Two experiments investigated Zajonc's (1968) hypo thesis that mere repeated exposure to stimuli is a sufficient condition to enhance individuals' attitudes toward those stimuli, In the first experiment, no significant differences in preference were obtained following exposure to high-and low-redundancy sequences of nonsense syllabies. In the secend study, the effects of repeated exposure were rneasured along several rating dimensions, revealing significant differences between dimensions. These results were discussed in terms of the limiting conditions of the exposure effect.Recently, Zajonc (1968) has presented evidence which indicates that mere repeated exposure of a stimulus to an individual is a sufficient condition to enhance the individual's attitude toward that stimulus. Subsequent experiments (e.g., Zajonc, Shaver, Tavris, & van Krevald, 1972;Zajonc, Swap, Harrison, & Roberts, 1971) which have attempted to determine the limiting conditions of the exposure effect have obtained this positive exposure-affect relationship with a variety of stimuli, exposure frequencies, and experimental conditions. Conversely, Berlyne (1970) found that Ss exposed to a highly redundant exposure sequence preferred novel stimuli to more familiar stimuli. Because Berlyne's (1970) procedure typicaUy involved rating the stimuli du ring the exposure sequence rather than after, Harrison and Crandall (1972) compared the effects of highly heterogeneous and homogeneous exposure sequences on postexposure ratings of stimuli and found a strong positive relationship between exposure and affect for both sequences.In addition to using postexposure ratings, the Harrison-CrandaU study also used complex Chinese characters as stimuli rather than the simple geometrie figures used by Berlyne (1970). Because previous research (e.g., Saegert & Jellison, 1970) has found the degree of stimulus complexity to interact with the effects of exposure, it is difficult to determine the extent to whieh the positive relationship found by Harrison and Crandall (1972) was due to postexposure ratings rather than to stimulus complexity. Experiment I further investigated the relationships between redundancy of the exposure sequence, stimulus complexity, and preference. Ss viewed 31 slides consisting of five different nonsense syllables shown at *Experiment I was conducted while the first author was at Ohio Wesleyan University; Experiment II was conducted at the University of Michigan while the first author was a predoctoral trainee on NIMH Grant 5 TOI MH-06667-14. Thanks to Robert B. Zajonc and Harry P. Bahrick for their critical readings of drafts of this paper.five different frequencies. The stimuli were presented in either a massed (all exposures to each stimulus presented before a new syllable was shown) or spaced (syllables presented randomly) order. EXPERIMENT I Method SubjectsThe Ss were 94 undergraduates enrolled in introductory psychology courses at Ohio Wesleyan University, who participated in the experiment to satisfy a course requirernent. Ss were altem...
The college curriculum is often separated into divisions or course types (e.g., natural science, the arts) that may be perceived to differ in the extent to which they use expressive feminine attributes (e.g., affectionate, sensitive) and instrumental masculine attributes (e.g., assertive, forceful). In Experiment 1, the effects of course type, student gender, and instructor gender and gender role on student evaluations of instructor effectiveness were examined. In Experiment 2, students' perceptions of the importance of various gender role characteristics in instructors of different course types were explored. Results suggest that instructor gender role is more important than instructor gender in affecting student evaluations. Both female and male students preferred instructors (science instructors, in particular) who possessed both feminine and masculine characteristics, regardless of the gender of the instructor.
Two components of gender stereotypes were examined in order to determine their influence on judgments of gender–related characteristics. Male and female subjects were presented with photographs of female stimulus persons who differed in somatic appearance and were given information about traits. Subjects were asked to estimate the probability that the stimulus person possessed other gender–related traits and engaged in gender–related behaviors. Results provide support for a multiple–component construction of stereotypes, with physical appearance being the most potent component. An unfavorable image of low attractive women was also indicated.
Engaging in bodybuilding, especially by a woman, may have a pervasive influence on the impressions others have of the bodybuilder. The first experiment examined the effects of the label bodybuilder on subjects' ratings of the probability that the stimulus person possessed gender-related characteristics. The second experiment was designed to determine whether female bodybuilders, compared to attractive and unattractive female nonbodybuilders, are (a) assumed to possess less socially desirable personality traits, (b) expected to lead less successful lives, and (c) viewed as less physically attractive. Results indicate that bodybuilding information plays a dominant role in influencing judgments. Stimulus persons who engage in bodybuilding are judged to be more likely to perform masculine role behaviors and less likely to be employed in feminine occupations, irrespective of gender. Female bodybuilders are viewed as relatively unattractive and are attributed with less desirable personality traits than are attractive female nonbodybuilders. The significance of these findings in understanding the perpetuation of stereotypes is discussed.
Subjects received falsified psychological test results that were discrepant in either positive or negative directions with their own reports on self-referring attitudes. They were then given the opportunity to change their self-reports and/or derogate the accuracy of the test interpreter. Subjects who received negative feedback were more likely to derogate the interpreter, whereas subjects who received positive feedback were more likely to change their selfreports in the direction of the interpretation.
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