Role Of Presentation Format Research Articles

Presentation format affects the behavioural and neural processing costs of sentence reinterpretation

ABSTRACT Although listening to speech and reading text rely on different lower-order cognitive and neural processes, much of the literature on higher-order comprehension assumes engagement of a common conceptual-semantic system which is unaffected by input modality. However, few studies have tested this assumption directly. Moreover, many neuroimaging studies of reading present sentences in an artificial, cognitively demanding word-by-word rapid serial visual presentation (RSVP) format. We report behavioural and fMRI experiments investigating whether presentation format (Spoken, Written, or RSVP) modulates commonly reported behavioural and neural costs associated with reinterpretation of sentences that contain lexical ambiguities. Reinterpretation-related processing costs were exaggerated in the RSVP format, both for response times on a behavioural task and neural activation in left inferior frontal gyrus. Presentation format can interact with higher-order language processes in complex ways, and we urge language researchers to carefully consider the role of presentation format in study design and interpretation of research findings.

Perceived Attractiveness of Structured Financial Products: The Role of Presentation Format and Reference Instruments

Structured equity-linked products hold a strong position in the asset universe in Europe, although they are often considered to be overly complex. Their risk and return profile is typically presented by simple payoff diagrams and verbal descriptions. The authors propose to complement the payoff diagrams with information on the payoff’s probability distribution and study different presentation formats in an experimental setting with multiple investment decisions. They introduce a flexible framework for designing tailor-made products, which allows them to implement a part of the experiment as an interactive exploration in which the participants experience the risk-return tradeoff and the role of different features of structured products. The authors find that displaying probability histograms can have a strong effect on the perceived attractiveness of the products by revealing the loss probability. In contrast to common practice, the present results suggest that the reference instrument shown in graphical displays should be risk-adjusted to match the risk of the structured product. Otherwise, a preference for lower risk might be misinterpreted as a preference for a specific return profile. These findings can be used to improve information documents for investors such as the “Key Information Document” required by European regulation.

Motivating healthy eating: The role of presentation format and health consciousness

Research on improving healthy eating has shown that paternalistic strategies, which rely on educating consumers and increasing health consciousness (HC), tend to be ineffective. The present research explores an approach that relies on subtle environmental changes and consumers’ innate motivations to improve food decision making. Specifically, we test whether changes in the presentation format (picture vs. text) of healthy food items can increase hedonic perceptions and consumption intentions, especially among consumers low in HC. In Study 1, participants evaluated the hedonic and health-related properties of a fruit salad. In Study 2, participants evaluated the hedonic- and health-related properties of an entrée (zucchini pasta with cauliflower sauce) and indicated their consumption intentions. The results show that while health-related perceptions did not change as a function of presentation format or HC, participants low in HC rated a healthy food item as more hedonically pleasing and were more likely to choose that item when it was presented in picture rather than text format. In contrast, presentation format did not influence the evaluations and consumption intentions of participants high in HC.

Exploring the influence of encoding format on subsequent memory

ABSTRACTDistinctive encoding is greatly influenced by gist-based processes and has been shown to suffer when highly similar items are presented in close succession. Thus, elucidating the mechanisms underlying how presentation format affects gist processing is essential in determining the factors that influence these encoding processes. The current study utilised multivariate partial least squares (PLS) analysis to identify encoding networks directly associated with retrieval performance in a blocked and intermixed presentation condition. Subsequent memory analysis for successfully encoded items indicated no significant differences between reaction time and retrieval performance and presentation format. Despite no significant behavioural differences, behaviour PLS revealed differences in brain–behaviour correlations and mean condition activity in brain regions associated with gist-based vs. distinctive encoding. Specifically, the intermixed format encouraged more distinctive encoding, showing increased activation of regions associated with strategy use and visual processing (e.g., frontal and visual cortices, respectively). Alternatively, the blocked format exhibited increased gist-based processes, accompanied by increased activity in the right inferior frontal gyrus. Together, results suggest that the sequence that information is presented during encoding affects the degree to which distinctive encoding is engaged. These findings extend our understanding of the Fuzzy Trace Theory and the role of presentation format on encoding processes.

Study on Determinants of Intention to Watch Movie Applying the Theory of Planned Behavior: Focused on Role of Presentation Format of Movie Poster

Study on Determinants of Intention to Watch Movie Applying the Theory of Planned Behavior: Focused on Role of Presentation Format of Movie Poster

The role of feedback and dot presentation format in younger and older adults’ number estimation

ABSTRACTNumerosity estimation, the rapid assessment of the number of items in a visual scene, is historically inaccurate. We assessed whether providing feedback regarding the correct numerosity on either 0%, 50%, or 100% of the trials would affect younger and older adults’ estimation accuracy for randomized, clustered (i.e., groups of 3 or 7 dots), and stacked (i.e., column) dot formats. Participants provided estimates and confidence ratings in six blocks, each containing 48 trials (16 numerosities shown in each format). Feedback frequency was manipulated between participants during blocks 1–4; no feedback was provided during blocks 5 and 6, which contained old and new numerosities and previously estimated presentations rotated 90°. Estimation accuracy was age equivalent across blocks despite younger adults initially being more accurate than older adults. Feedback improved both age groups’ accuracy. Stacked presentations were most accurately estimated but were more likely to be over-estimated than clustered and randomized presentations. Older adults gave lower confidence ratings than younger adults despite both age groups showing increased confidence across blocks, for more structured presentation formats, and as feedback frequency increased. These results expand our understanding of the role of presentation format and feedback in producing age equivalence or age-related differences in numerosity estimation.

IMPROVING TEST SCORE REPORTING: PERSPECTIVES FROM THE ETS SCORE REPORTING CONFERENCE

ABSTRACTThis volume includes 3 papers based on presentations at a workshop on communicating assessment information to particular audiences, held at Educational Testing Service (ETS) on November 4th, 2010, to explore some issues that influence score reports and new advances that contribute to the effectiveness of these reports. Jessica Hullman, Rebecca Rhodes, Fernando Rodriguez, and Priti Shah present the results of recent research on graph comprehension and data interpretation, especially the role of presentation format, the impact of prior quantitative literacy and domain knowledge, the trade‐off between reducing cognitive load and increasing active processing of data, and the affective influence of graphical displays. Rebecca Zwick and Jeffrey Sklar present the results of the Instructional Tools in Educational Measurement and Statistics for School Personnel (ITEMS) project, funded by the National Science Foundation and conducted at the University of California, Santa Barbara to develop and evaluate 3 web‐based instructional modules intended to help educators interpret test scores. Zwick and Sklar discuss the modules and the procedures used to evaluate their effectiveness. Diego Zapata‐Rivera presents a new framework for designing and evaluating score reports, based on work on designing and evaluating score reports for particular audiences in the context of the CBAL (Cognitively Based Assessment of, for, and as Learning) project (Bennett & Gitomer, 2009), which has been applied in the development and evaluation of reports for various audiences including teachers, administrators and students.

The Role of Presentation Format on Decision-makers’ Behaviour in Accounting

The recent increase in researching presentation format area is resulting by the increase in awareness on the importance of presentation format on decision-makers’ behaviour. This paper presents a synthesis of prior research on presentation format in the accounting literature which could be used as bases and references for future research. It reviews and evaluates existing accounting literature that examines the linkages of presentation format on decision-makers’ behaviour. Finally, future research opportunities in this area are made.

Immediate and delayed effects of using a classroom case exemplar in teacher education: The role of presentation format.

Students learned teaching principles either with or without (control group) the presentation of a classroom exemplar in video or text format. Across 2 experiments, the video group produced higher transfer scores and affective ratings than the other groups. Four weeks later, the video group recalled more information about the exemplar than the text group, but no treatment effects were found on transfer. Qualitative analyses (Experiment 2) showed that the video group produced a significantly larger number of modeled behaviors in the transfer test than the text (immediate) and control (immediate and delayed) groups. Results encourage using classroom video exemplars to promote students' affect and retention, but suggest that additional pedagogies are needed to promote longer term transfer of theory into practice.

VIDEO‐BASED TRAINING OF RESPITE CARE PROVIDERS: AN INTERACTIONAL ANALYSIS OF PRESENTATION FORMAT

We conducted two studies to evaluate a video-based instructional package for training respite care providers and the role of presentation format (viewing the videotapes alone, with a partner, and with structured group training) as a contextual variable. In Study 1, the results of a within-subjects Latin square design nested within a multiple baseline showed that performance during simulated (role-played) respite care situations improved in five of the six skill areas for the 12 trainees following presentation of the videotape, with no differences between presentation formats. Correct responding generalized to respite care situations involving a developmentally disabled child, and in most cases, acquired skills were maintained for up to 6 months. In Study 2, we conducted a clinical replication of Study 1 under conditions more closely approximating those in which the training program would be implemented by respite care agencies. Results of the between-groups analysis were consistent with the findings of Study 1.

The Stop/Glide Boundary Shift: Modelling Perceptual Data

Research in speech perception has suggested that listeners often adjust category boundary locations for differing contexts. The stop/glide (e.g.,/ba/vs./wa/) boundary shift occurring with changes in syllable duration has been interpreted as reflecting 'rate normalization' by some, whereas others have suggested an auditory basis for the shift. Clarification of both the causes and the effects of the stop/glide shift is being sought through experimentation intended to expand our knowledge of variations in the shift across different experimental treatments. The present study extends research on the stop/glide shift by (1) showing that the shift is not an artifact of a particular stimulus pattern that had been present in all the previous studies of the effect, (2) further demonstrating the nonlinear character of the identification shift, (3) providing additional evidence of the role of presentation format (mixed vs. blocked) in the identification shift, and (4) exploring boundary locations in various discrimination paradigms. The complex outcomes of the studies reported here as well as a variety of previous results are interpreted as compatible with expanded versions of the durational contrast hypothesis. Two versions are considered, one in which the shift is seen as due to a mechanism of contrastive perception that applies to events of comparable duration, and one in which the shift is seen as a perceptual error that occurs when the auditory system attempts to track frequency trajectories that change (i.e., pivot) over time.