Measurement of Individual Differences in Visual versus Verbal Information Processing

Childers, Terry L.; Houston, Michael J.; Heckler, Susan E.

doi:10.1086/208501

Cited by 394 publications

(347 citation statements)

References 30 publications

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“…Furthermore, respondents may have a preference and propensity to engage in a verbal and or visual modality of processing. However, as our study was not set up to shed light on this matter, we just mention it here and refer the interested reader to studies by, for example, Paivio (1971), Rossiter and Percy (1978), Childers et al (1985), Lees and Wright (2004), Sojka and Giese (2006) and Kim and Lennon (2008).…”

Section: Integration Of Results Obtained In Both Pilot Studies and Gementioning

confidence: 99%

The impact of including images in a conjoint measurement task: evidence from two small-scale studies

Jansen

Boumeester

Coolen

et al. 2009

J Hous and the Built Environ

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In the Netherlands, a large ongoing study seeks to provide insight into the process behind preferences and choices with regard to moving and housing. As part of the development of the survey instrument that was used in this study, we examined whether visual images (such as photographs) should be included, since they may clarify particular attributes (e.g., architectural style) and make the choice task more realistic for the respondents. However, images may disturb the results as respondents may evaluate accidental details on the photographs such as the color of the window frames. This paper presents the results of two subsequent pilot studies on the impact of including images in a web-based questionnaire. In the first study, eight dwelling profiles were presented in three different ways (''text only'', ''text and color photo'' and ''text and black-and-white impression'') to 28 respondents. In the second study two different instruments were used: one with written information and directly shown photo-collages; the other with written information and photo-collages on request only. Both studies showed that the inclusion of images led to a number of differences between the results obtained with the various presentation methods. These differences may be explained by accidental details on the images. Furthermore, dwelling characteristics appear to be more important to the respondents' overall evaluation of a dwelling when shown with photos than when presented in written format. However, since including images also has a substantial number of benefits, it may not be advisable to leave out images completely from the measurement task. Should images be included in a survey instrument, it is of utmost importance to make sure that all potentially disturbing details are cleared away. Furthermore, it may be better to show a collage of pictures than only one in order to decrease the specific impact of accidental details.

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Section: Integration Of Results Obtained In Both Pilot Studies and Gementioning

confidence: 99%

The impact of including images in a conjoint measurement task: evidence from two small-scale studies

Jansen

Boumeester

Coolen

et al. 2009

J Hous and the Built Environ

View full text Add to dashboard Cite

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“…An average score was computed (M = 3.15; SD = 0.40; alpha = .78). The SOP has been shown to be reliable and valid in assessing preferences for visual imagery (Childers et al, 1985;Jiang & Wyer, 2009;Ong & Milech, 2001).…”

Section: Metaphors In Writingmentioning

confidence: 99%

The scope and consequences of metaphoric thinking: Using individual differences in metaphor usage to understand how metaphor functions.

Fetterman¹,

Bair²,

Werth³

et al. 2016

Journal of Personality and Social Psychology

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People often think, feel, and behave metaphorically according to conceptual metaphor theory. There are normative sources of support for this theory, but individual differences have received scant attention. This is surprising because people are likely to differ in the frequency with which they use metaphors and, therefore, the frequency with which they experience the costs and benefits of metaphoric thinking. To investigate these ideas, a 5-study program of research (total N = 532) was conducted. Study 1 developed and validated a Metaphor Usage Measure (MUM), finding that people were fairly consistent in their tendencies toward literal thought and language on the one hand versus metaphoric thought and language on the other. These differences were, in turn, consequential. Although metaphor usage predicted susceptibility to metaphor transfer effects (Studies 2 and 3), it was also linked to higher levels of emotional understanding (Studies 4 and 5). The findings provide support for several key premises of conceptual metaphor theory in the context of a new measure that can be used to track the consequences of metaphoric thinking.

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“…Providing instruction in a manner consistent with an individual's preferred processing style may reduce extraneous cognitive load and enhance learning (Pillay, 1998). While the term learning style has come to mean many things to many people, the current research defines learning style as an individual's inclination to process visual information (pictures) as opposed to verbal information (text) (Childers, Houston, & Heckler, 1985). Although it is possible that an individual can make use of alternative styles if forced to (Riding & Dyer, 1980), the effort required to do so may place a burden on the individual's cognitive capacity and impair learning (Sweller, 1989).…”

Section: Technology Task and Individual Characteristicsmentioning

confidence: 99%

“…The Style of Processing (SOP) scale, created by Childers et al (1985), was adapted for examining learning styles in the context of the current study. T he SOP scale hinges on the notion that individuals have a preference for processing information that leads them to select one strategy of information processing over another (visual vs. verbal) (Childers et al, 1985).…”

Section: Learning Stylementioning

confidence: 99%

“…T he SOP scale hinges on the notion that individuals have a preference for processing information that leads them to select one strategy of information processing over another (visual vs. verbal) (Childers et al, 1985). T he response format for the SOP scale consists of a 4-point Likert-type scale anchored by 1 (Always T rue) and 4 (Always False).…”

Section: Learning Stylementioning

confidence: 99%

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Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

Nicholson

Valacich

2008

JITE:Research

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Executive SummaryIn today's knowledge economy, technology is utilized more than ever to deliver instructional material to the learner. Nonetheless, information may not always be presented in a manner that maximizes the learning experience, resulting in a negative impact on learning outcomes. Drawing on the Task-Technology Fit model, a research framework was developed to investigate the influence of vividness, interactivity, task complexity, and learning style on performance, satisfaction, interest, and perceived mental effort in the context of learning how to use an office productivity tool via a computer-mediated learning environment.It was hypothesized that vividness and interactivity would increase satisfaction and interest and that the affects of vividness and interactivity on performance and perceived mental effort would vary depending on the complexity of the task. It was also hypothesized that vividness and learning style would interact to influence performance and perceived mental effort when a task was more complex. A laboratory experiment was employed to test the research model. The experiment manipulated two levels of vividness, interactivity, and task complexity, resulting in six unique treatment conditions. In each of these treatment conditions, subjects viewed a computerbased tutorial on how to complete a task using a specific tool in Microsoft Excel. Subjects were then asked to complete a similar task using this same Excel tool.Overall, strong support was found in support of the hypotheses. Findings indicate that presenting information in a more vivid or more interactive learning environment will significantly increase satisfaction with the learning environment as well as interest in the topic. Furthermore, strong support was found for utilizing a more vivid or more interactive presentation to increase performance and reduce perceived mental effort when a task is more complex. Mixed support was found regarding the influence of vividness and learning style on performance and perceived mental effort for a more complex task.This research contributes to our theoretical understanding of instructional design and the influence of technology characteristics on learning outcomes. These findings also serve to guide those who design and disseminate information in computer-mediated contexts. MoreMaterial published as part of this publication, either on-line or in print, is copyrighted by the Informing Science Institute. P ermission to make digital or paper copy of part or all of these works for personal or classroom use is granted without fee provided that the copies are not made or distributed for profit or commercial advantage AND that copies 1) bear this notice in full and 2) give the full citation on the first page. It is permissible to abstract these works so long as credit is given. To copy in all other cases or to republish or to post on a server or to redistribute to lists requires specific permission and payment of a fee. Contact 0HPublisher@InformingScience.org to request redistribution permission. ...

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Measurement of Individual Differences in Visual versus Verbal Information Processing

Cited by 394 publications

References 30 publications

The impact of including images in a conjoint measurement task: evidence from two small-scale studies

The impact of including images in a conjoint measurement task: evidence from two small-scale studies

The scope and consequences of metaphoric thinking: Using individual differences in metaphor usage to understand how metaphor functions.

Examining the Effects of Technology Attributes on Learning: A Contingency Perspective

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