Fluency shapes evaluations: Feelings, interpretations, expectations, and goals

StatusPost-Print
Simple item page
dc.abstract.enEvaluations, including social evaluations, are shaped by multiple mechanisms. Much research shows that one factor influencing evaluations is the ease of processing (fluency). In this contribution, we discuss how this influence results from the intricate interplay of fluency with expectations and beliefs about fluency, as well as epistemic goals—both general preferences for knowledge acquisition and goals related to specific belief content. This discussion leads to several insights. First, evaluations typically increase with fluency, reflecting a preference for efficiency and the positive affect associated with low effort. Fluency can also enhance evaluation via beliefs that connect it with value and by supporting the broader epistemic goal of knowledge acquisition. However, evaluations can also increase with disfluency. This may result from beliefs that connect disfluency with value or from epistemic goals that prioritize avoiding knowledge, making disfluency a desirable state. Additionally, the value of stimuli depends on perceivers’ directional epistemic goals—their preferred belief state. If fluency facilitates preferred beliefs, it will increase evaluation, but if it facilitates undesirable beliefs, it will decrease evaluation. We review supporting evidence and introduce novel predictions. By integrating insights from the fluency framework and the epistemic motivation framework, we can better understand the mechanisms underlying evaluations, including key social judgments such as attractiveness and trust.
dc.abstract.otherabstrakt in german
dc.abstract.plAbstrakt po polsku
dc.affiliationInstytut Psychologii
dc.contributor.authorWinkielman, Piotr
dc.contributor.authorJasko, Katarzyna
dc.contributor.authorToo, Jenny
dc.contributor.editorFedermeier, Kara D.
dc.contributor.editorGoh, Joshua O. S.
dc.date.access2025-11-27
dc.date.accessioned2025-11-27T08:12:59Z
dc.date.available2025-11-27T08:12:59Z
dc.date.created2025-07-20
dc.date.issued2025
dc.description.accesstimeat_publication
dc.description.edition1
dc.description.physical179-205
dc.description.sdgNoSDGsAreRelevantForThisPublication
dc.description.seriesPsychology of Learning and Motivation
dc.description.seriesnumber82
dc.description.versionfinal_author
dc.description.volume82
dc.identifier.doi10.1016/bs.plm.2025.03.001
dc.identifier.isbn9780443314285
dc.identifier.issn0079-7421
dc.identifier.seriesissn0079-7421
dc.identifier.urihttps://share.swps.edu.pl/handle/swps/2041
dc.identifier.weblinkhttps://www.sciencedirect.com/bookseries/psychology-of-learning-and-motivation/vol/82/suppl/C
dc.languageen
dc.language.abstracten
dc.pbn.affiliationpsychologia
dc.publisher.ministerialElsevier
dc.relation.bookIntelligence in a Physiacal World
dc.relation.languageen
dc.relation.pages288
dc.rightsOther
dc.rights.questionYes_rights
dc.share.monoOPEN_REPOSITORY
dc.subject.enfluency
dc.subject.enEvaluations
dc.subject.enEpistemic Motivation Model
dc.subject.plfluencja
dc.swps.sciencecloudsend
dc.titleFluency shapes evaluations: Feelings, interpretations, expectations, and goals
dc.title.journalPsychology of Learning and Motivation
dc.typeMonographyChapter
dspace.entity.typeBook