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This paper reports on an exploratory study among adolescents (N = 752) who were introduced to the emerging technology of ecogenomics for the first time. An online survey focused on their associations with the term ecogenomics, their planned information seeking behaviors if they were to acquire information about the new technology, and their first affective responses toward ecogenomics after having read some introductory information about it. Adolescents were found to associate ecogenomics most frequently with economy. Although the Internet was the most popular medium to be used in their planned information seeking behaviors, books and science communication professionals were judged as the most trustworthy information sources. After having read the introductory information about ecogenomics most adolescents reported positive affective responses toward the new technology.

In the context of public introductions to emerging technologies, this study examined effects of priming and Web site interactivity on adolescents' attitude development and information processing. In a four (priming) by three (interactivity levels) experiment, participants (N = 273) were required to search for and process Web-based information about ecogenomics. Results showed that priming ecogenomics as biotechnology, ecology, economy, or science in general did not affect attitude development. Interactivity levels, manipulated as low, medium, and high, were found to influence adolescents' time invested in the information-processing task, perceived cognitive load, and Web site evaluations. [ABSTRACT FROM AUTHOR]