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ERIC Number: ED015507
Record Type: RIE
Publication Date: 1967-Sep
Pages: 14
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: N/A
A REINFORCEMENT LEARNING MODEL OF PERSUASIVE COMMUNICATION.
WEISS, ROBERT FRANK
THEORETICAL AND EXPERIMENTAL ANALOGIES ARE DRAWN BETWEEN LEARNING THEORY AND PERSUASIVE COMMUNICATION AS AN EXTENSION OF LIBERALIZED STIMULUS RESPONSE THEORY. IN THE FIRST EXPERIMENT ON INSTRUMENTAL CONDITIONING OF ATTITUDES, THE SUBJECTS READ AN OPINION TO BE LEARNED, FOLLOWED BY A SUPPORTING ARGUMENT ASSUMED TO FUNCTION AS A REINFORCER. THE TIME INTERVAL BETWEEN THE OPINION STATEMENT AND THE REINFORCING ARGUMENT WAS REGARDED AS ANALOGOUS TO DELAY OF REINFORCEMENT. RESULTS OBTAINED ARE CLOSELY ANALOGOUS TO THOSE IN CONDITIONING STUDIES ON DELAY OF REINFORCEMENT. IN AN EXPERIMENT ANALOGOUS TO SELECTIVE LEARNING, WHEN SUBJECTS WERE PERSUADED FOR TWO OPINIONS, WITH ONE REINFORCED WITH A SHORT DELAY OF ARGUMENT AND ONE REINFORCED WITH A LONG DELAY, SUBJECTS TENDED TO CHOOSE THE OPINION PRESENTED WITH THE SHORTER DELAY. IN STUDIES PATTERNED ON CONDITIONING, A DELAY OF REINFORCEMENT COMBINED MULTIPLICATIVELY WITH THE NUMBER OF PERSUASION TRIALS TO DETERMINE ATTITUDE STRENGTH. RESULTS OF OTHER EXPERIMENTS ALSO SUPPORT LIBERALIZED STIMULUS RESPONSE THEORY. THE SYSTEMATIC USE OF LEARNING THEORY AS A MODEL FOR ATTITUDE CHANGE MAKES IT POSSIBLE TO TAKE FULL ADVANTAGE OF PRACTICAL ASPECTS OF LEARNING THEORY. THIS SPEECH WAS PRESENTED AT THE AMERICAN PSYCHOLOGICAL ASSOCIATION CONVENTION, WASHINGTON, D.C., SEPTEMBER 1967. (PR)
Publication Type: N/A
Education Level: N/A
Audience: N/A
Language: N/A
Sponsor: N/A
Authoring Institution: N/A
Identifiers: N/A