Changes

==Definition==

==Definition==

*1. In Fine Arts: The ‘disposition’ of a figure in statuary or painting; hence, the posture given to it. (Now merged in 2.)

*1. In [[The Arts|Fine Arts]]: The ‘disposition’ of a figure in [[Sculpture|statuary]] or [[painting]]; hence, the posture given to it. (Now merged in 2.)

*2. a. A posture of the body proper to, or implying, some action or mental state assumed by human beings or animals. to strike an attitude: to assume it theatrically, and not as the unstudied expression of action or passion.

*2. a. A [[posture]] of the [[body]] proper to, or implying, some [[action]] or mental [[state]] assumed by [[human being]]s or [[animals]]. to strike an attitude: to assume it theatrically, and not as the unstudied expression of action or [[passion]].

:b. fig. Of inanimate things, conceptions, etc.

:b. fig. Of inanimate [[things]], [[concept]]ions, etc.

:c. Aeronaut. (See quots.) Also attrib.

:c. Aeronaut.

:d. Dancing. A posture or disposition of the body; spec. a form of arabesque (see quot. 1957).

:d. [[Dance|Dancing]]. A posture or disposition of the [[body]]; spec. a form of arabesque  

*3. Settled behaviour or manner of acting, as representative of feeling or opinion.

*3. Settled [[behaviour]] or [[manner]] of acting, as representative of [[feeling]] or opinion.

*4. a. attitude of mind: deliberately adopted, or habitual, mode of regarding the object of thought.

*4. a. attitude of [[mind]]: deliberately adopted, or habitual, mode of regarding the object of [[thought]].

:b. = attitude of mind above. Cf. senses 2b, 3.

:b. = attitude of mind above.  

*5. Lit. Criticism. spec. in the use of I. A. Richards, ‘the non-overt impulse to action involved in the poetic experience of the reader’.

*5. [[Literary Theory|Lit. Criticism]]. spec. in the use of I. A. Richards, ‘the non-overt impulse to [[action]] involved in the poetic [[experience]] of the [[reader]]’.

*6. attrib. and Comb., as attitude measurement, research, scale, study, test, theory; attitude-taking vbl. n.

*6. attrib. and Comb., as attitude measurement, [[research]], scale, study, test, [[theory]]; attitude-taking vbl. n.

 

 

==Theoretical Description==

==Theoretical Description==

The [[research]] of '''attitude''' is probably one of the most controversial, yet fascinating, areas of [[psychology]]. Although contemporary psychologists tend to define attitudes as evaluations of people, objects, and [[ideas]], attitude theories and research have looked at attitudes in many different ways and from several varying [[perspective]]s. The study of attitudes was already popular in the 1920s and 1930s when they were being studied and developed by well-known psychologists like Thurstone and Allport. From the mid-1950s until the early 1970s, the research of attitudes in general, and of attitude formation in particular, had been approached from several different perspectives, including behavioral, cognitive, and even psychodynamic. However, by the late 1970s and 1980s, the [[cognitive revolution]] that influenced psychology in general had a decisive effect on the study of attitudes. As a result, sociocognitive perspectives dominate today's approaches to attitude research. One of the most widely accepted [[model]]s that emerged at that time was the sociocognitive tripartite model of attitude [[structure]], proposed by Katz and Stotland. In this model, attitudes are mainly structured by three components—[[thought|cognitive]], [[feeling|affective]], and [[action|behavioral]]—that interact to serve as the backbone of the attitudinal model. The cognitive element encompasses all the [[information]] the individual has about a particular attitude object. The affective component contains the individual's [[feeling]]s and [[emotio]]ns. The behavioral component consists of the overt [[action]]s ([[physical]] or [[speech|verbal]]) of the subject toward the attitude object. Each of these components or [[dimensions]] is represented as an evaluative [[continuum]] that can go from the extremely negative to the extremely positive, resulting in a three-dimensional representation for any particular attitude.

The [[research]] of '''attitude''' is probably one of the most controversial, yet fascinating, areas of [[psychology]]. Although contemporary psychologists tend to define attitudes as evaluations of people, objects, and [[ideas]], attitude theories and research have looked at attitudes in many different ways and from several varying [[perspective]]s. The study of attitudes was already popular in the 1920s and 1930s when they were being studied and developed by well-known psychologists like Thurstone and Allport. From the mid-1950s until the early 1970s, the research of attitudes in general, and of attitude formation in particular, had been approached from several different perspectives, including behavioral, cognitive, and even psychodynamic. However, by the late 1970s and 1980s, the [[cognitive revolution]] that influenced psychology in general had a decisive effect on the study of attitudes. As a result, sociocognitive perspectives dominate today's approaches to attitude research. One of the most widely accepted [[model]]s that emerged at that time was the sociocognitive tripartite model of attitude [[structure]], proposed by Katz and Stotland. In this model, attitudes are mainly structured by three components—[[thought|cognitive]], [[feeling|affective]], and [[action|behavioral]]—that interact to serve as the backbone of the attitudinal model. The cognitive element encompasses all the [[information]] the individual has about a particular attitude object. The affective component contains the individual's [[feeling]]s and [[emotio]]ns. The behavioral component consists of the overt [[action]]s ([[physical]] or [[speech|verbal]]) of the subject toward the attitude object. Each of these components or [[dimensions]] is represented as an evaluative [[continuum]] that can go from the extremely negative to the extremely positive, resulting in a three-dimensional representation for any particular attitude.