Children's rating responses as related to amount and recency of stimulus familiarization and stimulus complexity

Siebold, James R

doi:10.1016/0022-0965(72)90048-3

Cited by 19 publications

(12 citation statements)

References 9 publications

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“…The finding of higher affective ratings given nonfamiliar as compared with familiar stimuli has now been obtained a number of times in Institute studies involving children as Ss, including Cantor (1968), Cantor and Kubose (1969, Experiments I and II), Siebold (1971), and the present experiment (male data, white pictures). Zajonc et al (1971) have made it clear they wish to think of the "mere exposure" effect (i.e., enhancement of attitude due to familiarization) as involving a within-Ss variation in frequency of exposure incorporating at least three frequency levels.…”

Section: Discussionsupporting

confidence: 68%

“…These are identical to rating scale drawings used by Siebold (1971). Twelve 35-mm slides were used, each containing a different one of the photographs shown in figure 1.…”

Section: Apparatusmentioning

confidence: 99%

“…More to the point, children give more positive attitudinal ratings to nonfamiliar than to familiar stimuli (Cantor 1968;Cantor & Kubose 1969). Siebold (1971) attempted to test this assertion by familiarizing children with Welsh figures previously scaled by adults as "simple" or "complex." Berlyne (1970) reports an extensive series of studies on adults, the results of which he interprets as supporting the position that exposure enhances attitudes toward "complex" stimuli, but has the opposite effect on attitudes toward "simple" stimuli.…”

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confidence: 99%

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Effects of Familiarization on Children's Ratings of Pictures of Whites and Blacks

Cantor¹

1972

Child Development

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JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.Wiley, Society for Research in Child Development are collaborating with JSTOR to digitize, preserve and extend access to Child Development This content downloaded from 198.91.37.2 on Mon, . 80 9-to 11-year-old white children (40 males, 40 females) were exposed to 10 10-second presentations of each of 3 pictures of white and each of 3 pictures of black boys. The Ss then rated these pictures and also those of 3 previously unseen whites and blacks on a 5-point rating scale, indicating the extent to which they "would like to bring the boy home to spend time with them and their families." The major results were: (a) the Ss as a group rated the blacks more highly than the whites; and (b) familiarization enhanced ratings made by both male and female Ss of the blacks, but not ratings of the whites (male Ss rated familiar whites below nonfamiliar whites, whereas female Ss gave these groups virtually identical ratings). These results were discussed with reference to earlier child studies on familiarization effects and the adult literature concerned with the effects of "mere exposure." A provocative publication by Zajonc (1968) in which he maintained that "mere exposure" to a stimulus enhances one's attitude toward it has led to considerable work over the past few years on the attitudinal effects of stimulus familiarization. Some of the studies involved have been devoted I am indebted to Portia Ball for her skillful data-collection work and to Asenath Miller for preparing the data for computer analysis. I am extremely grateful to several persons associated with the Iowa City Community School District for their cooperation, including

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Section: Discussionsupporting

confidence: 68%

“…These are identical to rating scale drawings used by Siebold (1971). Twelve 35-mm slides were used, each containing a different one of the photographs shown in figure 1.…”

Section: Apparatusmentioning

confidence: 99%

mentioning

confidence: 99%

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Effects of Familiarization on Children's Ratings of Pictures of Whites and Blacks

Cantor¹

1972

Child Development

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“…Faw and Pien (1971) found that both children and adults preferred novel to familiar line drawings of common objects and simple nonrepresentational patterns. Siebold's (1972) young subjects also preferred unfamiliar geometric patterns to the same patterns after repeated experimental exposure.…”

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confidence: 99%

Familiarity and Liking: Direct Tests of the Preference-Feedback Hypothesis

1986

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Summary.-Previous investigations have provided evidence for positive ("mere exposure"), negative, and inverted-U functional relationships between familiarity and liking for various categories of stimuli. The preferencefeedback hypothesis offers an explanation for these seemingly contradictory findings; two experiments designed to test the hypothesis directly are reported in this paper. In both experiments, as predicted by the hypothesis, mere exposure effects were found for Class A stimuli, whose cultural prevalence is determined partly by their popularity; but the hypothesized nonmonotonic familiarity-liking relationship did not emerge for Class B stimuli, whose cultural prevalence is unresponsive to their popularity. Four possible explanations of these findings are discussed.

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“…Indeed, if we compare a list of similar previous studes with a broader variability of experimental setups, a simple unified account cannot be easily drawn. On the contrary, others showed that not only preschool children (Cantor & Kubose, 1969;Freeman, 1972) but also elementary school children (Cantor, 1968;Siebold, 1972;Lemond & Nunnally, 1974) had a tendency to prefer novel objects such as figures, drawings, and pictures; see Bornstein (1989) for a review. The present results do not necessarily contradict this second h e of evidence, however; whereas a strong bias toward novelty preference was found for 10 of the 16 subjects with low recognition rates, the data points are more equally distributed along the dimension of novelty/familiarity preference for those who had high recognition rates.…”

Section: Fig 2 Shows Individual Changes In Correct Recognition and Tmentioning

confidence: 99%

Transition from Novelty to Familiarity Preference Depending on Recognition Performance by 4-Yr.-Olds

Uehara

2000

Psychol Rep

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Preference seems to depend exclusively on individual tastes; however, preferential behavior may be determined by memory, as past studies have shown that preferences for objects depended on whether objects had been previously experienced. Infants and young children prefer novel stimuli, while adults prefer familiar stimuli. To investigate the relationship between memory and preference directly, a preference task and a recognition task were administered to the same subjects. The subjects were 4-yr.-olds because Uehara observed a change in preference for novelty and familiarity in 4-yr.-olds, depending on their recognition performance. The results were similar to those of Uehara. The children who had lower scores in the recognition task preferred the novel stimuli in the preference task, and the children who had higher scores preferred the familiar. Developmental changes within children, from low scores on recognition coupled with novelty preference to high scores on recognition coupled with familiarity preference, were observed.

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Children's rating responses as related to amount and recency of stimulus familiarization and stimulus complexity

Cited by 19 publications

References 9 publications

Effects of Familiarization on Children's Ratings of Pictures of Whites and Blacks

Effects of Familiarization on Children's Ratings of Pictures of Whites and Blacks

Familiarity and Liking: Direct Tests of the Preference-Feedback Hypothesis

Transition from Novelty to Familiarity Preference Depending on Recognition Performance by 4-Yr.-Olds

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