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  • Title: Persuasive communication about AIDS prevention: need for cognition determines the impact of message format.
    Author: Bakker AB.
    Journal: AIDS Educ Prev; 1999 Apr; 11(2):150-62. PubMed ID: 10214498.
    Abstract:
    Adolescents were classified as being high or low in need for cognition (NFC) (Cacioppo & Petty, 1982) and expressed their knowledge about AIDS, attitudes toward condom use, and perceived supportive norms after being exposed to a cartoon or a written message about safe sex. Both messages have a positive impact on knowledge and attitudes. Theoretically interesting is the finding that the cartoon message is more effective in bringing about change in attitudes and subjective norms than the written message for low-NFC adolescents, and that the written message is more effective than the cartoon message for high-NFC adolescents. These results are consistent with the theory-based prediction that a persuasive communication will be most effective when the format of the message is tailored to people's information-processing proclivities. The practical implications of the findings for AIDS education are discussed. Insights were used from basic persuasion research with the individual difference variable "need for cognition" to evaluate the effectiveness of a cartoon and a written message about HIV prevention. The central hypothesis was that a safe sex message would be most effective when the format of the message is tailored to adolescents' intrinsic motivation to engage in and enjoy thinking. 52 male and 67 female high school students of mean age 15 years were classified as being either high or low in need for cognition (NFC) and described their knowledge about AIDS, attitudes toward condom use, and perceived supportive norms after being exposed to a cartoon or written message about safe sex. Both messages positively affected knowledge and attitudes, although the cartoon was more effective than the written messages for low-NFC adolescents in changing attitudes and subjective norms. The written message, however, was more effective than the cartoon for high-NFC adolescents. These results are consistent with the theory-based prediction that a persuasive communication will be most effective when the message's format is tailored to match people's information processing tendencies. The practical implications of these findings for AIDS education are discussed.
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