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Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,Click to edit Master title style,*,*,Friday, October 18, 2024,Attidude-Change,Priciples,上外 马任,Catalog,情绪反应和外显的行为都可以通过观察别人的行为而习得,加涅,和,布里格斯,：树立榜样是态度改变的根本策略,班杜拉,： 树立榜样是促进态度改变的一项技术,2. Modeling Appropriate Behaviors,可信度高的榜样更具有说服别人的影响力,2.,1,学习者必须能理解特殊行为的示范作用,2.,2,学习者应该观察榜样被哪种行为强化,2.,3,角色扮演对劝说有着强有力的影响,2.,4,积极参与更能促进态度的改变,2.5,可信度高的榜样更具有说服别人的影响力,2.,1,As with the source in a persuasive message,credibility implies expertise and trustworthiness.,可信度高的榜样更具有说服别人的影响力,2.,1,Frequntly the model is a local source ,well known to the learners.,It is important that the learners,attend to,the message.,Strategies consistent with effective use of any media in a lesson are applicable here.,学习者必须能理解特殊行为的示范作用,2.,2,The lesson should include some means of debriefing to check that the learners have,observed and understood,the desired behaviors.,例子：,如何对小学生进行“八荣八耻”教育 ？,学习者必须能理解特殊行为的示范作用,2.,2,除了要观察榜样示范的行为，学习者必须观察到榜样被哪种行为所强化的,学习者应该观察榜样被哪种行为强化,2.,3,If the model,receives,a reward after performing the demonstrated behavior, and that reward is,valuable,to the learner, the learner may choose to perform the behavior to gain the reward.,学习者应该观察榜样被哪种行为强化,2.,3,电影肖申克的救赎,角色扮演是一种人与人之间社交活动，可以以任何形式进行（游戏、治疗、培训）。在活动中，参与者在故事世界中通过扮演角色进行互动。,角色扮演对劝说有着强有力的影响,2.,4,角色扮演的具体分类,角色扮演对劝说有着强有力的影响,2.,4,互动角色扮演,舞台戏剧、影视剧,Cosplay,角色扮演疗法,企业管理中的角色扮演,电子游戏角色扮演,经典案例：斯坦福监狱实验,角色扮演对劝说有着强有力的影响,2.,4,实验人员：,心理学家,菲利普金巴多,时间地点：,1971年在斯坦福大学,实验对象：,征募来的通过了专门测试的受试者24名,身心健康,、,情绪稳定,的大学生（绝大多数：斯坦福+加州伯克利）,实验内容：,将实验对象,随机,分成两组，一组扮作狱警，一组扮作犯人。本来这个实验计划是十四天，但到了第七天就宣告终止。终止的原因是该实验对扮演囚犯的实验者,造成了伤害,改编自斯坦福监狱实验的电影,角色扮演对劝说有着强有力的影响,2.,4,Several researchers have found that,participants,in role-playing,are affected more than observers,.,积极参与更能促进态度的改变,2.5,The active participant is apparently,more aroused,more involved, and,more able to experience,the emotions that might occur in reality,积极参与更能促进态度的改变,2.5,指个体认识到自己的态度之间、或者态度与行为之间存在着矛盾。在费斯廷格看来，所谓的认知失调是指由于,做了一项与态度不一致的行为,而引发的不舒服的感觉，比如你本来想帮助你的朋友，实际上却帮了倒忙。,3. Creating and Managing Dissonance,费斯廷格,认知失调理论,在一般情况下，人们的态度与行为是一致的，如你和你喜欢的人一起郊游或不理睬与你有过节的另一个人。但,有时候态度与行为也会出现不一致,，如尽管你很不喜欢你的上司夸夸其谈，但为了怕他报复你而恭维他。,3. Creating and Managing Dissonance,说明态度转变的社会认可以及会有什么回报,3.,3,展现与现存观念不一致信息&劝导表现出与态度不一致行为,3.,4,结构性态度改变课程,3.5,劝说一个人表现出与其态度相反的行为,3.,1,劝说过程中许诺有奖励或惩罚时态度转变的条件,3.,2,使用“逐次接近”的方法来渐渐改变态度,3.6,If individuals who,feel prejudice,toward another group are,put in close interaction,with that group and,induced,to behave civilly, dissonance theory would predict that,their attitude,toward the other racial group,might change,.,劝说一个人表现出与其态度相反的行为,3.,1,如果个体对另一群体存有偏见，我们现在要求个体与那一群体有紧密的联系，然后劝说个体表现的很有礼貌，那么冲突理论预测： 这些个体对其它群体存在偏见的态度可能会改变。,eg.,When a person is induced to perform an attitudinally- discrepant act because of promise of,reward or punishment, attitude change will,occur only,to the extent that the person feefs the magnitude of the reward or punishment was insufficient to justify the attitudinally,discrepant behavior.,劝说过程中许诺有奖励或惩罚时态度转变的条件,3.,2,费斯延格：不充分合理化实验,A. 让被试做 1小时,枯燥无味,的绕线工作,B. 在其离开工作室时，实验者请他告诉在外面等候参 加实验的“被试”（其实是实验助手）绕线工作很有 趣，吸引人；,C.同时，,说谎,的被试得到一笔酬金（实验组和对照组分别为1美元和20美元）。然后实验者再请他填写一张问卷，以了解他对绕线工作的真实态度。,D.结果发现，得,报酬多,的被试对绕线工作仍持有,低,的态度,评价,；得,报酬少,的被试提高了对绕线工作的评价，变得,喜欢,这个工作了。,当被试对别人说绕线工作很有趣时，心口不一致他头脑中有了两个认知因素：,认知因素,我本不喜欢绕线工作,我对别人说这活很有趣,为了消除心理上的失调感，他便要把自己的行为合理化。,费斯延格：不充分合理化实验,费斯延格：不充分合理化实验,1,美元,评价较,高,20,美元,评价较,低,最终结果,费斯延格：不充分合理化实验,Models of dissonance arousal and reduction,Demonstrate the soci,al,a,ccept,a,biIity o,f,the desired attitude and the re,w,ard available so,cially,for behavior consistent,w,ith the attitude.,说明态度转变的社会认可以及会有什么回报,3.,3,S,ocial acceptability,is an especially,forceful reward,for attitude change because it carries with it the secondary rewards,说明态度转变的社会认可以及会有什么回报,3.,3,微笑背后隐藏的力量.mp4,It was observed above that,providing,information is,not enough,to cause attitude change, but providing information,after,inducing dissonance,is helpful,.,展现与现存观念不一致信息&劝导表现出与态度不一致行为,3.,4,Following complex attitudinal analysis, the lessons consist of interacting sequences moving,from,inducing,be,havioral,change,to,arguing a new cognition,to,creating a situation,to,move the feeling.,结构性态度改变课程,3.5,使用“逐次接近”的方法来渐渐改变态度,3.6,The process of ID of the analysis of attitude,A.,Identifying,the old attitude,the desired state ,and the gap between.,B.,Further analysis,reveals stages within,the gap,where three dimenstions of the attitude could be internally consistent.,C,.,T,he lesson,gradually moves,the learners from the old attitude to the desired attittude .,Summary,书,倾,情,推,荐,书,Friday, October 18, 2024,Thank You !,
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