College aantekeningen
College aantekeningen Psychology of Behaviour Change (CHL52306)
Samenvatting van college 1 tot en met college 10
[Meer zien]Voorbeeld 3 van de 29 pagina's
Voorbeeld 3 van de 29 pagina's
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Lecture 1Long-term effects of simple tricks Why the differences in Sweets Once and Sweets Twice:
they may feel manipulated the second time. Almost anything works for the first time. But
when doing again and again it does not work, this makes it difficult to make it stick.
Behaviour change techniques are no pils, the machanism may change the second or third
time. These techniques interact with the persons thoughts etc.. So the second time you as a
person will reflect on it.
Volition = reminder at the right moment
Motivation = tangible, social, self-related
Recommendations for behaviour change Motivation or Volition
1. Out of sight
2. Subscription to a vegetable box
3. Take a time out/ delay your choice
4. Push notifications and sticky notes volition
5. Reappraisal (e.g. think about positive outcomes) motivational
6. Action planning volition
7. Shout it from the rooftops motivational, public commitment
Theory of planned behaviour
Attitude: beliefs about outcome, evaluation of outcome. What do I think?
Subjective norms: normative beliefs, motivation to comply. What do others think?
Perceived behavioural control: Can I do it?
- Does not take into account self-regulation, habits, architecture, in the moment
processes
Intentions do not predict behaviour very well when
- Execution of behaviour is difficult
- Under cognitive load
- When temptations are present
- When the behaviour is habitual
Solutions intention behaviour gap
- Focus on habitual, unconscious, automatic processes
- Make sure intentions steer behaviour
Goal setting: expectancy X value
Goal striving: tension systems (German tradition of “Will Psychology)
Implementation intention (if y then z) Sheeran et al., 1996
- Intention: how many hours do you intend to spend doing independent study during
the next week?
, - Implementation: decide now where and at what times you will do your independent
study the next week?
Example: If I have my lunch at noon, then I will buy an apple.
Example: If I want a snack in the afternoon, then I will eat my apple.
Why do II they work so well?
1. Specify how to act on vague goals
2. Identify obstacles
3. Prioritize goals
Create link between situation and behaviour
Volitational interventions
- Prompts
- Just-in-time (adaptive) interventions
- Reminders: Volitional intervention only work when you are motivated. They remind
you about your goal.
Lecture 2 Resistance to change
Reactance: negative emotional reaction when you feel someone takes away your options, or
limits your freedom results in motivation to restore the violated freedom.
Example: de vlees kroket is vervangen voor vega. Ik heb nu geen keus meer, dat ik
vind erg vervelend. Eigenlijk nam ik deze nooit maar toch weer een reden gevonden
om te klagen.
Stronger when:
- An influence attempt is more blatant
- The request involves more resources (time, investment, effort, money)
Summary:
- Reactance occurs when freedom of action is experienced
- Experiencing reactance, behaviour in opposition if the requestion is displayed
- Reactance is dependent on how attractive a behaviour is to an individual more
attractive = stronger reactance
- Source matters the same intervention can evoke more reactance depending on
the owner of the intervention government vs company
o E.g. making vegetarian options the default
Alpha technique: attempts to make an option more attractive
- Nudging
- Priming
- Conditioning
- Cialdini technique
Omega technique: attempts to prevent negative reactions to a persuasion attempt
, How to prevent reactance?
- Make a request feel less urgent
- Restore freedom
- Evoking freedom tactic But you are free to refuse (BYAF)
Mechanism of BYAF
- Restores experienced freedom
- Reciprocity: The phrase “you are free to accept or to refuse” could be perceived by
the target as a concession offered by the solicitor. With this phrase the solicitor gives
something to the target (an opportunity to accept or to refuse, the right to decide for
himself/herself…) that induced the target to give something else in return: here the
only thing she or he could grant would be the request.
- Politeness: Requests for money or the target's time may threaten the target's
freedom of action by pressuring her or him, which application of the theory predicts
people will find impolite. The BYAF may reduce that feeling of imposition created by
the request by attempting to reduce the amount of pressure and thus the threat to
the target's face.
Self-erasing prediction errors: a phenomenon where individuals' predictions about their
behaviour, especially in terms of social desirability, are initially inaccurate but tend to correct
themselves over time through subsequent behaviours that align more closely with the initial,
incorrect predictions.
Explanations
Commitment and consistency: People want to be viewed as being consistent, we
don't like people who are difficult to predict.
Activation of injunctive norm
Cognitive dissonance: make sure behaviour gets in line with the question. There
is cognitive dissonance (different with commitment)
Impression management: To keep impression of me being a predictable
consistent person, I will say yes.
Example: promoting fitness club attendance: probability goes up when you asked people if
they are going to the club. The next week the probability of going is higher.
Question behaviour effect. Asking questions makes people behave in line with what you will
measure. "will you eat more fruits and vegetables this week?" the probability of eating more
of the food is going up (just a little).
Prevent reactance by future
- Planning fallacy: You are preparing for your upcoming midterm paper and set aside
just one week to finish it. Although similar assignments in the past took you more
time than expected, you feel confident that one week is enough time.
o According to Construal level Theory (lecture 4), the planning fallacy occurs
because events in the distant future are construed at a higher, more abstract
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