'The Theory of Cognitive Dissonance '

'The theory of cognitive Dissonance states that when unmarrieds be presented with education that implies we fiddle in a way that contradicts our object lesson standards, we experience irritation (Aronson, Wilson, and Akert, 1998, P. 191). This is considered Cognitive Dissonance.\n\nA psychological bourne used to advert mental fighting that occurs when beliefs or assumptions be contradicted by untried information; arouses disquietude or tensity; relieved by iodin of several(prenominal) defensive maneuvers: rejecting, explaining away, or avoiding impudently information; persuading self that no conflict very exists; reconciling differences; or resorting to any different defensive instrument of preserving stability or score in conception of creation and of self; introductory introduced in fifties; has become major(ip) point of parole and research in psychology (as cited in Comptons interactive Encyclopedia, 1996).\n\nThis theory was essential by Leon Festinger (1957), is adjoin with the relationships among sciences. Cognition, for the purpose of this theory, whitethorn be idea of as a piece of knowledge, thoughts, feelings, or beliefs. Knowledge may be al nearly an attitude, an emotion, a sort, or a value. For instance, the point that you like the colouring red is cognition. plenty corroborate a massive sum up of cognitions at the resembling time, and these cognitions create irrelevant, relationships with one another. Therefore, that the twain cognitions have nothing to do with each other. This occurs most often when we do something that contradicts our moral beliefs.\nIf discrepancy is experienced it is more or less al ways uncomfortable, so the individual is motivated to disregard it. This causes the individual to identify the order of magnitude of their discomfort and, it is manageable to predict what we privy do to restrict dissonance. There are tercet rudimentary ways to reduce dissonance. First are changing cog nitions, an typesetters case is if two cognitions outweart relate we place remove one to gift it relate to the other; or neuter each cognition in the educational activity of the other. The second is adding cognitions, if two cognitions cause a certain breaker point of dissonance, adding one or more cognitions can reduce the stratum of dissonance. The third is mend importance, attempting to justify the behavior by adding new cognitions. These are the three basic ways of reducing cognitive dissonance (Aronson, Wilson, and Akert, 1998, P. 192).\n\nLeon Festinger and pile Carlsmith also tried and true his theory in 1959. They put in all the participants through a dull labour. The task consisted in placing a large hail of spools on pegs...If you motivation to get a full essay, order it on our website:

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