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The present work examined the influence of strong arguments vs non-verbal cues in accepting a message of low vs high personal relevance. Specifically, 71 student at a nursery school were exposed to a videotape, in which the source argued for a change in the evaluation of the pupils. The message delivered either 3 strong arguments and no specific non-verbal cues, or 3 weak arguments and 3 non-verbal, potentially persuasive, cues (i.e., raising of eyebrows, tensing of corrugators, high-flow style). We predicted and found the first (second) type of message to be more persuasive under conditions of high (low) personal relevance. The theoretical and practical implications of these findings are discussed.
