The Effects of Prestige and Identification Factors on Attitude Restructuring and Learning from Sound Films. Rapid Mass Learning. Technical Report. [Report No.: SDC-269-7-10

Autor/in	Kishler, John P.
Institution	Pennsylvania State Univ., University Park. Coll. of Education.
Titel	The Effects of Prestige and Identification Factors on Attitude Restructuring and Learning from Sound Films. Rapid Mass Learning. Technical Report. [Report No.: SDC-269-7-10
Quelle	(1950), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Beigaben	Tabellen
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Attitude Change; Attitudes; Audiences; Films; Identification (Psychology); Learning; Psychological Patterns; Role Perception; Status + Suchen Sie Ihr Suchwort? Attitudinal change; Einstellungsänderung; Attitude; Einstellung; Verhalten; Spectator; Zuschauer; Film; Lernen; Role conception; Rollenverständnis
Abstract	An experiment was conducted to study the effect that audience attitude toward, and identification with the main character of a film has on learning from the film. Two hypotheses were formulated. 1) People for whom the occupational role of the main character has a high prestige value will learn more factual information from the film and also change further in attitudes in the direction suggested by the film. 2) People who identify with the main character on the basis of shared institutional affiliation will also learn more and change in attitude toward the direction of the film. The procedure was to show audiences the film "Keys of the Kingdom," in which the hero was a Catholic priest. Before seeing the film, audiences filled out a rank-order scale of occupational prestige and an attitude scale measuring religious tolerance. After seeing the film, audiences filled out these two scales again as well as an information test based on the film. Results showed that the differences found were in the direction predicted by the hypotheses, but very few of them were statistically significant. (Author/JK)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2004/1/01