Carl Hovland
American psychologist
Carl Hovland's AcademicInfluence.com Rankings
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Psychology
Carl Hovland's Degrees
- Bachelors Psychology University of Iowa
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Why Is Carl Hovland Influential?
(Suggest an Edit or Addition)According to Wikipedia, Carl Iver Hovland was a psychologist working primarily at Yale University and for the US Army during World War II who studied attitude change and persuasion. He first reported the sleeper effect after studying the effects of the Frank Capra's propaganda film Why We Fight on soldiers in the Army. In later studies on this subject, Hovland collaborated with Irving Janis who would later become famous for his theory of groupthink. Hovland also developed social judgment theory of attitude change. Carl Hovland thought that the ability of someone to resist persuasion by a certain group depended on your degree of belonging to the group.
Carl Hovland's Published Works
Published Works
- Communication And Persuasion (1953) (1894)
- The Influence of Source Credibility on Communication Effectiveness (1951) (1867)
- Learning and memorization of classifications. (1961) (830)
- Experiments On Mass Communication (1949) (760)
- Assimilation and contrast effects in reactions to communication and attitude change. (1957) (628)
- Reinstatement of the communicator in delayed measurement of opinion change. (1953) (441)
- Reconciling conflicting results derived from experimental and survey studies of attitude change. (1959) (426)
- Assimilation and contrast effects of anchoring stimuli on judgments. (1958) (377)
- Minor Studies of Aggression: VI. Correlation of Lynchings with Economic Indices (1940) (368)
- The Order Of Presentation In Persuasion (1966) (314)
- Personality and Persuasibility. (1960) (267)
- Transmission of information concerning concepts through positive and negative instances. (1953) (263)
- Experiments on mass communication, Vol. 3. (1949) (201)
- An experimental comparison of conclusion-drawing by the communicator and by the audience. (1952) (200)
- Judgmental phenomena and scales of attitude measurement, item displacement in Thurstone scales. (1952) (192)
- Human learning and retention (1951) (180)
- Mathematico-Deductive Theory of Rote Learning (1941) (160)
- The Generalization of Conditioned Responses: I. The Sensory Generalization of Conditioned Responses with Varying Frequencies of Tone (1937) (155)
- A communication analysis of concept learning. (1952) (145)
- Extent of opinion change as a function of amount of change advocated. (1957) (134)
- Judgmental phenomena and scales of attitude measurement; placement of items with individual choice of number of categories. (1953) (105)
- The role of memory in the acquisition of concepts. (1960) (94)
- The effect of verbalization during observation of stimulus objects upon accuracy of recognition and recall. (1953) (84)
- Experiments on motor conflict. I. Types of conflict and their modes of resolution (1938) (84)
- The Generalization of Conditioned Responses: II. The Sensory Generalization of Conditioned Responses with Varying Intensities of Tone (1937) (82)
- Diurnal variations in performance and related physiological processes. (1934) (76)
- Changes in attitude through communication. (1951) (74)
- Experimental studies in rote-learning theory. I. Reminiscence following learning by massed and by distributed practice. (1938) (70)
- Concept learning with differing sequences of instances. (1956) (67)
- Experimental studies in rote-learning theory. III. Distribution of practice with varying speeds of syllable presentation. (1938) (67)
- The generalization of conditioned responses. IV. The effects of varying amounts of reinforcement upon the degree of generalization of conditioned responses. (1937) (66)
- Inhibition of Reinforcement' and Phenomena of Experimental Extinction. (1936) (65)
- A comparison of three varieties of training in human problem solving. (1959) (64)
- Order of consideration of different types of concepts. (1960) (63)
- Experiments on mass communication. (Studies in social psychology in World War II), Vol. 3 (1950) (59)
- Mathematico Deductive Theory of Rote Learning: A Study in Scientific Methodology (1940) (58)
- The generalization of conditioned responses. III. Extinction, spontaneous recovery, and disinhibitio (1937) (51)
- Magnitude of Galvanic and Vasomotor Response as a Function of Stimulus Intensity (1940) (50)
- Experimental studies in rote-learning theory. VI. Comparison of retention following learning to same criterion by massed and distributed practice. (1940) (42)
- Experimental studies in rote-learning theory. VII. Distribution of practice with varying lengths of list. (1940) (42)
- Experiments on motor conflict. II. Determination of mode of resolution by comparative strengths of conflicting responses (1941) (40)
- Experimental studies in rote learning theory. II. Reminiscence with varying speeds of syllable presentation. (1938) (40)
- Computer simulation of thinking. (1960) (35)
- A note on Guilford's generalized psychophysical law. (1938) (34)
- Experimental studies in rote-learning theory: X. Pre-learning syllable familiarization and the length-difficulty relationship. (1952) (34)
- Prediction of industrial success from a standardized interview. (1939) (33)
- Bio-Electric Correlates of Development in Amblystoma * (1937) (32)
- The Personnel Test: a restandardized abridgment of the Otis S-A test for business and industrial use. (1939) (32)
- Experimental studies in rote-learning theory; distributed practice of paired associates with varying rates of presentation. (1949) (32)
- Clark Leonard Hull 1884-1952. (1952) (30)
- Experimental studies in rote-learning theory. V. Comparison of distribution of practice in serial and paired-associate learning. (1939) (27)
- Bio-Electric Potential Gradients in the Chick * (1937) (26)
- The Influence of Judges' Attitudes in Three Methods of Attitude Scaling (1955) (26)
- Minor Studies of Aggression: I. Measurement of Aggressive Behavior (1940) (23)
- Experimental studies in rote-learning theory. IX. Influence of work-decrement factors on verbal learning. (1951) (22)
- Experimental studies in rote-learning theory. IV. Comparison of reminiscence in serial and paired-associate learning. (1939) (21)
- CHAPTER 8. THE EFFECTS OF PRESENTING “ONE SIDE” VERSUS “BOTH SIDES” IN CHANGING OPINIONS ON A CONTROVERSIAL SUBJECT (1949) (17)
- A critical analysis of the Otis self-administering test of mental ability--higher form. (1939) (11)
- The Influence of Adaptation Illumination upon Visual Reaction Time (1936) (9)
- The New York University conference on human problem solving. (1955) (4)
- Short-time and long-time effects of an orientation film. (1949) (4)
- An experimental analysis of the variations in efficiency following the noon meal. (1936) (4)
- Comments on Littman's Conditioned generalization of the galvanic skin reaction to tones. (1949) (3)
- A set of flower designs for experiments in concept-formation. (1953) (3)
- Social Science at the Crossroads (1951) (3)
- Visual reaction time as a function of stimulusbackground contrast (1937) (2)
- Two new social science research units in industrial settings. (1961) (2)
- A new method of increasing the reliability of the true-false examination. (1935) (2)
- Experimental comparison of alternative presentations. (1949) (0)
- Preparation for the work of an educational psychologist. (1951) (0)
- Summary and evaluation. (1949) (0)
- The orientation film, "The Battle of Britain" (1949) (0)
- Retention and Transfer of Learning. (1948) (0)
- WEIGHT LOSS CHANGES DURING MUSCULAR WORK FOLLOWING FOOD INGESTION (1935) (0)
- Effects of films on men of different intellectual ability. (1949) (0)
- The effect of an audience-participation technique in film-strip presentation. (1949) (0)
- Hourly variations in weight loss following ingestion of food. (1935) (0)
- The audience's evaluation of films. (1949) (0)
- General implications derived from the orientation film experiments. (1949) (0)
- Book Reviews (1958) (0)
- Effects of ingestion of nutritive and non-nutritive liquids upon diurnal variations in weight loss. (1935) (0)
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