A study of order effects in interpersonal influence

社会心理学中的顺序效应在印象形成、决策、问卷调查和说服等领域得到了广泛的研究。本研究的目的是揭示说服性信息对目标者反应的顺序效应。信息组块、目标对说服性话题的个人相关性和对认知的需求被设置为主持人。数据是通过问卷调查和安装了“调查”的个人电脑收集的。研究结果表明：(A)当积极信息首先呈现时，认知需求较高的被试对捐赠和对毕业考试的认可意愿高于对认知需求较低的参与者；(B)信息顺序和信息组块的交互效应未被发现；(C)当正面信息首先呈现时，对劝导性信息的认可程度在毕业考试中高于捐赠的情况；(D)对毕业考试的低个人相关性倾向于比高的个人相关性产生更多的对举办考试的认可。在使用“问答”的实验中，说服性信息的顺序没有显著的主效应和交互效应。在阅读有说服力的信息后列出想法可能会减少订单效应。这一点应该在接下来的研究中得到揭示。说服中的顺序效应似乎并不强健。根据本研究的结果，首先呈现正面信息似乎比首先呈现负面信息更能产生对目标者的认可。此外，当说服性信息有足够多的有力论据时，高认知需求的参与者倾向于比低认知需求的参与者更认可说服性信息。

Order effects have been studied in areas such as impression formation, decision making, questionnaire survey, and persuasion in social psychology. The purpose of the present study was to reveal order effects of persuasive messages on the responses of the target persons. Message chunking, the targets' personal relevance to persuasive topics and need for cognition were set up as moderators. Data were collected using questionnaires and personal computers installed "Inquisit." Respondents were undergraduate students.The results were as follows : (a) intentions of donating and approval of graduation examinations in university of high need for cognition participants were higher than low need for cognition participants, when positive information was presented first ; (b) the interaction effect for message order and message chunking was not found ; (c) approval of persuasive messages were higher for the case of graduation examinations than the case of donation, when positive information was presented first ; and (d) the low personal relevance to graduation examinations tended to produce more approval of conducting the examinations than the high personal relevance. There were no significant main effects nor interaction effects for orders of persuasive messages in the experiments using "Inquisit." Thought listing after reading persuasive messages may reduce order effects. This point should be revealed in the following research.Order effects in persuasion do not seem to be robust. Following to the results of the present study, presenting positive information first seem to produce more approval of the target persons than presenting negative information first. Furthermore, high need for cognition participants tend to approve of persuasive messages more than low need for cognition participants when the persuasive messages have enough amounts of strong arguments.