Effect of Fact Valence on Drug Attitude

Abstract

The hypothesis that drug attitude effects of drug education would vary as a function of the valences of the facts learned was tested. Forty-eight undergraduates interacted with a computer to request and receive pseudo-facts about a bogus drug. As predicted, students who received all positive facts evaluated the drug more favorably than those who received facts of mixed valence, who, in turn, evaluated the drug more favorably than students who received all negative facts.