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2. Quantifying the presence of written materials and the use of outside texts in nature centers for environmental education
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Cagle, Nicolette L. (author)
- Format:
- Journal article
- Publication Date:
- 2013
- Published:
- USA
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Document Number: D07361
- Journal Title:
- Applied Environmental Education & Communication
- Journal Title Details:
- 12(2) : 108-117
3. The People or the Message: Which is Responsible for Cognitive Conflict?
- Collection:
- Agricultural Communications Documentation Center (ACDC)
- Contributers:
- Rumble, Joy N. (author), Rockers, Alyssa (author), and Buck, Emily B. (author)
- Format:
- Journal article
- Publication Date:
- 2021-12-01
- Published:
- United States: American Association for Agricultural Education
- Location:
- Agricultural Communications Documentation Center, Funk Library, University of Illinois Box: 204 Document Number: D12421
- Journal Title:
- Journal of Agricultural Education
- Journal Title Details:
- Vol. 62 (4)
- Notes:
- 13 pages., While work on agricultural messaging is abundant, the way that audiences form perceptions of messages is not well understood and little research has examined the cognitive effects of image and word associations in an agricultural context. Previous knowledge gap research has shown that socioeconomic status and access to information could be one contributor of perception formation. We propose that these variables could also impact cognitive processing. Therefore, the purpose of this exploratory study was to examine how components of cognitive dissonance and knowledge gap theory apply in the context of a contentious agricultural issue. Data were collected from 1,049 United States’ residents through an online survey with an embedded experimental design. Respondents randomly received one of two image and word association pairings. After viewing the treatment, measures of cognitive conflict, demographics, and desire to learn more were collected. The results showed that the cognitive conflict instrument performed differently in the context of a complex agricultural issue than in prior research. Additionally, the message pairings had a stronger influence on cognitive conflict components than demographic characteristics. Finally, the desire to learn more was impacted by the message treatments. Future research on cognitive conflict and advanced modeling is recommended.