(2016) Redressing the sleeper effect: evidence for the favorable persuasive impact of discounting information over time in a contemporary advertising context. Journal of Advertising Research, 45 (1). pp. [19][20][21][22][23][24][25] This version is available from Sussex Research Online: http://sro.sussex.ac.uk/68656/ This document is made available in accordance with publisher policies and may differ from the published version or from the version of record. If you wish to cite this item you are advised to consult the publisher's version. Please see the URL above for details on accessing the published version. Copyright and reuse:Sussex Research Online is a digital repository of the research output of the University.Copyright and all moral rights to the version of the paper presented here belong to the individual author(s) and/or other copyright owners. To the extent reasonable and practicable, the material made available in SRO has been checked for eligibility before being made available.Copies of full text items generally can be reproduced, displayed or performed and given to third parties in any format or medium for personal research or study, educational, or not-for-profit purposes without prior permission or charge, provided that the authors, title and full bibliographic details are credited, a hyperlink and/or URL is given for the original metadata page and the content is not changed in any way. Addressing these aims contribute to clarifying theoretical disagreement over the logical conditions necessary to produce the sleeper effect and implications for practitioners by bringing understanding to attitude change and persistence over time. The background and hypotheses development expands on the current state of sleeper effect research in advertising, followed by an experimental study and discussion of its implications for the sleeper effect. REDRESSING THE SLEEPER EFFECT: EVIDENCE FOR THE FAVORABLE PERSUASIVE IMPACT OF DISCOUNTING INFORMATION OVER TIME IN BACKGROUND AND HYPOTHESES

No abstract

In the context of higher education, this study examines the extent to which affective evaluations of the student experience are influenced by the point at which they are made (i.e. before the experience begins, whilst it is happening and after it has ended). It adopts a between-groups quantitative analysis of the affective evaluations made by 360 future, current and past postgraduate students of a UK business school. The study validates the proposition that affective forecasts and memories of the student experience are considerably inflated in prospect and retrospect; a finding that implies a significant impact bias. It is concluded that the impact bias may have important implications for influencing the effectiveness of student decision-making, the timing and comparability of student course evaluations, and understanding the nature and effects of word-of-mouth communication regarding the student experience.

No abstract