Coupling Administrative Practice with the Technical Core and External Regulation: The Role of Organizational Routines (WP-09-04)


James P. Spillane, Leigh Mesler, Christiana Croegaert, and Jennifer Zoltners Sherer

How do individuals form opinions about new technologies? What role does factual information play in that process? We address these questions by incorporating two critical dynamics, typically ignored in extant work: competition between information and over-time processes. We present results from experiments on two technologies: carbon-nanotubes and genetically modified foods. We find that factual information is of limited utility—it does not have a greater impact than other background factors (e.g. values), it adds little power to newly provided arguments/frames (e.g., compared to arguments that lack factual information), and it is perceived in biased ways once individuals form clear initial opinions (e.g., there is motivated reasoning). Not only do our results provide insight into how individuals form opinions, over time, when presented with novel technologies, but they also bring together various distinct literatures including work on information, framing and motivated reasoning.

James P. Spillane, Professor, School of Education and Social Policy, Northwestern University
Leigh Mesler, Doctoral Student, School of Education and Social Policy, Northwestern University
Christiana Croegaert, Visiting Assistant Professor of Gender Studies, Mount Holyoke College
Jennifer Zoltners Sherer, Doctoral Student, Learning Research and Development Center, University of Pittsburgh

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