Effects of message repetition and position on cognitive response, recall, and persuasion.

Although the mere exposure effect has been researched widely, surprisingly little is known about the attitudinal and cognitive effects of message repetition. It was hypothesized that the sequence of topic-relevant thoughts generated in response to a (repeated) persuasive message would parallel attitude change. To test this prediction, 2 experiments were conducted. In Exp I, 133 undergraduates heard a communication either 0 (control), 1, 3, or 5 times in succession, rated their agreement with the advocated position, and listed the message arguments they could recall. In Exp II, 193 undergraduates heard a communication either 1, 3, or 5 times, rated their agreement, listed their thoughts, and listed the message arguments they could recall. In both experiments, agreement first increased, then decreased as exposure frequency increased (regardless of the position advocated), but agreement was unrelated to the recall of the message arguments. In Exp II, analyses of the listed thoughts revealed that counterargumentation decreased, then increased, whereas topic-irrelevant thinking increased as exposure frequency increased; as expected, only topic-relevant thoughts were related to agreement. Results are interpreted in terms of an attitude-modification model in which repetition and content of a persuasive advocacy affect the type and number of thoughts generated; these thoughts, in turn, affect the attitudinal reaction to the advocacy. (63 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The need for cognition.

Developed and validated the Need for Cognition Scale (NCS). In Study 1, a pool of items was administered to 96 faculty members (high-need-for-cognition group) and assembly line workers (low-need-for-cognition group). Ambiguity, irrelevance, and internal consistency were used to select items for subsequent studies. Factor analysis yielded one major factor. In Study 2, the NCS and the Group Embedded Figures Test were administered to 419 undergraduates to validate the factor structure and to determine whether the NCS tapped a construct distinct from test anxiety and cognitive style. The factor structure was replicated, and responses to the NCS were weakly related to cognitive style and unrelated to test anxiety. In Study 3, 104 undergraduates completed the NCS, the Marlowe-Crowne Social Desirability Scale, and a dogmatism scale. Results indicate that need for cognition was related weakly and negatively to being closeminded, unrelated to social desirability, and positively correlated with general intelligence. Study 4 (97 undergraduates) furnished evidence of the predictive validity of the NCS. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues.

This study examined the influence of people's beliefs about the certainty of knowledge, the strength of their beliefs about a controversial issue, and their tendency to enjoy effortful thinking on their interpretation of controversial information. Ninety-six undergraduates completed an epistemological beliefs questionnaire (M. Schommer; see record 1991-05940-001), the Need for Cognition Scale (J. T. Cacioppo, R. E. Petty, & C. F. Kao; see record 1984-30417-001), and indicated the degree to which they believed that HIV causes AIDS. They then read a text that presented two conflicting views regarding the HIV–AIDS relationship and wrote a concluding paragraph for the text. Regression analyses revealed that the less students believed in certain knowledge, the less extreme their initial beliefs, and the higher their need for cognition, the more likely they were to write conclusions that reflected the inconclusive nature of the mixed evidence they read. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An experimental investigation of need for cognition.

This experiment is designed "to demonstrate the existence of a need for cognition and to test the effects of differential ambiguity upon people with different degrees of strength of need cognition." Half of the Ss in each group are exposed to a structured stimulus, half to an ambiguous stimulus. Reactions to experimental manipulations are obtained by means of a post-experimental questionnaire. It was found that: (1) There is consistency between the two independent measures of cognition need. (2) The ambiguous situation produced more frustration than did the structured one. Degree of ambiguity is more important for people with a high cognition need. (3) No differences are found in the degree to which groups of Ss impose meaning upon the experimental stimulus. (4) No relationships are found between need of cognition and need for achievement. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Personality and persuasion: Need for cognition moderates the persistence and resistance of attitude changes.

Hypotheses about the persistence and resistance of attitudes and beliefs formed by individuals scoring high or low in Need for Cognition (NC; J. T. Cacioppo and R. E. Petty, 1982) were derived from the Elaboration Likelihood Model of persuasion (Petty and Cacioppo, 1986). In Study 1, both high-NC and low-NC individuals formed evaluatively similar attitudes toward an unfamiliar attitude object (a new product) after exposure to a persuasive message (an advertisement). The newly formed attitudes of high-NC individuals decayed less than the newly formed attitudes of low-NC individuals over a 2-day period. In Study 2, both high-NC and low-NC individuals were persuaded by an initial message that a food additive was unsafe. However, when immediately exposed to a 2nd countermessage arguing that the product was safe, the initial experimentally created beliefs of high-NC individuals were shown to be more resistant to change than the experimentally created beliefs of low-NC individuals. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of involvement on persuasion: A meta-analysis.

Defines involvement as a motivational state induced by an association between an activated attitude and the self-concept. Integration of the available research suggests that the effects of involvement on attitude change depended on the aspect of message recipients' self-concept that was activated to create involvement: (a) their enduring values (value-relevant involvement), (b) their ability to attain desirable outcomes (outcome-relevant involvement), or (c) the impression they make on others (impression-relevant involvement). Findings showed that (a) with value-relevant involvement, high-involvement subjects were less persuaded than low-involvement subjects; (b) with outcome-relevant involvement, high-involvement subjects were more persuaded than low-involvement subjects by strong arguments and (somewhat inconsistently) less persuaded by weak arguments; and (c) with impression-relevant involvement, high-involvement subjects were slightly less persuaded than low-involvement subjects. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The effects of message recipients' power before and after persuasion: A self-validation analysis.

In the present research, the authors examined the effect of a message recipient's power on attitude change and introduced a new mechanism by which power can affect social judgment. In line with prior research that suggested a link between power and approach tendencies, the authors hypothesized that having power increases confidence relative to being powerless. After demonstrating this link in Experiment 1, in 4 additional studies, they examined the role of power in persuasion as a function of when power is infused into the persuasion process. On the basis of the idea that power validates whatever mental content is accessible, they hypothesized that power would have different effects on persuasion depending on when power was induced. Specifically, the authors predicted that making people feel powerful prior to a message would validate their existing views and thus reduce the perceived need to attend to subsequent information. However, it was hypothesized that inducing power after a message has been processed would validate one's recently generated thoughts and thus influence the extent to which people rely upon their thoughts in determining their attitudes. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Heuristic versus systematic information processing and the use of source versus message cues in persuasion.

In Exp I, 183 undergraduates read a persuasive message from a likable or unlikable communicator who presented 6 or 2 arguments on 1 of 2 topics. High involvement (HI) Ss anticipated discussing the message topic at a future experimental session, whereas low-involvement (LI) Ss anticipated discussing a different topic. For HI Ss, opinion change was significantly greater given 6 arguments but was unaffected by communicator likability. For LI Ss, opinion change was significantly greater given a likable communicator but was unaffected by the argument's manipulation. In Exp II with 80 similar Ss, HI Ss showed slightly greater opinion change when exposed to 5 arguments from an unlikable (vs 1 argument from a likable) communicator, whereas LI Ss exhibited significantly greater persuasion in response to 1 argument from a likable (vs 5 arguments from an unlikable) communicator. Findings support the idea that HI leads message recipients to employ a systematic information processing strategy in which message-based cognitions mediate persuasion, whereas LI leads recipients to use a heuristic processing strategy in which simple decision rules mediate persuasion. Support was also obtained for the hypothesis that content- vs source-mediated opinion change would result in greater persistence. (37 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of training in dream recall and dream interpretation skills on dream recall, attitudes, and dream interpretation outcome.

Forty-two volunteer clients with below-average dream recall and attitudes toward dreams participated in training sessions focusing on either improving dream recall and attitudes toward dreams, building dream interpretation skills, or educating about counseling. After training, individual dream interpretation sessions were conducted. No significant differences were found among the 3 conditions in regard to dream recall, attitudes toward dreams, or client- or therapist-reported session outcome, but effect sizes suggested that participants in the skills condition gained more from sessions than did participants in the dream recall–attitudes condition. Session outcome for all volunteer clients was equivalent to those in previous studies of volunteer clients with no training, suggesting that training was not necessary and that these participants were able to benefit from single-session dream interpretation. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Self-esteem and need achievement as determinants of selective recall and repetition.

"This study investigates the relationship between self-esteem and the recall and repetition of success and failure experiences… . groups… were selected on the basis of their self-evaluative responses and an evaluation of their self-esteem behaviors. The combinations of these two variables, at their extremes, yielded significantly different patterns on such variables as achievement, ideal self, and sociometric status, and apparently represent distinct types of self-esteem… . two factors [appear]… necessary for the recall and repetition of failure… . the ability to tolerate failure and the motivation and striving to overcome its effects." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of number signals on reading and recall.

Examined the influence of number signals (i.e., numbers or number words preceding important textual information) on text recall. 120 undergraduates read and recalled 2 texts containing 10 target sentences each. Reading times were recorded for each target sentence. For half of the Ss, the target sentences were preceded by numbers indicating their organization; for the other half, the target sentences were not signaled. Half of the Ss completed a free-recall task, while the remainder completed a cued-recall task. Results indicate that Ss read target sentences more slowly if they were signaled than if they were unsignaled. Ss' recalls of target information followed the text organization more closely if the sentences were signaled. Signaling aided free recall of target sentences, but had no effect on cued recall. Results demonstrate that number signals directed attention to the sentences they marked, led to better encoding of the organization of target information, and influenced the process of recalling the target information. (33 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of exposure time, interactive, and separate imagery on recall of advertisements.

Investigated the effect of exposure time and relations between imagery on recall of advertisements in a paired associates learning paradigm. 168 15–17 yr olds viewed 12 advertising logos containing product and corresponding brand names for either 2 or 10 sec. Stimuli contained either names alone, names plus separated line drawings of each member of the pair, or names plus a picture showing the line drawings interacting. More company names were recalled after 10 than after 2 sec, and more were recalled from the 2 picture conditions than from the name-only condition. However, performance was no better with interactive than with separate images. The later result replicates and extends findings by J. Biron and S. J. McKelvie (see record 1986-19127-001), but it is inconsistent with evidence gathered using standard noun pairs. (French abstract) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of attitudinal, cognitive, and situational variables on recall of biased communications.

Investigated the attitudinal congeniality hypothesis (the assumption that people learn material congenial to their attitudes more easily than uncongenial material) in a 2 by 2 design: instruction set (learn vs judge) by essay bias (pro vs con), with attitude toward student activism as the focal ex post facto variable. 120 college students served as Ss. Verbal skills, quantitative skills, and overlap of prior knowledge structure with essay content were treated as covariates. A number of variables related to quality of essay content and demand characteristics were controlled and/or measured to achieve the maximum possible control over recall variance. Results indicate that greater recall was associated with greater intellectual skills, greater overlap of prior knowledge, more positive attitudes toward the experimental setting, instructions to learn the essay, and the attitudinal congeniality effect (indexed by the Attitude by Essay Bias interaction). Interpretation is based on the effect of each variable on the perceived utility of the essay's content. (32 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Warning and persuasion.

Reviewed studies dealing with the effects on audience opinions of (1) advance information about the topics and the direction of argument of forthcoming communications (warning), and (2) instructions that describe the experiment as a study of opinion change (persuasion context). Conclusions include: (1) warning and persuasion context are not separate manipulations; (2) their effects on postcommunication opinion change are not clear; and (3) warning and persuasion context probably cause precommunication opinion change. It is suggested that neither warning nor persuasion context, by themselves, are crucial variables in postcommunication opinion change. In some instances persuasion may begin prior to actual exposure to persuasive communications. (32 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of item-specific and relational information on hypermnesic recall.

The role of encoding conditions in producing hypermnesia (increased recall over successive trials) was examined by manipulating the availability of item-specific and relational information at encoding. Our findings demonstrate that encodings providing item-specific information (e.g., elaborative encodings) produce hypermnesia by facilitating the recovery of new items over trials, whereas encodings providing relational information (e.g., organizational encodings) produce hypermnesia by protecting against the loss of previously recalled items. Thus, the effects of encodings on hypermnesia may be understood by considering the type of trace information they make available. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of rhetorical questions on persuasion: A cognitive response analysis.

Applied a cognitive response analysis to the use of rhetorical questions in persuasion. 160 college students heard a counterattitudinal message in which the major arguments were summarized in either statement or rhetorical forms. The personal relevance of the issue and the quality of the arguments employed in the message were also varied. The use of rhetorical questions was found to either increase or decrease the cognitive elaboration of a message depending on the personal relevance of the communication. When the message was of low personal relevance and recipients were not naturally processing the statement form of the message diligently, the use of rhetoricals enhanced thinking: A message with strong arguments became more persuasive, and a message with weak arguments became less persuasive with rhetoricals. However, when the message was of high personal relevance and recipients were already highly motivated to process the statement form of the message, the use of rhetoricals disrupted thinking: A message with strong arguments became less persuasive, and a message with weak arguments became more persuasive with rhetoricals. This 3-way interaction was expected from the cognitive response analysis, but not from competing formulations. (29 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of across-chapter signals on recall of text.

Investigated 2 forms of across-chapter text signals: "preview" sentences, which signal contents in upcoming chapters, and "recall" sentences, which are backward signals that signal back to previously read materials. These signals may influence readers' recall of text material by guiding their attention during reading. They also may facilitate readers' activation of memory representations of previous content, thereby enhancing integrative processing. Seven experiments examined the effects of preview and recall sentences. The results of 4 experiments indicated a clear signaling effect across chapters. In Exp IV, there were significantly longer inspection times and reaction times (RTs) to secondary probes in signaled than in unsignaled paragraphs. The results of Exp V indicate that backward-signaled materials were recalled at a significantly greater rate than unsignaled materials. In addition, the signaled materials in Ss' recalls were clustered together at a significantly greater rate than unsignaled materials. Results of Exp VII indicate significantly longer inspection times and RTs to secondary probe tasks in the reading of paragraphs containing recall sentences than in the reading of paragraphs not containing signals. Results indicate that across-chapter signals have a strong effect on readers' recall of prose. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Attributions of responsibility and persuasion: Increasing mammography utilization among women over 40 with an internally oriented message.

197 women over 40 yrs old and not adhering to national guidelines for screening mammography viewed persuasive messages varying in attributional emphasis (internal, external, or information-only). Internal attributions of responsibility for health-promoting behavior were expected to motivate the greatest change in women's attitudes and behaviors in relation to breast cancer and mammography. Attitudes about breast cancer and mammography were measured immediately and 6 mo after the presentation. 12 mo later, women who viewed the internal message were more likely to have obtained a screening mammogram than women assigned to the other 2 conditions. The attributions of responsibility encouraged by the persuasive messages were associated with whether viewing the presentation led to behavior change. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Effects of signaling topic structure on text recall.

Two experiments studied effects of signaling devices (headings, overviews, and summaries) on text memory. In Exp 1, Ss read a text with or without signals, then recalled the topics of the text. Signaling produced better memory for the topics and their organization. In Exp 2, Ss recalled the content of the text they read, and recalls were scored for the number of accurately recalled ideas. Signals produced recalls that were better organized by text topics. Signals also influenced the distribution of recall of ideas: Ss remembered more topics but recalled less about each accessed topic if the text they read contained signals than if it did not. The results are interpreted as supporting a model in which signals influence readers' representations of a text's topic structure, which, in turn, is used to guide the recall of text content. (PsycINFO Database Record (c) 2010 APA, all rights reserved)