Abstract
Research has revealed that contextual factors, such as requests for elaboration (Takemura, 1994; LeBoeuf & Shafir, 2003; Miller & Fagley, 1991; Sieck & Yates, 1997), context indicators (Bless, Betxch, & Franzen, 1998), target of the task (Levin & Chapman, 1990; Wang, 2001), and presentation format (Fagley & Miller, 1997) can affect the likelihood of framing. It is also the case that person factors such as need for cognition (Chatterjee, Heath, Milberg, Sc France, 2000; Curseu, 2006; Smith & Levin, 1996; Zhang & Buda, 1999; Simon, Fagley, & Halleran, 2004), intuition (Levin, Gaeth, & Schreiber, 2002), competence (Bruine de Bruin, Parker, & Fischoff, 2007), and predispositions toward analytical-deliberative thought (Bartels, 2006; LeBoeuf & Shafir, 2003, McElroy & Seta, 2003) appear to play a role in processes involved in the framing effect.