Abstract
This study examined the influence of narrative and propositional reasoning in a classroom context. Students viewed 1 of 4 videotaped instructional simulations that varied the controversial issue presented by the teacher and ways of reasoning about it. After viewing a videotape, students rated the expertness, trustworthiness, and attractiveness of the teacher, and the effectiveness of instruction. They rated the teacher as more attractive and the presentation more effective when he used a narrative rather than a propositional approach.
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