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Interactions Between Need For Cognition And Ambivalent Sexism In Jurors’ Perceptions Of Expert Credibility, Trina Iyamuremye Uwineza, Morgan Hurtz, Laurel Westerman, Erika Boohar, Kaela Meyer, Halleigh Kelchen, Sarah Eagan, Sarah Gervais
Interactions Between Need For Cognition And Ambivalent Sexism In Jurors’ Perceptions Of Expert Credibility, Trina Iyamuremye Uwineza, Morgan Hurtz, Laurel Westerman, Erika Boohar, Kaela Meyer, Halleigh Kelchen, Sarah Eagan, Sarah Gervais
UCARE Research Products
The current study examined interactions between Need for Cognition scores (NCS) and Ambivalent Sexism scores (ASI; Hostile (HS) and Benevolent sexism (BS)) on perceptions of expert witness credibility. Participants (N = 467) with ages that ranged from 19–70 years (M=26.35, SD=9.20) completed the Need for Cognition Scale (Cacioppo & Petty, 1982), Ambivalent Sexism Inventory (Glick & Fiske, 1996), and Witness Credibility Scale (Brodsky, Griffin, & Cramer, 2010), and viewed a female expert witness providing scientific testimony in a civil trial. We hypothesized that 1) men who were low on need for cognition and high on benevolent …
Prompting Deliberation About Nanotechnology: Information, Instruction, And Discussion Effects On Individual Engagement And Knowledge, Lisa M. Pytlikzillig, Myiah J. Hutchens, Peter Muhlberger, Alan Tomkins
Prompting Deliberation About Nanotechnology: Information, Instruction, And Discussion Effects On Individual Engagement And Knowledge, Lisa M. Pytlikzillig, Myiah J. Hutchens, Peter Muhlberger, Alan Tomkins
Lisa PytlikZillig Publications
Deliberative (and educational) theories typically predict knowledge gains will be enhanced by information structure and discussion. In two studies, we experimentally manipulated key features of deliberative public engagement (information, instructions, and discussion) and measured impacts on cognitive-affective engagement and knowledge about nanotechnology. We also examined the direct and moderating impacts of individual differences in need for cognition and gender. Findings indicated little impact of information (organized by topic or by pro-con relevance). Instructions (prompts to think critically) decreased engagement in Study 1, and increased it in Study 2, but did not impact postknowledge. Group discussion had strong positive benefits for …