A Strategy for Maintaining Public Opinion Support on a Controversial Issue [microform] : An Empirical Test of Resistance Theory / James L. Gaudino and Allen C. Harris.
To extend the resistance-to-persuasion literature into a context relevant to public relations, a study examined the reactions of 147 Michigan State University students after viewing edited versions of President Ronald Reagan's televised address of February 26, 1986. Reagan's address, conce...
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| Language: | English |
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1988.
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| 100 | 1 | |a Gaudino, James L. | |
| 245 | 1 | 2 | |a A Strategy for Maintaining Public Opinion Support on a Controversial Issue |h [microform] : |b An Empirical Test of Resistance Theory / |c James L. Gaudino and Allen C. Harris. |
| 260 | |a [Place of publication not identified] : |b Distributed by ERIC Clearinghouse, |c 1988. | ||
| 300 | |a 25 pages. | ||
| 336 | |a text |b txt |2 rdacontent. | ||
| 337 | |a microform |b h |2 rdamedia. | ||
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| 500 | |a ERIC Note: Paper presented at the Annual Meeting of the Association for Education in Journalism and Mass Communication (71st, Portland, OR, July 2-5, 1988). |5 ericd. | ||
| 500 | |a ERIC Document Number: ED296386. | ||
| 520 | |a To extend the resistance-to-persuasion literature into a context relevant to public relations, a study examined the reactions of 147 Michigan State University students after viewing edited versions of President Ronald Reagan's televised address of February 26, 1986. Reagan's address, concerning his request for public support of an increase in defense spending, was used because it provided a public relations-relevant opportunity to test the hypotheses that both supportive arguments and refutational arguments provide an initial boost in attitudes, and because it involved a controversial issue and a competitive persuasive environment. The message of Congressman Jim Wright was used as the opposing argument because it contained many of the arguments refuted by Reagan's address. Six tapes were created containing the following sequences: (1) supportive, refutational, and counter arguments; (2) refutational and counter arguments; (3) supportive and counter arguments; (4) supportive arguments; (5) refutational arguments; and (6) counter arguments. Students were randomly divided into seven groups (six experimental and one control), with each group viewing a different tape. The introduction and conclusions were maintained in each tape, and cuts were made so that the transitions were smooth. After the viewing session, students completed a questionnaire containing belief items relevant to defense spending. Findings supported the hypotheses that both the supportive argument and refutational argument provide an initial boost in attitudes, and that a combination of supportive arguments and refutational arguments is superior in conferring resistance relative to the refutational argument or supportive argument only. (Five tables of data and 17 footnotes are appended.) (MM) | ||
| 533 | |a Microfiche. |b [Washington D.C.]: |c ERIC Clearinghouse |e microfiches : positive. | ||
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| 650 | 1 | 7 | |a Audience Analysis. |2 ericd. |
| 650 | 0 | 7 | |a Communication Research. |2 ericd. |
| 650 | 0 | 7 | |a Higher Education. |2 ericd. |
| 650 | 0 | 7 | |a Mass Media Effects. |2 ericd. |
| 650 | 1 | 7 | |a Persuasive Discourse. |2 ericd. |
| 650 | 0 | 7 | |a Presidents of the United States. |2 ericd. |
| 650 | 1 | 7 | |a Public Opinion. |2 ericd. |
| 650 | 0 | 7 | |a Public Relations. |2 ericd. |
| 650 | 0 | 7 | |a Rhetorical Invention. |2 ericd. |
| 650 | 0 | 7 | |a Student Attitudes. |2 ericd. |
| 650 | 0 | 7 | |a Television Viewing. |2 ericd. |
| 700 | 1 | |a Harris, Allen C. | |
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