This study simultaneously evaluates confirmatory information search theory and dual-process theory in a selection process that uses reference letters as the evaluation tool. Confirmatory information search suggests that evaluators give attention to information that is congruent with first impressions. Dual-processes theory suggests that evaluators give attention to information that is incongruent with first impressions. Using a sample of undergraduate students, in two separate experiments, we found that a poor impression from the résumé led to more positive information and less negative information searching in reference letters than did a good impression. These results of both experiments suggest that reference letter evaluators are likely to use cognitive processes associated with dual-process theory. résumé indicated that the applicant had a 2.7 GPA and was an officer in three student clubs and a member of another three clubs.Reference letter. Three reference letters were developed, each with 131 words. One was for the target applicant and the other two were for the filler applicants. Participants were told that all letters were written by instructors of the applicants' undergraduate courses. The target letter had one paragraph with 11 sentences. The fourth sentence conveyed positive information about the applicants' academic performance, stating that the applicant got an 'A-' from the course and developed good writing skills by writing an excellent term paper. The fifth and sixth sentences conveyed positive information about the applicants' social skills, stating that the applicant had very good social skills and showed leadership in class.Résumé evaluation. The measures consisted of six items using a ten-point scale (1 ¼ very poor to 10 ¼ very excellent). Two items asked the evaluator to assess the applicants' academic performance (e.g. 'How would you rate the applicant's academic performance as revealed from his/her résumé?' and 'How would you rate the applicant's academic achievement as revealed from his/her résumé?'). Two items asked about social skills (e.g. 'How would you rate the applicant's social experience as revealed from his/her résumé?' and 'How would you rate the applicant's social skills?'. Two items asked about the overall impression (e.g. 'How would you rate the applicant's overall quality?' and 'What is your general impression on this applicant?'). The reliability a for academic performance, social skills and overall ratings were .73, .78 and .73, respectively.Reference letter evaluation. All materials were the same as those for résumé evaluation, except that participants were asked to evaluate on the basis of the information from reference letters. The reliability a for academic performance, social skills and overall ratings were .82, .87 and .70, respectively.
Procedure, apparatus and designAll aspects were the same as those in Experiment 1, except that there were one betweensubject factor, Version (academic performance dominant vs. social skills dominant), and one within-subject factor, r...