From research to action: Now we have to move on CCS communication

Ashworth, Peta; Boughen, Naomi; Mayhew, Melissa; Millar, Frances

doi:10.1016/j.ijggc.2009.10.012

Cited by 85 publications

(51 citation statements)

References 8 publications

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“…Outreach activities to the general public remain largely non-existent (Ashworth et al, 2010;Shackley et al, 2007). One exception includes the educational communication that was developed by a team at Carnegie Mellon University with input from a diverse team of experts and members of the general public (Fleishman & Bruine de Bruin, in press).…”

Section: Application To the Case Of Carbon Capture And Sequestration mentioning

confidence: 99%

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Bruin¹,

Wong‐Parodi²

2014

Journal of Experimental Psychology: Applied

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Emerging technologies promise potential benefits at a potential cost. Developers of educational communications aim to improve people's understanding and to facilitate public debate.However, even relatively uninformed recipients may have initial feelings that are difficult to change. We report that people's initial affective impressions about Carbon Capture and Sequestration (CCS), a low-carbon coal-based electricity-generation technology with which most people are unfamiliar, influences how they interpret previously validated education materials. As a result, even individuals who had originally self-identified as uninformed persisted in their initial feelings after reading the educational communication --though perseverance of feelings about CCS was stronger among recipients who had originally self-identified as relatively informed (Study 1). Moreover, uninformed recipients whose initial feelings were experimentally manipulated by relatively uninformative pro-CCS or anti-CCS arguments persisted in their New technological developments bring the promise of societal benefits while introducing potential risks. Members of a democratic society face public debates about whether or not to support the implementation of specific technologies. Well-meaning educators may aim to facilitate those public debates by informing people's perceptions through educational communications. Here, we refer to "educational communications" when describing materials that have been designed to provide balanced and accurate information, and that have been tested for their ability to improve people's understanding of the topic under consideration (see for example Fischhoff, Brewer, & Downs, 2011;Morgan, Fischhoff, Bostrom, & Atman, 2002).Yet, it may be difficult to change recipients' feelings about CCS once they have already formed initial impressions, even if they may still have limited knowledge. First impressions are affective in nature, can be formed on the basis of little to no information, guide cognitions and perceptions of risks and benefits, and tend to be difficult to change (Finucane et al., 2000;Zajonc, 1980). Evidence for the perseverance of first impressions comes from three lines of psychological research in which undergraduate participants made hypothetical decisions in carefully controlled experiments. First, research on impression formation has shown a primacy effect, such that people described as intelligent, tall and mean are evaluated more positively than those described as mean, tall, and intelligent (Asch, 1961; for exceptions see Hogarth & Einhorn, 1992). Second, feelings that are evoked by positive or negative performance feedback tend to linger, even after it is disclosed that the feedback has been fabricated (Anderson et al., 1980). Third, psychological experiments have found that false impressions about hypothetical products RUNNING HEAD: Role of initial affective impressions in responses to communications 4 are difficult to change, because participants feel that the original claims are more likely to ring t...

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Section: Application To the Case Of Carbon Capture And Sequestration mentioning

confidence: 99%

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Bruin¹,

Wong‐Parodi²

2014

Journal of Experimental Psychology: Applied

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“…These methods have emanated from attempts to persuade ENGOs and social scientists to conduct research into public perceptions of CCS, and into how to influence public opinion, present information, and initiate education campaigns concerning climate change and its technological solutions. In this context, social science is reduced to uncritically supporting and propagating facts already produced by industry or by CCS proponents in academia (see Ashworth et al, 2010;Malone et al, 2010). This downgrading of social analysis influenced my methodological approach.…”

Section: Choosing Research Methodsmentioning

confidence: 99%

“…Knowledge of CCS is produced and made public mainly by certain groups, that is, CCS experts who possess the right of interpretation, hence the positive framings of CCS outweighs the negative (Mander & Gough, 2006;Hansson, 2008) and the scientific competence to discuss CCS. Natural and social scientists, based, in some cases, on 'indisputable data', were enlisted to gain knowledge of how to persuade the public to accept CCS (Ashworth et al, 2010). The dominant perspective in acceptance studies explicitly or implicitly presenting facts regarding CCS influenced my methodological choice also to investigate how these facts were constructed by science and their political context.…”

Section: Choosing Research Methodsmentioning

confidence: 99%

Partisan Scholarship in Technoscientific Controversies: Reflections on Research Experience

Galis

Hansson

2012

Science as Culture

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“…The social knowledge created by the project can now be used by those wishing to promote CDU in order to develop more appropriate communication materials regarding the technology and its applications (i.e., materials which map more closely to the actual rather than the perceived concerns of lay-publics); thereby replicating a model that is being used successfully around the promotion of Carbon Capture and Storage (CCS) [30]. Importantly, while it would be overly optimistic to presume that the generation of social knowledge will be sufficient to guarantee the acceptance of or negate all opposition to future facilities, we would argue that it does at least hold the potential to lessen the chance of prohibitive opposition forming.…”

Section: A Move To the Suburbsmentioning

confidence: 99%

Two Blind Mice: It Is Time for Greater Collaboration between Engineers and Social Scientists around the RDD & D of Industrial Technologies

Jones

2016

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Within this short communication article, we consider the value that closer and earlier collaboration between engineers and social scientists could offer the research, development, demonstration and deployment (RDD & D) of industrial technologies. We consider perspectives taken from both the social sciences and engineering in order to highlight the prejudices and misunderstandings that currently limit the extent and quality of such collaboration. It is reasoned that the complex engineering challenges of the future demand a move towards greater interdisciplinarity. Current successful approaches towards fostering interdisciplinarity within the Carbon Dioxide Utilisation (CDU) research community are then used to illustrate the benefits of employing a more holistic approach to the design and introduction of new industrial technologies. It is our hope that this article will catalyse similar collaborative research efforts within other sectors.

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From research to action: Now we have to move on CCS communication

Cited by 85 publications

References 8 publications

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

The role of initial affective impressions in responses to educational communications: The case of carbon capture and sequestration (CCS).

Partisan Scholarship in Technoscientific Controversies: Reflections on Research Experience

Two Blind Mice: It Is Time for Greater Collaboration between Engineers and Social Scientists around the RDD & D of Industrial Technologies

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