The Theory of Cognitive Dissonance

The theory of Cognitive disagreement states that when individuals ar presented with discipline that implies we action in a office that contradicts our moral standards, we experience aggravation (Aronson, Wilson, and Akert, 1998, P. 191). This is considered Cognitive Dissonance.\n\nA psychological term used to soak up mental mesh that occurs when beliefs or assumptions be contradicted by bracing information; arouses unease or tension; relieved by matchless of several defending maneuvers: rejecting, explaining away, or avoiding raw information; persuading self that no conflict really exists; reconciling differences; or resorting to any new(prenominal) antisubmarine means of preserving stability or order in initiation of world and of self; outset introduced in 1950s; has fashion major point of word and research in psychological science (as cited in Comptons interactional Encyclopedia, 1996).\n\nThis theory was developed by Leon Festinger (1957), is concerned with the relationships among cognitions. Cognition, for the purpose of this theory, whitethorn be thought of as a piece of knowledge, thoughts, feelings, or beliefs. Knowledge may be about an attitude, an emotion, a behavior, or a value. For instance, the fact that you akin the color red is cognition. volume have a broad amount of cognitions at the kindred time, and these cognitions create irrelevant, relationships with one another. Therefore, that the cardinal cognitions have nothing to do with individually other. This occurs most oftentimes when we do something that contradicts our moral beliefs.\nIf disturbance is experienced it is almost ever uncomfortable, so the individual is prompt to reduce it. This coiffures the individual to advert the magnitude of their discomfort and, it is realistic to predict what we can do to reduce dissonance. There are three basic shipway to reduce dissonance. First are changing cognitions, an example is if deuce cognitions dont furbish up w e can change one to make it relate to the other; or change each cognition in the educational activity of the other. The second is adding cognitions, if two cognitions cause a certain pointedness of dissonance, adding one or much cognitions can reduce the grade of dissonance. The third is altering importance, attempting to release 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 James Carlsmith in any case tested his theory in 1959. They put all the participants through a dull problem. The task consisted in placing a larger-than-life number of spools on pegs...If you pauperization to get a full-of-the-moon essay, order it on our website:

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