week 3 and research

1. Researching

Source:
http://www.simplypsychology.org/cognitive-dissonance.html

My Topic: 
advertising can be always achieved by using psychological skills.

What I hope to learn from this source:
what is the cognitive dissonance and how to apply ad.

Notes:
1.Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs or behaviors.
2.For example, when people smoke (behavior) and they know that smoking causes cancer (cognition).

3.Attitudes may change because of factors within the person. An important factor here is the principle of cognitive consistency, the focus of Festinger's (1957) theory of cognitive dissonance

4.Festinger and Carlsmith (1959) investigated if making people perform a dull task would create cognitive dissonance through forced compliance behavior.

5.Brehm (1956) was the first to investigate the relationship between dissonance and decision-making. Female participants were informed they would be helping out in a study funded by several manufacturers.

Final Thoughts:

This source is very important and interesting to use my writing. I considered the examples that relevant to ad.

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Source:

http://psychology.about.com/od/behavioralpsychology/a/classcond.htm 

http://sites.ewu.edu/cedp324-sain/2013/08/12/advertisements-and-classical-conditioning-by-natasha-barnhart/

My Topic: 
advertising can be always achieved by using psychological skills.

What I hope to learn from this source:
what is the classical conditioning and how to apply ad.

Notes:
1.Classical conditioning is a type of learning that had a major influence on the school of thought in psychology known as behaviorism.
2.Behaviorism is based on the assumption that learning occurs through interactions with the environment.
3.It's important to note that classical conditioning involves placing a neutral signal before a naturally occurring reflex. 
4.The unconditioned stimulus is one that unconditionally, naturally, and automatically triggers a response. 
5.The unconditioned response is the unlearned response that occurs naturally in response to the unconditioned stimulus.
6.The conditioned stimulus is previously neutral stimulus that, after becoming associated with the unconditioned stimulus, eventually comes to trigger a conditioned response.
7.The conditioned response is the learned response to the previously neutral stimulus.
8. A more modern example is the familiar golden arches of McDonalds. 

Final Thoughts:

This source is very unfamiliar but so interesting . I find and think the examples that relevant to ad.

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Source:

http://www.paulolyslager.com/decoy-effect-price-tables/

My Topic: 
advertising can be always achieved by using psychological skills.

What I hope to learn from this source:
what is the decoy effect and how to apply ad.

Notes:

 1.I found myself intrigued by the psychology of persuasion, how these techniques are used throughout the web and how it affects our decision making

2.The decoy effect, also called the asymmetrical dominance effect, is a phenomenon where people tend to have a change in preference between two options when presented with a third option that is asymmetrically dominated.

Final Thoughts:

This source is very fresh ,therefore interesting . I thought correlation of examples and developed new examples.

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Cognitive dissonance : Cognitive dissonance refers to a situation involving conflicting attitudes, beliefs or behaviors. This produces a feeling of discomfort leading to an alteration in one of the attitudes, beliefs or behaviors to reduce the discomfort and restore balance etc.

Applying to advertising : the cognition which is 'snack is harmful our body' conflicts with the behavior that we eat the snack and make the cognitive dissonance. This makes the customers' purchasing need lower. Thus, through the advertisement the cognition change into 'snack is helpful to supply nutrition' and resolve dissonance.

Classical conditioning : Classical conditioning (also Pavlovian conditioning or respondent conditioning) is a kind of learning that occurs when a conditioned stimulus (CS) is paired with an unconditioned stimulus (US). Usually, the CS is a neutral stimulus (e.g., the sound of a tuning fork), the US is biologically potent (e.g., the taste of food) and the unconditioned response (UR) to the US is an unlearned reflex response (e.g., salivation). After pairing is repeated (some learning may occur already after only one pairing), the organism exhibits a conditioned response (CR) to the CS when the CS is presented alone. The CR is usually similar to the UR (see below), but unlike the UR, it must be acquired through experience and is relatively impermanent.

Applying to advertising : A more modern example is the familiar golden arches of McDonalds. Everyone knows that the golden M like arches symbolizes the McDonalds food and then thinking of food often makes a person hungry. So McDonalds has successfully used classical conditioning on almost the entire world to associate their golden arch logo with hunger for food. (Right now just writing about this is making me hungry). I am not just picking on McDonalds every present day advertisements use classical conditioning to pair their product (US) with a certain behavior response (CR). Any advertisement that you hear on the radio or see on the TV is using classical conditioning to make you change your behavior and go and buy their product. Cola, pizzas, cars, and even toilet paper commercials are no exception. Advertisements are made with this psychological principal in mind to dig deep into your mind and your pocket book. So be warned when you are driving down the road and see those golden arches and your stomach starts to give a little growl then you should realize that you are probably being classically conditioned just like Pavlov’s dogs.   

Decoy effect :  the decoy effect (or asymmetric dominance effect) is the phenomenon whereby consumers will tend to have a specific change in preference between two options when also presented with a third option that is asymmetrically dominated. An option is asymmetrically dominated when it is inferior in all respects to one option; but, in comparison to the other option, it is inferior in some respects and superior in others.

Applying to advertising : Starbucks starts the event that if you buy the 17 coffees, Starbucks give you Starbucks' diary in every end of year. However, the consumers increase 20%~30% when beginning of November that Starbucks starts event.

  

2. Articulate my argument 

1)
I want to argue advertising can be always achieved by using psychological skills. We watch ad everyday and everywhere without thinking and the an advertising men is nervous to achieve their ad. I want to show the consumers and producers my arguments 

2)
My first research questions is 'what is the advertising psychology?'. This question show to the new part of psychology and I feel the fresh and eager to research about it. Thus, I continue my research and I found several advertising theories and examples. And I think 'people can't control their psychology, then if producers use these skills, they always achieve.' Then, I developed the thought and I take the own topic.

3)
a) what is the cognitive dissonance?
b) what is the Classical conditioning?
c) what is the decoy effect?
I'll continue browsing the internet and looking for interesting articles and keeping track of my research with blog posts.

4)
This argument has many connections to the Harvard Sampler. First, it is about psychology. Havard samplers' first content is human mind and my topic consider the human mind too. And It also related Internet because recently ad spread out though internet. Thus, my topic is related to Havard sampler

3. Outline

1. The introduction, which warms up the audience, establishes goodwill and rapport with the readers, and announces the general theme or thesis of the argument.

I will start by describing the situation everyone is already familiar with: ad is everywhere and whenever near you. Then I will shift attention to problems of consumers and ad producers. I will end with my thesis, " advertising can be always achieved by using psychological skills.." 

2. The narration, which summarizes relevant background material, provides any information the audience needs to know about the environment and circumstances that produce the argument, and set up the stakes-what’s at risk in this question. In academic writing, this often takes the form of a literature review.

I will define the words 'psychology' 'advertising' and 'psychology advertisement', and quote  journalist WALTER D. SCOTT mention. and write more explanations.

3. The confirmation,which lays out in a logical order (usually strongest to weakest or most obvious to most subtle) the claims that support the thesis, providing evidence for each claim.

I will start by cognitive dissonance and, in turn, classical conditioning and decoy effect. lastly connected the theories and my argument logical. 

4. The refutation and concession, which looks at opposing viewpoints to the writer’s claims, anticipating objections from the audience, and allowing as much of the opposing viewpoints as possible without weakening the thesis.

    Critics may say 'It is personal' and 'it is overestimation' with  the laws of probability and psychology effect personal. Then, I will criticize again with It violates the laws of probability and the purpose of advertising is universal.  

5. The summation, which provides a strong conclusion, amplifying the force of the argument,  and showing the readers that this solution is the best at meeting the circumstances.

I will close my writing explanation why this writing is important and needed.  

week 2 and research

1. I explored the syllabus posts on your blog about our schedule and grading.


2. My research proposal is :

What is my current topic?
The advertising can be always achieved by using psychological skills. Thus I will find various theories and examples about it.

What are my guiding questions?
What psychological theory do apply to advertising? How to apply them? 

What are my current thoughts?
I know some information about advertising psychology and It will be true that my argument.

What is the opposition?
It is personal. It is overestimation.

3. Researching

Source:
http://www.theatlantic.com/magazine/archive/1904/01/the-psychology-of-advertising/303465/2/

My Topic: 
advertising can be always achieved by using psychological skills.

What I hope to learn from this source:
 I want to know specific information about advertising psychology.

note:
1.In response to this felt need on the part of the advertiser, several students of psychology have tried to select those principles of psychology which might be of benefit to the advertiser, and to present them to the advertising world through pamphlets,¹ magazine articles,² public addresses,³ and, in one case at least, by means of a book.^4
2.The method employed by the psychologist in attempting to give advertising a theoretical basis has been quite uniform. 
3.In a former age the seller, the buyer, and the commodity were brought together. 

Final Thoughts:
This source show me the specific information about advertising psychology and I am getting interesting about my topic

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Advertisement : Advertising in business is a form of marketing communication used to encourage, persuade, or manipulate an audience (viewers, readers or listeners; sometimes a specific group) to take or continue to take some action.

Psychology : Psychology is an academic and applied discipline that involves the scientific study of mental functions and behaviors.

Advertising psychology : It is a part of business psychology. And it includes psychology which explains the people's behaviors associated with advertisement such as perception about advertisement, memory, the motivation caused by advertisement, behavior and so on, also It includes social psychology which explains consumer's behavior. 


4. Classical arguments 

This researching is not just copy. I really understand about classical argument through reading this material.

One of the oldest organizing devices in rhetoric is the classical argument, which incorporates the five parts of a discourse that ancient teachers of rhetoric believed were necessary for persuasion, especially when the audience included a mixture of reactions from favorable to hostile. They often prescribed this order to students, not because it was absolutely ideal, but because using the scheme encouraged the writer to take account of some of the most important elements of composing:

• beginning in an interesting way
• providing background or context that was relevant to their specific audience
• stating their claims and evidence clearly and emphatically
• taking account of opposing viewpoints and anticipating objections
• and concluding in a satisfying and effective way.

The classical argument traditionally consists of five parts:

The Introduction

 The introduction has four jobs to do:  

1. It must attract the interest of a specific audience and focus it on the subject of the argument.
2. It must provide enough background information to make sure that the audience is aware of both the general problem as well as the specific issue or issues the writer is addressing (for instance, not just the problem of pollution but the specific problem of groundwater pollution in Columbia, SC).
3. It must clearly signal the writer's specific position on the issue and/or the direction of her/his argument. Usually a classical argument has a written thesis statement early in the paper's usually in the first paragraph or two.
4. It must establish the writer role or any special relationship the writer may have to the subject or the audience (for instance, you're committed to the Susan G. Komen Race for the Cure because your mother is a breast cancer survivor). It should also establish the image of the writer (the ethos) that he/she wants to project in the argument: caring, aggressive, passionate, etc.

Some Questions to Ask as You Develop Your Introduction

1.      What is the situation that this argument responds to?

2.      What elements of background or context need to be presented for this audience? Is this new information or am I just reminding them of matters they already have some familiarity with?

3.      What are the principal issues involved in this argument?

4.      Where do I stand on this issue?

5.      What is the best way to capture and focus the audience attention?

6.      What tone should I establish?

7.      What image of myself should I project?

The Confirmation

There뭩 a strong temptation in argument to say hy should you think so? Because! and leave it at that. But a rational audience has strong expectations of the kinds of proof you will and will not provide to help it accept your point of view. Most of the arguments used in the confirmation tend to be of the inartistic kind, but artistic proofs can also be used to support this section.

Some Questions to Ask as You Develop Your Confirmation

1. What are the arguments that support my thesis that my audience is most likely to respond to?
2. What arguments that support my thesis is my audience least likely to respond to?
3. How can I demonstrate that these are valid arguments?
4. What kind of inartistic proofs does my audience respect and respond well to?
5. Where can I find the facts and testimony that will support my arguments?
6. What kinds of artistic proofs will help reinforce my position?

The Concession/Refutation

The concession/refutation section involves a great deal of what you learned in writing Rogerian arguments. You want to concede any points that you would agree on or that will make your audience more willing to listen to you (as long as they don뭪 fatally weaken your own side). For instance, you might argue that we need stronger groundwater pollution laws, but concede that we shouldn't hold cities and municipalities legally liable for cleaning up groundwater that was polluted before the law was passed, if you think that will help sell your case. Again, here is a place to use both pathos and ethos: by conceding those matters of feeling and values that you can agree on, while stressing the character issues, you can create the opportunity for listening and understanding.  

But you will also have to refute (that is, counter or out-argue) the points your opposition will make. You can do this in four ways:

1. Show by the use of facts, reasons, and testimony that the opposing point is totally wrong. You must show that the opposing argument is based on incorrect evidence, questionable assumptions, bad reasoning, prejudice, superstition, or ill will.
2. Show that the opposition has some merit but is flawed in some way. For instance, the opposing viewpoint may be true only in some circumstances or within a limited sphere of application, or it may only apply to certain people, groups, or conditions. When you point out the exceptions to the opposition rule, you show that its position is not as valid as its proponents claim it is.
3. Show that the opposition has merits but is outweighed by other considerations. You are claiming, in essence, that truth is relative: when a difficult choice has to be made, we must put first things first. For instance, you may say that it undesirable for young girls to have abortions, but when girls as young as ten become pregnant, they e too young to take on the burdens of motherhood and must not be forced to carry the pregnancy to term. Or you may say that yes, it true that my proposal is expensive, but consider the costs if we do not undertake it, or how much the price will go up if we wait to undertake it, etc.
4. Show that the reasoning used by the opposition is flawed: in other words, that it contains logical fallacies. For instance, the opposition may claim that anyone who does not support a retaliatory bombing of Afghanistan to punish Osama bin Laden and the regime that supports him is not a patriotic American; you can show that this is an example of the either/or fallacy by showing that there are other patriotic responses than nuking a Stone Age country further back into the Stone Age뾣or instance arresting bin Laden and the Taliban leaders and turning them over to the World Court, bringing them to trial in the US justice system, etc.

In general, strategies 2 and 3 are easier to pull off than strategy 1. Showing that a position is sometimes valid gives the opposition a face-saving but and preserves some sense of common ground.  

Some Questions to Ask as You Develop Your Concession/Refutation

1. What are the most important opposing arguments? What concessions can I make and still support my thesis adequately?
2. How can I refute opposing arguments or minimize their significance?
3. What are the possible objections to my own position?
4. What are the possible ways someone can misunderstand my own position?
5. How can I best deal with these objections and misunderstandings?

The Conclusion

Conclusions are hard and there a temptation to simply repeat your thesis and topic sentences and pray for a miracle. However, if you try to step back in your conclusion, you can often find a way to give a satisfying sense of closure. You might hark back to the background: why has this remained a problem and why is it so important to solve it, your way, now? Or you might hark back to the common ground you have with your audience: why does accepting your argument reinforce your shared beliefs and values? Too many times classical arguments don close hey just stop, as if the last page is missing. And this sense of incompleteness leaves readers dissatisfied and sometimes less likely to accept your argument. So spending a little extra time to round the conclusion out is almost always worthwhile in making the argument more successful.  

Some Questions to Ask as You Develop Your Conclusion

1. How can I best leave a strong impression of the rightness and importance of my view?
2. How can I best summarize or exemplify the most important elements of my argument?
3. What is the larger significance of the argument? What long-range implications will have the most resonance with my readers?
4. How can I bring the argument dull circle and leave my readers satisfied with the ending of my argument?

This researching is not just copy. I really understand about classical argument through reading this material.