Intellectual covering

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Intellectual cover is a usually negative term for sophisticated arguments provided by members of the intelligentsia to bolster a particular viewpoint, and thereby help it gain respectability. Usually the viewpoint is one that a supporter leaned toward anyway, but needed arguments to help him justify to others.More at Wikipedia

Related References

Feng, C.. (2005). The Death of the Concerned Intellectual?. PORTAL: Journal of Multidisciplinary International Studies

Trivium & Quadrivium

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The quadrivium (plural: quadrivia) is the four subjects, or arts, taught after teaching the trivium. The word is Latin, meaning four ways, and its use for the four subjects has been attributed to Boethius or Cassiodorus in the 6th century.  Together, the trivium and the quadrivium comprised the seven liberal arts (based on thinking skills), as distinguished from the practical arts (such as medicine and architecture).

Etymologically, the Latin word trivium means “the place where three roads meet” (tri + via); hence, the subjects of the trivium are the foundation for the quadrivium, the upper division of the medieval education in the liberal arts, which comprised arithmetic (number), geometry (number in space), music (number in time), and astronomy (number in space and time). Educationally, the trivium and the quadrivium imparted to the student the seven liberal arts of classical antiquity.[1]

Grammar teaches the mechanics of language to the student. This is the step where the student “comes to terms,” defining the objects and information perceived by the five senses. Hence, the Law of Identity: a tree is a tree, and not a cat.

Logic (also dialectic) is the “mechanics” of thought and of analysis, the process of identifying fallacious arguments and statements and so systematically removing contradictions, thereby producing factual knowledge that can be trusted.

Rhetoric is the application of language in order to instruct and to persuade the listener and the reader. It is the knowledge (grammar) now understood (logic) and being transmitted outwards as wisdom (rhetoric).

One can utilise a computer analogy to conceptually explain the Trivium. Per analogiam, input (via input channels such as the senses/sensors, or any other form of information transmission ) refers to grammar, processing to logic (thought & analysis), and output to rhetoric (written words & spoken language).

Sister Miriam Joseph, in The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric (2002), described the trivium as follows:

Grammar is the art of inventing symbols and combining them to express thought; logic is the art of thinking; and rhetoric is the art of communicating thought from one mind to another, the adaptation of language to circumstance.

. . .

Grammar is concerned with the thing as-it-is-symbolized. Logic is concerned with the thing as-it-is-known. Rhetoric is concerned with the thing as-it-is-communicated.[4]

John Ayto wrote in the Dictionary of Word Origins (1990) that study of the trivium (grammar, logic, and rhetoric) was requisite preparation for study of the quadrivium (arithmetic, geometry, music, and astronomy). For the medieval student, the trivium was the curricular beginning of the acquisition of the seven liberal arts; as such, it was the principal undergraduate course of study. The word trivial arose from the contrast between the simpler trivium and the more difficult quadrivium.[5]

Quadrivium

The quadrivium consisted of arithmetic, geometry, music, and astronomy. These followed the preparatory work of the trivium, consisting of grammar, logic, and rhetoric. In turn, the quadrivium was considered preparatory work for the study of philosophy (sometimes called the “liberal art par excellence”)[5] and theology.

These four studies compose the secondary part of the curriculum outlined by Plato in The Republic and are described in the seventh book of that work (in the order Arithmetic, Geometry, Astronomy, Music). [4] The quadrivium is implicit in early Pythagorean writings and in the De nuptiis of Martianus Capella, although the term quadrivium was not used until Boethius, early in the sixth century.[6] As Proclus wrote:

The Pythagoreans considered all mathematical science to be divided into four parts: one half they marked off as concerned with quantity, the other half with magnitude; and each of these they posited as twofold. A quantity can be considered in regard to its character by itself or in its relation to another quantity, magnitudes as either stationary or in motion. Arithmetic, then, studies quantities as such, music the relations between quantities, geometry magnitude at rest, spherics [astronomy] magnitude inherently moving.[7]

Medieval usage

At many medieval universities, this would have been the course leading to the degree of Master of Arts (after the BA). After the MA, the student could enter for bachelor’s degrees of the higher faculties (Theology, Medicine or Law). To this day, some of the postgraduate degree courses lead to the degree of Bachelor (the B.Phil and B.Litt. degrees are examples in the field of philosophy).

The study was eclectic, approaching the philosophical objectives sought by considering it from each aspect of the quadrivium within the general structure demonstrated by Proclus (AD 412–485), namely arithmetic and music on the one hand[8] and geometry and cosmology on the other.[9]

The subject of music within the quadrivium was originally the classical subject of harmonics, in particular the study of the proportions between the musical intervals created by the division of a monochord. A relationship to music as actually practised was not part of this study, but the framework of classical harmonics would substantially influence the content and structure of music theory as practised in both European and Islamic cultures.

Modern usage

In modern applications of the liberal arts as curriculum in colleges or universities, the quadrivium may be considered to be the study of number and its relationship to space or time: arithmetic was pure number, geometry was number in space, music was number in time, and astronomy was number in space and time. Morris Kline classified the four elements of the quadrivium as pure (arithmetic), stationary (geometry), moving (astronomy), and applied (music) number.[10]

This schema is sometimes referred to as “classical education”, but it is more accurately a development of the 12th- and 13th-century Renaissance with recovered classical elements, rather than an organic growth from the educational systems of antiquity. The term continues to be used by the Classical education movement and at the independent Oundle School, in the United Kingdom.[11]

see also: www.oundleschool.org.uk/Trivium-and-Quadrivium


Further References

Bugliarello, G.. (2003). A new trivium and quadrivium. Bulletin of Science, Technology and Society

Plain numerical DOI: 10.1177/0270467603251296
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Etzkowitz, H., Ranga, M., & Dzisah, J.. (2012). Whither the university? The Novum Trivium and the transition from industrial to knowledge society. Social Science Information

Plain numerical DOI: 10.1177/0539018412437099
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Bordieu’s Habitus & Hexis

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The term habitus (/ˈhæbɪtəs/) refers to ingrained habits, skills, and psychological/behavioral  dispositions. It is the way that individuals perceive the social world around them and react to it. These dispositions are usually shared by people with similar backgrounds (such as social class, religion, nationality, ethnicity, education, profession etc.). The habitus is acquired through imitation (mimesis) and is the reality that individuals are socialized, which includes their individual experience and opportunities. Thus, the habitus represents the way group culture and personal history shape the body and the mind, and as a result, shape present social actions of an individual.

Pierre Bourdieu suggested that the habitus consists of both the hexis (the tendency to hold and use one’s body in a certain way, such as posture and accent) and more abstract mental habits, schemes of perception, classification, appreciation, feeling, and action. These schemes are not mere habits: Bourdieu suggested they allow individuals to find new solutions to new situations without calculated deliberation, based on their gut feelings and intuitions, which Bourdieu believed were collective and socially shaped. These attitudes, mannerisms, tastes, moral intuitions and habits have influence on the individual’s life chances, so the habitus not only is structured by an individual’s objective past position in the social structure but also structures the individual’s future life path. Pierre Bourdieu argued that the reproduction of the social structure results from the habitus of individuals (Bourdieu, 1987).


References

Reay, D.. (2004). “It’s all becoming a habitus”: Beyond the habitual use of habitus in educational research. British Journal of Sociology of Education

Plain numerical DOI: 10.1080/0142569042000236934
DOI URL
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Lyons, A. P., Bourdieu, P., & Nice, R.. (1980). Outline of a Theory of Practice. ASA Review of Books

Plain numerical DOI: 10.2307/532672
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Bourdieu, P.. (1969). Structures, Habitus, Practices. In The Logic of Practice

Plain numerical DOI: 10.2307/2804264
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Lizardo, O.. (2004). The cognitive origins of Bourdieu’s Habitus. Journal for the Theory of Social Behaviour

Plain numerical DOI: 10.1111/j.1468-5914.2004.00255.x
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Jason D. Edgerton, & Roberts, L. W.. (2014). Habitus. In Encyclopedia of Quality of Life and Well-Being Research

Plain numerical DOI: 10.1007/978-94-007-0753-5_1519
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Wacquant, L.. (2007). Esclarecer o Habitus. Educação & Linguagem

Plain numerical DOI: 10.15603/2176-1043/el.v10n16p63-71 M4 – Citavi
DOI URL
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Crossley, N.. (2013). Habit and Habitus. Body and Society

Plain numerical DOI: 10.1177/1357034X12472543
DOI URL
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Silva, E. B.. (2016). Habitus: Beyond sociology. Sociological Review

Plain numerical DOI: 10.1111/1467-954X.12345
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Gaddis, S. M.. (2013). The influence of habitus in the relationship between cultural capital and academic achievement. Social Science Research

Plain numerical DOI: 10.1016/j.ssresearch.2012.08.002
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Thomas, L.. (2002). Student retention in higher education: The role of institutional habitus. Journal of Education Policy

Plain numerical DOI: 10.1080/02680930210140257
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Mutch, A.. (2003). Communities of practice and habitus: A critique. Organization Studies

Plain numerical DOI: 10.1177/0170840603024003909
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Bordieu, P., & Bourdieu, P.. (1968). Outline of a Sociological Theory of Art Perception. International Social Science Journal

Plain numerical DOI: 10.1590/S0103-20702013000100001
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Bourdieu, P.. (1986). Habitus, code et codification. Actes de La Recherche En Sciences Sociales

Plain numerical DOI: 10.3406/arss.1986.2335
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Hanks, W. F.. (2005). PIERRE BOURDIEU AND THE PRACTICES OF LANGUAGE. Annual Review of Anthropology

Plain numerical DOI: 10.1146/annurev.anthro.33.070203.143907
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Bourdieu, P.. (2000). Making the Economic Habitus: Algerian Workers Revisited. Ethnography

Plain numerical DOI: 10.1177/14661380022230624
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King, A.. (2000). Thinking with Bourdieu against Bourdieu: A “practical” critique of the habitus. Sociological Theory

Plain numerical DOI: 10.1111/0735-2751.00109
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Crossley, N.. (2001). The phenomenological habitus and its construction. Theory and Society

Plain numerical DOI: 10.1023/A:1011070710987
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Sewell, W. H.. (1992). A Theory of Structure: Duality, Agency, and Transformation. American Journal of Sociology

Plain numerical DOI: 10.1086/229967
DOI URL
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Nash, R.. (1990). Bourdieu on Education and Social and Cultural Reproduction. British Journal of Sociology of Education

Plain numerical DOI: 10.1080/0142569900110405
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Solom Aschs studies of conformity

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References

Asch, S. E.. (1956). Studies of independence and conformity: I. A minority of one against a unanimous majority.. Psychological Monographs: General and Applied

Plain numerical DOI: 10.1037/h0093718
DOI URL
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Baron, R. S., Vandello, J. A., & Brunsman, B.. (1996). The Forgotten Variable in Conformity Research: Impact of Task Importance on Social Influence. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/0022-3514.71.5.915
DOI URL
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Kundu, P., & Cummins, D. D.. (2013). Morality and conformity: The Asch paradigm applied to moral decisions. Social Influence

Plain numerical DOI: 10.1080/15534510.2012.727767
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Walker, M. B., & Andrade, M. G.. (1996). Conformity in the asch task as a function of age. Journal of Social Psychology

Plain numerical DOI: 10.1080/00224545.1996.9714014
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Cinnirella, M., & Green, B.. (2007). Does “cyber-conformity” vary cross-culturally? Exploring the effect of culture and communication medium on social conformity. Computers in Human Behavior

Plain numerical DOI: 10.1016/j.chb.2006.02.009
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Mccuuoh, I.. (2013). Social Conformity in Networks. Connections

Plain numerical DOI: 10.1021/ja0318380
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Gerard, H. B., Wilhelmy, R. A., & Conolley, E. S.. (1968). Conformity and group size.. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/h0025325
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Rosenberg, L.. (1961). Group size, prior experience, and conformity. Journal of Abnormal and Social Psychology

Plain numerical DOI: 10.1037/h0047007
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The limbic system

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Prefrontal top-down regulation

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Neural top–down control of physiology concerns the direct regulation by the brain of emotional and physiological functions. Cellular functions include the immune system’s production of T-lymphocytes and antibodies, and nonimmune related homeostatic functions such as liver gluconeogenesis, sodium reabsorption, osmoregulation, and brown adipose tissue nonshivering thermogenesis.More at Wikipedia
Chiesa, A., Serretti, A., & Jakobsen, J. C.. (2013). Mindfulness: Top-down or bottom-up emotion regulation strategy?. Clinical Psychology Review

Plain numerical DOI: 10.1016/j.cpr.2012.10.006
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McRae, K., Misra, S., Prasad, A. K., Pereira, S. C., & Gross, J. J.. (2012). Bottom-up and top-down emotion generation: Implications for emotion regulation. Social Cognitive and Affective Neuroscience

Plain numerical DOI: 10.1093/scan/nsq103
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Terhune, D. B., Cleeremans, A., Raz, A., & Lynn, S. J.. (2017). Hypnosis and top-down regulation of consciousness. Neuroscience and Biobehavioral Reviews

Plain numerical DOI: 10.1016/j.neubiorev.2017.02.002
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Zelazo, P. D., & Carlson, S. M.. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Development Perspectives

Plain numerical DOI: 10.1111/j.1750-8606.2012.00246.x
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Johnstone, T., van Reekum, C. M., Urry, H. L., Kalin, N. H., & Davidson, R. J.. (2007). Failure to Regulate: Counterproductive Recruitment of Top-Down Prefrontal-Subcortical Circuitry in Major Depression. Journal of Neuroscience

Plain numerical DOI: 10.1523/JNEUROSCI.2063-07.2007
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Heatherton, T. F., & Wagner, D. D.. (2011). Cognitive neuroscience of self-regulation failure. Trends in Cognitive Sciences

Plain numerical DOI: 10.1016/j.tics.2010.12.005
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Holzman, J. B., & Bridgett, D. J.. (2017). Heart rate variability indices as bio-markers of top-down self-regulatory mechanisms: A meta-analytic review. Neuroscience and Biobehavioral Reviews

Plain numerical DOI: 10.1016/j.neubiorev.2016.12.032
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Kerr, C. E., Sacchet, M. D., Lazar, S. W., Moore, C. I., & Jones, S. R.. (2013). Mindfulness starts with the body: somatosensory attention and top-down modulation of cortical alpha rhythms in mindfulness meditation. Frontiers in Human Neuroscience

Plain numerical DOI: 10.3389/fnhum.2013.00012
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Wagner, D. D., Altman, M., Boswell, R. G., Kelley, W. M., & Heatherton, T. F.. (2013). Self-Regulatory Depletion Enhances Neural Responses to Rewards and Impairs Top-Down Control. Psychological Science

Plain numerical DOI: 10.1177/0956797613492985
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Phillips, A. G., Vacca, G., & Ahn, S.. (2008). A top-down perspective on dopamine, motivation and memory. Pharmacology Biochemistry and Behavior

Plain numerical DOI: 10.1016/j.pbb.2007.10.014
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Tiesinga, P., Fellous, J. M., & Sejnowski, T. J.. (2008). Regulation of spike timing in visual cortical circuits. Nature Reviews Neuroscience

Plain numerical DOI: 10.1038/nrn2315
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Executive functions

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Self-control

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Self-control, an aspect of inhibitory control, is the ability to regulate one’s emotions, thoughts, and behavior in the face of temptations and impulses. As an executive function, self-control is a cognitive process that is necessary for regulating one’s behavior in order to achieve specific goals.More at Wikipedia

Baumeister, R. F., Vohs, K. D., & Tice, D. M.. (2007). The strength model of self-control. Current Directions in Psychological Science

Plain numerical DOI: 10.1111/j.1467-8721.2007.00534.x
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Ajzen, I.. (2002). Perceived behavioral control, self-efficacy, locus of control, and the theory of planned behavior. Journal of Applied Social Psychology

Plain numerical DOI: 10.1111/j.1559-1816.2002.tb00236.x
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Muraven, M.. (2010). Building self-control strength: Practicing self-control leads to improved self-control performance. Journal of Experimental Social Psychology

Plain numerical DOI: 10.1016/j.jesp.2009.12.011
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Muraven, M., Shmueli, D., & Burkley, E.. (2006). Conserving self-control strength. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/0022-3514.91.3.524
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Muraven, M., & Baumeister, R. F.. (2000). Self-Regulation and Depletion of Limited Resources: Does Self-Control Resemble a Muscle?. Psychological Bulletin

Plain numerical DOI: 10.1037/0033-2909.126.2.247
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McCullough, M. E., & Willoughby, B. L. B.. (2009). Religion, self-regulation, and self-control: Associations, explanations, and implications.. Psychological Bulletin

Plain numerical DOI: 10.1037/a0014213
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Denson, T. F., DeWall, C. N., & Finkel, E. J.. (2012). Self-control and aggression. Current Directions in Psychological Science

Plain numerical DOI: 10.1177/0963721411429451
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Ariely, D., & Wertenbroch, K.. (2002). Procrastination, deadlines, and performance: Self-control by precommitment. Psychological Science

Plain numerical DOI: 10.1111/1467-9280.00441
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Velliste, M., Perel, S., Spalding, M. C., Whitford, A. S., & Schwartz, A. B.. (2008). Cortical control of a prosthetic arm for self-feeding. Nature

Plain numerical DOI: 10.1038/nature06996
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Duckworth, A. L.. (2011). The significance of self-control. Proceedings of the National Academy of Sciences

Plain numerical DOI: 10.1073/pnas.1019725108
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Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H., … Caspi, A.. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences

Plain numerical DOI: 10.1073/pnas.1010076108
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Duckworth, A. L., Gendler, T. S., & Gross, J. J.. (2016). Situational Strategies for Self-Control. Perspectives on Psychological Science

Plain numerical DOI: 10.1177/1745691615623247
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Muraven, M., Tice, D. M., & Baumeister, R. F.. (1998). Self-Control as Limited Resource: Regulatory Depletion Patterns. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/0022-3514.74.3.774
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Barker, J. R.. (1993). Tightening the Iron Cage: Concertive Control in Self-Managing Teams. Administrative Science Quarterly

Plain numerical DOI: 10.2307/2393374
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Gailliot, M. T., Baumeister, R. F., Dewall, C. N., Maner, J. K., Plant, E. A., Tice, D. M., … Schmeichel, B. J.. (2007). Self-control relies on glucose as a limited energy source: Willpower is more than a metaphor. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/0022-3514.92.2.325
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Duckworth, A. L., & Steinberg, L.. (2015). Unpacking self-control. Child Development Perspectives

Plain numerical DOI: 10.1111/cdep.12107
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Casey, B. J., & Caudle, K.. (2013). The Teenage Brain: Self Control. Current Directions in Psychological Science

Plain numerical DOI: 10.1177/0963721413480170
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Friese, M., Messner, C., & Schaffner, Y.. (2012). Mindfulness meditation counteracts self-control depletion. Consciousness and Cognition

Plain numerical DOI: 10.1016/j.concog.2012.01.008
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de Ridder, D. T. D., Lensvelt-Mulders, G., Finkenauer, C., Stok, F. M., & Baumeister, R. F.. (2012). Taking stock of self-control: A meta-analysis of how trait self-control relates to a wide range of behaviors. Personality and Social Psychology Review

Plain numerical DOI: 10.1177/1088868311418749
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Dual-process theory

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Dual process theory in psychology suggests that thinking operates via two distinct systems: an implicit system, which is automatic and unconscious, and an explicit system, which is controlled and conscious. Explicit attitudes and behaviors can be modified relatively quickly through persuasion or education, whereas implicit attitudes usually take longer to change and often require the establishment of new habits. These theories are central to various branches of psychology, including social, personality, cognitive, and clinical psychology. They also intersect with economics, especially in the contexts of prospect theory and behavioral economics, and are gaining prominence in sociological studies through cultural analysis.

* * *

Dual-process models of cognition: A multifarious nomenclature (or a terminological pandemonium)

  • automatic vs. controlled (Kahneman, 2003)
  • associative vs. rule based (Sloman, 1996)
  • heuristic vs. analytic (Klaczynski, 2001)
  • personal vs. subpersonal (Frankish, 2009)
  • analogue vs. symbolic (Paivio, 1986)
  • reflexive vs. reflective (Lieberman et al., 2002)
  • heuristic vs. systematic (Chaiken, 1980)
  • peripheral vs. central (Petty & Cacioppo, 1981)
  • implicit vs. explicit (Greenwald et al., 1998)
  • automatic vs. conscious (Baumeister, 2005)
  • experiential vs. noetic (Strack & Deutsch, 2004)
  • intuitive vs. reflective (Sperber, 1997)
  • associative vs. propositional (Gawronski & Bodenhausen, 2006)
  • etc. pp.

It has been noted that “what matters is not the specific names but the fact of duality” (Baumeister, 2005, p.75).

Summary of the features attributed to each system

System 1 System 2
  • Evolutionarily old
  • Unconcious, preconcious
  • Shared with animals
  • Implicit knowledge
  • Automatic
  • Fast
  • Parallel
  • High capacity
  • Intuitive
  • Contextualized
  • Pragmatic
  • Associative
  • Independent of general intelligence
  • Evolutionarily recent
  • Concious
  • Uniquely (distinctively) human
  • Explicit knowledge
  • Controlled
  • Slow
  • Sequential
  • Low capacity
  • Reflective
  • Abstract
  • Logical
  • Rule-based
  • Linked to general intelligence

Adapted from Frankish, K. (2009). Systems and levels: Dual-system theorie and the personal-subpersonal distinction. In J. S. B. T. Evans & K. Frankish (Eds.), In two minds: Dual processes and beyond (p. 89-108). Oxford: Oxford University Press.


Further References

Groves, P. M., & Thompson, R. F.. (1970). Habituation: A dual-process theory. Psychological Review

Plain numerical DOI: 10.1037/h0029810
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Wixted, J. T.. (2007). Dual-process theory and signal-detection theory of recognition memory. Psychological Review

Plain numerical DOI: 10.1037/0033-295X.114.1.152
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Greene, J. D.. (2009). Dual-process morality and the personal/impersonal distinction: A reply to McGuire, Langdon, Coltheart, and Mackenzie. Journal of Experimental Social Psychology

Plain numerical DOI: 10.1016/j.jesp.2009.01.003
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Stanovich, K. E.. (2012). Distinguishing the reflective, algorithmic, and autonomous minds: Is it time for a tri-process theory?. In In Two Minds: Dual Processes and Beyond

Plain numerical DOI: 10.1093/acprof:oso/9780199230167.003.0003
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Pelaccia, T., Tardif, J., Triby, E., & Charlin, B.. (2011). An analysis of clinical reasoning through a recent and comprehensive approach: The dual-process theory. Medical Education Online

Plain numerical DOI: 10.3402/meo.v16i0.5890
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Petty, R. E., & Wegener, D. T.. (1999). The Elaboration Likelihood Model: Current status and controversies. Dual Process Theories in Social Psychology

Plain numerical DOI: 10.1016/S0022-4405(97)00003-4
DOI URL
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Barrouillet, P.. (2011). Dual-process theories and cognitive development: Advances and challenges. Developmental Review

Plain numerical DOI: 10.1016/j.dr.2011.07.002
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Greene, J. D., Morelli, S. A., Lowenberg, K., Nystrom, L. E., & Cohen, J. D.. (2008). Cognitive load selectively interferes with utilitarian moral judgment. Cognition

Plain numerical DOI: 10.1016/j.cognition.2007.11.004
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Slade, P. D., & Glynn Owens, R.. (1998). A dual process model of perfectionism based on reinforcement theory. Behavior Modification

Plain numerical DOI: 10.1177/01454455980223010
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Sowden, P. T., Pringle, A., & Gabora, L.. (2015). The shifting sands of creative thinking: Connections to dual-process theory. Thinking and Reasoning

Plain numerical DOI: 10.1080/13546783.2014.885464
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Smith, E. R., & DeCoster, J.. (2000). Dual-process models in social and cognitive psychology: Conceptual integration and links to underlying memory systems. Personality and Social Psychology Review

Plain numerical DOI: 10.1207/S15327957PSPR0402_01
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Pyszczynski, T., Solomon, S., & Greenberg, J.. (1999). A dual-process model of defense against conscious and unconscious death-related thoughts: An extension of terror management theory. Psychological Review

Plain numerical DOI: 10.1037/0033-295X.106.4.835
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Knowles, E. S., & Condon, C. A.. (1999). Why people say “yes”: A dual-process theory of acquiescence. Journal of Personality and Social Psychology

Plain numerical DOI: 10.1037/0022-3514.77.2.379
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Gawronski, B.. (2013). What should we expect from a dual-process theory of preference construction in choice?. Journal of Consumer Psychology

Plain numerical DOI: 10.1016/j.jcps.2013.04.007
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Sahlin, N. E., Wallin, A., & Persson, J.. (2009). Decision science: From Ramsey to dual process theories. Synthese

Plain numerical DOI: 10.1007/s11229-009-9472-5
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De Neys, W.. (2017). Dual process theory 2.0. Dual Process Theory 2.0

Plain numerical DOI: 10.4324/9781315204550
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Plain numerical DOI: 10.1111/j.0963-7214.2004.00275.x
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Plain numerical DOI: 10.1016/j.cognition.2016.10.014
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Elaboration likelihood model

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The elaboration likelihood model (acronymised as ELM) of persuasion is a dual process theory describing the change of attitudes. The ELM was developed by Richard E. Petty and John Cacioppo in 1986. The model aims to explain different ways of processing stimuli, why they are used, and their outcomes on attitude change. The ELM proposes two major routes to persuasion: the central route and the peripheral route.
File:Elm-diagram.jpg
Remark: An argumentum ab inconvenienti is one based on the difficulties involved in pursuing a line of reasoning, and is thus a form of appeal to consequences.


URL: www.psy.ohio-state.edu/petty/documents/1986ADVANCESsPettyCacioppo.pdf

References

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Plain numerical DOI: 10.1016/S0065-2601(08)60214-2
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Plain numerical DOI: 10.1002/9781405186407.wbiece011.pub2
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Gregory, C. K., Meade, A. W., & Thompson, L. F.. (2013). Understanding internet recruitment via signaling theory and the elaboration likelihood model. Computers in Human Behavior

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Zhou, T.. (2012). Understanding users’ initial trust in mobile banking: An elaboration likelihood perspective. Computers in Human Behavior

Plain numerical DOI: 10.1016/j.chb.2012.03.021
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