Cognitive schemas and thought as determinants of attitude change

Tesser, Abraham; Leone, Christopher

doi:10.1016/0022-1031(77)90004-x

Cited by 207 publications

(128 citation statements)

References 25 publications

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“…Finally, it has been argued and demonstrated by Pomenrantz et al (1995) that cognitive elaboration leads to the formation of a selective judgement (i.e., a specific opinion on a particular green service). This being in line with the so-called mere thought effect as for instance demonstrated by Tesser and Leone (1977). Research has also shown that the mere thought effect is more likely when consumers are committed to their attitudes (Tesser and Leone, 1977).…”

Section: Consequences Of Attitude Strengthsupporting

confidence: 63%

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The impact of attitude strength on the acceptance of green services

Bloemer

Ruyter

2001

Journal of Retailing and Consumer Services

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This article focuses on the impact of attitude strength on the acceptance of a green service, the acceptance of green family insurances. Two dimensions of attitude strength are distinguished: embeddedness and commitment. Cognitive elaboration, information seeking and selective judgement are introduced as mediators. It is shown that embeddedness has a positive impact on cognitive elaboration whereas commitment has a positive effect on information seeking. Furthermore, cognitive elaboration has a positive impact on information seeking and both cognitive elaboration and information seeking have a positive effect on the selective judgement. This selective judgement clearly positively influences domain specific intended behavior or the acceptance of the green family insurance. #

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Section: Consequences Of Attitude Strengthsupporting

confidence: 63%

“…This being in line with the so-called mere thought effect as for instance demonstrated by Tesser and Leone (1977). Research has also shown that the mere thought effect is more likely when consumers are committed to their attitudes (Tesser and Leone, 1977).…”

Section: Consequences Of Attitude Strengthsupporting

confidence: 63%

The impact of attitude strength on the acceptance of green services

Bloemer

Ruyter

2001

Journal of Retailing and Consumer Services

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“…Crocker, Fiske, and Taylor (1984) have argued that well-developed schemas should be more resistant to change than the poorly developed schemas of novices (also see Chaiken & Yates, 1985;Tesser & Leone, 1977). Against this, Strike and Posner (1985) note that it is perfectly possible to have a well-developed schema of Marxist economic theory without believing it.…”

Section: Characteristic 1 Entrenchment Of the Prior Theorymentioning

confidence: 99%

The Role of Anomalous Data in Knowledge Acquisition: A Theoretical Framework and Implications for Science Instruction

Chinn

Brewer

1993

Review of Educational Research

341

420

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Understanding how science students respond to anomalous data is essential to understanding knowledge acquisition in science classrooms. In this report, we present a detailed analysis of the ways in which scientists and science students respond to anomalous data. We postulate that there are seven distinct forms of response to anomalous data, only one of which is to accept the data and change theories. The other six responses involve discounting the data in various ways in order to protect the preinstructional theory. We analyze the factors that influence which of these seven forms of response a scientist or student will choose, giving special attention to the factors that make theory change more likely. Finally, we discuss the implications of our framework for science instruction.Anomalous Data -2 THE ROLE OF ANOMALOUS DATA IN KNOWLEDGE ACQUISITION: A THEORETICAL FRAMEWORK AND IMPLICATIONS FOR SCIENCE INSTRUCTIONThis report addresses an issue that is crucial for understanding how people learn science and how to improve science instruction: How do students respond when they encounter scientific information that contradicts their current theories' about the physical world? In other words, how do students respond when their current beliefs about the physical world conflict with the information presented during science instruction?This issue is crucial for two reasons. The first is that encountering contradictory information is a very common occurrence when one is learning science. Science students' preinstructional beliefs about the natural world often conflict sharply with many of the accepted scientific theories they are taught in school, and this is true across a wide variety of domains within biology, chemistry, and physics (for reviews, see Carey, 1985;Champagne, Klopfer, & Gunstone, 1982;Confrey, 1990;Driver & Easley, 1978; Driver, Guesne, & Tiberghien, 1985;Eylon & Linn, 1988;Osborne & Freyberg, 1985;Perkins & Simmons, 1988;Roth, 1990). Thus, the encounter with contradictory information is at the heart of knowledge acquisition in science.The second reason why understanding how students respond to contradictory information is crucial for science education is that students typically resist giving up their preinstructional beliefs. Instead of abandoning or modifying their preinstructional beliefs in the face of new, conflicting data and ideas, students often staunchly maintain old ideas and reject or distort new ideas. For instance, some children who are told that the earth is round preserve their preinstructional belief that the earth is flat by concluding that the earth is disc shaped (Vosniadou & Brewer, 1992). Similarly, children can spend days or weeks studying photosynthesis and yet persist in their preinstructional belief that plants get their food from the soil (Anderson & Smith, 1984). And a number of researchers have found that many young adults go through high school and university physics courses without ever giving up their pre-Newtonian views of motion (e.g., Champagne, Klopfer, & Anderson...

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“…For one thing, reality constraints are much more evident in the case of pictoral stimuli than in the case of words (e.g., the word "spider" may refer to big or small spiders, yet the picture of a small spider represents a small spider). The presence of reality constraints may affect elaboration of information processing, with fewer constraints leading to more elaboration and, possibly, polarization of anxiety (e.g., Tesser & Leone, 1977). Apart from this theoretical argument, there is an empirical argument that can be advanced.…”

Section: Introductionmentioning

confidence: 95%