Attitudes as adjustments to stimulus, background, and residual factors

Helson, Harry; Blake, Robert R.; Mouton, Jane Srygley; Olmstead, Joseph A.

doi:10.1037/e488572008-003

Cited by 9 publications

(10 citation statements)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Contradictory evidence has been presented regarding the impact of college on student attitudes and values (Jacob, 1957;Lehmann & Dressel, 1963;Newcomb, 1943;Webster, 1958). At the same time, data have indicated that from the freshman to senior years changes in attitudes and values will occur (Jacob, 1957;Lehmann & Dressel, 1963;Newcomb, 1943;Plant, 1962;Webster, Freedman, & Heist, 1962), but that the degree and extent to which attitudes and values are modifiable depend upon the nature of the experience (Smith, 1955), the type and nature of contact (McGuigan, 1958), the personality makeup of the individual (Helson, Blake, Mouton, & Olmstead, 1956), the group's approval of new attitudes (Rosenberg, 1956), and the subject's perception of the outcome (Carlson, 1956). Although the importance of the college climate in changing attitudes and values of college students is apparent in the works of Eddy (1957Eddy ( , 1959, Brown andBystrym (1962), Lazure (1959), and Newcomb (1962), it has been found to be nearly impossible to single out any one factor as being responsible for college students' attitudes and value changes (Lehmann & Payne, 1963).…”

mentioning

confidence: 99%

Changes in attitudes and values associated with college attendance.

Lehmann¹,

Sinha²,

Hartnett³

1966

Journal of Educational Psychology

View full text Add to dashboard Cite

To investigate the relationship between length of college attendance and changes in stereotypic beliefs, dogmatism, and value orientation, a battery of instruments was administered to 1,747 Ss as freshmen and then 4 years later whether or not they were still in attendance. The principal findings were that regardless of sex and length of college attendance (a) all groups became less stereotypic in their beliefs, less dogmatic, and with few exceptions, more "outer directed" in their value orientation, and (b) there was, for all practical purposes, no significant relationship between general academic aptitude and either the degree or direction of personality changes. Female Ss, regardless of time spent at college, underwent a more marked change in their attitudes and values between 1958 and 1962 than did their male counterparts. Hypotheses were advanced to explain some of the findings.

show abstract

mentioning

confidence: 99%

Changes in attitudes and values associated with college attendance.

Lehmann¹,

Sinha²,

Hartnett³

1966

Journal of Educational Psychology

View full text Add to dashboard Cite

show abstract

“…Contradictory evidence has been presented regarding the impact of college on student attitudes and values (Jacob, 1958;Newcomb, 1943;Webster, 1958). At the same time, data have indicated that from the freshman to senior years, changes in attitudes and values will occur (Newcomb, 1943;Webster, 1958), but that the degree and extent to which attitudes and values are modifiable depend upon the nature of the experience (Smith, 1955), the type and nature of the contact (McGuigan, 1958), the personality make-up of the individual (Nelson, Blake, Morton, & Olmstead, 1956), the group's approval of new attitudes (Rosenberg, 1956), and the subject's perception of the outcome (Carlson, 1956).…”

mentioning

confidence: 99%

Changes in critical thinking, attitudes, and values from freshman to senior years.

Lehmann¹

1963

Journal of Educational Psychology

View full text Add to dashboard Cite

To investigate changes in critical thinking ability, stereotypic beliefs, dogmatism, and values, a battery of cognitive and affective measures was administered to 1051 students as freshmen and then as seniors. The data were considered separately for males and females. The principal findings were that: (a) there is a significant decrease in stereotypic beliefs and unreceptivity to new ideas, (b) seniors are more "outer-directed" than they were as freshmen, (c) there is a significant improvement in critical thinking ability, and (d) seniors are not more homogeneous in certain attitudinal traits than freshmen. It was also shown that most of the changes took place during the freshman and sophomore yrs.

show abstract

“…I n the present experiment, as in certain studies by Helson and associates (Helson, Blake, Mouton & Olmstead, 1956;Helson, Dworkin & Michels, 1956), the shifts in the scale of judgements cannot be attributed to a specifiable change in physiological state or level of functioning which has been a direct function of excitation. The fact that the same standard against the same background produced only a shift in height judgements in one subject and only a shift in lightness judgements in another cannot readily be explained in terms of electrochemical states of the visual mechanism.…”

Section: Discussionmentioning

confidence: 73%

Relevance and Category Scales of Judgement

Davidon

1962

British J of Psychology

View full text Add to dashboard Cite

Once adaptation levels had been established in category judgements of the height and lightness of a series of grey blocks. a tall, light block waa introduced, and presented with each of the series. Half of the subjects were instructed to reject any block which was lighter than it, and half to reject only those taller. After each decision both groups categorized height and lightness aa before. Shifts in scales of judgement were associated with differences in the relevant attributes of the standard.

show abstract

Attitudes as adjustments to stimulus, background, and residual factors

Cited by 9 publications

References 0 publications

Changes in attitudes and values associated with college attendance.

Changes in attitudes and values associated with college attendance.

Changes in critical thinking, attitudes, and values from freshman to senior years.

Relevance and Category Scales of Judgement

Contact Info

Product

Resources

About