Abstract
Patients must be informed about risks before any treatment can be implemented. Yet serious problems in communicating these risks occur because of framing effects. In this chapter, we describe two studies conducted in the USA, Germany, and Spain, investigating the effects of different information frames when communicating health risks. Study 1 focused on people with low and high numeracy and investigated framing effects in perceptions of medical risks expressed in positive (i.e., chances of surviving after surgery) and negative (i.e., chances of dying after surgery) terms. Study 2 focused on a large sample of sexually active young adults and investigated framing effects in affective reactions, risk perceptions, attitudes, behavioral intentions, and reported behaviors relating to the prevention and detection of sexually transmitted diseases. Results in both studies showed that people are susceptible to framing effects and illustrate that these effects can be countered or eliminated by using different types of visual displays.
In this chapter, we partially reproduced the articles Garcia-Retamero, R., & Galesic, M. (2010). How to reduce the effect of framing on messages about health. Journal of General Internal Medicine, 25, 1323−1329, and Garcia-Retamero, R., & Cokely, E. T. (2011). Effective communication of risks to young adults: Using message framing and visual aids to increase condom use and STD screening. Journal of Experimental Psychology: Applied, 17, 270−287.
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Notes
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The Sobel test (see Sobel 1982) indicates whether the mediator significantly carries the influence of an independent variable to a dependent variable. That is, whether the indirect effect of the independent variable on the dependent variable through the mediator variable is significant.
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Garcia-Retamero, R., Cokely, E.T., Galesic, M. (2012). Reducing the Effect of Framed Messages About Health. In: Garcia-Retamero, R., Galesic, M. (eds) Transparent Communication of Health Risks. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4358-2_11
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