Effects Of Exposure Frequency Research Articles

Effects of Exposure Frequency, Depth of Processing, and Activity Repetition Types on Vocabulary Learning

Effects of Exposure Frequency, Depth of Processing, and Activity Repetition Types on Vocabulary Learning

Media exposure, perceived efficacy and positive experience as predictors of personal and social risk perceptions of mishandled vaccine in China

ABSTRACT Informed by social cognitive theory and impersonal impact hypothesis, this study examined the effects of media exposure, perceived efficacy and prior positive experience on risk perception during a risk event concerning mishandled vaccine in China. Through an online survey of 923 Internet users in China, the study explored the effect of media exposure on perceived risk in two dimensions: exposure frequency and exposure extensity, and found that exposure extensity was a significant predictor of personal risk perception, while exposure frequency had a significant effect on social risk perception. Response efficacy negatively predicted perceived social risk, while self-efficacy did not predict perceived personal risk. Prior positive experience moderated the effects of exposure extensity and self-efficacy on perceived personal risk. Prior positive experience also moderated the effects of response efficacy on perceived social risk, but did not moderate the effect of exposure frequency on perceived social risk.

Effects of Exposure Frequency and Pose Variation on Learning 3-D Faces: A Comparison between Viewpoint Interpolation and Extrapolation

Effects of Exposure Frequency and Pose Variation on Learning 3-D Faces: A Comparison between Viewpoint Interpolation and Extrapolation

Raising Cultural Awareness through Implicit Exposure to Culturally-loaded Vocabulary

The study explored the possible effects of exposure frequency on implicit acquisition of culturally-loaded words. In the context of the study, culturally-loaded words were defined as those L2 words which had significantly-different cultural connotations with respect to learners' first language (and culture). Within a quasi-experimental research design, 75 adult EFL learners took part in the study. Their gains in three culture-related aspects of lexical knowledge, through implicit exposure to target words, were measured. The findings confirmed that exposure frequency had a positive effect on vocabulary knowledge as a continuum of one to seven encounters could tell. In addition, it was revealed that receptive knowledge of meaning and form (RMF) as well as receptive knowledge of associations (RA) responded faster to implicit exposure than productive knowledge of associations (PA). Furthermore, whereas gains in vocabulary knowledge for RMF and RA were significant even after three encounters, for this latter subknowledge, at least seven encounters were needed to reach significant results.

English

This study explored the effect of incidental vocabulary exposure on receptive and productive vocabulary knowledge, acquisition and retention among 90 Iranian EFL learners. The research focused on how exposure frequency or the number of encounters with the target words in reading passages affected different aspects of vocabulary knowledge such as receptive and productive knowledge of orthography, parts of speech, associations and meaning. In general, the findings (based on ANOVA and its non-parametric version, Kruskal-Wallis whenever normality requirement was not met) indicated that incidental exposure to second language (L2) words through reading passages might be conducive to vocabulary acquisition and retention. Particularly, it was revealed that as the number of encounters to L2 target words increased, the learners were more successful in acquiring different aspects of vocabulary knowledge. In this regard, the effect of exposure frequency was significant in both the immediate and delayed post-test for all aspects of vocabulary knowledge when the amount of exposure increased from one encounter to seven. Nevertheless, the analyses of the scores obtained from the seven subtests suggested that the effect of exposure frequency may vary for different aspects of vocabulary knowledge. Moreover, there was no marked distinction between receptive and productive aspects of vocabulary knowledge. However, the scores on the semantic subtests revealed that increasing the number of exposure frequency could mostly affect the receptive knowledge of meaning and form as well as productive knowledge of associations. These aspects were also more vulnerable with the passing of time. It is recommended that English teachers put incidental vocabulary acquisition within the perspective of a longitudinal, intensive and systematic vocabulary recycling where the learners' knowledge of vocabulary is reinforced and accumulated over time. Moreover, English teachers may make use of form-focused or explicit instruction to compensate for any lack of time or their learners' need for more incidental exposure to L2 vocabulary. DOI: http://dx.doi.org/10.17576/GEMA-2014-1401-04

The Mere Exposure Effect in the Domain of Haptics

BackgroundZajonc showed that the attitude towards stimuli that one had been previously exposed to is more positive than towards novel stimuli. This mere exposure effect (MEE) has been tested extensively using various visual stimuli. Research on the MEE is sparse, however, for other sensory modalities.Methodology/Principal FindingsWe used objects of two material categories (stone and wood) and two complexity levels (simple and complex) to test the influence of exposure frequency (F0 = novel stimuli, F2 = stimuli exposed twice, F10 = stimuli exposed ten times) under two sensory modalities (haptics only and haptics & vision). Effects of exposure frequency were found for high complex stimuli with significantly increasing liking from F0 to F2 and F10, but only for the stone category. Analysis of “Need for Touch” data showed the MEE in participants with high need for touch, which suggests different sensitivity or saturation levels of MEE.Conclusions/SignificanceThis different sensitivity or saturation levels might also reflect the effects of expertise on the haptic evaluation of objects. It seems that haptic and cross-modal MEEs are influenced by factors similar to those in the visual domain indicating a common cognitive basis.

Verbal mediation as a function of associative directionality and exposure frequency

Summary Two three-stage mediation paradigms, A-B, B-C, A-C, and A-B, B-C, C-A, were used to test the differential facilitating effects of forward and backward associations at two levels of exposure frequency (number of learning trials). The results indicated a relative superiority of forward associations in the facilitation of mediated learning. The effect of exposure frequency on the differential effect was not significant although the data suggested that further increases in the number of learning trials may result in a substantial decrease in the advantage of forward associations. The results were discussed in light of other evidence concerning bidirectional effects in paired-associate learning and mediation.