Abstract
The study finds that framing, i.e., priming different decision criteria, influences evaluation outcomes for both expert and novice consumers when the alternatives are noncomparable and influences evaluation outcomes for novices when the alternatives are comparable. The ready availability of a decision criterion, as opposed to the lack of one, also alters consumers' cognitive responses for noncomparable sets to make these responses appear more like cognitive responses typical of comparable sets. One fundamental distinction between sets of noncomparable and comparable alternatives may be the ready availability of decision criteria versus the need to construct them, rather than any inherent differences in category types.
Keywords
Related Publications
Measuring the relationships of task and cognitive style factors and their effects on individual decision-making effectiveness using a geographic information system
This study investigated how two individual cognitive style factors, field dependence and need for cognition, relate to decision-making performance for a spatial task, with the i...
Social influences on creativity: Evaluation, coaction, and surveillance
Abstract: Two experiments examined the effects of evaluation expectation and the presence of others on creativity. In both experiments, some subjects expected that their work wo...
Factors influencing the use of internal summary evaluations versus external information in choice
Abstract Decision makers cope with more demanding tasks by shifting their cognitive strategies, balancing effort expenditure against the desire to produce an accurate response. ...
Decisional balance measure for assessing and predicting smoking status.
The Decisional Balance Sheet of Incentives has been proposed by Janis and Mann (1977) as a general schema for representing both the cognitive and motivational aspects of human d...
Prior Beliefs and Cognitive Change in Learning to Teach
This is a report of the first year of a longitudinal study to investigate changes in preservice teachers’ knowledge and beliefs about reading instruction before, during, and aft...
Publication Info
- Year
- 1987
- Type
- article
- Volume
- 14
- Issue
- 2
- Pages
- 141-141
- Citations
- 525
- Access
- Closed
External Links
Social Impact
Social media, news, blog, policy document mentions
Citation Metrics
Cite This
Identifiers
- DOI
- 10.1086/209102