Anticipating public attitudes toward underground CO2 storage

Sharp, Jacqueline; Jaccard, Mark; Keith, David W.

doi:10.1016/j.ijggc.2009.04.001

Cited by 69 publications

(40 citation statements)

References 12 publications

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“…Results indicated that, at baseline, participants' feelings about CCS were slightly positive, while their perceived knowledge was relatively low, which replicates findings of previous CCS studies (Huijts et al, 2007;Palmgren et al, 2004;Shackley et al, 2005;Sharp et al, 2009;Wallquist et al, 2009Wallquist et al, , 2010 We found support for Hypothesis 1, which predicted that responses to educational materials about CCS would be informed by prior feelings about CCS. Table 1 shows a significant correlation between post-education feelings about CCS and baseline feelings about CCS.…”

Section: Resultssupporting

confidence: 85%

“…Opponents of CCS have voiced concerns about environmental damage, leaks, and small earthquakes (Huijts, Midden, & Meijnders, 2007; James, Richels, Blanford, & Gehl, 2007;Pacala & Socolow, 2004;Shackley et al, 2009). To date, public perception studies find that most people are unfamiliar with CCS, and that those who have heard of it are still relatively uninformed (Huijts et al 2007;Palmgren et al, 2004;Shackley, McLachlan, & Gough, 2005;Sharp, Jaccard, & Keith, 2009;Wallquist et al, 2009Wallquist et al, , 2010. Outreach activities to the general public remain largely non-existent (Ashworth et al, 2010; Shackley et al, 2007).…”

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confidence: 99%

“…1 The 88 who self-rated their knowledge above the midpoint of 4 were enrolled into Study 1. The low number reflects the widespread lack of public CCS awareness (Huijts et al, 2007;Palmgren et al, 2004;Shackley et al, 2005;Sharp et al, 2009;Wallquist et al, 2009Wallquist et al, , 2010. The remaining individuals (n=483) were randomly assigned to Study 1 (n=163) RUNNING HEAD: Role of initial affective impressions in responses to communications 8 or Study 2 (n=320).…”

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confidence: 99%

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The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Bruin¹,

Wong‐Parodi²

2014

Journal of Experimental Psychology: Applied

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Emerging technologies promise potential benefits at a potential cost. Developers of educational communications aim to improve people's understanding and to facilitate public debate.However, even relatively uninformed recipients may have initial feelings that are difficult to change. We report that people's initial affective impressions about Carbon Capture and Sequestration (CCS), a low-carbon coal-based electricity-generation technology with which most people are unfamiliar, influences how they interpret previously validated education materials. As a result, even individuals who had originally self-identified as uninformed persisted in their initial feelings after reading the educational communication --though perseverance of feelings about CCS was stronger among recipients who had originally self-identified as relatively informed (Study 1). Moreover, uninformed recipients whose initial feelings were experimentally manipulated by relatively uninformative pro-CCS or anti-CCS arguments persisted in their New technological developments bring the promise of societal benefits while introducing potential risks. Members of a democratic society face public debates about whether or not to support the implementation of specific technologies. Well-meaning educators may aim to facilitate those public debates by informing people's perceptions through educational communications. Here, we refer to "educational communications" when describing materials that have been designed to provide balanced and accurate information, and that have been tested for their ability to improve people's understanding of the topic under consideration (see for example Fischhoff, Brewer, & Downs, 2011;Morgan, Fischhoff, Bostrom, & Atman, 2002).Yet, it may be difficult to change recipients' feelings about CCS once they have already formed initial impressions, even if they may still have limited knowledge. First impressions are affective in nature, can be formed on the basis of little to no information, guide cognitions and perceptions of risks and benefits, and tend to be difficult to change (Finucane et al., 2000;Zajonc, 1980). Evidence for the perseverance of first impressions comes from three lines of psychological research in which undergraduate participants made hypothetical decisions in carefully controlled experiments. First, research on impression formation has shown a primacy effect, such that people described as intelligent, tall and mean are evaluated more positively than those described as mean, tall, and intelligent (Asch, 1961; for exceptions see Hogarth & Einhorn, 1992). Second, feelings that are evoked by positive or negative performance feedback tend to linger, even after it is disclosed that the feedback has been fabricated (Anderson et al., 1980). Third, psychological experiments have found that false impressions about hypothetical products RUNNING HEAD: Role of initial affective impressions in responses to communications 4 are difficult to change, because participants feel that the original claims are more likely to ring t...

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Section: Resultssupporting

confidence: 85%

mentioning

confidence: 99%

mentioning

confidence: 99%

See 1 more Smart Citation

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Bruin¹,

Wong‐Parodi²

2014

Journal of Experimental Psychology: Applied

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“…Similar findings were reported in follow-up studies conducted in different countries (Huijts et al 2007;Shackley, McLachlan, & Gough, 2005;Sharp, Jaccard, & Keith, 2009;Wallquist, Visschers, & Siegrist, 2009. These findings are in line with psychological theories of decision making, which posit that people tend to pay more attention to the negative (loss) attributes than to the positive (gain) attributes of decision options (Kahneman, Slovic, & Tversky, 1982).…”

Section: People Want To Know About Alternatives To Ccssupporting

confidence: 84%

Developing communications about CCS: three lessons learned

Bruin

Mayer

Morgan

2015

Journal of Risk Research

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“…Researchers have tried to estimate the effect of providing information on these reactions as part of an experiment or a questionnaire. Results have varied both in magnitude and sign, with positive, negative and non-significant results depending on the procedure [5][6][7][8]. Although lack of knowledge might be a key factor in risk perception, many studies hypothesize "an increase in knowledge will not result in reduced aversion to risks" [9,10] because respondents always incorporate factors other than the technical properties into their reactions.…”

Section: Ccs In Societymentioning

confidence: 99%

The Relation between Cultural Structures and Risk Perception: How does Social Acceptance of Carbon Capture and Storage Emerge?

Karimi

Toikka

2014

Energy Procedia

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In this research, the highly controversial Carbon Capture and Storage technology is scrutinized from the cultural structures perspective. We argue that it is crucial to have a richer understanding of where public opinion on the technology comes from, and we develop a model that helps to understanding this. We use survey data provided by the Eurobarometer. Also, six cross-cultural dimensions developed by Hofstede are used. Lastly, two indices, Risk Acceptance and Self-Benefit, are used to design a regression model to argue that public acceptance and risk perception of the novel technology is not a simple case of information transfer and knowledge dissemination. We provide a framework for analysts and policy makers who wish to understand why and how societies and social actors challenge and contest the technology.

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Anticipating public attitudes toward underground CO2 storage

Cited by 69 publications

References 12 publications

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Developing communications about CCS: three lessons learned

The Relation between Cultural Structures and Risk Perception: How does Social Acceptance of Carbon Capture and Storage Emerge?

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