Knowledge that Transforms

In four studies, Boninger, Brock, Cook, Cruder, and Romer (1990) found that attitude change following exposure to a persuasive message persisted longer if recipients were expecting to have to transmit the message to someone else. The present experiment demonstrated that this effect obtains only if the people preparing to transmit, as was the case in the studies of Boninger et al., are denied the opportunity to do so. It is argued, then, that the findings of Boninger et al., may be attributable to a tendency toward thought perseveration triggered by the failure to complete the transmission task, rather than being a consequence of the preparation to transmit per se.

One approach to understanding the component processes and mechanisms underlying adult reading skill is to compare the performance of more skilled and less skilled readers on laboratory experiments. The results of some recent experiments employing this approach demonstrate that less skilled adult readers suppress less efficiently the inappropriate meanings of ambiguous words (e.g., the playing card vs. garden tool meanings of spaded, the incorrect forms of homophones (e.g., patients vs. patience), the typical-but-absent members of scenes (e.g., a tractor in a farm scene), and words superimposed on pictures. Less skilled readers are not less efficient in activating contextually appropriate information; in fact, they activate contextually appropriate information more strongly than more skilled readers do. Therefore, one conclusion that can be drawn from these experiments is that less skilled adult readers suffer from less efficient suppression mechanisms.