In petty, cacioppo, and goldman's (1981) study, students were asked to read either eight weak arguments or eight strong arguments in support of implementing a comprehensive exam at their university. some students were told that the exam would be initiated the following year, and others were told it would be initiated in ten years, well after the students' graduation. finally, the researchers varied the expertise of the source of the arguments - that is, participants were told the arguments were generated either by a local high school class or by a prestigious "commission on higher education." the researchers measured students' attitudes toward the exam. what was the main result of this study?
when students believed the exam would be implemented in ten years, the expertise of the source influenced their attitudes, but the quality of the arguments did not.
when students believed the exam would be implemented the following year, the expertise of the source influenced their attitudes, but the quality of the arguments did not.
when students believed the exam would be implemented in ten years, the quality of the arguments influenced their attitudes, but the expertise of the source did not.
when students believed the exam would be implemented the following year, both the expertise of the source and the quality of the arguments equally influenced their attitudes.