Gender and education as factors for determining the verbal-visual affiliation of individuals
Keywords:
verbal-visual cognitive styles, advertising segmentation, VVQ.
Abstract
Gender and education are two of the socio-demographic characteristics that are studied to establish individual differences in personality. The purpose of the present research is to determine the susceptibility of individuals to the VVQ, adapted and modified from Kirby et al., and to show the influence of gender and education in the segmentation of verbalizers, visualizers, and dreamers. In the study, a valid and reliable instrument for measuring susceptibility to VVQ, prepared in advance by the author, was applied. The results of the analysis of variance (ANOVA) have showed a strong susceptibility of respondents to the Verbalizer Scale of women, as well as susceptibility to the Dreamer Scale of men. When considering the influence of education on VVQ, it was found that respondents with a master's degree were highly visual, and respondents with a doctoral degree were highly verbal. On Dreamer Scale, susceptibility was greatest again among respondents with a doctoral degree. The results of the analysis of covariance (ANCOVA) indicated that male advertising consumers with a master's degree were more receptive to the Verbalizer Scale, as were female respondents with a doctoral degree relative to all other target groups. These scientific results can be useful for advertisers, marketers, as well as specialists in cognitive psychology.
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References
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Graesser, A., Olde, S., Shulan Lu., Cooper-Pye, E., & Whitten, S., (2005). Question asking and eye tracking during cognitive disequilibrium: comprehending illustrated texts on devices when the devices break down. Memory & Cognition, 33(7), 1235-1247. DOI: 10.3758/bf03193225
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Mendelson, A. L., & Thorson, E. L. (2003). The impact of role‐congruency and photo presence on the processing of news stories about Hillary Clinton. New Jersey. Journal of Communication, 11(2), 135-148. Doi: 10.1080/15456870309367444
Mendelson, A. L., & Thorson, E. (2004). How verbalizers and visualizers process the newspaper environment. Journal of Communication, 54(3), 474-491. https://doi.org/10.1111/j.1460-2466.2004.tb02640.x
Miron, D., Bryant, J., & Zillmann, D. (2001). Creating vigilance for learning from television. Handbook of children and the media. In D. G. Singer & J. L. Singer (Eds.), (pp. 153–181). Thousand Oaks, CA: Sage.
Mittall, B. (1999). The Advertising of Services: Meeting the Challenge of Intangibility. Journal of Service Research, 2(1), 98-116. https://doi.org/10.1177/109467059921008
Ortony, A., Clore, G. L., & Collins, A. (2011). The Cognitive Structure of Emotion. University of Illinois. Cambridge University Press, 1988. https://doi.org/10.1017/CBO9780511571299
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195066661.001.0001
Phillips, B.J. (2000). The impact of verbal anchoring on consumer response to image ads. Journal of Advertising, 29(1), 15-25. https://www.jstor.org/stable/4189131
Rayner, K., Rotello, C., Stewart, A., Keir, J., & Duffey, S.A. (2001). Integrating text and pictorial information: eye movements when looking at print advertisements. Journal of Experimental Psychology: Applied, 7(3), 219-226. Doi: 10.1037//1076-898x.7.3.219
Riding, R. J., & Ashmore, J. (1980). Verbaliser-imager learning style and children's recall of information presented in pictorial versus written form. Educational Studies, 6(2), 141-145. https://doi.org/10.1080/0305569800060204
Riding, R. J., & Douglas, G. (1993). The effect of cognitive style and mode of presentation on learning performance. British Journal of Educational Psychology, 63(2), 297-307. Doi: 10.1111/j.2044-8279.1993.tb01059.x
Riding, R. J., & Sadler-Smith, E. (1992). Type of instructional material, cognitive style and learning performance. Educational Studies, 18(3), 323-340. https://psycnet.apa.org/doi/10.1080/0305569920180306
Riding, R. J., Burton, D., Rees, G., & Sharratt, M. (1995). Cognitive style and personality in 12-year-old children. British Journal of Educational Psychology, 65(1), 113-124. https://doi.org/10.1111/j.2044-8279.1995.tb01135.x
Scott, L. M. (1994). Images in advertising: The need for a theory of visual rhetoric. Journal of Consumer Research, 21(2), 252-272. https://www.jstor.org/stable/2489819
Tripp, C. (1997). Services Advertising: An Overview and Summary of Research, 1980-1995. Journal of Advertising, 26(4), 21-38. https://www.jstor.org/stable/4189048
Wanta, W., & Roark, V. (1994). Responses to photographs. Visual Communication Quarterly, 1(2), 12-13. https://doi.org/10.1080/15551393.1994.10387493
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field- independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64. https://doi.org/10.3102/00346543047001001
Zillmann, D., Gibson, R., & Sargent, S. L. (1999). Effects of photographs in news-magazine reports on issue perception. Media Psychology, 1(3), 207-228. https://doi.org/10.1207/s1532785xmep0103_2
Bartlett, S. (1954). A note on the multiplying factors for various chi square approximations. Journal of the Royal Statistics society, (16), 296-8. https://doi.org/10.1111/j.2517-6161.1954.tb00174.x
Cohen, J. (1988). Statistical power analysis for the behavioural sciences. Lawrence Erlbaum Associates. 2nd Edition, pp 567. https://doi.org/10.4324/9780203771587
DeVellis, R. (2012). Scale development: Theory and application. (3rd ed.) SAGE Publications, 31(1), 79-82. https://www.jstor.org/stable/1435099
Forceville, C. (1996). Pictorial Metaphor in Advertising. London: Routledge. https://doi.org/10.4324/9780203064252
Ganeva, Z. (2016). Let's reinvent statistics with IBM SPSS Statistics. Elestra. Doi: 10.13140/RG.2.1.2803.6080
Graesser, A., Olde, S., Shulan Lu., Cooper-Pye, E., & Whitten, S., (2005). Question asking and eye tracking during cognitive disequilibrium: comprehending illustrated texts on devices when the devices break down. Memory & Cognition, 33(7), 1235-1247. DOI: 10.3758/bf03193225
Hair, J. F., Bush, R. P., & Ortinau, D. J. (2003). Marketing research: Within a changing information environment. New York, NY.: McGraw-Hill. ISBN 0073404705, 9780073404707
Holman, L. R., Snowman, J., & Deichmann, J. (1979). The effect of stimulus presentation mode and cognitive style on sentence recognition memory. Journal of Educational Research, 72(4), 224-228. https://doi.org/10.1080/00220671.1979.10885159
Jackson, C., & Lawty-Jones, M. (1996). Explaining the overlap between personality and learning style. Personality and Individual Differences, 20(3), 293-300. https://doi.org/10.1016/0191-8869(95)00174-3
Jonassen, D. H., & Grabowski, B. L. (1993). Handbook of individual differences, learning and instruction. Hillsdale, NJ: Erlbaum. https://doi.org/10.4324/9780203052860
Kaiser, H. F. (1974). An index of factorial simplicity. Psychometrika, 39(1), 31-36. https://doi.org/10.1007/BF02291575
Keller, P. A., & Block, L. G. (1997). Vividness effects: A resource-matching perspective. Journal of Consumer Research, 24(3), 295-304. https://doi.org/10.1086/209511
Kirby, J. R., Moore, P. J., & Schofield, N. J. (1988). Verbal and visual learning styles. Contemporary Educational Psychology, 13(2), 169-184. https://doi.org/10.1016/0361-476X(88)90017-3
Kogan, N. (1971). Educational implications of cognitive styles. ln GS Lesser (Ed.), Psychology and educational practice (pp. 242-292). Glenview, IL: Scott. Foresman.
Lagerwerf, L., van Hooijdonk, C., & Korenberg, A. (2012). Processing visual rhetoric in advertisements: Interpretations determined by verbal anchoring and visual structure. Journal pf Pragmatic, 44(13), 1836-1852. http://dx.doi.org/10.1016/j.pragma.2012.08.009
Lang, A., Borse, J., Wise, K., & David, P. (2002). Captured by the World Wide Web: orienting to structural and content features of computer-presented information. Communication Research, 29(3), 215-245. https://doi.org/10.1177/0093650202029003001
Lang, A., Zhou, S., Schwartz, N., Bolls, P.D., & Potter, R.F., (2000). The effects of edits on arousal, attention and memory for television messages: when an edit is an edit can an edit be too much? Journal of Broadcasting & Electronic Media, 44(1), 94-109. Doi: 10.1207/s15506878jobem4401_7
Levie, W. H., & Lentz, R. (1982). Effect of text illustrations: A review of research. Education and Communication Technology Journal, 30(4), 195-232. https://psycnet.apa.org/record/1983-28980-001
Mashal, N., Shen, Y., Jospe, K., & Gil, D. (2014). Language effects on the conceptualization of hybrids. Language and Cognition, 6(2), 217-241. Doi: 10.1017/langcog.2014.6
Mattila, A. S. (2000). The Role of Narratives in the Advertising of Experiential Services. Journal of Service Research, 3(1), 35-45. https://doi.org/10.1177/109467050031003
McQuarrie, E.F., & Phillips, B.J. (2005). Indirect persuasion in advertising. How consumers process metaphors presented in pictures and words. Journal of Advertising, 34(2), 7-20. https://www.jstor.org/stable/4189294
Mendelson, A. L. (2001). Effects of novelty in news photographs on attention and memory. Media Psychology, 3(2), 119-157. https://doi.org/10.1207/S1532785XMEP0302_02
Mendelson, A. L., & Thorson, E. L. (2003). The impact of role‐congruency and photo presence on the processing of news stories about Hillary Clinton. New Jersey. Journal of Communication, 11(2), 135-148. Doi: 10.1080/15456870309367444
Mendelson, A. L., & Thorson, E. (2004). How verbalizers and visualizers process the newspaper environment. Journal of Communication, 54(3), 474-491. https://doi.org/10.1111/j.1460-2466.2004.tb02640.x
Miron, D., Bryant, J., & Zillmann, D. (2001). Creating vigilance for learning from television. Handbook of children and the media. In D. G. Singer & J. L. Singer (Eds.), (pp. 153–181). Thousand Oaks, CA: Sage.
Mittall, B. (1999). The Advertising of Services: Meeting the Challenge of Intangibility. Journal of Service Research, 2(1), 98-116. https://doi.org/10.1177/109467059921008
Ortony, A., Clore, G. L., & Collins, A. (2011). The Cognitive Structure of Emotion. University of Illinois. Cambridge University Press, 1988. https://doi.org/10.1017/CBO9780511571299
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford: Oxford University Press. https://doi.org/10.1093/acprof:oso/9780195066661.001.0001
Phillips, B.J. (2000). The impact of verbal anchoring on consumer response to image ads. Journal of Advertising, 29(1), 15-25. https://www.jstor.org/stable/4189131
Rayner, K., Rotello, C., Stewart, A., Keir, J., & Duffey, S.A. (2001). Integrating text and pictorial information: eye movements when looking at print advertisements. Journal of Experimental Psychology: Applied, 7(3), 219-226. Doi: 10.1037//1076-898x.7.3.219
Riding, R. J., & Ashmore, J. (1980). Verbaliser-imager learning style and children's recall of information presented in pictorial versus written form. Educational Studies, 6(2), 141-145. https://doi.org/10.1080/0305569800060204
Riding, R. J., & Douglas, G. (1993). The effect of cognitive style and mode of presentation on learning performance. British Journal of Educational Psychology, 63(2), 297-307. Doi: 10.1111/j.2044-8279.1993.tb01059.x
Riding, R. J., & Sadler-Smith, E. (1992). Type of instructional material, cognitive style and learning performance. Educational Studies, 18(3), 323-340. https://psycnet.apa.org/doi/10.1080/0305569920180306
Riding, R. J., Burton, D., Rees, G., & Sharratt, M. (1995). Cognitive style and personality in 12-year-old children. British Journal of Educational Psychology, 65(1), 113-124. https://doi.org/10.1111/j.2044-8279.1995.tb01135.x
Scott, L. M. (1994). Images in advertising: The need for a theory of visual rhetoric. Journal of Consumer Research, 21(2), 252-272. https://www.jstor.org/stable/2489819
Tripp, C. (1997). Services Advertising: An Overview and Summary of Research, 1980-1995. Journal of Advertising, 26(4), 21-38. https://www.jstor.org/stable/4189048
Wanta, W., & Roark, V. (1994). Responses to photographs. Visual Communication Quarterly, 1(2), 12-13. https://doi.org/10.1080/15551393.1994.10387493
Witkin, H. A., Moore, C. A., Goodenough, D. R., & Cox, P. W. (1977). Field-dependent and field- independent cognitive styles and their educational implications. Review of Educational Research, 47(1), 1-64. https://doi.org/10.3102/00346543047001001
Zillmann, D., Gibson, R., & Sargent, S. L. (1999). Effects of photographs in news-magazine reports on issue perception. Media Psychology, 1(3), 207-228. https://doi.org/10.1207/s1532785xmep0103_2
Published
2024-01-30
How to Cite
Spasova, L. (2024). Gender and education as factors for determining the verbal-visual affiliation of individuals. Amazonia Investiga, 13(73), 155-164. https://doi.org/10.34069/AI/2024.73.01.12
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