IDT873 Maddrell Abstract Attitude
Get your own at Scribd or explore others:
IDT 873 Abstracts: Attitudes Jennifer Maddrell Kardash, C. M., & Scholes, R. J. (1995). Effects of Preexisting Beliefs and Repeated Readings on Belief Change, Comprehension, and Recall of Persuasive Text. Contemporary Educational Psychology, 20(2), 201-221. Research Purpose and focus. Kardash and Scholes (1995) examined how preexisting beliefs interacted with reading of persuasive test to influence information recall and belief change. Citing prior research that suggest preexisting attitudes and beliefs influence how evidence is evaluated, Kardash and Scholes predicted that subjects whose preexisting beliefs and attitudes were consistent with the presented text would recall more causal explanations within the text, as well as more information overall. In addition, they predicted that those who read the text twice would remember more information than those who read the text only once. Finally, they predicted that the persuasive text would influence all subjects, but to a greater extent in those whose preexisting beliefs and attitudes were consistent with the text. Methodology. 61 undergraduate students enrolled in an educational psychology class received credit for their participation in this study. The students were randomly assigned to one of two treatment groups, including (a) a one-read, or (b) a two-read group. Entry beliefs were measured based on 9-point Likert-type scale assessment of the extent to which subjects agreed or disagreed with a variety of offered causes of how AIDS could be transmitted. Post-treatment beliefs were similarly measured. All learners reviewed the same 1,195 word text based passage about causes of AIDS. Both groups returned two days later. Those in the one-read group completed an unrelated exercise while the two-read group read the exact passage a second time. Time spent reading the text was measured in both sessions. One week later, all subject returned for a free recall text and the post-beliefs test. Results and conclusions. Results supported the prediction that beliefs about the controversial topic effect what is recalled about a persuasive text on the topic. Those with beliefs consistent with the text remembered marginally more causal, as well as less central information than those with less consistent entry beliefs. In addition, causal arguments promoted belief change in all subjects, but more so for those with similar preexisting beliefs to the text. Finally, contrary to predictions, the repeated reading did not influence the overall amount or type of information recalled. Heuristics The results of these experiments suggest that a learner’s entry beliefs and attitudes about causal information regarding a controversial topic may influence how the learner recalls and is persuaded by the to-be-learned material. If the information is consistent with entry beliefs, the learner may be more likely to recall or be persuaded by the material than those with entry beliefs that are inconsistent with the presented instructional material. Critique This study provides support for prior research that suggests preexisting beliefs serve as a schema which influences how new persuasive information will impact belief change and recall. Yet, as noted by the authors, this study focused on the subjects’ beliefs about causes of AIDS, not Page | 1 Submitted 20081114 IDT 873 Abstracts: Attitudes Jennifer Maddrell their attitudes towards AIDS and those with AIDS which may or may not influence the reported results. Brannon, L. A., Tagler, M. J., & Eagly, A. H. (2007). The moderating role of attitude strength in selective exposure to information. Journal of Experimental Social Psychology, 43(4), 611-617. Research Purpose and focus. Brannon, Tagler, and Eagly (2007) examined whether attitude strength influences information selection. Citing prior research that suggests people seek out and prefer to receive information that is consistent with their attitudes, Brannon, Tagler, and Eagly predicted that selective exposure would be more pronounced in those with more strongly held attitudes than for those with weakly held attitudes. Methodology. In a series of three studies following roughly the same methodology as the first, their prediction was tested. In the first study, 270 students enrolled in an undergraduate psychology program were recruited to participate. They were randomly assigned to one of two treatment groups, including (a) a one read, or (b) a two-read group. Entry attitudes toward social issues were measured based on a questionnaire that assessed attitude position and strength regarding social issues. Participants’ attitude positions were measured on a 7-point scale. Attitude strength was also measured on a 7-point scale assessing how important the issue was, how sure they were of their position, how central their attitudes were to their self-concepts, how likely they were to change their attitudes, and how much knowledge they possessed on the issue. Several weeks after completing the entry questionnaire, participants engaged in a selective exposure task in which they reviewed a list of ten article titles and abstracts containing two opposite stances toward five difference social issues. For each article, the participants ranked on a 9-point scale how desirable it would be for them to read the article. The participant’s choice of either an attitudinally consistent or inconsistent selection was then measured. Results and conclusions. Results supported the prediction that attitude strength relates to selective exposure. Stronger attitudes were associated with increased preference for attitudinally consistent article titles. Heuristics The results of these experiments suggest that the strength of the learner’s entry attitudes about a topic may influence what information the learner selects on the topic. If the learner has strongly held attitudes on a topic, he or she may seek out information that is consistent with their entry attitudes. Critique This study provides support for prior research that suggests preexisting attitudes influence information selection. These research findings have important implications in instructional settings where learners are free to select instructional content. If learners are less inclined to select material that is in opposition to their entry attitudes, will they select Page | 2 Submitted 20081114 IDT 873 Abstracts: Attitudes Jennifer Maddrell information that gives a balanced perspective on the topic? Given the potential for attitudinally influenced selection, should learning material selection be under the direction of the instructor? Also, how does instructor’s or instructional designer’s entry attitude influence selection of material for a class? Page | 3 Submitted 20081114