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Campaign and Media Attention to an Issue Causes Learning-Based Effects, Not Priming |
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Abstract:
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Numerous studies have found evidence for priming effects: the ability of campaign and media messages to alter the importance individuals place on an issue when evaluating politicians. Researchers have not paid sufficient attention, however, to alternative explanations for these findings, particularly those resulting from learning. I develop an approach that differentiates priming effects from these alternatives using measures of learning about the parties’ positions on the relevant issue. With this method, I then reanalyze previous studies. Across four cases with the data necessary to apply this method, I find no evidence of priming effects. Instead, campaign and media attention to an issue creates the appearance of priming by informing individuals about the parties’ positions on that issue, inducing some to adopt the issue position of their preferred party as their own. |
Most Common Document Word Stems:
issu (255), vote (186), effect (149), prime (144), learn (133), parti (118), increas (107), driven (103), posit (99), attitud (94), campaign (87), may (69), use (67), estim (64), support (63), elect (63), polit (63), choic (60), public (59), studi (58), case (57), |
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Association:
Name: American Political Science Association URL: http://www.apsanet.org
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Citation:
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MLA Citation:
| Lenz, Gabriel. "Campaign and Media Attention to an Issue Causes Learning-Based Effects, Not Priming" Paper presented at the annual meeting of the American Political Science Association, Marriott Wardman Park, Omni Shoreham, Washington Hilton, Washington, DC, Sep 01, 2005 <Not Available>. 2011-03-14 <http://www.allacademic.com/meta/p40537_index.html> |
APA Citation:
| Lenz, G. S. , 2005-09-01 "Campaign and Media Attention to an Issue Causes Learning-Based Effects, Not Priming" Paper presented at the annual meeting of the American Political Science Association, Marriott Wardman Park, Omni Shoreham, Washington Hilton, Washington, DC Online <APPLICATION/PDF>. 2011-03-14 from http://www.allacademic.com/meta/p40537_index.html |
Publication Type: Conference Paper/Unpublished Manuscript Review Method: Peer Reviewed Abstract: Numerous studies have found evidence for priming effects: the ability of campaign and media messages to alter the importance individuals place on an issue when evaluating politicians. Researchers have not paid sufficient attention, however, to alternative explanations for these findings, particularly those resulting from learning. I develop an approach that differentiates priming effects from these alternatives using measures of learning about the parties’ positions on the relevant issue. With this method, I then reanalyze previous studies. Across four cases with the data necessary to apply this method, I find no evidence of priming effects. Instead, campaign and media attention to an issue creates the appearance of priming by informing individuals about the parties’ positions on that issue, inducing some to adopt the issue position of their preferred party as their own. |
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application/pdf |
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34 |
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15657 |
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| Campaign and Media Attention to an Issue Causes Learning- Based Effects Not Priming Gabriel S. Lenz1 Numerous studies have found evidence for priming effects: the ability of campaign and media messages to alter the importance individuals place on an issue when evaluating politicians. Researchers have not paid sufficient attention however to alternative explanations for these findings particularly those resulting from learning. I develop an approach that differentiates priming effects from these alternatives using measures of learning about the parties’ |
| - 1.09 - .49 (- Jan./Feb.) - (.19) - (.11) Two-stage least squares. N = 138 for both models. Instruments from the Jan./Feb. wave. Note: This table presents instrumental variables estimates for the learners. It suggests that vote-driven opinion change causes the increases in issue-vote consistency among the learners. Increases on the left-hand side reflect issue-driven learning effects and increases on the right-hand side reflect vote-driven learning effects. Number of respondents in parentheses. See appendix for control variables and |
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