ABSTRACT
The rekindling of interest in questions concerning attitude functions that social psychology has witnessed in the past decade or so (e.g., Pratkanis, Breckler, & Greenwald, 1989) has spawned numerous theoretical and practical advances in our knowledge of the attitude construct. Theory and research, for example, in areas such as persuasion (e.g., DeBono, 1987; DeBono & Harnish, 1988; Murray, Haddock, & Zanna, 1996; Shavitt, 1990; Spivey, Monson, & Locander, 1983), attitudebehavior relations (e.g., Maio & Olson, 1994, 1995), consumer behavior (e.g., DeBono & Packer, 1991; DeBono & Telesca, 1990; Johar & Sirgy, 1991; Korgaonkar, Lund, & Price, 1985; Shavitt, Lowrey, & Han, 1992), and the psychology of stigmatized groups (e.g., Herek, 1986a, 1986b, 1987; Kristiansen, 1990; Leone & Wingate, 1991; Wyman & Snyder, 1997) have benefited greatly from renewed attempts to understand the
many and diverse differences in why we evaluate. Interestingly, these increased efforts toward understanding why we evaluate have also led researchers to a new, but related, set of questions: those concerning how we evaluate (DeBono & Rubin, 1995).
