Index 463search 113; attribute-based versus alternative-based
125–8, 126 ; constraints on process 128; targeted
versus general 123–5
section headings 152–3, 165, 170
“seductive details” 180
self-serving bias 229
semantic analysis 115, 116, 117, 160, 224
sentence-level comprehension 103, 115–18; aids
to 157–64; listeners’ 117–18; process of 115–16;
readers’ 116–17; referential representation 115–16;
semantic analysis 115; syntactic analysis 115;
viewers’ 118
sentences: active 160–1; affirmative 161; easy-to-identify
referents 161–2; and parallelism 159–60, 159 ; passive
161; and pictorial illustrations 163; repetition of
concepts in 162; short 158–9; simple structure 159,
224; use of concrete words 155
Serif typeface 149, 150
Shakespeare, William, speeches from Julius Caesar
327–8
shared decision schemata, in groups 22, 26, 29, 91,
176, 211, 287
shared mental models 26–7, 211
similarity bias 285–6
Simon, Herbert 105
size and placement, in a document 154
slide presentations: background templates 230;
examples of 55–7, 217–18; images in 157; and
Sans Serif fonts 150; size of type 149; and vivid
modality effects 216, 217–18
Smartphone business plan 11–15, 116–17, 172, 181
smiling 268, 269, 274, 275, 276, 283, 285; mimicking
of 286
social status see status bias
sociolinguists 284
sound effects 214
sound quality 213
sourcing decisions 74, 79, 83–4
space between lines 150–1
speakers: confidence of 269; and dominance 268;
evaluation of 269–70; nonverbal behaviors 156–7,
268, 269, 270; prosody and intonation 133, 152,
156, 162, 270, 284; and status bias 283–4; and
tone of voice 117, 156, 273, 274, 276, 285, 323,
333; visible 133, 151
speaker schemata 227, 269–70
speech fluency 213, 262, 263, 269, 270, 276
speech rate 156, 268, 270, 274, 276
speeches: examples of 73–4, 328–9; and rallying
decisions 72
spoken messages/speech: and accents 269, 277, 278,
284; comprehension of 117–18; influence of sound-
related variables 213, 214; perception of 110–11,
151; perception of emotional 275; persuasive impact
of 156, 216; powerless and powerful styles 156, 268,
284, 285; versus written messages 156; vocal variety
156–7; see also vocal cues
sports teams, club owners, and scouts 72, 220, 228, 333
staffing decisions 50, 60–9, 63
staffing proposals 84
stakeholders 91, 92, 93
standard operating procedures (SOPs) 58; example
of 173–4
standing out, persuasive impact of 220–1, 286
status bias 283–4
status quo 16; bias 240
Stepladder Technique 176
Sternberg, Saul 106
stimulus-driven attention 113
stock research reports 74; expert’s comments on
76–7
stories/narratives: appeal of 223–4; and causality
heuristic 221; effect of genre labels on interpretation
of 166; effect of schemata on recall of 122, 171; and
emotions 331
strategic plans 48 , 49, 51, 58; example of 55–7, 182 ;
expert’s comments on 53–4, 170, 172 , 181 ; story
of presentation of 102
striatum 108 , 271
students qua students 4, 114, 119, 121, 156, 163,
166, 169, 171, 170, 234, 271, 273
style: active-verbal/passive-nominal 160–1; concrete/
abstract 151, 155, 160, 161, 208, 208 , 215, 268;
expressive/unexpressive 156–7, 267, 268, 273,
275, 285, 332; and intuitive decisions 208, 210;
powerful/powerless 156, 268, 284, 285; standard/
colloquial 284, 285; versus content 10, 24, 25, 73,
116, 118, 153, 157, 208, 216, 263, 267, 278; vivid/
pallid 215
stylistic choices 148
subtle influences, power of 230–1
sunk cost bias 210
surprise: emotion of 274, 275, 312, 319, 320 , 321,
322, 322 , 323, 324 , 327; heuristic 215
synonyms 162
syntactic analysis 109, 115, 117, 158, 159targeted search 123–5, 124
task-based formats 170–1
task-based organization 171–4
task-driven attention 113, 122; see also search
Taylor, Shelley 20
teachers/faculty members 27, 122, 154, 213, 238
teams: and shared mental models 22, 26–7;
see also groups
technical experts 8, 24, 335
television 230; commercials 156, 263, 326; news
viewers 223, 225, 227
templates 19
temporal proximity, as emotional intensifier 332
tender offers 74
text: attention-getting aids 152–5; readers’ perception
aids 148–51; readers’ perception of 107–9, 110 ;
schema activation aids 164–8; schema activation
and comprehension of 119–20; sentence-level
comprehension 115–17, 158–62
textbooks/instructional materials 123, 149, 150, 154,
155, 163, 169, 171, 172–4