Effects of Message Discrepancy on Recall of News Information over Time.

Autor/in	Wicks, Robert H.
Titel	Effects of Message Discrepancy on Recall of News Information over Time.
Quelle	(1993), (27 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Communication Research; Higher Education; Media Research; News Media; Recall (Psychology); Reliability; Undergraduate Students + Suchen Sie Ihr Suchwort? Kommunikationsforschung; Hochschulbildung; Hochschulsystem; Hochschulwesen; Medienforschung; Nachrichtenwesen; Abberufung; Reliabilität
Abstract	A study investigated the impact of "thought over time" as a variable that may influence recall of discrepant information encountered in the media. Earlier studies indicated that human subjects are capable of improving their recall of "consistent" sets of news information over time without the benefit of additional exposure to media information, a phenomenon known as "hypermnesia." Subjects, 50 junior and senior undergraduate students from a range of broadcast, newspaper, and magazine writing and reporting classes, were divided into 4 treatment groups that varied by medium (newspaper versus television) and message consistency (consistent versus discrepant). Subjects were asked to list each fact remembered from all the stories immediately after exposure and again 48 hours later. Subjects were asked to "think about all of the stories" during the 48 hour interval. Results indicated that: (1) subjects recalled more facts two days after exposure irrespective of message consistency; and (2) a significant difference in the amount of hypermnesia over time based on medium was not found, nor were there any interaction effects. Findings suggest that hypermnesia may occur in connection with the presentation of discrepant (as well as consistent) information if individuals can be persuaded to think about news items over time. (A figure illustrating the design of the study, one table of data, and 10 notes are included. Contains 53 references.) (Author/RS)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC