A Test of Monroe's Motivated Sequence for its Effects on Ratings of Message Organization and Attitude Change

Abstract

The experiment examined Monroe's Motivated Sequence, an organizational pattern commonly taught in basic speech courses for its effects on attitude change and ratings of comprehensibility of messages. Treatment groups of 21, 23, and 24 participants read one of three versions of a persuasive message that advocated a $50 fee increase to improve parking facilities on campus. One version represented Monroe's five-step sequence, a second version reversed the five steps, and a third randomly ordered the steps. A control group of 22 read a message unrelated to the parking issue. Analysis showed no differences in attitude change across the four groups. The Monroe sequence condition did produce significantly higher ratings of comprehensibility on one of four comparisons.