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Participants' Attitudes (participant + attitude)
Selected AbstractsWe're Here, We're Queer, We're on TV: The Effects of Visual Media on Heterosexuals' Attitudes Toward Gay Men and Lesbians,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 4 2000Marina Levina Effects of visual media on attitudes toward gay men and lesbians were investigated by exposing 3 groups of participants to a brief video. The first group viewed an anti-gay video. the second group viewed a pro-gay video, and a comparison group viewed a neutral video. Participants attitudes were measured immediately following the video after seeing the video, participants were contacted by telephone. and their attitudes were again assessed. Participants were not aware of the connection between the follow-up assessment and the initial video exposure. At follow-up. participants attitudes were significantly different. with attitudes with the pro-gay video group being most positive, and those in the anti-gay video group being most negative. [source] Participants' Attitudes in the Utah Juvenile Victim-Offender Mediation ProgramJUVENILE AND FAMILY COURT JOURNAL, Issue 1 2002BARTON POULSON PH.D. ABSTRACT This paper describes an archival evaluation of the Juvenile Court Victim-Offender Mediation Program (VOMP) of the Utah State Courts in Salt Lake City. From 1997 to 2000, 147 victims and 330 offenders reported their attitudes towards their experiences in VOMP. Although victims were more satisfied than offenders for some outcomes, all participants reported exceptionally high satisfaction. These promising results are consistent with other published studies on the effectiveness of VOMP and other forms of restorative justice in demonstrating the promise of mediation in criminal justice. [source] We're Here, We're Queer, We're on TV: The Effects of Visual Media on Heterosexuals' Attitudes Toward Gay Men and Lesbians,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 4 2000Marina Levina Effects of visual media on attitudes toward gay men and lesbians were investigated by exposing 3 groups of participants to a brief video. The first group viewed an anti-gay video. the second group viewed a pro-gay video, and a comparison group viewed a neutral video. Participants attitudes were measured immediately following the video after seeing the video, participants were contacted by telephone. and their attitudes were again assessed. Participants were not aware of the connection between the follow-up assessment and the initial video exposure. At follow-up. participants attitudes were significantly different. with attitudes with the pro-gay video group being most positive, and those in the anti-gay video group being most negative. [source] Majority versus minority influence: the role of message processing in determining resistance to counter-persuasionEUROPEAN JOURNAL OF SOCIAL PSYCHOLOGY, Issue 1 2008Robin Martin Two experiments examined the extent to which attitudes changed following majority and minority influence are resistant to counter-persuasion. In both experiments participants' attitudes were measured after being exposed to two messages, delayed in time, which argued opposite positions (initial message and counter-message). In the first experiment, attitudes following minority endorsement of the initial message were more resistant to a second counter-message only when the initial message contained strong versus weak arguments. Attitudes changed following majority influence did not resist the second counter-message and returned to their pre-test level. Experiment 2 varied whether memory was warned (i.e., message recipients expected to recall the message) or not, to manipulate message processing. When memory was warned, which should increase message processing, attitudes changed following both majority and minority influence resisted the second counter-message. The results support the view that minority influence instigates systematic processing of its arguments, leading to attitudes that resist counter-persuasion. Attitudes formed following majority influence yield to counter-persuasion unless there is a secondary task that encourages message processing. Copyright © 2007 John Wiley & Sons, Ltd. [source] The influence of framing on attitudes toward diversity trainingHUMAN RESOURCE DEVELOPMENT QUARTERLY, Issue 3 2003Courtney L. Holladay Although diversity training is becoming an integral component of organizations, little empirical research on the topic exists. The study examined here investigated how framing of diversity training (title, focus of content, assignment) and gender influenced participants' attitudes. In this study, 160 adults (72 men, 88 women; 124 white; 36 minority) read a diversity course description and answered questions assessing their attitudes about the course and the organization. Results revealed that (1) a frame with a traditional title and a broad focus was responded to most favorably by participants, (2) men reacted more negatively than women to the diversity training course, and (3) men reacted more negatively than women to a frame with a narrow focus and remedial assignment. Findings are discussed in terms of the effect that different frames can have on participants' pretraining attitudes toward diversity training. Implications for researchers and consultants are also discussed. [source] NGRI Revisited: Venirepersons' Attitudes Toward the Insanity Defense,JOURNAL OF APPLIED SOCIAL PSYCHOLOGY, Issue 8 2006Brooke Butler Three hundred venirepersons from the 12th Judicial Circuit in Sarasota, Florida completed the following booklet of stimulus materials: one question measuring participants' level of support for insanity defense; a 16-item measure assessing participants' attitudes toward the myths associated with the insanity defense, the legal definitions of insanity, and mental illness; a case scenario; verdict preference; and standard demographic questions. Level of support for the insanity defense was significantly related to participants' attitudes toward legal standards of insanity, mental illness, and the myths associated with the insanity defense. In addition, results indicated that level of support for the insanity defense, age, educational level, occupation, type of prior jury service, and political views were significantly related to verdict preference. Notably, three factors that have been found to impact verdict preference in previous research failed to do so in the current study: participants' experience with psychological disorders; participants' exposure to psychotropic medications; and participants' experience with psychologists or psychiatrists. The findings both replicate and extend earlier findings by suggesting that attitudes toward the insanity defense are more complex than previously imagined. [source] Group membership, group norms, empathy, and young children's intentions to aggressAGGRESSIVE BEHAVIOR, Issue 3 2009Drew Nesdale Abstract This study assessed the effect of ingroup norms and empathy on 6 and 9-year-old children's (N=161) attitudes and aggressive intentions toward outgroup members. Prior to an intergroup drawing competition against an outgroup, participants' empathy was measured, and they were randomly assigned to a simulated group with a norm of direct or indirect aggression, or no aggression norm. Results indicated participants' attitudes were less positive toward the outgroup vs. the ingroup, and that both direct and indirect aggressive intentions were displayed toward the outgroup. Most importantly, the ingroup was liked less when it had an aggression norm, and the participants' aggressive intentions were not enhanced by the group aggression norm. Empathy was a significant negative predictor of direct but not indirect aggression intentions. Implications for understanding the instigation and inhibition of children's aggression intentions are discussed. Aggr. Behav. 35:244,258, 2009. © 2009 Wiley-Liss, Inc. [source] Applying a ,stages of change' model to enhance a traditional evaluation of a research transfer courseJOURNAL OF EVALUATION IN CLINICAL PRACTICE, Issue 4 2003Leslie L. Buckley MD MPH Abstract The aim of this study was to utilize an evaluation tool based on Prochaska's model of change in order to assess behaviour change as part of an evaluation process for a research transfer training programme (RTTP). The RTTP was a training programme offered to scientists in a psychiatry department and research institute to gain skills in research transfer. In addition to a traditional course evaluation framework evaluating overall satisfaction with the course and whether or not learning objectives were met, an additional ,stages of change' evaluation tool designed to assess change along a continuum was utilized. This instrument measured change in participants' attitudes, intentions and actions with respect to research transfer practice and consisted of a 12-question survey completed by participants prior to taking the course and 3 months post-course. In two out of the three categories, attitudes and intention to practice, there was positive change from pre- to post-course (P < 0.05). Although there was a trend of increased RT-related action, this was less robust and did not reach significance. For the RTTP transfer course, a ,stages of change' model of evaluation provided an enhanced understanding by showing changes in participants that would otherwise have been overlooked if only changes in RT behaviour were measured. Additionally, evaluating along a change continuum specifically identifies areas for improvement in future courses. The instrument developed for this study could also be used as a pre-course, participant needs assessment to tailor a course to the change needs of participants. Finally, this ,stages of change' approach provides insight into where barriers to change may exist for research transfer action. [source] Hate Speech and Constitutional Protection: Priming Values of Equality and FreedomJOURNAL OF SOCIAL ISSUES, Issue 2 2002Gloria Cowan Freedom of speech and equality are two basic values in American culture that cause a value conflict with regard to hate speech. This study examined the effects of priming of values of freedom of speech and equal protection (equality) on perceptions of and attitudes toward hate speech and value prioritization. Data were collected from 159 college students. Priming of freedom of speech directed participants' attitudes and values toward advocating freedom of speech, whereas priming for equal protection directed attitudes and values toward the harm of hate speech. Participants primed for free speech viewed hate speech (introduced via scenarios) as less harmful and the speaker as less accountable than those primed for the harm of hate speech and a control group. [source] Genetic counseling of adults with Williams syndrome: A first study,AMERICAN JOURNAL OF MEDICAL GENETICS, Issue 2 2010Katrina Farwig Abstract We report on a study of genetic counseling to 43 adults with Williams syndrome (WS). Participants were initially asked what they knew about how WS occurs. Genetic counseling was provided with a focus on the basic genetics of WS, recurrence risk, and on participants' attitudes toward socio-cultural topics. Forty-nine percent indicated that they would be okay or happy if their baby had WS, 44% said they would be sad or upset, and 5% were unsure. The sad/upset group was significantly older than the okay/happy group and a significantly higher proportion of the former group indicated that they did not plan to have children. During the post-counseling session participants were questioned to determine if they recalled the facts previously presented. Eighty-one percent correctly gave the odds that their child would have WS. Fifty-three percent considered the 50,50 odds to be a high chance. After genetic counseling, 61% were able to state something that had been taught and 88% indicated that they would want to test their baby for WS before birth. Ninety-eight percent would recommend genetic counseling to others. Findings indicate that based on the type of genetic counseling provided in this study, the majority of individuals with WS,a genetic disorder associated with intellectual disability but with relative strengths in (concrete) language and in verbal rote memory,are able to learn simple facts about the genetics of WS and are eager to respond to socio-cultural questions regarding topics typically included in genetic counseling sessions. © 2010 Wiley-Liss, Inc. [source] | ||||||||||