NIOS Class 12 Psychology Chapter 20 Attitude

NIOS Class 12 Psychology Chapter 20 Attitude Solutions English Medium As Per New Syllabus to each chapter is provided in the list so that you can easily browse throughout different chapters NIOS Class 12 Psychology Chapter 20 Attitude Notes and select need one. NIOS Class 12 Psychology Chapter 20 Attitude Solutions English Medium Download PDF. NIOS Study Material of Class 12 Psychology Notes Paper Code: 328.

NIOS Class 12 Psychology Chapter 20 Attitude

Also, you can read the NIOS book online in these sections Solutions by Expert Teachers as per National Institute of Open Schooling (NIOS) Book guidelines. These solutions are part of NIOS All Subject Solutions. Here we have given NIOS Class 12 Psychology Notes, NIOS Senior Secondary Course Psychology Solutions in English for All Chapter, You can practice these here.

Attitude

Chapter: 20

PART – II

Module – 5: Social Processes and Behavior

INTEXT QUESTIONS 20.1

1. List the various sources of attitude formation.

Ans: Various sources of attitude formation are:

(i) Classical conditioning.

(ii) Instrumental conditioning.

(iii) Observational learning.

(iv) Social comparison.

(v) Reference group.

2. State whether the following statements are True or False: 

(a) The ‘affective’ component of attitudes is related to the thoughts and mental process.

Ans: False. 

(b) Attitude formation through classical conditioning involves positive and negative reinforcements. 

Ans: False.

(c) Observational learning does not contribute to attitude formation. 

Ans: False.

(d) Attitudes comprise of three components.

Ans: True.

INTEXT QUESTIONS 20.2

Column A	Column B
1. Source characteristic	(i) Logical argument
2. Target characteristic	(ii) Expertise
3. Message characteristic	(iii) Openness to new ideas

Ans: 

Column A	Column B
1. Source characteristic	(ii) Expertise
2. Target characteristic	(iii) Openness to new ideas
3. Message characteristic	(i) Logical argument

2. List the three characteristics that influence the process of attitude change.

Ans: The three characteristics that influence attitude change are:

(i) Source characteristics.

(ii) Message characteristics.

(iii) Target characteristics.

INTEXT QUESTIONS 20.3

1. Match the following:

Column A	Column B
1. Prejudice	(i) Behaviour
2. Discrimination	(ii) Cognitions
3. Stereotypes	(iii) Affect

Ans: 

Column A	Column B
1. Prejudice	(iii) Affect
2. Discrimination	(ii) Cognitions
3. Stereotypes	(i) Behaviour

2. List various ways of reducing stereotypes.

Ans: Controlling the sources of attitude formation as well as altering established patterns of thinking and behavior:

(i) Preventing Positive Reinforcement: Discouraging children immediately whenever they express stereotyped or prejudiced beliefs, so that these negative attitudes are not reinforced or strengthened.

(ii) Exposure to Positive Role Models: Providing children and adults with role models who demonstrate inclusive, non-discriminatory attitudes toward members of all social groups.

(iii) Discouraging Narrow Social Identity: Avoiding the encouragement of narrow group affiliations and rigid group identities.

(iv) De-emphasizing In-Group vs. Out-Group Boundaries: Discouraging individuals from exaggerating differences between their group and other groups, and instead focusing on shared similarities across social categories.

(v) Developing an Inclusive Attitude: Encouraging an encompassing mindset that appreciates and respects social diversity and heterogeneity.

(vi) Imparting Accurate Information: Providing factual knowledge about different social groups to correct preconceived notions and dysfunctional beliefs.

(vii) Increasing Intergroup Contact: Facilitating direct, equal-status interaction between different social groups to establish direct communication, build mutual trust, and allow people to discover each other’s actual qualities through firsthand experience.

TERMINAL EXERCISES

1. What do you understand by attitude? Explain how attitudes differ from mere opinions.

Ans: An attitude is defined as a state of mind, a set of views, or thoughts regarding a specific topic (referred to as the ‘attitude object’) that carries an evaluative feature (positive, negative, or neutral quality), an emotional reaction, and a tendency to act in a certain way toward that object.

Difference between Attitudes and Opinions:

Opinions are simple views or thoughts regarding a particular subject that may or may not carry high personal significance to an individual.

When these views or thoughts become deeply important to a person—such that opposing views evoke an emotional reaction—and begin to consistently guide their behavioral patterns, they transition from simple opinions into attitudes.

2. Explain the characteristics of source that can impact the process of attitude change?

Ans: The source trying to persuade an individual plays a critical role in attitude change through three primary characteristics:

Credibility: Information originating from a highly credible source produces greater attitude change compared to a low-credibility source.

Expertise: Specialized knowledge in a domain enhances persuasion. For example, a dentist emphasizing oral hygiene carries more weight with children than parental advice on the same topic.

Attractiveness / Liking: When individuals admire or idolize a source (e.g., a celebrity), favorable attitudes toward the source transfer to the product or idea being endorsed.

3. How is the nature of message and the target important for attitude change?

Ans: Nature of Message:

Rational Appeals: Utilize logical arguments, empirical evidence, and clear facts (e.g., explaining environmental harm caused by paper waste).

Emotional Appeals: Focus on evoking specific emotions, such as fear, empathy, or hope (e.g., warning students that poor routine study habits lead to failing exams).

Target Characteristics:

Mood: Individuals in a positive mood process persuasive messages with greater flexibility and are more receptive to change.

Personality Traits: Openness to experience and flexibility facilitate attitude change, whereas rigid mindsets resist persuasion.

Intelligence & Existing Knowledge: Highly intelligent and well-informed individuals critically analyze arguments, making their established attitudes harder to change without exhaustive evidence.

4. How are stereotypes, prejudice and discrimination related with one another?

Ans: Stereotypes, prejudice, and discrimination correspond to the three dimensions of attitudes:

Stereotypes (Cognitive Component): Overgeneralized beliefs or category-based mental frameworks about a specific social, racial, or gender group without direct verification.

Prejudice (Affective Component): Negative emotional reactions (such as hatred or dislike) felt toward individuals based solely on their group membership.

Discrimination (Behavioral Component): Negative or unequal treatment directed toward members of a specific target group (e.g., the practice of untouchability based on caste).

Interconnection: Pre-conceived beliefs (stereotypes) frequently generate negative emotional feelings (prejudice), which ultimately manifest in unfair outward actions (discrimination).

5. Discuss the ways of resolving intergroup conflict?

Ans: Intergroup conflict can be resolved through four established strategies: 

(i) Superordinate Goals: Setting overarching objectives that cannot be completed by one group alone, requiring mutual cooperation, shared effort, and interdependence. 

(ii) Increase in Intergroup Contact: Facilitating direct, equal-status interaction to promote communication, clear up misconceptions, and build mutual trust. 

(iii) Decategorization: Reducing the emphasis on rigid group boundaries through cooperative activities that blur “us vs. them” distinctions. 

(iv) Recategorization: Redefining social structures to create broader, inclusive categories that encompass both groups under a single shared identity.

6. What are some factors that can contribute to intergroup conflict, and how do they impact the dynamics between different social groups?

Ans: Two primary factors drive intergroup conflict:

Competition for Valued Material Resources: Direct rivalry over limited economic assets, jobs, land, or physical resources.

Competition for Social Rewards: Struggles for status, social respect, power, and prestige.

Impact on Group Dynamics: When a social group perceives itself as disadvantaged or subjected to prejudice, hostility increases. This triggers a negative feedback loop where stereotyping and discriminatory behavior worsen, straining relations and escalating hostility between groups.

7. What are some strategies that can be used to reduce prejudice and stereotypes, both in terms of controlling the sources of attitude formation and altering established patterns of thinking and behaviour?

Ans: Controlling Sources of Attitude Formation:

(i) Preventing Positive Reinforcement: Discouraging children the very first time they display prejudiced thoughts so that instrumental reinforcement does not strengthen bias.

(ii) Regulating Media & Educational Sources: Monitoring textbooks, advertisements, and news media to eliminate biased representations.

Altering Established Thinking & Behavior:

(iii) Imparting Accurate Information: Educating individuals about target groups to correct dysfunctional beliefs.

(iv) Facilitating Direct Contact: Enabling personal interaction so individuals discover group members’ actual qualities rather than relying on hearsay.

(v) De-emphasizing Ingroup-Outgroup Boundaries: Highlighting shared human similarities across categories rather than dwelling on differences.

(vi) Fostering Inclusivity: Encouraging appreciation for social diversity and heterogeneity.