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

doi:10.1207/s15328023top2304_2

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 journal › Article › peer-review

18 Scopus citations

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 language	English (US)
Pages (from-to)	215-219
Number of pages	5
Journal	Teaching of Psychology
Volume	23
Issue number	4
DOIs	https://doi.org/10.1207/s15328023top2304_2
State	Published - Dec 1996
Externally published	Yes

ASJC Scopus subject areas

Education
General Psychology

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

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