Sie sind auf Seite 1von 3

Bryttni Pugh

Dippong

SOCY 2161

11 June 2016

Reflection Three: Chapter Seven & Chapter Eleven

The message component in the communication-persuasion paradigm in chapter sevens

overall topic on social influence and persuasion is quite interesting because I encounter varying

message content on a daily basis. Discrepant messages are ones that I tend to find, usually on social

media, because I unintentionally look for positions that do not reaffirm what I already believe. Ill

read ones that agree with my views, but Ill remember and am more drawn to ones that completely

differ, especially on topics that I do not know much about or are very debatable such as politics.

When reading about the political race on Facebook, I feel easily persuaded because I am not

passionate about any side. I read the pros and cons of both sides and form an opinion from their

opinions, but it is easier to dismiss these posts with high discrepancy if from a low credible source

like a random Facebook post; thus, I am personally left with scattered opinions about each

candidate unless I receive information from a highly credible source. To me, on another example,

a source with high credibility would be a well-known dancer. If I take a ballet class and feel

dedicated to the Cecchetti method, but a former dancer that I respect comes into the room and

teaches the Balanchine method, Id more than likely accept their differing point of view. Message

content can have emotional appeals, and I find it unfortunate that people will change their attitudes

based on fear. I would think that the solution or ways to cope with the induced fear that the

messages bring about would be the reason that people change their minds. However, the fear is the

reason because they may feel threatened or may believe they will have consequences for not
changing. Of course, too much fear may not cause attitude change, and Ive seen people come off

as pushy or too passionate about their side that it becomes overwhelming. When in middle school,

I watched videos about the treatment of animals which were gruesome and fear-inducing. I

switched my attitudes about animal rights and meat-eating quickly because I felt guilty about

eating animal products. As a pre-teen and teen, I would pass on too much information to others; I

learned as I grew older and with much research to not scare others too much but to tell them what

happens in the food industry (fear) and how to adopt a vegan lifestyle (solution). I never thought

about this process as a product of fear because I hoped the positive solution would be the reason

people wanted to change.

The productivity and performance in chapter elevens overall topic on group structure and

performance is highly relatable to my experiences in school. Social facilitation is commonly seen

in school because people want to perform better when in the presence of other competitors. In

dance classes we have to perform in front of each other daily. When at barre we are all focused on

ourselves and correcting our own technique, but when in centre, we are split into groups and tend

to watch and judge the others who are performing. This makes me more nervous and more inclined

to do my best, but I will see others shy away due to the presence of staring classmates. The book

states that an audience is bad for a beginner and good for a well-practiced performer. My first few

times on stage was frightening, and, with more experience in high school and college, I am now

able to perform at my best instead of hide. Instead of performing better for oneself and to look

better in general, there have been times in a class like improvisation where people perform better

just to top anothers performance. In lecture classes with group work, the size of the group

definitely matters. The research paper I had to write my freshman year with five members was an

additive task, and each persons contributions declined as time went on. A peer and I first
contributed much research, but, as we saw the little effort from other members being accepted, we

were involved in social loafing or motivation loss; we could have worked individually on the task

and could have performed better. Disjunctive and conjunctive tasks, where either the strongest or

weakest performance is considered when judging the groups output, are tasks that I did not really

know about. A dance performance would be disjunctive because members would depend on the

one with the most energy and best technique; others will attempt to reach or surpass this performer,

and one weak performer that doesnt know the combination or correct technique could bring the

group down.

Das könnte Ihnen auch gefallen