Consequences of erudite vernacular utilized irrespective of necessity: problems with using long words needlessly

Reading dies in complexity: Online news consumers prefer simple writing

Over 30,000 field experiments with The Washington Post and Upworthy showed that readers prefer simpler headlines (e.g., more common words and more readable writing) over more complex ones. A follow-up mechanism experiment showed that readers from the general public paid more attention to, and processed more deeply, the simpler headlines compared to the complex headlines. That is, a signal detection study suggested readers were guided by a simpler-writing heuristic, such that they skipped over relatively complex headlines to focus their attention on the simpler headlines. Notably, a sample of professional writers, including journalists, did not show this pattern, suggesting that those writing the news may read it differently from those consuming it. Simplifying writing can help news outlets compete in the competitive online attention economy, and simple language can make news more approachable to online readers.

Behavioral consequences of second-person pronouns in written communications between authors and reviewers of scientific papers

Pronoun usage's psychological underpinning and behavioral consequence have fascinated researchers, with much research attention paid to second-person pronouns like "you," "your," and "yours." While these pronouns' effects are understood in many contexts, their role in bilateral, dynamic conversations (especially those outside of close relationships) remains less explored. This research attempts to bridge this gap by examining 25,679 instances of peer review correspondence with Nature Communications using the difference-in-differences method. Here we show that authors addressing reviewers using second-person pronouns receive fewer questions, shorter responses, and more positive feedback. Further analyses suggest that this shift in the review process occurs because "you" (vs. non-"you") usage creates a more personal and engaging conversation. Employing the peer review process of scientific papers as a backdrop, this research reveals the behavioral and psychological effects that second-person pronouns have in interactive written communications.

The relevance of syntactic complexity for truth judgments: A registered report

Fluency theories predict higher truth judgments for easily processed statements. We investigated two factors relevant for processing fluency: repetition and syntactic complexity. In three online experiments, we manipulated syntactic complexity by creating simple and complex versions of trivia statements. Experiments 1 and 2 replicated the repetition-based truth effect. However, syntactic complexity did not affect truth judgments although complex statements were processed slower than simple statements. This null effect is surprising given that both studies had high statistical power and varied in the relative salience of syntactic complexity. Experiment 3 provides a preregistered test of the discounting explanation by using improved trivia statements of equal length and by manipulating the salience of complexity in a randomized design. As predicted by fluency theories, simple statements were more likely judged as true than complex ones, while this effect was small and not moderated by the salience of complexity.

Using the Lessons of Learning Science to Improve Medical Education in Otolaryngology

OBJECTIVE

This review synthesizes information from original research in the field of learning theory and the psychology of learning in order to provide evidence-based study methods to adult learners in the field of medicine.

METHODS

A literature review was conducted and results were synthesized in a narrative fashion.

RESULTS

Deeper levels of analysis produce longer lasting memory; therefore, the concept of creating a "desirable level of difficulty" when it comes to study material and methods has been shown to promote learning. When the learner uses a higher subjective level of effort in processing information, they can maximize the efficacy of their studying efforts. This review describes how memory encoding can be enhanced by applying several theories of learning psychology including the generation effect and the interleaving effect. The use of mnemonics, the "memory palace," and hand-written notes have also proven useful to enhance information recall. Methods that promote long-term learning including the spacing effect and delayed repetition are reviewed. Learning theory shows that the most effective learners use self-testing and forced recall to retain more information with limited study time.

CONCLUSIONS

The application of these learning methods may help to improve information retention and productiveness among adult learners.

Exposure to nonnative-accented speech reduces listening effort and improves social judgments of the speaker

Prior research has revealed a native-accent advantage, whereby nonnative-accented speech is more difficult to process than native-accented speech. Nonnative-accented speakers also experience more negative social judgments. In the current study, we asked three questions. First, does exposure to nonnative-accented speech increase speech intelligibility or decrease listening effort, thereby narrowing the native-accent advantage? Second, does lower intelligibility or higher listening effort contribute to listeners' negative social judgments of speakers? Third and finally, does increased intelligibility or decreased listening effort with exposure to speech bring about more positive social judgments of speakers? To address these questions, normal-hearing adults listened to a block of English sentences with a native accent and a block with nonnative accent. We found that once participants were accustomed to the task, intelligibility was greater for nonnative-accented speech and increased similarly with exposure for both accents. However, listening effort decreased only for nonnative-accented speech, soon reaching the level of native-accented speech. In addition, lower intelligibility and higher listening effort was associated with lower ratings of speaker warmth, speaker competence, and willingness to interact with the speaker. Finally, competence ratings increased over time to a similar extent for both accents, with this relationship fully mediated by intelligibility and listening effort. These results offer insight into how listeners process and judge unfamiliar speakers.

Personalizing image enhancement for critical visual tasks: improved legibility of papyri using color processing and visual illusions

This article develops theoretical, algorithmic, perceptual, and interaction aspects of script legibility enhancement in the visible light spectrum for the purpose of scholarly editing of papyri texts. Novel legibility enhancement algorithms based on color processing and visual illusions are compared to classic methods in a user experience experiment. (1) The proposed methods outperformed the comparison methods. (2) Users exhibited a broad behavioral spectrum, under the influence of factors such as personality and social conditioning, tasks and application domains, expertise level and image quality, and affordances of software, hardware, and interfaces. No single enhancement method satisfied all factor configurations. Therefore, it is suggested to offer users a broad choice of methods to facilitate personalization, contextualization, and complementarity. (3) A distinction is made between casual and critical vision on the basis of signal ambiguity and error consequences. The criteria of a paradigm for enhancing images for critical applications comprise: interpreting images skeptically; approaching enhancement as a system problem; considering all image structures as potential information; and making uncertainty and alternative interpretations explicit, both visually and numerically.

Supplementary Information

The online version contains supplementary material available at 10.1007/s10032-021-00386-0.

Climate Change Inaction and Meaning

Continuing growth, insofar as it increases human environmental impact, is in conflict with the environment. ‘Green growth’, if it increases the absolute size of the economy, is an oxymoron. Environmental limits are discountenanced, a pretence made possible because they are difficult to specify in advance. The consequent weakness in public discourse, both moral and intellectual, has worsened into contradiction as it has become ever more studiously unadmitted. It is obscured with language that is misleading or self-contradictory, and even issues from institutions that exist (and are relied upon) to respect correctness. At its most conforming it gives rise to overshoot, by which statements meant to sound authoritative are in fact open to ridicule. Such untruthfulness perpetuates climate change inaction, and in a kind of direct action those using such language, contrary to their public or professional duty, could be asked to justify themselves in plain English.

Fluent processing leads to positive stimulus evaluations even when base rates suggest negative evaluations

Fluency is the experienced ease of ongoing mental operations, which increases the subjective positivity of stimuli attributes. This may happen because fluency is inherently positive. Alternatively, people may learn the meaning of fluency from contingencies within judgment-contexts. We test pseudocontingencies (PCs) as a mechanism through which fluency's meaning is learned. PCs are inferred correlations between two attributes due to the observation of their jointly skewed base rates - people relate what is frequent in one attribute to what is frequent in the other. Using online seller evaluations as the dependent variable, we manipulated base rates of seller name-fluency and seller reputation, creating conditions where name-fluency aligned positively or negatively with reputation. However, participants evaluated high-fluency name sellers more positively across base-rate conditions, although we observed negative PCs between seller reputation and a fluency-neutral dimension in a follow-up study. We discuss the implications for the debate regarding fluency's positive vs. malleable nature.

On the pervasive effect of word frequency in metamemory

Predictions of one's future memory performance-judgements of learning (JOLs)-are based on the cues that learners regard as diagnostic of memory performance. One of these cues is word frequency or how often words are experienced in the language. It is not clear, however, whether word frequency would affect JOLs when other cues are also available. The current study aims to close this gap by testing whether objective and subjective word frequency affect JOLs in the presence of font size as an additional cue. Across three experiments, participants studied words that varied in word frequency (Experiment 1: high and low objective frequency; Experiment 2: a whole continuum from high to low objective frequency; Experiment 3: high and low subjective and objective frequency) and were presented in a large (48pt) or a small (18pt) font size, made JOLs, and completed a free recall test. Results showed that people based their JOLs on both word frequency and font size. We conclude that word frequency is an important cue that affects metamemory even in multiple-cue situations.

Truth feels easy: Knowing information is true enhances experienced processing fluency

Information is more likely believed to be true when it feels easy rather than difficult to process. An ecological learning explanation for this fluency-truth effect implicitly or explicitly presumes that truth and fluency are positively associated. Specifically, true information may be easier to process than false information and individuals may reverse this link in their truth judgments. The current research investigates the important but so far untested precondition of the learning explanation for the fluency-truth effect. In particular, five experiments (total N = 712) test whether participants experience information known to be true as easier to process than information known to be false. Participants in Experiment 1a judged true statements easier to read than false statements. Experiment 1b was a preregistered direct replication with a large sample and again found increased legibility for true statements-importantly, however, this was not the case for statements for which the truth status was unknown. Experiment 1b thereby shows that it is not the actual truth or falsehood of information but the believed truth or falsehood that is associated with processing fluency. In Experiment 2, true calculations were rated as easier to read than false calculations. Participants in Experiment 3 judged it easier to listen to calculations generally known to be true than to calculations generally known to be false. Experiment 4 shows an effect of truth on processing fluency independent of statement familiarity. Discussion centers on the current explanation for the fluency-truth effect and the validity of processing fluency as a cue in truth judgments.

Are foreign-accented speakers that 'incredible'? The impact of the speaker's indexical properties on sentence processing

This study investigated the impact of the speaker's identity generated by the voice on sentence processing. We examined the relation between ERP components associated with the processing of the voice (N100 and P200) from voice onset and those associated with sentence processing (N400 and late positivity) from critical word onset. We presented Dutch native speakers with sentences containing true (and known) information, unknown (but true) information or information violating world knowledge and had them perform a truth evaluation task. Sentences were spoken either in a native or a foreign accent. Truth evaluation judgments were not different for statements spoken by the native-accented and the foreign-accented speakers. Reduced N100 and P200 were observed in response to the foreign speaker's voice compared to the native speaker's. While statements containing unknown information or world knowledge violations generated a larger N400 than true statements in the native condition, they were not significantly different in the foreign condition, suggesting shallower processing of foreign-accented speech. The N100 was a significant predictor for the N400 in that the reduced N100 observed for the foreign speaker compared to the native speaker was related to a smaller N400 effect. These finding suggest that the impression of the speaker that listeners rapidly form from the voice affects semantic processing, which confirms that speaker's identity and language comprehension cannot be dissociated.

Framing superbugs - testing whether advocacy frames change attitudes, intention or behaviour using an online randomised control experiment

Background: Antimicrobial resistance (AMR) presents a significant threat to global health, requiring multifaceted action by individuals and policymakers. Advocates must persuade others to act. Making communication about AMR more effective could plausibly increase support for action. The Wellcome Trust-funded ‘Reframing Resistance’ project used communications research to develop framing recommendations for the language practitioners use to describe AMR. The aim of this study was to explore how this language influenced attitudes and behaviours towards AMR. Methods: This study was a randomised trial to evaluate the effects of different styles of AMR framing language upon attitudinal and behavioural measures. Participants (n=1,934) were recruited in October 2019 using an on-line tool called “Prolific” and randomly assigned to review five variations of AMR narratives: four experimental frames which incorporated different combinations of language recommended by the framing guidelines, or a control frame without these features, taken from UN AMR communications. Participants were then asked a series of attitudinal and behavioural questions in relation to the AMR narrative they reviewed. Attitudes were measured using five-point Likert-type scales and behaviours were measured using binary variables. Descriptive analysis was used to explore respondents’ characteristics and multivariable logistic regression models were used to establish independent associations between AMR frames and respondents’ attitudes and behaviours. Results: Participants who reviewed narratives that followed framing language guidelines were more likely to donate money or sign a petition, and rated narratives as more usable and important than participants who reviewed the control framing. Conclusions: While larger trials with more diverse participants are needed to confirm generalisability, these results suggest that applying framing to communications could help advocates of AMR to drive action. Furthermore, the study reinforces the value of randomised studies to empirically test the impact of frames upon behaviour and indicates the potential for a more extensive programme of research.

The predictive utility of word familiarity for online engagements and funding

Metacognitive frameworks such as processing fluency often suggest people respond more favorably to simple and common language versus complex and technical language. It is easier for people to process information that is simple and nontechnical compared to complex information, therefore leading to more engagement with targets. In two studies covering 12 field samples (total n = 1,064,533), we establish and replicate this simpler-is-better phenomenon by demonstrating people engage more with nontechnical language when giving their time and attention (e.g., simple online language tends to receive more social engagements). However, people respond to complex language when giving their money (e.g., complex language within charitable giving campaigns and grant abstracts tend to receive more money). This evidence suggests people engage with the heuristic of complex language differently depending on a time or money target. These results underscore language as a lens into social and psychological processes and computational methods to measure text patterns at scale.

More than Words in Medical Question-and-Answer Sites: A Content-Context Congruence Perspective

Application Abstract

Influence of high versus low readability level of written health information on self-efficacy: A randomized controlled study of the processing fluency effect

We investigated the relationship of processing fluency of written information about exercise to participants’ perceived interest, safety, self-efficacy, outcome expectation, and behavioral intention regarding the exercise. We randomly assigned 400 men and women aged 40–69 years to control or intervention conditions. Perceived self-efficacy of performing the exercise in the intervention group (i.e. easy to read) was significantly higher than that in the control group (i.e. difficult to read) (p = 0.04). Easy-to-read written health information may be important not only for making written health information comprehensible but also for increasing readers’ self-efficacy for adopting health-related behaviors.

Easy on the mind, easy on the wrongdoer? No evidence for perceptual fluency effects on moral wrongness ratings

Processing fluency-the subjective ease of information processing-influences a variety of judgments (e.g., judgments of familiarity, liking, and truth). A study by Laham, Alter, and Goodwin (2009) suggests that this is also true for moral judgments. More specifically, the authors found that discrepant perceptual fluency mitigates moral wrongness ratings. In five studies (total N = 694), we tested the replicability of this finding for different kinds of scenarios (moral versus conventional transgressions) and different perceptual fluency manipulations. In Studies 1a and 1b we manipulated fluency by text background, in Studies 2a and 2b by font type, and in Study 3 by word spaces. Critically, none of the studies replicated Laham et al.'s discrepant fluency effect on moral wrongness ratings. In turn, we found that moral wrongness ratings were strongly affected by participants' emotional responses to the scenarios. Taken together, the findings of our five studies cast very strong doubt on perceptual fluency effects on moral judgments.

Audiovisual quality impacts assessments of job candidates in video interviews: Evidence for an AV quality bias

Video job interviews have become a common hiring practice, allowing employers to save money and recruit from a wider applicant pool. But differences in job candidates’ internet connections mean that some interviews will have higher audiovisual (AV) quality than others. We hypothesized that interviewers would be impacted by AV quality when they rated job candidates. In two experiments, participants viewed two-minute long simulated Skype interviews that were either unedited (fluent videos) or edited to mimic the effects of a poor internet connection (disfluent videos). Participants in both experiments rated job candidates from fluent videos as more hirable, even after being explicitly told to disregard AV quality (experiment 2). Our findings suggest that video interviews may favor job candidates with better internet connections and that being aware of this bias does not make it go away.

Processing fluency effect of a leaflet for breast and cervical cancer screening: a randomized controlled study in Japan

Processing fluency (the inferred subjective ease with which people process information) has been a topic of increasing research attention in the field of psychology over the past decade. We examined the effect of improving written materials in terms of processing fluency with regard to encouragement for obtaining breast and cervical cancer screening. We randomly assigned 670 women to intervention or control conditions; the 215 who mailed back distributed questionnaires were the study participants. A standard leaflet for cancer screening was mailed to the control group, while the materials mailed to the intervention group were improved in terms of perceptual fluency (e.g., legibility), linguistic fluency (e.g., readability), retrieval fluency (e.g., reducing amount of information) and imagery fluency (having recipients imagine future behavior and events). The screening rate of the intervention group was significantly higher than that of the control group (29.4% vs. 14.2%, χ² = 7.275, df = 1, p = .007, φ = .184). Improving the processing fluency of written materials may be useful for encouraging individuals to obtain breast and cervical cancer screening.

Corporate reporting readability and regulatory review risk

Purpose

The regulatory review process imposes significant costs on companies. Therefore, managers try to find ways to avoid the regulatory review risk. The purpose of this paper is to investigate whether corporate reporting readability reduces the regulatory review risk.

Design/methodology/approach

This study measures the corporate reporting readability using the Fog Index. It measures the regulatory review risk using the probability of receiving a comment letter from the Securities and Exchange Organization of Iran.

Findings

The findings reveal that corporate reporting readability reduces the regulatory review risk, after controlling for the factors that affect the regulatory review risk.

Originality/value

The current paper identifies an easy strategy for managers to mitigate one of the important risks faced by companies. Thus, the results will be of interest to managers, audit committees, and stakeholders involved in the regulatory review process.

Do Evaluations Rise With Experience?

Sequential evaluation is the hallmark of fair review: The same raters assess the merits of applicants, athletes, art, and more using standard criteria. We investigated one important potential contaminant in such ubiquitous decisions: Evaluations become more positive when conducted later in a sequence. In four studies, (a) judges’ ratings of professional dance competitors rose across 20 seasons of a popular television series, (b) university professors gave higher grades when the same course was offered multiple times, and (c) in an experimental test of our hypotheses, evaluations of randomly ordered short stories became more positive over a 2-week sequence. As judges completed repeated evaluations, they experienced more fluent decision making, producing more positive judgments (Study 4 mediation). This seemingly simple bias has widespread and impactful consequences for evaluations of all kinds. We also report four supplementary studies to bolster our findings and address alternative explanations.

Ease-of-learning judgments are based on both processing fluency and beliefs

Processing fluency influences many types of judgments. Some metacognitive research suggests that the influence of processing fluency may be mediated by participants' beliefs. The current study explores the influence of processing fluency and beliefs on ease-of-learning (EOL) judgments. In two experiments (Exp 1: n = 94; Exp 2: n = 146), participants made EOL judgments on 24 six-letter concrete nouns, presented in either a constant condition (high fluency) with upper-case letters (e.g., BUCKET) or an alternating condition (low fluency) with mixed upper- and lower-case letters (e.g., bUcKeT). After judging words individually, participants studied the words and completed a free recall test. Finally, participants indicated what condition they believed made the words more likely to be learned. Results show constant-condition words were judged as more likely to be learned than alternating condition words, but the difference varied with beliefs. Specifically, the difference was biggest when participants believed the constant condition made words more likely to be learned, followed by believing there was no difference, and then believing the alternating condition made words more likely to be learned. Thus, we showed that processing fluency has a direct effect on EOL judgments, but the effect is moderated by beliefs.

Designing persuasive health materials using processing fluency: a literature review

Background

Health materials to promote health behaviors should be readable and generate favorable evaluations of the message. Processing fluency (the subjective experience of ease with which people process information) has been increasingly studied over the past decade. In this review, we explore effects and instantiations of processing fluency and discuss the implications for designing effective health materials. We searched seven online databases using “processing fluency” as the key word. In addition, we gathered relevant publications using reference snowballing. We included published records that were written in English and applicable to the design of health materials.

Results

We found 40 articles that were appropriate for inclusion. Various instantiations of fluency have a uniform effect on human judgment: fluently processed stimuli generate positive judgments (e.g., liking, confidence). Processing fluency is used to predict the effort needed for a given task; accordingly, it has an impact on willingness to undertake the task. Physical perceptual, lexical, syntactic, phonological, retrieval, and imagery fluency were found to be particularly relevant to the design of health materials.

Conclusions

Health-care professionals should consider the use of a perceptually fluent design, plain language, numeracy with an appropriate degree of precision, a limited number of key points, and concrete descriptions that make recipients imagine healthy behavior. Such fluently processed materials that are easy to read and understand have enhanced perspicuity and persuasiveness.

Task difficulty moderates the revelation effect

Tasks that precede a recognition probe induce a more liberal response criterion than do probes without tasks-the "revelation effect." For example, participants are more likely to claim that a stimulus is familiar directly after solving an anagram, relative to a condition without an anagram. Revelation effect hypotheses disagree whether hard preceding tasks should produce a larger revelation effect than easy preceding tasks. Although some studies have shown that hard tasks increase the revelation effect as compared to easy tasks, these studies suffered from a confound of task difficulty and task presence. Conversely, other studies have shown that the revelation effect is independent of task difficulty. In the present study, we used new task difficulty manipulations to test whether hard tasks produce larger revelation effects than easy tasks. Participants (N = 464) completed hard or easy preceding tasks, including anagrams (Exps. 1 and 2) and the typing of specific arrow key sequences (Exps. 3-6). With sample sizes typical of revelation effect experiments, the effect sizes of task difficulty on the revelation effect varied considerably across experiments. Despite this variability, a consistent data pattern emerged: Hard tasks produced larger revelation effects than easy tasks. Although the present study falsifies certain revelation effect hypotheses, the general vagueness of revelation effect hypotheses remains.

The revelation effect: A meta-analytic test of hypotheses

Judgments can depend on the activity directly preceding them. An example is the revelation effect whereby participants are more likely to claim that a stimulus is familiar after a preceding task, such as solving an anagram, than without a preceding task. We test conflicting predictions of four revelation-effect hypotheses in a meta-analysis of 26 years of revelation-effect research. The hypotheses' predictions refer to three subject areas: (1) the basis of judgments that are subject to the revelation effect (recollection vs. familiarity vs. fluency), (2) the degree of similarity between the task and test item, and (3) the difficulty of the preceding task. We use a hierarchical multivariate meta-analysis to account for dependent effect sizes and variance in experimental procedures. We test the revelation-effect hypotheses with a model selection procedure, where each model corresponds to a prediction of a revelation-effect hypothesis. We further quantify the amount of evidence for one model compared to another with Bayes factors. The results of this analysis suggest that none of the extant revelation-effect hypotheses can fully account for the data. The general vagueness of revelation-effect hypotheses and the scarcity of data were the major limiting factors in our analyses, emphasizing the need for formalized theories and further research into the puzzling revelation effect.

Virtual Reconstruction and Three-Dimensional Printing of Blood Cells as a Tool in Cell Biology Education

The cell biology discipline constitutes a highly dynamic field whose concepts take a long time to be incorporated into the educational system, especially in developing countries. Amongst the main obstacles to the introduction of new cell biology concepts to students is their general lack of identification with most teaching methods. The introduction of elaborated figures, movies and animations to textbooks has given a tremendous contribution to the learning process and the search for novel teaching methods has been a central goal in cell biology education. Some specialized tools, however, are usually only available in advanced research centers or in institutions that are traditionally involved with the development of novel teaching/learning processes, and are far from becoming reality in the majority of life sciences schools. When combined with the known declining interest in science among young people, a critical scenario may result. This is especially important in the field of electron microscopy and associated techniques, methods that have greatly contributed to the current knowledge on the structure and function of different cell biology models but are rarely made accessible to most students. In this work, we propose a strategy to increase the engagement of students into the world of cell and structural biology by combining 3D electron microscopy techniques and 3D prototyping technology (3D printing) to generate 3D physical models that accurately and realistically reproduce a close-to-the native structure of the cell and serve as a tool for students and teachers outside the main centers. We introduce three strategies for 3D imaging, modeling and prototyping of cells and propose the establishment of a virtual platform where different digital models can be deposited by EM groups and subsequently downloaded and printed in different schools, universities, research centers and museums, thereby modernizing teaching of cell biology and increasing the accessibility to modern approaches in basic science.

Unveiling the truth: warnings reduce the repetition-based truth effect

Typically, people are more likely to consider a previously seen or heard statement as true compared to a novel statement. This repetition-based "truth effect" is thought to rely on fluency-truth attributions as the underlying cognitive mechanism. In two experiments, we tested the nature of the fluency-attribution mechanism by means of warning instructions, which informed participants about the truth effect and asked them to prevent it. In Experiment 1, we instructed warned participants to consider whether a statement had already been presented in the experiment to avoid the truth effect. However, warnings did not significantly reduce the truth effect. In Experiment 2, we introduced control questions and reminders to ensure that participants understood the warning instruction. This time, warning reduced, but did not eliminate the truth effect. Assuming that the truth effect relies on fluency-truth attributions, this finding suggests that warned participants could control their attributions but did not disregard fluency altogether when making truth judgments. Further, we found no evidence that participants overdiscount the influence of fluency on their truth judgments.

If it's hard to read, it changes how long you do it: reading time as an explanation for perceptual fluency effects on judgment

Perceptual manipulations, such as changes in font type or figure-ground contrast, have been shown to increase judgments of difficulty or effort related to the presented material. Previous theory has suggested that this is the result of changes in online processing or perhaps the post-hoc influence of perceived difficulty recalled at the time of judgment. These two experiments seek to examine by which mechanism (or both) the fluency effect is produced. Results indicate that disfluency does in fact change in situ reading behavior, and this change significantly mediates judgments. Eye movement analyses corroborate this suggestion and observe a difference in how people read a disfluent presentation. These findings support the notion that readers are using perceptual cues in their reading experiences to change how they interact with the material, which in turn produces the observed biases.

Johnny Depp, Reconsidered: How Category-Relative Processing Fluency Determines the Appeal of Gender Ambiguity

Individuals that combine features of both genders-gender blends-are sometimes appealing and sometimes not. Heretofore, this difference was explained entirely in terms of sexual selection. In contrast, we propose that part of individuals' preference for gender blends is due to the cognitive effort required to classify them, and that such effort depends on the context in which a blend is judged. In two studies, participants judged the attractiveness of male-female morphs. Participants did so after classifying each face in terms of its gender, which was selectively more effortful for gender blends, or classifying faces on a gender-irrelevant dimension, which was equally effortful for gender blends. In both studies, gender blends were disliked when, and only when, the faces were first classified by gender, despite an overall preference for feminine features in all conditions. Critically, the preferences were mediated by the effort of stimulus classification. The results suggest that the variation in attractiveness of gender-ambiguous faces may derive from context-dependent requirements to determine gender membership. More generally, the results show that the difficulty of resolving social category membership-not just attitudes toward a social category-feed into perceivers' overall evaluations toward category members.