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For example, the central route may permit source variables to influence preference for certain language usage in the message (e.g. "beautiful") or validate a related product (e.g. cosmetics), while the peripheral route may only lead individuals to associate the "goodness" of source variables with the message.
In ELM, the central route is reflective and requires a willingness to process and think about the message. The peripheral route occurs when attitudes are formed without extensive thought, but more from mental shortcuts, credibility, and appearance cues. The route of persuasion processing depends on the level of involvement in the topic or issue.
The central route pertains to an elaborate cognitive processing of information while the peripheral route relies on cues or feelings. The ELM suggests that true attitude change only happens through the central processing route that incorporates both cognitive and affective components as opposed to the more heuristics-based peripheral route.
People high in the need for cognition are more likely to form their attitudes by paying close attention to relevant arguments (i.e., via the central route to persuasion), whereas people low in the need for cognition are more likely to rely on peripheral cues, such as how attractive or credible a speaker is. People low in need for cognition are ...
In their theory, there are two different routes to persuasion in making decisions. The first route is known as the central route and this takes place when a person is thinking carefully about a situation, elaborating on the information they are given, and creating an argument. This route occurs when an individual's motivation and ability are high.
The recipient relies on cognititive responses instead of heuristics when using the central route. The peripheral route to persuasion is used when the recipient has little to no motivation or effort and people are swayed not by the argument itself but by elements secondary to the message (such as the length of the communication or the ...
Hans-Jörg Schmid’s "Entrenchment-and-Conventionalization" Model offers a comprehensive recent summary approach to usage-based thinking. [19] In great detail and with reference to many sub-disciplines and concepts in linguistics he shows how usage mediates between entrenchment, the establishment of linguistic habits in individuals via repetition and associations, and conventionalization, a ...
Situated learning also involves participation (where a learner works together with others in order to solve a problem). Situated learning deals with how one's knowledge develops over the course of an activity and how they create and interpret. [13] Content: In situated learning, no importance is given to the retention of the content.