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This study investigates the effects of vertical direction and rotation of English loan brand names in East Asian languages (Chinese and Korean) on processing fluency, perceived product quality and purchase intention.

Four experiments were conducted in China and Korea, employing a 2 (vertical direction: downward vs upward) X 3 (rotation: 0°/marquee vs 90° clockwise vs 90° counterclockwise) between-subjects factorial design.

The findings showed that when the English loan Chinese brand name was displayed downward, the marquee format was preferred, while counterclockwise rotation was favored when displayed upward. In Korean, clockwise rotation was preferred for downward presentation, while counterclockwise rotation was favored for upward presentation. The effects on purchase intention were mediated by processing fluency and perceived product quality.

This research provides practical implications for global manufacturers and retailers, offering guidance on presenting brand names in East Asian languages and optimizing product packaging designs. For Chinese consumers, the marquee format is recommended for downward-oriented brand names, while counterclockwise rotation is effective for upward orientation. For Korean consumers, clockwise rotation is favored for downward presentation and counterclockwise rotation is preferred for upward presentation. Understanding linguistic habits allows the tailoring of brand presentations, enhancing brand perception and consumer responses.

This study contributes to understanding the role of cultural and linguistic influences on consumer information processing and product perception in vertical presentations of brand names.

The authors aim to examine the effect of location-driven logo placement on attention and memory on the web addressing differences between individuals that read unidirectionally (left-to-right [LTR]) versus bidirectionally (both right-to-left and LTR).

Using an eye-tracking approach combined with traditional verbal measures, the authors compared attention and memory measures from a sample composed of bidirectional (Arab/English) readers and unidirectional readers.

The findings reveal that unidirectional and bidirectional readers differ in attention patterns. Compared to bidirectional readers, unidirectional readers pay less attention to the logo on the bottom right corner of the webpage based on verbal measures. The eye-tracking data of the two groups further identify differences based on total hits and duration time. Unidirectional LTR readers demonstrate higher fluency in feature-based attention whereas bidirectional readers show higher fluency in spatial attention.

The authors expand on scarce research on reading direction bias effect on location-driven stimuli placement in online settings. They contribute to the understanding of the differences between unidirectional and bidirectional readers in their cognitive responses (attention and memory) to organization of marketing stimuli.

Instructional materials enhance the teaching/learning process by exhibiting information necessary to acquire knowledge and skills. Focuses on printed forms of instructional materials and provides detailed information, including examples, on five types of job performance aids, three types of instruction sheets, and two types of modules. Checklists of considerations that affect the quality of finished products are also provided. Job performance aids (JPAs)provide procedural or factual guidance in the performance of tasks. They store essential details in a variety of functional forms for use just before or during task performance. Research shows that JPAs are a cost‐effective supplement or alternative to training. They reduce the time needed to master task performance and facilitate the transfer of learning from the training setting to the job. Instruction sheets assure that all trainees have the same complete and accurate information for performing practical work and for completing assignments. These sheets also help manage large groups of trainees with diverse abilities who are working simultaneously at several different tasks. Modules are carefully structured documents which facilitate self‐directed and self‐paced learning. While their components may vary, modules typically include learning objectives, an introduction, instructional content, directions, learning activities, and test questions with feedback answers. With modules, trainees assume personal responsibility for their progress. Regardless of the care used in their preparation, all types of instructional materials must be evaluated prior to general use. Presents a comprehensive quality control procedure for confirming effectiveness and value. This was prepared to enhance both formal classroom instruction and individual study. Figures, tables, checklists, appendices, and a glossary of keywords and terms, supplement the text in explaining the content.

Manufacturers and retailers spend millions of dollars every year on in-store communications. The effectiveness of these dollars depends on whether shoppers notice, pay attention to, and engage with these communications, something that is best determined from eye-tracking data. In this chapter, we utilize mobile eye-tracking data from tens of in-store marketing research studies conducted with hundreds of shoppers to develop six lessons with important implications for effective signage, shelf configuration, and package design. The first three lessons highlight the challenge of being noticed and engaged with in the store, given the narrow spatial window above and below eye level in which consumers look, the very short amount of time they devote to reading a sign or label even when they notice it, and the low probability that they engage with a communication especially if it is not immediately actionable. The last three lessons provide guidance on how marketers can design packages and labels that are more likely to be noticed, read, and included in the shopper’s consideration set, across different product categories.

Applies the analytic‐synthetic dichotomy of hemispheric functioning suggested by Levy‐Agresti and Sperry to explain the chunking theory of Miller. Constructs a theory of cognition, based on cerebral functions which were discovered through hemispheric differences. Shows that all the arguments of Efron against the hemispheric paradigm are merely “puzzles” that can be solved within this paradigm. New findings of Efron and Yund were, in fact, predicted by a component of this theory.

RUMOUR occupies so much of the human stage that the Editor of any library journal hesitates to do more than hope that the librarians he serves will be continuing their work uninterrupted by attack at the time his words reach them. This atmosphere is probably a part of the reason that actuates our correspondent Glaucon, whose Letter on Our Affairs this month is unusually virile in its attack upon those who would plan an after‐war world at a time when it is yet undecided whether or no there will be a world to plan. He represents a school of thought, if that name is not rather pedantic for these excellent critics, who believe that there should be no change while conflict continues and that to plan ahead of that is futile, because, as he argues, the men who will operate that world have not been called into consultation and cannot be at present. The experience of the past shows, too, that all such planning has been completely wasted effort; the coming generation would do what it thinks fit without reference to it. Finally he seems to think that when fighting ceases the men and women who survive will be so eager to get back to what they now believe to be their comfortable former state that that desire will overrule any schemes whatsoever.

Managers as Actors Those of us who manage are playing on an organisational stage every day. We enter early every morning to take up our roles, whether it is as chief executive, marketing manager, personnel adviser, production executive or any of the numerous other roles that have to be performed if work is to be done effectively.

This chapter provides a descriptive review of recent intervention research practices intended to improve the literacy skills of students with emotional or behavioral disabilities (EBD). A systematic search procedure identified 21 investigations that had been published in the past five years. These studies are described within the categories of peer-mediated literacy interventions, reading interventions, and writing interventions. Generally, it has been found that such practices as peer mediation, direct instruction (DI), cognitive text mapping, and writing strategy instruction including the Self-Regulated Strategy Development (SRSD) model have led to substantial improvement in the literacy skills of students with EBD. These strategies were apparently successful because they served generally to focus student attention and to provide cognitive models for executing literacy tasks. Implications for practice and future research are provided.

Research has shown that when the original and the sale prices were displayed in a horizontal direction, with the sale price to the right (“Original price of $349.99/Sale price $239.99”), consumers are more likely to initiate a subtraction task to calculate the amount of the discount; and this subtraction effect would lead to better consumer value perception than if the sale price was to the left. However, fewer scholars have questioned whether the subtraction effect would still operate if the reference-price ads line up in a vertical direction? The aim of this research is to understand how different formations of reference-price ads may affect consumers' price perception and buying intention. Interestingly, positive effects on buying intention and value perceptions disappeared when buyers were shown a dollars-saved cue, rather than the lineup of original and sale prices.

Three experiments were conducted to test the hypotheses.

The results of the experiments demonstrate that when the sale price is displayed above the original price, consumers' price perception and buying intention are higher than what is placed below it.

When written horizontally, Mandarin and Japanese language text are almost always written left-to-right, with multiple rows progressing downward, as in standard English text. Notably, the right-to-left written form for Mandarin and Japanese language only happens by writing in a vertically and multiple-columned context. In particular, the format of reference-price ads in our research is considered to be a generally single column text only. Therefore, its writing system has almost no difference from the English one. However, our hypothesis does not apply to the Arabic world due to the right-to-left nature of the Arabic writing system.

Our results may inform consumers whether their cognition, which influences them not to make irrational decisions, is in turn influenced by sale price display location. Consumers should be reminded that next time they see the smaller number (sale price) they should not be too excited and forget to properly consider the original price. They should think more and consider the distance to the shop or the quality of the product before buying anything. If a product is sold in two different shops and the farther one displays the sale price above the original price but the nearer one displays the sale price below the original price, prolonging the decision time enables consumers to decrease their buying costs, such as the cost of fuel.

This is one of the first studies to discuss the influence of the price location in a vertical direction on price perception and buying intention.