Content Class as a Contextual Cue in the Cognitive Processing of Publicity Versus Advertising

Abstract

Claims about the superiority of news over advertising are a cornerstone of public relations practice. Drawing on the dual processing models in social cognition (Chaiken, 1980, 1987; Petty & Cacioppo, 1986), this study defines the difference between news and advertising in terms of content class, a contextual variable that serves as a cue during cognitive processing of mediated messages. An experimental study using a 2 x 2 x 2 factorial design (N = 329) manipulated content class, argument strength, and product involvement using 16 full-page prototype articles and ads for 4 products that might be found in a new college magazine. Content class interacted with product involvement to impact the amount of processing by participants (based on recall and cognitive responses measures) and with argument strength to bias message evaluations (based on valence of cognitive thoughts, believability assessments, and attitudinal—conative measures). The results provide only qualified support for claims about the superiority of news over advertising and suggest caution by public relations practitioners when promoting advantages of publicity.