Effects of preexisiting beliefs, epistemological beliefs, and need for cognition on interpretation of controversial issues.

CarolAnne M. Kardash · Roberta J. Scholes

377 citations0/0 files storedJournal of Educational Psychology

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Educational Strategies and Epistemologies Science Education and Pedagogy Epistemology, Ethics, and Metaphysics

Abstract

This study examined the influence of people's beliefs about the certainty of knowledge, the strength of their beliefs about a controversial issue, and their tendency to enjoy effortful thinking on their interpretation of controversial information. Ninety-six undergraduates completed an epistemological beliefs questionnaire (M. Schommer, 1990), the Need for Cognition Scale (J. T. Cacioppo, R. E. Petty, & C. F. Kao, 1984), and indicated the degree to which they believed that HIV causes AIDS. They then read a text that presented two conflicting views regarding the HIV-AIDS relationship and wrote a concluding paragraph for the text. Regression analyses revealed that the less students believed in certain knowledge, the less extreme their initial beliefs, and the higher their need for cognition, the more likely they were to write conclusions that reflected the inconclusive nature of the mixed evidence they read.

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References

1982The need for cognition.1979Biased assimilation and attitude polarization: The effects of prior theories on subsequently considered evidence.1981Attitudes and Persuasion: Classic and Contemporary Approaches 1984The Efficient Assessment of Need for Cognition 1990Effects of beliefs about the nature of knowledge on comprehension.1963MANUAL FOR KIT OF REFERENCE TESTS FOR COGNITIVE FACTORS (REVISED 1963)1983Effects of need for cognition on message evaluation, recall, and persuasion.2009Cognition, Metacognition, and Epistemic Cognition

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