Social Psychology Summary
Week 1 Lecture:
Context is essential to understand behaviour or words- what happened before
7 Questions to be answered:
• What do we talk about?
• How do we speak?
• What do we show?
• How can we understand the complexity?
• How do cultures differ?
• How do we communicate through new media
• How can we communicate with computers?
Ex: Person A looks right into the eyes of Person B and says, while touching his ear: “I do not know what you are
talking about”.
Why might Person A presently be suspect of lying? Person A:
A. Touched his (own) ear during his statement
B. Showed no emotions during his statement
C. Lied before in a similar context
Talking:
• Phonology (speech sounds)
• Semantics/vocabulary (meaning of language units)
• Syntax & Morphology (rules on combining words/change word forms)
• Language (communicate mental representations)
Linking people:
• Organisations
• Cultures
• Groups
• Relations
The basic communication method:
Sender has a message(coding) to send and the Receiver will decode it by observing the body language or hearing
the message by combining the tone of voice, duration, facial muscles etc. Receiver tries to understand the message
and goals or differ
• Proxemics- how close you are to each other
• Gestures
• Voice
• Facial expression
• Appearance
• Posture
• Haptics
, • Gaze
“Hey, you look great!”
It is a converging remark.
• Improve the relationship
• Boost the other’s self-esteem
• Present yourself as friendly
• Establish a norm of closeness
Types of goals:
Primary
o Influence/organize (teach, persuade, collaborative action)
Secondary
o Identity (being a good and consistent person)
o Interaction (looking positive and acceptable)
o Relational resource (preserve the relationship)
o Personal resource (avoiding repercussions)
o Arousal management (avoid getting stressed)
Strategies:
• Topic of choice
o Type of arguments
o Language intensity
• Interruptions
o Response latency, speech rate
o Turn duration
• Code/language choice
o Speaking time
o Accent mobility
o Patronizing talk
Small talk • Serious conversation
Sports talk • Talking about problems •
Current events talk Bringing bad news
Gossip • Complaining
Joking around • Group discussion
Catching up • Persuading
Recapping • Decision making
Getting to know • Instructions
Morning talk SPEECH EVENTS • Class information talk
Bedtime talk • Lecture
Reminiscing • Interrogation
Making up • Making plans
Love talk • Asking a favor
Relationship talk • Asking out
Conflict
, WEEK 1 READINGS
What do we talk about?
We talk all day, about very different topics. But where do we talk about; about the weather, about other people,
about tomorrow? And why do we talk about these things? These issues concern the goals and functions of our
conversations.
I. “A taxonomy of behavior change techniques used in interventions”- Abraham C. Michie S. 379
• Aim of this research: to develop and test a theory-linked taxonomy of generally applicable behavior change
techniques (BCTs)
• These findings demonstrate the feasibility of developing standardized definitions of BCTs included in
behavioral interventions and highlight problematic variability in the reporting of intervention content.
• Meta-analysis has demonstrated that inclusion of particular intervention techniques is associated with
effectiveness.
o provision of normative arguments was found to be associated with effectiveness for audiences
under age 21 but with ineffectiveness for older audiences
o For example, Albarrac showed that 10 distinct techniques (e.g., provision of factual information,
attitudinal arguments, and normative arguments) could be reliably identified in published
descriptions of interventions designed to promote condom use.
• Theories such as the theory of reasoned action were supported because inclusion of attitudinal arguments
was associated with effectiveness, as was inclusion of normative arguments (for young people).
• Theories advocating use of fear appeals were not supported because inclusion of threat-inducing arguments
was not associated with effectiveness for any audience.
o In the absence of such characterization, the implications of intervention evaluations for theoretical
development may remain unclear
• Hillsdon, Foster, Cavill, Crombie, and Naidoo (2005) reviewed community-based physical activity
interventions and identified techniques which were more frequently found in effective interventions,
namely, instruction by means of written materials, encouraging self-monitoring and providing telephone
support
• A range of behavior change technique definitions is required to comprehensively relate effectiveness to
intervention content across behavioral domains, thus illuminating when and how content matters to
effectiveness.
• Behavioral scientists should also report
o (a) the content or elements of the intervention,
o (b) the characteristics of those delivering the intervention,
o (c) the characteristics of the recipients
o d) the setting (e.g., worksite),
o (e) the mode of delivery (e.g., face-to-face),
o (f) the intensity (e.g., contact time),
o (g) the duration (e.g., number of sessions over a given period)
o (h) adherence to delivery pro- tocols.
• Moreover, some published evaluations of health behavior interventions clearly list the techniques used in
the intervention.
• Inoue et al. noted the intervention involved “explaining the benefits of physical activity,” using a “decisional
balance,” encouraging “goal setting and self-monitoring,” inviting participants to sign a “contract to maintain
an active lifestyle,” and “controling reinforcers encouraging physical activity.”
o This multicomponent intervention also included advice “to seek support of family and friends” and
lessons on use of “positive self talk” and “relapse prevention” techniques.
o In this case, the content of the intervention is described in terms of discrete techniques that can be
translated into practical delivery procedures and materials in an appropriate manual, thereby
facilitating replication and adoption.
• Few available lists of discrete BCTs used in health behavior interventions.
, • 3 potentially useful lists.
o First, the transtheoretical model, specified 10 processes of behavior change:
consciousness raising
self-reevaluation
self-liberation
counterconditioning
stimulus control
reinforcement,
helping relationships,
dramatic relief
environmental reevaluation
social liberation.
o 19 behavior change methods to describe intervention content
specifying a behavioral goal,
self- monitoring,
agreeing on a contract,
providing incentives
contingent on behavior
using graded tasks
increasing skills,
rehearsal of skills,
stress management,
planning,
use of prompts or cues,
changing the environment,
social support or encouragement,
persuasive communication,
information about behavioral outcomes,
use of personalized messages,
modeling or demonstrating a behavior,
setting homework,
personal experiments to gather data
experiential tasks to change motivation.
o Third, in a meta-analysis of interventions designed to increase physical activity identified 20
separate intervention components
behavioral modification
cognitive modification
prompting greater commitment
use of rewards
agreeing on a contract
considering advantages and disadvantages of a behavior
providing a supervised class at a set time,
behavioral prescription,
providing feedback about performance,
fitness testing,
goal setting,
providing health education information,
providing health risk appraisals,
relapse prevention training,
self- management,
self-monitoring,
providing opportunities to watch others performing the behavior,
social support,
stimulus control
thought restructuring.
Week 1 Lecture:
Context is essential to understand behaviour or words- what happened before
7 Questions to be answered:
• What do we talk about?
• How do we speak?
• What do we show?
• How can we understand the complexity?
• How do cultures differ?
• How do we communicate through new media
• How can we communicate with computers?
Ex: Person A looks right into the eyes of Person B and says, while touching his ear: “I do not know what you are
talking about”.
Why might Person A presently be suspect of lying? Person A:
A. Touched his (own) ear during his statement
B. Showed no emotions during his statement
C. Lied before in a similar context
Talking:
• Phonology (speech sounds)
• Semantics/vocabulary (meaning of language units)
• Syntax & Morphology (rules on combining words/change word forms)
• Language (communicate mental representations)
Linking people:
• Organisations
• Cultures
• Groups
• Relations
The basic communication method:
Sender has a message(coding) to send and the Receiver will decode it by observing the body language or hearing
the message by combining the tone of voice, duration, facial muscles etc. Receiver tries to understand the message
and goals or differ
• Proxemics- how close you are to each other
• Gestures
• Voice
• Facial expression
• Appearance
• Posture
• Haptics
, • Gaze
“Hey, you look great!”
It is a converging remark.
• Improve the relationship
• Boost the other’s self-esteem
• Present yourself as friendly
• Establish a norm of closeness
Types of goals:
Primary
o Influence/organize (teach, persuade, collaborative action)
Secondary
o Identity (being a good and consistent person)
o Interaction (looking positive and acceptable)
o Relational resource (preserve the relationship)
o Personal resource (avoiding repercussions)
o Arousal management (avoid getting stressed)
Strategies:
• Topic of choice
o Type of arguments
o Language intensity
• Interruptions
o Response latency, speech rate
o Turn duration
• Code/language choice
o Speaking time
o Accent mobility
o Patronizing talk
Small talk • Serious conversation
Sports talk • Talking about problems •
Current events talk Bringing bad news
Gossip • Complaining
Joking around • Group discussion
Catching up • Persuading
Recapping • Decision making
Getting to know • Instructions
Morning talk SPEECH EVENTS • Class information talk
Bedtime talk • Lecture
Reminiscing • Interrogation
Making up • Making plans
Love talk • Asking a favor
Relationship talk • Asking out
Conflict
, WEEK 1 READINGS
What do we talk about?
We talk all day, about very different topics. But where do we talk about; about the weather, about other people,
about tomorrow? And why do we talk about these things? These issues concern the goals and functions of our
conversations.
I. “A taxonomy of behavior change techniques used in interventions”- Abraham C. Michie S. 379
• Aim of this research: to develop and test a theory-linked taxonomy of generally applicable behavior change
techniques (BCTs)
• These findings demonstrate the feasibility of developing standardized definitions of BCTs included in
behavioral interventions and highlight problematic variability in the reporting of intervention content.
• Meta-analysis has demonstrated that inclusion of particular intervention techniques is associated with
effectiveness.
o provision of normative arguments was found to be associated with effectiveness for audiences
under age 21 but with ineffectiveness for older audiences
o For example, Albarrac showed that 10 distinct techniques (e.g., provision of factual information,
attitudinal arguments, and normative arguments) could be reliably identified in published
descriptions of interventions designed to promote condom use.
• Theories such as the theory of reasoned action were supported because inclusion of attitudinal arguments
was associated with effectiveness, as was inclusion of normative arguments (for young people).
• Theories advocating use of fear appeals were not supported because inclusion of threat-inducing arguments
was not associated with effectiveness for any audience.
o In the absence of such characterization, the implications of intervention evaluations for theoretical
development may remain unclear
• Hillsdon, Foster, Cavill, Crombie, and Naidoo (2005) reviewed community-based physical activity
interventions and identified techniques which were more frequently found in effective interventions,
namely, instruction by means of written materials, encouraging self-monitoring and providing telephone
support
• A range of behavior change technique definitions is required to comprehensively relate effectiveness to
intervention content across behavioral domains, thus illuminating when and how content matters to
effectiveness.
• Behavioral scientists should also report
o (a) the content or elements of the intervention,
o (b) the characteristics of those delivering the intervention,
o (c) the characteristics of the recipients
o d) the setting (e.g., worksite),
o (e) the mode of delivery (e.g., face-to-face),
o (f) the intensity (e.g., contact time),
o (g) the duration (e.g., number of sessions over a given period)
o (h) adherence to delivery pro- tocols.
• Moreover, some published evaluations of health behavior interventions clearly list the techniques used in
the intervention.
• Inoue et al. noted the intervention involved “explaining the benefits of physical activity,” using a “decisional
balance,” encouraging “goal setting and self-monitoring,” inviting participants to sign a “contract to maintain
an active lifestyle,” and “controling reinforcers encouraging physical activity.”
o This multicomponent intervention also included advice “to seek support of family and friends” and
lessons on use of “positive self talk” and “relapse prevention” techniques.
o In this case, the content of the intervention is described in terms of discrete techniques that can be
translated into practical delivery procedures and materials in an appropriate manual, thereby
facilitating replication and adoption.
• Few available lists of discrete BCTs used in health behavior interventions.
, • 3 potentially useful lists.
o First, the transtheoretical model, specified 10 processes of behavior change:
consciousness raising
self-reevaluation
self-liberation
counterconditioning
stimulus control
reinforcement,
helping relationships,
dramatic relief
environmental reevaluation
social liberation.
o 19 behavior change methods to describe intervention content
specifying a behavioral goal,
self- monitoring,
agreeing on a contract,
providing incentives
contingent on behavior
using graded tasks
increasing skills,
rehearsal of skills,
stress management,
planning,
use of prompts or cues,
changing the environment,
social support or encouragement,
persuasive communication,
information about behavioral outcomes,
use of personalized messages,
modeling or demonstrating a behavior,
setting homework,
personal experiments to gather data
experiential tasks to change motivation.
o Third, in a meta-analysis of interventions designed to increase physical activity identified 20
separate intervention components
behavioral modification
cognitive modification
prompting greater commitment
use of rewards
agreeing on a contract
considering advantages and disadvantages of a behavior
providing a supervised class at a set time,
behavioral prescription,
providing feedback about performance,
fitness testing,
goal setting,
providing health education information,
providing health risk appraisals,
relapse prevention training,
self- management,
self-monitoring,
providing opportunities to watch others performing the behavior,
social support,
stimulus control
thought restructuring.
