Abstract
To assess the effects of congruity of stimulus material upon subsequent impression formations 120 students in introductory psychology were tested in either a congruent, incongruent or a comparison condition, while order of presentation was controlled. Predictions based on the congruity-incongruity dimension were supported by these results: Ss responded differentially to an impression-formation task as a function of the congruity or incongruity of the stimulus material, primacy effects in impression formation occurred when stimulus material was congruent and negative followed by congruent and positive, and negative material was more influential in establishing an impression in general, and, in particular, when material was incongruent. These findings were discussed with regard to previous research and implications.
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