Abstract
AbstractThe study represented a systematic effort to alter attitudes by emphasizing recognition and evaluation of basic assumptions. It consisted of seventy-five college students enrolled in their first course in professional education. A semantic differential was administered at the beginning and again at the end of the spring semester, 1964-65. For ten of the thirteen concepts tested, significant differences were obtained, based upon the t-test for correlated samples.
Full Text 
Sign-in/Register to access full text options
Sign-in/Register to access full text options 
Published version (
Free)
Free) 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
