By Richard E. Petty
It has been over 10 years due to the fact that we initiated paintings on our first sequence of collaborative experiments. As graduate scholars, we had nice enjoyable making plans, accomplishing, and penning this learn (Petty & Cacioppo, 1977). We loved arguing with one another at our preliminary assembly in 1973 and feature sub sequently develop into most sensible acquaintances, yet neither folks suspected on the time that we'd or might actively retain a learn collaboration over the following decade, or that we'd now locate ourselves able to write this monograph. As we be aware in bankruptcy 1, we started our reviews of persuasion at a time while social psychology used to be in "crisis," and curiosity in learn on perspective switch specifically used to be declining. As we write this, we're conscious of six new volumes on persuasion which are in press or in training and that are supposed to seem over the following couple of years. on reflection, it's not so dazzling that learn on attitudes and persuasion may reemerge as a valuable drawback of social psychology. We think that human emotions, ideals, and behaviors, no matter if within the area of interpersonal kin (e. g. , marriage, aggression), politics (e. g. , vote casting, revolution), well-being (e. g. , following a clinical regimen), or economics (e. g. , shopper purchases) are significantly prompted through the reviews humans have of different humans, items, and concerns. in addition, reviews (attitudes) are motivated via have an effect on, cognition, and behavior.
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Additional resources for Communication and Persuasion: Central and Peripheral Routes to Attitude Change
Before turning to this, however, it would be useful to cover some general methodological issues that arise in testing the ELM. We will first briefly address the procedures we have employed to assess attitudes and attitude change in our experiments. Then we will discuss procedures for assessing and operationalizing the three basic constructs in the ELM: argument quality, peripheral cues, and message elaboration. Finally, we discuss individual differences in the likelihood of message elaboration.
The relative number of pro to counterattitudinal arguments recalled may index the extent to which subjects were either particularly motivated or able to process 2. , Jones & Aneshanse1, 1956). Similarly, if a subject is presented with both strong and weak arguments in favor of his position, the extent to which strong arguments are recalled relative to weak ones would indicate bias. , Jones & Kohler, 1958; Kleinhesselink & Edwards, 1975). Thought-Listing Technique A third procedure for assessing elaboration involves using the thoughtlisting technique pioneered by Brock (1967) and Greenwald (1968).
By comparing it to information previously stored in memory). Under the peripheral route, however, the schema may be accessed only once to incorporate the affect or inference elicited by a salient cue. ). Under the central route then, the issue-relevant attitude schema may be accessed, rehearsed, and manipulated more times, strengthening the interconnections among the 22 1. , Crocker, Fiske, & Taylor, 1984; Fazio, Sanbonmatsu, Powell, & Kardes, 1986; McGuire, 1981). Our analysis asumes, of course, that we are comparing subjects who have processed a message and have changed via the central route to subjects who have processed the same message and have changed to the same degree, but via the peripheral route.