Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know

Richard L. Miller, William J. Wozniak, Marci R. Rust, Beverly R. Miller, Jennifer Slezak

Research output: Contribution to journalArticle

Abstract

This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.

Original languageEnglish (US)
Pages (from-to)215-219
Number of pages5
JournalTeaching of Psychology
Volume23
Issue number4
DOIs
StatePublished - Dec 1996

Fingerprint

Students
student
Psychology
psychology student
Reading
Learning
learning

ASJC Scopus subject areas

  • Education
  • Psychology(all)

Cite this

Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness : How to Teach Students What They Do Not Want to Know. / Miller, Richard L.; Wozniak, William J.; Rust, Marci R.; Miller, Beverly R.; Slezak, Jennifer.

In: Teaching of Psychology, Vol. 23, No. 4, 12.1996, p. 215-219.

Research output: Contribution to journalArticle

Miller, Richard L. ; Wozniak, William J. ; Rust, Marci R. ; Miller, Beverly R. ; Slezak, Jennifer. / Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness : How to Teach Students What They Do Not Want to Know. In: Teaching of Psychology. 1996 ; Vol. 23, No. 4. pp. 215-219.
@article{368171301d8144908c5ec626999d4c67,
title = "Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness: How to Teach Students What They Do Not Want to Know",
abstract = "This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.",
author = "Miller, {Richard L.} and Wozniak, {William J.} and Rust, {Marci R.} and Miller, {Beverly R.} and Jennifer Slezak",
year = "1996",
month = "12",
doi = "10.1207/s15328023top2304_2",
language = "English (US)",
volume = "23",
pages = "215--219",
journal = "Teaching of Psychology",
issn = "0098-6283",
publisher = "SAGE Publications Inc.",
number = "4",

}

TY - JOUR

T1 - Counterattitudinal Advocacy as a Means of Enhancing Instructional Effectiveness

T2 - How to Teach Students What They Do Not Want to Know

AU - Miller, Richard L.

AU - Wozniak, William J.

AU - Rust, Marci R.

AU - Miller, Beverly R.

AU - Slezak, Jennifer

PY - 1996/12

Y1 - 1996/12

N2 - This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.

AB - This study, was designed to determine the effectiveness of counterattitudinal advocacy in overcoming beginning students' erroneous beliefs about psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of their beliefs. Writing a counterattitudinal essay was more effective in changing students' beliefs than either reading such an essay or learning about the topic through Standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lecture and text) made no significant difference in the elimination of erroneous beliefs.

UR - http://www.scopus.com/inward/record.url?scp=0030353234&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=0030353234&partnerID=8YFLogxK

U2 - 10.1207/s15328023top2304_2

DO - 10.1207/s15328023top2304_2

M3 - Article

AN - SCOPUS:0030353234

VL - 23

SP - 215

EP - 219

JO - Teaching of Psychology

JF - Teaching of Psychology

SN - 0098-6283

IS - 4

ER -