Post a description of your fictional product and your advertisement. Describe the process by which classical conditioning creates favorable attitudes sufficient to encourage consumers to buy the product.  

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Advertisers successfully use classical conditioning strategies to persuade consumers. Imagine that you are an advertising manager. For this Discussion, imagine the following scenario:

You are the advertising manager at an agency that has been hired by a corporation preparing to launch a new product. Your assignment is to design an advertisement that promises to popularize the new product and ultimately boost the corporation’s profit margin. A national ad launch guarantees the new product will have wide visibility, putting pressure on you to deliver a message that will encourage consumers to purchase the product.

For this Discussion, you will apply classical conditioning strategies to an ad campaign and analyze the formation of attitudes by classical conditioning.

 

To Prepare

  • Review the Learning Resources for this week and consider classical conditioning strategies employed to create positive attitudes.
  • Also, consider how advertisers employ classical conditioning strategies to increase the desirability of their products.
  • Create a fictional product not yet on the market and design an advertisement (i.e., print, radio, television, or some other type of media ad) that uses classical conditioning strategies. Search the Internet for ideas to guide you as you design an advertisement.

Post a description of your fictional product and your advertisement. Describe the process by which classical conditioning creates favorable attitudes sufficient to encourage consumers to buy the product.

Required Readings (All attached)

Aronson, E., Wilson, T. D., Akert, R. M., & Sommers, S. R. (Eds.). (2019). Social psychology (10th ed.). Boston, MA: Pearson.

  • Chapter 7, “Attitudes and Attitude Change: Influencing Thoughts and Feelings”

Staats, A. W., & Staats, C. K. (1958). Attitudes established by classical conditioning. The Journal of Abnormal and Social Psychology, 57(1), 37–40. https://doiorg.ezp.waldenulibrary.org/10.1037/h0042782

Levy, N., Harmon-Jones, C., & Harmon-Jones, E. (2018). Dissonance and discomfort: Does a simple cognitive inconsistency evoke a negative affective state? Motivation Science, 4(2), 95–108. https://doi-org.ezp.waldenulibrary.org/10.1037/mot0000079

What concepts of  the theory make it the most appropriate for the client in the case study? Why did you choose  this theory over the others?

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Read the “Case Study Analysis.”

Select one of the following theories that you feel best applies to treating the client in the case study:

  • Cognitive
  • Cognitive  Behavioral
  • Reality

Write a 750-1,000-word analysis of the case study using the theory you chose.

Include the following in your analysis.

  1. What concepts of  the theory make it the most appropriate for the client in the case study?
  2. Why did you choose  this theory over the others?
  3. What will be the  goals of counseling and what intervention strategies are used to  accomplish those goals?
  4. Is the theory  designed for short- or long-term counseling?
  5. What will be the counselor’s role with this client?
  6. What is the client’s role in counseling?
  7. For what  population(s) is this theory most appropriate? How does this theory address the social and cultural needs of the client?
  8. What additional information might be helpful to know about this case?
  9. What may be a risk in using this approach?

Include at least three scholarly references in your paper.

Must be in APA form mate

                                          

                                                         Case Study Analysis 

Client Name: Ana

Client age: 24

Gender: F

Presenting Problem

Client states, “I recently lost my job and feel hopeless. I can’t sleep and don’t feel like eating.” Client also reports she has lost 10 pounds during the last two months. Client states that she is a solo parent and is worried about becoming homeless. Client states, “I worry all the time. I can’t get my brain to shut off. My husband is in the military and currently serving in an overseas combat zone for the next eight months. I worry about him all the time”

Behavioral Observations

Client arrived 30 minutes early for her appointment. Client stated that she had never been in counseling before. Client depressed and anxious, as evidenced by shaking hands and tearfulness as she filled out her intake paperwork. Ana made little eye contact as she described what brought her into treatment. Client speech was halting. Client affect flat. Client appeared willing to commit to eight sessions of treatment authorized by her insurance company.

General Background

Client is a 24-year-old first-generation immigrant from Guatemala. Ana was furloughed from her job as a loan officer at local bank three months ago. Client reported that she was from a wealthy family in Guatemala, but does not want to ask for help. Client speaks fluent Spanish.

Education

Client has completed one year of college with a major in business. Client states that she left college after her son was born as she found it difficult to manage a baby, college, and a full-time job.

Family Background

Client is the middle of four siblings. Client has two older brothers and one younger sister. Client’s parents have been married for 27 years. Client states that she has had a “close” relationship with her family, although she states that her father is a “heavy drinker.” Client states that all her brothers and sisters have graduated from college and have professional careers. Client states that her father is a banker and her mother is an educator. Client states that she has not seen her family for 1 year. Client has a 1-year-old son and states that she is sometimes “overwhelmed” by raising him alone.

Major Stressors

· Lack of family and supportive friends

· Financial problems due to job loss

· Husband deployed overseas

· Raising a baby by herself

What have you learned about cultural variance in nonverbal communications? What have you learned about the categories of nonverbal behaviors?

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Verbal and Nonverbal Communication in Groups

Teach the Class: Read the required material from the Adams and Galanes text and conduct independent research (of quality videos, credible Internet resources, and/or scholarly journal articles) to find three sources pertaining to nonverbal communication. Examine these materials and educate your classmates on the functions, challenges, and/or bonuses of using nonverbal communication and behaviors to read people.

  • Cite and reference your three resources in APA style, 6th ed.
  • Be sure to cite and reference the required text if your work contains any thought, idea, or quote from the book.
  • If you elected to also post graphics to add visual interest, then cite and reference the graphics in APA style as well.

Address the following questions, supporting your thinking with reference to your sources and by presenting examples.

  • What have you learned about cultural variance in nonverbal communications?
  • What have you learned about the categories of nonverbal behaviors?

Respond substantively to a minimum of two peers by Day 7 of Week 2. Inquire about your fellow students’ resources and discussion pertaining to the cultural differences conveyed through nonverbal communication. Your main post should consist of approximately 350 words.

Point Value: 5 Points
Weekly Learning Outcome Alignment: 1
Course Learning Outcome Alignment: 1, 4, 5

How might the research models presented be wrong? What types of error might be present in the reported research?

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All models are wrong. Some models are useful.

—George E. P. Box (1919–2013)

Statistician

Describing and explaining social phenomena is a complex task. Box’s quote speaks to the point that it is a near impossible undertaking to fully explain such systems—physical or social—using a set of models. Yet even though these models contain some error, the models nevertheless assist with illuminating how the world works and advancing social change.

The competent quantitative researcher understands the balance between making statements related to theoretical understanding of relationships and recognizing that our social systems are of such complexity that we will always have some error. The key, for the rigorous researcher, is recognizing and mitigating the error as much as possible.

As a graduate student and consumer of research, you must recognize the error that might be present within your research and the research of others.

To prepare for this Discussion:

  • Use the Walden Library Course Guide and Assignment Help      found in this week’s Learning Resources to search for and select a      quantitative article that interests you and that has social change      implications.
  • As you read the article, reflect on George Box’s quote      in the introduction for this Discussion.
  • For additional support, review the Skill Builder:      Independent and Dependent Variables, which you can find by navigating      back to your Blackboard Course Home Page. From there, locate the Skill      Builder link in the left navigation pane.

By Day 3

Post a very brief description (1–3 sentences) of the article you found and address the following:

1. Describe how you think the research in the article is useful (e.g., what population is it helping? What problem is it solving?).

2. Using Y=f(X) +E notation, identify the independent and dependent variables.

3. How might the research models presented be wrong? What types of error might be present in the reported research?

Frankfort-Nachmias, C., & Leon-Guerrero, A. (2018). Social statistics for a diverse society (8th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 1, “The What and the Why of Statistics” (pp. 1–21)

Wagner, W. E. (2016). Using IBM® SPSS® statistics for research methods and social science statistics (6th ed.). Thousand Oaks, CA: Sage Publications.

· Chapter 1, “Overview”

Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning. West Sussex, United Kingdom: Wiley-Blackwell.

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

· Chapter 1, “An Introduction to Quantitative Analysis” (pp. 1–31)    

Dietz, T., & Kalof, L. (2009). Introduction to social statistics: The logic of statistical reasoning. West Sussex, United Kingdom: Wiley-Blackwell.

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

· Chapter 2, “Some Basic Concepts” (pp. 33–63)

Introduction to Social Statistics: The Logic of Statistical Reasoning, 1st Edition by Dietz, T.; Kalof, L. Copyright 2009 by John Wiley & Sons – Books. Reprinted by permission of John Wiley & Sons – Books via the Copyright Clearance Center.

Walden University Library. (n.d.). Course Guide and Assignment Help for RSCH 8210. Retrieved from http://academicguides.waldenu.edu/rsch8210