Abstract
Summary A field experiment was conducted to assess the effects of adding specific behavioral instructions to a persuasive manipulation. Fifty-seven South American mothers of malnourished children served as Ss in a repeated measures design. Both attitudes and general nutritional information increased significantly more following any type of classroom instruction than after no treatment. Groups receiving specific instructions on how to perform the target behaviors made significantly greater gains in task specific knowledge than Ss receiving no treatment. Task specification tended to effect greater behavior change than control conditions. The need for directly assessing the behavioral outcome of persuasive manipulations, rather than depending upon unvalidated verbal measures is stressed, and the role of task specification in effecting behavioral, as well as attitudinal, change discussed.
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