COUNTERATTITUDINAL ADVOCACY AS A MEANS OF ENHANCING INSTRUCTIONAL-EFFECTIVENESS - HOW TO TEACH STUDENTS WHAT THEY DO NOT WANT TO KNOW

This study was designed to determine the effectiveness of counterattit udinal advocacy in overcoming beginning students' erroneous beliefs ab out psychological phenomena. Introductory psychology students (N = 71) either wrote an essay (counterattitudinal advocacy) or read an essay supporting a scientifically acceptable position contrary to one of the ir beliefs. Writing a counterattitudinal essay was more effective in c hanging students' beliefs than either reading such an essay or learnin g about the topic through standard pedagogical techniques. The method of delivering instructional materials (lecture vs. text vs. both lectu re and text) made no significant difference in the elimination of erro neous beliefs.