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the people at my school are drinkers”, you would be having a direct response. Indirect responses have nothing to do with the material at hand and do not increase persuasive effects. If presented with the same fact, “ 9 out of 10 college students drink alcohol", and your cognitive response is, “I wonder what I am doing this weekend”, you would have an indirect response.
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Research supporting the model shows that persuasion is powerfully affected by the amount of self-talk that occurs in response to a message. The degree to which the self-talk supports the message and the confidence that recipients express in the validity of that self-talk further support the cognitive
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Two types of cognitive responses exist: direct and indirect. Direct responses are relevant to the material being presented and can increase persuasion. For example, when presented with the fact, “ 9 out of 10 college students drink alcohol”, and your cognitive response is, “ Yeah, I would say most of
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The cognitive response model shows that learning our cognitive responses to persuasion provides a basis for understanding the persisting effects of communication. Greenwald’s theory states that we remember our cognitive responses better than actual information presented to us. Simply put, we are
67:, in contrast, are negative cognitive responses that prohibit persuasion. Factors that reduce counterarguments include communicator expertise and insufficient time and ability to formulate counterarguments. Such tactics are often used in
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The cognitive response model suggests that effective messages should take into account factors that are likely to enhance positive cognitive responses to the receivers.
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better at remembering our thoughts about an argument during the argument, rather than the actual argument itself.
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Greenwald, Anthony (1968). "Cognitive
Learning, Cognitive Response to Persuasion, and Attitude Change".
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Greenwald, Anthony (1968). "Cognitive
Learning, Cognitive Response to Persuasion, and Attitude Change".
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of the persuasion target, rather than the content of the message.
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Kenrick, D. T., Neuberg, S. L., & Cialdini, R. B. (2009).
108:. (5th ed. ed., pp. 143-179). Boston: Pearson College Div.
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Greenwald first proposed the theory in 1968.
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