Descartes Synopsis Of Meditations 1 - 987 Words

Descartes: Synopsis of meditations 1, 2, 3 (p530-546) In what follows, I will summarize and come up with some explications to the first three meditations covered by Descartes. The first deals with the method of doubt, the second deals with the human mind and body, and finally the third with the existence of God. I will summarize these parts separately, in that order. In the first meditation, the meditator, who’s Descartes, introduces us with â€Å"the method of doubt†. What is the method of doubt? The method of doubt is a method that Descartes come up with in order to doubt generally in all things. Differently from skepticism, which is the ultimate doubt, Descartes come up with this strategy to question the authenticity of everything. Indeed, Descartes wants to find indubitable proposition on which he could build the rest of the knowledge. For this, he uses the doubt, which is a way to rethink everything from the scratch. I definitely agree with him because come to thin k of it, how can we be sure that what we know or what we ‘ve learned is definitely genuine if we do not try to doubt about it? The fact of doubting, even the fundamental things, make you going deeper on rethinking the authenticity of something in order to come with the final decision to believe or not believe in what was supposed to be the evidence. Therefore, will be considered as genuine only the facts or truths which will make it through this process of doubt and then can finally beShow MoreRelatedAnalysis Of Elisabeth s Criticism Of Descartes Mind Body Dualism1398 Words   |  6 PagesPaper #1 February 29, 2016 Princess Elisabeth’s Criticism of Descartes’ Mind-Body Dualism Renà © Descartes’ seventeenth century philosophy receives much of the credit for the basis of modern philosophy, specifically his argument that the body and the mind are completely separate substances, each with its own independence from the other, also known as dualism. Descartes was educated in the Aristotelian and Greek tradition, and those ideas influenced his dualist thought. In Meditations, Descartes focusedRead MoreThe Matrix And Descartes Theory Of Immaterialism Analysis828 Words   |  4 PagesIn reading both the online synopsis of the Matrix, watching the movie, and reading segments of Descartes’ Meditation I, and Berkeley’s Theory of Immaterialism, a multitude of similarities as well as differences between the them have arisen in my observations. The most striking similarity between them is that they question the reality which is being lived in, or attempt to determine what is reality, or figure what is being controlled by an outside influence. The m ain difference between them was theRead MoreA Method of Doubt and Descartes Essay3440 Words   |  14 PagesA Method of Doubt and Descartes In his first meditation, Descartes sets out with amazing clarity and persistence to clear himself of every false idea that he has acquired previous to this, and determine what he truly knows. To rid him of these rotten apples he has developed a method of doubt with a goal to construct a set of beliefs on foundations which are indubitable. On these foundations, Descartes applies three levels of skepticism, which in turn, generate three levels at which our thoughtsRead More The Free Will in Meditations on First Philosophy by Descartes3767 Words   |  16 PagesThe Free Will in Meditations on First Philosophy by Descartes I In Meditations on First Philosophy, Descartes takes the reader through a methodological exercise in philosophical enquiry. After stripping the intellect of all doubtful and false beliefs, he re-examines the nature and structure of being in an attempt to secure a universally valid epistemology free from skepticism. Hoping for the successful reconciliation of science and theology, Descartes works to reconstruct a new foundation

The Tragedy of Princes Diana - 1120 Words

After her divorce with Prince Charles, Diana continued being photographed as a fashion icon and charity worker. She was a wealthy member of society. Her young life came to a tragic end when she was only 36 years old. She was her chauffeured car sped out of control while trying to escape the paparazzi. On July 1, 1961 at 7:45pm a baby was born. This was the start of a new life of Diana Spencer. Diana was born weighing seven pounds and twelve ounces. She was born at the Park House, in Sandringham, Norfolk, UK. The Park House was property owned by Elizabeth II and situated on the Sandringham Estate. The Spencer family would rent the Park House. Diana was born into a privileged family. She was the daughter of John Spencer. Her mother was Lady Frances Shand Kydd, in Norfolk, England. She is also known as Frances Roche. Diana had three siblings she loved very much. She had one sister, Jane Fellowes, one younger brother, Charles Spencer, and a stepsister, Lady Sarah McCorquodale. The Queen and her family became Diana’s neighbors when they stayed at nearby Sandringham, a royal residence. The royal children, Prince Andrew and Prince Edward, would visit the Spencer’s at Park House to use their pool. In return, the Spencer kids were invited back to play at Sandringham. Lady Diana was always close to her younger brother, Charles. Diana loved her family because her parents always wanted her to be safe and happy and have a good life. Diana always had nannies though to help raise her.Show MoreRelatedTribute to Princess Diana Speech Essay1010 Words   |  5 PagesFull Sentence Outline Tribute to Princess Diana Specific Purpose Statement: To inform the audience about Princess Diana and her contributions to the world. Thesis: Princess Diana was a very kind hearted woman, noble by blood, famous by marriage, but used her public light in a positive way. Organizational Pattern/Division: Extemporaneous Introduction I. What is the definition of a princess? Someone who is simply beautiful or lucky enough to come from a royal bloodline? II.Read More Princess Diana Spencer1421 Words   |  6 PagesPrincess Diana Spencer As I relax on a Sunday evening, breathe in fresh air before I enter my chamber, I catch a glimpse of something magically beautiful. With a long silk blue dress and a pearl-diamond tiara on her golden hair, the Lady, the Princess, the beauty of the world walks down the steps to the cheering crowds. She gives hope to her people when there is none. Sitting here, I feel her warm smile full of love and joy. This is my Diana, the light of this world! Diana’s childhood was fullRead More The Peopls Princess Essay1449 Words   |  6 Pages The quot;Peoples Princessquot; nbsp;nbsp;nbsp;nbsp;nbsp; nbsp;nbsp;nbsp;nbsp;nbsp;Diana Frances Spencer was born July 1, 1961, at Park House near Sandringham, Norfolk. She was the youngest daughter of three (Sarah b. 1955 and Jane b. 1957), and she had a younger brother Charles (born 1964). Her parents were Viscount and Viscountess Althorp, now the late (8th) Earl Spencer, and the Honorable Mrs. Shand-Kydd, daughter of the 4th Baron Fermoy. Earl Spencer was Equerry to George VI fromRead MoreEssay On Princess Diana1111 Words   |  5 PagesPrincess Diana was a very devoted woman, she always saw the good in everyone and always tried to help anyone in need, anyway she could. Lady Diana Spencer married Prince Charles in 1981 and became known as Princess Diana. â€Å"Anywhere I see suffering, that is where I want to be, doing what I can.† - Princess Diana. As an adored member of the Royal Family, Princess Diana broke barriers of royal protocol, was one of the biggest fashion icons of the world, and will be remembered through her legac y. Read MoreDiana s Impact On The World s Perspective On Aids1313 Words   |  6 PagesPrincess Diana was born on July 1, 1961 into a family of wealth, but that did not hinder her natural impulse of being an independent woman. Although she dropped out of school, she worked as a nanny, housekeeper, and a teacher to make a living, yet her father offered to buy her a house she denied it (womenshistory.com). She met Prince Charles, through her sister, and married him in the beginning of the 1980s. Diana lived in a life of luxury, however she had continuously struggled with her parents’Read MorePrincess Diana Essay1384 Words   |  6 PagesPrincess Diana Diana Spencer was born July 1, 1961. This date was the start of one of the most remarkable individuals in the world . She was once quoted as saying, One minute I was a nobody the next minute I was Princess of Wales, mother ,member of the royal family and it was too much for one person to handle (Morton story,104). The Princess of Wales struggled throughout her life due to bulimia, an unhappy marriage, and the media. Dianas astrologer, Felix Lyle, quotedRead MorePrincess Diana Conspiracy Theories1582 Words   |  7 PagesDiana, Princess of Wales was considered the people’s princess. She married Prince Charles, son of Queen Elizabeth II, of England in 1981. When they divorced in late 1996 the people were heart broken over the affair that Prince Charles had with Camilla Parker Bowles. Princess Diana led the same life she had been, she continued her charity work and her love life. The tragedy that left the country in tears and the world in disbelief, ended with unanswered questions which people turned into conspiracyRead More Princess Diana Essay1065 Words   |  5 Pagesaccomplishments in life. Such as her children and her many organizations. nbsp;nbsp;nbsp;nbsp;nbsp;Lady Diana Frances Spencer was born on July 1, 1961 at Park House, a residence on the royal estate at Sandringham. She was the third of four children and the youngest daughter. Diana was born to her father Edward John Spencer Viscount Althorp and mother Frances Roche Spencer (King 27). Diana shared her home with two older sisters, Sarah and Jane and a younger brother Charles (Kantrowitz 40). nbsp;nbsp;nbsp;nbsp;nbsp;AsRead MoreKing Charles IIi By Mark Bartlett1460 Words   |  6 Pagesthe press, despite the bill having strong support in the House of Commons. Will and Kate, the publicly popular and more politically savvy pair, pull strings (with questionable morality) to keep the palace together, both for themselves and posterity. Prince Harry is off running around on the town, drinking too much and continuing his famous shenanigans, until he meets and falls in love with Jess, a republican who is strongly against the monarchy. One of Jess’s previous boyfriends threatens to releaseRead MoreKate Middleton1662 Words   |  7 Pagesï » ¿ Fairytale Dream or True Love As a little girl, one always dreams of becoming a princess, wonders who her prince charming will be, and how beautiful she will feel on the day of her fairytale wedding. Disney princesses have always given those curious little minds a role model to look up to. Cinderella was a less-than-average girl, for example, who later met the man of her dreams and became royalty. Although a film written strictly from one’s imagination, Kate Middleton, Duchess of Cambridge, could

Payroll Accounting

Question: Discuss about thePayroll Accounting. Answer: Memo Date: 11/17/2016 To: Mary Arnstein, Payroll Manager From: Re: CPP reporting requirement on T4 slips The Canada Pension Plan Regulations requires that employers should deduct CPP contribution from the remuneration of employees. The remuneration is referred to the amount that is received by the employee from the employer[1]. The RC4157 states that employer is required to fill the T4 information slip if the remuneration paid is more than $500 and the incomes paid includes income from employment; allowances and benefits that are taxable and other incomes. The T4 information slip should include the information relating to salary, wages and all other remuneration of the employees. Further, it should also contain information relating to taxable allowance, taxable benefit and other deductions. The general instruction for completing the T4 slip is to clearly complete the slip in an alphabetical order and dollar sign is not required to be included[2]. There are numerous boxes in the T4 slip and the basic informations like name, address and years are included in the slip. In Box 10, the province of employment is indicated in abbreviation and if the employee works in more than one province then separate T4 slip should be filled. The employment income should be included in the Box 14 and this should include total income received before any deductions. In the BOX 16 and 17, the amount that has been deducted from the employees for CPP and QPP should be reported. It is to be noted that if the employees do not contribute then the boxes should be left blank and the employers contribution should not be reported. If the employee turns 18 year old during the reporting period then the employer should start deducting CPP contribution from the remuneration. On the other hand, if the employees turn 70 years the calculation of CPP contribution should be discontinued. The CT Form 30 is the Election to Stop Contribution to Canada pension Plan this form should be filled by the employees between the age of 65 years and 70 years. This form can also be filled if the contribution to CPP was stopped in the previous year and the employees plan to restart the contribution. The Part A, b and C of the CT Form 30 should be filled if the employee plans to stop CPP contribution. In this case, the deficiency in CPP is due to non-contribution by employees turning 18 years old. Reference Annex, H. "Canada Pension Plan."National Population Projections: Review of Methodology for Projecting Mortality(2001): 71. Gruber, Jonathan, and David A. Wise, eds.Social security programs and retirement around the world. University of Chicago Press, 2009. https://www.cra-arc.gc.ca/tx/bsnss/tpcs/pyrll/clcltng/cpp-rpc/menu-eng.html[3]

The Myth of Consumerism Essay Example For Students

The Myth of Consumerism Essay Every society has mythology. In some societies, its religion. Our religion is consumerism. Ellen Weis, San Franciscos Museum of Modern Mythology Consumerism fuels the capitalist fire. In a capitalist society, the goal is to make money, by whatever means possible, exploiting whichever potential weakness that might exist. The human race is one with a wild imagination, and this wild imagination, though a great strength, can, like all great strengths, serve as a potential weakness. We will write a custom essay on The Myth of Consumerism specifically for you for only $16.38 $13.9/page Order now It is our imaginations that advertising exploits, and it is our imaginations that religion and myth traditionally played the role of satiating, telling stories that have morals to them, lessons to be learned. Now consumerism fulfills this role. The consumer ideology serves as the golden rule, advertising serves as sermons, products serve as our idoltry, and just as religion instills faith at an early age, so too does consumerism. Ellen Weis (qtd. in Advertising Characters 1997) speaks from the perspective of one who is an authority on mythology. Her analogy between religion and consumerism is an accurate one. Undoubtedly, shes referring to this role that consumerism is playing in stimulating our imaginations. It does this by telling us a story, with us playing the lead role, painting a picture of life as being better with the products being sold to us. Our imaginations are carried away by these stories. We want to believe them because they make sense of the world. We want to believe that all it takes to be happy is a trip to the store. This making sense of the world and simplifying to such a triviality is exactly the reason why myths are created. For example, nearly every cigerette ad features a picture of an ideal person smoking their brand, ideal at least by the standards of most people who long to be accepted. For women, the smoker typically has long blonde hair, a beautiful smile, and perfect, white teeth. The ads that best demonstrates this are those for Virginia Slims. For men you have Marlboro with the infamous Marlboro man, who is a rugged, handsome loner out in the countryside with his horse and campfire. The ads seem to say, this could be you. All it takes is a trip to the store and a couple of bucks for a pack. Like all myths, the stories these ads tell have a moral to them. The lesson they teach is: your life can be better with these products or, put another way, you can be a better person with these products. This is the consumer ideology and, just like every religion has some golden rule that pervades all of its lessons, consumerism too has its own golden rule, the consumer ideology. All of its lessons seem to be based upon this underlying assumption that more is better, that we need the things were being sold, and that somehow buying them will make us happier and better people. Of course the medium for these lessons are the ads themselves. Advertising nearly always has some emotional appeal to them. Instead of catering to our intellect and giving us rational reasons why we should consume the products they flaunt, rather they cater to our emotions. What better way to stimulate our imaginations? This is almost directly analogous to the emotional appeal traditionally found in sermons. Especially before our society has become so secular and scientific, sermons were heavily driven by emotion. One heavy emotion that were susceptible to is fear. Fear tactics are used in advertising just as they are in sermons. For example, the Dial soap ads use the slogan, arent you glad you use Dial? Dont you wish everyone did? This slogan seems to assume that the consumer already uses their product which cant possibly be the case because if it were, why would they need to advertise? Thus they seem to be implying that if you arent using Dial, youd sure better redeem yourself quickly before they find out! Similar fear tactics are also used in religious sermons. One extreme example of such sermons are those presented by Jonathan Edwards (1703-1758), like Sinners in the Hands of an Angry God, in which he says, for example, that sinners deserve to be cast into hell; so that divine justice . The Myth Of Consumerism Essay Example For Students The Myth Of Consumerism Essay Every society has mythology. In some societies, its religion. Our religion is consumerism.Ellen Weis, San Franciscos Museum of Modern MythologyConsumerism fuels the capitalist fire. In a capitalist society, the goal is to make money, by whatever means possible, exploiting whichever potential weakness that might exist. The human race is one with a wild imagination, and this wild imagination, though a great strength, can, like all great strengths, serve as a potential weakness.It is our imaginations that advertising exploits, and it is our imaginations that religion and myth traditionally played the role of satiating, telling stories that have morals to them, lessons to be learned. Now consumerism fulfills this role. The consumer ideology serves as the golden rule, advertising serves as sermons, products serve as our idoltry, and just as religion instills faith at an early age, so too does consumerism.Ellen Weis (qtd. in Advertising Characters 1997) speaks from the perspective of one who is an authority on mythology. We will write a custom essay on The Myth Of Consumerism specifically for you for only $16.38 $13.9/page Order now Her analogy between religion and consumerism is an accurate one. Undoubtedly, shes referring to this role that consumerism is playing in stimulating our imaginations. It does this by telling us a story, with us playing the lead role, painting a picture of life as being better with the products being sold to us. Our imaginations are carried away by these stories. We want to believe them because they make sense of the world. We want to believe that all it takes to be happy is a trip to the store. This making sense of the world and simplifying to such a triviality is exactly the reason why myths are created.For example, nearly every cigerette ad features a picture of an ideal person smoking their brand, ideal at least by the standards of most people who long to be accepted. For women, the smoker typically has long blonde hair, a beautiful smile, and perfect, white teeth. The ads that best demonstrates this are those for Virginia Slims. For men you have Marlboro with the infamous ;Marlboro man,; who is a rugged, handsome loner out in the countryside with his horse and campfire. The ads seem to say, ;this could be you. ; All it takes is a trip to the store and a couple of bucks for a pack.Like all myths, the stories these ads tell have a moral to them. The lesson they teach is: your life can be better with these products or, put another way, you can be a better person with these products. This is the consumer ideology and, just like every religion has some ;golden rule; that pervades all of its lessons, consumerism too has its own golden rule, the consumer ideology. All of its lessons seem to be based upon this underlying assumption that more is better, that we need the things were being sold, and that somehow buying them will make us happier and better people.Of course the medium for these lessons are the ads themselves. Advertising nearly always has some emotional appeal to them. Instead of catering to our intellect and giving us rational reasons why we should consume the products they flaunt, rather they cater to our emotions. What better way to stimulate our imaginations? This is almost directly analogous to the emotional appeal traditionally found in sermons. Especially before our society has become so secular and scientific, sermons were heavily driven by emotion.One heavy emotion that were susceptible to is fear. Fear tactics are used in advertising just as they are in sermons. For example, the Dial soap ads use the slogan, ;arent you glad you use Dial? Dont you wish everyone did?; This slogan seems to assume that the consumer already uses their product which cant possibly be the case because if it were, why would they need to advertise? Thus they seem to be implying that if you arent using Dial, youd sure better redeem yourself quickly before they find out! Similar fear tactics are also used in religious sermons. One extreme example of such sermons are those presented by Jonathan Edwards (1703-1758), like Sinners in the Hands of an Angry God, in which he says, for example, that sinners deserve to be cast into hell; so that divine justice .

6 top apps for teachers in 2018

6 top apps for teachers in 2018 Fact of life: teachers are busy, both in the classroom and outside of it. Apps can be a godsend to help keep organized and improve the classroom experience for students. But there are so many apps out there- which ones are tops for teachers and can help streamline their lives inside and outside of the classroom? Let’s look at some of the best apps for educators for 2018, designed to help these busy professionals keep their days (and their classrooms) organized.TeacherkitTeacherkit is special-made for teachers, and used by more than 1 million people around the world. It can log student attendance, keep notes on individual students, record grades, and generate reports for students and parents, among other tasks. This is an app that can be used by teachers at all levels: K-12, college, and beyond.Available on: iOS, AndroidCost: Free, though you can upgrade to a premium version of the appClassDojoClassDojo helps teachers enhance the classroom experience by taking a multimedia appr oach to setting up student groups, maintaining real-time classroom data, generating creative classroom project ideas and activities, playing music or videos in the classroom, and sharing data with parents or colleagues so they can see what’s going on day-to-day.Available on: iOS, Android, Kindle Fire, any computerCost: FreeRemindTired of giving the same reminders and announcements over and over, or sending out emails that you know are never read? Billing itself as â€Å"the end of unread emails and handouts,† Remind eases teacher communication by sending out reminders and messages to targeted groups. You can be sure the people who need to get messages are receiving them and schedule reminders that go out as automated messages. Remind is great for use with students and parents, as well as colleagues and administration.Available on: iOS and AndroidCost: FreeEdmodoIf you’re looking for a way to build your classroom community (engaging parents and families, keeping students involved in their progress), then Edmodo could be the communication app for you.Available on: iOS and AndroidCost: FreeToo NoisyIs â€Å"indoor voice, please† part of your daily repertoire? Too Noisy is a bit counterintuitive- it uses chaos to combat noise. As the classroom gets louder, the app has custom tracking that displays changing graphics and alarms that tell students things are getting too loud. Students learn what â€Å"normal† sounds like, and the teacher can set whatever trigger levels he or she wants.Available on: iOS and AndroidCost: $3.99AnimotoIf your classroom presentations could use a little jazzing up (and really, whose couldn’t?) Animoto gives teachers fun templates for slide shows, as well as access to a large database of music and videos that can be exported for presentations, emails, or other digital documents.Available on: iOS and AndroidCost: FreeIf your goals for the year include a more organized classroom or more fun ways to en gage your students and the school community, any of these options will help you hit those with digital style.

What Is the International Baccalaureate (IB) Program

What Is the International Baccalaureate (IB) Program SAT / ACT Prep Online Guides and Tips If you are checking out this article, you have probably heard of this thing called IB or International Baccalaureate. You may have heard that it is something like AP. You might have read our article on What's Better for You: IB or AP? College Expert Guide. I am actually a recipient of an IB Diploma from Suncoast Community High School in Riviera Beach, Florida. I know the program from the inside, so in this article, I'll give you a factual overview of IB as well as my opinions. What Is IB? What Is the International Baccalaureate Program? The International Baccalaureate (IB) program was designed in Switzerland in the 1960s.The program was designed to be a rigorous, internationally recognized diploma for entry into universities that students all around the world could earn.You can read more about the history and philosophy of the IB program over at their website. An IB diploma is a credential issued to students by the IBO and recognized by most colleges and universities (I will go into more detail on this below). Not all students who pursue an IB diploma will receive one. To earn an IB diploma, you have to go to an IB-approved school and meet the requirements, including taking classes in the six subject groups, passing their exams, and completing three additional core requirements.All of which I'll cover more in-depth in our other article on IB Diploma Requirements. If you don’t want to pursue the diploma, some schools allow you to take a few IB classes without doing the full-blown diploma program, though each high school sets its own policy on this.My school did NOT allow anyone who was not a diploma candidate to take IB classes.Find out the school policy before you decide to attend. Find a school in your hometown in our complete list of IB Schools in the US; email the IB coordinator to ask their policy. Where Can You Take IB Classes? Where Can You Get an IB Diploma? You can take IB classes and get your IB diploma at many local schools.There are 873 IB Diploma Program Schools in the US, and there are 4,162 schools in the world offering IB programs, though not all of these offer the Diploma Program (there are programs just for elementary and middle school students as well as a career program). To find out if there is a school near you check out our other article on IB Schools in the US.You can also take certain IB classes online at Pamoja Education.However, you cannot get your IB diploma online because Pamoja Education does not offer Group 1 nor Group 4 classes online.For a full list of online classes, check out our other article on Which IB Courses Can I Take Online? Can I Get an Online IB Diploma? Will IB be useful in college? Can You Get College Credit for IB Classes or an IB Diploma? Yes! Each school may have slightly different qualifications for getting credit for IB classes, but most college classes give you credit for IB HL classes with an exam score of 5 or higher.Some colleges even wave your general education requirements for those students with an IB Diploma.Others like University of Southern California (my alma mater) give you a full year’s worth of credit to those with an IB Diploma. Look up colleges' individual IB college credit policy by googling â€Å"[Name of College/University] IB credit policy.†Most universities have a dedicated web page for explaining their IB credit policy. What Is the Difference Between IB and AP? While AP exams are typically all or mostly multiple-choice, IB exams are mostly written, essay-based.IB classes tend to have a wider worldview: making you read a lot of foreign books, learn foreign history, and learn a foreign language. AP classes typically focus heavily on the test material. IB is a more well-rounded education in my opinion because you are required to submit a written component (typically a report or essay) that will count towards your ultimate IB score in addition to the IB exam at the end of the course. For example, for science classes, you are required to complete extensive lab reports. Another example, for history, you are required to do an extensive report on a specific subject that aligns with the history you are learning about, and you get to choose the topic you write about.I learned about European history, and my report focused on Allied Prisoners of War in Europe in WWII. IB is far less popular than AP in the United States.2.3 million took AP exams in 2014, about 1 million of those students are in the US, while only about 135,000 students took IB exams in 2014, and about 73,000 of those students are in the US, the rest are international.67,524 were diploma candidates – students completing the full IB program in hopes of earning an IB diploma. IB is more expensive than AP classes.For IB, there is a $160 registration fee plus a $110 fee per exam. While this is a lot of money, it is much less than the tuition you would pay for the same intro-level college course. Many schools also have their own financial aid programs for IB.Some schools cover the cost of IB registration and exam fees.My public school (Suncoast Community High School) covered all of the costs for IB registration and exam fees as well as AP exam fees for all students as long as they were enrolled in the corresponding class, so I never paid for any testing.Ask your local IB school what their policy is by emailing the IB coordinator(you can find their contact information throughour other article IB Schools).Read more aboutfees from the IBO. AP exams only cost $91 each without a registration fee, so they are cheaper, but both are still much less expensive than the cost of a college course.Also, AP does not currently offer a diploma program. Why Should You Take IB Classes or Pursue an IB Diploma? On top of the opportunity for college credit, I truly think the IB program is the best preparation for college (even better than the community college classes I took using a dual-enrollment program).IB prepares students to think globally and to write about a variety of topics.I really believe in the IB program. It provides students with more creative opportunities than AP classes.Students are allowed to choose topics for their reports and are not typically assigned one specific topic. For example,I am very passionate about film and theatre.I got to explore that passion through my extended essay as I mentioned before, and I also got to explore it in my oral presentation for my Spanish B class in which I talked about Pedro Almodovar and Spanish Cinema. Also, I am very interested in my family history.As I mentioned in my history class, I wrote a report on Allied Prisoners of War in Europe in WWII. My own grandfather was a prisoner of war. I got to track down details of his experiences and include it in my report. IB is a fantastic program for gifted students who love to read and learn about the world.IB allows students to pursue their interests and find their passions. What’s Next? Trying to figure out what extracurricular you should do? Learn more about participating in Science Olympiad, starting a club, doing volunteer work, andjoining Student Government. Studying for the SAT? Check out our complete guide to the SAT.Taking the SAT in the next month? Check out our guide to cramming. Not sure where you want to go to college? Check out our guide to finding your target school.Also, figure out your target SAT score or target ACT score. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Circuits design and application Essay Example | Topics and Well Written Essays - 1250 words

Circuits design and application - Essay Example Here the output of the analyzer is audio, so it can use any scope for the display. The analyzer functions as a Tunable RF Voltmeter. This makes it function as a natural receiver / transmitter tracing signals. A display of the frequency is provided using the analyzer on a transmitter. Owing to the high sensitivity of the instrument signal tracing receiver circuits are permitted from the antenna through the low-level Radio Frequency stages. Whereas a conventional RF voltmeter adds up all the individual voltages as a summation without indicating the components it is not the case with a spectrum analyzer. Additionally the analyzer displays local oscillator signal and its frequency and injection levels. A tracking generator added to the basic spectrum analyzer makes a powerful receiver system for measurements of stimulus-responses. The tracking generator is a signal source whose RF output tracks the tuning of the analyzer. Since the instantaneous output frequency is matched with the input frequency of the analyzer, this swept frequency test system actually substitutes for an effective synchronous detector. This ideally caters to the measurement of the frequency response of devices such as amplifiers, attenuators, mixers, transmission lines, couplers and even antennas used with an external bridge. Two or more oscillators mixed together generate the output. Typical application of the tracking generator consists of the RF output being connected to the device under test and its output in turn connected to input of the spectrum analyzer. The display resulting is the instantaneous plotting of the frequency response of the device under test. If one were looking out for a CRT display all t hat was needed was a 3 digit readout that could display 0 to 500 MHZ directly covering anywhere from a few MHZ to several hundred. Besides the conventional all-digital circuit solution there exists an alternate solution based on the Precision Frequency-to-voltage converter IC, along with the output of the pre-scaler IC. This is a low cost alternative for directly displaying the received frequency of almost any receiver. Simple adjustments to a potentiometer is all that is required to accommodate any IF frequency from zero to hundreds of MHZ. When the circuit is designed with a digital voltmeter and the DVM set on the 20 volt scale, 0 to 500 MHZ will be displayed as 0.00 to 5.00 volts. Front Panel Layout Instead nowadays we have the digital panel meter module such as the above which is ideal and reads directly in MHZ. Typical Design specifications for a Spectrum Analyzer R3132: 9 kHz to 3 GHz R3132N: 9 kHz to 2.2 GHz (75 ohms) R3162: 9 kHz to 8 GHz Signal Purity - 105 dBc/Hz 20 kHz Offset 100 dBc/Hz 10 kHz Offset Total Level Accuracy - Maximum 1.5 dB High-speed GPIB, Effective for System Applications High Speed Measurement - 20 Traces per Second 6.5-inch TFT Color LCD Built-in Frequency Counter 3 GHz Tracking Generator (Option) Floppy Disk for Data Saving Large Numeric Display for Measurement Results (In Counter and Power Measurement Mode) Printer Port RS-232 Port VGA output 20 dB Preamp QP detector and EMC filtersSpectrum analyzers are used widely to make measurements of radio frequencies. Performances at high levels are guaranteed as compared to a few years ago.

In this age of globalisation, while it is absolutely necessary for Essay

In this age of globalisation, while it is absolutely necessary for large listed companies in different countries to prepare fina - Essay Example It focuses on effective use of the resources in a dynamic and competitive environment. Therefore, management accounting is concerned with resource management for facilitating decision making in an organization in tune with the changes continuously taking place due to various factors which may be internal or external to the business. International Financial Reporting Standards have not been developed with a view to report management decision making or management control. However, changes in the technology sphere, especially information technology enabled development of Management Accounting Software involving complex analysis of the business situations for the purpose of making strategic management decisions. Globalization and liberalization of the economies calls for uniformity and standardization in various fields for easy dissemination of information. Therefore, the need for uniformity in management policies, procedures and methods of applications of management techniques will even tually lead to incorporation of management accounting in IFRS over a period of time. Evolution of standards The developments taking place in the businesses are accepted slowly and shaped up by the conventions followed in the society or country in the early stages. These principles undergo various judicial tests in the evolutionary process before passing through the legislature. Therefore translation of the management accounting concepts into International Financial Reporting Standards will take time, since management accounting is relatively new compared to financial accounting which has been followed by the business for many centuries. There are differences in its adoption even in the developed countries. For instance, â€Å"there are many major differences between IFRSs and the standards issued by FASB (USA), although efforts are underway to remove them to ensure convergence† (Banerjee, 2010, p. 685). For example, the practical considerations such as adoption of current val ue for the purpose of valuation of say, land or properties will be relevant in decision making process, whereas under GAAP it is required to be stated at historical cost in the financial reports. The transitional process from GAAP to IFRS in US is expected to begin in 2014. The adoption of Management accounting in developing countries is still restricted only to the larger companies. Therefore, accounting bodies of these countries are not in a hurry to push forward the cause of management accounting at this stage. The adoption of management accounting practices by an organization is a prerequisite for management accounting reports, and it will happen only when the benefits are appreciated at the company level and the cost of operating a suitable system in respect of collection and analysis of data is reasonable and consistent with the benefits derived. Impact of IAS and IFRS on Management Accounting Prochazka and Ilinitchi (n.d.) state â€Å"The implementation of IFRS into Czech le gislation has brought new quality to financial reporting. Due to their usefulness, IFRS infiltrate into management accounting systems. In fact, in many companies IFRS carry out (satisfy, meet) the function of internal management accounting (with some modification allowing better internal performance evaluation).† However, it is restricted to certain disclosures where information available from the financial accounts is not adequate. The level of integration of financial and management accoun

Environmental Science Essay Example for Free

Environmental Science Essay Towards the end of the second millennium, particularly the 18th and 19th centuries, rapid changes occurred across the economic fabric of the world. Various industries underwent mechanization, transportation infrastructure improved to facilitate the expansion of trade, and steam power dramatically enhanced production and mobility. Manual labor was supplanted or enhanced by machines in the manufacturing industries, whilst increased production lead to increased consumption of natural resources and greater material abundance across the classes. Brown (2003) observes that at the foundation of this period, historically referred to as the Inustrial Revolution, was a shift in sources of energy from wood to fossil fuel. The exponential energy gain to be had from such a shift translated to the expansion of economic activity. The Industrial Revolution did not stop there though. Rather, the Industrial Revolution was a continuous process of economic expansion that resulted in a transformation of how natural resources were viewed. While concerns had already been raised since the 17th century about the use of natural resources for economic activity, industrialization spread the casual acceptance of natural resources as capital. (Peterson del Mar, 2006) In effect, the Industrial Revolution impacted the environment by disseminating economical assumptions about the value of natural resources, and magnified the rate at which resources were being consumed. Under the lens of industrial capitalism, trees have no value unless logged, rivers and streams have no value unfished and wildlife have no value unharvested. As such, there was little in the way of popular resistance against the use of natural resources for commerce and industry. It was deemed that the improvement of human civilization necessitated the harvesting of wildlife, the logging of forests, the expansion of fisheries and the industrialization of agriculture. As mentioned above, concern for environmental welfare dates back to the 17th century. Some of this concern for environmental welfare came from upper-class urban dwellers, who felt that the conditions of city living disconnected them from the spiritual nourishment of nature’s aesthetic. The other source of concern came from scientists and economists who felt that resource conservation and protection was necessary to ensure continued economic health. However, Environmentalism as a movement or revolution did not fully come into being until the 20th century. (Peterson del Mar, 2006) While technology and industrialization grew to become a defining feature of not just commerce and industry but modern living, there was also an increase in the anxiety over their potential effects on the cultural and natural landscape. For many, the tipping points that took environmental sentiment towards movement and/or revolution were the publication of books such as Rachel Carson’s Silent Spring and Paul Ehrlich’s The Population Bomb. Both writers took a good look at the environmental impacts of modern life – Carson examined the health impacts and environmental consequences of the indiscriminate use of DDT as a pesticide, while Ehrlich questioned the ability of economic expansion and use of natural resources could outpace the demands of a growing population – and ultimately, both of them provoked examination into the relationship between man and environment in the industrial age.   The result was increased interest in environmental problems and the formation of various environmental groups designed to pressure industry and commerce to take environmental matters seriously. In the 21st century, it will be necessary for environmentalism to persist, not just as a fashionable lifestyle or an alternative form of consumption, but as a means to examine whether modern life is not just sustainable or desirable. Environmentalism is not a spiritual or moral issue, but a practical one that encourages us to redesign industry, commerce and personal living to be more than just desirable but sustainable and eternal.   REFERENCES Peterson del Mar, D. (2006) A short history of a big idea: Environmentalism. Pearson Education Limited: Essex, England. Brown, L.R. (2003) Eco-Economy: Building an Econom

Asperger’s Autism and The Classroom Setting Essay -- Education

I am very interested in high at risk student populations in traditional schools. While many students labeled as high at risk exist in ever-increasing numbers, there is little in the field that demonstrates the remediation of the student. There have been successful ventures in some instances, however, the greater question of what works and what does not work exists in piece meal fashion (Grenier, 2010). The high at-risk population I am interested in is the special needs child. I have spent numerous years working with autistic children in school settings. The enduring social emotional issues and the mechanics of social interaction have made me contemplate the question of what works best for these children to learn. I have worked in schools where special needs children were the sole students, and in schools that mainstreamed. Towards my EdD, I am looking at the pragmatic results of inclusion versus mainstreaming versus self-contained classrooms. All three offer different learning envir onments and are based upon public law 94-142, now called the Individual with Disabilities Education Act (Demonte, 2010). Until 1975, schools simply had to describe the student as different to either exclude the student from school or tell the parent to institutionalize the student (p.158). When the IDEA came into being, schools acknowledged special needs students who previously they would not accept into their school (p.165). I remember distinctly in 1969, that separate classrooms housed and educated students with disabilities. It was the beginning of my journey in working with at risk populations. Mr. Papanek was the special education teacher and I remember his compassion and commitment to these children. I often volunteered to use my study hall cl... ....proxy1.ncu.edu/docview/750493608?accountid=28180 Higbee, J.L., Katz, R.E., & Schultz, J.L. (2010). Disability in higher education: Redefining mainstreaming. Journal of Diversity Management, 5(2), 7-16. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/506637577?accountid=28180 Litvack, M.S., Ritchie, K.C., & Shore, B.M. (2011) High- and average-achieving students' perceptions of disabilities and of students with disabilities in inclusive classrooms. Exceptional Children, 77(4), 474-487. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/877027165?accountid=28180 Loefgren, E. (2011). The missing piece of the autism jigsaw puzzle: How the IDEA should better address discipline problems. Law & Psychology Review, 35(1), 225-238. Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/896739171?accountid=28180

Compare and Contrast the Spread of Islam Essay

Two of the most significant religions are Islam and Christianity, their spread has effected many places throughout the world. Throughout the years these religions have had substantial impact on the course of history. There are many things alike and different between the spread of Islam in Africa and the spread of Christianity in Europe. During the first two centuries of the existence of each religion there were fundamental differences between the expansion of Christianity and that of Islam, despite early similarities in the way they spread. Christianity existed several centuries prior to the birth of Islam, and by the time Muhammad founded Islam in the Middle East, Christianity had moved its center to Europe, where it had firmly established itself as the official religion. But Christianity originally sprouted in the Middle East after Christ’s resurrection in A.D. 30. The church began in Jerusalem and the surrounding area, and it initially preached the Gospel only to the Jews. It grew quite rapidly for a time—in fact, the book of Acts records the conversion of 3000 Jews in a single, extraordinary day. During this early period, however, Christianity did not expand far beyond Jerusalem and its vicinity. That would soon change. After the first few years of relative peace for the church, a terrible persecution broke out following the stoning of Stephen. Jewish leaders hunted down the followers of Jesus and threw them into prison. At this time many in the church scattered to the surrounding countryside of Judea and Samaria. Christianity’s worldwide expansion was beginning (Nosotro 1). When Islam was founded about 550 years later, around the beginning of the seventh century, its initial experience was strikingly similar to the early experience of the Christian church. In 610 A.D. Muhammad claimed that he received revelations from God that called him to preach a new religion called Islam. At first he began to do so secretly, but after three years he found the courage to proclaim his new faith publicly and gained a growing number of followers. However, his monotheistic message was not well received by many in his polytheistic city, where people were used to profiting from pagan pilgrims. As a result, the early Muslim converts faced persecution, just as the early Christians had. Islam’s growth was limited during this  time, and it did not spread far beyond Mecca. Eventually the harassment forced Muhammad to leave Mecca, so he fled to Medina. Here he gathered many converts who became his militant followers. As with the early Christian church, therefore, persecution caused the first significant spread of Islam (Goddard 128). The histories of Christian and Muslim expansion, however, lost much of their similarity after the points of their initial dispersions caused by persecution. Christians, for example, generally established new churches in cities, intending that the gospel would diffuse into the countryside from there. But this made the spread of Christianity during the first two centuries an essentially urban phenomenon, and it became an urban religion. In contrast, Arabia had very few cities, so Islam spread mostly through villages and rural areas. Another contrast was that the Christian church continued to face persecution throughout its first two centuries, and yet it continued to grow. On the other hand, persecution against Muslims had essentially ended by the time Muhammad died. Many such distinctions made the spread of Christianity and the spread of Islam extremely different (Hutchinson 122). Perhaps the most significant difference between the first two centuries of the expansion of Christianity and Islam was between the methods used to spread their messages. These methods stemmed from the beliefs of each religion. Their contrasting attitudes caused Christians and Muslims to go about conversion in different manners. During their first two centuries, Christians did not force their religion on others but relied on missionaries, preaching, and leading godly lives to draw people to the one true God. Muslims, on the other hand, did not rely solely on preaching to spread their faith—they turned also to the sword. While it is true that many did convert willingly to Islam, the Muslims also conquered vast areas of land in the Middle East and Northern Africa during the seventh and eighth centuries. When they attacked or occupied new territory, they gave its inhabitants three options: convert to Islam, pay a special tax, or die. Under these circumstances many chose to pay the tax, and many others chose to convert to Islam (Nosotro 1). The differing methods of expansion actually helped determine the area each religion would cover as it spread. Christians during the first two centuries traveled from city to city in the Roman Empire, taking advantage of the excellent Roman roads. As a result, the first two centuries saw the Gospel spread primarily in Roman territory, although it was also carried to some other areas, including Ethiopia and perhaps even India. By the year 200 A.D., Christian communities existed throughout the Middle East and Turkey, and there were several in Greece and Italy as well. Islam, however, spread from Saudi Arabia and conquered most of the Middle East and North Africa. Muslims even extended themselves into the Iberian Peninsula and pressed north, nearly reaching Paris before Charles Martel checked their advance by defeating them at the Battle of Tours in 732. Because Islam advanced by force, it met with hostility and resistance in Europe, where Christianity was already strong. But in other areas, such as Egypt and Syria, it was accepted readily by people who had been living under suppressive rule. As a result of its method of expansion Islam could not spread far north into Europe but remained in the territory south of Europe instead (Neander 224). Clearly, the first two centuries of Christian expansion differed greatly from Islam’s first two centuries of expansion, in spite of some early similarities. Although the spread of both religions was initially sparked by persecution, they went about spreading their messages in very different ways. As a result of Christianity’s reliance on missionaries, it spread primarily in the Roman Empire. Since Islam used force to expand its territory, it could not expand far into Europe because it met military opposition. Instead it engulfed most of the Middle East and North Africa. Even today the marks of Christianity and Islam can be seen in the areas where they first spread. After its first two centuries of expansion, Christianity eventually became the official religion of the Roman Empire, and it profoundly influenced the development of Europe and of the Americas. Islam still remains dominant in much of the Middle East and North Africa where it once created an empire (Nosotro 5) . In the beginning these two religions started on the same path of expansion.  But their expansions began to differ more and more throughout the years. The spread of Islam has greatly influenced Africa. Likewise, Christianity had a great influence on Europe. Both these religions have, and will continue to have, major effects throughout history. Work Cited Goddard, Hugh. Christians and Muslims. New York: Routledge, 1995. Hutchinson, Paul. The Spread of Christianity. Boston: Abingdon Press, 1922. Neander, Augustus. General History of the Christian Religion and Church. Boston: Crocker & Brewster, 1854. Nosotro, Rita. â€Å"The Spread of Christianity and Islam†. April 07, 2008 http://www.hyperhistory.net/apwh/essays/comp/cw11christislamexpand.htm.

Effects of Television Commercial Repetition

Journal of Consumer Research, Inc. The Effects of Television Commercial Repetition on Cognitive Response and Message Acceptance Author(s): George E. Belch Reviewed work(s): Source: Journal of Consumer Research, Vol. 9, No. 1 (Jun. , 1982), pp. 56-65 Published by: The University of Chicago Press Stable URL: http://www. jstor. org/stable/2488937 . Accessed: 17/08/2012 06:48 Your use of the JSTOR archive indicates your acceptance of the Terms & Conditions of Use, available at . http://www. jstor. org/page/info/about/policies/terms. jsp .JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact [email  protected] org. . The University of Chicago Press and Journal of Consumer Research, Inc. are collaborating with JSTOR to digitiz e, preserve and extend access to Journal of Consumer Research. http://www. jstor. org The Television Commercial Repetition on Cognitive Response and Message Acceptance Effects ofGEORGEE. BELCH* The cognitiveeffects of advertisingrepetitionare examined by consideringthe impactof three levels of TV commercialexposure withina one-hour program. Attitudesand purchase intentionswere not affected by message repetition, although cognitive responses became more negative as exposure frequencyincreased. The relationship between cognitiveresponses and the message acceptance measures was relatively constantacross the three exposure levels. effects of repeated exposure to a persuasive communication have long been of interest to social psychologists and marketers.However, research concerning the effects of persuasive message repetition on cognitive processes has been limited in both social psychology and marketing. In social psychology, much of the repetition researchhas been performedin contexts thatdo not involve communication. For example, Zajonc's (1968) theory of mere exposure suggests that a person's attitude toward a stimulus is positively relatedto exposure frequency(an effect Zajonc attributedto the pleasantness associated with hearing an increasinglyfamiliar stimulus).However, mere exposure theory may have limited relevance to the attitudinal effects of persuasivemessage repetition,as this model applies primarilyto simple nonassociative stimuli, such as nonsense syllables or Turkish alphabet characters. Persuasive messages tend to be more complex stimuli and, in the case of advertisingmessages, the focus is generally on objects or ideas presentedin the message ratherthan on the advertisementitself. With the exception of a study by Cacioppo and Petty (1979), the cognitive and affective effects of repeated exposure to persuasive communicationshave generatedsurprisinglylittle researchin social psychology.Attemptsto determinethe effects of advertisingmessage repetition have appearedfrequentlyin the marketingliterature (Craig, Sternthal, and Leavitt 1976; Grass and Wal- The lace 1969; Mitchell and Olson 1977; Ray and Sawyer 1971; Sawyer 1973; Silk and Vavra 1974; Winter 1973). However, most researchinto the effects of advertisingrepetition has focused primarilyon outcome measuressuch as recall, attitude,and purchaseintention,ratherthanconsideringthe underlying processes that might shape and determine reaction to an advertisingmessage following multiple exposures.While knowledge of the repetition function for a persuasivemessage with respect to these outcome variables is important, the cognitive effects of message repetition must also be consideredif insight is to be gained in understandinga recipient'sreactionsto a message following multiple exposures. The purpose of this investigation is to study the effects of repeated exposure to a persuasive communication by examining the impact of television commercial repetition on cognitive processing.Cognit ive response measures (Greenwald 1968; Petty, Ostrom, and Brock 1981; Wright 1973) as well as traditionaloutcome measures such as recall, attitude, and purchase intention are used to examine the effects of multiple message exposures on recipients. This study also examines changes in the relationship of cognitive response mediators to measures of message acceptanceresultingfrom multipleexposuresto a commercial message. RELEVANT LITERATURE *George E. Belch is AssistantProfessorof Marketing,College of Business Administration,San Diego State University, San Diego, CA 92182.The author wishes to acknowledge the financial support provided by a doctoraldissertationgrant from the AmericanMarketingAssociation and by researchgrantsfrom the MarketingScience Instituteand the University of California, Los Angeles. Appreciationis also expressed to Rich Lutz and James Bettmanfor their comments on an earlierversion of this manuscript and to two anonymousreviewers for their insightful comments and re commendations. The effects of advertising repetition on outcome measures such as attitude and purchase intention have been examined in a numberof studies.Winter(1973) found that exposure to the commercials decreased the distance between attitudes toward the advertisedbrand and the ideal brand. However, diminishingreturnswere found, since the greatestamountof attitudechange occurredduringthe first two exposures. Also, exposure had a significanteffect only on individualsinitially unfamiliarwith the advertisedbrand 56 ? JOURNAL OF CONSUMERRESEARCH* Vol. 9 0 June 1982 EFFECTSOF TV COMMERCIAL REPETITION and it was positively related to brand familiarity for the relatively new brandonly. Ginter(1974) found that either overall attitude change nor brand choice was affected by the numberof message exposures. Null effects of advertising repetition were also found in a study by Mitchell and Olson (1977): repetition of two types of print ads had no effect on belief strength, attitude, or purcha seintention. Several studies have examined the effects of multiple exposure in conjunction with varied advertising appeals. Ray and Sawyer (1971) found that repetitionof six soft-sell â€Å"nongrabber† advertisementsproduced increases in purchase intention, while intention was not increasedby repetition of hard-sell â€Å"grabber† ads.Similar results were found in-a study by Silk and Vavra (1974), who examined reactions to hard-sell and soft-sell radio commercials. Gorn and Goldberg (1980) examined the effects of repeated commercialexposure on eight- to ten-year-oldboys by varying the numberof commercials seen in the context of a half-hourprogram. Subjects viewed the commercials eitherone, three, or five times. However, some of the multiple-exposure condition subjects viewed the same commercialrepeatedly,while otherssaw a differentcommercial for the new brandeach time.Gorn and Goldbergfound that moderateexposure (threerepetitions)resultedin the highest level of brandpr eference, providedthat the same commercial was not seen each time. 57 Cacioppoand Petty (1980) tested the viability of the twostage cognitive response model in two other repetitionexperiments. In the first experiment, the cognitive response measureand a persistingmeasureof attitudechange (taken one week later) were affected in the curvilinear manner suggested by the two-factor model.In the second experiment, they predicted-and found-an interactionbetween exposure frequency and the nature of the argumentsused on a persisting attitudechange measure. Strong argumentbased messages became more persuasive with repetition; weak argumentmessages became less persuasivewith repetition; and novel messages became more, then less persuasive with repeatedexposure. Calder and Sternthal (1980) measured cognitive responses after commercials for two products;one product and was unfamiliarto the participants one was well known.They found that increased frequency of exposure led primarilyto more total thoughtsfor the unfamiliarproductand to an increasein negative thoughtsfor the well-knownproduct. TheoreticalAccounts of RepetitionEffects While several theoreticalexplanationshave been offered for repetitioneffects, the one that appearsto be most congenial for advertisingmessage repetition is some form of Berlyne's (1970) two-factor theory. Berlyne proposed a nonmonotonic inverted U-curve relationship between familiarity and liking.According to Berlyne, two separate and opposing psychological processes, positive habituation and tedium, operatesimultaneously. Positive habituationis similar to a reduction in response competition: exposure results in a reductionin arousaldue to uncertaintyand conflict and thus increases liking. Tedium also increases with exposure and results in a less pleasurablefeeling toward the stimulus. Berlyne suggests that the relative strengthof each factorvaries as a functionof exposureto the stimulus, with the habituationprocess having the greaterimpact on af fect initially, while tedium and disliking occur at higher exposure levels.Stimulus complexity and sequence heterogeneity slow the positive habituationprocess; thus tedium occurs at higher exposurelevels for complex, variedstimuli and at a relatively low frequency for simple, nonvaried stimuli. An extension of Berlyne's two-factor theory was proposed by Stang (1973, 1975), who argued that repeated to exposureprovidesmore opportunity learnaboutthe stimulus and that because this learning is rewarding, positive affect results. However, continued repetition beyond that necessary for initial learningleads to boredomor satiation, and repeated exposure ultimately produces negative affect toward the stimulus.A similar explanationfor repetitioneffects was proposed by Cacioppo and Petty's (1979) two-stage attitudemodification model. They argue that repetition of the message to providesrecipientswith more opportunity elaboratecognitively upon message content and to realize the favorable implic ationsand cogency of the argumentsused in the mes- Repetition and Cognitive Response McCullough and Ostrom(1974) examined the effects of repeatedexposure by having subjects view five similar ads that used the same basic appeal, but differed in the order and phrasing of the message arguments.Cognitive responses were measuredimmediatelyafter each exposure to the advertisements. They found that repetition resulted in a significantpositive effect on cognitive response activity, as subjectslisted more positive thoughtsand fewer negative thoughts with repeatedexposure. Cacioppo and Petty (1979) examined the effects of repeating messages that were either consistent with or contraryto recipients' initial attitudeon cognitive response activity. They found that agreementwith the message position increased and then decreased as exposure frequency increased.The cognitive response patternfollowed a similar curvilinear relationship as favorable thoughts showed an increase followed by a decrease, while counterarguments showed a significant decrease followed by an increase. Analysis of the cognitive response measures also revealed that the counter-attitudinal message evoked a greaternumber of topic-relevantthoughts and fewer neutralor irrelevant thoughts than the proattitudinal message. Cacioppo and Petty interpretedthese results in terms of a two-stage attitudemodificationprocess.Accordingto this model, repetitionof the message providesmore opportunity for cognitive elaborationupon the specific argumentsand realizationof theirfavorableimplications. At high exposure levels, however, tedium and/orreactancelead to an attack against the message by the receiver. 58 sage. However, in the high exposure conditions, it is very likely that tedium and/orreactancewill develop, leading to a decline in affect. Sawyer (1981) has suggested that Berlyne's two-factor theory is consistent with results concerning the repetition effects of advertising.Sawyer suggests that advertisements and othe r persuasive messages in contexts of obvious manipulative intent may elicit a majority of defensive responses-such as counterarguments and source derogations-at the outset. Once expressed, these defensive responses may dissipate and allow other, more objective evaluations and associations to occur. However, high exposure levels would ultimately result in satiation and negative reactionsto the message.The first question of interest is whetherthe inverted Ucurve predictions offered by Berlyne's two-factor theory and Cacioppo and Petty's two-stage attitude modification process model occur with multipleexposuresto a television commercial. Most of the studies extant have only examined outcome measures of effectiveness, providinglittle insight into the cognitive processing that underliesthese reactions. The studies that have utilized cognitive response measures have produceddivergent results, primarilybecause of the methodologicaland proceduraldifferences among them.It will be difficult t o arrive at any generalizationsconcerning the effects of persuasive message repetition on cognitive processing until more empiricalevidence is produced. The firsthypothesisto be tested in this studyconcernsthe effects of commercialmessage repetitionon cognitive responseand message acceptance: Hi: The favorabilityof message acceptanceand cognitive responses to a television commercial increases with moderate levels of exposure, then declines following high levels of exposure. THEJOURNAL CONSUMER OF RESEARCH curring during the first few exposures to it.Krugman's (1972) notion of only three message exposures being sufficient to stimulatea buying decision is relevanthere. According to Krugman, the very first exposure (defined as actualattentionby the consumer)is dominatedby a â€Å"What is it? † type of response, whereby the message recipient attemptsto define and understandthe advertisingstimulus and to determine whether the message is of any use or interest. Krugmansuggests that much of the needed reduction in response competition occurs during this first exposure and that the second exposureevokes a more evaluative and personal â€Å"What of it? reaction, which determinesthe message's ultimate ability to persuade. If any meaningful response occurred earlier, the third exposure then acts mostly as a reminderto the recipient. The third exposure is also the beginning of disengagement or withdrawalof attentionfrom the task. Krugmansuggests that more than three exposures to a message essentially repeat earlier exposure effects. While no direct test of Krugman's conjecturehas been conducted, there is indirect evidence that is relevant.A study by Krugman(1968) of eye movement explorationof print ads indicated that peak effectiveness occurred after two or three exposures, while Grass and Wallace's (1969) work with CONPADD response indicatedthat from two to 1 four exposures are optimal. Otherevidence consistentwith Krugman's notion comes from a study by Goldberg and Gorn (1974). Also, Cacioppo and Petty's (1979) finding that topic-irrelevant ideation increased as exposure frequency increasedsuggests that the importantprocessing of a message takes place during initial exposures. This review suggests that the strengthof the relationship between cognitive responses and message cceptancemeasuresshould increasefrom low to moderateexposurelevels, since more detailed and evaluativeprocessing will occur as message recipients become familiar with the commercial message. At higher exposure levels, however, the tedium and/or reactance associated with message satiation would inhibit and/or interfere with subsequent informationprocessing activity and resultin a weakeningof the relationship between cognitive response and message acceptance. Cognitive processing at higher levels of exposure may consist ideationmore thanof relevantprocessing of topic-irrelevant and evaluation of the message arguments.The following predictionsconcerningthe effects of televi sion commercial message repetition on the relevancy and mediatingrole of cognitive responses will be examined: H2: The frequency of topic-irrelevant ideation increases as exposure to a television commercial increases. ‘CONPADD (ConjugatelyProgrammedAnalysis of Advertising)measures attentionto commercialsby using an operantconditioningprocedure whereby subjects operate either a foot or hand device in orderto receive the video and audio portionsof an advertisement.The subject'seffort thus becomes a measure of interest and attentionto the message in either the audio or video mode. Effects of Repetition on the MediatingRole of Cognitive Response Also of concern in this study are the effects of message repetitionon the mediating relationshipbetween cognitive responses and message acceptance. The issue of interest here is whethercognitive responseselicited afterhigh levels of message exposure mediate affective reactionto the message. Most studies of repetition effects have focused o n dependentmeasures, such as recall, attitude, and purchase intention.In these studies, the cumulativeeffects thatresult from repeatedexposure to the message may be capturedby using these â€Å"outcome† measures. However, this may not be the case for cognitive response measures. The detailed processingthat truly determinesthe message recipient'sreactionto the message may take place duringinitial exposure to the advertisement. Theorizingconsistent with this position has been offered by several researchers. For example, Leavitt (1974) has suggested a â€Å"strong effects† hypothesis, which suggests that the effectiveness of an ad depends on the events oc-EFFECTSOF TV COMMERCIAL REPETITION H3: The strength of the relationshipbetween cognitive response and message acceptance measures increases with moderatelevels of exposure, then decreases at high levels of exposure. 59 thoughts. 3After completingthe cognitive responsetask, the subjectswere asked to complete a programeval uationform and a set of postmeasuresconcerning issues dealt with in the program. After completing these measures, subjectswere asked to respondto dependentmeasuresconcerningmessage acceptance and reception.Two dependentmeasures of message acceptancewere used in this study: attitudestoward using the new brandof toothpasteand purchaseintentionsfor the new brand. Subjects' attitudeswere measuredon four semantic differentialscales (good-bad, wise-foolish, favorable-unfavorable,beneficial-harmful). Subjects' responses to the four scales were averaged to arrive at the attitude score used in the analyses. Intentionto try the new brand of toothpaste was measuredon three semantic differential scales (likely-unlikely, probable-improbable, possibleimpossible). The purchase intention measure used in the analyses was calculated by averagingthe three scales.Two measuresof message receptionwere employed. An unaidedrecall measurewas takenby askingthe respondents to write down as much as they could rememberaboutwhat was said in the commercial. The recall score was then formed by counting the number of correct claims for the productlisted by the subject. The aided recall measureconsisted of six multiple-choicequestions aboutspecific points in the commercial. METHOD Overview The data for this study were collected as part of a laboratoryexperimentexaminingthe effects of advertisingmessage structure and repetition on cognitive response and message acceptance(Belch 1981). A 2 x 2 x 3 betweensubjectsdesign was used with type of message (comparative or noncomparative), message-sidedness (one- or twosided), and repetition(one, three, or five exposures) as the factors. Commercialsfor a new, fictitious brandof toothpaste were produced to serve as message stimuli for the study. The basic text for the four commercialsis shown in the Appendix. The data used to test the repetitionhypotheseswere compiled by combiningthe resultsfor the four treatment groups at each of the three exposure level s.There were no significant interactionsbetween the message structure factorsand exposure frequencyfor the dependentvariablesof interest. Subjects and Procedure The sample consisted of 260 persons recruitedfrom two churchgroups in the Los Angeles area. Data collection was spread over 10 evenings during a two-week period. Upon arrival at the research setting, the subjects were given a brief statementconcerningthe reasonfor theirpresenceand were then randomly assigned to one of the three experimental treatments being used during that session.One hundred subjects were assigned to both the one- and the three-exposureconditions, while 60 subjectswere assigned to the five-exposurecondition. The smaller cell size in the five-exposure condition was due to cost limitations in attaining additionalsubjects. were readto the subjectsinformingthem that Instructions they were participatingin a researchprojectevaluatingthe content of television programmingand that they would be asked to evaluate an episode of Quincy. The subjects were also told they would be asked questions about the commercials.The subjects completed the set of premeasures, which included demographicquestions, a television viewing profile, and premeasuresconcerning issues dealt with in the program;the one-hourprogramcontainingthe stimulus commercial(s) was then shown. Immediatelyafter the program ended, the subjects were read the cognitive response instructionsand were given two minutesto list their Categorizationof Cognitive Responses The cognitive response classificationscheme used in this study included three categories of thoughts: product/mesevaluations,and sage-relatedevaluations,repetition-related evaluairrelevant thoughts.The product/message-related tions included the cognitive response categories of counterargument, supportargument,source derogation,and curiosity thoughts as defined by Wright (1973), as well as the categories of simple dissaffirmationsand simple affirmations describedby Beaber (1975 ). An additionalcategory, source bolstering, was also used. This categorizationis the of positive counterpart source derogation. evaluations included any thought that Repetition-related addressedthe fact that the commercialwas seen more than one time in the program.The use of the repetition-related categorizationmay be useful in analyzing message recipients' reactionto multiple message exposures duringa short time period, such as a one-hourprogram. Other studies of repetitionandcognitive response(CacioppoandPetty 1979; Calderand Sternthal1980; McCulloughand Ostrom 1974) have not distinguishedthoughts reflecting reactions to the message per se from thoughtsthat might be relatedto multiple exposures to the same message.The final cognitive response category was the irrelevantcategory, which in3The cognitive response instructionsused in this study requested the subjects to list the thoughtsthat occurredto them while viewing the commercial about the product and their reactions during the commercial to what was said about the productby the advertiser. 2A complete descriptionof the method employed in this study is available elsewhere (Belch 1981). In the interest of brevity, only a summary will be presentedhere. 60 cluded those statements that did not reflect any relevant evaluation of the advertisingmessage or of the advertisement itself.A three-judgepanel was used to code the cognitive response protocols. The judges were given operationaldefinitions of the three response categories and were trainedin the applicationof these definitions until each had a good of understanding the coding scheme and coding task. The basis for the final rating of each cognition was a modal ratingof the threejudges. Interjudge reliabilities,calculated for each response category separately,rangedfrom 0. 69 to 0. 95. THEJOURNAL CONSUMER OF RESEARCH FIGURE AND NEGATIVE MEANNUMBERS POSITIVE OF COGNITIVE RESPONSESFOR EACHLEVEL REPETITION OF 2 (1. 77) Total Negative 1. 5 (1. 32) (1. 04) Total Product/Message (1. 15) Related Negative 1 (. 96) Total Positive RESULTS The first hypothesis concerns the effects of commercial message repetitionon the message acceptancemeasuresof attitude and purchase intention and on the cognitive response measures. The mean attitudinal scores for the one-, three-, and five-exposureconditions were 3. 87, 4. 11, and 3. 77, while the mean purchaseintentionscores were 3. 24, 3. 60, and 3. 33. An analysis of variance performedon the message acceptancemeasures showed no significanteffect of repetition for either attitude or purchase intention, F (2,257) = 1. 6 and 0. 89, respectively. The means for the numberof favorableand unfavorable thoughtsgeneratedby subjectsin each of the threeexposure conditions are graphedin the Figure. 4 An analysis of variance revealed that the increase in the numberof negative thoughts across the three levels of repetitionis significant, F (2,257) = 9. 93, p < 0. 001. Pairwisecomparisons,using a Scheffe test, indicated that the difference in negative thoughts was not significant between the one- and threeexposureconditions, but was significantbetween the threeand five-exposure conditions (p < 0. 5). The Figure also shows that favorablethoughtsremainedrelatively constant across the three exposure levels. An analysis of variance for the favorable thoughts measure was nonsignificant,F (2,257) = 0. 69. The resultspresentedabove are not supportiveof the first hypothesis. The message acceptancemeasures(attitudeand purchase intention) did not show the inverted U-curve relationshippredictedby Berlyne's (1970) two-factortheory and Cacioppo and Petty's two-stage attitude modification model.The cognitive response results also fail to support the first hypothesis because negative thoughts increased across the three levels of exposure, while positive thoughts remainedrelatively constant. One possible explanationfor the increase in the number of negative thoughts across the three levels of repetitionis that multiple exposures to the message within the one-hour programmay have resultedin satiationandthe development ‘The favorable and unfavorable thoughts measures were derived by combining those cognitive responses that were positive and negative in valence, respectively.Thus, favorable thoughts representthe sum of all source bolstering, support arguments, and simple affirmations. Unfavorable thoughts representthe sum of all counterarguments, source derogations, simple disaffirmations,and repetition-related negative comments. l:; .v~~~~~~. 3 ( 53) (. 63) (. 63) I 0 I ,I 1 5 NUMBER OF EXPOSURES 3 of reactanceby the subjects. This negative reactionto message repetition could be expressed through negative repecontition-related thoughtson the partof multiple-exposure dition subjects.To determinewhether the increase in negative thoughts across the three levels of repetition was due to the repetition-relatedthoughts produced by the message recipients, these responses were omitted from t he composite of unfavorableresponses and the effect of repetitionon the number of product/message-related negative thoughts was examined. The means for the numberof negative product/message-relatedthoughtsare graphedin the Figure. A one-way analysis of variancerevealed that these differences in negative product/message-related thoughts were not significant, F (2,257) = 0. 5. Thus, the increase in negative thoughtsacross the three exposure levels was due primarily to the recipients' negative reactions to message repetition, ratherthan to negative evaluations of message content. Hypothesis two concerns the effect of multiple message exposure on the generation of topic-irrelevant thoughts. Topic-irrelevantthoughts were defined as those responses that do not represent an evaluation of the message arguments or of the advertisementitself. The mean numberof irrelevantthoughts for the one-, three-, and five-exposure levels was 0. 53, 0. 34 and 0. 3, respectively. The differences in irreleva ntthoughtsacross the threeexposurelevels were not significant, F (2. 257) = 1. 99. Contraryto the second hypothesis, it appearsthat message recipientsin the conditions did remainactive in attending multiple-exposure to the commercials, ratherthan tuning them out and producing cognitions that were unrelatedto the message. Relationshipof Cognitive Response to Message Acceptance To examine the relationshipof the cognitive responses generatedby subjects at the various exposure levels to attitude and purchase intention, several compensatoryEFFECTS OF TV COMMERCIALREPETITION TABLEI RELATIONSHIPOF COGNITIVERESPONSE AND MESSAGE RETENTION MEASURES TO MESSAGE ACCEPTANCE BY EXPOSURE LEVEL Single exposure Attitude Model 1 Purchase intention Three exposure Attitude Purchase intention Five exposure Attitude 61 Purchase intention Y2(SA+SB+SAf) – Y. (CA SD + SDf) + Model 2 .327b .323b .481 b ,345b .491 b .236c Y2(SA+SB+SAf+RRP) – Y. (CA. + + SDf+ RRN)8 SD Retention Aided recall Unaide d recall .327b .323b .468b ,339b .522b .258c . 021 . 086 .065 . 129 .014 . 010 .028 . 159 .001 . 121 .009 . 081 SAf = Simple Affirmations;SDf = Simple Disaffirmations; RRP = Repetition Related Positive; RRN = Repetition Related Negative; SA = Support Arguments; CA = Counterarguments; SD = Source Derogation; SB = Source Bolsters. bp < 0. 01 Cp < 0. 05 weighting models (cf. Wright 1973) were developed from the cognitive responses. These models, which are shown in Table 1, are based on an underlying assumption that message recipientsprocess cognitive cues in a mannersuch that opposing cues linearly balance each other. These compensatory models yield a measure of â€Å"net directionalimpact† of the cognitive mediators.Model 1 includes the product/message-related cognitive cues using the difference between the amountof positive ideation and negative ideation engaged in by the message recipients as the predictor of message acceptance. Model 2 adds the repetition-related thoug hts to the model and incorporatesall of the relevant cognitions into the cognitive response index. The relationships between the message retentionmeasures(unaidedand aided recall) and attitudeand purchaseintentionwere also examined. Simple regressions were performedusing each model as a predictorof the message acceptancemeasures.The results of these analyses, which were performedseparatelyfor each exposurelevel, are shown in Table 1. This table shows that the cognitive response models are significantly related to the message acceptancemeasuresacross all three exposure conditions. However, the aided and unaided recall scores are not relatedto either attitudeor purchaseintentionat any of the exposure levels. As can be seen in Table 1, the relationshipof the cognitive response models to the attitudinalmeasure of message acceptanceis strongerin the three-exposurecondition than in the single-exposurecondition, as predicated.However, the differences in these correlationsfor the two exposu re levels are not statistically significant (t = 1. 32, p < 0. 10). 5 Table 1 also reveals that the magnitudeof the relationshipbetween the cognitive response models and attitude does not show the hypothesizeddecline between the 5Comparison these correlationcoefficients was made using the folof lowing test statistic: three- and five-exposure conditions, but remainsrelatively constant. The relationshipbetween the cognitive response models and purchase intention across the three exposure levels is also shown in Table 1.The correlationsdo not show the predicted increase between the one- and three-exposure conditions. There is an attenuationin the correlationsbetween the three- and five-exposure conditions; however, these differences are not significant(t < 1). These results fail to supportthe hypothesizedchanges in the relationshipbetween cognitive and message acceptance across the three exposure levels. Table 1 also indicatesthat differences exist in the relationshipsbetween cog nitive response and the attitudinalmeasure of message acceptance and between cognitive response and the purchaseintention measure in the multiple-exposureconditions.There is an attenuationin the correlationof cognitive response to message acceptance when purchase intention, ratherthan attitude, is the message acceptance criterion. Wright (1973) found a similar attenuationbetween cognitive response and a behavioralintentionversus an attitudinal measureof message acceptance. The attenuationfound in this study may be due to the fact thatbehavioralpatternsfor a productsuch as toothpasteare likely to be well developed. Thus, favorable or unfavorablecognitive reactionsto the message may be related to affective position toward the new brand, but would not necessarily impact on intentionto buy the new brand.I + Vm 1 Vm I/ ~1 lNm-3 l/2 In – l/2 In 1 I + Vf 1- Vf 3 t= Nf- where Vm and Vf denote the correlationcoefficients for each group and Nm and Nf denote the size of each group. This statistic makes it possible to test the equalityof two correlationcoefficients using a t test (Kleinbaum and Kupper 1978). 62 THEJOURNAL CONSUMER OF RESEARCH sage argumentsand then developing an attitudetowardthe new brand, but ratherwere using the retainedargumentsto support a preformed affective position.This explanation may be particularlyplausible in a low-involvement advertising situation(which one might argue was the case in this study) where global affect, rather than attribute specific information,providesthe basis for consumerevaluationand decision making (cf. Olshavskyand Granbois1979; Wright 1976; Zajonc 1980). The two perspectives regarding the mediating role of cognitive response suggest differentcausal patternsamong the message acceptance measures and cognitive responses following multiple exposure to a message.The first explanation argues for the traditionalmediatingrole of cognitive responses, whereby the flow of causal effects originates with repetitionand moves th roughcognitive responses that mediateattitude,which in turnmediatespurchaseintention. The competingexplanationsuggests that the flow of effects originates with repetition and moves successively through attitude and purchase intention, which in turn influences cognitive response. This causal flow suggests thatcognitive in responses, particularly the multiple-exposure conditions, are the result of preformedaffect towardthe new brand.To examine the two competing explanationsof the relationships among the variables, a testing of alternative model forms was undertaken. The tenabilityof each causal model was tested by attemptingto reproducethe original correlationmatrix among the four relevant variables (repetition, cognitive responses, attitude, and purchase intention). Examination of the reproducibility of the original correlationmatrix provides evidence in supportof a proposed model configuration also allows for a comparison and of other alternativeflows.A techniquedeveloped by Simon ( 1957) for testing simple linear flows of causation was used to examine the relationshipamong these variables. This techniquefor testing a proposed causal flow was used by Lutz (1978) in examining the relationshipsamong beliefs, attitude, and behavioral intention-a problem similar to the presentone. Simon developed a precise set of predictionsfor the magnitudeof correlationbetween nonadjacent pairsof variables in the hypothesized flow of causation, based on observed correlationsbetween adjacent pairs of variables.Specifically, the predicted correlationbetween any two nonadjacent variables is equal to the product of all the pairwise correlations between adjacent intervening variables. For example, in the traditionalcognitive response causal sequence (repetition– cognitive response-> attitude-> intention), Simon's model would predictthat the simple correlationbetween repetitionand intentionwould be equal to the simple correlationsof repetitionand cognitive response multipl ied by the simple correlationof cognitive response and attitudemultipliedby the simple correlationof attitude and intention.Comparisonof predicted and actual correlations provides a measure of â€Å"fit† for the theoreticalexplanations being applied to the data. While this mode of analysis cannot prove that a particularcausal sequence is correct, it is useful for testing competing explanations. Cognitive Responses: Mediatorsor Productsof Message Acceptance? A basic assumptionin using the cognitive response approachto studying communicationeffects is that the spontaneous thoughts generated by the message recipients causally mediate affective reactions to a persuasive message.The assumptionthat cognitive responses precede and influencethe formationof attitudesand intentionshas been made in most cognitive response studies and has been directly tested in several investigations (Cacioppo and Petty 1979; Osterhouse and Brock 1970; Petty and Cacioppo 1977). This study assumed that c ognitive response cues generated by the message recipients mediate the effect of repetition on message acceptance,since subjectsin the multipleexposure conditions had the opportunity to become acquainted with the message arguments and had plenty of time to elaborate cognitively upon them. Thus, the responses generatedby the multiple-exposurecondition subjects would be based on the cogency of the message arguments and their reactionsto these arguments,ratherthan on a general, overall impressionof the productand/orcommercial. Evidence in supportof this position is offered by the strong relationshipbetween cognitive response and attitude in the multiple-exposureconditions. There is, however, an alternativehypothesis to the argument that cognitive responses mediate the effect of repetition on message acceptance.It may be that the thoughts producedby the message recipientsare not really mediating acceptanceof the message, but ratherare a reflectionof the recipient's affective position to ward the product and/or commercial. Several studies (Tesser and Conlee 1975; Tesser and Cowan 1977) have shown that the opportunityfor thought leads to a polarizationof attitudeswhereby affective position becomes more extreme in the initial direction. onditionsmay Message recipientsin the multiple-exposure have formed an attitudetowardthe new brandafter one or two exposures, while further exposure to and reflection upon the message argumentsmay have led to attitudepolarization. Thus, the cognitive responsesproducedby these subjects may have been a reflection of a previously developed and polarized attitude;ratherthan mediatingmessage acceptance,the recipients'responses may thus have offered cognitive justification for their affective position.This alternativeperspective suggests that the multipleexposure condition subjects were not processing the mes- 6Thereis evidence that the message argumentswere retainedmore in the multiple-exposureconditions than in the single-exposurecondition s. The cell means for the unaidedrecall measurewere 1. 70, 2. 33, and 2. 48, while the means for the aided recall measure were 2. 22, 2. 74, and 3. 20. An analysis of varianceperformedon the receptionscores showed thatthe effect of repetitionwas significant for both measures, F (2. 257) = 7. 01 and 11. 25, respectively (p < 0. 1). Pairwise comparisons of the cell means, using the Scheffe test, indicatedthat both recall measuresshowed a significant increase between the one- and three-exposureconditions (p < 0. 05), but not between the three- and five-exposurelevels. REPETITION EFFECTSOF TV COMMERCIAL TABLE 2 INTERCORRELATIONSOF VARIABLES IN HYPOTHESIZED FLOW OF EFFECTS Cognitive response – 63 TABLE 3 PREDICTIONS AND DEGREES OF FIT FOR RELATIONSHIPS AMONG NONADJACENT CAUSAL VARIABLES Degrees of fit Actual Expected Variable Repetition – Attitude – . 013 . 429 Purchase intention . 31 R–CR->Att->PI' 1. Repetition 2. Cognitive response 3. Attitude 4 . Purchase intention .022 .310 . 692 13 12r23 -. 013 rl2r23r,. r24= r23r, r14= .031 . 310 R–Att->PIl-CR -. 009 [(-. 022)(. 429)] – . 006 [(-. 022)(. 429)(. 692)] . 297 [(. 429)(. 692)] In performingthis analysis, the cognitive response variable was operationalizedby using the compensatoryindex derived from model 1 (Table 1). Repetition was assigned a value of 1, 3, or 5, dependingupon exposurelevel. Table 2 shows the observed simple correlationsamong the four variablesof interest.Each variableis numberedto facilitate of interpretation Table 3, which shows the actual and expected correlations among nonadjacentpairs of variables for the two competing causal flows previously described. To compare the degrees of fit of the two models, a total discrepancy score was computed from the correlations shown in Table 3. Total discrepancy was operationalized as the sum of the absolute differences between predicted and actual correlations. Table 3 shows that the degree of fit was best for the traditional model, in which cognitive responses mediate message acceptance.The total discrepancyfor this model was 0. 055, while the total discrepancy for the competing model was 0. 278. In additionto the two models previously considered, alternativeorderingsof the cognitive response and message acceptance measures following message repetition were also examined. However, none of these models performedas well as the basic cognitive-responses-as-mediatorsmodel. 13 r12r23 r14 =r2r23r34 r24 =r23r34 .031 -. 022 . 429 -. 015 [(-. 022)(. 692)] -. 005 [(-. 022)(. 692)(. 310)] . 214 [(. 692)(. 310)] intention aRepetitionrCognitive response-Attitude-oPurchaseDISCUSSION The results of this study are not supportiveof Berlyne's (1970) two-factor theoretical account of repetition effects nor of Cacioppo and Petty's (1979) two-stage attitudemodification process model. Neither attitudesnor purchaseintentions were affected by the level of advertisingexposure. This is consistent with t he results of otherrepetitionstudies that have failed to find a significant main effect for repetition on these outcome measures. The patternof results found for the cognitive response measures was also inconsistent with theoretical expectations.The number of negative product/message-related thoughtsdid not decline between the one- and three-exposure conditions, as had been predicted. The negative thoughtsvariablealso failed to parallelthe resultsfound for the attitude and purchase intention measures for the oneand three-exposureconditions. This inconsistency, which was also found by Calder and Sternthal(1980) and, to a lesser degree, by-Cacioppoand Petty (1980), suggests that there is not always a direct correspondencebetween cognitive response and outcome evaluations.The second stage of two-factortheory and the two-stage attitudemodificationprocess, which predicts a decrease in affect and an increase in negative thoughts due to tedium and reactance, was partially supported. Neithe r attitudes nor purchase intentions showed a significant decline between the three- and five-exposure conditions. However, the significant increase in negative repetition-related thoughts between the three- and five-exposure conditions suggests that reactance to the multiple message exposures did become more pronouncedin the high exposure condition.The significant increase in repetition-related thoughts across the three exposure levels is not surprising,but it is noteworthy. Past studies of repetition and cognitive response have not directlyrecognized the possibility thatrepetition-relatedcognitions might occur as a result of excessive exposure to a message; instead, they have assumed that the recipient's reaction to message repetition impacts on more traditionalcognitive response variables, such as or counterarguments favorablemessage-relatedthoughts. From a strategicperspective, these findings have implications for the scheduling of adverising messages, particularly over short tim e periods. While the exposure levels used in this study were high for a one-hour time period, they are not totally inconsistent with actual media schedvalue uling practices. The results suggest that no short-term is gained from addedexposures. Media schedulesthatresult in high levels of message exposure in a limited time period run the risk of alienatingthe viewer and may not represent Althoughcognitive response measures were not taken in the study by Gom and Goldberg (1980), they did find negative repetition-related reactions to be commonplace: â€Å"Observationof the children suggested that when exposed to the same commercial three or five times, they became annoyedby the repetitions. Remarkssuch as â€Å"Oh no, not again† or â€Å"not anotherone† were common †¦Ã¢â‚¬ ¦ . . . (p. 424). † 64 the most effective expenditureof media budgets.However, ratherthan focusing only on immediate postexposure reactions, it would be helpful to consider the effects of mul tiple message exposure over longer time periods, in order to determine the persistence of positive or negative responses. Crandall,Harrison,and Zajonc (1975) found that the negative effects of tediumfrom repeatedexposuresmay be only transitory,whereasthe positive effect is permanent. Stang (1974) also found satiationeffects to be short-lived: a small measurementdelay was more likely to show positive effects of exposure than an immediate measurement.Research similar to that of Cacioppo and Petty (1980), which uses delayed measures of cognitive response and the attitudechange, is needed to fully understand effects of message repetition. The use of delayed response measures in examining repetition effects is discussed in detail by Sawyer and Ward (1977). The results of this study are supportiveof other investigations suggesting that cognitive responses mediate postmessage attitudesand purchase intentions. Moreover, this studyoffers furthersupportfor the viabilityof using thought verbal ization data in studying communication effects.While the cognitive response models were capable of explaining a significantamountof the variancein attitudeand purchase intention, the aided and unaided recall measures did not show a significant relationshipto message acceptance despite the increase in recall scores across the three levels of exposure. These findingsare consistentwith other studies which have found that stimulus learningis not necessarily related to affective reactions (Cacioppo and Petty 1979; Greenwald1968; Wright19,73).These resultssupport the argumentthat cognitive cues generatedby the message recipient, ratherthan message arguments, are the primary mediatorsof message acceptance. [ReceivedMay 1981. Revised November 1981. ]RESEARCH THEJOURNAL CONSUMER OF REFERENCES Beaber, R. J. (1975), â€Å"The General Characteristicsof Covert Resistance Mechanisms and Their Relationship to Attitude Change and SpeakerPerception,† Unpublisheddoctoraldissertation,Department of Psychology, Universityof Southern California. Belch, George E. 1981), â€Å"An Examinationof Comparativeand Noncomparative Television Commercials: The Effects of Claim Variation and Repetition on Cognitive Response and Message Acceptance,† Journal of MarketingResearch, 18 (August): 333-49. Berlyne, D. E. (1970), â€Å"Novelty, Complexity, and Hedonic Value,† Perception and Psychophysics, 8: 279-86. Cacioppo, John T. , and Petty, Richard(1979), â€Å"Effects of Message Repetition and Position on Cognitive Response, Recall and Persuasion,† Journal of Personality and Social Psy97-109. hology, 37 (January): and Petty, Richard, (1980), â€Å"Persuasiveness of Communicationsis Affected by ExposureFrequencyand Message Quality: A Theoreticaland EmpiricalAnalysis of Persisting Attitude Change,† in Current Issues and Research in Advertising, eds. J. H. Leigh and C. R. Martin,Jr. , Ann Arbor: Division of Research, GraduateSchool of Business Administration, Univer sity of Michigan. Calder, Bobby J. and Sternthal,Brian (1980), â€Å"Television ComProcessingView, † Journal mercialWearout:An Information of MarketingResearch, 17 (May): 173-186. Craig, C.Samuel, Sternthal, Brian, and Levitt, Clark (1976), Analysis,† Journal â€Å"AdvertisingWearout:An Experimental of MarketingResearch: 13 (November):365-72. Crandall, R. , Harrison, A. A. , and Zajonc, Robert B. (1975), â€Å"The Permanence of the Positive and Negative Effects of StimulusExposure:A Sleeper Effect? ,† Unpublishedmanuscript, University of SouthernCalifornia. Ginter, James L. (1974), â€Å"An ExperimentalInvestigationof AttitudeChange and Choice of a New Brand,† Journal of Mar30-7. keting Research, 11 (February): Goldberg, Marvin E. , and Gorn, Gerald J. 1974), â€Å"Children's Reactions to Television Advertising: An ExperimentalApproach,† Journal of Consumer Research, 1 (September): 69-75. Gorn, Gerald G. , and Goldberg, Marvin E. (1980), â€Å"Chi ldren's Responses to RepetitiveTV Commercials,† Journal of Consumer Research, 6 (March):421-25. Grass, R. C. , and Wallace, Wallace H. (1969), â€Å"SatiationEffects of T. V. Commercials,†Journal ofAdvertisingResearch, 19: 47-57. Greenwald, A. G. (1968), â€Å"Cognitive Learning, Cognitive Response to Persuasionand AttitudeChange,† in Psychological Foundations of Attitudes, eds.A. G. Greenwald, T. C. Brock, and T. M. Ostrom, New York: Academic Press. Kleinbaum,David G. , and Kupper,LawrenceL. (1978), Applied Methods,North RegressionAnalysis and OtherMultivariable Scituate, MA: Duxbury Press. Krugman,HerbertE. (1962), â€Å"An Applicationof LearningTheory to TV Copy Testing,† Public Opinion Quarterly, 26: 626-34. (1965), â€Å"The Impactof Television Advertising:Learning Without Involvement,† Public Opinion Quarterly, 30: 583-96. (1968), â€Å"Processes Underlying Exposure to Advertising,† AmericanPsychologist, 23: 11-14.APPENDIX Sample Text o f CommercialMessages Announcingan importantadvance in the science of dental hygiene, new Shield toothpaste with fluorigard. Fluorigard is a new stannous fluoride substance developed by a biodental team at a leading university. Clinical tests by the American Dental Association have found new Shield to be more effective than Crest, the leading fluoride toothpaste, in reducing cavities. These tests showed that Shield, with its patented fluorigardformula, has significantly higher levels of fluoride activity than Crest.This means that Shield spreads faster while you brush, actually penetratingand cleaning in between your teeth, where most cavities occur. And Shield's fluorigard formulawas also preferredin taste tests. Remember, see your dentist regularly and brush often with new Shield, the only toothpastethat gives your teeth the protectionof fluorigard. REPETITION EFFECTSOF TV COMMERCIAL (1972), â€Å"Why Three ExposuresMay Be Enough,† Journal of AdvertisingResearch, 12: 11-14. Leavitt, Clark (1974), â€Å"Strong Versus Weak Effects of Mass Communications:Two Alternative Hypotheses,† in Buyerl ConsumerInformationProcessing, eds.G. D. Hughes and M. L. Ray, Chapel Hill, NC: University of North Carolina Press. Lutz, RichardJ. (1978), â€Å"A FurtherExaminationof Two Laboratory Tests of the Extended Fishbein Attitude Model: Rejoinder,† Journal of Consumer Research, 4 (March): 266-271. McCullough, J. L. , and Ostrom, Thomas (1974), â€Å"Repetitionof Highly Similar Messages and AttitudeChange,† Journal of Applied Psychology, 59 (June): 395-7. Mitchell, Andrew, andOlson, JerryC. (1977), â€Å"Cognitive Effects of Advertising Repetition,† in Advances in ConsumerResearch, Vol. 4, ed. W. D.Perreault,Atlanta, GA: Association for ConsumerResearch, pp. 213-20. Olshavsky, Richard W. , and Granbois, Donald (1979), â€Å"Consumer Decision Making-Fact or Fiction,† Journal of ConsumerResearch, 7: 331-33. Osterhouse, R. A. , and Brock, Tim othy C. (1970), â€Å"Distraction Increases Yielding to Propagandaby Inhibiting Counterarguing,† Journal of Personality and Oocial Psychology, 15: 344-358. Petty, RichardE. , and Cacioppo, JohnT. (1977), â€Å"Forewarning, Cognitive Responding, and Resistanceto Persuasion,†Journal of Personality and Social Psychology, 35: 645-55.Ostrom, Thomas M. , and Brock, Timothy C. (1981), CognitiveResponses in Persuasion, Hillsdale, NJ: Erlbaum. Ray, Michael L. , and Sawyer, Alan G. (1971), â€Å"A Laboratory Technique for Estimating the Repetition Function for Advertising Media Models,† Journal of MarketingResearch, 8: 20-29. Sawyer, Alan G. (1973), â€Å"The Effects of Repetition of Refutational and SupportiveAdvertisingAppeals,† Journal of Mar3-33. ketingResearch, 10 (February): (1977), â€Å"Repetition and Affect: Recent Empirical andTheoreticalDevelopment,† in Foundationsof Consumerand Industrial Buying Behavior, eds. A. G. Woodside, J. N. Sheth, and P. D. Bennett, New York: AmericanElsevier. (1981), â€Å"Repetition, Cognitive Response and Persuasion,† in Cognitive Responses in Persuasion, eds. R. E. Petty, T. Ostrom, and T. Brock, Hillsdale, NJ: Erlbaum,pp. 237-61. 65 , and Ward, Scott (1979), â€Å"Carry-OverEffects in Advertising Communication,† in Research in Marketing, Vol. II, ed. J. N. Sheth, Greenwich, CT: JAI Press, pp. 259-314. Silk, Alvin J. , and Vavra, J. G. 1974), â€Å"The Influence of Advertising's Affective Qualities on Consumer-Response,† in Processing, eds. G. D. Hughes Information Buyer/Consumer and M. L. Ray, Chapel Hill, NC: University of North Carolina Press, pp. 157-86. Simon, H. A. (1957), Models of Man, New York: John Wiley & Sons, Inc. Stang, D. J. (1973), â€Å"Six Theories of Repeated Exposure and Affect,† Manuscript#482, JSAS Catalog of Selected Documents in Psychology, 3: 126. (1975), â€Å"The Effects of Mere Exposureon Learningand Affect,† Journal of Personality a nd Social Psychology, 31: 7-13.Tesser, A. , and Conlee, M. C. (1975), â€Å"Some Effects of Time and Thought on Attitude Polarization,† Journal of Personality and Social Psychology, 31: 262-70. , and Cowan, C. L. (1977), â€Å"Some Attitudinaland Cognitive Consequences of Thought,† Journal of Research in Personality, 11: 216-26. Winer, B. J. (1971), Statistical Principles in ExperimentalDesign, New York: McGraw-HillBook Co. Winter, FredrickW. (1973), â€Å"A LaboratoryExperimentof Individual AttitudeResponse to AdvertisingExposure,† Journal of MarketingResearch, 10 (May): 130-40. Wright, Peter L. 1973), â€Å"The Cognitive Processes Mediating Research, Acceptanceof Advertising,† Journal of Marketing 53-67. 10 (February): (1975), â€Å"Factors Affecting Cognitive Resistance to Advertising,† Journal of ConsumerResearch, 2 (June): 1-10. (1976), â€Å"An Adaptive Consumer'sView of Attitudesand Other Choice Mechanisms, as Viewed by an Equally Adaptive Advertiser,† in AttitudeResearch at Bay, eds. Deborah Johnson and William D. Wells, Chicago American Marketing Association, pp. 113-31. (1980), â€Å"Message-Evoked Thoughts: Persuasion ResearchUsing ThoughtVerbalizations,†Journal of Consumer Research, 2