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Area of Science:

  • Social Psychology
  • Political Communication
  • Marketing

Background:

  • Attack advertisements often aim to decrease support for policies or candidates.
  • The Affordable Care Act (ACA) and Common Core (CC) standards have been subjects of significant public debate and negative campaigning.
  • The knowledge-gap theory suggests that socioeconomic status can influence information acquisition, but this study explores curiosity as a driver.

Purpose of the Study:

  • To investigate the paradoxical effect of negative information in attack advertisements on public support for the ACA and CC standards.
  • To test the hypothesis that exposure to negative information can increase information seeking and knowledge acquisition.
  • To examine the role of curiosity in mediating the relationship between negative advertising and policy support.

Main Methods:

  • An observational study was conducted to analyze existing data on exposure to attack ads and policy support.
  • A randomized experiment with 300 participants was designed to establish causality between negative information exposure, curiosity, knowledge, and support.
  • Multi-methods research approach combining observational and experimental designs.

Main Results:

  • Exposure to negative information in attack advertisements led to increased ACA enrollments and greater support for CC standards.
  • Individuals exposed to more attack ads were more likely to independently seek information about the ACA and CC.
  • Increased information seeking correlated with higher knowledge levels and subsequent support for the policies.

Conclusions:

  • Negative information in attack advertisements can paradoxically increase demand and support for targeted policies like the ACA and CC.
  • Curiosity, triggered by negative information, acts as a key mechanism driving increased knowledge and support.
  • This research offers a novel contribution to marketing and political communication by demonstrating how negative campaigns can enhance policy engagement.