Repeated exposure to fluorescent powder does not affect survival or mass in Eastern red-spotted newts, Notophthalmus viridescens

Purpose This paper aims to examine how repeated exposure to health-related products that contain flavors (e.g. cherry-flavored cough syrup) create “flavor halos” that can bias perceptions about the healthfulness of foods that contain the same flavors (e.g. cherry-flavored cheesecake). Design/methodology/approach Six experiments, using both between- and within-subjects designs, explore the effects of flavor halos in hypothetical and actual consumption settings. They test the underlying mechanism, rule out competing explanations and identify an opportunity to correct the cognitive biases created by flavor halos. Findings Flavor halos can be created via repeated exposure to flavored medicinal products in the marketplace. These flavor halos bias dieters’ judgments about the healthfulness of vice foods containing such flavors. Dieters are motivated toward a directional conclusion about food healthfulness to mediate the guilt associated with consuming indulgent products. Providing dieters with corrective information mitigates these effects. Research limitations/implications The authors examine one way flavor halos are created –via repeated exposure to flavored medicinal products. Future research should explore other ways flavor halos are created and other ways to mitigate their effects. Practical implications Considering the prevalence of obesity, organizations striving to help consumers pursue health goals (e.g. weight watchers) can use flavors to improve dietary compliance. Health-care organizations can help consumers understand and correct the cognitive biases associated with flavor halos. Originality/value By identifying flavor halos, this work adds to the literature investigating how flavors influence consumers’ judgments about healthfulness. The results suggest dieters apply flavor halos as they engage in motivated reasoning to license their indulgent desires.

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Musical pantophagy: Is there an effect on changes in preference resulting from repeated exposure?

Psychology of Music ◽

10.1177/0305735620987299 ◽

2021 ◽

pp. 030573562098729

Author(s):

Rebecca R Johnston ◽

Gina M Childers

Keyword(s):

Undergraduate Students ◽

Classical Music ◽

Effective Means ◽

Affective Response ◽

Repeated Exposure ◽

Positive Trend ◽

Preference Rating ◽

Significant Difference ◽

Music Consumption ◽

Post Test

The purpose of this research was to examine the effects of musical pantophagy, classical music consumption, and initial receptivity to select musical examples on changes in preference rating resulting from a program of repeated exposure. Participants included undergraduate students enrolled in a section of music appreciation at a large Southeastern university ( n = 67). Data were collected using a research designed preference rating measure (PRM) administered during a 5-week period within which there were eight test measures. Participants were divided into quartiles. Pre- to post-test measures resulted in a general positive trend for all participants. Comparisons of Q1 (lowest pantophagy) and Q3 (highest pantophagy) on PRMs 1–8 yielded no differences between groups, and PRM 8 was significantly different from PRM 1 for both groups. The same comparisons for Q1 (non-Classical music consumption) indicated significant difference with large effect size and for Q1 (lowest initial receptivity) indicated significant difference. Results suggest that regardless of musical pantophagy, repetition is an effective means by which to increase affective response to music, and that students who do not currently consume formal art music and who have low initial receptivity may report greater increases in affective response to music over time.

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CHECK UP: A student-designed model for creating innovative patient education materials that your patients will actually use

The International Journal of Psychiatry in Medicine ◽

10.1177/00912174211035214 ◽

2021 ◽

pp. 009121742110352

Author(s):

Megan M Cory ◽

Wasif A Osmani ◽

Kevin S Cory ◽

Staci Young ◽

Rebecca Lundh

Keyword(s):

Patient Education ◽

Health Education ◽

Health Information ◽

Underserved Populations ◽

Electronic Medical Record System ◽

Repeated Exposure ◽

Record System ◽

Health Promoting Behaviors ◽

Patient Recall ◽

Medical Record System

Objective As appointments become more rushed, it is crucial that primary care clinicians consider new and effective ways to provide preventive health education to patients. Currently, patient education is often handouts printed from the electronic medical record system; however, these pieces of paper often do not have the desired impact. Well-established advertising methods reveal that repeated exposure is key in recall and swaying consumer decisions. The Creating Health Education for Constructive Knowledge in Underserved Populations (CHECK UP) Program is a medical student-led program that aims to improve patient recall of health information, health promoting behaviors and health outcomes by applying modified advertising concepts to the delivery of health education. Methods Patients were given large magnets containing health education information. These patients were interviewed 3–4 months afterwards to assess use and effectiveness of magnets as a means to provide health education. Results In total, 25 of the 28 patients given CHECK UP magnets agreed to participate. The majority of participants (23/25) kept the magnets and reported that they, as well as others in their households, see the magnets daily. All 23 participants recalled at least 1 health tip from 1 of the magnets. Conclusions The use of non-traditional materials for patient education allowed for repeated exposure and recall of health information. Consideration for modified use of evidence-based advertising and marketing strategies for the delivery of patient education may be an easy and effective way to provide information to patients outside of the clinical setting and promote health behavioral changes.

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Perceived truth of statements and simulated social media postings: an experimental investigation of source credibility, repeated exposure, and presentation format

Cognitive Research Principles and Implications ◽

10.1186/s41235-020-00251-4 ◽

2020 ◽

Vol 5 (1) ◽

Author(s):

Lena Nadarevic ◽

Rolf Reber ◽

Anne Josephine Helmecke ◽

Dilara Köse

Keyword(s):

Social Media ◽

Source Credibility ◽

Repeated Exposure ◽

Presentation Format ◽

The Internet ◽

Additive Effects ◽

Fake News ◽

Source Information ◽

Internet Age

Abstract To better understand the spread of fake news in the Internet age, it is important to uncover the variables that influence the perceived truth of information. Although previous research identified several reliable predictors of truth judgments—such as source credibility, repeated information exposure, and presentation format—little is known about their simultaneous effects. In a series of four experiments, we investigated how the abovementioned factors jointly affect the perceived truth of statements (Experiments 1 and 2) and simulated social media postings (Experiments 3 and 4). Experiment 1 explored the role of source credibility (high vs. low vs. no source information) and presentation format (with vs. without a picture). In Experiments 2 and 3, we additionally manipulated repeated exposure (yes vs. no). Finally, Experiment 4 examined the role of source credibility (high vs. low) and type of repetition (congruent vs. incongruent vs. no repetition) in further detail. In sum, we found no effect of presentation format on truth judgments, but strong, additive effects of source credibility and repetition. Truth judgments were higher for information presented by credible sources than non-credible sources and information without sources. Moreover, congruent (i.e., verbatim) repetition increased perceived truth whereas semantically incongruent repetition decreased perceived truth, irrespectively of the source. Our findings show that people do not rely on a single judgment cue when evaluating a statement’s truth but take source credibility and their meta-cognitive feelings into account.

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Skin characteristics following repeated exposure to simulated outdoor and indoor summer temperatures in South Korea and Southeast Asia

International Journal of Cosmetic Science ◽

10.1111/ics.12702 ◽

2021 ◽

Author(s):

Sue Im Jang ◽

Myeongryeol Lee ◽

Yu Chul Jung ◽

Min Kyung Jeong ◽

Ja Hyun Ryu ◽

...

Keyword(s):

South Korea ◽

Southeast Asia ◽

Repeated Exposure ◽

Summer Temperatures

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Measuring the effects of repeated exposure to children’s graded readers

Language Teaching Research ◽

10.1177/13621688211036609 ◽

2021 ◽

pp. 136216882110366

Author(s):

Àngels Llanes ◽

Elsa Tragant

Keyword(s):

Primary Education ◽

Incidental Learning ◽

Repeated Exposure ◽

Test Design ◽

Vocabulary Test ◽

Common Procedure ◽

Reading Task ◽

Grammar Learning ◽

Post Test ◽

Graded Readers

The present study presents an instructional procedure developed in an attempt to enhance incidental learning through graded readers in class, the Multiple Incidental Exposures (MIE) procedure, and compares it to a more common procedure involving reading and doing the exercises, which is referred to as Traditional Explicit Practice (TEP). Participants were 44 Catalan/Spanish students (aged 10–11 years) taking the fifth course of primary education in a school in Catalonia. Participants belonged to two intact classes that were randomly assigned a condition: MIE group ( n = 23, n = 15 males, n = 8 females) and the TEP group ( n = 21, n = 12 males, n = 9 females). The MIE group was first told the story by their teacher, then read and listened to the graded readers twice (first collectively and later on individually), to be followed by a True/False activity and a jigsaw reading task. The TEP group read and listened to the story collectively once and then performed a series of traditional explicit exercises very similar in format to those included at the end of the graded reader. Participants were administered a vocabulary test, a grammar test and a perception of pronunciation test following a pre- post-test design. A questionnaire on the participants’ attitudes was also administered on the post-test. The results show that while the TEP procedure is more effective for grammar learning, the MIE and TEP procedures are equally effective in terms of vocabulary and pronunciation. In terms of enjoyment and perception of learning, both groups showed comparable results.

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