For example, a person who survives a life-threatening event may develop a strong positive attitude towards community service, as illustrated by the army driver who became a community leader after narrowly escaping death.
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Media-related Influences: The media, including television, the internet, and print media, are powerful sources of information that shape attitudes. They can influence attitudes on a wide range of topics from consumer products to social issues. The media can strengthen the cognitive and affective components of attitudes, which may subsequently affect the behavioural component. It can exert both positive influences (e.g., promoting social harmony) and negative influences (e.g., creating consumerist attitudes).
Q4Review Questions
Is behaviour always a reflection of one's attitude? Explain with a relevant example.
Solution
No, behaviour is not always a consistent reflection of one's attitude. An individual's attitudes may not always be exhibited through their behaviour, and similarly, their actual behaviour can sometimes be contrary to their stated attitudes.
A classic example that illustrates this inconsistency is the study conducted by Richard LaPiere. In his study, LaPiere, an American social psychologist, travelled across the United States with a Chinese couple. They visited numerous hotels and were refused service only once. This showed positive or non-discriminatory behaviour towards the Chinese couple. However, when LaPiere later sent questionnaires to the managers of the same hotels asking if they would provide accommodation to Chinese guests, a very large percentage responded that they would not. This response indicated a negative attitude towards the Chinese, which was completely inconsistent with the positive behaviour they had actually displayed.
Psychologists have found that consistency between attitudes and behaviour is more likely under certain conditions:
- The attitude is strong and holds a central place in the person's attitude system.
- The person is aware of their attitude.
- There is little to no external pressure or group norm influencing the person to behave in a particular way.
- The person's behaviour is not being watched or evaluated by others.
- The person believes that the behaviour will lead to a positive outcome.
Q5Review Questions
Differentiate between prejudice and stereotype.
Solution
Prejudice and stereotype are related concepts but are distinct from each other. The key difference is that prejudice is a complete attitude, whereas a stereotype is primarily the cognitive component of that attitude.
Here is a detailed differentiation:
Prejudice:
- Nature: It is an attitude, usually negative, held towards members of a particular group.
- Components: As an attitude, it has all three A-B-C components:
- Affective: It involves dislike or hatred towards the target group.
- Behavioural: It can lead to discrimination, which is acting in a less positive way towards the group.
- Cognitive: It is based on stereotypes about the group.
- Scope: It is a broader concept that encompasses feelings and behavioural tendencies in addition to thoughts.
Stereotype:
- Nature: It is a cluster of ideas or a set of beliefs regarding the characteristics of a specific group.
- Components: It represents the cognitive component of prejudice. It is a generalized belief where all members of a group are assumed to possess the same characteristics, which are often undesirable.
- Scope: It is a narrower concept, limited to the thought or belief aspect. For example, the belief that 'all members of Group X are lazy' is a stereotype.
In summary, a stereotype is the cognitive framework or belief system (e.g., 'Group X is lazy and untrustworthy'), while prejudice is the overall negative attitude that includes the stereotype, the negative feelings associated with it (e.g., dislike for Group X), and the potential to act negatively (e.g., avoiding members of Group X).
Q6Review Questions
Prejudice can exist without discrimination and vice versa. Comment.
Solution
The statement that prejudice can exist without discrimination and discrimination can exist without prejudice is correct. Although the two concepts are closely linked and often occur together, they are not inseparable.
Prejudice without Discrimination:
This situation occurs when a person holds a negative attitude (prejudice) towards a particular group but does not act on it. The individual may have negative thoughts and feelings but refrains from engaging in discriminatory behaviour. This could be due to various reasons, such as:
- Legal and Social Norms: Laws against discrimination or strong social pressure for equality may prevent the person from acting on their prejudice.
- Personal Values: The person might have other values, such as a belief in fairness, that override their prejudiced feelings when it comes to action. For example, a manager might personally dislike people from a certain community but still hire a qualified candidate from that community to comply with company policy and avoid legal issues.
Discrimination without Prejudice:
This situation arises when a person behaves in a discriminatory manner towards a group without holding a personal negative attitude (prejudice) against them. The discriminatory action is often a result of external pressures or a desire to conform to the expectations of others.
For example:
- Conformity: A person might join in telling a discriminatory joke because their friends are doing it, not because they personally harbor any prejudice.
- Institutional Policies: A landlord might refuse to rent an apartment to a person from a minority group, not because of personal dislike, but because they fear that other tenants in the building, who are prejudiced, would move out. The behaviour is discriminatory, but the motivation is economic or social pressure rather than personal animosity.
Therefore, while prejudice often leads to discrimination, it is entirely possible for one to exist without the other.
Q7Review Questions
Your friend eats too much junk food, how would you be able to bring about a change in her/his attitude towards food?
Solution
To bring about a change in my friend's attitude towards junk food, I can apply principles of attitude change discussed in social psychology. The approach should be strategic and supportive, focusing on the source, message, and the process of change itself.
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Source Characteristics: As the 'source' of the message, my credibility and attractiveness are important. I should present myself as a caring and well-informed friend (credibility) rather than being preachy. My friendship and genuine concern for their well-being would make me an 'attractive' source.
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Message Characteristics: The message I convey should be balanced.
- Rational Appeal: I can share information about the negative health consequences of junk food, such as weight gain, lack of energy, and long-term health risks. This would target the cognitive component of their attitude.
- Emotional Appeal: I can appeal to their emotions by expressing how much I care about their health and want them to be healthy and happy. This targets the affective component.
- Avoid Excessive Fear: While showing some negative consequences can be effective, generating too much fear might cause them to ignore the message altogether. The information should be factual but not overly alarming.
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Process of Attitude Change:
- Cognitive Dissonance: I can try to induce cognitive dissonance. I might gently point out the inconsistency between their knowledge (e.g., 'I know junk food is unhealthy') and their behaviour ('I eat it every day'). This mental discomfort might motivate them to change their behaviour to align with their knowledge, i.e., stop eating junk food.
- Two-Step Concept: According to S.M. Mohsin's two-step concept, change can happen through identification and imitation. Since my friend likely has a positive regard for me (identification), I can model the desired behaviour. I could suggest we try healthy and tasty recipes together or start a fitness routine. By changing my own behaviour and showing its positive effects (Step 1), my friend may be encouraged to imitate my actions and change their attitude and behaviour as well (Step 2).
By combining these strategies, I can create a supportive environment that encourages my friend to reconsider their attitude towards junk food and adopt healthier eating habits.