1
Q
Attitude
A
a psychology tendency that is expressed by evaluating a particular entity with some degree of favour or disfavour
2
Q
history of ‘psychological tendency’ of attitudes
A
- foundational work: explicit, rationally accessible attitudes
- contemporary approaches: increasing account for automaticity, dual-processing, implicit bias, and contextual flexibility
3
Q
why are some attitudes difficult to change?
A
protect self-esteem (ego-defensive)
reinforce our moral identity (value-expressive)
align with group norms (social-adjustive)
4
Q
structural features - why some attitudes are difficult to change
A
- can be deeply held, accessible, and central to identity
- may be implicit
- often based on affect rather than logic
5
Q
what is intervention mapping
A
- emphasises planning, theory application and stakeholder involvement
- behavioural theories selected for use based on context
6
Q
six steps of intervention mapping
A
- conduct a needs assessment (problem and influences)
- identify sub-objectives and their determinants (logic model of change)
- program design (selection of theory-based intervention methods match determinants)
- program production (develop prototypes, pretest, refine)
- program implementation planning
- evaluation
7
Q
behaviour change wheel
A
- emphasis on understanding behaviour and selecting effective strategies
- anchored in COM-B model of behaviour
- strongly links to the Behaviour Change Technique Taxonomy
- simplifies complexity
- derived from a synthesis of 19 major behaviour-change frameworks
8
Q
what does COM-B not address
A
framework, not theory
- does not tell you how influences of behaviour interact
- motivation often underspecified (automatic role)
- doesn’t necessary account for how people process persuasive messages, or how beliefs are former
9
Q
ethics of influence
A
- autonomy vs influence
- informed choice
- equity
- motivation quality
10
Q
behavioural science
A
discipline that uses scientific methods to generate and test theories that explain and predict behaviour of people
11
Q
behavioural insights
A
application of findings from behavioural science to analyse and address practical issues in real world settings
12
Q
behavioural economics
A
application of findings from behavioural science to the field of economics to create explanations for economic behaviour
13
Q
nudge
A
design of choices so that conscious cognitive processes lead individuals to select an option that leads them better off
14
Q
behaviour science as a lens
A
- whether effects obtained in labs translate to real-world settings
- reassess existing actions and understand how they may have unintended effects
15
Q
criticisms of behavioural insights approach and proposal to fix
A
- limited impact –> use behavioural science as lens
- failure to reach scale –> build behavioural science into organisations
- mechanistic thinking –> see the system; put RCTs in their place
- flawed evidence base –> replication, variation and adaptation
- lack of precision –> beyond lists of biases
- overconfidence –> predict and adjust; be humble, explore and enable
- control paradigm –> be humble…
- neglect of social context –> be humble, explore, enable
- ethical concerns –> data science for equity
- homogeneity of participants and perspectives –> no “view from nowhere”
16
Q
put randomised control trials in their place
A
- strengthen RCTs to deal better w complecity
17
Q
be humble, explore and enable
A
- avoid using term ‘irrationality’
- pay greater attention to people’s own interpretations of their beliefs, feelings and behaviours
- reach a wider range of experiences, inc marginalised voices and communities
18
Q
no “view from nowhere”
A
- cultivate self-scrutiny, find new ways for subjects of research to judge researchers, take action to increase diversity among behavioural scientists and teams.
19
Q
behaviour change interventions
A
coordinated set of activities designed to change specified behaviour patterns.
20
Q
3 criteria of usefulness to evaluate behaviour change framework
A
- comprehensiveness - apply to every intervention
- coherence
- links to overarching model of behaviour
21
Q
COM-B definitions
A
- Capability: individual’s psychological and physical capacity to engage in activity concerned
- Motivation: brain processes that energise and direct behaviour, not just goals and conscious decision-making
- Opportunity: factors that lie outside the individual that make the behaviour possible or prompt it
22
Q
explicit attitudes
A
evaluations that people can consciously access and express
- self-report scales
23
Q
implicit attitudes
A
automatic, uncontrollable, and often inaccessible attitude object evaluations
- response times via IAT
24
Q
attitude objects
A
- self, others, things, actions, events, ideas
- politics, health, business, education
25
attitude structure
- Affective: emotions/feelings about attitude object
- Behavioural: intentions with attitude object
- Cognitive: beliefs about attitude object
- Social: consensus, role-models
different bases may carry more weight in determining the overall summary evaluation
26
attitude formation - affective
- evaluative conditioning - pairing positive stimulus w neutral target
e.g., celebrity endorsement, music, smells, images
- mere exposure - familiarity breeds liking
27
attitude formation - behavioural
- self-perception: we learn what we like from observing what we do (related to cognitive dissonance)
28
attitude formation - cognitive
- reasoned inference - think through facts about the 'object' and draw evaluative inference
29
attitude function
- knowledge: make sense of the world
- instrumental/utilitarian: to help guide behaviour, achieve rewards and avoid punishments
- social identity/social adjustive: fit into groups or relationships
- impression management/value expression: to express one's values; ideology
- self-esteem/defensive: protect the self (from low self-esteem, anxiety)
30
strong attitudes are
- held w confidence, certainty
- usually based on lots of one-sided info (A, B, C, social)
- persistent, resistant, and predictive of behavioural intentions and behaviour
31
ambivalent attitudes
contain positive and negative evaluative components and bases (typically targets of social change initiatives)
32
processes that result in attitude change
- social influence (conformity, obedience)
- perceived norms (descriptive and injunctive)
- cognitive dissonance reduction
33
standard persuasion frame
source --> message --> recipient --> context/situation
34
Elaboration Likelihood Model
attitudes can be modified by processes that involve more or less 'attitude object-relevant' elaboration or thinking
- low elaboration: peripheral route of persuasion
- high elaboration: central route of persuasion
strongest attitude change occurs when elaboration and validation high
35
attitudes formed/changed based on high elaboration are:
- stronger
- more persistent over time (stable)
- resistant to further change
- predictive of intentions and behaviour
36
what influences route selection in ELM
- motivation: goal, value, self-relevance; accountability; need for cognition
- capacity: ability (prior knowledge/comprehension); distraction; repetition
37
message characteristics of central route
- argument quality
38
message characteristics in peripheral route
heuristics
- message heuristics: argument quantity
- source heuristics: credibility (expertise/knowledge, trustworthiness), attractiveness, likability (mimicry, similarity), power
39
matching: source-recipient match
similarity
- of status/power
- of ingroup-outgroup
40
matching: message - recipient match
e.g., between message content and attitude bases or general values
- formative research important
41
matching: message - attitude base match
- if emotional topic, message should be emotional etc.
42
matching: message - attitude function match
function of attitude matching
43
why don't people change their behaviour (9 reasons)
1. lack knowledge and/or hold incorrect beliefs
2. be concerned about others' approval if they change
3. lack motivation/emotional involvement
4. have too many other priorities
5. lack belief in their ability to successfully change their behaviour
6. lack planning skills
7. lack performative skills
8. face difficulties overcoming existing habits and/or building and maintaining new habits
9. live/work in an environment that facilitates current maladaptive behaviour
44
skills required to enact behaviour change
- motivation (desire/intention)
- self-efficacy (belief in one's ability)
- goal setting (setting a define goal)
- planning (determining how)
- self-monitoring (examining and recording)
- self-evaluation (assessing extent)
- goal review (reconsidering a goal)
45
behaviour change model
(on slides)
46
what is motivation?
an individual's desire/intention to engage in a behaviour
- pre-requisite to behaviour change
- extent to which we want to act and believe we should act
47
increasing motivation: knowledge
- ensure people are aware of and understand relevant info
e.g., health effects
48
increasing motivation: attitudes
- believe advantages/benefits of behaviour change outweigh the disadvantages/costs of performing the behaviour
- emphasise personal relevance
- provide many arguments
- provide substitutes/alternatives
49
increasing motivation: normative beliefs
- others' approval/liking is a powerful motivator
- motivation higher if one perceives normative pressure to perform the behaviour than to not
- changing normative beliefs is difficult when the behaviour people need to enact contradicts behaviour patterns of in-group
- work to overcome them: e.g., not see some people at start of behaviour change
50
increasing motivation: identities and core values
- people perceive performance to be more consistent than inconsistent w self-image/their values
- core values and identities determine priorities
- weaken current wants/desires by explaining what we want is not necessarily aligned with who we want to be
- values-based work
51
what is self-efficacy?
- an individual's belief in their ability to execute the behaviours necessary to achieve a goal
- intervention on health behaviour partially mediated by changes in perceived self-efficacy
52
increasing self-efficacy: mastery experiences
- learning through personal experience (most potent)
- success builds self-efficacy, failure undermines self-efficacy
- refinement of skills
- approaches: set challenging but achievable tasks, encourage practice, gradually increase difficulty of tasks, attribute accomplishments to person's abilities, psychoeducation about difference bw lapse and relapse
- collaborative activity (e.g., plan)
53
increasing self-efficacy: vicarious experiences
- learning that occurs through observation of other people
- seeing others like ourselves succeed at a task can strengthen self-efficacy
- seeing others like us struggle can undermine self-efficacy
- approaches: ask if they know if anyone else has tried this before; encourage clients to mix w peers who have succeeded e.g., support groups
54
increasing self-efficacy: verbal persuasion
- communication from others about one's capabilities (most commonly used by health professionals)
- credible feedback/reinforcement - client must believe what they are being told
55
increasing self-efficacy: emotional regulation
- people rely on info about their physiological state to determine their capabilities
- positive mood can boost self-efficacy
- anxiety/high physiological arousal an undermine self-efficacy
- approaches: normalise anxiety, reduce stressful elements of task performance by managing mood before and during, psychoeducation (Yerkes-Dodson law)
56
what is goal setting?
- defining a goal that will guide behaviour
57
SMART goals
- Specific: clear, detailed, well-defined
- Measurable: demonstrate and evaluate easily
- Achievable: challenging but realistic
- Relevant: how does relate to overall object
- Timed: clear timeline
- then develop smaller SMART goals that build on this
58
Taking Action
Step 1: Assessment of skills
- ensure someone has the skills required to engage in a particular behaviour before they attempt it
- preserves self-efficacy
- types of skills: motor, social, self-regulatory, self-care
59
Taking Action
Step 2: Teaching skills
- if skills lacking
- instruction: telling client what/how to do it
- demonstration: showing the client what/how to do it (modelling)
- practice: asking client to take action in session (role play, try it out)
- feedback: to client
60
if-then planning
- implementation intentions: when, where, and how the goal will be achieved
- IF (cue to act e.g, time/place)
- THEN (identifies an effective goal-directed response)
- if i find myself in X situation, then I will perform goal-directed response Y
- can protect motivation from unhelpful thoughts
61
if-then planning enhances goal-directed action by:
- facilitating cue identification
- creating an automatic association bw context and action
- leading to automation of behaviour, thus reducing effort
- increasing speed of response
- mimicking effects of previous practice
62
why is self-monitoring and self-evaluation important
without this, unable to determine:
- whether their behaviour is really changing
- how much their behaviour is changing
- why their behaviour might not be changing
- why their behaviour is changing
- how behaviour change is making them feel
63
what can be learnt from monitoring behaviour?
- frequency of efforts to resist old behaviour and instigate new ones
- perceived difficulty
- frequency of slips
- how: digital apps/tools
64
monitoring reactions
- actual experiences while acting on or resisting temptations (link physiological responses to experiences)
- challenge of noticing changes in levels of reactions (mindfulness helps)
- seperate initial "automatic" reactions from those that arise due to thoughts
65
what are habits
- automatic behaviours that are often enacted outside of our awareness
66
how are habits formed?
- via repeated matching/associations over time bw: a cue or situation and a behaviour; the behaviour and a reward (emotional or physiological)
67
how to break habits
- reframe potential losses as gains
- consciously rehearse self-regulatory plans
- focus on improving self-efficacy
- focus on likely feelings of failure if client does not engage in a behaviour in which they planned to engage or does engage in behaviour they did not plan to engage
- set some absolute rules
- learn competing thoughts.
68
equity
- social determinants of health important to behaviour change - programs need to consider equity
- affordability
- literacy (info needs to be communicated in inclusive way)
69
moderate motivation in ELM - study
- arguments more carefully processed when presented by the expert than inexpert source. strong arguments more persuasive when presented by an expert, weak arguments less persuasive when presented by an expert.
70
4 stages of goal pursuit
1. predecisional phase - deliberation about which desires are feasible and desirable enough to become goals
2. preactional phase - planning and initiating goal-directed actions
3. actional phase - actively striving toward the goal while resisting distractions and obstacles
4. postactional phase - evaluating outcomes and deciding whether to continue, adjust, or disengage
71
problems en route to goal completion
- failing to get started: forgetting to act, failing to seize opportunity, initial reluctance
- getting derailed: contextual interference, unanticipated environmental influences, internal states
- not calling a halt: disengage from goals when become unproductive/unattainable
- overextending oneself
72
need for cognition (NFC)
personality trait indicating enjoyment of cognitive effort
- high NFC: prefer central route, deep processing
- low NFC: prefer peripheral cues and heuristics
73
Short et al., study findings (NFC and personal relevance)
- NFC did influence how participants processed messages, but not extent of persuasion outcomes
- suggest designing materials with dual-route persuasion could be broadly effective
- perceived personal relevance pos associated with message processing but not always significant
- high NFC individuals showed greater changes in perceived behavioural control when relevance was high
74
community engagement spectrum
- ranges from "no engagement" through to "citizen" or "consumer-led" engagement
- trend away from doing no engagement towards higher level of engagement.
- in the past, most intervention development processes focused on consultation and involvement
75
intervention design spectrum
- expert mindset (TO): policy/intervention without consultation or involvement
- human-centred (FOR): Policy/intervention with consultation or involvement
- WITH: co-designed intervention
- participatory mindset (BY): consumer-led intervention
76
technical capabilities (findings from community engagement)
power of technology
- just-in-time
- connectivity (with others, your environment)
- wearables, smart-objects, smart homes
- tailoring
technical capabilities are promising, but we need to "take off our rose-coloured glasses". community engagement can guide application of the technical capabilities (or not) in a person centred way
77
equity in community engagement
health services are designed to target dominant population
- educated
- english speaking
- heterosexual
- white
services that are designed with a systematic process and more diverse perspectives have greater impact potential
78
co-design
similar process to other intervention development frameworks (e.g., intervention mapping)
- understanding the project aim
- contextualising issues from multiple perspectives
- generating and testing ideas too solve the issues
79
co-design (points of departure from other intervention dev frameworks)
- uses creative and participatory methods to design solutions with stakeholders
80
double diamond framework by design council
challenge --> discover --> define --> develop --> deliver
- utilises range of visual and tactile tools, as well as immersive activities e.g., role playing, drawing
- help uncover less explicit needs and generative innovative ideas
81
generative methods
- a set of techniques and activities that are used to stimulate creativity, encourage idea generation, and facilitate the collaborative development of innovative sources
82
evidence for co-design
- co-design ideas rated higher in user benefit and novelty (but lower feasibility)
- positive outcomes reported for researchers and end-users
- increased knowledge about and increased skills for contributing to the research process and managing their medical condition
- increased confidence in their daily life - sense of pride and accomplishment
83
some negative aspects of co-design
- increased time and financial resources
- tensions bw researchers and end users in decision-making and sacrificing scientific rigour for end-user preferences
84
how to create the right co-design environment
- provide choice (different ways of being involved)
- pre-empt barriers
- select attendees wisely
- slow down
- define and maintain boundaries
- seek on-going feedback
- provide adequate attribution and payment
85
common failure points impacting accessibility in co-design
- poor timing of sessions
- lack of transport
- unwelcoming venues
- lack of childcare
- language barriers
- lack of access or confidence using digital platforms
86
discovery/define phase
- who should be in core co-design team
- visual and creative, embodied, connected to place
- how to communicate what has been learnt in co-design phase
87
develop phase of co-design (when are you ready)
when you have:
- tested and refined insights with co-designers
- created robust, digestible and sharable insights
- developed opportunity statements based on insights "how might we provide more social support for exercise?"
88
develop phase of co-design recommendations
- where possible, start without a specific solution in mind
- don't even start with solid ideas for the intervention (start with values and goals, and the experiences and feelings you want to create or transform)
- then start forming ideas
- use design criteria to assess co-designers ideas (identify most promising ideas)
89
how to form ideas in the co-design develop stage
- brainstorming and prompts
- storyboarding
- service blueprinting
- prototype/drawing
- prioritisation tools (e.g., impact-effort matrix)
90
exam question - consider how you could share the existing knowledge gained and priorities identified, and strengthen and prioritise opportunities with co-designs (support for women after breast cancer diagnosis)
- when is the best time to receive support post-treatment? --> 40% wanted straight after diagnosis - provide this option, but don't force it for those who don't want it
- other language options to ensure inclusivity of diverse backgrounds
- ensure inclusivity of gender-diversity, not just cis-women
- where to hold these - although some people may opt over Zoom, some people may prefer in person, so where is a safe space to hold these.
91
what discover, define, design and test usually includes
- discover: focus groups, thematic analysis
- define: brainstorming sessions
- design: content reviewed, tone, visual identity
- test: prototype --> presented to members of the target group for testing
92
co-design process for ClearlyMe
- aim to establish end-users' needs and preferences and ensure that intervention content, features, and aesthetics align to these. used to ensure intervention is appealing, age-appropriate, relatable and suitable to their lifestyle
- participants: adolescents aged bw 12 and 17 years; parents or guardians of young people; mental health professionals of young people.
93
behaviour change wheel - aspects
- inner circle: sources of behaviour (Capability, Opportunity, Motivation)
- middle circle: intervention functions (environmental restructuring, restrictions, education, persuasion, incentivisation, coercion, training, enablement, modelling)
- outer circle: policy categories (guidelines, environmental/social planning, communication/marketing, legislation, service provision, regulation, fiscal measures)
94
what question is the behaviour change wheel (BCW) approach based on?
"what conditions internal to individuals and in their social and physical environment need to be in place for a specified behavioural target to be achieved?"
- theoretical understanding of human behaviour needed to determine what needs to change in order for the behavioural target to be achieved, and what intervention functions are likely to be effective to bring about change
95
fact vs. misinformation study about climate change (inoculating the public against misinformation)
- group 1: some participants shown true statistic regarding consensus on climate change (that 97% of climate scientists agree on global warming)
- group 2: participants shown misinformation statistic (OISM global warming petition project - 31,487 American scientists have signed it)
- group 3: shown both sources (as media often present both)
findings:
- fact presentation showed positive change in perceived consensus
- misinformation condition showed negative change in perceived consensus - that there is less perceived consensus surrounding climate change
- fact + misinformation cancelled each other out and showed no change
96
exposing misleading argumentation techniques reduces their influence study
- participants presented climate misinformation (OISM global warming petition project)
- the more politically conservative participants were, the more they were persuaded by the misinformation messages - greater negative change in perceived climate consensus.
- change in perceived consensus did not change for liberal participants
97
what is the major driver of climate change belief
- political affiliation
then
- political ideology
- age
- education
98
inoculation theory study - with priming message
- priming message in this study: existence of promoting "fake experts" to manufacture doubt about science (did not mention global warming petition project)
- same global warming petition exposed to participants
- those that received the priming message did not change their perceived climate consensus (across political ideologies) - no change
- indicates fake expert message prevented misinformation from having any effect
99
5 characteristics of science denial
FLICC
- Fake experts
- Logical fallacies
- Impossible expectations
- Cherry picking
- Conspiracy theories
100
deconstructing climate misinformation to identify reasoning areas - study process
construct argument (set of starting assumptions/premises leading to a conclusion) --> check validity (logically valid)
if valid --> check premises (true or false)
if invalid --> hidden premises (can restore validity or remain invalid - what could be added to make argument logically valid)
101
inoculation techniques
- eye-tracking study to understand misinformation and correction strategies on social media (HPV vaccine misperceptions)
- non-humorous condition: higher credibility (correction credibility) was mediator between experimental condition and HPV misperceptions
- humorous condition: attention to correction was a mediator for reducing belief in myth (people also more likely to share these humorous debunks)
102
types of inoculation
- logic-based: explaining the misleading techniques in misinformation (cartoons)
- fact-based: showing how misinformation is false through factual explanations
103
for climate change misinformation, which technique works best to change perceived consensus
- logic-based debunking, followed by fact-based debunking changed perceptions the most
- followed closely by logic-based prebunking
- misinformation only and fact-based prebunking showed no statistical difference in changes to perception - misinformation cancelled out some facts
104
Cranky Uncle Vaccine game
- presents explanations of misinformation techniques, and then quiz questions (to practice critical thinking)
- involved co-design workshop with specific targets of game (make characters look like them)
- Ghanaian vaccine attitudes - pre-game v post-game: general vaccine attitude increased, vaccine importance, and vaccine intent
105
misinformation technique: false cause
assumes that because two things happen around the same time, one must have caused the other
106
misinformation technique: conspiracy theories
suggest a secret plan exists to implement a nefarious scheme such as hiding a truth
107
misinformation technique: pick and choose
carefully selecting data that appears to confirm one position while ignoring other data that contradicts that position
108
misinformation technique: natural is best
argues that anything natural is better than medicine
109
misinformation technique: evil intent
assumes that the motivations behind any presumed conspiracy are nefarious
110
misinformation technique: personal stories
rely on personal experience or isolated examples instead of sound arguments or compelling evidence
111
misinformation technique: personal attack
involves attacking a person/group instead of addressing their arguments
112
misinformation technique: misrepresentation
involves distorting the science or an opponent's position
113
misinformation technique: impossible expectations
demand unrealistic standards of certainty before acting on the science
114
misinformation technique: false experts
unqualified person/institution presented as a source of credible information
115
misinformation definition
false information that is disseminated, regardless of intent to mislead
- often steeped in emotional language, attention-grabbing, persuasive appeal
116
disinformation definition
misinformation that is deliberately disseminated to mislead
117
continued influence effect
the continued reliance on inaccurate info in people's memory and reasoning after a credible correction has been presented
118
illusory truth effect
repeated information is more likely to be judged true than novel information because it has become more familiar
119
process of inoculation - definition
exposing people to a severely weakened dose of the techniques used in misinformation, "cognitive antibodies" can be cultivated
120
backfire effect
where a correction inadvertently increases belief in, or reliance on, misinformation relative to a pre-correction or no-correction baseline
- familiarity backfire effect (repetition of myth makes it more familiar)
- overkill backfire effect - "too many" counterarguments
- worldview backfire effect - correction challenges people's worldview and increases belief of misinformation
limited evidence for these
121
debunk process
- FACT: state the truth first (clear, pithy, sticky - simple, concrete, and plausible)
- MYTH: point to misinformation - warn beforehand that a myth is coming
- FALLACY: explain why misinformation is wrong - clear rebuttal
- FACT: state the truth again
Attitude and Behaviour Change
flashcards
Decks in class (2)
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