Congruence and Incongruence in Thematic Advertisement–Medium Combinations: Role of Awareness, Fluency, and Persuasion Knowledge
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
We suggest that thematic ad–medium congruency versus incongruency evokes distinct effects on consumer evaluations through different underlying mechanisms. Specifically, we propose congruency largely has positive effects on consumer evaluations due to a relatively automatic fluency process, whereas incongruency evokes a more conscious and negative persuasion knowledge (PK) process that leads to negative evaluations. Study 1 showed that consumers were more attentive to incongruence than congruence, particularly when the ad–medium combination was presented with other ads or materials. Studies 2A and 2B confirmed that congruency led to positive evaluations through perceived fluency, whereas incongruency led to negative-PK thoughts involving manipulative intent and more negative evaluations. Studies 3A and 3B provided causal evidence for the role of PK by showing that positive PK attenuated the negative effects the incongruency tactic had otherwise. Overall, these findings suggest the common practice of directly comparing congruent and incongruent media tactics confounds two very different processes. Managerial implications for advertising and media marketing are discussed.
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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) | 0.000 | 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