Relative influence of positive and negative information in impression formation and persistence.

Richey, Marjorie H.; Mcclelland, Lucille; Shimkunas, Algimantas M.

doi:10.1037/h0024734

Cited by 70 publications

(47 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As observed in previous research, negative information had a larger impact on the attitude formation than did positive information (Baumeister et al, 2001;Kerpelman and Himmelfarb, 1971;Richey et al, 1975; but see for a postive bias Peeters and Czapinski, 1990). However, contrary to our expectations and previous results (Richey et al, 1967;Rydell and McConnell, 2006), this positive-negative asymmetry was not observed by presenting textual counter-attitudinal information. The impact of positive information on changing a negative attitude was just as effective as the impact of negative information on a positive attitude.…”

Section: Discussioncontrasting

confidence: 57%

“…However, only a few studies have examined a subsequent change in attitude after this initial formation (Kerpelman and Himmelfarb, 1971;Richey et al, 1967;Rydell and McConnell, 2006). Of these studies only one study presented the information block wise.…”

Section: Introductionmentioning

confidence: 99%

“…It is indeed possible to establish and change an attitude in such way. In two experiments carried out by Richey et al (1967) adults received written, blocked information about an unknown person. This resulted in a positive or negative attitude towards this target person.…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Reversal of Attitude: The Influence of Counter-Attitudinal Information

Dibbets¹,

Adolphs

et al. 2012

Journal of Social Sciences

View full text Add to dashboard Cite

Problem statement:Research has shown that both positive and negative information can alter a neutral attitude towards an unknown person, with negative information having, in general, a larger impact. Though this positive-negative asymmetry has received considerable attention, it has, to our knowledge, not been tested in more current and powerful social media, such as youtube. Although attitudes are not fixed, literature on the reversal of a recently established attitude by providing counterattitudinal information is sparse. Therefore, the main aims of the present study were to examine positve-negative asymmetry in attitude formation using youtube fragments and to test the permanence of the establihed attitude by providing counter-attitudinal information. Approach: A total of 89 persons received either a positively (P) or a negatively (N) valued youtube fragment concerning a neutral target person. Subsequently, half of each group received positive written information (groups PP and NP) regarding the target person; the other half received negative written information (groups PN and NN). Results: The results indicate that it is indeed possible to change a neutral attitude using youtube fragments, with a larger attitude change after negative than positive material. Textual information reversed this attitude, with an equal effect for positive and negative information. Conclusion/Recommendations: It is possible to quickly change an attitude towards a neutral person using youtube fragments, this formed attitude can easily be reversed by providing textual counterattitudinal information. These findings can contribute to gaining a better understanding of the effect of modern social media on attitude formation and its transiency.

show abstract

Section: Discussioncontrasting

confidence: 57%

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

Reversal of Attitude: The Influence of Counter-Attitudinal Information

Dibbets¹,

Adolphs

et al. 2012

Journal of Social Sciences

View full text Add to dashboard Cite

show abstract

“…More specifically, a larger, negative impact of a negative introduction is to be expected than a positive impact of a positive introduction. This specification is supported by research on the so-called negativity effect (De Bruin & Van Lange, 1999;Fiske, 1980;Hamilton & Zanna, 1972;Peeters & Czapinski, 1990;Reeder & Coovert, 1986;Richey, McClelland & Shimkunas, 1967): "a bias according to which evaluatively negative stimuli would have greater impact upon subjects than equally intense positive stimuli" (Peeters & Czapinski, 1990, p.55). Weinstein and Crowdus (1968) give two explanations for the observation that people tend to give more weight to negative information than to positive information.…”

Section: Discussionmentioning

confidence: 88%

“…False-positive predictions are more harmful than false-negative predictions. Richey et al (1967) give yet another explanation: they state that negative information is seen as more intrinsically true and honest.…”

Section: Discussionmentioning

confidence: 99%

Tool use in open learning environments: In search of learner-related determinants

Clarebout

Elen

2008

Learning Environ Res

View full text Add to dashboard Cite

IntroductionBeliefs about teaching and learning play an important role in transforming classrooms through the use of technology (Ertmer, 1999(Ertmer, , 2005. Additionally, attitudes toward technology can influence teachers' technology uses (Myers & Halpin, 2002;Yildirim, 2000). In order to prepare preservice teachers to use technology effectively, it is necessary to examine their beliefs about learning and teaching and their attitudes toward technology. Teacher educators must act as role models for preservice teachers and prepare them to use technology in their future professional practices. In this paper we report the results of a study that examined teacher educators' beliefs and technology uses in relation to preservice teachers' beliefs and technology attitudes. Ertmer (1999) described two types of barriers to technology integration: first-order barriers and secondorder barriers. First-order barriers are extrinsic to teachers and include lack of access to hardware and software, time, and necessary support. Second-order barriers are intrinsic to teachers and include teachers' belief systems about teaching and learning, as well as their familiar teaching practices, which can affect meaningful technology integration. Since second-order barriers are more ingrained and personal than first-order barriers, they may be harder to overcome. Current literature Niederhauser & Stoddart, 2001; Norm, Grabinger & Duffield, 1999) indicated that teachers who had more constructivist or student-centered beliefs tended to use technology and engage the students in more technology-supported student-centered learning activities, while those who had more traditional or teacher-centered beliefs tended to use less technology and had students use technology to reinforce skills.Some researchers (Cifuentes, 1997;Daniel, 1996; Friel & Carboni, 2000; Hart, 2002) suggested that participation in teacher education programs could influence preservice teachers' beliefs. In teacher education courses, teacher educators create learning environments through specific teaching strategies that allow preservice teachers to experience models of teaching and learning that they might use in their future teaching. Supporting the strategies that teacher educators employ are their underlying beliefs about teaching and learning (Pajares, 1992). Since we may be able to predict teacher educators' teaching practices from their beliefs, and their practices are likely to influence preservice teachers' beliefs, it may be possible to predict preservice teachers' beliefs from teacher educators' beliefs. Thus, one of the research interests in this study was the relationship between teacher educators' beliefs and preservice teachers' beliefs.Besides beliefs, attitudes are thought to serve as predictors of behaviors (Richardson, 2003). Applied to technology use, attitudes toward technology are expected to predict one's uses of technology. According to Aiken (1980), attitudes can be "learned directly by observing the activities of people who are perceived as signific...

show abstract

Experiments in micro‐history: Attributions about the recent vs. the remote subjective past

Albert

1978

Euro J Social Psych

View full text Add to dashboard Cite

Demonstrated in two studies ( N = 64, N = 79) that information about a hypothetical stimulus person that appears to be 3 h old is judged more positively than information that appears to be 45 min old ( p < .03, p < .007 respectively). In both instances, the information was received I % h ago, but by unobtrusively manipulating the speeds of a clock by a factor of two, subjects were led to believe that they received the information either 45 min or 3 h ago. The implications of thefindings for theories of attribution and social judgment are pointed out.

show abstract

Relative influence of positive and negative information in impression formation and persistence.

Cited by 70 publications

References 9 publications

Reversal of Attitude: The Influence of Counter-Attitudinal Information

Reversal of Attitude: The Influence of Counter-Attitudinal Information

Tool use in open learning environments: In search of learner-related determinants

Experiments in micro‐history: Attributions about the recent vs. the remote subjective past

Contact Info

Product

Resources

About