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In deze studie wordt het effect van personalisatie en leeftijdscongruentie op website satisfactie en recall van informatie en de rol van narratieve betrokkenheid onderzocht. Uit een experiment (n = 275) waarin online gezondheidsinformatievideo’s werden getoond, blijkt dat zowel personalisatie als leeftijdscongruentie en narratieve betrokkenheid een verklarende rol speelt in de effectiviteit van narratieve communicatie. ...

This study examined the effect of adding cognitive and affective illustrations to online health information (vs. text only) on older adults’ website satisfaction and recall of cancer-related information. Results of an online experiment among younger and older adults showed that illustrations increased satisfaction with attractiveness of the website. Younger adults were significantly more satisfied with the comprehensibility of the website than older adults, whereas older adults were more satisfied with perceived emotional support from the website than younger adults. Being more emotionally satisfied with the website led to greater recall of information for older adults, but not for younger adults. ...

This study aims to investigate the effects of illustrations in online cancer information on older cancer patients' website satisfaction (i.e. satisfaction with the attractiveness, comprehensibility and emotional support from the website) and recall of information. In an online experiment, 174 younger (<65 years) and older (≥65 years) colorectal cancer patients were randomly exposed to a webpage about transanal endoscopic microsurgery consisting of either text-only information, text with two cognitive illustrations or text with two affective illustrations. In general, adding cognitive illustrations compared with text-only information improved the satisfaction with the attractiveness of the website in both younger and older patients. ...

Background: Older adults are increasingly using the Internet for health information; however, they are often not able to correctly recall Web-based information (eHealth information). Recall of information is crucial for optimal health outcomes, such as adequate disease management and adherence to medical regimes. Combining effective message strategies may help to improve recall of eHealth information among older adults. Presenting information in an audiovisual format using conversational narration style is expected to optimize recall of information compared to other combinations of modality and narration style. Objective: The aim of this paper is to investigate the effect of modality and narration style on recall of ...

Little research has focused on what precedes the processing of health messages to predict recall of information and whether age matters in this regard. To address this gap, this study investigates the relationship between attention and recall among younger (<65 years) and older (≥65 years) adults. Using eye tracking, we exposed participants to a webpage consisting of text-only information, text with cognitive illustrations, or text with affective illustrations. When attention to text increased, older adults recalled more information, whereas younger adults did not. However, younger adults paid more attention to cognitive illustrations than older adults and recalled more information. These ...

To successfully comprehend narrative text, readers often make inferences about different causes and effects that occur in a text. In this study, participants read texts in which events related to a cause were presented before an effect (i.e., the forward causal condition), texts in which an effect was presented before the events related to a cause (i.e., the backward causal condition), or control (i.e., the non-causal) texts. Lexical decision response times to cause-relevant words were faster in the forward causal condition than in the control condition and were faster in the backward causal condition than in the control condition. Importantly, ...

Three self-paced reading experiments explored the processing of only and its interaction with context. In isolated sentences, the focus particle only predicts an upcoming contrast. Ambiguous replacive sentences (e.g., “The curator embarrassed the gallery owner in public, not the artist”) with only on the subject or object showed faster reading of the contrast phrase (“not the artist”) than without it. The position of only also influenced the phrase’s meaning; despite a bias toward object contrasts, subject only increased subject interpretations. If preceding context provides another reason for the focus particle, it no longer predicts an upcoming contrast. In biasing contexts ...

Three self-paced reading experiments explored the processing of only and its interaction with context. In isolated sentences, the focus particle only predicts an upcoming contrast. Ambiguous replacive sentences (e.g., “The curator embarrassed the gallery owner in public, not the artist”) with only on the subject or object showed faster reading of the contrast phrase (“not the artist”) than without it. The position of only also influenced the phrase’s meaning; despite a bias toward object contrasts, subject only increased subject interpretations. If preceding context provides another reason for the focus particle, it no longer predicts an upcoming contrast. In biasing contexts ...

Three self-paced reading experiments examined the effect of context on interpreting subsequent sentences and in the difficulty of revising initial misinterpretations of subsequent temporarily ambiguous sentences. Target sentences containing noun phrase/sentence (NP/S) coordination ambiguities were preceded by contexts that either did or did not support the preferred, incorrect “NP and NP” interpretation. Online reading times and offline comprehension question responses were the dependent variables. Results suggest that when propositional content of incoming text is consistent with propositional content of the context, readers often hang on to the resulting coherent interpretation even when subsequent input contradicts it. Results also suggest that ...

There is a substantial research base considering the effects of headings within text, however there are almost no studies involving the use of headings during testing. Headings in text research results have been mixed. Headings in text appear to affect the encoding of certain kinds of information including declarative information and recall of concepts, but has been shown to be nominally effective for recall of logical relations. Also, lessons including headings seem to benefit less able readers, older readers, and field dependent readers. Learner-generated headings positively impact delayed recall of inference especially for higher-ability learners. The effects of headings during ...