Chapter 6
Determinants of abstractness and concreteness and their persuasive effects
The writing guideline to avoid abstractness and to use concrete language instead has a long and well-deserved reputation. Nevertheless, it is not clear what constitutes concrete language. In this chapter we report two studies. The first investigates the determinants of concreteness and abstractness using a rating task. The results show that for all word classes sensory perceptibility is an important component and that the determinants specificity and drawability/filmability vary with word class. In the second study, we used the insights from study 1 to manipulate a text from the National Budgeting Institute (Nibud) that addresses adolescents from different educational levels. The results only show effects of educational level on comprehension and persuasive power; no effects of concreteness were found. The studies raise issues about the validity of the writing guideline to be concrete.
Article outline
- 1.Introduction
- 2.Study 1: Determinants of concreteness and abstractness
- 2.1Method
- 2.1.1Word list
- 2.1.2Participants and procedure
- 2.1.3Results
- 2.2Conclusion and discussion
- 3.Study 2: Effects of concreteness
- 3.1Introduction
- 3.2Method
- 3.2.1Materials
- Original version
- Abstract version
- Concrete version
- Concrete version with detailed examples
- 3.2.2Participants and design
- 3.2.3Instruments
- 3.2.4Procedure
- 3.2.5Statistical analysis
- 3.3Results
- 3.3.1Text appreciation
- 3.3.2Persuasive impact
- 3.3.3Comprehensibility
- 3.3.4Other measures
- 3.4Conclusion and discussion
- 4.General discussion
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Acknowledgment
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Notes
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References