Cognitive Style and Political Learning in the 2000 U.S. Presidential Campaign

Abstract

This article explores the impact of cognitive style, as measured by need to evaluate and need for cognition, on information acquisition during the 2000 U.S. presidential campaign. Using data from the 2000 National Election Study I show that both constructs are related to measures of candidate information, i.e., correct ideological placement, correct policy placement, and number of candidate articulations; but that need to evaluate has a much stronger and more consistent effect than does need for cognition. The implications of these findings are discussed.