Transcript for:
Understanding the Elaboration Likelihood Model

for this part of the lecture we'll be continuing our discussion on the um theories in regards to persuasion especially a dual process model called elaboration likelihood model or yellen um let's understand what the theory it's about a little bit right this is one of um very famous theories in social psychology the ellen especially for persuasion has been borrowed by researchers and scholars and and practitioners um outside the area of social psychology when they want to communicate to their target audience to change their mind or to change their attitude so this one um had theoretical value as well as practical videos well so i hope that i would be able to show you that all right let's look at the name first elaboration likelihood model so elm likelihood okay so that's that's about estimating the chance of something to happen in the future like you don't know for sure but then you talk about the likelihood or the probability that something will happen for example let's say we have class meetings and then i wear pants to those meetings every time so now next week doesn't happen yet okay but you're gonna have to estimate the likelihood that i'll be wearing pants two to the meeting you would say oh very high because i've been wearing those all the time in the previous meeting sessions right so you're estimating the likelihood that's based on what you already know about me and my attire in the past so once again the likelihood here has to do with you you you don't know for sure but then you try to estimate the probability of something to happen in the future elaboration is what the theory is focusing on that you're gonna have to estimate the degree of elaboration elaboration has to do with um thinking okay um we can we can we we don't care much about the direction of the singing but we care more about the the quality the quantity of thinking meaning they say high thinking what like think a lot or it's low thinking or like not using a lot of cognition at all okay not much going on in your brain so we're talking about thinking and elaboration is specifically about um not only thinking about anything right but it has to do with you um upon receiving a persuasive message saying that you should you know um get more exercise for example right and it talks it goes on and talks about on the pros and the cons about exercising for teenagers um people your age and then in your head now that you are reading this message you know could be a poster it could be a porsche a brochure um and then you in your head you're you have thoughts like oh well actually my dear friends they're they they have like a group of friends who are who who job a lot okay around the the campus area in the evening i can join that all right this is the content that's not mentioned in the persuasive message okay but it is something a piece of information that is stored in your memory and you pull it out during the time that you are reading this message about exercising meaning elaboration has to do with when you um read a persuasive message or receive some information elicited some eliciting some thinking right and then you pull out some information from your memory along with the topic so that the elaboration the information on the topic that you have stored in your memory okay well okay i've done so that elaborations seem to refer to a lot of thinking because you're gonna have to relate what you um have stored in your memory about that topic about that specific topic now during the time that that you receive the persuasive message okay but then the likelihood of elaboration yes so likelihood of your audience to elaborate right when it comes to the specific topic that you are trying to persuade them okay so going back to exercising do you care about exercising like does it or will it have a huge impact on your life on your interest um people would say like you know if i'm not exercising it's nothing much you know to happen to me in a way but if i do it could be good and you know long term that's not that important to be honest okay so maybe because the topic of exercising isn't so important to you as a target of a persuasion the likelihood of you to elaborate when it comes to you know receiving information about exercising may be low because you don't care meaning then you don't want to think so much you don't want to spend time to really think about it because you don't care much all right but if we now switch a topic and talked about tuition fee increase what oh meaning i have to pay more to joula like money yes like not that is real it's just an example okay don't panic right so yeah now we switch the topic to something more relevant to you okay something that affects affecting you directly okay it's something that is important to you because it has to do with um you know huge amounts of money and such all right so now you would want to hear more about the the reasons the arguments that perhaps july hats for you to to to get more money from you and your parents now you feel like okay why you want to know more you have that motivation right to do what to elaborate okay to think along perhaps to first hear about what july has to say about you know getting more money from you as a student and then you want to sing along whether this argument is strong whether these reasons that july gives you a sounds or not okay whether these reasons are convincing or not so if i know that you as a target of persuasion from jula would care about tuition fee increase then i would estimate the likelihood that you will elaborate on that communication as high right why because you would care about tuition fee increase but if it's about exercising like in general that would improve your health um and then i would estimate the likelihood that you would elaborate on a brochure about um inviting you to exercise more like low because you you that's not a topic of importance to people to your age all right so that's that's overall it's kind of long i know but i just want to get you to understand the idea of why likelihood and why elaboration so actually we are looking at where this model looks at the likelihood to elaborate of the target audience of specific persuasion why because that likelihood of elaboration will determine which way that you would go about persuading them so first thing first to persuade people you're gonna have to estimate the elaboration likelihood first and then you would pick this the the appropriate strategy to persuade them okay well um for elaboration likelihood model they say that you could um persuade people via too rude of persuasion first yes they said that attitude could be changed via central route that the first one and then attitude of people can also be changed via peripheral route so as a persuader you have to first like i said estimate the likelihood of elaboration if it is it's tentatively high meaning oh going back to the tuition fee example i'm persuading to law students to pay more about to pay more for the education then you think the likelihood of elaboration would be high so this theory would predict that persuasion would be processed via what they named central root okay so that means high thinking the target would think a lot because they are motivated because the topic is relevant to their life they would be motivated to sing a lot meaning elaborate okay about the message about the persuasive message oh okay pay attention read every letters every argument that you'll have that's willa says about um increasing tuition fee rate all right however if it's about topics that uh topics that that the target don't care much like um exercising for people you're right for teenagers because you're still you're used to healthy and then um not all yet you don't have to concern about health um that much okay so you would not care it's possible that then the brochure um encouraging you guys to exercise more would be processed via the audience by ovia peripheral root okay peripheral is like shallow so you don't care much meaning you don't spend time to read and really engage in thinking about it so you just read it and then perhaps you look at um some nice uh looking presenter in the brochure with uh like a guy with um very beautiful muzzles all over his arm and then and that six-pack thing okay you would be like oh yeah i could look as good as him i could i could look as good as this if i exercise more okay but maybe it's like it's a good idea so i'll i'll do a little more so in this case this person is persuaded but not a via thinking a lot rude it is very peripheral rude when you respond to something shallow and some cues or message factor um that that are not the argument itself it could be the expertise of the communicator in this case attractiveness of the communicator or even reference group if if the presenter is one of cu students okay the credibility can you see that when we talked about here these folks expertise attractiveness reference groups credibility we have already covered this from the yale university approach and that okay but then they called it source effect all right so meaning those discovered or um researched by folks from the year group has a place to fit in among these sort of large umbrella theory of elaboration likelihood model right like those source effect is presented here can be fit into just one root under the elaboration like liquid model yes i just want to encourage you to lingual theories okay well yellow group they look at specific factors along the way when the when a persuasive communication is sent to the target however elaboration likelihood model the nature of theory is it it's a large theory it is called an umbrella theory meaning like umbrella like large that a lot of things can fit under this umbrella theory okay so this is broad theory of communication and along the way i hope that i would be able to show you that these factors under peripheral root studied by the yale group can be fit into these um elaboration likelihood model right overall i know we spend a lot of time on this slide but i just want you to get start um get started with like a broad understanding of the theory people can be persuaded via either central route when they have to engage in a lot of thinking about your persuasive message which would happen for topics that they care about or peripheral route in which your target isn't thinking much about what about the information and arguments you are presenting to them but instead they react or respond to some shallow cues or factors surrounding the arguments like who says thirds which would happen in the case that the topic of persuasion isn't so relevant to your target okay and this is the summary of what i have said the elaboration we talked about the the degree to which your target think about the arguments like reasons why you would want to pay more for your education at your la um reason number one number two number three we want to increase you know more academic members you have more professors and also of greater quality okay that's what we call arguments reasons in support of um the persuasive communications okay think deliberatively okay and also add relevant thoughts into your thinking that's elaboration okay the important part is that people add relevant thoughts from their own memory all right and we talked already about your target being motivated to think because it is about tuition fee increases it has a huge impact on my life okay so in that case we called it um the state of having high motivation you're motivated okay but then you now that you want to read about it you're gonna have another um property to be able to think which is ability to think okay can you can you pay attention now so it has to do with you being distracted right that stability or like ability in terms of processing the message if the message it's not easy to understand or to comprehend the comprehensibility is low meaning the message from july may say something very technical um about um computing the the the the expenses per student hate then they try to use this as an argument for you to pay more because they have to pay a lot for you being a member of your life oh like i don't understand all these technical terms then um your ability to sing would be compromised okay so that motivation you want to and ability you can to only when you have these two factors motivation and ability then thinking can happen okay once again only when you have both then you can think if you lack either motivation like oh i don't care about this topic or ability no not busy i'm busy what what you're saying i'm busy okay so you lack either then you'll be categorized in the low motivation and or low ability to think all right so uh under high motivation and ability the elaboration likelihood will be estimated as high so then attitude chain could or should occur via central root via high thinking root if either of the factors is low then it is predicted that attitude chain it is predicted that elaboration likelihood is low elaboration elaboration likelihood of whom i'm asking a question to check you understand understanding can you tell me elaboration likelihood is low elaboration likelihood of whom well better yet low motivation of whom and or low ability to think of whom okay your target your audience the people you're persuading okay if in the case that elaboration like i heard is low meaning they don't want to think they don't care to think they don't care to really think and use their cognition on your persuasive message and attitude chain should occur via peripheral route meaning as a persuader you should persuade them by giving by giving them cues that would be persuasive anything but not strong arguments because they don't care to read right okay um one important point before i move on from this slide is that we are talking about motivation and ability to think not in general ability and motivation to think along in terms of or when it comes to this specific topic being persuaded okay like i said before tuition fee do you care to to think to to read about it okay exercising do you care to think and read about it don't confuse ability and motivation to think with motivation to exercise that's a different thing okay or ability to exercise that's a different thing okay you may be motivated to exercise because you have a poor health or whatever reason but it has it's not directly or it's a totally different thing from your motivation to think about the message don't confuse these now that we understand about the central route and peripheral route let's fit them into like a nice figure in this this blue one okay i hope it doesn't look too intimidating but i'll help you through okay the persuasive communication happens on the top of this figure okay meaning it could be that you um watch a video clip on youtube on encouraging exercising where you received a brochure from from jay explaining that we need to increase tuition fee rate and that's upfront to last and such so persuasive communication is sent to you now we're talking about you as a target audience of persuasion all right the first question asking is are you motivated to think to process these brochure in your hand to take a look and really read and try to understand and think along are you motivated um kind of yes well you have two answers yes or no kind of yes because it's a tuition fee what oh this is like very relevant to you okay yes if it gets then it moved to the third box the ability to process the the brochure in your hand do you now in this moment have ability to think along like when you read the brochure in your hand um yes like um you know i i can understand what what's going on and why they talk about um this and that expenses i can i can relate to that and i'm not distracted okay and the message comprehensibility seems to be okay meaning um it is using the language that i can understand not not a lot of technical term so that you can see that those small factors under each ball can contribute to ability to process that's also the case with those factors under motivation to process all right just review those okay i'll be touching on some of those but not all okay so do you have the ability to read and sing along um about the brochure in your hand you have to answer it again yes or no if it said yes then you would engage in what is going on as cognitive processing okay and what the factors that would influence you your thinking or your processing of the brochure about tuition fee increase would be your initial attitude whether you start out agreeing or disagreeing with tuition fee increase argument quality has to do with whether um arguments or reasons supporting um the tuition fee increase sounds or convincing or not okay during copy processing we're talking about the biggest bug in the middle right now right you could generate favorable thoughts meaning in favor of tuition fee or of the brochure of the point being presented unfavorable thought well i don't agree with doing this because well look they said like what they want to build more buildings in july that's what that's what they want you know to use my money on what or it's neutral because possible i see okay oh looks like they want to do this okay i see that that's what the university wants a lot what's more neutral okay then because you are processing these um deliberatively it would result in what we called cognitive structure change meaning now you have installed in your memory some new pieces of information they said new cognitions okay stored in your memory because you are engaging in deep thinking all right um it could be yes it could be no depending on how deep you your your um engagement and thinking is if it's yes then it would lead to in case of favorable thoughts in supporting tuition fee increase you would have positive attitude toward the topic okay i agree with it i think it's a good idea i know i need to pay more but i think it's reasonable to do so or in case that you generate unfavorable thoughts against tuition fee increase meaning you don't agree with doing that right it could be either test so if unfavorable thought dominate then you would end up having negative attitude chain against tuition fee increase no it's it's a no for me i i don't i don't think that's a good idea i don't think that's a good thing i would not want to do that no i think it's it's bad all right so we can end up agreeing or disagreeing and you can see that throughout this process this is a lot of thinking right so this is central route we have covered all right and at the end you can see that now that you have your judgment whether agreeing or disagreeing with tuition fee increase they believe that the quality of your new attitude the quality of the attitude chain will be long-lasting enduring and resisting of changing again in the future it tends to endure okay and it tends to be predictive of your behavior this is the the outcome of attitude chain via strength okay but then we also have uh three boxes of row boxes on the right that say peripheral editor shift or peripheral cue things like that okay that happens when um you're not motivated motivated to process nah and also um ability to process nah okay and then the arrow will will point to peripheral queue because the next question to ask is whether the message because you don't care the process of the to read and to think a lot about the brochure in your hand now it has to ask if the pro if the message has any peripheral cue presented in it so specifically is there like an attractive student model or or like presenter in this brochure do you think you like you boy do you like you girls like to to smile at you and say let's pay more for our education i'm doing it you should do it too and things like that is or any expert is the brochure citing any pro professor from like yale university like princeton university that would convince you that paying more is necessary okay so if there's any of those then it would be yes and then pour it up then attitude could change you would then agree with paying more or or that's that disagree up there if you if it's yet okay agree with paying more but then attitude it says that according to this elm attitude as an outcome would be weak like unpredictable behavior easy to change again in the future why because you agree based on some superficial cue presented in the message okay if later there's a new brochure produced by a group of students who disagree with with um who disagrees with tuition fee increase and they use you know greater um attractive percent or you may then sway again you may even change your mind again to the the opposite side okay and if the peripheral q present is no then this message isn't persuasive so you would keep your initial attitude whether it agree or disagree all right so these boxes on the right represent peripheral root and the many boxes on the left representing central root now you understand a lot better i hope okay in sum to engage your target via center route you're gonna have to check the first two box motivation to process the message and ability to process the message does your audience have those you need both okay if either of these is no then please think about engaging them via peripheral route instead well why well because you are applying this elm as a guide for you to to pick a strategy to persuade your folks so this is just a summary for you these two girls are on on the right um the girl in green and the girl in in pink they're attending a talk of a candidate for for presidential election let's say because they vote for leslie okay they are both both attending the same talk the same speech this person is giving leslie is giving but they could depending on once again motivation to think an ability to think pay attention to different parts of her speech the girl in this in in the green tank she said oh look leslie's economic plan makes sense i vote for leslie meaning she's really listening to the content of us let's be saying and look at the argument whether it is sound or not okay this is an example of um persuasion happening via central route for this green lady green shirt lady okay however for the pinshirt lady she said leslie seems nice and she's pretty i vote for her i kind of like her like smile and personality see this lady in pink she only responds to something shallow about the presenter of persuasive comment persuasive message right and like she's just not really listening to what leslie is proposing in terms of economic plans social problem plans she she doesn't care okay but then she just responds to the way leslie looks and then smile and talk and then decided a vote for her okay both ladies on the right as audience responds positively to her but with different reasons and our purse both are both persuaded via different route which one is central route which one is peripheral route i think it's obvious i hope you can answer this question all right this is also another question i have two advertisements here the one on the right but made a tough case for the traveling man of course is selling watch okay with with you know a quality of it i think being like strong and tough because you're gonna have to travel a lot this is what a watch i want to sell to you guys versus you are using a a presenter this is pete sampler a long time ago a glance land legend okay he's a famous um talented tennis player to advertise for movado watch okay so you can you can think of easy right evaluative conditioning as the a way that we acquire our attitude remember them from the previous lecture okay one six one one one more we we can fit easy under the umbrella of elm okay so anyway we have to ask please answer the question which one is trying to persuade via central route which one however is trying to proceed via peripheral route and why back it up using reason as well just to check your understanding of the elm okay this is just a summary of everything you have to be able to think meaning it for engaging in central route the audience have to have time and ability well time and ability time contributes to ability have to have ability and motivation to sing it because it requires like you say you're a lot of effort and cognitive resources i think when these happen what's important and what the audience will look at in the strength and quality of the arguments contained in the message they would not according to elm pay more attention to the beautif the beauty of the presenter the expertise or credibility of the presenter because this is not the quality of the arguments okay so this is the central route an attitude that um results has usually has greater impact on behavior and it is enduring long lasting on the other hand when persuasion happens via peripheral root usually it involves presenting some attractive a model attractive presenter using celebrity um presenting opinions from experts things like that you don't have to to engage in a lot of thinking well why well actually because usually um no from elm actually because you don't want to you are not motivated right and you do not either um not motivated or not uh having ability to do so okay so you respond um to fairly to some shallow accused to persuasion like um beautiful attractive famous celebrity okay but then because the process of additive chain via peripheral root doesn't involve a lot of thinking or a cognitive structure change is the chain at the shallow level your new attitude would be easier to be changed again later okay now that you understand how each route of persuasion happens and under what condition each would happen and also the consequence in terms of um attitude chain the new attitudes would be enduring and or less endearing for the case of peripheral root here now you understand this i want to ask you if you want to change people's attitude on a specific topic would you want the new attitudes of your target to be long-lasting enduring or short-lived that's a question answer me well isn't it obvious i would not i would want them to keep their new attitude that i uh will successfully change for a long time i want the new attitude to stay for a long time of course okay that's your answer then i ask you okay if you want your target's new attitude to be long-lasting then which route that you should persuade them then um it's clear again that's the results from central route because attitude change via peripheral route is not persistent good so you want to engage your audience in the high thinking route how can you do that because for them to think a lot about your brochure poster um web page infographic um page on the website they will have they would need to have two things motivation to think and ability to think so keep your thinking wheel going all right how can you increase both um another example you would tell me just to check your understanding okay of course this is a advertisement selling of a car okay um they said ever heard the santa stop light makes okay well um i think in the u.s the stop light make the sound like that for people to walk so that means the engine is pretty quiet okay and it saves a lot and have a nice picture of how the engine works and such toyota prius so is this ad persuading via central peripheral route and why how do you now how about this one oh it looks very like adventurous and exciting okay this is toyota suv okay is it um persuading you via central or peripheral how do you know all right well you still remember my previous question right asking you okay you want the new attitude of your target to be enduring long lasting so that means you have to use you have to engage them via central route um when you persuade them and how can you do that so you're gonna have to look at what try to increase their motivation to think and their ability to think because these are two factors that would determine which route of persuasion that will occur right so um for central routes occur you already know that the motivation to process your persuasive message of your audience will have to be high and you already know as well that for the audience for your audience to process um centrally process or deliberatively process your your message they gonna have to have the ability to process as well so this slide this current slide we will focus on how can we increase your targets motivation to think and ability to think okay so then if we want to okay if you want to if you think this the best fit strategy we can manipulate these factors and then engage your audience with a central route or if necessary you can manipulate these factors and then in order to engage your audience via peripheral route all right so we're going to take a look at what we can do so um we're going to have to look at the factors like it's saying here that affects um ability and motivation to things okay so i have um a list for you there's other many other factors that can influence either motivation or ability to think but let's um you know touch base on some of those um real research and that hence important factors we have personal relevance distraction for warning and also we consider a little bit of the personality of the recipient in terms of need for cognition okay um we'll take a look closer at these factors one by one first we start with personal relevance okay personal relevance is a degree in which one feels personally involved to something or some topic for example as a student you would care about issues related to campus life education tuition fee okay especially when it is increasing rather than decreasing right a tuition fee um something related to a student's life right because why because it's relevant okay it is related to you when we talked about relevance we talked about having impact on your life having positive or negative consequences on your life hence importance for you okay um here is a classic study of petty richer petty okay and and you can see petty and casipo these twos are folks that propose eln that's a theory of course they have to conduct series of studies to verify the theory whether the theory is good or not or whether it is supported or not okay this one is classic it looks at um how personal relevance which determines motivation to think about the message because if if it's related to your life then you would want to see what it says how um personal relevance influences the audience attention to content related and non-content characteristic okay as also discussed in our tech they manipulated three independent variables here personal relevance high or low argument strength strong weak and source expertise high or low okay so what they did was that they they brought in students okay and then they received a persuasive message um about a policy that will be implemented either next year or in the next 10 year using either strong or weak reasons and cited either a princeton professors or a local high schools report all right so let's um pretend that you're in third year okay and jula is now telling you and hopefully get you to agree on taking a mandatory comprehensive exams like we don't we we already don't like exams right but this is like um comprehensive exam for all fourth year student you're gonna have to take like another big exam not course exam but like big exam to test your overall psychology knowledge before you're graduating that will happen in in fourth in year four okay is it relevant to you in year three right so depending on the condition you are in so you are told that this policy will be used next year that means yes it will happen to you you're gonna have to to take the exam or these this in a prep and it would be implemented in the next 10 years that means you've already graduated you would you would have been already graduated by then meaning it has nothing to do with you your life okay so that's the manipulation of high versus low relevance the message also contains strong argument by saying the reason we have to do this is because then you will graduate and you present your score from this exam and then you get starting higher starting salary oh that's okay that seem you know reasonable and logical than you think weak argument is an example weak argument they have to have weak argument in one condition as well just to check and you'll see later so vague reasons like you're gonna have to take this exam because parents seem to want it oh what because my my my mom wants it that's it yeah that's weak argument okay and also the citation for these policies like we got this policy from a recommendation or a report from princeton university oh that's a prestigious place we have with very incredible schwartz or low expertise like a report from a no name high school what high school like and then we will use this as julia okay that's um the manipulation of low expertise so now overall just looking in terms of um study design right we already know the iv dv right independent dependent variables can you see that in real study there could be more than one independent variable in one study happening together in this case there are three independent variables happening together creating i think eight possible conditions all right and this is the the result and then don't worry it is like oh this graph right here on the right and i already put the explanation the description of the the results from this classic study on the left already on the x-axis we have high and low personal relevance on the y-axis it adds a change higher numbers mean more successful persuasion the lower panel shows results for argument strength while the upper one shows those of source expertise let's look at the high personal relevant first the results show that when participants were motivated to think about the message like they they were in high relevance condition strong argument leads to more successful attitude chain comparing to the weak one if we look further up we'll see that in such situation it doesn't matter whether a peripheral queue here its sorts is the source has high or low expertise because people are motivated to think carefully about the message however when participants were not motivated to elaborate on the message like low relevant condition argument strength did not have much of an effect while source expertise when we look up which again is a peripheral cue that does have an effect on attitude chain in which expert swords change attitude better than a non-expert swords which is kind of common sense in a way all right so let's on your on on your own review the results again it's a little complicated but you will get it now let's move on to another factor distraction and this one is best especially affects ability to think okay we have covered personal development that should affect motivation to think but then you also want your audience to engage in central route to have a first ability to think okay how to increase this so we have to understand the effective factor called distraction destruction is when you have a second thing coming in while you're engaging in one thing already so you're reading social psych textbook on chapter eight chapter seven but then um your your phone keeps crying lying on my line so that's a distraction this is the second thing that grabs your attention away from doing the first thing that's easy driving you're paying attention to the road but then people or or you have a music you have cell phone you're engaging in a conversation with another person um via your cell phone that's destruction okay so that's that when we talk about destruction we talked about two stimuli then it will reduce your ability to understand the chapter and it will reduce your ability to be careful in your driving so distraction reduces ability to think meaning if you want to increase ability to think you have to get rid of distraction right okay um let's take a look at this classic study of richard petty and colleagues they give once again um to students a persuasive message about tuition fee increase why it it's important and it has to happen the message contained either strong argument or weak argument strong argument says well your money we will use it to hire more and better quality professors reducing class size you get greater attention from your teacher oh okay that that's that sounds versus in another version in another condition participant received weak arguments saying we need more of your money because then we're gonna have to hire more gardeners to keep the heat the the trees or where the bushes um in on canvas as green as possible we're going green what gardeners do we need gardeners that much okay well it's it's weak argument of course it sounds not convincing at all so justin from here so if can you see the factor that would affect your motivation okay it would be the topic right it is relevant in itself tuition fee increase okay um assuming that majority of students would want to pay attention because you're gonna have to pay more okay meaning motivation to think would already be high according to the topic picked by by the researchers okay so motivation high but then you have strong and weak argument okay who wins it's easy because a motivated audience would read the the message carefully and would respond positively for too strong argument and respond negatively to weak argument when they discover that what are you talking about right okay so strong argument would create better additive change this is typical this is easy but in the the same study they also manipulate distraction to have two um or more than two to have many conditions um they have participants who were distracted were not distracted as a control group distracted participants they were told to also do another task a computer task for example that you sit in front of the computer and then you receive the persuasive message via um um the the the headphone okay so you listen to the persuasive message about um tuition fee increase strong or weak argument and then you just sit in front of the computer you were told that you have to do another task simultaneously there will be e letter like email e letter um appear on screen and as soon as you see the letter you're gonna have to press um button k on the keyboard as soon as possible to report that you see the letter okay under high difficulty or high destruction e-letter appears every three seconds so it's pretty distracting right e oh okay e press oh e okay oh again e okay but the moderate distraction e appears like every 10 seconds low but unload destruction he happens to be on the screen like every 15 seconds all right so it's easier for you to listen to the persuasive message via the headphone here comes the result we have low um and then up and up and up and high agreement with paying tuition fee more okay so the higher on y-axis shows greater attitude chain and greater agreement to the persuasive message we have destruction level down here no not at all low medium-high so under no distraction that means participants who were motivated already would be able to pay attention to the message as they wanted and as predicted by us previously remember strong argument changed attitude better than weak arguments like that what they they they read the message carefully and they found weak argument words more guarders nah so low agreement okay but then they read the message carefully in the strong argument condition and they found okay more professor that sounds okay i would kind of go with it but then as the destruction level increases low medium and finally high the effect of argument strength reduces as you can see under high distraction level even though your participant were motivated to pay attention and to read the message or actually listen listen to the message carefully they could not meaning even though they wanted to they could not respond to the argument so now it doesn't matter whether the arguments were strong or weak because this is could not because distraction is high okay meaning distraction will still the ability to engage in central road and i think this is one sort of um principle that we could apply in many settings can you think of the setting let's say you sell something right and then you create an advertisement to sell your product is there any situation as a marketer that you would not want your audience to think a lot about your product and just go along with you know um sexy presenter or fun jingle you have or humor you're presenting in your advertisement what kind of product when you sell them that you would want to use this trick that you would not want them to think all right okay in the opposite on what condition that you would want to keep your audience um away from any distraction because you want them to really fully engage and use their cognition and think carefully about what you are saying to think about it all right let's move on and discuss the um audience factor briefly here okay i'd like to hide like piece of the the audience personality called need for cognition all right well it doesn't mean that you're gonna have to meet some cognition the the need for cognition means the tendency to to want to use your cognition the need here is like wanting to engage in um thinking okay that is a personality meaning um well it's the degree to which we think about a lot of stuffs meaning the idea of thinking is fun for you the degree to which the idea of using your cognition is a fun thing for you so if you have free time um what kind of um hobbies or or stuff that you want to do is it very um thought engaging is used a lot of thinking like um scrabble anything that you need to use a lot of your hate so if you like doing that it would mean that you have high need for cognition but if you think that the idea of having fun for you um usually has nothing to do with thinking at all meaning um i i want to do something else besides thinking if i want to have fun then you may have low need for cognition all right so this there is a measure for it usually as you would would think and you would expect that people with personality of um a finger of um because they it because it's fun for them they would have higher motivation to think of a lot of things surrounding them okay meaning there's a tendency for them to engage in central route and then be persuaded by strong argument and not persuaded by weak argument right okay so this is a personality of the wrist recipients as one factor that you have to consider when you plan like a persuasion campaign to change the target's attitude you have to consider the recipient or your audience as well in terms of for example whether they have low or high need for cognition and why right because then it will also determine whether you want to engage them via central or peripheral route now we are at the last topic of resisting persuasion okay well from the perspective of a personal aider we don't want that to happen because we want our target to say yes to what we suggest to them right to what we are convincing them like they agree with us we want that but resisting would mean oh they don't agree with you they don't yield to your persuasion all right so from the um consumer or customer's perspective okay we are consumer and customer in in many situations in our life they sell products to us we want to actually be able to resist those influences and say no when we want to okay and we are able to say no all right so we're gonna learn a little bit when resistance of persuasion occurs and how to stop them okay according to um rem long time ago um he proposed a theory called reactanciary the theory says that if the persuasion the persuasion seems to threaten the feelings that the audience has in regards to their freedom to believe and to do what they want to then resistance tends to occur okay and and they call resistance in this case specifically as reactants because in because it is in response to your persuasion all right so the freedom of the audience to think to believe and even behave in the way they prefer is of importance here is what is highlighted here meaning when persuasion as it says if persuasion attempts um kind of invade or threaten or take away the freedom or the perception of freedom of the audience then it is likely that they will resist it and reactants occur okay so um it it calls it even calls boomerang effect because the audience tend to react by do the opposite so if you um give an order this is not persuasion actually given order meaning the recipient has no degree of freedom you're gonna have to comply okay so the the if your abdomens occur okay you ask your your um teenager kid to come home by six o'clock okay and then give the order if reactants occur then this person would intentionally stay out out there as you know long as possible and come home really late that's the opposite why because if the freedom is threatened or taken away the person would want to exert the power to to to bring back that freedom to think to believe and to behave let's take a look at these um classic study of penny baker um and sanders okay um we we used to bathroom graffiti right like people writing on the wall whatever they want to write and then draw okay of course is this dirty it's not a good thing to look at okay you should not do that um this researcher wanted to help with this problem and in this experiment they placed two signs in the back in a different bathroom on campus one says do not ride on this wall under any circumstances oh it seems like uh giving an order okay leaving no room for the audience or the the recipient to make decision or to think it's just like it is forbidden that you're right on this wall okay so this one is the the threatening of the freedom [Music] versus in a different place under another condition the sun says please do not write on this wall so this is like asking meaning the recipients to have the the degree or the room for making their own judgment whether to yield or not well they allow some time to pass can you think when they came back and check for the graffiti can you can you imagine which place or like which bathroom would have more graffiti which would have less and please try to explain this in terms of reactants theory okay so to apply to put reactant theory in the context of persuasion what do you want to do in persuading people keep the reactance theory in mind what or another question would be what do you not want to do what you do not want to see happen when you persuade people okay once again keep reacting theory in mind and try to answer this question alright bye bye guys