Internet Cigarette Vendors and Blocking Software
CMGT 510. Attitudes, Values and Behavior
Mondays and Wednesdays, 6:00-10:00pm
GFS104
Michael J. Cody, Ph.D.
326C Annenberg Building
Office hours, Monday 2 to 6, or by appointment
213-740-3936 (office); 310-376-8565 (home); cody@usc.edu.
Texts –
Bettinghaus, E. P., & Cody, M. J. (1994). Persuasive communication (5th edition). Fort Worth, TX: Harcourt Brace. ISBN# 0030553520 / 978-0030553523. I also have five copies of this book to loan out, and one will be on reserve in the ARC (Annenberg Resource Center). I have FIVE copies of this book I can loan out.*
*A list of more recent text books on persuasion appears on the final page of this syllabus and I own them and can loan them out to you. I tried using these in the past, but they don’t say much about humor or compliance or diffusion, or new technologies.
Cialdini, R. B. (2008). Influence: Science and Practice (5th edition). Boston, MA: Allyn & Bacon. ISBN# 0205609996 / 978-0205609994. [You may use an earlier version of this book – I have several copies of this book you can borrow.] A digital copy of this book appears on Blackboard. One copy will be on reserve in the ARC (Annenberg Resource Center).
Singhal, A., & Rogers, E. (1999). Entertainment-Education. Mahweh, New Jersey: Lawrence Erlbaum Associates. This book is also available electronically....
Go to USC home page
Click on Libraries
Click on “Find eJournals and eBooks”
When the system prompts you to “search” simply type in “Entertainment Education” and you will go to a new page and click on Netlibrary
You can gain access to the whole book in English, Spanish, Chinese, Japanese, etc.
Let me know if you are interested in knowing more about “Entertainment Education,” because I also edited this: Singhal, A., Cody, M.J., Rogers, E.M., & Sabido, M. (2004). Entertainment-Education and Social Change: History, Research, and Practice. Lawrence Erlbaum Associates.
Let me know if you are interested in knowing more about “Serious Games” (i.e., using games to educate and motivate consumers, because I also edited this: Ritterfeld, U., Cody, M.J., & Vorderer, P. (Eds.)(2009). Serious Games: Mechanisms and Effects. New York: Routledge Press. And, there is a growing literature base on this topic.
Some noteworthy websites we will visit more than once:
(click on “Ad critic – the work”)
-- Some students are interested in “entertainment-education,” and should talk to me about placing health and social marketing topics in entertainment programming like ER, House, Numbers, CSI New York, and soap operas like Bold and the Beautiful. Recent publications on organ donation storylines, breast cancer, diabetes, etc., will be posted on Blackboard. This area has grown considerably in the USA in the last several years; there is also an interest in “serious games” (games that teach history, nutrition, health information).
Some favorite successful campaigns:
Goals. The purpose of this course is to teach the theory and practice of social influence processes, including “compliance” techniques commonly used daily through the use of dramatic serials to achieve intended goals: to inform, to change people’s attitudes, to change behavioral intentions, to change behaviors, and/or to change beliefs and norms. We want to review traditional social psychological communication theories, but also review current trends: viral, consumer created and games (especially “serious games”).
We begin the class with a discussion of definitions and campaigns used to change beliefs, attitudes and behaviors. We will then discuss the particular components of persuasion: Source, Message and Channel, Receivers. We will then discuss persuasion theories (theories geared toward attitude and belief change), and what is referred to as “behavioral change” theories like Bandura’s social learning theory.
.
Students should be familiar with the uses of theory (communication and psychological) that guide various campaigns, how and why messages have particular outcomes on receivers.
I encourage each student to specialize in one area – (1) commercial products like automobiles, fast food, candies, travel, etc.; or (2) “social marketing or health campaigns” – AIDS, tolerance, tobacco control, alcohol awareness, breast cancer awareness, etc. Campaigns can be either domestic or international, or both.
Grading: Three papers, one presentation
Paper 1. Campaign Paper 30% of grade
Paper 2. Theory or process paper 30% of grade
Paper 3. Proposal for a new campaign 30% of grade*
Oral Presentation – Student Mini-lecture 10% of grade**
*For paper 3 you may work with one or two others in class. Why? “New” campaigns are often group exercises in real life; some people tell me that just don’t have any creative ideas are their own; group discussions on creating something new can be more stimulating and educational than working alone.
**You present the contents of one of your papers to the class. Students usually present on paper 1 (campaigns launched and evaluated) or paper 3 (proposing a new campaign).
You may revise each paper as often as necessary to get an “A.” Papers are graded on clarity of writing, reasonable thoroughness of the search, accuracy in writing about the content area and accuracy of summarizing research results. Note: All papers are written in APA-format, with reference page included at the end of the paper. All papers are to be submitted electronically to cody@usc.edu
Paper 1 is due midnight on Friday June 4th*
Paper 2 is due midnight on Friday June 18th
Paper 3 is due midnight on Wednesday June 30th -- well, we can make it Friday July 2nd.
I will be turning in grades on Tuesday, July 9th.
*Since we have so little time this semester, I’ll bring to class some sample papers from recent classes.
I do not mark down for late papers. I do give feedback and let students revise papers. You can submit “early” and let me read and give feedback.
DO NOT PRINT PAPERS. Submit all papers electronically before midnight on the due date. Papers should be a Word document preferably labeled with your name (i.e., CodyPaper1.doc).
Paper 1. A Campaign review
Review a particular campaign selling a particular product, creating a certain brand, or featuring a health or safety issue. Products or brands include advertising and marketing of Coke, Pepsi, fast food (Jack in the Box, McDonalds, etc.), Absolut, Milk, Honda, I-pod, Subway sandwiches, BMW, AIG, etc. Health and safety issues include 5 a day, wearing seat belts and helmets, tobacco control, safety in the sun, dieting, domestic violence, tolerance, flex your muscle, water conservation, human trafficking, AIDS, anti-Meth and anti-drug messages, etc.
A possible outline for this paper includes
I. An introduction, statement of the problem/need for a new campaign, preview of the paper;
II. How the new campaign was conceived and researched (we call this ‘formative’ research) and elements selected—using what media, targeting what audience, how are messages designed, etc.;
III. How the campaign was launched, how it was assessed, and with what outcomes;
IV. Conclusion; what worked, what did not work, what is proposed as next step.
The paper is 10 to 14 pages in length, APA-format in 12 point New Times Roman font. The last page or section is the reference page.
Paper 2. Paper on theory or process.
Every campaign is designed with certain ideas about how to be effective in achieving a goal with a particular type of receiver. These “certain ideas” are usually based on persuasion theories or research on psychological principles. For example, when is humor (as a message strategy) effective in capturing receivers’ interest in a message, effective in making the message memorable, and effective in prompting a cognitive response? When is guilt? Fear? When and why are celebrities effective? When are “similar” others used?
Throughout much of this semester we will be reviewing how theories and research on messages influence persuasive outcomes. The campaign you reviewed in Paper 1 was undoubtedly based on a theory of influence based in psychology, communication or sociology. Often advertisers or even evaluators (testing the outcomes of campaigns) do not explicitly report what the theories that are underlying their campaigns. They may do so in a strategy report; but it is far more likely that you will have to infer the theory or principle being used. It is easy to infer that Jack in the Box uses certain forms of humor on young male receivers to sell hamburgers, that “oddvertisements” are used on young males to sell candies, and sex appeal is used to sell Axe body spray – but most women would not even find the messages amusing. .
For paper 2 you may select at least one theory or communication process that discuss why it is appropriately used in the campaign and why there is a “good fit” between the theory/process and the campaign messages and strategy. Theories can include the ones we discuss in class and others you may have learned over the course of your academic and work career. These might include the theory of Social Comparisons, the ELM, social learning theory, Fishbein’s Theory of Reasoned Action, Self-Efficacy, the Diffusion of Innovations, the Health Belief Model, Stages of Change, Attribution theory, emotional appeals (fear, warmth, empathy), etc. and search for articles investigating the operation of these theories to a campaign. For every topic we discuss in class, there are amble resources and studies you can find online (i.e. “theory of reasoned action AND water conservation,” etc.). The paper will include 10 references (at a minimum), and a possible outline is:
I. Introduction (two paragraphs, introducing topic, a few sentences about the problem, preview of paper);
II. Overview of Theory;
III. Applying Theory to the Campaign;
IV. Conclusion.
The paper is 10 to 14 pages in length, APA-format in 12 point New Times Roman font. The last page is reference page.
3) Proposal a new idea/campaign. Based on previous campaigns and what you know about theories or processes (i.e., humor, fear, etc.), propose an extension of a current campaign using certain channels, target groups, appeals, etc. or propose a new campaign. Some campaigns are successful already, but can be adapted to new audiences or new channels. The “Got Milk” campaign lasted a long time because creators kept adding new variations on an old theme (“milk anxiety” – not having milk when you need it) – add Trix the rabbit, girl scouts selling cookies, etc. Or, take Nike to China (successfully this time), etc.
Possible outline:
I. What is the old campaign, why is a new one needed?
II. Proposal for a new campaign or new idea
III. What do you know about the target group (your receivers)?
IV. Based on theory, why would this new idea be effective?
V. For this new campaign: a) what is/are the message appeal (logic, emotional)?;
b) who are the speakers or sources (celebrities, average people, experts, etc.); c) which channels are used (TV, build board, radio, internet, direct mail)
Grading is based on how well-written the materials are; but also on the logic of why you say the campaign should be successful with a certain group of receivers.
If you are thinking, can I combine papers? Perhaps write one longer paper (Paper 1+Paper 2)? The answer is yes. Students have done this in the past.
Guest speakers. We will have at least one night for Guest speakers. I prefer to have guests visit who are graduates from our MA program who now work in Advertising, or at Disney, or Lions Gate, Sony, ABC, etc. If we can arrange a second night for Guest speakers, it would include our colleagues at Hollywood Health and Society (Sandra Buffington, Johanna Blakely).
Schedule of Classes
Day 1, May 19. Read Chapters 1 and 2 of Bettinghaus and Cody. Introduction to the course, definitions of terms, discussion of ethics. Definitions of terms, effects of persuasion, what is puffery? Is there a fundamental ethical code in the USA?
History of advertising, comments on the future. Many examples are featured. Even though this is the “first night” of the semester, plan to stay for several hours to go over materials on the Ad Council web page, and far more…Discussion the kinds of Guest speakers (Disney? Sony? Hispanic Advertising?)
Assignment for first night: Go to and read how to sell diamonds to women (and men), identify award winning “Jack in the Box” commercials. Go to and read up on anti-littering campaigns, see Iron Eyes Cody cry. How did Disney help prevent forest fires?
Some important web sites:
These are campaigns that have won awards in “effectiveness” in sales, sustainability; achieving goals.
On the left of the home page you can find links to Hispanic Marketing, etc. On the top of the page is a link to Adweek China.
The Adcouncil, as we discussed in class, creates Public Service Announcements. There are also some published reports on effective PSAs. Go to:
Some classic, Historic Campaigns include the “Only you can prevent forest fires,” Pollution: Keep America Beautiful (the Canoe and Horseback ads with Iron Eyes Cody). Yes, the Crash test dummies are also there.
Fight Crime: McGruff – Take a bite out of crime. Anti-Bullying and Cyber-bullying messages. The news this morning (June 4) 85% of middle-school children in the USA have experienced cyber bullying at least once in the last year – verbal assaults, threats, etc.
Drunk Driving Prevention; View Historic "Innocent Victims" PSAs:
Jeff Peckler; Tiffany Young; Carol Leigh Ledford – These ads really got attention, for a limited time.
But if you go to the main page and click on “Campaigns,” you will see a long list of campaigns including “Stroke Awareness,” Emergency Preparedness, etc.
What do you know about Viral ads or campaigns that are totally online:
And the Diet Coke and Mentos projects are well known in the advertising. marketing world:
How do you reach gay men with messages about getting a syphilis test, when Gays live in Long Beach, Palm Spring, LA, Orange County, etc. Do it online;
Plant, A., Montoya, J.A., Rotblatt, H., Kerndt, P.R., Mall, K.L., Pappas, L.G., Kent, C.K., & Klausner, J.D. (2010). Stop the sores: The making and evaluation of a successful social marketing campaign. Health Promotion Practices, 11, 1, 23-33.
If you have not already seen them, you probably should check out the BMW films. Very expensive, but promotes such a strong image of BMWs….
Eight 8 films were made.
Dole 5 a day:
See All Games – Trivia Quiz and “Salad Factory” This type of “Serious Games” is the future in education and persuasion;
M&M’s!!
I will discuss these websites again, but here are exemplar websites for drug control
and the National Campaign for the Prevention of Teen and Unplanned Pregnancy:
[The user-generated messages are called “Stay teen,” and yes the award winning one features two girls being chased by a chicken! You can also click on the link.]
and see how this non-profit agency has partnered with entertainment programming (Family Guy, other TV shows, and used “Bristol Palin’s story” to talk about having sex and babies too early. [Then again they also had a hand in “Baby Borrowers” – an embarrassment to E-E.]
Office of National Drug Control Policy historically aired the worst anti-drug messages in the USA; and Congress has been fixated on anti-marijuana and not alcohol, meth or misuse of prescription drugs….But this agency has slowly improved over the years --
Day 2 -- May 24 (Mon)
Read all of the Cialdini book, Influence.
Less important: Read: Bettinghaus and Cody, Chapter 10. Persuasion in Interpersonal Relationships.
[If you enjoy this compliance line of research, I’ve uploaded a study on Sales Tactics at Nordstrom’s on Blackboard: Cody, M.J., Seiter, J. & Montagne-Miller, Y. (1995). Men and women in the marketplace. In P.J. Kalbfleisch and M.J. Cody, (Eds.) Gender, power, and communication in human relationships (pp. 305-337). Hillsdale, NJ: Erlbaum. If you wish to focus on sales tactics or compliance, see me for more materials.]
Some or most of you are familiar with Cialdini, and we will want to focus on NEW applications and ideas stemming from this work. Check out his website and sign up for his newsletter:
And comments on Bernie Madoff’s gaining compliance from so many:
Day 3, May 26 (Wed). Read: Bettinghaus and Cody, chapters 3 and 4. Basic theories of social influence. When reading these chapters, identify ads/campaigns that are using these principles (theories).
Is Classical Conditioning still relevant today? When is it used, on whom?
Can you still use verbal reinforcement?
Think about how modeling is used in consumption of goods (i.e., Sex and the City?); think about how modeling is used in High School Musical (the Disney success story).
Can we still use “balance theory” today?
When do you experience cognitive dissonance? When is it used in advertisements?
Give some examples of psychological reactance? (This was introduced in Cialdini’s book; see “Scarcity” chapter).
There are four overarching theories that are most important in all of this:
Social Learning theory, or “Cognitive learning theory.” See Dr. Bandura’s lecture at the Annenberg School [see below]). The following website contains many papers and reports on Bandura’s social learning theory, available if you log on to the website using an “edu” account.
About one “page” down you can click on this link:
View Bandura lecture at the Annenberg School for Communication and see Bandura’s talk at Annenberg one year ago.
OR:
Example of the importance of “modeling:”
Movius L, Cody M, Huang G, Berkowitz M. Motivating Television Viewers to Become
Organ Donors. Cases in Public Health Communication & Marketing. 2007 June. Available from:
Message Learning Model (Yale 1950 through 1970s).
Know the Elaboration Likelihood Model – a classic.
The Theory of Reasoned Action (Chapter 4) is still one of the most popular theories used.
On the evening of this class, we will also visit key web sites, including:
Focus will be on conservation, condom use, using seat belts and organ donations. Aizen’s site at U Mass is very useful.
Day 4, June 2. Diffusion of innovation; Health Belief Model, Stages of Change. No readings from the two text books. A list of updated websites and links will be distributed closer to class time.
Also, we will discuss TAM (Technology Acceptance Model) which is a blend of Diffusion theory and related theories; look for a Folder on Blackboard containing useful materials.
Day 5, June 7. Source effects. Read Bettinghaus and Cody, chapters 5 and 9 (Nonverbal Communication).
When do you emphasize expertise? (authority?)
When do you emphasize similarity? (similarity modeling vs. prestige modeling?)
When do you emphasize celebrity appeal?
Matching the speaker to the audience…
See folder on “Celebrities” on Blackboard.
What is new? Credibility and trust of websites and in virtual word-of-mouth referrals (like “Yelp?”). Here is one (more to come later):
Sen, S. (2008). Determinants of consumer trust of virtual word-of-mouth: An observation study from a retail website. The Journal of American Academy of Business, 14, 1, 30-35.
Day 6, June 9. Emotional appeals. Read Bettinghaus and Cody, Chapter 8.
Historically, “fear appeals” has been studied extensively. Today humor serves diverse purposes….online, radio, TV, build boards.
What are the rules of thumb guiding the use of humor, fear, warmth, guilt, sex….what other emotions are used today? Envy? Pride? Anger?
Day 7, June 14. Receiver variables. Read Bettinghaus and Cody, chapters 6 and 7.
There have been few changes in appeals used on children over the decades. Older people? Use print. Hasn’t changed.
Personality variables? Has not changed. To be added: Narcissists, “sensation seekers.”
Focus on Values of consumers relevant to political life, civic engagement and “buying Green”
Also, we will cover:
Social identity and visual persuasion. Readings to be placed on blackboard.
What you buy is what you are in public. There are people who have an identity like: “I am an Abercrombie and Fitch handsome guy with the most recent cell phone camera and Apple computer…”
Day 8, June 16. Using “entertainment program” to education the public. Examples focus on HPV awareness, breast cancer awareness, organ and bone marrow donations. Read the book by Arvind Singhal and Ev Rogers listed on page 1 (or borrow a copy from me). A set of publications are included on Blackboard. POSSIBLY: Guest Speakers from Hollywood Health and Society (Sandra de Castro Buffington; Johanna Blakely)
Day 9, June 21. Guest Speakers
Day 10, June 23. Student presentations. Each student will have 10 minutes to give a “mini lecture” to the class, educating class members to a campaign or selected topic
Day 11, June 28 Student presentations. Each student will have 10 minutes to give a “mini lecture” to the class, educating class members to a campaign or selected topic
Students requesting academic accommodations based on a disability are required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP when adequate documentation is filed. Please be sure the letter is delivered to me as early in the semester as possible. DSP is open Monday-Friday, 8:30 – 5:00. The office is in Student Union 301 and their phone number is 213-740-0776.
A list of other textbooks in “Persuasion,” which you may borrow if you wish to do so:
Knowles, E.S. & Linn, J.A. (2004). Resistance and Persuasion. Lawrence Erlbaum, New Jersey.
Dillard, J.P. & Pfau, M. (2002).(Eds.) The Persuasion Handbook: Developments in Theory and Practice. Thousand Oaks, CA: Sage Publications.
O'Keefe, D.J. (2002). Persuasion: Theory and Research. Thousand Oaks, CA: Sage Publications.
Petty, R.E. & Cacioppo, J.T. (1996-re-print). Attitudes and Persuasion: Classic and contemporary approaches. This is a re-print of a theories book from the 1980s-it has remained extremely popular over the years as a way to over-view traditional theories.
ISBN-08133305X
Rice, R.E., & Atkin, C.K. (2000). Public Communication Campaigns. Sage Publications. ISBN-0761922067
Stiff, J.B., & Mongeau, P.A. (2003). Persuasive Communication, Second Edition. New York: The Guilford Press.
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