Abstract
Development and change of evaluative concepts were studied as a function of positive- vs. negative-concept acquisition with high- vs. low-frequency adjectives previously rated as positive vs. negative. Development of a positive or negative concept was accomplished by selectively reinforcing 25 evaluative adjectives, and change was accomplished by reversing the reinforcement pattern with 50 further evaluative adjectives. The positive concept was more readily acquired, and a small frequency effect during acquisition was increased during change. Interaction effects indicate resistance to change is greater with the positive, high-frequency words and depends upon the type of words experienced during acquisition and change. The results are interpreted as indicating that both semantic and nonsemantic word properties influence development and change of a type of concept considered to be the core of attitudes.
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