Motivation to think and order effects in persuasion: The moderating role of chunking

Abstract

Two studies examined the hypothesis that chunking - defined as the degree to which information is grouped into explicitly labeled categories of distinct valence - moderates the impact of motivation to think on order effects in persuasion. Studies 1 and 2 examined motivation to think in terms of perceived personal relevance and need for cognition, respectively. In both studies, participants read arguments for and against a hypothetical exam policy. These arguments were presented in varying orders and in either a chunked or an unchunked format. Results were consistent with the predictions: Under chunked conditions, participants who were highly motivated to think were more susceptible to primacy effects than were those low in motivation to think. Under unchunked conditions, this pattern was reversed - those highly motivated to think were more susceptible to recency effects than those low in motivation to think.