40 school principals and 72 teacher-training students read articles attributed to an author of high or low prestige. The articles were either professionally relevant (on discovery learning) or irrelevant (on environmental pollution). Both attitudinal and comprehension data were collected. No differences were found among the groups in comprehension of the texts. Subjects' attitudes indicated an over-all bias effect in favor of the author of high prestige but, while the principals showed similar bias patterns on both articles, the students showed bias on the educational article but not on the ecological article. The possible mediating effects of age and professional commitment were discussed.
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