Processing Fluency Affects Behavior More Strongly among People Higher in Trait Mindfulness

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

Metaphor Aptness And Conventionality: A Processing Fluency Account

Conventionality and aptness are two dimensions of metaphorical sentences thought to play an important role in determining how quick and easy it is to process a metaphor. Conventionality reflects the familiarity of a metaphor whereas aptness reflects the degree to which a metaphor vehicle captures important features of a metaphor topic. In recent years it has become clear that operationalizing these two constructs is not as simple as asking naïve raters for subjective judgments. It has been found that ratings of aptness and conventionality are highly correlated, which has led some researchers to pursue alternative methods for measuring the constructs. Here, in four experiments, we explore the underlying reasons for the high correlation in ratings of aptness and conventionality, and question the construct validity of various methods for measuring the two dimensions. We find that manipulating the processing fluency of a metaphorical sentence by means of familiarization to similar senses of the metaphor (“in vivo conventionalization”) influences ratings of the sentence\u27s aptness. This misattribution may help explain why subjective ratings of aptness and conventionality are highly correlated. In addition, we find other reasons to question the construct validity of conventionality and aptness measures: for instance, we find that conventionality is context dependent and thus not attributable to a metaphor vehicle alone, and we find that ratings of aptness take more into account than they should

Efficient Vengeance: The role of processing fluency in making decisions about retaliation

Aggressive behavior is a harmful and pervasive psychological and behavioral phenomenon. Inherent to every act of aggression are decisions regarding the modality, severity, and timing of such actions. Prevailing theories of aggression emphasize the role of cognitive processes in aggression, especially retaliatory aggression. Despite this emphasis, few cognitive processes have been examined for their possible involvement in making decisions about retaliatory aggression. Across two studies, I examined the role of processing fluency in making decisions about retaliation. I drew from contemporary models of aggression (e.g., the General Aggression Model) and processing fluency (e.g., the Multi-Source Account) to develop hypotheses in this novel extension of the aggression literature. Study 1 provided correlational evidence that processing fluency facilitates greater retaliation severity among vengeance-seekers and that such fluency linked with greater levels of antagonistic dispositions (i.e., Sadism). Study 2 extended these findings with a between-subjects experiment which provided evidence that induced angry rumination increased processing fluency for retaliation decisions, indirectly facilitating greater severity. Both studies also provided evidence that the Drift Diffusion Model can account for such decisions and that drift rate estimates are a valid measure of processing fluency. These findings hold major implications for contemporary theories of aggression and processing fluency, laboratory research, and clinical practice

The fluency principle: Why foreign accent strength negatively biases language attitudes

Two experiments tested the prediction that heavy foreign-accented speakers are evaluated more negatively than mild foreign-accented speakers because the former are perceived as more prototypical (i.e., representative) of their respective group and their speech disrupts listeners’ processing fluency (i.e., is more difficult to process). Participants listened to a mild or heavy Punjabi- (Study 1) or Mandarin-accented (Study 2) speaker. Compared to the mildaccented speaker, the heavy-accented speaker in both studies was attributed less status (but not solidarity), was perceived as more prototypical of their respective group, disrupted listeners’ processing fluency, and elicited a more negative affective reaction. The negative effects of accent strength on status were mediated by processing fluency and sequentially by processing fluency and affect, but not by prototypicality. Theoretical, methodological, and practical implications are discussed

“I Will Follow You!” – How Recommendation Modality Impacts Processing Fluency and Purchase Intention

Although conversational agents (CA) are increasingly used for providing purchase recommendations, important design questions remain. Across two experiments we examine with a novel fluency mechanism how recommendation modality (speech vs. text) shapes recommendation evaluation (persuasiveness and risk), the intention to follow the recommendation, and how modality interacts with the style of recommendation explanation (verbal vs. numerical). Findings provide robust evidence that text-based CAs outperform speech-based CAs in terms of processing fluency and consumer responses. They show that numerical explanations increase processing fluency and purchase intention of both recommendation modalities. The results underline the importance of processing fluency for the decision to follow a recommendation and highlight that processing fluency can be actively shaped through design decisions in terms of implementing the right modality and aligning it with the optimal explanation style. For practice, we offer actionable implications on how to make effective sales agents out of CAs

The Epistemic Status of Processing Fluency as Source for Judgments of Truth

This article combines findings from cognitive psychology on the role of processing fluency in truth judgments with epistemological theory on justification of belief. We first review evidence that repeated exposure to a statement increases the subjective ease with which that statement is processed. This increased processing fluency, in turn, increases the probability that the statement is judged to be true. The basic question discussed here is whether the use of processing fluency as a cue to truth is epistemically justified. In the present analysis, based on Bayes’ Theorem, we adopt the reliable-process account of justification presented by Goldman (1986) and show that fluency is a reliable cue to truth, under the assumption that the majority of statements one has been exposed to are true. In the final section, we broaden the scope of this analysis and discuss how processing fluency as a potentially universal cue to judged truth may contribute to cultural differences in commonsense beliefs

Regulatory Fit, Processing Fluency, and Narrative Persuasion

For millennia, people have used narratives to inform and persuade. However, little social psychological research addresses how and when narrative persuasion occurs, perhaps because narratives are complex stimuli that are difficult to vary without significantly changing the plot or characters. Existing research suggests that regulatory fit and/or processing fluency can be varied easily and in ways completely exterior to narrative content but that nonetheless affect how much narratives engage, transport, and persuade. We review research on narrative transportation and persuasion and then discuss regulatory fit and its relationship to processing fluency. Afterward, we discuss how regulatory fit and processing fluency may affect psychological engagement, transportation, and persuasion via narratives

Processing Fluency in Education: How Metacognitive Feelings Shape Learning, Belief Formation, and Affect

Processing fluency—the experienced ease with which a mental operation is performed has attracted little attention in educational psychology, despite its relevance. The present article reviews and integrates empirical evidence on processing fluency that is relevant to school education. Fluency is important, for instance, in learning, self-assessment of knowledge, testing, grading, teacher–student communication, social interaction in the multicultural classroom, and emergence of interest. After a brief overview of basic fluency research we review effects of processing fluency in three broad areas: metacognition in learning, belief formation, and affect. Within each area, we provide evidence-based implications for education. Along the way, we offer fluency-based insights into phenomena that were long known but not yet sufficiently explained (e.g., the effect of handwriting on grading). Bringing fluency (back) to education may contribute to research and school practice alike

Processing fluency scale development for consumer research

Processing fluency or the subjective experience of ease that consumers can experience when processing information is a prominent construct in consumer research. Despite its prevalence, however, its measurement has been inconsistent. The present research addresses this methodological gap in literature by developing and testing a scale for assessing the subjective experience of processing fluency. This scale demonstrates strong evidence of convergent and discriminant validity, reliability, and nomological validity across different processing fluency manipulations and marketing contexts. Use of this scale will allow marketing practitioners and academicians to consistently measure a psychological state that is known to have ubiquitous effects on downstream consumer outcomes including trust, attitude, and choice. Researchers can administer this four-item scale by having participants indicate their agreement (1 = strongly disagree, 7 = strongly agree) on whether a given marketing communication (e.g., ad copy) is (a) difficult to process, (b) difficult to read, (c) takes a long time to process, and (d) difficult to understand