2015 Academy of Marketing Science
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This document discusses research on the interplay between numerical and conversational processes, with a focus on markedness theory. In particular, it examines how qualitative cues like "half full" vs. "half empty" can influence numerical perceptions of quantities and estimates. Studies discussed show that unmarked terms like "big" and "full" tend to produce higher estimates than marked terms like "small" and "empty". Additional moderating factors identified include extremity, time, and spread of estimates.
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2015 Academy of Marketing Science
- 2. WHAT IS THE SIZE OF THE CROWD?
- 3. HOW BIG IS THE CROWD?
- 4. HOW SMALL IS THE CROWD?
- 14. THE GLASS IS HALF FULL.
- 15. THE GLASS IS HALF FULL.
- 16. THE GLASS IS HALF EMPTY.
- 17. “Explore the interplay of NUMERICAL CONVERSATIONAL and processes” (Zhang & Schwarz, 2012, p. 258) | JCR
- 18. What effect do QUALITATIVE cues have on NUMERICAL perceptions?
- 20. relationship between the two poles of an opposition BATTISTELLA (1990)
- 22. as central to grammar as energy is to physics SMOLENSKY (2006)
- 27. UNMARKED = TALL usual normal positive common neutral less specific FRAENKEL & SCHUL (2008)
- 28. HOW LONG WAS THE GARDEN HOSE? HARRIS (1973)
- 29. HOW SHORT WAS THE GARDEN HOSE? HARRIS (1973)
- 30. HARRIS (1973) LONG: 41.3 FT SHORT: 20.5 FT
- 31. RELATED THEORIES
- 32. INFORMATION LEAKAGE | McKENZIE & NELSON(2003)
- 33. IMAGINE A 4-OUNCE MEASURING CUP IN FRONT OF YOU THAT IS COMPLETELY FILLED WITH WATER UP TO THE 4-OUNCE LINE. YOU THEN LEAVE THE ROOM BRIEFLY AND COME BACK TO FIND THAT THE WATER IS NOW AT THE 2-OUNCE LINE. INFORMATION LEAKAGE | McKENZIE & NELSON(2003)
- 34. WHAT IS THE MOST NATURAL WAY TO DESCRIBE THE CUP NOW? INFORMATION LEAKAGE | McKENZIE & NELSON(2003)
- 35. HALF EMPTY INFORMATION LEAKAGE | McKENZIE & NELSON(2003)
- 36. HALF FULL INFORMATION LEAKAGE | McKENZIE & NELSON(2003) HALF EMPTY
- 37. ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)
- 38. DURING A NIGHT’S WORK AT THE RESTAURANT WE GOT MANY/FEW TIPS. THE TIP BOWL WAS: (A)HALF FULL (B)HALF EMPTY ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)
- 39. DURING A NIGHT’S WORK AT THE RESTAURANT WE GOT MANY/FEW TIPS. THE TIP BOWL WAS: (A)HALF FULL (B)HALF EMPTY ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)
- 40. DURING A NIGHT’S WORK AT THE RESTAURANT WE GOT MANY/FEW TIPS. THE TIP BOWL WAS: (A)HALF FULL (B)HALF EMPTY ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)
- 41. STUDIES
- 42. STUDY 2 STUDY 1 MARKEDNESS + ESTIMATES
- 43. 1. UNMARKED 2. MARKED 3. “NEUTRAL” HARRIS (1973)
- 44. HOW BIG IS THE AVERAGE CROWD AT A COLLEGE FOOTBALL GAME?
- 45. HOW SMALL IS THE AVERAGE CROWD AT A COLLEGE FOOTBALL GAME?
- 46. WHAT IS THE SIZE OF THE AVERAGE CROWD AT A COLLEGE FOOTBALL GAME?
- 49. 50% BIG 50% FULL
- 50. 50% BIG 50% FULL HOLLEMAN & PANDER MAAT (2009) LEHRER (1985)
- 51. “Explore the interplay of NUMERICAL CONVERSATIONAL and processes” (Zhang & Schwarz, 2012, p. 258) | JCR
- 54. “…MARKEDNESS of a profile could very well affect not only the direction of the subsequent conclusion to be drawn, but also the EXTREMITY…” HOLLEMAN & PANDER MAAT (2008)
- 55. IMAGINE YOU ARE THINKING ABOUT GOING TO A PROFESSIONAL BASKETBALL GAME WITH A FRIEND. A FEW DAYS BEFORE THE GAME, YOUR FRIEND SAYS:
- 56. “THE ARENA WILL PROBABLY BE HALF FULL/EMPTY AT HALFTIME.”
- 57. PLEASE INDICATE THE NUMBER OF PEOPLE YOU THINK WILL BE IN THE ARENA AT EACH POINT IN THE GAME. FIRST QUARTER: SECOND QUARTER: THIRD QUARTER: FOURTH QUARTER:
- 58. FINAL SCORE?
- 60. SCARCITY OF TICKETS? AGUIRRE-RODRIGUEZ (2013) “…IN HIGH DEMAND” “…IN LOW SUPPLY”
- 61. 0 3,000 6,000 9,000 12,000 15,000 FIRST SECOND THIRD FOURTH HALF FULL RESULTS
- 62. 0 3,000 6,000 9,000 12,000 15,000 FIRST SECOND THIRD FOURTH HALF FULL HALF EMPTY RESULTS
- 63. 0 3,000 6,000 9,000 12,000 15,000 FIRST SECOND THIRD FOURTH HALF FULL HALF EMPTY RESULTS SCARCITY: HF > HE COMPETITIVENESS: HF > HE
- 64. THEORY
- 69. “….when considering different comparisons within the task LOA, greater understanding of the FACTORS INFLUENCING THE DEGREE to which various possible comparisons are viewed as sufficient reasons or justifications is critical.”
- 70. “….when considering different comparisons within the task LOA, greater understanding of the FACTORS INFLUENCING THE DEGREE = MARKEDNESS possible comparisons are viewed as sufficient reasons or justifications is critical.”
- 71. “…we might be able to predict which comparison will likely receive GREATER WEIGHT and thus the resulting ‘effect.’ ”
- 72. “…we might be able to predict which MARKED TERM = receive GREATER WEIGHT and thus the resulting ‘effect.’ ” 0 3,000 6,000 9,000 12,000 15,000 FIRST SECOND THIRD FOURTH HALF FULL HALF EMPTY
- 74. (1) by analyzing more systematically the different types of anchors that occur in everyday life (2) by identifying important contextual moderators of anchoring effects, especially social moderators (3) by considering a wider variety of consequences of anchoring beyond an immediate influence on the extremity of a given judgment EPLEY & GILOVICH (2010, P. 21)
- 75. (1) by analyzing more systematically the different types of anchors that occur in everyday life (2) by identifying important contextual moderators of anchoring effects, especially social moderators (3) by considering a wider variety of consequences of anchoring beyond an immediate influence on the extremity of a given judgment EPLEY & GILOVICH (2010, P. 21)
- 78. PUBLIC HEALTH
- 79. GOAL PURSUIT
- 80. SCARCITY
- 81. COMPETITORS
- 84. 158 WORDS
- 85. 158 WORDS 0.63%
- 86. 158 WORDS 0.63%
- 87. 12 WORDS 158 WORDS 0.63%
- 88. 12 WORDS 158 WORDS 8.3% 0.63%
- 89. SUMMARY
- 90. “one f***ing word makes all the difference.”