Intertrial effects of immediate self-committal in a continuous social influence situation.

Fisher, Seymour; Rubinstein, Irvin; Freeman, Robert W.

doi:10.1037/h0040088

Cited by 36 publications

(23 citation statements)

References 8 publications

(15 reference statements)

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“…Again this is akin to the different conformity scores mentioned previously (Hovland et al, 1949;Fisher et al, 1956;Fisher & Lubin, 1958). This represents the pressure toward conformity at a rate which is independent of either C or NZ.…”

Section: Additional Theoretical Implicationsmentioning

confidence: 53%

A model of attitude change in groups following a persuasive communication: An attempt at formalizing research findings

Laroche

1977

Syst. Res.

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From a review of the available literature related to persuasive communication, the author proposes a mathematical model of attitude change in human groups satisfying a set of premises concerning the following variables: discrepancy, source credibility, ego involvement, plausibility, distraction, and effort. This model is shown to be consistent with cognitive dissonance theory, the social judgment‐involvement approach, learning theory, and to provide links with perception. After determining the proper estimating procedure, the model was extensively tested with more than 50 sets of published data. The instrument used was regression analysis. It appears to be well supported by the available data. Nevertheless, more effort is necessary to introduce other variables, including time, to incorporate the boomerang effect and to solve the problem of infinite horizon on the attitude scale. It is suggested that this model has relevance to individual as well as group behavior.

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Section: Additional Theoretical Implicationsmentioning

confidence: 53%

A model of attitude change in groups following a persuasive communication: An attempt at formalizing research findings

Laroche

1977

Syst. Res.

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“…A few studies have addressed themselves to the problem in a very limited way by examining between-trial effects of social pressure on a single task. One study found a carry-over, of social pressure between trials on perceptual judgments of numerosity of a pattern of dots (Fisher, Rubenstein, and Freeman, 1966). In this study a confederate consistently gave estimates higher than the S's estimates.…”

supporting

confidence: 43%

Effect of social pressure on concept identification.

Allen¹,

Bragg²

1968

Journal of Educational Psychology

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One major program of the Wisconsin R and D Center for Cognitive Learning is Program 1 which is concerned with fundamental conditions and processes of learning. This Program consists of laboratory-type research projects, each independently concentrating on certain basic organismic or situational determinants of cognitive learning, but all united in the task of providing knowledge which can be effectively utilized in the construction of instructional systems for tomorrow's schools. Any complete study of the variables which influence human learningwhether in or out of the classroommust ultimately consider social influences. Professor Allen and his associates are actively engaged in a research project directed toward the analysis of social determinants in the acquisition and retention of basic cognitive skills. In this experiment Professor Allen examined the effect of unanimously correct versus unanimously incorrect manipulated feedback from an aggregate of college peers presumably attempting to solve the same concept identification problem. The results not only clearly indicated the facilitative effect of veridical feedback and the deleterious effect of nonveridical feedback, but transfer data revealed a persistent reliance upon the initial accuracy of the social group.

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“…This effect has been experimentally demonstrated in a number of different contexts. Commitment to an act increases resistance to (a) the pressure of a differing majority (Deutsch & Gerard, 1955;Fisher, Rubinstein & Freeman, 1956), (b) persuasive countercommunications (Freedman & Steinbruner, 1964;Kiesler & Mathog, 1971), as well as (c) producing subjective feelings of inflexibility (Freedman & Steinbruner, 1964). Although seldom noted, commitment to behave in a particular way in the future also increases the probability that the behavior will occur (Moriarty, 1975).…”

mentioning

confidence: 99%

An attributional analysis of commitment.

Mayer¹,

Duval²,

Duval³

1980

Journal of Personality and Social Psychology

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Kiesler has suggested that commitment to an act can be equated with feelings of self-responsibility for that act. This analysis implies that factors affecting attribution of self-responsibility for an act should also affect commitment. Two studies designed to test this hypothesis are reported. Both studies supported the notion that attribution of self-responsibility for an act increases commitment to that act. Increasing self-focus (Experiment 1) increased commitment, and increasing the number of plausible causes present (Experiment 2) decreased commitment to a chosen act. Furthermore, in an effort to determine the role that perceived choice plays in the attributional process leading to commitment, perceived choice was also manipulated. Results indicated that choice clearly affects attribution to self and thus commitment, but choice does not appear to be absolutely essential to that process.

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Intertrial effects of immediate self-committal in a continuous social influence situation.

Cited by 36 publications

References 8 publications

A model of attitude change in groups following a persuasive communication: An attempt at formalizing research findings

A model of attitude change in groups following a persuasive communication: An attempt at formalizing research findings

Effect of social pressure on concept identification.

An attributional analysis of commitment.

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