TY - JOUR
T1 - Weighing opposing positions
T2 - Examining the effects of intratextual persuasive messages on students' knowledge and beliefs
AU - Andiliou, Andria
AU - Ramsay, Crystal M.
AU - Karen Murphy, P.
AU - Fast, Jerel
PY - 2012/4
Y1 - 2012/4
N2 - The proliferation of new forms of media has given way to a multitude of new text structures, particularly texts designed to alter the receiver's perspectives. Yet, little is known about the ways in which these novel text structures alter the characteristics of the receiver including one's knowledge and beliefs. As such, the purpose of this multi-phase investigation was to explore the persuasion process when students read a persuasive message with an intratextual structure. Intratextual persuasion refers to a text structure in which two one-sided texts are presented together as a single message. As a result of reading an intratextual persuasive message, students' perceived knowledge increased, and their topic beliefs strengthened differentially based upon students' position on the controversial issue. Moreover, participants judged the characteristics of the overall commentary similarly, but they rated the characteristics of the two opposing texts differentially based on their position. Implications for research and instruction pertaining to persuasive texts with complex argument structure are forwarded.
AB - The proliferation of new forms of media has given way to a multitude of new text structures, particularly texts designed to alter the receiver's perspectives. Yet, little is known about the ways in which these novel text structures alter the characteristics of the receiver including one's knowledge and beliefs. As such, the purpose of this multi-phase investigation was to explore the persuasion process when students read a persuasive message with an intratextual structure. Intratextual persuasion refers to a text structure in which two one-sided texts are presented together as a single message. As a result of reading an intratextual persuasive message, students' perceived knowledge increased, and their topic beliefs strengthened differentially based upon students' position on the controversial issue. Moreover, participants judged the characteristics of the overall commentary similarly, but they rated the characteristics of the two opposing texts differentially based on their position. Implications for research and instruction pertaining to persuasive texts with complex argument structure are forwarded.
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U2 - 10.1016/j.cedpsych.2011.10.001
DO - 10.1016/j.cedpsych.2011.10.001
M3 - Article
AN - SCOPUS:84858151607
SN - 0361-476X
VL - 37
SP - 113
EP - 127
JO - Contemporary Educational Psychology
JF - Contemporary Educational Psychology
IS - 2
ER -