The persuasiveness of persuasive discourse |
| |
| Authors: | Patricia A Michelle M Christopher T |
| |
| Institution: | 1. Section of Cardiovascular Medicine, Wake Forest School of Medicine, Winston-Salem, North Carolina;2. Ciccarone Center for Prevention of Cardiovascular Disease, Johns Hopkins School of Medicine, Baltimore, Maryland;3. Department of Pediatrics, Saint Joseph University Medical Center, Paterson, New Jersey;4. Department of Medicine, Lundquist Institute, Torrance, California;5. Cardiovascular Health Research Unit, Departments of Medicine, Epidemiology, and Health Services, University of Washington, Seattle, WA; Kaiser Permanente Health Research Institute, Seattle, Washington;6. Johns Hopkins University School of Medicine, Baltimore, Maryland;7. Ultrasound Reading Center, Tufts Medical Center, Boston, Massachusetts;8. National University of Ireland and National Institute for Prevention and Cardiovascular Health, Galway, Ireland;1. Molecular & Cellular Therapeutics, Royal College of Surgeons in Ireland, Dublin, Ireland;2. Jiangsu Key Laboratory of Translational Research and Therapy for Neuro-Psychiatric-Diseases, Department of Pharmacology, College of Pharmaceutical Sciences, Soochow University, Suzhou, China;3. School of Medicine, University College Cork, Cork, Ireland |
| |
| Abstract: | This investigation explored why and how persuasion occurs. Toward this end, we examined the processing of two articles under conditions called for in the persuasion and conceptual change literatures. One unique aspect of the current study was the use of topic-specific measures of beliefs, knowledge (i.e., perceived and demonstrated), and interest. The performance of members of three educational communities (i.e., undergraduates, graduate students, and faculty) was compared, as was the knowledge and interest of more or less persuaded readers. One article argued that there are prenatal similarities among humans and other mammals, while the second presented a favorable view of same-sex marriages. Although both articles produced significant changes in readers’ beliefs, knowledge, and interest, there were performance differences by text, educational community, and persuasion group. Results showed that readers’ perceptions of their knowledge played a more significant role in persuasion outcomes than the knowledge they actually demonstrated. Outcomes suggest the need to look more closely at the relationship between knowledge and interest in subsequent studies of persuasion. |
| |
| Keywords: | |
| 本文献已被 ScienceDirect 等数据库收录！ |
|
