Interactions between text content and emoji types determine perceptions of both messages and senders

Hand, Christopher J.; Burd, Kassandra; Oliver, Alex; Robus, Christopher M.

doi:10.1016/j.chbr.2022.100242

Cited by 18 publications

(14 citation statements)

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“…Participants were also asked to provide ordinal “confidence ratings” for each of their answers. We performed a series cumulative linked mixed effects model analyzes on these data (see, for example, Hand et al, 2022 ; Taylor et al, 2022 ), to explore the fixed and combined effects of Session, Condition, and Answer Accuracy. Descriptive statistics are presented in Table 7 .…”

Section: Resultsmentioning

confidence: 99%

The impact of post-encoding alcohol consumption on episodic memory recall and remember-know responses in heavy drinkers

Butterworth

Hand²,

Lorimer³

et al. 2023

Front. Psychol.

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IntroductionPeople often consume alcohol following trauma, particularly in response to distressing memories. To date, little is known about how post-encoding alcohol consumption influences episodic memory recall for negative events. Understanding these effects may help to improve support for trauma victims – for example, witnesses and victims of crimes.MethodsWe tested 60 participants who self-described as heavy drinkers. After watching an analog trauma film, half were allocated to consuming a moderate dose of alcohol (Alcohol-Exposed group), while half received a placebo drink (Placebo-Control group). Immediately and after a one-week delay, participants recalled the event via free and cued recall tasks. Participants also gave remember-know responses and confidence ratings, elucidating alcohol’s effect on experiential memory.ResultsFree recall performance was similar for the Alcohol-Exposed group and the Placebo-Control group during Sessions 1 and 2. The Alcohol-Exposed group benefitted more from the delayed repeated retrieval attempt. For the cued recall task, the Alcohol-Exposed group provided more “Do not Know” responses compared to the Placebo-Control group in both sessions. For the Alcohol-Exposed group only “Correct Know” responses increased from Session 1 to 2. Although memory performance improved across sessions, confidence levels decreased from Session 1 to 2 in the Alcohol-Exposed group.DiscussionPost-encoding alcohol consumption appears to impact immediate episodic memory retrieval; however, this effect is only temporary in nature. No evidence was found that alcohol primarily reduces remembering responses. Much like previous findings focusing on pre-encoding alcohol consumption (Hagsand et al., 2017), current findings suggest that providing individuals who drank alcohol after witnessing an incident with a delayed repeated retrieval attempt can lead to more complete and accurate testimonies.

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Section: Resultsmentioning

confidence: 99%

The impact of post-encoding alcohol consumption on episodic memory recall and remember-know responses in heavy drinkers

Butterworth

Hand²,

Lorimer³

et al. 2023

Front. Psychol.

View full text Add to dashboard Cite

show abstract

“…, 2013; Hand et al ., 2022b) and/or cumulative mixed-effects models (e.g. Taylor et al ., 2022; Hand et al. , 2022a), it could be possible to isolate relationships between co-variates, and to understand whether specific individuals might be more or less “at risk” based on multivariate data, not simply a “condition label” or diagnosis.…”

Section: Limitations and Suggestions For Future Researchmentioning

confidence: 99%

“…Barr et al, 2013;Hand et al, 2022b) and/or cumulative mixed-effects models (e.g. Taylor et al, 2022;Hand et al, 2022a), it could be possible to isolate relationships between covariates, and to understand whether specific individuals might be more or less "at risk" based on multivariate data, not simply a "condition label" or diagnosis. Future research should consider of course the sample sizes of typical and atypical participant groups and the broader societal context in which the data are collected and could consider an age-matched non-student sample to give a comparison of social anxiety scores outwith a UK Higher Education population.…”

Section: Illustrations Of the Main Theme Of Audience Perceptions And ...mentioning

confidence: 99%

Neurodiverse undergraduate psychology students' experiences of presentations in education and employment

Hand

2023

JARHE

Self Cite

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PurposeAudio-visual presentations – delivered either in real-life or virtually – feature heavily in educational assessments and employer recruitment. This study explored neurodivergent undergraduate students' experiences of presentations. The aim was to understand how neurodivergent students describe experiences of presentations in educational and workplace contexts and how neurodivergent students experienced training, support activities and learning technologies associated with presentations.Design/methodology/approachAn exploratory qualitative phenomenological approach was taken, from students' perspectives. Overall, 12 neurodivergent undergraduate students (Mage = 21.89 years, SDage = 2.57; nine women, two men, one non-binary) discussed their experiences of presentations within educational and/or professional contexts via semi-structured remote interviews. The sample included individuals with diagnoses of anxiety, depression, dyslexia, borderline personality disorder, dyscalculia, dyspraxia, and panic disorder.FindingsThematic Analysis of interview transcript data revealed four main themes (with sub-themes in parentheses): Control (preparedness; delivery); Audience Perceptions and Behaviours (expectations of “normality”; shared knowledge; audience “expertise”); Intervention Efficacy (early access; individuality; learning technologies) and Value of Presentation Skills (reciprocity between education – workplace; self-efficacy; self-esteem; learner development).Research limitations/implicationsThe dataset was extracted from a relatively small sample from a single university and indeed a single academic discipline. Furthermore, the dataset was collected during the ongoing COVID-19 pandemic – although this gives us a valuable snapshot of students' experiences and perceptions during this time, whether the author can extrapolate these findings in future is unclear.Practical implicationsThe findings help understand how we better support students. Better ways to support learners can be developed in developing presentation and audience skills. This research shows that alternative assessment provisions must be based on individuals and their own specific needs and skills, rather than their divergence label. This research can inform the development of digital learning technologies.Social implicationsThis research can inform how educators, coaches, trainers, and facilitators “train” audiences to be more inclusive and less prejudicial/biased. We can understand how to better construct social spaces for presentations, in the classroom and the world of work.Originality/valueThis report presents a valid and valuable methodological approach, conducted and reported transparently. This research was conducted during a crucial, unprecedented and precarious time period for learners and education professionals. Implications are considered with respect to the design of teaching, learning and assessment activities; facilitator, learner, and peer behaviours; the role of digital learning technologies; and employment/employability.

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“…For example, individuals who receive an e-mail using smiley-face emoticons are more likely to perceive the sender as likable than those who receive an e-mail without any smiley-face emoticons [ 1 ]. In a related vein, studies have found that e-mail recipients perceive people who send emojis to be more agreeable [ 30 , 31 ], more sociable [ 32 ], and warmer [ 33 ]. In addition, emojis can provide additional social information in digital communications [ 34 ] by increasing the general clarity of the message communicated by the sender [ 35 ], relieving any tensions that may exist between the communicator and the recipient [ 36 ], and reducing the recipient’s perception that the sender is taking advantage of them [ 37 ].…”

Section: Theory and Hypothesesmentioning

confidence: 99%

The power of emojis: The impact of a leader’s use of positive emojis on members’ creativity during computer-mediated communications

2023

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The existing literature on emojis offers limited insights on the effects of using emojis in organizational settings, especially in the context of leader–member relationships. The current research examines how a leader’s use of positive emojis can influence members’ creative performance, a critical determinant of an organization’s success and productivity. We find that a leader’s use of positive emojis enhances members’ creativity and that this effect is mediated by a decrease in members’ perception of objectification by the leader. We further find that this impact of a leader’s use of positive emojis on members’ creativity is stronger when members have a higher level of relationship orientation. Contrary to the popular belief that the use of emojis in a work setting is inappropriate, our findings reveal that leaders’ use of emojis has positive impacts on important workplace outcomes. These findings provide important guidelines on how to apply emojis to computer-mediated communications at work by demonstrating the circumstances in which positive consequences of using emojis occur.

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Interactions between text content and emoji types determine perceptions of both messages and senders

Cited by 18 publications

References 79 publications

The impact of post-encoding alcohol consumption on episodic memory recall and remember-know responses in heavy drinkers

The impact of post-encoding alcohol consumption on episodic memory recall and remember-know responses in heavy drinkers

Neurodiverse undergraduate psychology students' experiences of presentations in education and employment

The power of emojis: The impact of a leader’s use of positive emojis on members’ creativity during computer-mediated communications

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