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Processing fluency affects behavior more strongly among people higher in trait mindfulness
Authors:Leigh Ann Vaughn  Abigail Seo-Youn Dubovi  N Paul Niño
Institution:1. Department of Psychology, Ithaca College, United States;2. Department of Education and Counseling Psychology, Albany University, United States;3. Department of School Psychology, Alfred University, United States;1. Department of Psychology, University of Western Ontario, Canada;2. Department of Psychology, National University of Singapore, Singapore;1. 809 Evesham Avenue, Baltimore, MD, USA;2. National Institute on Aging, Baltimore, MD, USA;3. Department of Psychology, Rutgers University, New Brunswick, NJ, USA;4. Department of Developmental, Personality, and Social Psychology, Ghent University, Ghent, Belgium;5. Department of Human Development, Cornell University, Ithaca, NY, USA;6. Institute of Psychology, Academy of Sciences of the Czech Republic, Brno, Czech Republic;7. Department of Psychology, University of Tartu, Tartu, Estonia;8. Estonian Academy of Sciences, Tallinn, Estonia;9. Faculty of Social Welfare, Iwate Prefectural University, Iwate, Japan;10. Department of Human Studies, Bunkyo Gakuin University, Bunkyo, Japan;11. Division of Social Science, Hong Kong University of Science and Technology, Kowloon, Hong Kong;12. Institute of Experimental Psychology, Slovak Academy of Sciences, Bratislava, Slovak Republic;13. Faculty of Psychology, Universidad Peruana Cayetano Heredia, Lima, Peru;14. Department of Psychology, University of Buenos Aires,Buenos Aires, Argentina;15. Department of Education, Pusan National University, Busan, Republic of Korea;p. Department of Psychology, Ewha Womans University, Seoul, Republic of Korea;q. Department of Psychology, Tarbiat Modares University, Tehran, Iran;r. Institute of Psychology, Jagiellonian University, Krakow, Poland;s. School of Cognitive Science, Hampshire College, Amherst, MA, USA;t. Department of Psychology, The College of New Jersey, Ewing, NJ, USA;u. Personality Research Group, University Kebangsaan Malaysia, Bangi, Selangor, Malaysia;v. UFR STAPS, Université Paris Ouest Nanterre La Défense, Nanterre, France;w. Institute of Psychology, Makerere University, Kampala, Uganda;x. Office of Institutional Research and Planning, San Diego Community College District, San Diego, CA, USA;y. ICREA and Department of Political and Social Sciences, Universitat Pompeu Fabra, Barcelona, Spain;z. Institute of Psychology, University of Lausanne, Lausanne, Switzerland;11. Department of Psychology, University of Zagreb, Zagreb, Croatia;12. Institute for Social Research in Zagreb, Zagreb, Croatia;13. Department of Psychology, University of Otago, Dunedin, New Zealand;14. Department of Psychology, Belgrade University, Belgrade, Serbia;15. Department of Psychology, Susquehanna University, Selinsgrove, PA, USA;16. School of Psychology, Queens University, Belfast, United Kingdom;17. School of Psychology, University of Sussex, Falmer, United Kingdom;18. Department of Psychology, La Sapienza University, Rome, Italy;19. Department of Psychology, Peking University, Beijing, China;110. School of Psychology and Counseling, Queensland University of Technology, Brisbane, Australia;111. Faculty of Psychology and Educational Science, University of Coimbra, Coimbra, Portugal;112. Department of Psychology, John Paul II Catholic University of Lublin, Lublin, Poland;113. Escuela de Psicología, Pontificia Universidad Católica de Chile, Santiago, Chile;114. Graduate School of Professional Psychology, University of St. Thomas, Minneapolis, MN, USA;115. Visakhapatnam, Andhra Pradesh, India;1p. Department of Geriatrics, Florida State University College of Medicine, Tallahassee, FL, USA;1. School of Psychology, University of Auckland, New Zealand;2. School of Psychology, University of Queensland, Australia;1. 1 LMU Drive, Dept. of Psychology, Loyola Marymount University, United States;2. Dept. of Psychological and Brain Sciences, University of California, Santa Barbara, United States;1. Carnegie Mellon University, Tepper School of Business, 5000 Forbes Avenue, Pittsburgh, PA 15213, United States;2. University of North Carolina at Chapel Hill, Department of Psychology, CB 3270, Chapel Hill, NC 27599-3270, United States
Abstract:Processing fluency is the ease of processing information about a stimulus, which people can attribute to the experience of enjoyment. Despite consistent findings that processing fluency can affect self-reported judgments, little research has examined whether processing fluency or its interactions with personality traits can affect behavior. The current studies demonstrate that processing fluency is more likely to affect behavior among people higher in trait mindfulness. We manipulated processing fluency with rhyming versus nonrhyming maxims in Study 1 and with regulatory fit versus nonfit in Study 2. Participants higher in mindfulness showed a stronger positive effect for processing fluency on the dependent variable: the number of ideas they listed in a task they continued for as long as they enjoyed it.
Keywords:Mindfulness  Mindful attention awareness scale  Processing fluency  Regulatory focus  Regulatory fit  Promotion  Prevention  Behavior
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