The effects of physical distance between regular and sale prices on numerical difference perceptions

This paper draws upon the psychological, psycho-physiological, and numerical cognition literature(s) to suggest that numerical difference perceptions may be influenced by the physical distance between two prices. In the context of four experiments, we find that a greater horizontal separation of prices leads to greater difference (and hence price-discount) perceptions. The greater price-discount perceptions are linked to a higher perceived value and increased purchase likelihood. The effect is not observed for prices separated by large versus small vertical distances. The processing mechanisms driving our results involve the automatic and non-conscious encoding of “magnitude representations” (i.e., judgments of relative size) related to both relevant (numerical difference) and non-relevant (physical distance) dimensions.     

Comma N' cents in pricing: The effects of auditory representation encoding on price magnitude perceptions

Numbers and prices can be processed and encoded in three different forms: 1) visual [based on their written form in Arabic numerals (e.g., 72)], 2) verbal [based on spoken word-sounds (e.g., “seventy” and “two”), and 3) analog (based on judgments of relative “size” or amount (e.g., more than 70 but less than 80)]. In this paper, we demonstrate that including commas (e.g., $1599 vs. $1599) and cents (e.g., $1599.85 vs. $1599) in a price's Arabic written form (i.e., how it is perceived visually) can change how the price is encoded and represented verbally in a consumer's memory. In turn, the verbal encoding of a written price can influence assessments of the numerical magnitude of the price. These effects occur because consumers non-consciously perceive that there is a positive relationship between syllabic length and numerical magnitude. Three experiments are presented demonstrating this important effect.     

Emerging narrative discourse skills 18 months after traumatic brain injury in early childhood

This study examined the longer term effect of traumatic brain injury (TBI), approximately 18 months post-injury, on emerging narrative discourse skills of 85 children with orthopaedic injury (OI), 43 children with moderate TBI, and 19 children with severe TBI who were between 3 years and 6 years 11 months at injury. Children with TBI performed worse than children with OI on most discourse indices. Children with severe TBI were less proficient than children with moderate TBI at identifying unimportant story information. Age and pragmatic skills were predictors of discourse performance.     

Knowing what, where, and when: Event comprehension in language processing

We investigated the retrieval of location information, and the deployment of attention to these locations, following (described) event-related location changes. In two visual world experiments, listeners viewed arrays with containers like a bowl, jar, pan, and jug, while hearing sentences like “The boy will pour the sweetcorn from the bowl into the jar, and he will pour the gravy from the pan into the jug. And then, he will taste the sweetcorn”. At the discourse-final “sweetcorn”, listeners fixated context-relevant “Target” containers most (jar). Crucially, we also observed two forms of competition: listeners fixated containers that were not directly referred to but associated with “sweetcorn” (bowl), and containers that played the same role as Targets (goals of moving events; jug), more than distractors (pan). These results suggest that event-related location changes are encoded across representations that compete for comprehenders’ attention, such that listeners retrieve, and fixate, locations that are not referred to in the unfolding language, but related to them via object or role information.     

The role of individual differences in the accuracy of confidence judgments

Generally, self-assessment of accuracy in the cognitive domain produces overconfidence, whereas self-assessment of visual perceptual judgments results in underconfidence. Despite contrary empirical evidence, in models attempting to explain those phenomena, individual differences have often been disregarded. The authors report on 2 studies in which that shortcoming was addressed. In Experiment 1, participants (N= 520) completed a large number of cognitive-ability tests. Results indicated that individual differences provide a meaningful source of overconfidence and that a metacognitive trait might mediate that effect. In further analysis, there was only a relatively small correlation between test accuracy and confidence bias. In Experiment 2 (N = 107 participants), both perceptual and cognitive ability tests were included, along with measures of personality. Results again indicated the presence of a confidence factor that transcended the nature of the testing vehicle. Furthermore, a small relationship was found between that factor and some self-reported personality measures. Thus, personality traits and cognitive ability appeared to play only a small role in determining the accuracy of self-assessment. Collectively, the present results suggest that there are multiple causes of miscalibration, which current models of over- and underconfidence fail to encompass.     

Investigating individual differences in children's real-time sentence comprehension using language-mediated eye movements

Individual differences in children's online language processing were explored by monitoring their eye movements to objects in a visual scene as they listened to spoken sentences. Eleven skilled and 11 less-skilled comprehenders were presented with sentences containing verbs that were either neutral with respect to the visual context (e.g., Jane watched her mother choose the cake, where all of the objects in the scene were choosable) or supportive (e.g., Jane watched her mother eat the cake, where the cake was the only edible object). On hearing the supportive verb, the children made fast anticipatory eye movements to the target object (e.g., the cake), suggesting that children extract information from the language they hear and use this to direct ongoing processing. Less-skilled comprehenders did not differ from controls in the speed of their anticipatory eye movements, suggesting normal sensitivity to linguistic constraints. However, less-skilled comprehenders made a greater number of fixations to target objects, and these fixations were of a duration shorter than those observed in the skilled comprehenders, especially in the supportive condition. This pattern of results is discussed in terms of possible processing limitations, including difficulties with memory, attention, or suppressing irrelevant information.     

Interaction with context during human sentence processing

Psychological theories of natural language processing have usually assumed that the sentence processor resolves local syntactic ambiguities by selecting a single analysis on the basis of structural criteria such as Frazier's (1978) “minimal attachment.” According to such theories, alternative analyses will only be attempted if the initial analysis subsequently proves inconsistent with the context. (See also Ferreira & Clifton, 1986; Ford, Bresnan, & Kaplan, 1982; Rayner, Carlson, & Frazier, 1983). An alternative hypothesis exists, however: If sentences are understood incrementally, more or less word-by-word (Marlsen-Wilson, 1973, 1975), then syntactic processing can in principle exploit the fact that interpretations are available, using them “interactively” to select among alternative syntactic analyses on the basis of their plausibility with respect to the context. The present paper considers possible architectures for such incremental and interactive sentence processors, and argues for an architecture     

Female participation rates and the occupational prestige of the professions: Are they inversely related?

Contradictory empirical evidence concerning the impact of increasing numbers of women on the prestige and desirability of selected high-status professions is examined. It is concluded that, when alternative methodological issues are considered, the existing empirical literature does not definitively address the question of whether or not an increasing female participation rate in high-status professions will erode the prestige and desirebility of those professions. A 2 × 2 × 3 factorial design was used to control for the sex of the subjects (132 males, 132 females) and simultaneously manipulate the professions studied and the participation rate of women in those professions (constant, significant increase). The results indicate that the prospect of increasing numbers of women entering high-status professions does not result in a decline in either the prestige or desirability of those professions for the sample used in this study.     

Generalization of self-instruction training

Forty-eight preoperational and concrete operational first and second graders performed on a training task (Matching Familiar Figures Test) and a generalization task (a perceptual perspective taking task) prior to, and after serving in, one of two instructional groups. The instructional groups were: a no-training control group and a group which received general content self-instructions delivered through a directed discovery procedure. Both preoperational and concrete operational children in the self-instruction group improved significantly at posttest on the training task. On the generalization task only the concrete operational children in the directed discovery group performed significantly better following training. These findings are discussed in terms of the dynamic relationship between an individual's cognitive ability and the format of instructions. The need for provoking the cognitive involvement of the child on the basis of this relationship is stressed.