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• Вследствие повышения уровня умственных нагрузок, вероятно, в дальнейшем люди все чаще будут принимать решения автоматически, не задумываясь. «Профессионалы уступчивости», которые при выдвижении своих требований используют те или иные орудия влияния, скорее всего, будут все чаще добиваться успеха. Современные орудия влияния отнюдь не всегда применяются с целью эксплуатации. Они становятся опасными только тогда, когда их искусственно фабрикуют «профессионалы уступчивости». Для того чтобы сохранить преимущества стереотипных реакций, необходимо бороться с подобными подделками всеми возможными способами. Контрольные вопросы Критическое мышление 1. Выберите любые три орудия влияния, описанные в этой книге. Подумайте, как каждое из этих орудий можно использовать с целью эксплуатации, а также не из корыстных побуждений. 2. Опишите способ защиты от каждого из этих орудий влияния в случае применения их «профессионалами уступчивости». 3. Расскажите о трех наиболее важных уроках, которые вы извлекли из этой книги. Список литературы Aaker, D.A. (1991). Managing brand equity. New York: Free Press. Abrams, D., Wetherell, M., Cochrane, S., Hogg, M.A., Turner, J.C. (1990). Knowing what to think by knowing who you are. British Journal of Social Psychology, 29, 97–119. Adams, G.R. (1977). Physical attractiveness research: Toward a developmental social psychology of beauty. Human Development, 20,217–239. Albarracin, D., Wyer, R.S. (2001). Elaborative and nonelaborative processing of a behavior-related communication. Personality and Social Psychology Bulletin, 27, 691–705. Allgeier, A.R., Byrne, D., Brooks, B., Revnes, D. (1979). The waffle phenomenon: Negative evaluations of those who shift attitudinally. Journal of Applied Social Psychology, 9, 170–182. Allison, S.T., Messick, D.M. (1988). The feature-positive effect, attitude strength, and degree of perceived concensus. Personality and Social Psychology Bulletin, 14,231–241. Allison, S.T., Mackie, D.M., Muller, M.M., Worth, L.T. (1993). Sequential correspondence biases and perceptions of change. Personality and Social Psychology Bulletin, 19,151–157. Anderson, S.M., Zimbardo, P.G. (1984). On resisting social influence. Cultic Studies Journal, 1,196–219. Ardry, R. (1970). The social contract.New York; Atheneum. Aronson, E. (1975, February). The jigsaw route to learning and liking. Psychology Today,pp. 43–50. Aronson, E., Mills, J. (1959). The effect of severity of initiation on liking for a group. Journal of Abnormal and Social Psychology, 59,177–181. Aronson, E., Bridgeman, D.L., Geffner, R. (1978a). The effects of a cooperative classroom structure on students’ behavior and attitudes. In D. Bar-Tal & L. Saxe (Eds.), Social psychology of education: Theory and research.New York: Halstead Press. Aronson, E., Bridgeman, D.L., Geffner, R. (1978b). Interdependent interactions and prosocial behavior. Journal of Research and Development in Education, 12,16–27. Aronson, E., Stephan C., Sikes, J., Blaney, N., Snapp, M. (1978). The jigsaw classroom.Beverly Hills, CA: Sage Publications. Asch, S. (1946). Forming impressions of personality. Journal of Abnormal and Social Psychology, 41,258–290. Ashmore, R.D., Ramchandra, V., Jones, R.A. (1971, April). Censorship as an attitude change induction.Paper presented at the meeting of the Eastern Psychological Association, New York. Asimov, I. (1975, August 30). The Miss America pageant. TV Guide. Aune, R. K, Basil, M.C. (1994). A relational obligations approach to the foot in-the-mouth effect.Journal of Applied Social Psychology, 24,546–556. Bachman, W., Katzev, R. (1982). The effects on noncontingent free bus tickets and personal commitment on urban bus ridership. Transportation Research, 16A(2),103–108.
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