Effect Of Fluency Research Articles

Vertical or horizontal? The interaction between frame orientation formats and visual content in tourism short videos

Purpose This study aims to investigate how the frame orientation format and visual content of tourism short videos interact to influence tourists’ travel intention. Design/methodology/approach Two scenario-based experiments were designed and conducted through Credamo. The researchers enrolled 187 participants for Study 1 using convenience sampling, measuring the impact of video frame orientation and visual content on travel intention by conducting a two-factor analysis of covariance. Study 2 retested the interaction effect using 237 sample data and conducted bootstrapping to examine the serially mediating effect of imagery fluency and travel inspiration. Findings Frame orientation formats and visual content interactively affect the video audience’s travel intention: For site-centric tourism short videos, the horizontal frame orientation format can help inspire audiences’ travel intention; However, for activity-centric tourism short videos, the vertical frame orientation format is more suitable. Imagery fluency and travel inspiration have serially mediated effects in the above interactions. Practical implications Destination marketers can use a combination of vertical format and activity-centric content (or horizontal format and site-centric content) to ensure the marketing effectiveness of short videos. Originality/value This study explores how frame orientation and visual content interact to influence video audiences’ travel intention. The findings challenge the traditional understanding of frame orientation selection in short videos, provide a meaningful extension of construal-level theory and contribute to the research on visual effects in short tourism videos.

Self-Concept in Mild Cognitive Impairment and Mild Dementia due to Alzheimer's Disease Is Affected on Tests of Self-Generated Statements.

Several studies show that Alzheimer's disease (AD) and other neurocognitive disorders have a negative impact on the self and identity formation. Most studies have included persons with mild to moderate dementia, but how AD patients in the earliest phases retrieve information about themselves has only been studied scarcely. The aim of this study was to investigate if persons with mild cognitive impairment (MCI) and mild AD would generate fewer self-related statements than healthy controls. From a memory clinic, we included 17 aMCI patients, 17 patients with mild dementia (AD; MMSE ≥ 24), and 30 healthy controls. Three Events Test and Twenty Statements Test (TST) were applied to all participants. The persons with mild dementia gave significantly fewer statements compared to the controls (p < 0.001) and the aMCI patients (p < 0.01) on TST. Fewer statements were also produced by the aMCI patients compared to the control participants (p < 0.05). Persons from both patient groups produced significantly fewer contextual details compared to the controls on the Three Events Tests. There were significant associations to lexical fluency for both the TST and Three Events Test, but only a limited amount of variance was explained, and the results cannot be explained solely by a fluency effect. The results from this study are in accordance with findings from previous studies demonstrating that mild AD leads to a decline in both autobiographical memories and a diminished sense of self. Further, this study shows that changes in self-concept may occur even in the earliest clinical stages of AD.

Loop and Enjoy: A Scoping Review of the Research on the Effects of Processing Fluency on Aesthetic Reactions to Auditory Stimuli.

Processing fluency has been shown to affect how people aesthetically evaluate stimuli. While this effect is well documented for visual stimuli, the evidence accumulated for auditory stimuli has not yet been integrated. Our aim was to examine the relevant research on how processing fluency affects the aesthetic appreciation of auditory stimuli and to identify the extant knowledge gaps in this body of evidence. This scoping review of 19 studies reported across 13 articles found that, similarly to visual stimuli, fluency has a positive effect on liking of auditory stimuli. Additionally, we identified certain elements that impede the generalizability of the current research on the relationship between fluency and aesthetic reactions to auditory stimuli, such as a lack of consistency in the number of repeated exposures, the tendency to omit the affective component and the failure to account for personal variables such as musical abilities developed through musical training or the participants' personality or preferences. These results offer a starting point in developing novel and proper processing fluency manipulations of auditory stimuli and suggest several avenues for future research aiming to clarify the impact and importance of processing fluency and disfluency in this domain.

Effects of reading fluency and comprehension supplemental education program (OKA2DEP) on the reading skills of middle school students with intellectual disabilities

This study investigated the impact of the Reading Fluency and Comprehension Supplemental Education Program (OKA2DEP) on enhancing the reading fluency and comprehension skills of middle school students with intellectual disabilities (IDs) in Turkey. We utilised a single-subject design, specifically the changing criterion design, to assess OKA2DEP efficacy. The study involved four middle school students with ID. The results demonstrated that OKA2DEP significantly improved the reading fluency and comprehension skills of the participants. Additionally, feedback on the program’s social validity indicated that both the participants and their teachers were pleased with the program’s outcomes. These findings suggest that OKA2DEP can serve as a valuable tool for reading instructors. By incorporating structured, evidence-based methods, teachers can enhance their instructional practices and better meet the diverse needs of their students with ID.

The disconnect between metamemory and memory for emotional images

ABSTRACT Emotional information is reliably predicted to be remembered better than neutral information, and this has been found for words, images, and facial expressions. However, many studies find that these judgments of learning (JOLs) are not predictive of memory performance (e.g. [Hourihan, K. L. (2020). Misleading emotions: Judgments of learning overestimate recognition of negative and positive emotional images. Cognition and Emotion, 34(4), 771–782. https://doi.org/10.1080/02699931.2019.1682972]). The present study investigates and rules out numerous potential causes for this discrepancy between memory predictions and performance, including (1) reactivity to making JOLs, (2) idiosyncrasies of specific images used, (3), type of memory test, and (4) effects of fluency. Three additional experiments investigate whether JOLs can become more predictive of memory performance, either by experience with the task or by manipulating prior beliefs about memory for emotional images. In all experiments, we found the same effect: Emotional images are inaccurately predicted to be remembered better than neutral images. The results suggest that emotion is used as a heuristic for learning, resulting in low metamnemonic accuracy for emotional stimuli.

The Role of the French Language in facilitating Trade: A Case Study of Maje Border Town Markets

This study explores the role that the French language plays in promoting trade in Maje's marketplaces, a well-known border town. Maje, which is located where cultural and economic exchanges converge, provides an intriguing backdrop for examining the complex relationships that exist between language, trade, and cross-border connections. The research explores the particular ways in which the French language influences business operations, communication patterns, and market dynamics in Maje through the use of a case study technique enhanced by anthropological inquiry. The study looks at how common French is among dealers, clients, and other stakeholders as a lingua franca through observations, interviews, and linguistic studies. The study looks into the various ways that the French language is used in the marketplace to facilitate cross-cultural interactions, negotiate agreements, and mediate transactions. It examines the linguistic tactics used by market players, such as code-switching, language accommodation, and cultural adaptation, to take capitalize on French proficiency for business benefit. The study also assesses the effects of fluency in French on competitive advantage, market segmentation, and market integration. It takes into account how linguistic asymmetries and impediments may affect a variety of stakeholders' access to markets, ability to establish trust, and economic prospects. Our understanding of the socio-economic dynamics driving cross-border commerce is enhanced by this study's illumination of the complex interactions between language and trade in border town markets. In border regions where the French language is significant, the findings offer insightful information to policymakers, market participants, and language planners who aim to encourage inclusive economic development and cross-cultural understanding. Keywords: French language, Trade promotion, Linguistic tactics, Market dynamics, Cross-cultural interactions, Competitive advantage

The interactive effect of processing fluency and information credibility on donation in the digital philanthropy context

The interactive effect of processing fluency and information credibility on donation in the digital philanthropy context

Examining the generalisability of the simple view of reading comprehension for emergent bilinguals

AbstractReading comprehension depends on oral language competence and word reading ability, as per the simple view of reading. While this theory has been studied in Western, Educated, Industrialized, Rich and Democratic contexts, its applicability in different educational settings characterized by multilingualism, a lack of explicit reading instruction, and the challenges of poverty (as in South Africa) remains under‐explored. We use secondary data from approximately 263 emergent bilinguals (approximately one‐quarter isiZulu‐English, three quarters Siswati‐English) from the Second Early Grade Reading Study intervention. Participants completed tests of word reading fluency, vocabulary and reading comprehension in both of their school languages. Using within‐language path models, we examine the effects of word reading fluency and vocabulary on reading comprehension and explore whether these relations differ by first language group or intervention group. Thus, we tease out the role of the language and educational context in influencing the skills related to reading comprehension in first language and English additional language.

Personality traits and Chinese college students' satisfaction with physical education classes: the mediating role of trait fluency and the moderating role of physical education class difficulty.

This study aims to investigate the impact mechanism of personality traits on physical education satisfaction among college students, validating the mediating effect of trait flow and the moderating effect of physical education difficulty. By analyzing the influence mechanism of personality traits on college students' satisfaction with physical education classes, it helps to explore more channels to enhance satisfaction with physical education classes. A questionnaire survey was conducted using the Big Five Personality Scale, the Physical Education Class Satisfaction Scale, the Trait Fluency Scale, and the Physical Education Class Difficulty Scale with 868 public physical education students in 10 universities in Shanghai. Moderated mediation modeling was conducted using Hayes' PROCESS macro. Personality traits are positively correlated with physical education satisfaction, and the predictive effect is significant (β = 0.786, p < 0.001). This association is mediated by trait fluency (indirect effect: β = 0.797, p < 0.001), accounting for 62.7% of the total effect. Physical education difficulty significantly moderates the predictive effects of personality traits on physical education satisfaction (β = -0.183, p < 0.01) and trait fluency (β = -0.130, p < 0.001). Additionally, physical education difficulty significantly moderates the predictive effect of trait fluency on physical education satisfaction (β = 0.172, p < 0.001). Personality traits predict physical education satisfaction, with trait fluency playing a mediating role, and physical education difficulty moderates the direct and indirect paths through which personality traits influence physical education satisfaction.

Fluency, prediction and motivation: how processing dynamics, expectations and epistemic goals shape aesthetic judgements.

What psychological mechanisms underlie aesthetic judgements? An influential account known as the Hedonic Marking of Fluency, later developed into a Processing Fluency Theory of Aesthetic Pleasure, posits that ease of processing elicits positive feelings and thus enhances stimulus evaluations. However, the theory faces empirical and conceptual challenges. In this paper, we extend it by integrating insights from predictive processing frameworks (PPF) and the epistemic motivation model (EMM). We propose four extensions. First, fluency of a stimulus depends on perceivers' expectations-their internal model of the world. Second, perceivers also form expectations about fluency itself and thus can experience surprising fluency. These expectations can come from the individual's history, their current task and their environment. Third, perceivers can value fluency but also disfluency, reflecting their non-directional epistemic goals. Fourth, perceivers also have directional epistemic goals, preferring specific conclusions or belief content. Consequently, affective reactions depend on whether the stimulus satisfies those goals. These directional epistemic goals may override concerns about fluency or change the value of fluency associated with specific content. We review supporting evidence and introduce novel predictions. By integrating insights from PPF and EMM, our framework can better capture established fluency effects and highlights their limitations and extensions. This article is part of the theme issue 'Art, aesthetics and predictive processing: theoretical and empirical perspectives'.

The Effect of Odd Price on Purchasing Decisions Mediated by Processing Fluency

Setting odd prices is one of the pricing strategies applied in retail. Setting odd prices can help one of their goals, which is to get more customers. It is a tool that companies use to influence consumer buying decisions. Consumer purchasing decisions are a reason for how consumers determine the choice of purchasing a product in accordance with their needs, desires, and expectations so that it can lead to satisfaction with product dissatisfaction and odd prices can have an impact on setting odd prices because it can make consumers feel satisfied and benefited and can lead to customer satisfaction. Ease of calculation fluency (processing fluency) will change their price perception and increase purchase intention for a final price that is consistent between the original price and the selling price is much cheaper than under inconsistent conditions, even though the magnitude of the discount under conditions of consistent final prices is lower than under inconsistent final price conditions. This research is a quantitative study and the respondents in this study were 100 respondents. In this study, the samples were taken by means of nonprobability sampling, namely by accidental sampling technique. Based on data analysis, it is known that there is an effect of odd prices on purchasing decisions, there is an effect of processing fluency on purchasing decisions and processing fluency mediates the relationship between odd prices and purchasing decisions.

A - 2 The Effect of English Language Fluency, Acculturation, and Length of Stay in the U.S. on Cognitive Functioning in Mexican Americans.

Evidence suggests that Hispanic and Latino individuals perform worse on some measures of cognitive functioning than non-Hispanic White individuals. Given this finding, several possible explanations have been posited, including differences in English fluency and acculturation. The purpose of this study was to investigate the effect of English fluency and acculturation on older Mexican American individuals' cognitive testing performance. Participants (M age = 63.44; 66.1% female) were Mexican American (n = 899) community members participating in the Health and Aging Brain Study: Health Disparities study. Information gathered included demographic information, attained education level, language use/fluency, acculturation level, and estimated premorbid functioning (reading score) in addition to cognitive functioning performance (MMSE). Controlling for education and estimated premorbid functioning, both longer stay in the U.S. (β= 1.12, p = 0.006) and more acculturation (β= 1.00, p = 0.035) significantly predicted better cognitive testing performance. Furthermore, after controlling for education and estimated premorbid functioning, using English as a primary language resulted in significantly better testing performance than using Spanish as a primary language and being English fluent (p = 0.006) or non-fluent (p < 0.001). English fluent individuals that used Spanish as their primary language performed significantly better (p < 0.001) than those that were not English fluent and used Spanish as their primary language. Our findings suggest that factors associated with U.S. acculturation, including stay in the U.S. and English fluency, influence cognitive testing performance. Additional cultural considerations and adaptions may be needed for current neuropsychology measures, such as cognitive testing instruments.

The Role of L2 Vocabulary Knowledge in Writing Proficiency from the Perspective of Mediating Effect of Fluency

The current study aims to probe the effectiveness and predictability of four aspects of lexical knowledge in writing proficiency of 312 Chinese university students of English as an ESL/EFL by pathways analysis of structure equation modeling. Furthermore, Bootstrapping and Monte Carlo statistical methods were used to analyze the mediation role of vocabulary fluency in the relationship between lexicons and writing proficiency. The results indicated that (a) the tested four aspects of lexicon knowledge (receptive/productive vocabulary breadth/depth) were all found to have a potential effect on writing; however, the effect of productive lexicons on writing proficiency is higher than that of receptive ones, and the effect of depth is better than that of breadth in both reception and production; (b) regression analysis demonstrated that overall lexical knowledge can account for 50 percent of the variance in writing; (c) vocabulary fluency plays a partial mediation role between vocabulary knowledge and writing ability; and (d) given the mediation role of lexicon fluency, the regression coefficient of both receptive vocabulary breadth and receptive vocabulary depth raised by 3 percent respectively; however, the regression coefficient of productive vocabulary has no changes. These findings suggest that vocabulary fluency can help language learners perform better in writing ability if only they have high vocabulary levels, especially productive vocabulary knowledge.

The relationship between L2 vocabulary knowledge and reading proficiency: The moderating effects of vocabulary fluency

In this study, we ascertain the links between the four dimensions of L2 vocabulary knowledge and L2 reading proficiency and the moderating effects of vocabulary fluency. For this purpose, 312 EFL Chinese university student volunteers were recruited from six majors at one tertiary university in Southeast China, and they took a series of vocabulary tests and the IELTS reading test. SEM and PING’S SINGLE INDICATOR INTERACTION methods were adopted to analyze the collected test data. The results indicated that (a) receptive lexical knowledge has a much closer link with reading proficiency than productive vocabulary knowledge; (b) among the four dimensions of L2 vocabulary knowledge, receptive vocabulary depth has a closer connection with reading proficiency than receptive vocabulary breadth; (c) vocabulary fluency has a substantial moderating effect on the connection between L2 vocabulary and reading proficiency; and (d) multiple regression analysis verifies that whole-word knowledge explains 49% of the variance in L2 reading testing grades. We discuss theoretical and instructional implications, focusing on the role of the four dimensions of L2 vocabulary knowledge in the vocabulary assessment criteria for developing L2 reading proficiency.

Nomen est omen? How and when company name fluency affects return expectations.

Investors perceive stocks of companies with fluent names as more profitable. This perception may result from two different channels: a direct, non-deliberate affect toward fluent names or a deliberate interpretation of fluent names as a signal for company quality. We use preregistered experiments to disentangle these channels and test their limitations. Our results indicate the existence of a significant non-deliberate fluency effect, while the deliberate fluency effect can be activated and deactivated in boundary cases. Both effects are consistent across different groups of participants. However, whereas the fluency effect is strong in isolation, it has limitations when investors are confronted with additional information about the stock.

Investigation of Pre-Service Teachers' Levels of Digital Citizenship, Digital Wisdom, and Digital Fluency

This research aims to examine the levels of pre-service teachers' digital citizenship, digital wisdom, and digital fluency. Data were collected from 841 pre-service teachers studying at a state university. The obtained data were analyzed using t-test, ANOVA, MANOVA, and regression tests. As a result of the research, it is obvious that the digital fluency scores of the male teacher candidates were higher than the gender of the teacher candidates. It is evident that the common effect of the prospective teachers' classes and departments differs significantly from the effect on the digital citizenship and digital wisdom levels. A significant difference was found regarding the joint and class effects of pre-service teachers' digital fluency, digital citizenship, and digital wisdom. According to the results of the regression analysis, it was seen that the digital citizenship of the teacher candidates significantly predicted the digital fluency and digital wisdom variables. At the end of the research, recommendations regarding the findings were made.

The Effects of Motor Fluency on Dressing Tasks and Decreasing Escape Behaviors.

Interventions aimed at teaching composite dressing skills assess individuals' current abilities and improve their performance at more independent and fluent levels. The current case study aims to report on the improvements observed when specific component motor skills are targeted for improved performance using frequency building techniques. We extend previous research by including the measure of escape-maintained behaviors during task completion. Similar to those of previous research, the results of this study reveal a significant increase in speed and accuracy across all targeted composite skills and a reduction in escape-maintained behaviors. A direct assessment of composite skills can be used to identify key component skills for intervention.The frequency building of component motor skills can effectively improve accuracy in completing daily living tasks.Addressing component motor skill deficits can reduce escape-maintained problem behaviors during daily living tasks.Mastery of daily living tasks involves completing tasks accurately, fluently, and in the absence of escape behaviors.

The green adolescent: The joint contribution of personality and divergent thinking in shaping pro-environmental behaviours

The ongoing environmental deterioration challenges present and forthcoming generations to adopt more suitable behaviours to avoid catastrophic consequences for Earth's ecosystem. This demanding scenario has raised several questions about human activities, leading to exploring the intrapersonal factors involved in pro-environmental behaviours (PEBs). In a sample of 146 late adolescents (Mage = 19.91 years, SDage = 1.31 years, 68.5% females), the current research addressed the extent to which the Big Five personality traits predict PEBs through the effect of fluency and creativity of divergent thinking (DT). Results revealed that not only openness but also extraversion and agreeableness were indirectly associated with PEBs through the mediation of DT creativity. This study extended previous knowledge about the impact of personality on green behaviours, suggesting that adolescents must invest in and increase their DT competencies to enhance their own disposition toward pro-environmental practices. Implications, limitations, and future research directions were discussed.

Search Fluency Mistaken for Understanding: Ease of Information Retrieval from the Internet Inflates Internal Knowledge Confidence

Internet search engines boast material features (e.g., Google’s knowledge panels, Featured Snippets) that increase the speed with which users find answers to search queries—while reducing their effort—to create a seamless media experience. Yet, the ability to instantaneously retrieve answers through seamless digital search may come at a metacognitive cost. This experiment examines the effect of digital search fluency on internal (in the “brain”) knowledge confidence. In a question-answering task, participants report higher ratings of internal knowledge confidence accompanying immediate access to Featured Snippets than those with delayed or no access to Featured Snippets. The effects of immediate information access on knowledge confidence not only occur for specific topics for which relevant information has been retrieved but also for topics irrelevant to the retrieved information. When people have immediate access to explanations through features that enhance access to information, external retrieval fluency may serve as a heuristic for internal knowledge confidence. Search engines that contribute to the immediate retrieval of external information may inadvertently strain Internet users’ ability to distinguish between mind and machine as the source of their knowledge.

Does brand name matter in social media marketing? The interaction effect of brand name and ranking on behavior intention: a case of business school students in the US Midwest

ABSTRACT This study examines the interplay of university brand name and ranking on behavior intention in both social media (e.g. Facebook) and traditional media (e.g. Magazine) contexts. One pre-test and two experiments were performed to test the interaction effect of brand name and raking on behavior intention and the underlying mechanism of the effect with the sample of US business school students in the Midwest. The findings demonstrate that brand name does not matter very much in lower-ranking universities. But in higher-ranking universities, brand name adaptation leads to higher behavior intention. In addition, the mediation test demonstrates that processing fluency (pronunciation fluency and meaning fluency) is the underlying mechanism to determine the behavior intention. In traditional media (e.g. magazine) context, the processing fluency effect is more dominant in lower-ranking university brands. Several theoretical and managerial implications are discussed.