An exploration of relations between visual appeal, trustworthiness and perceived usability of homepages
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Extremely high correlations between repeated judgments of visual appeal of homepages shown for 50 milliseconds have been interpreted as evidence for a mere exposure effect [Lindgaard et al. 2006]. Continuing that work, the present research had two objectives. First, it investigated the relationship between judgments differing in cognitive demands. Second, it began to identify specific visual attributes that appear to contribute to different judgments. Three experiments are reported. All used the stimuli and viewing time as before. Using a paradigm known to disrupt processing beyond the stimulus offset, Experiment 1 was designed to ensure that the previous findings could not be attributed to such continued processing. Adopting a within-subject design, Experiment 2 investigated the extent to which judgments differing in cognitive demands (visual appeal, perceived usability, trustworthiness) may be driven by the visual characteristics of a Web page. It also enabled analyses of visual attributes that contributed most to the different judgments. Experiment 3 replicated Experiment 2 but using a between-subject design to ensure that no practice effect could occur. The results suggest that all three types of judgments are largely driven by visual appeal, but that cognitively demanding judgments are processed in a qualitatively different manner than visual appeal, and that they rely on somewhat different visual attributes. A model accounting for the results is provided.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.000 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.002 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it