Appendix A: Supporting References for Items

Corresponding item numbers are bracketed in bold. Adams, M.,& Bruck, M. (1993). Word recognition: The interface of educational policies and scientific research. Reading and Writing, 5(2), 113-139. [7]

Bransford, J. D., & Johnson, M. K. (1972). Contextual prerequisites for understanding: Some investigation of comprehension and recall. Journal of Verbal Learning and Verbal Behavior, 11, 717-726. [16, 18, 20]

Centers for Disease Control and Prevention. (2002). Crisis and emergency risk communication. [11]

Dahlstrom, MF, Dudo A, and Brossard D. 2012. Precision of information, sensational information, and selfefficacy information as message-level variables affecting risk perceptions. Risk Analysis, 32(1), 155-166. [18]

David, P. (1998). News concreteness and visual-verbal association: Do news pictures narrow the recall gap between concrete and abstract news? Human Communication Research, 25, 180-201. [4]

Fagerlin, A., & Peters, E. (2011). Quantitative information. In B. Fischhoff, N. T. Brewer, & J. S. Downs (Eds.), Communicating risks and benefits: An evidence-based users’ guide (pp. 53-64). Silver Spring, MD: U.S. Department of Health and Human Services, Food and Drug Administration. [4, 15, 16, 17, 18, 19, 20]

Fagerlin, A., Zickmund-Fisher, B., & Ubel, P. (2011). Helping patients decide: Ten steps to better risk communication. JNCI: Journal of the National Cancer Institute, 103(19), 1436-1443. [15, 16, 17, 18, 19, 20]

Garcia-Retamero, R., & Galesic, M. (2010). Who profits from visual aids: Overcoming challenges in people’s understanding of risks [corrected]. Social Science and Medicine, 70(7), 1019-1025. [4]

Gigerenzer, G., Gaissmaier, W., Kurz-Milcke, E., Schwartz, L., & Woloshin, S. (2008). Helping doctors and patients make sense of health statistics. Psychological Sciences in the Public Interest, 8(2), 53-96. [15, 16, 17, 18, 20]

Harp, S.F. & Mayer, R.E. (1997). The role of interest in learning from scientific text and illustrations: On the distinction between emotional interest and cognitive interest. Journal of Educational Psychology, 89(1), 92-102. [16, 18, 20]

Lipkus, I., & Peters, E. (2009). Understanding the role of numeracy in public health: proposed theoretical framework and practical insights. Health Education and Behavior, 36(6), 1065-1081. [15, 16, 17, 18, 20]

Lorch, R., & Lorch, E. (1995). Effects of organizational signals on text-processing strategies. Journal of Educational Psychology, 87(4), 537-544. [2, 3, 9, 10]

Lorch, R., & Lorch, E. (1996). Effects of organizational signals on free recall of expository text. Journal of Educational Psychology, 88(1), 38-48. [9]

Lorch, R., Lorch, E., & Inman, W. (1993). Effects of signaling topic structure on text recall. Journal of Educational Psychology, 85(2), 281-290. [9]

Luszczynska, A. Tryburcy, M. & Schwarzer, R. (2007). Improving fruit and vegetable consumption: A self-efficacy intervention compared with a combined self-efficacy and planning intervention. Health Education Research, 22 (5), 630-638. [5, 12, 13, 14]

Mayer, R.E., Heiser, J., & Lonn, S. (2011). Cognitive constraints on multimedia learning: When presenting more material results in less understanding. Journal of Educational Psychology. 93(1), 187-198. [16]

Morrow, D., D’andrea, L., Stine-Morrow, E.A.L., Shake, M., Bertel, S., Chin, J., Kopren, K., Gao, X., Conner- Garcia, T., Graumlich, J., & Murray, M. (2012). Comprehension of multimedia health information among older adults with chronic illness. Visual Communication 11:347. [4]

Nelson, D. E., Hesse, B. W., & Croyle, R. T. (2009). Making data talk: Communicating public health data to the public, policy makers, and the press. New York: Oxford University Press. [11, 15, 17]

Peters, E., Dieckmann, N., Dixon, A., Hibbard, J., & Mertz, C. (2007). Less is more in presenting quality information to consumers. Medical Care Research and Review, 64(2), 169-190. [1, 2, 10]

Peters, E., Dieckmann, N., Västfjäll, D., Slovic, P., & Hibbard, J. (2009). Bringing meaning to numbers: The impact of evaluative categories on decisions. Journal of Experimental Psychology: Applied, 15, 213-227. [15, 16, 17, 18, 20]

Plain Language.gov. (2011, March). Federal plain language guidelinesexternal icon.  [8]

Prochaska, J., & DiClemente, C. (1983). Stages and process of self-change of smoking: Towards an integrative model of change. Journal of Consulting and Clinical Psychology, 51, 390-395. [5, 12, 13, 14]

Reddish, J. (2007). Letting go of the words: Writing web content that works. San Francisco, CA: Elsevier. [6]

Reyna, V., Nelson, W., Han, P., & Dieckmann, N. (2009). How numeracy influences risk comprehension and medical decision making. Psychological Bulletin, 125(6), 943-973. [15, 16, 17, 18, 20]

Schwartz, L. Woloshin, S. & Welch, H. (2009). Using a drug facts box to communication drug benefits and harms two randomized trials. Annals of Internal Medicine, 15(8), 516-527. [19]

Spyridakis, J. H. (1989). Signaling effects: Part II. Journal of Technical Writing and Communication, 19(4), 395-415. [9]

Tait, A. R., Voepel-Lewis, T., Zikmund-Fisher, B. J., & Fagerlin, A. (2010a). The effect of format on parents’ understanding of the risks and benefits of clinical research: A comparison between text, tables, and graphics. Journal of Health Communication, 15(5), 487-501. [4]

Tait, A. R., Voepel-Lewis, T., Zikmund-Fisher, B. J., & Fagerlin, A. (2010b). Presenting research risks and benefits to parents: Does format matter? Anesthesia and Analgesia, 111(3), 718-723. [4]

Trevena, L., Davey, H., Barratt, A., Butow, P., & Caldwell, P. (2006). A systematic review on communicating with patients about evidence. Journal of Evaluation in Clinical Practice, 12, 13-23. [9]

Visschers, V. H., Meertens, R. M., Passchier, W. W., & de Vries, N. N. (2009). Probability information in risk communication: A review of the research literature. Risk Analysis, 29(2), 267-287. [16, 18, 20]

Yin, H., Mendelsohn, A., Fierman, A., van Schaick, L., Bazan, I., & Dreyer, B. (2011). Use of a pictograph diagram to decrease parent dosing errors with infant acetaminophen: A health literacy perspective. Academic Pediatrics, 11(1), 50-57. [4]