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A study examined people’s interpretation of European Commission (EC) recommended verbal descriptors for risk of medicine side effects, and actions to take if they do occur. Members of the general public were presented with a fictitious (but realistic) scenario about suffering from a stiff neck, visiting the local pharmacy and purchasing an over the counter (OTC) medicine (Ibruprofen). The medicine came with an information leaflet which included information about the medicine’s side effects, their risk of occurrence, and recommended actions to take if adverse effects are experienced. Probability of occurrence was presented numerically (6%) or verbally, using the recommended EC ...

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize ...

What type of display helps students learn the most and why? This study investigated how displays differing in terms of signaling, extraction, and localization impact learning. In Experiment 1, 72 students were assigned randomly to one cell of a 4 × 2 design. Students studied a standard text, a text with key ideas extracted, an outline that localized ideas topically, and a matrix that localized ideas topically and categorically. One version of the displays signaled the displays’ organization and one version did not. The matrix display proved best for facilitating fact and relationship learning because of its ability to localize ...

omputer-based learning environments include verbal aids helping learners to gain a deep understanding. These aids can be presented in either the visual or the auditory modality. The problem is that it is not clear-cut how to present them for two reasons: the modality principle [Mayer, R.E., 2001. Multimedia Learning. Cambridge University Press, New York] is not applicable because verbal aids do not usually come with related pictures and the little empirical research on the question provides diverging results. Our aim was twofold: to present a research framework, which makes it possible to reinterpret prior findings, and to test it empirically ...

The aims of the 3 studies described in this article were to investigate whether commonly used methods of conveying AE risk might influence subjects' perceptions of their risk of experiencing drug-related AEs and whether disclosing this information by other means might subsequently influence their intentions to comply with prescribed medication regimens. In study 1, randomly selected participants were surveyed to estimate their percentage risk for medication AEs. In study 2, randomly selected participants were presented with a fictitious medical scenario, informed of their AE risk either in terms of specific percentages or in general semantic terms (eg, "some people may ...

The aims of the 3 studies described in this article were to investigate whether commonly used methods of conveying AE risk might influence subjects' perceptions of their risk of experiencing drug-related AEs and whether disclosing this information by other means might subsequently influence their intentions to comply with prescribed medication regimens. In study 1, randomly selected participants were surveyed to estimate their percentage risk for medication AEs. In study 2, randomly selected participants were presented with a fictitious medical scenario, informed of their AE risk either in terms of specific percentages or in general semantic terms (eg, "some people may ...

The aims of the 3 studies described in this article were to investigate whether commonly used methods of conveying AE risk might influence subjects' perceptions of their risk of experiencing drug-related AEs and whether disclosing this information by other means might subsequently influence their intentions to comply with prescribed medication regimens. In study 1, randomly selected participants were surveyed to estimate their percentage risk for medication AEs. In study 2, randomly selected participants were presented with a fictitious medical scenario, informed of their AE risk either in terms of specific percentages or in general semantic terms (eg, "some people may ...

Past research suggests that semantic and numerical medical risk descriptors may lead to miscommunication and misinterpretation of risk. However, little research has been conducted on systematic features of this bias, and the resulting potential risks to people contemplating or receiving treatment. Three studies explore the influence of verbal versus numerical medical risk descriptions. In Study 1a, San Francisco Bay area residents (N = 59) were presented with semantic descriptors for low-likelihood events and reported their perceived quantitative risk for the events. In Study 1b, undergraduates (N = 29) were presented with semantic versus numerical information about side effects for a ...

Past research suggests that semantic and numerical medical risk descriptors may lead to miscommunication and misinterpretation of risk. However, little research has been conducted on systematic features of this bias, and the resulting potential risks to people contemplating or receiving treatment. Three studies explore the influence of verbal versus numerical medical risk descriptions. In Study 1a, San Francisco Bay area residents (N = 59) were presented with semantic descriptors for low-likelihood events and reported their perceived quantitative risk for the events. In Study 1b, undergraduates (N = 29) were presented with semantic versus numerical information about side effects for a ...

Three experiments with a total of 90 adults (aged 59-84 yrs) investigated the effects of format (categorized list, simple list, or paragraph) and Ss' age and education level on comprehension and recall of medication instructions. Ss preferred the categorized list to the simple list and preferred both list formats to the paragraph (Exp 1). They answered questions about both list instructions more quickly (Exp 2), and recalled more information from the simple list than from the other instructions (Exp 3). Ss were also aware of the benefits of list instructions for comprehension and recall of medication information. Age and education ...