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Low-Involvement Learning: Memory without Evaluation


  • Hawkins, Scott A
  • Hoch, Stephen J


In three learning experiments we examined how subjects' level of involvement during initial exposure to consumer trivia influences what they learn and what they subsequently come to believe. Subjects rated consumer trivia statements as more true when they had been exposed to those statements earlier in the experiment. Simple repetition increased subsequent truth ratings. Moreover, when subjects processed the information during initial exposure in a less involving fashion, the effect of repetition on truth became more pronounced. Familiarity emerged as a key mediator of the truth effect. When subjects experienced an "it rings a bell" reaction, they judged the information to be more true. Finally, under low-involvement processing, the truth effect increased when subjects engaged in a processing task (rote rehearsal) that increased familiarity without increasing evaluative processing of the information. Copyright 1992 by the University of Chicago.

Suggested Citation

  • Hawkins, Scott A & Hoch, Stephen J, 1992. " Low-Involvement Learning: Memory without Evaluation," Journal of Consumer Research, Oxford University Press, vol. 19(2), pages 212-225, September.
  • Handle: RePEc:oup:jconrs:v:19:y:1992:i:2:p:212-25

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