There are hundreds of channels in Taiwan. Because of computer and internet developing, people in Taiwan communicate easily to everyone in the world. It causes conflicts and challenges such as economy, business, and culture. The main source of profits in channels and web is advertising. According to AC Nielsen in Taiwan, Advertising industry in Taiwan outputs $40 billion in 2007, and its growing can figure out in future. So this study is to discuss the influence of Advertising Effectiveness in Product Involvement and Purchase Intention. This study set to sampling 18-40 years old. It includes male and female. The methods of this study are such as Descriptive Statistics, Multiple Regression, and ANOVA. The Advertising Effectiveness is the moderator in this study. To discuss the issues of the moderator model explains the effect of strength and direction of Purchase Intention. The hypotheses of this study are presented as follows: 1.Product Involvement has statistically influence on Purchase Intention. 2.Advertising Effectiveness has statistically influence on Purchase Intention. 3.The interaction of Product Involvement and Advertising Effectiveness as statistically influence. The conclusions are presented as all hypotheses to show: 1.On Purchase Intention, the Product Involvement will influence consumers¡¦ purchase decision. 2.Advertising also influence consumers¡¦ purchase decision. 3.The effect of the interaction explains synergy from Product Involvement and Advertising Effectiveness to consumers.

The skill of putting in golf contributes approximately 40 percent to one’s total score making it an important skill to master in golf. One of the critical means of improving putting skill is through practice. The purpose of this study was to: (a) investigate if different practice schedules with different degrees of contextual interference (CI) influenced the participants’ immediate and long-term putting performance, (b) examine if performance changes were associated with concomitant changes in specific kinematic parameters, and (c) assess the cognitions of the participants during various stages of the practice of the putting skill. Twenty-four undergraduate students were randomly assigned to either a blocked or random practice schedule. On Day One each participant practiced putting to three targets (4 ft, 8 ft, and 12 ft distance) for a total of 108 trials (36 trials to each target). On Day Two 30 trials of retention (10 trials to each target) and 10 transfer trials (10 ft distance) were performed. To obtain a kinematic description of the putting action, an OPTOTRAKTM 3020 camera system recorded the 3D movement of the putter. Participants’ cognitions were analyzed from stimulated recall interview data. Random practice participants exhibited poorer putting performance during acquisition compared to their blocked practice counterparts but showed superior performance in retention and transfer tests. While the blocked practice participants had significantly lower variability in the amplitude in the x-dimension for backswing, impact velocity, and putter position at impact (z-dimension) during practice, the random practice participants showed significantly lower variability in the amplitude of the x-dimension for the backswing and downswing, impact velocity, and putter position at impact during the retention and transfer phases. Content analysis of interview data yielded three emergent categories: participant focus, self-evaluation of performance, and benefits of practice. The participants provided evidence of active thought processes during the putting task while receiving little instruction. The blocked group focused more on accuracy while the random group was more focused on judging distance. The lack of recognition about the z-dimension has potential implications for how instruction and feedback might be employed during the learning process.

The impact of instant message interruptions via computer on immediate lecture retention for college students was examined. While watching a 24–minute video of a classroom lecture, students received various numbers of related–to–lecture (“Is consistent use of the eye contact method necessary for success?”) versus not–related–to lecture (“Have you ever missed class because you couldn't find parking?”) instant messages in addition to note taking vs. no note taking. Student self–rating for multitasking ability, typical and maximum instant messaging activity, and classroom computer use were also measured. Contrary to cognitive models of information processing that suggest instant messages will disrupt student retention of lecture information, no effects were found for number of interruptions, presence or absence of notes, or relatedness of interruption on lecture retention. Students’ multitasking self–rating was negatively related to lecture retention. The implications of these results for classroom practice and future research are explored. / text

This report explores various aspects of sentiment mining. The two research goals for the report were: (1) to determine useful methods in increasing recall of negative sentences and (2) to determine the best method for applying sentence level classification to the document level. The methods in this report were applied to the Movie Reviews corpus at both the document and sentence level. The basic approach was to first identify polar and neutral sentences within the text and then classify the polar sentences as either positive or negative. The Maximum Entropy classifier was used as the baseline system in which the application of further methods was explored. Part-of-speech tagging was used for its effectiveness to determine if its inclusion increased recall of negative sentences. It was also used to aid in the handling of negations within sentences at the sentence level. Smoothing was investigated and various metrics to describe the sentiment composition were explored to address goal (2). Negative recall was shown to increase with the adjustment of the classification threshold and was also seen to increase through the methods used to address goal (2). Overall, classifying at the sentence level using bigrams and a cutoff value of one was observed to result in the highest evaluation scores. / text

Personality research has long been an area of interest in the study of consumer behavior. Currently, common practice is to segment prospective audiences by demographic variables (age, gender, and race) instead of psychographics (values, attitudes, personality). In this research, the author investigates the relationship between personality type (introversion/extraversion) and message recall. Using 122 undergraduate and graduate students, recall was examined across two forms of stimulus (incongruent and congruent messages). Results indicated that while there is no relationship between personality type and message recall, there is a relationship between the frequency of advertising messaging and recall. Results are discussed individually by messaging frequency and personality type with further suggestions for future research. / text

The gender-neutral pronoun hen has been added to the Swedish language with the aim to reduce sexism in the language and make language more inclusive. An objection against the implementation of the word is that the word would be cumbersome to read and would take more cognitive capacity to process. The present study examined if that concern is warranted. 209 participants self-paced read five texts with three pronouns each. Participants were randomly distributed to conditions containing only hen, he/she, she, or he as pronouns. No difference was found between reading speed in the condition containing hen as a pronoun in comparison with the conditions using han, hon or han/hon. No overall difference in memory recall was found either. However, sexism was found to be a moderator for memory recall when reading a text including hen, leading to lower memory recall for individuals scoring high on modern sexism.

Ten male and 10 female participants were presented with six narrative paragraphs and six 10 word lists. Three of the paragraphs were emotional and three were neutral. Each of the paragraphs contained 20 information units and each word list included five neutral and five emotional words. Immediately following paragraph or word list presentation, the participants were asked to recall the stimuli. The mean percent of emotional units (i.e. units of information recalled from emotional paragraphs) recalled was significantly greater than the mean percent of neutral units recalled. Similarly, the mean percent emotional words recalled from word lists was significantly greater than the mean percent neutral words recalled from word lists. Percent recall was significantly greater for words than for paragraphs for both emotional and neutral stimuli. Results supported the hypothesis that emotional saliency increases verbal recall. / text

This trip reporting and GPS-based prompted-recall travel survey was undertaken to provide a better understanding of (a) demographic and behavioural differences between students with a home telephone land line and students without one (b) effects of carrying a GPS device on trip reporting (c) differences in trips reported and confirmed through a prompted-recall survey, and (d) performance of the TRIPS platform. The survey was designed and conducted at the University of Toronto between November 2008 and April 2009. It targeted mostly university students and returned 90 valid interviews. Participants were required to carry a GPS device with them for the two days surveyed. They were then asked to report their trips first, and then to confirm their recorded trips through the web-based prompted-recall tool, TRIPS. Preliminary analysis was conducted based on the reported data, and improvements to the TRIPS platform have been suggested.

This trip reporting and GPS-based prompted-recall travel survey was undertaken to provide a better understanding of (a) demographic and behavioural differences between students with a home telephone land line and students without one (b) effects of carrying a GPS device on trip reporting (c) differences in trips reported and confirmed through a prompted-recall survey, and (d) performance of the TRIPS platform. The survey was designed and conducted at the University of Toronto between November 2008 and April 2009. It targeted mostly university students and returned 90 valid interviews. Participants were required to carry a GPS device with them for the two days surveyed. They were then asked to report their trips first, and then to confirm their recorded trips through the web-based prompted-recall tool, TRIPS. Preliminary analysis was conducted based on the reported data, and improvements to the TRIPS platform have been suggested.

The present thesis deals with the determinants of good memory performance. A more specific objective of the thesis was to examine prerequisites for successful recall performance from the point of view of cue effectiveness. The concept of cue effectiveness was proposed as a superordinate construct underlying the act of remembering in general as well as,exceptional memory performance. It was argued that to the extent that effective cues are provided when retrieval is attempted, good recall would be obtained even without use of specific mnemonic systems. Two characteristics of cue effectiveness were assumed to determine the level of recall performance. First, a retrieval cue has to provide a compatible description of the information encoded, and second, an optimal cue is the one that also represents a distinctive description of that information. Provided that these two characteristics of cue effectiveness are fullfilled, successful recall was expected to occur. In order to optimize cue efficiency an experimental paradigm was introduced. The main feature of the self-generation paradigm is that, in contrast to traditional cued-recall experiments, subjects are provided with cues, which according to the individual's own conceptualization constitute an appropriate description of the previously encoded information. The four studies composing the empirical section of the thesis, demonstrated, first, that self-generated cues serve as extremely powerful retrieval aids. Secondly, it was demonstrated that compatibility and distinctiveness may be the cardinal concepts underlying the empirical phenomenon per se and the essence of the notion of cue effectiveness. Finally, it was proposed that the methodological contribution is of such a nature that it may apply successifully to more practical situations. / <p>Diss. (sammanfattning) Umeå : Univ. 1986, härtill 4 uppsatser</p> / digitalisering@umu