Speaking for others: The pros and cons of group advocates using collective language

We examined how rhetorical style affects evaluations of group advocates, and how these evaluations are moderated by group identification. University students were given a letter to the editor defending student welfare. The argument was either constructed using personal language ('I believe') or collective language ('we believe'). Furthermore, the letter was either attributed to an official advocate (president of the student union) or an unofficial advocate (a rank-and-file member of the student body). Consistent with the social identity perspective, participants who showed strong identification as a university student thought that the group would feel better represented by official advocates using collective rather than personal language. Low identifiers, however, did not rate the rhetorical styles differently on representativeness. Furthermore, low identifiers (but not high identifiers) rated official advocates as more likable and more effective when they used personal rather than collective language. The discussion focuses on the conflict low identifiers might feel between (a) needing to homogenize with other group members in order to maximize the influence and political effectiveness of their message at the collective level, and (b) protecting themselves against categorization threat.

The Amplifier - v. 11, no. 2

In this issue...Continental Oil Company, Big Butte, Bolivia, Rotary Scholarship, YMCA, Anaconda Company, Butte Wesley Foundation, American Yearbook Company

The Amplifier - v. 13, no. 4

In this issue...NASA, College Business Symposium, Marcus Daly, Charlie Brown, Caterpillar Company, Copper Lounge, Student Union Building

The Amplifier - v. 16, no. 2

In this issue...Who's Who, Vietnam War, Student Union Building, Cultural Programs, Library, Loretta Peck, Radio 1370, Film Festival, Elizabeth Lochrie, Big Sky Techettes

Edexcel GCSE history A : the making of the modern world. Unit 3C : a divided union? : the USA 1945-70. Student book.

Es una de las cuatro unidades del curso de preparación para los exámenes del General Certificate Secondary Education (GCSE). Esta unidad 3 es diferente de las dos unidades anteriores pues sus temas se basan en comprender la importancia de las fuentes en el estudio de la historia y como pueden ser interpretadas de varias maneras, lo que lleva a los historiadores a emitir juicios sobre la utilidad y fiabilidad de la información que proporcionan. Asimismo, se explica que en esta parte del examen del GCSE se conjugan los conocimientos y la información sobre los hechos con los juicios sobre las fuentes históricas.