Comparison of the Effectiveness of Improvised Versus Non-Improvised Role-Playing in Producing Opinion Changes

King, Bert T.; Janis, Irving L.

doi:10.1177/001872675600900202

Cited by 177 publications

(73 citation statements)

References 5 publications

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“…High levels of confidence in their own causal explanations (due to low CU levels) could have rendered these explanations more compelling than the author's strong causal explanations. This possibility is consistent with past findings in the areas of self-persuasion (Janis & King, 1954;King & Janis, 1956) and spontaneous inferences in persuasion (Kardes, 1988;Stayman & Kardes, 1992).…”

Section: Discussionsupporting

confidence: 92%

The Effects of Causal Uncertainty, Causal Importance, and Initial Attitude on Attention to Causal Persuasive Arguments

Tobin¹,

Weary²

2008

Social Cognition

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In two studies, we examined how individual differences in causal uncertainty (CU), causal importance (CI), and initial attitudes affected the processing of a persuasive message that contained causal or non-causal arguments. We predicted that high CU individuals' doubts about their causal understanding of events would be activated when they were presented with counterattitudinal arguments. When these individuals also placed a high value on causal understanding (high CI), they should scrutinize any available causal explanations. As a result, they should be more persuaded by strong compared to weak causal arguments. In support of these predictions, we found in two studies that high CU/high CI participants were more persuaded by strong compared to weak counterattitudinal causal arguments. Mediational analyses in Study 2 revealed that high CU/high CI participants were more persuaded by strong causal arguments because they were more confident in them. Implications for the CU model and persuasion processes are discussed.Social psychologists long have been interested in how people understand the causes of events in the social world. Early attribution theorists argued that in order to predict and control their social environments, people attribute behavior and events to stable, underlying causes (Heider, 1958). This early work and subsequent research has provided us with a wealth of information about attribution processes (for a review see Gilbert, 1998) and the critical role they play in many different domains. 44Social Cognition, Vol. 26, No. 1, 2008, pp. 44-65 Stephanie J. Tobin, Department of Psychology, University of Houston; Gifford Weary, Department of Psychology, Ohio State University.This article is based on a doctoral dissertation submitted by Stephanie Tobin to the Ohio State University. We would like to thank committee members Russell Fazio and Richard Petty for their valuable feedback on this research. We also would like to thank members of the 2002-2004 Group for Attitudes and Persuasion and the Weary Lab for their comments on this research and Pablo Briñol and two anonymous reviewers for their comments on an earlier version of this paper. A partial report of the data was presented at the 2004 Society for Personality and Social Psychology meeting.

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Section: Discussionsupporting

confidence: 92%

The Effects of Causal Uncertainty, Causal Importance, and Initial Attitude on Attention to Causal Persuasive Arguments

Tobin¹,

Weary²

2008

Social Cognition

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“…Within the area of social psychology, several variables have been identified that affect the amount of attitude change induced by counterattitudinal role playing. The level of improvisation required (King & Janis, 1956), the level of effort induced (Zimbardo, 1965), and the presence of prior commitment to a particular attitude (Greenwald, 1969) are all central factors in determining the extent to which role playing changes attitudes. It is likely that these variables may also affect attitudes formed during tutoring interactions, but their effects have not yet been tested in tutoring contexts.…”

Section: Discussionmentioning

confidence: 99%

Effects of role and assignment rationale on attitudes formed during peer tutoring.

Bierman¹

1981

Journal of Educational Psychology

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This study examined the role of contextual factors, such as assignment rationale, on the attitudinal effects of peer tutoring. Fourth-grade children engaged in brief tutoring experiences as either a tutor or tutee. Subjects received four rationales for being selected as tutor or tutee: (a) a competence rationale, (b) a physical characteristic rationale, (c) a chance rationale, or (d) no rationale. As predicted, tutors had more positive attitudes than tutees when they had been given a competence or physical characteristic rationale but not when the tutors were provided a chance rationale or no rationale. Additionally, the tutors' and tutees' attitudes were enhanced when no rationale was provided. Results are discussed in terms of their implications for a role-theory analysis of tutoring and their implications for applied programs.

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“…According to this view a person who accepts the task of role playing or improvising becomes temporarily motivated in favor of the new position, and is subject to self-persuasion. This position is called incentive theory ( 3,5,6,8).…”

Section: " Eterans Administration Hospital Brockton Massachusettsmentioning

confidence: 99%

Induction of Action and Attitude Change: The Function of Role-Self Conflicts and Levels of Endorsement

Oram

1968

The Journal of Psychology

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Comparison of the Effectiveness of Improvised Versus Non-Improvised Role-Playing in Producing Opinion Changes

Cited by 177 publications

References 5 publications

The Effects of Causal Uncertainty, Causal Importance, and Initial Attitude on Attention to Causal Persuasive Arguments

The Effects of Causal Uncertainty, Causal Importance, and Initial Attitude on Attention to Causal Persuasive Arguments

Effects of role and assignment rationale on attitudes formed during peer tutoring.

Induction of Action and Attitude Change: The Function of Role-Self Conflicts and Levels of Endorsement

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