Psych 372 Environmental Psychology (5 Env Att, App, Ass)
Transcript of Psych 372 Environmental Psychology (5 Env Att, App, Ass)
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Environmental Attitudes, Appraisals and Assessments
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Overview
• Attitudes towards the environment
• The current morass of data
• How do we encourage pro-environmental behaviour?
• Environmental Appraisal
• What do we like?
• How do we measure preference?
• Environmental Assessment
• Trying to objectify properties of the environment
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Environmental attitudes
• When you read the first part of the chapteryou’ll discover a wild array of findings related toenvironmental attitudes
• What’s most important?
• Attitudes vary with gender, age, income, nationality,culture, time period, occurrence of environmentalcatastrophes
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Environmental attitudes
• In other words, attitudes are neither stable norpredictable
• What matters more is that pro-environmental
attitudes are not strong predictors of pro-environmental behaviour
• Generally, and unsurprisingly, we are more likely toengage in low-cost pro-environmental behavioursthan in high-cost ones
• Our behaviour is also inconsistent – we may recyclebut not carpool, re-use grocery bags but fill them withpackaged foods
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How to increase pro-environmentalbehaviour?
• Applied behavioural analysis is the method du jour
• It’s a combination of principled application of operant
conditioning methods and principles of motivation
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Step 1: What behaviours to target?
• Environmental scientists need to compute thepro-environmental value of behaviour change
• -eg relative benefits of turning down thermostat or
buying an energy efficient water heater
• Using re-usable grocery bags vs. proper tire inflationin automobiles
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Step 3: Identify motivational and otherfactors that influence behaviour
• Hedonic factors “what feels good right now?”
• These are usually the strongest drivers of behaviourand may play a role in, for example, choice of travel
mode
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Step 3: Identify motivational and otherfactors that influence behaviour
• Gain factors “what protects my resources?”
• Weighing costs and benefits – using alternativelightbulbs, composting, recycling
• These factors appear to motivate relatively low-costpro-environmental behaviours
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Step 3: Identify motivational and otherfactors that influence behaviour
• Normative factors “what is sociallyacceptable?”
• What are others doing?
• Again, normative factors can account for low-costbehaviours
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Step 3: Identify motivational and otherfactors that influence behaviour
• Contextual factors
• What alternatives are available and how convenientare they?
• Eg. Car sharing
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Step 3: Identify motivational and otherfactors that influence behaviour
• Habits
• Ingrained habits may involve misperceptions
• Garling et al studied drivers in Osaka before and afteran 8 day freeway closure.
• More frequent drivers had larger misperceptions
• Frequency of freeway use dropped
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Step 4: Interventions
• Informational/Antecedent
• Structural/Consequence
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Step 4: Interventions
• Informational strategies
• Direct persuasion, as used in advertising, is usuallyonly effective with very low-cost behaviours
• Structural strategies
• Required for larger cost change
• Reward typically more effective than sanction(but not too big areward unless you can keep it up forever)
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Step 5: Assessment
• This is not often done
• Interventions perceived as “fair” are more likely towork
• Interventions that target one-time-only behaviourmuch more successful than those that requiresustained effort
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Environmental Appraisals
• Involves measurements of preference
• But where do preferences come from?
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Which do you prefer?
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Which do you prefer?
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Which do you prefer?
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What does it mean that we don’t allagree?
• Not everyone applies the same set of “rules” toassess preference
• In environmental appraisal, we are interestedin understanding what underlying rules mightcome into play and how individuals vary
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Most research in this area is basedon the picture proxy method
• Fundamental assumption is that we willrespond the same way to pictures as we do tothe “real thing”
• New technology like VR allows us to gobeyond picture proxy method
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Virtual Shibuya
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Remember Berlyne’s collativeproperties
• Complexity –much detail
• Congruity – is anything out of place?
• Coherence – overall order of a scene
• Novelty – unusualness of appearance
• People seem to prefer moderate rather than extremevalues of these, and different types of observersshow different preferences
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Nasar’s approach
• Formal qualities – relate to Berlyne’s collativeproperties
• Symbolic qualities – style
• Schemas – typicality (is it unusual)
• Different types of appraisals will load ondifferent factors
• Eg Pleasant buildings will be high in typicality whereasexciting buildings probably not
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Appleton’s approach
• We are biologically disposed to like locationswith high prospect and high refuge
• Like the edge of the savannah
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All such approaches have 1 thing incommon
• They treat a setting and a person as twoseparate things
• Physical properties like the shape and appearance of
a setting influence assessment• We all might agree that an unspoiled natural vista is beautiful
• Personal properties influence preference
• Mumbai marketplace may be preferred by men
• Malaysian jungle may be downright scary
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The Mumbai marketplace
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Kaplan & Kaplan’s preferenceframework
• Borrowing from Gibson, they talk about“cognitive affordances”
• Properties of environments that allow us to meet
goals• Neither “in” the setting nor “in” our heads, but involve
both
• Rooted in the same kinds of biological considerations
as prospect and refuge
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Kaplan’s preference framework
Availability of
information
Needs
Making sense Involvement
Immediate Coherence Complexity
Future Legibility Mystery
So far, one of the most successful, theoretically grounded approaches to
environmental appraisal
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Let’s look at a detailed example ofenvironmental appraisal
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An important example ofenvironmental appraisal
• Much research suggests that architects do notknow what we like
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Gifford et al (2002) set out tounderstand why
Modified lens model
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Step 1: Measure distal cues
Modified lens model
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Long list of building cues (rated bytrained expert observers)
• Examples
• Number of sides
• Number of stories
• Fenestration (windows)
• Proportion of glass
• Proportion of metal
• Canopies• Balconies
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Step 2: Measure cognitive propertiesof buildings
Modified lens model
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List of cognitive properties
• Complexity (complex vs simple)
• Sociability (sociable, warm, friendly vs unsociable,cold, unfriendly)
• Ruggedness (rugged, strong, potent, vs weak, delicate,wimpy)
• Originality (unique, original, creative vs. typicalunoriginal, uncreative)
• Clarity (clear, coherent, unified vs. disorganized,confusing, ambiguous)
• Meaningfulness (meaningful, symbolic, expressive, vs.meaningless, messageless, unexpressive)
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Step 3: Collect global assessments
Modified lens model
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This one’s easy
• Rate the building from 1 (terrible) to 10(excellent)
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Participants
• For step 1, university undergraduate studentstrained to use The Architectural Coding System(TACS)
• For steps 2 and 3, a sample both recruitedfrom the community and also uni undergrads
• For steps 2 and 3, a sample of local (British
Columbia, mostly Victoria) practising architects
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Global assessment
• Measured correlation between overallassessment of architecture in laypersons andin architects
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Global assessment
• R=0.14
• This confirms previous findings that the globalassessments of buildings of lay people and architects
do not agree strongly.
Relationships between preference
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Relationships between preferenceand cognitive variables
Middle values indicate level of agreement
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Middle values indicate level of agreementbetween architects and laypersons on cognitiveproperties
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But here lack of agreement on relation betweencog property and evaluation
Some but not great agreement on
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Some but not great agreement onrelation of physical properties andcognitive properties
Here there’s agreement about the
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Here there s agreement about thecontribution of meaningfulness
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But no agreement on what it is.
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Some other points
• Architects paid much more attention to buildingmaterials whereas laypersons paid attention tobuilding form
• Hardly any of the physical cues alonecorrelated with overall aesthetic, so the layer ofcognitive properties seems necessary
• Some cognitive properties didn’t correlate withany physical properties (originality), so thestory isn’t complete
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Should architects pander to publictaste?
• My experience is that architects jealously protecttheir freedom to create
• Gifford says:
“The pedagogical goal suggested by the presentstudy is a broader form of architectural educationor socialization that stresses both the creativeextension of the great aesthetic trends and abetter understanding of public taste. The greatestarchitects will be those with the creativity to designbuildings that are delightful to design professionalsand the public.”
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A few things I haven’t mentioned
• Appraisal vs Assessment
• Assessments are meant to be objective measuresbased on expert advisors
• Can inform policy
• Other kinds of appraisals than those based onsimple affect are important
• For example, risk