Description of the TheoryThe term dissonance refers to when one cognitive element is inconsistent with another cognitive element according to Professor Soreno's lecture notes. Cognitive elements can be classified into four groups called beliefs, attitudes, values ​​and perceptions of behavior. Beliefs can be defined as the perception that something exists or not. This perception can range from a central or peripheral type of belief. The more central a belief is, the more difficult it is to change it. An attitude describes the positive or negative feelings we have towards people, things, or ideas. Values ​​are beliefs that are so important to a person that they practically guide their life. There are two types of values, instrumental and terminal. Perceptions of behavior simply refer to another's interpretation of actions. For example, when someone greets a person, in America, it is often perceived as a friendly gesture. When two of these cognitive elements are incongruent, dissonance occurs, which can be very intense. People often experience dissonance on a daily basis, but because it is so small, it is not bothersome. Cognitive dissonance theory deals with these small events, but for the sake of understanding, extreme examples help explain the theory in more detail. According to Festinger, all cognitive elements had equal value in producing cognitive dissonance, but some scholars have disputed his theory. In the book The Handbook of Motivation Science, the authors state that the cognitive element of attitude has a heavier value than the other elements saying that it can change a person's behavior. They quote: “In experimental tests of the theory, knowledge of recent behavior is usual… halfway through the article… as communication studies continue, there will be more tests and conclusions about cognitive dissonance theory that will reveal more more on human communication. After all, learning how we communicate with each other is how we are able to grow as a society. References Harmon-Jones, E. (2008). Cognitive dissonance theory. In J. Shah, W. Gardener, and V. Gardener, Handbook of Motivational Science (pp. 71-83). New York City: The Guilford Press. Helwig-Larson, M., & Collins, B. (1997, April 1). A social psychological perspective on the role of AIDS knowledge in AIDS prevention. Current Directions in Psychological Science, Vol. 6 (No. 2). Lepper, M. R., & Greene, D. (1975). Turning play into work: Effects of adult supervision and extrinsic rewards on children's intrinsic motivation. Journal of Personality and Social Psychology, Vol. 31, 479-486.