Masterthesis
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Influencing the Implicit memory in a real life setting
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I. MacCorquodale!
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Student number: 5686822Supervisor: Prof. dr. J.M.J Murre University of Amsterdam
Faculty of Social and Behavioral sciences Psychology Department
Unit of Brain & Cognition 7th of August 2014
1 Abstract 2 2 Introduction 3 3 Pilot study 6 3 Main study 8 3.1 Method 8 3.2 Stimuli 8 3.3 Materials 9 3.4 Procedure 11 3.5 Results 12 3.6 Explorative results 16 4 Discussion 17 4.1 Acknowledgemets 21 5 References 22 6 Appendix A 1 7 Appendix B 3 8 Appendix C 9 9 Appendix D 10 10 Appendix E 27
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Abstract
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Implicit memory is an unintentional, non-conscious form of retention that does not require
conscious recollection of specific episodes (Schacter, 1992.) An extensively studied form of implicit memory is priming. Priming occurs when a person is faster or more accurate at retrieving
information when the target item has been facilitated by some earlier prime trial (Tulving & Schacter, 1990). In a television show, the British illusionist Derren Brown influenced two creative designers using stimuli distributed along a route from one location to another. In this study the effects of influencing implicit memory in a real life setting were investigated. A total of 62 participants distributed over three conditions participated. In every condition the experimenter chaperoned the participant from one location to another under while being exposed to specific stimuli. The participants were notified beforehand by email explaining that the location of the testroom was altered. After this route participants were asked to design a poster. The distributed stimuli appeared to be of influence on the participants choices when designing a poster without their conscious awareness. As hypothesized elements from the distributed stimuli were included in the participants poster designs significantly more frequent in the experimental conditions compared to the control condition.
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To what extent can we trust our own minds when making decisions? Are we really in control when we are trying to make choices? John Bargh raised the question “to what extent are people aware of and able to report on the true causes of their behavior?” The answer given by Nisbett and Wilsen in 1977 was: “not very well” (Bargh 2008). The subject of free will has been the topic of a large, ongoing body of research trying to help understand how the mind controls and ultimately determines behavior. For most of human history, only the concepts of conscious thought and intentional behavior existed (Bargh, 2008). Cognitive research has revealed that people
automatically, and clearly outside of conscious awareness, register and acquire more information than they can experience through their conscious thoughts (Augusto, 2010).
In 2003 the British illusionist and mentalist Derren Brown claimed that many advertisers make use of subliminal messaging and non- or unconscious suggestion in their ads because people register great amounts of information unconsciously. The growing scientific interest in the role of automatic or non-conscious influences on choices and behavior in real life was described by John Bargh in his article on consumer judgment (Bargh, 2002). Bargh stated that non conscious primes, either subliminally, in which case the primes or stimuli themselves are not accessible to a person’s awareness, or supraliminally, in which case a person is aware of the primes but unaware of their potential influence, successfully influence judgments, motivations and behaviors (Bargh, 1992).
According to Derren Brown, even experts in non-conscious persuasion techniques as he calls advertisers, are susceptible to these influences. In one episode, Brown managed to influence two of the top advertisement developers through what he called subliminal messaging. He invited the men to his office where they were asked to design a poster and a slogan advertising a taxidermy shop dealing in stuffed animals. He left a closed envelope with his own design inside on the table in front of them whilst informing the advertisers they only had half an hour to design the poster. When the final posters were put side by side with the poster Brown had created beforehand, the
similarities between them were striking. Brown then explained that during the half hour taxi journey from their office to his own the advertisers were exposed to many stimuli designed by the
experimenter himself(see Appendix B Figure 6). These stimuli, as claimed by Brown, caused the advertisers to design exactly what he wanted them to design through unconscious information processing seeing as the advertisers explained they weren't aware of these hidden stimuli. The psychological explanation behind these findings is that these stimuli were stored in the implicit memory.
In 1993 Daniel Schacter emphasized that “the term “implicit memory” is a descriptive label that refers to one way in which the influence of past experiences can be expressed in subsequent task performance unintentionally and without conscious recollection of a learning episode (Schacter, 1993). Implicit memory is an unintentional, non-conscious form of retention that does not require conscious recollection of specific episodes (Schacter, 1992.) Where memory of a specific event can be demonstrated through deliberate conscious recollection of the event, memory may also be used resulting in an improvement on performance of a task without direct recollection of the past event.
Endel Tulving (1985) divided implicit memory into three classes in his Triachic Theory of Memory model. One of its most important and evolutionary older systems is called procedural memory. This form of memory enables us to perform particular types of actions like tying our shoes and driving cars involved in both cognitive and motor skills without the need for conscious
remembering. Another form of implicit memory is classic conditioning. A form of learning that occurs when two separate stimuli are paired and result in a similar response. For example, when you smell one of your favorite foods, you may immediately feel hungry. The last and most
extensively studied form of implicit memory is priming. Priming occurs when a person is faster or more accurate at retrieving information when processing of the target item has been facilitated by some earlier prime trial (Tulving & Schacter, 1990). Meyer and Schvaneveldt conducted many experiments on different forms of priming throughout the 70s (Meyer & Schvaneveldt, 1975). Their most basic work showed that participants in their experiments were faster at deciding that a string of letters is a word when the word followed an associatively or semantically related word. For example, NURSE is recognized more quickly following the word DOCTOR than following BREAD. According to their later studies priming can occur following semantic, conceptual or perceptual stimulus repetition. Perceptual priming relates to the stimuli's form and is increased by matches between early and late stimuli. An example of this could be the completion of words in a word-stem completion test. Conceptual priming on the other hand relies on the meaning of the stimuli. An example of this are the words "chair" and "table" as they are categorically similar.
The results Derren Brown showed at the end of his experiment seem to be theoretically plausible. It appears to be highly likely Derren Brown made clever use of perceptual priming by exposing the subjects to specific stimuli distributed throughout the city. However, there was no scientific approach utilized in this experiment. Many researchers have sought ways to influence people using non-conscious information processing techniques like priming in a controlled
laboratory setting. But few have demonstrated ways to influence subjects in a real life, non-laboratory setting under controlled circumstances. Therefore the purpose of this study was to replicate Derren Brown’s experiment under controlled circumstances in an everyday setting. The following section will cover prior research conducted in the field of unconscious influencing of information in both real life and laboratory settings.
There is much support backing the assertion that many decisions made by consumers may be made unconsciously (Northup & Mulligan, 2012). North, Hargreaves, and McKendrick (1999) demonstrated that when French music was played in a wine store, an increase in sale of French wines was observed. Conversely, when German music was played the sale of German wines was increased. The music that was playing influenced the decisions made by the consumers without their conscious knowledge of these influences. Yang and Roskos-Ewoldsen showed the ability to influence subjects preferences for soda and chocolate brands after showing these particular brands in movie clips (Yang & Roskos-Ewoldsen, 2007). In 2004, Auty and Lewis found similar results when children were more likely to choose a brand of soda after just watching a clip featuring that particular brand. These findings verify that people can be influenced in decision making without their conscious knowledge of manipulations.
Decisions are not the only form of dependent variables prone to non-conscious manipulations. John Bargh (1996) showed that other types of behavior are also susceptible to conceptual priming. In this experiment he presented subjects to adjectives related to politeness in the course of a language rest in which grammatical sentences had to be constructed out of a series of scrambled words. After this test the subjects were given a chance to behave in a polite manner, like waiting politely for the experimenter to end a conversation with another person. This study showed that participants exhibited greater politeness than participants from the control condition. In another study by Bargh (1996) participants were either primed, or not primed with stimuli related to the elderly stereotype, and the dependent measure was how quickly they walked down the hall leaving the experiment.
Shevrin and Fritzler (1968) demonstrated that a primed stimulus could also be of influence on a free association task where subjects were asked to write a short story. This is of particular importance for the present study considering Derren Brown let the advertisers create a poster on a blank piece of paper in his experiment. In light of the results from the experiments discussed above, it remains highly plausible that the advertisers were influenced by the stimuli provided by Brown. What is needed to test this theory is a real, complex, noisy and busy world outside of the laboratory to see to
what extent participants are influenced by stimuli in a real life setting. Bargh argues that “in an ideal situation the dependent measure is taken when the participant believes he or she is entirely outside of an experimental situation; when arriving, when between different studies, or when leaving the lab.” (Bargh, 2002). This advice was taken into account while designing this study.
The goal of this study was to replicate Derren Brown’s experiment in a controlled real life environment with a fairly large subject pool. Three previous studies have attempted to accomplish the same goal (Ras, Schouten, Seine, Veelenturf & Wesseling, 2008, Bloemendaal, Dekkers, Donders, de Gee & Heijman, 2009 and Alting Siberg, 2011) but their results overall were ambiguous. In this study participants will be asked to design a poster promoting the continent Africa as a holiday destination for a traveling agency. Before doing so, the participants will have been exposed to a large number of stimuli distributed along a set route outside of the University building. It was expected that the stimuli distributed in the first experimental condition would influence the participants to take up these elements in their posters more so than in the control condition where no stimuli were placed along the same route, or in the second experimental condition where different stimuli were placed. To conceal the true purpose of this study several creativity tests were conducted to presumably assess the degree of creativity. The next section will first describe a pilot study followed by the study replicating the experiment conducted by Derren Brown.
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Pilot study
A pilot study was designed to aid the development of the stimuli to be used in the experiment. Which stimuli would be too obvious and therefore would not be useful as cues to counter a ceiling effect wherein the dependent variables (stimuli) would have no effect on the independent variables (the product or poster) because the stimuli would have been chosen too often without any
manipulation. The pilot study was conducted prior to the main study. The participants for both studies were recruited from the same research participant pool at the University of Amsterdam and received either credits or cash rewards for their participation.
A total of 11 participants took part in this pilot study with an average age of 22.36 years (SD=2.54). This participants pool consisted of 3 men (27.3%) and 8 women (72.7%).
Three independent judges evaluated the posters and scored the frequencies of the used components in the drawings. The continent Africa (12.9%), just text, whereby no other objects were drawn except words (12.9%), a zebra (9.67%), a giraffe (9.67%), and water (including lakes, rivers and oceans) (9.67%) were highest in frequency and these were therefore excluded from selection. Based on the data derived from the 11 posters, a selection of stimuli was made according to the
experimenters interpretation. These stimuli had a strong connection to the theme Africa but were not high in frequency on the pilot posters.
The pilot study also aided in determining the amount of time participants needed to design a poster and to determine the distribution locations of the visual stimuli along the route. After obtaining permission from employees working at the Department of Economic Sciences the stimuli were placed in their offices which faced the street at eye height level. The pilot study indicated that 20 minutes was the amount of time that should be employed for drawing the poster and not the previously reserved 10 minutes. It also became clear that there was a need for more diverse and better drawing materials considering the size and quality of the paper and to increase the credibility that the studies aim was to asses levels of creativity.
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Object drawn Frequency Object drawn Frequency
Continent Africa 4 Lion 2
Just text 4 Cactus 1
Zebra 3 Pyramid 1
Water 3 Sphinx 1
Giraffe 3 Gold bar 1
Tree 2 The Nile 1
Sun 2 Ape 1
Main study
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Method
Participants
A total of 62 students participated with an average age of 21.9 years (SD=4.3). This subject pool consisted of 19 men (26%) and 54 women (73.9%). The participants were recruited from the online registration system of the University of Amsterdam and were divided over three conditions as follows. During the time course of one month the first 21 entrants were placed in the first
experimental condition, the 20 after in the second experimental condition, and the rest in the control condition.
The first experimental group consisted of 21 subjects. 6 men (28,6%) and 15 women (71.4%) with an average age of 22.4 years (SD=6.1). After eliminating two subjects who admitted having seen and linked Derren Brown’s experiment to this study the second experimental group consisted of 5 men (25%) and 15 women (75%) with an average age of 21.8 years (SD=4.7). After eliminating one subject from the control group who admitted to being aware of the goal of this study the group consisted of 21 participants of which 5 men (23.8%) and 16 women (76.2%) with an average age of 21.04 (SD=2.06).
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Stimuli
The stimuli created for this study (see Appendix A) were selected and designed with help of the data derived from the pilot study and research into advertorial design methods. In 2005 the Dutch
foundation SWOCC (Stichting Wetenschappelijk Onderzoek Commerciële Communicatie)
published an article on the effectiveness of images in outdoor advertisement (Klerkx & van Meurs, 2005). Based on their analyses of 187 outdoor ad components they concluded that to stand out and attract attention simplicity, red and blue colors, and placing words above an image works best. The effectiveness of outdoor ads may be enhanced by placing them on the right side and using few words and unusual executions, such as using black and white in a predominantly colorful
environment and vice versa (Donthu, Cherian and Bhargava, 1993). Lutz and Lutz (1977) published a study examining two types of pictures in yellow page advertisement. These pictures were either
interactive (integrating the brand name and the product class in the picture) or non-interactive (depicting the brand name or product separately from the written form of the other member of the pair). They found that recall of brand name was facilitated only by the interactive picture.
To stay as close as possible to the design used by Derren Brown, a definitive template poster was designed containing all elements that would later be distributed as separate stimuli (figure 4.1 and 4.2 in Appendix B). Further, the selected stimuli were accurately designed to be as identical as possible between the two experimental conditions. The design and backgrounds of the posters remained untouched and only the independent variable changed between the conditions(Figure 1 Appendix B).
In the first experimental condition images of Lions, Trees, Airplanes and Sunsets were chosen as stimuli along with the slogan “Africa is Calling”. The slogan was predominantly distributed in Dutch. One stimulus contained the slogan in English and one in German. In the second experimental condition images of Elephants, Jeeps, African huts, Sunsets and the slogan “Africa Waits” were selected. Again this slogan appeared once in English. The number of posters were the same between the two experimental conditions with 15 Lions/Elephants, 15 Planes/Jeeps, 15 Trees/African huts, 15 Sunsets and 15 slogans. A total of 35 posters were printed in color on different sized high quality paper. These posters were placed at eye height along the entire route, outside as well as inside of the university buildings (see Appendix A). Care was taken to place the stimuli in a visible manner but not too obvious. By placing the stimuli behind windows of different office spaces of multiple buildings along the route, the illusion was created that these posters were put up by the office employees themselves. Two flip-over boards were discretely placed between floors with hand drawn images of lions and elephants respectively. As often as possible, the colorful stimuli were placed between black and white prints on bulletin boards and black and white stimuli between colorful ones to make them stand out more.
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Materials
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The instructions for designing the poster given to the participants were written and followed signing of the informed consent form. The instructions read in Dutch: “Imagine you are a creative advisor and you are given the assignment to design a poster including a slogan promoting Africa as an
attractive holiday destination”. The participants were assured that mistakes were allowed and in case of insecurity about their drawing styles the option was given to explain what was drawn using small written keywords. After the participants finished designing their poster in 20 minutes, they were given a shorter, revised, Dutch version of Eysenck’s Personality Questionnaire consisting of 48 items. This version uses the same four scales for assessing personality traits; Psychoticism, Extraversion, Neuroticism and sociability. Subsequently the participants were asked to fill out Guilford’s alternative uses task (GAUT, 1967) designed to measure the degree of divergent thinking. Divergent thinking allows one to generate multiple solutions or answers to a problem. Participants were given 4 minutes to list as many possible uses for a brick as possible. Scores are calculated on four components:
1. Originality, each response is compared to the total amount of responses from all of the
participants. Responses that were given by only 5% of the group are unusual and given 1 point, responses that were given by only 1% of the group are unique and receive 2 points.
2. Fluency, the number of all responses given.
3. Flexibility, the number of different categories.
4. Elaboration, the amount of detail given.
Thereafter, participants were asked to fill in the Remote Association Task (RAT) designed to measure the degree of convergent thinking. This generally means the ability to give the "correct" answer to standard questions that do not require significant creativity. The participant must think of a fourth word that is somehow related to each of the first three words. Scores are calculated based on the number of correct questions. For example: lesson, wing, sound -> piano. Finally, participants were asked to fill in another test designed to measure convergent thinking. This 34 item
“Convergent Thinking in the Creative Process task" (CDCP) consisted of 6 words each. Three words that belonged together had to be chosen from these six and an explanation for this choice had to be given. For example: Trampoline, Stamp, Tripod, Beach, Wizard, Temple. -> Trampoline Tripod and Temple all start with T. After these tests participants filled out a standardized exit
interview. This form gave the participants the option to indicate whether they were aware of the true purpose of this study and if they were aware of the stimuli placed along the route (see Appendix A, Figure 1).
Procedure
After a participant had registered for the experiment using the online registration system, an email was sent three days prior to their appointment. The email contained an explanation concerning a “mistake” that had been made regarding the location of the room assigned for the study and the experimenter proposed to pick up the participant at a different location to accompany them to the proper location. This alleged mistake was conceived to have each participant walk the exact same route to the room where the tests were conducted. A detailed description of the experimenter was added to avoid complications and surely save time searching for an experimenter in a
non-laboratory environment. It further stated that a reply was mandatory and the appointment would be cancelled in case of no reply after three attempts. From a starting point outside of Building A to the entry of the room in Building B conversations between the experimenter and participant were avoided while the experimenter notably looked at the stimuli placed behind the windows of the offices and on designated bulletin boards. If participants did start conversations the experimenter would pretend to receive an important phone call. A detour was staged nearing a back entrance of the building where the test room was located due to a door that should have been accessible allowing the experimenter to expose the participants to the stimuli a second time. A test room was deliberately selected to be on the top floor generating more options to place stimuli in hallways and the experimenter discretely took a longer route to get to this floor than necessary. Walking the route with a participant took 10 minutes on average. On arrival in the test room the experimenter left the participant with multiple types of drawing material, A3 sized blank paper and the instructions on the table. After 20 minutes the experimenter returned to the room and the rest of the tests were
conducted. The experimenter timed each test-phase and notified the subjects when their time was up. The exit interview concluded the experiment.
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Results
To check whether the manipulation succeeded, several questions were included in the exit form. Only 3 participants admitted to knowing the true purpose of this study and their data was excluded from further analysis.
A one-way ANOVA showed that the three groups did not differ significantly from each other concerning age α<1.
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Experimental 1
Stimuli Frequency % of posters % of subjects % of all designs
Lion! 13 61.90 46.43 14.44 Sun 7 33.33 25.00 7.77 Tree 12 57.14 42.86 13.33 Plane 8 38.10 28.57 8.88 Slogan 3 14.29 14.29 14.29 Elephant 5 23.81 17.86 5.55 Jeep 3 14.29 10.71 3.33 Hut 1 4.76 3.57 1.11 Sun 7 33.33 20.00 7.77 Slogan 0 0.00 0.00 0.00 Experimental 2
Stimuli Frequency % of posters % of subjects % of all designs
Elephant 10 50.00 29.41 9.90 Jeep 2 10.00 5.88 1.98 Hut 2 10.00 5.88 1.98 Sun! 4 20.00 11.76 3.96 Slogan 0 0.00 0.00 0.00 Lion! 6 30.00 17.65 5.94 Sun 4 20.00 11.76 3.96 Tree 11 55.00 32.35 10.89 Plane 3 15.00 8.82 2.97 Slogan 0 0.00 0.00 0.00
Table 1. Frequencies and percentages of the drawn stimuli in all three conditions.
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In order to test the hypothesis that participants could be influenced by the distributed stimuli resulting in an increase in objects they were exposed to in their posters, three independent judges evaluated all 62 posters (see appendix C for the scoring protocol). These judges analyzed the objects drawn and noted everything that was drawn as can be seen in Table 1. The inter-rater reliability was 100%, meaning there were no discrepancies between the judges evaluations of the posters. Table 2 shows the frequency of the presented stimuli in the participants posters across all three groups.
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Table 2. The percentages of items drawn in all conditions
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Control 3
Stimuli Frequency % of posters % of subjects % of all designs
Lion 3 14.28 13.04 5.77 Sun 2 9.52 8.69 3.85 Tree 3 14.28 13.04 5.77 Plane 0 0.00 0.00 0.00 Slogan 0 0.00 0.00 0.00 Elephant 3 14.28 13.04 5.77 Jeep 0 0.00 0.00 0.00 Hut 2 9.52 8.69 3.85 Sun 2 9.52 8.69 3.85 Slogan 1 4.76 4.35 1.92
Presented in Experimental 1 Presented in Experimental 2
Total drawn objects/ posters Lion Sun Tree Plane Slogan Elephant Sun Jeep Hut Slogan
experimental 1 13 7 12 8 3 5 7 3 1 0 90 / 21 % total drawn objects 14.4 7.8 13.3 8.9 14.3 5.6 7.8 3.3 1.1 0.0 experimental 2 6 4 11 3 0 10 4 2 2 0 101 / 20 % total drawn objects 5.9 4.0 10.9 3.0 0.0 10.0 4.0 2.0 2.0 0.0 Control 3 3 2 3 0 0 3 2 0 2 1 52 / 21 % total drawn objects 5.8 3.8 5.8 0.0 0.0 5.8 3.8 0.0 4.0 2.0
As can be seen in Table 2 there is an increase in the number of lions, suns, trees, planes and slogans drawn in the first experimental condition versus the control condition. An increase of 8.6% in lions, 7.5% in trees and 8.9% in planes. The amount of times the correct slogan was used in the first experimental condition is particularly evident (14.3% of the total amount of slogans used contrasted to the control condition). For the second experimental group there are percentage increases found for the number of Elephants, Suns and Jeeps. A notable smaller increase is observed between the second experimental group and the control group. The increase in the amount of Elephants drawn was largest with 4.2% followed by an increase of 2.0% in Jeeps drawn. Remarkably the African huts and the correct slogan were used more often in the control group contrasted to the second experimental group both with an increase of 2.0%.
Fishers exact test was applied using the data found in Table 3 to examine whether there were significant differences between groups. How many times a stimulus appeared on all posters from a group were contrasted against the number of times that a stimulus appeared in the other two groups, and how many times that stimulus did not appear. As can be seen in Table 3, significant differences were found for both experimental groups with [p=.0.01] for the first experimental group and [p=0.15] for the second experimental group.
Table 3. Fischer exact test results
Experimental 1
Lion drawn Lion not
drawn Tree drawn Tree not drawn Plane drawn Plane not drawn Slogan used Slogan not used
Experimental 1 13 8 12 9 8 13 3 18
Experimental 2 6 14 11 9 3 17 0 20
Control 3 3 18 3 18 0 21 0 21
Sum exp 1 36 48
Sum exp 2 20 60
Fisher’s exact test 0.01
Experimental 2
Elephant drawn
Elephant not drawn
Jeep drawn Jeep not drawn
Hut drawn Hut not drawn
Slogan used Slogan not used Experimental 2 10 10 2 18 2 18 0 20 Experimental 1 5 16 3 18 1 20 0 21 Control 3 3 18 0 21 2 19 1 20 Sum exp 2 14 66 Sum exp 1 9 75 Fischer’s Exact 0.15
Table 4. Fischer’s exact test applied to all separate items
Table 4 shows an analysis of all the separate the items. As predicted significant differences were found between the first experimental group and the second experimental group and control group combined for lions, planes and the correct slogan. For lions: experimental 1 x experimental 2 and control [p=.003], for planes [p=.005] and for the slogan [p=.035]. These results indicate that these stimuli occurred significantly more often in the experimental group where these stimuli have been presented throughout the route to the test room compared to the second experimental and control group. For the second experimental group significant differences were only found for the elephant stimulus [p=.018].
As illustrated in Diagram 1 the number of times the stimuli occurred on the posters drawn in experimental group 1 visibly outnumber the number of times the stimuli were not drawn in that group. These results suggest that the manipulation was successful for almost all the presented stimuli. Diagram 1
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Experimental 1 Lion drawn Lion not drawnTree drawn Tree not drawn
Plane drawn
Plane not drawn
Slogan used Slogan not used
Experimental 1 13 8 12 9 8 13 3 18 sum exp2+contr 9 32 14 27 3 38 0 41 Fischer’s Exact 0,003 0,071 0.0047 0.0351 Experimental 2 Elephant drawn Elephant not drawn
Jeep drawn Jeep not drawn
Hut drawn
Hut not drawn Slogan used Slogan not used
Experimental 2 10 10 2 18 2 18 0 20 sum exp1+contr 8 34 3 39 3 39 1 41 Fischer’s Exact 0,015 1 1 1 0 15 30 45 60
Lion drawn Lion not drawn Tree drawn Tree not drawn Plane drawn Plane not drawn Slogan used Slogan not used
Diagram 2 shows similar differences in the second experimental group as compared to the first experimental group. These results suggest that the manipulations for both experimental groups have been successful. exposing participants to posters containing visual stimuli in a non-laboratory setting caused an increase in usage of these presented elements without awareness of the
participants to exposure of these stimuli. (The manipulation worked best for the first experimental group)
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Explorative analyses
There were no significant differences found between the three groups for test scores on all conducted creativity tests. No significant correlations were found when examining the revised version of the personality questionnaire in combination with the creativity of the posters. This is probably due to the fact that this version was too short and contained questions that every
participant answered in the same manner. Also no significant correlations were found between the RAT test, the CDCP test, the GAUT test and the creativity of the posters. This may be due to overall similar scoring on all conducted creativity tests by the participants from all groups. Looking at the results from the posters, all scores correlate with each other as can be seen in the correlation analysis in Table 5. Originality of the poster, the detail in which the poster is drawn, the skills a particular participant has, how well the theme of the poster is in accordance with the poster assignment and how creative the poster was overall have been scored by the three judges. An example of this analysis can be found in Appendix E.
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0 14 28 42 56 70Elephant drawn Elephant not drawn Jeep drawn Jeep not drawn Hut drawn Hut not drawn Slogan used Slogan not used
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Table 5. Correlation matrix showing correlations between all scores on poster judgement
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Discussion
The folk psychological view that our conscious thoughts are causing our decisions and behavior has faced a major obstacle the last couple of years considering the substantial body of evidence
suggesting that our conscious thoughts are often inferred after our behavior and decisions. Nisbett and Wilsen were right in their conclusion that people are not very good at reporting their causes for behavior. Participants reported they were not consciously aware of the influences of the visual primes, suggesting the influence of implicit memory effects. Most of the participants claimed they simply started drawing the first thing that came to mind after having read the instructions. None of the participants thought the route to the test room was part of the study, believed to be of essential importance for this type of research by John Bargh. The results from this study indicate that because
Correlations
POSoriginal POSdetail POSdrawskill POStheme POScreative POSoriginal Pearson Correlation 1 ,599 ,640 ,421 ,799
Sig. (2-tailed) 0,000 0,000 0,001 0,000 N 62 62 62 62 62 POSdetail Pearson Correlation ,599 1 ,934 ,377 ,562 Sig. (2-tailed) 0,000 0,000 0,002 0,000 N 62 62 62 62 62 POSdrawskill Pearson Correlation ,640 ,934 1 ,356 ,598 Sig. (2-tailed) 0,000 0,000 0,004 0,000 N 62 62 62 62 62 POStheme Pearson Correlation ,421 ,377 ,356 1 ,702 Sig. (2-tailed) 0,001 0,002 0,004 0,000 N 62 62 62 62 62 POScreative Pearson Correlation ,799 ,562 ,598 ,702 1 Sig. (2-tailed) 0,000 0,000 0,000 0,000 N 62 62 62 62 62
the participants were exposed to images of lions in the first experimental group, they drew lions in their posters because these images were stored in their implicit memory and were triggered once they read the instructions. In accordance with the studies discussed in the introduction it appears to be possible to influence people’s choices without their conscious awareness. To answer the question whether it was possible to influence peoples choices in a real life setting using subliminal exposure to distributed stimuli, this study replicated Derren Brown’s experiment with success. In both experimental groups the presented stimuli recurred more often in their own posters than in the posters drawn by participants from the other groups. Some of the posters drawn by the participants showed striking resemblances with the template poster designed by the experimenter before commencing this study (Figure 5 Appendix B). It therefore seems highly likely that what Brown displayed in his experiment was indeed based on psychological phenomenon such as unconsciously influencing the implicit memory. What gave Brown some advantages however, was the ability to edit and cut out as much footage as he liked before presenting his result; the exact same image on both his poster and the one created by the advertisers. Who knows how many participants it took Brown to achieve this ostensibly amazing result. Another advantage was the subject he chose for the poster. A taxidermy store dealing in deceased animals narrows the field substantially whereas the theme used for this study, the whole continent of Africa deals with a much broader field of potential stimuli. By selecting a subject like stuffed animals, Brown eliminated the chance his participants had vast prior knowledge making it harder for them to tap into their own experiences in taxidermy shops. A third advantage, described by Brown as a disadvantage, was the fact that he invited two creative designers for his experiment. To think creatively and come up with these types of concepts is their profession and probably need little motivation to start a creative process and draw a poster. Whereas in a study conducted with participants from the University of Amsterdam exclusively consisting of psychology and biopsychology students, they might be more reluctant to start drawing due to a fear of not being creative enough or lack skills in drawing.
The methodological difficulties encountered by the previous experimenters discussed in their studies (Ras et.al., 2008, Bloemendaal,et.al., 2009 and Alting Siberg, 2011) were analyzed and taken into account while developing the design of this study. The previous studies reported having trouble with the visibility of their stimuli. Therefore it was made sure there were enough, and highly visible stimuli on route and closely observed if the participants eyes followed the experimenters. It is well established that attention is essential for successful retrieval on explicit memory tests. Yet according to Wiggs and Martin (1998) the degree of attention devoted to encoding typically does
not affect the magnitude of priming. As Kellog, Newcombe, Kammer and Schmitt cited: “when attention is divided during encoding of visual stimuli, priming is no different than when attention is focused” (Kellogg et al. cited by Wiggs & Martin, 1998) but minimal attention is needed.
Luck also proved to be a factor. If the experimenter was required to accompany a participant holding an umbrella, their data would have been useless due to a lack of visibility of the
surroundings. When subjects received a telephone call or encountered a friend on the streets the data would have been useless also. Because a log was kept tracking every participant in their behavior and characteristics, several participants had to be excluded for further analysis. One participant stood firm and refused to take the stairs to the top floor and used the elevator instead because this participant appeared to have been aware of the true nature of this study, as was later discovered through the exit form. Having multiple experimenters chaperoning participants could lead to a diversity in relationships with the participants possibly resulting in differences in
participants attitudes. Therefore, in this study only one experimenter conducted this experiment.
To explain the finding that the manipulation worked best for the participants in the first experimental group compared to the second experimental group, the time of participation could be of influence. The participants from the second experimental group could have been exposed to the stimuli more frequently than participants from the first group. The stimuli were distributed the day before the first participant was brought to the test room and remained in place for days before they were replaced with the second set of stimuli. It is highly possible that participants from the second experimental group had seen the images of Planes and Lions many times before being exposed to Elephants and Jeeps. Kolers (1976, cited by Masson, 2001) showed that even when over 1 year intervened between the first and second reading of text passages presented in inverted typography, subjects were able to read repeated passages faster than ones they had not read earlier. Also, according to David Mitchell, long term priming effects have been found that can last as long as 17 years. Individuals who saw pictures for 1 to 3 seconds in a laboratory were tested 17 years later by mail. Identification rates were significantly higher for fragments from these previously exposed targets than for novel fragments, whereas the same stimuli evoked no differences in control groups that had not been previously exposed to the pictures (Mitchell, 2006).
To explain the relatively low level of priming of the slogans in both experimental conditions, Paivio (1971, cited in Schmitt, 1994) proposed that pictures are stored in memory in a unique code and are more accessible to retrieval than verbal information. However, the slogan presented in the
first experimental group was used three times compared to zero times in the control condition. The overall better performance in the first experimental condition could be due to a shift from
perceptual to conceptual priming. Participants from the second and control group were tested at a later moment in time than the participants from the first experimental group allowing them to be exposed to more stimuli and for longer periods than the participants from the first group. Having been exposed to these stimuli for longer periods of time could have caused a shift in priming from perceptual to conceptual because of the exposure to stimuli from both conditions, both with the same African theme.
For further research it is of importance to broaden the participant pool. This study relied on young, mainly female participants studying psychology. Having a more diverse group of
participants will make results more generalizable to the population. It would also be interesting to conduct a similar study on more creative minds from different ages to investigate whether it was in Derren Brown’s advantage when he invited two creative designers. The results from this study indicate that influencing people without their awareness is indeed possible in a real life setting and should be of considerable interest to advertisers. Prior marketing studies investigating memory for advertisements have relied almost exclusively on examining effects on explicit memory retrieval. The results from this study suggest the implicit memory should be more intensely examined in relation to outdoor advertisement. With use of an implicit memory measure as supposed to exclusive explicit memory research, the true nature of peoples decisions for brand choices may become more clear.
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Acknowledgment
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I am using this opportunity to express my gratitude to everyone who supported me throughout the course of this master thesis project. I am thankful for the aspiring guidance, constructive criticism and very friendly advice given to me by many employees at the University of Amsterdam. I express my special and warm thanks to Marco Teunisse for his great interest in the project and for helping whenever possible and needed. I would also like to thank Lisa Mens for her sincere interest and assistance. I am very grateful to them for making this project possible.
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Thank you,!
Ian MacCorquodale!
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References
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Auty, S., & Lewis, C. (2004). Exploring children's choice: The reminder effect of product placement. Psychology and Marketing, 21 (9), 697-713.
Bargh, J. A. (2002). Losing conscious: Automatic influences on consumer judgment, behavior and motivation. Journal of Consumer Research, 29, 280-285.
Bargh, J. A., Chen, M., & Burrows, L. (1996). Automacity of social behavior: Direct effect of trait construct and stereotype priming on action. Journal of Personality and Social Psychology, 71, 230-244.
Bhargava, M. Naveen, D. Rosanne, C. (1994). Improving the effectiveness of outdoor advertising: Lessons from a study of 282 campaigns. Journal of Advertising Research,
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Bloemendaal, L. B. A., Dekkers, T. J., Donders, B. P. A., de Gee, J. W., & Heijman, A. M. (2008). Pilotstudie OP onderzoeksdeel. Ongepubliceerd.
Bullemer, P., Nissen, M. J., Willingham, D. B. (1989). On the development of procedural knowledge. Journal of Experimental Psychology: Learning, Memory and Cognition, 15(6); 1047-1060.
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Lee, A. Y. (2002). Effects of implicit memory on memory-based versus stimulus-based brand choice. Journal of Marketing Research, 39, 44 0-54.
Lewicki, P., Hill, T., & Czyzewska, M. (1992). Nonconscious acquisition of information. American
Psychologist, 47, 796-801.
Lutz, K. A., & Lutz, R. J. (1977). Effects of interactive imagery on learning: Applications to advertising. Journal of Applied Psychology, 62, 493-498.
Masson, M. E. J., (2001). Cognitive psychology of priming. International Encyclopedia of the
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May, C. P., Hasher, L., & Foong, N. (2005). Implicit memory, age, and time of day. American
Meyer, D. E., & Schvaneveldt, R.W. (1971). Facilitation in recognizing pairs of words: Evidence of a dependence between retrieval operations. Journal of Experimental Psychology, 90, 227–234. Meyer, D. E., Schvaneveldt, R.W., & Ruddy, M. G. (1975). Loci of contextual effects on visual word recognition. Attention and performance, 5, 98–118.
Newell, B. R., & Shanks, D. R. (2012). Unconscious influences on decision making: A critical review. Behavioral and Brain Sciences.
Schacter, D. L. (1987). Implicit memory: History and current status. Journal of Experimental
Psychology: Learning, Memory, and Cognition, 13, 501-518.
Schacter, D. L. (1992). Understanding implicit memory: A cognitive neuroscience approach.
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Schacter, D. L., Chiu, C. Y. P., & Ochsner, K. N. (1993). Implicit
memory: A selective review. Annual Review of Neuroscience, 16, 159–182.
Shapiro, S., & Shanker Krishnan, H. (2001). Memory-based measures for assessing advertising effects: A comparison of explicit and implicit memory effects. Journal of Advertising, 30, 1-13. Shevrin H., & Fritzler D.G. (1968). Visual evoked potential response correlates of unconscious mental processes. Science, 161, 295-298.
Schmitt, B. H. (1994). Contextual priming of visual information in advertisements. Psychology and Marketing, 11, 1–14.
Schvaneveldt, R.W., & Meyer, D.E. (1973). Retrieval and comparison processes in semantic memory. Attention and performance, 4, 395–409.
Treisman, A., & Gelade, G. (1980). A feature integration theory of attention. Cognitive Psychology,
12, 97-136.
Tulving, E. (1985). Memory and consciousness. Canadian Psychologist, 26, 1-12.
Tulving, E., & Schacter, D. (1990). Priming and human memory systems. Science, 267, 301–306 Turner, C. W., Layton, J. F., & Simons, L. S. (1975). Naturalistic studies of aggressive behavior: aggressive stimuli, victim visibility, and horn honking. Journal of Personality and Social
Psychology, 31, 1098-1107.
Velmans, M. (1991). Is human information processing conscious? Behavioral and Brain Sciences,
14, 651-726.
Warrington, E. K., & Weiskrantz, L. (1970). The amnesic syndrome: Consolidation or retrieval?
Wiggs, C.L. and Martin, A. (1998). Properties and mechanisms of perceptual priming. Current Opinion in Neurobiology, 8, 227–233
Yang, M., & Roskos-Ewoldsen, D. R. (2007). The effectiveness of brand placements in the movies: evels of placements, explicit and implicit memory, and brand choice behavior. Journal of
Communication, 57, 469-489.
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Appendix A
Figure 1. The red arrow indicates the first part of the route. At the end of that route the door
"happened" to be closed and the purple arrow indicates the remaining route
Figure 2. Stimuli placed at eye height along the route behind the windows of both university
buildings
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Figure 3. Location of the flip over board containing a hand drawn image placed between floors
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Figure 4. Bulletin boards inside the university building located on every floor
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Appendix B
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Figure 1. Similar stimuli between experimental conditions with identically designed posters
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Figure 2. Usage of a combination of slogan and visual simuli according to Lutz and Lutz (1977)
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Figure 3. More stimuliFigure 4.1 Developing the template poster for the first experimental condition
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Figure 4.2 Developing the template poster for the second experimental condition
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Figure 5. Two examples from the first experimental
condition containing multiple elements that were used as stimuli in this condition
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Appendix C
Email containing instructions in Dutch
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Beste ...,
Bedankt dat je mee wilt doen met ons onderzoek! In verband met een dubbele boeking van de kamer zal ik je ophalen voor de ingang van de Amsterdam Business School aan de plantage Muidergracht 12. Ik zal daar buiten op je wachten bij de brede aflopende fietsingang, bij de brievenbus. Ik zal te herkennen zijn aan een zwart notitie boekje dat ik altijd in mijn handen heb. Over tijd valt geen zorgen te maken het onderzoek duurt nooit langer dan een uur vanaf moment van afspreken.
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Zou je me kunnen laten weten of dit in orde is?
Met vriendelijke groet,
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Ian!
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Appendix D
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Exit-interview
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1. Is je binnen dit onderzoek een bepaalde relatie opgevallen, die niet genoemd is in het onderzoeksonderwerp?
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1a. Indien je met “Ja”hebt geantwoord, beschrijf hieronder dan kort de relatie die je hebt opgemerkt.
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2. Welke strategie heb je gebruikt tijdens het ontwerpen van de poster? Beschrijf deze kort:
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3. Is je iets opgevallen aan de route die je hebt gelopen om bij het testlokaal te komen?
3a. Zoja, wat is je opgevallen?
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Een aantal jaar geleden heeft de Britse illusionist/mentalist Derren Brown een filmpje gemaakt waarin hij twee reclamemakers de opdracht geeft een advertentieposter, inclusief naam en slogan, te tekenen voor een winkelketen die opgezette dieren verkoopt. Derren Brown heeft van tevoren een schets gemaakt van hoe hij denkt dat de poster van de reclamemakers eruit gaat zien, deze schets wordt geheim gehouden totdat de reclamemakers klaar zijn met het tekenen van hun poster. Wanneer de schets van Derren wordt vergeleken met de getekende poster blijken de schets en de poster voor het grootste gedeelte hetzelfde te zijn. Derren Brown lijkt dus te kunnen voorspellen wat de reclamemakers gaan tekenen! Aan het eind van het filmpje wordt er uitgelegd dat er langs de route die de reclamemakers per taxi hebben afgelegd om op de plek te komen waar de poster getekend moest worden, een aantal visuele elementen waren geplaatst waardoor de reclamemakers beïnvloedt werden.
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5. Kende jij dit filmpje voordat je aan dit onderzoek meedeed?
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5a. Zoja, heb je tijdens het onderzoek dit filmpje in verband gebracht met het onderzoek?
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6. Wat is je leeftijd?!
7. Wat is je geslacht?!
8. Is Nederlands je moedertaal?!
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Bedankt voor je deelname!
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Poster opdracht
Je hebt voor deze opdracht 20 minuten de tijd.
Voor deze opdracht moet je je voorstellen dat je bij een reclamebureau werkt als
“creative advisor”, dus degene die concepten verzint. De volgende opdracht komt bij jou binnen:
Een reisbureau gespecialiseerd in reizen naar Afrika is op zoek naar een nieuwe poster die Afrika als aantrekkelijke bestemming weergeeft. Deze poster zal door de hele stad te zien zijn en moet een “pakkend” karakter hebben om op te vallen tussen de vele vormen van buiten-reclame.
De poster moet op A3 formaat getekend worden en dient in elk geval voorzien te zijn van een pakkende slogan van een paar woorden.
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Omdat de poster bedoelt is voor buiten reclame, is het van belang dat hij visueel aantrekkelijk is en dat er concrete en herkenbare beelden op de poster komen. Gebruik hiervoor afbeeldingen die je bij het thema vindt passen. Als je onzeker bent over de herkenbaarheid van je tekeningen, mag je er altijd bij schrijven wat het is dat je getekend hebt. Je hoeft je niet te beperken tot één schets, maar mag er meerdere maken.
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Maak er iets leuks van!
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Scoringsprotocol posters!
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1. Hoeveel verschillende objecten zijn er op de poster getekend? ! (Hieronder vallen ook kaders/randen/opvulling die bestaan !
uit een herkenbaar object. Bijvoorbeeld een kader dat bestaat uit bamboe.)!
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1a. Schrijf hieronder op welke objecten er getekend zijn:!
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2. Geef op de schaal hieronder aan hoe origineel u de getekende objecten vindt.!
Omcircel de score van uw keuze, een score van 1 staat in deze schaal voor “Niet origineel” en een score van 5 staat voor “Zeer origineel”.!
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3. Geef op de schaal hieronder aan hoe gedetailleerd de objecten zijn getekend. !
Omcircel de score van uw keuze, een score van 1 staat in deze schaal voor “Niet gedetailleerd” en een score van 5 staat voor “Zeer gedetailleerd”.!
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4. Geef op de schaal hieronder aan hoe goed de proefpersoon kan tekenen. !
Omcircel de score van uw keuze, een score van 1 staat in deze schaal voor “ppn kan niet tekenen” en een score van 5 staat voor “ppn kan uitstekend tekenen”.!
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5. Geef op onderstaande schaal aan hoe goed u de poster bij het thema “Afrika” vindt passen.!
Omcircel de score van uw keuze, een score van 1 staat in deze schaal voor “Past totaal niet bij thema” en een score van 5 staat voor “Past uitstekend bij thema”.!
Niet
origineel origineelRedelijk origineelZeer
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Niet gedetailleer d Redelijk gedetailleer d Zeer gedetailleer d1
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Ppn kan niet tekenen Ppn kan redelijk tekenen Ppn kan uitstekend tekenen1
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6. Geef op onderstaande schaal aan hoe creatief u de poster in zijn geheel vindt.!
Omcircel de score van uw keuze, een score van 1 staat in deze schaal voor “Niet creatief” en een score van 5 staat voor “Zeer creatief”.!
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Past totaal niet bij thema Past redelijk bij thema Past uitstekend bij thema1
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Nietcreatief Redelijk creatief creatiefZeer
EPQ-RSS
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Graag iedere vraag beantwoorden door ‘ja’ of ‘nee’ te omcirkelen. Er zijn geen goede of foute antwoorden en geen strikvragen. Het is niet nodig dat u erg lang over de vragen nadenkt. let er alstublieft op alle vragen te beantwoorden.
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1 Gaat uw stemming dikwijls op en neer? ja nee
2 Bent u erg gevoelig voor de mening van anderen? ja nee
3 Bent u een spraakzaam persoon? ja nee
4 Als u zegt iets te zullen doen, houdt u zich dan altijd aan uw belofte, ook als het slecht uitkomt? ja nee
5 Voelt u zich weleens ‘gewoon miserabel’ zonder dat daar reden voor is? ja nee 6 Als u schulden had, zou u zich daar dan zorgen over maken? ja nee
7 Bent u een levendig persoon? ja nee
8 Bent u ooit zo hebberig geweest dat u zich meer toeëigende dan u toekwam? ja nee
9 Raakt u snel geïrriteerd? ja nee
10 Zou het iets voor u zijn om drugs te gebruiken die een merkwaardige of gevaarlijke
uitwerking kunnen hebben? ja nee
11 Vindt u het prettig om nieuwe mensen te ontmoeten? ja nee
12 Hebt u weleens iemand iets verweten terwijl u zelf de schuldige was? ja nee
13 Bent u nogal gauw in uw gevoelens gekwetst? ja nee
14 Houdt u ervan uw eigen wil op te volgen in plaats van naar de regels te leven? ja nee 15 Kunt u zich meestal op een levendig feest uitleven en er geheel van genieten? ja nee
16 Zijn al uw gewoonten goed en wenselijk? ja nee
17 Komt het nogal eens voor dat u schoon genoeg hebt van de dingen? ja nee
18 Vindt u goede manieren en netheid belangrijk? ja nee
19 Bent u degene die meestal het initiatief neemt bij het maken van nieuwe vrienden? ja nee 20 Heeft u ooit iets weggenomen van een ander, al was het maar een kleinigheid? ja nee 21 Vindt u uzelf een zenuwachtig (nerveus, gespannen) iemand? ja nee 22 Vindt u dat het huwelijk een ouderwetse zaak is die net zo goed kan worden afgeschaft? ja nee 23 Kunt u gemakkelijk wat leven in een nogal saai feestje brengen? ja nee 24 Heeft u ooit iets van iemand anders verloren of stukgemaakt? ja nee
25 Vindt u uzelf een piekeraar (tobber)? ja nee 26 Vindt u het plezierig om met anderen samen te werken? ja nee 27 Bent u iemand die geneigd is zich op de achtergrond te houden tijdens sociale
evenementen (bijv. op feestjes)? ja nee
28 Stoort het u zeer, als u weet dat u in uw werk fouten hebt begaan? ja nee 29 Heeft u weleens iets slechts of gemeens verteld over een ander? ja nee
30 Vindt u uzelf een gespannen persoon? ja nee
31 Vindt u dat mensen teveel bezig zijn met het zekerstellen van hun toekomst door zich
te verzekeren en geld te sparen? ja nee
32 Vindt u het prettig om in contact met mensen te komen? ja nee
33 Was u als kind weleens brutaal tegen uw ouders? ja nee
34 Als u in een pijnljke situatie bent geweest, zit dat u dan nog lang dwars? ja nee 35 Probeert u om niet onbeschoft tegen anderen te zijn? ja nee 36 Vindt u het prettig om veel drukte en opwinding om u heen te hebben? ja nee
37 Heeft u weleens vals gespeeld? ja nee
38 Lijdt u aan nervositeit? ja nee
39 Zou u willen dat anderen bang voor u zijn? ja nee 40 Heeft u ooit misbruik van iemand gemaakt? ja nee
41 Bent u meestal stil als u in een gezelschap bent? ja nee
42 Voelt u zich vaak eenzaam? ja nee
43 Vindt u het beter de regels van de samenleving te volgen dan uw eigen gang te gaan? ja nee
44 Vinden anderen u een levendig persoon? ja nee
45 Zijn uw daden altijd in overeenstemming met uw woorden? ja nee
46 Wordt u vaak gekweld door schuldgevoelens? ja nee
47 Stelt u soms dingen uit tot morgen terwijl u ze vandaag eigenlijk zou moeten doen? ja nee
48 Kunt u een feest op gang brengen? ja nee
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Remote Association Task
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Geef het thema aan: wat hebben de drie woorden met elkaar te maken? Probeer je antwoord als één woord te formuleren.
1) teen, schoen, lopen
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2) glas, kijken, huis
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3) paddenstoel, tuin, muts
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4) les, vleugel, geluid
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5) wortel, klimmen, bos
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6) verhaal, dik, lezen
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7) grafiet, papier, slijpen
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8) potje, vlek, blauw
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9) hout, slaan, duim
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10) spring, prins, bil
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11) veer, overkant, wachten
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12) kachel, stoom, fluiten
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13) saai, links, maatschappij
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14) winter, modder, leer
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15) bonen, pauze, zwart
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16) centrum, stank, winkelen
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17) sneeuw, pret, honden
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18) warm, nacht, strepen
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19) stof, hak, ogen
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20) roeien, broek, hond
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21) varken, ei, vet
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22) boek, school, schrijven
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23) lamp, wit, dak
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24) voetbal, zolder, flat
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25) blaadjes, dorst, warm
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26) bellen, rijden, meter
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27) praten, hoek, rood
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28) feest, bloemetjes, zomer
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29) hal, kleding, kapstok
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Je bent nu klaar!!
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GAUT!
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Schrijf hieronder alles op wat je kunt doen met het voorwerp dat bekend wordt gemaakt als je de pagina omdraait. !
Schrijf ieder idee op een aparte regel. !
Je kunt heel summier antwoorden; het hoeven geen hele zinnen te zijn. Het moet wel te begrijpen zijn wat je bedoelt.!
Spelling en stijl zijn onbelangrijk. !
Keer deze bladzijde om zodra je wilt beginnen. Je hebt ongeveer vier minuten de tijd om te schrijven. !
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Succes!!!
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CDCP-Test
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Beste student,
Je krijgt zometeen een aantal opgaven die je moet oplossen. Elke opgave bestaat uit een rijtje van zes woorden. Het is de bedoeling dat jij uit dit rijtje steeds drie woorden kiest die bij elkaar horen. Je kan de woorden die je kiest onderstrepen of omcirkelen. Als je de woorden hebt gekozen, moet je zo beknopt mogelijk aangeven waarom de gekozen woorden bij elkaar horen. Tip: er zijn verschillende manieren waarop woorden bij elkaar kunnen horen.
Veel succes!
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1. Trampoline, Postzegel, Strand, Tandem, Tovenaar, Hert
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2. Schip, Metro, Wolk, Champignon, Scooter, Dierentuin
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3. Ansichtkaart, Pop, Boterham, Rammelaar, Blokken, Fietsrek
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4. Putdeksel, Oma, Papier, Gitaar, Taart, Wiel
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5. Vrouw, Doedelzak, Whiskey, Berg, Vensterbank, Rugby
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6. Peterselie, Schatkist, Kangoeroe, Vuilnisman, Vaas, Mountainbike
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7. Worm, Deurbel, Poppenkast, Kerkklok, Voetballer, Telefoon
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8. Waslijn, Melk, Verkering, Vrachtwagen, Koninging, Trouwring
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9. Bibliotheek, Rockband, Gong, Puzzel, Steel, Vliegtuig
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10. Zonnebloem, Voetbal, Paraplu, Trein, Kaas, Skateboard
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Dit was de laatste opgave, bedankt voor je medewerking!
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Appendix E
Figure 1. Example of the method used in scoring the posters. Scoring ranges from 1 to 5. Hoeve el versch illend e object en zijn er op de poster geteke nd? Hoeveel verschillen de kleuren zijn er gebruikt?
Welke objecten zijn er
getekend? Welke slogan is er gebuikt? overige teksten Hoe origin eel zijn de geteke nde object en? Hoe gedeta illeerd zijn de geteke nde object en?
Hoe goed kan de
proefpersoon tekenen?
Hoe goed past de poster bij het thema Afrika?
Hoe creatief is de
poster in het geheel? hoeveel komt de poster overeen met de voorbeeld poster?
2 3 zebra, tekstballon zoek mij op in Afrika Boek nu 2,5 3 3 4 3,5 1
2 3 kader, continent Afrika Africa: Discover the
unseen Sahara, Big five, nature, culture, food, people, climate, more variation on one continent is possible! 1,5 2 2 3,5 2,5 1
1 7 continent Afrika Afrika! 10 dagen feesten
als een beest in Somalie voor maar
69 euro
1 2 2 3,5 2,5 1
1 3 continent Afrika in
tijgerprint dierentuin, maar dan Afrika overal een zonder hek! Beleef
het nu!
4,5 2,5 3 4,5 4 1
4 5 bomen, zebra, water, aapje The beauty of nature 2 1 1 3,5 2 1
4 9 giraffe, water, zon,
leeuw(?) Come and explore Africa! enjoy the lovely African travel, excursions
2 1 1 4 2,5 1
5 5 zon, boom, olifant, giraffe,
water Afrika Puur 3 3,5 3,5 5 4,5 2
0 2 alleen tekst Dare to Dream Van magisch
Marrakesh tot de prachtige Kaapse kust…kom bij reisbureau B&C en creëer je droomreis op maat! Onze deskundige reisagenten helpen je graag om de meest onvergetelijke reis van je leven te plannen. 1 1 1 2,5 2 1 10 9 continent Afrika, cactussen, piramides, giraffe, olifant, tijger, goudstaven, de nijl, een
sfinx, boom
Amazing Afrika 5 4,5 4,5 5 4,5 1
0 5 alleen tekst Allemaal Afrika Zebra’s, piramide,
natuur, Arabische Lente
3 1 2,5 3,5 3 1
0 4 alleen tekst Africa, boek ‚em
nu vakanties, go for de origineelste the unknown, oer..betaalbaar
