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INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS
Title
INCREASING SELF REPORTED ARGUMENTATIVENESS IN COLLEGE LEVEL PUBLIC SPEAKING STUDENTS.
Creator
Long, Kim, Miller, Ann, University of Central Florida
Abstract / Description
ABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student...
Show moreABSTRACT Argumentativeness, or the predisposition ÂÂÂÂ"to advocate positions on controversial issues and to attack verbally the positions which other people take on these issuesÂÂÂÂ" (Infante & Rancer, 1982, p.72), has been associated with a number of positive outcomes. Research among student populations indicates that compared to people who are low in argumentativeness, people high in argumentativeness display higher ability to learn, higher self esteem, greater ability to creatively manage conflict, and higher ability to see both sides of a situation (Barden & Petty, 2008; McPherson Frantz & Seburn, 2003; Rancer, Whitecap, Kosberg, & Avtgis, 1997). Promoting argumentativeness among college students should prepare students to effectively handle conflict and enhance their overall communicative competence, thus setting students up for increased success in life (Rancer et al., 1997). Although much research exists on increasing argumentativeness, none could be found that specifically looked at content in the college level public speaking course in relation to increasing argumentativeness. Specifically, this researcher sought to determine whether instruction in Elaboration Likelihood Model as part of the persuasion unit in a college public speaking course increases student argumentativeness more than instruction in ToulminÂÂÂÂ's model of reasoning/argument. Students in seven public speaking courses at a large Southeastern college were asked to complete the Argumentativeness Survey by Infante and Rancer (1982) after receiving instruction in either Elaboration Likelihood Model of Persuasion or ToulminÂÂÂÂ's model iii of reasoning/argument. Overall results did not indicate any difference between scores for students that received instruction in the two different content areas.
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Date Issued
2010
Identifier
CFE0003407, ucf:48423
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0003407
A STUDY OF THE IMPACT OF INVOLVEMENT AND SEQUENCE IN NARRATIVE PERSUASION
Title
A STUDY OF THE IMPACT OF INVOLVEMENT AND SEQUENCE IN NARRATIVE PERSUASION.
Creator
Lane, Rebekah, Miller, Ann, University of Central Florida
Abstract / Description
The purpose of this research was to look more closely at the relationships between narrative and non-narrative persuasive messages, and to begin to determine how and why these message formats might work together. I situated this study within Rogers' roadmap for future theoretical work on entertainment education (E-E), and specifically addressed Slater and Rouner's call for more research on the impact of epilogues in E-E. Synthesizing components of the elaboration likelihood model with recent...
Show moreThe purpose of this research was to look more closely at the relationships between narrative and non-narrative persuasive messages, and to begin to determine how and why these message formats might work together. I situated this study within Rogers' roadmap for future theoretical work on entertainment education (E-E), and specifically addressed Slater and Rouner's call for more research on the impact of epilogues in E-E. Synthesizing components of the elaboration likelihood model with recent theorizing regarding persuasion through narrative, I made predictions regarding the effect of transportation and character identification on perceived salience, attitudes, behavioral intention, and behavior in narrative, argument, and narrative + argument conditions. Undergraduate students were asked to watch one of seven videos. After watching the videos participants were asked to respond to questions reflecting their views of the subject matter in the videos, their experience while watching the videos, and their opinion of the video quality. The questionnaire included scales measuring transportation into the narrative and character development, measures of perceived issue relevance, and persuasion toward the topic of mandatory H1N1 vaccinations. Findings showed no relationship between the narrative format and transportation or perceived salience, however, transportation did predict perceived salience in messages combining both argument and narrative + argument formats. Recommendations were made for modification and future applications of the instruments used in the study and for continued research in the various stages of persuasion through narrative, argumentative, and combined format messaging.
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Date Issued
2011
Identifier
CFE0004044, ucf:49149
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0004044
The influence of trait anxiety on information processing: An elaboration likelihood study
Title
The influence of trait anxiety on information processing: An elaboration likelihood study.
Creator
Appelbaum, Michael, Miller, Ann, Weger, Harry, Rubenking, Bridget, University of Central Florida
Abstract / Description
This study explored the influence of trait anxiety on information processing in persuasive situations, and investigated cognitive load as a mediator of this relationship. The research presented was based off DeBono and McDermott's (1994) framework for exploring trait anxiety and persuasion. The theoretical lens used to explore information processing, the elaboration likelihood model (Petty (&) Cacioppo, 1986) posits that motivation and ability are necessary components to elaborate on a...
Show moreThis study explored the influence of trait anxiety on information processing in persuasive situations, and investigated cognitive load as a mediator of this relationship. The research presented was based off DeBono and McDermott's (1994) framework for exploring trait anxiety and persuasion. The theoretical lens used to explore information processing, the elaboration likelihood model (Petty (&) Cacioppo, 1986) posits that motivation and ability are necessary components to elaborate on a message. However, very little research has addressed ability variables like trait anxiety. I predicted that students high in trait anxiety would be persuaded by the attractiveness of the source (peripherally) whereas students low in trait anxiety would be persuaded by the strength of the arguments presented (centrally).Undergraduate students were asked to view a picture of a policy presenter and listen to a recording of the student's proposed policy statement. After listening to the recording participants wrote down their thoughts during the presentation and were tested on their ability to recall the arguments presented. They then completed a few scale items assessing their attitudes toward the policy as well as questions to maintain the cover story.Findings showed no difference in processing between low and high trait anxious individuals. However, there was a significant effect of anxiety on attitudes. Additionally, cognitive load was not found to be a mediator of the relationship between anxiety and attitudes.
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Date Issued
2015
Identifier
CFE0005572, ucf:50262
Format
Document (PDF)
PURL
http://purl.flvc.org/ucf/fd/CFE0005572