Presentation I gave at the 2015 European Association for Sport Management Annual Conference in Dublin, Ireland (September 2015).

2. WHAT IS THE SIZE
OF THE CROWD?

3. HOW BIG
IS THE CROWD?

4. HOW SMALL
IS THE CROWD?

6. HOW
LONG
IS THE
TRIP?

7. HOW
LONG
IS THE
TRIP?

8. HOW
SHORT
IS THE
TRIP?

9. “Explore the interplay of
NUMERICAL
CONVERSATIONAL
and
processes”
(Zhang & Schwarz, 2012, p. 258) | JCR

10. What effect do
QUALITATIVE
cues have on
NUMERICAL
perceptions?

11. MARKEDNESS
THEORY

12. relationship between
the two poles of an
opposition
BATTISTELLA (1990)

13. the evaluative
superstructure of
language
BATTISTELLA (1990)

14. as central to
grammar as energy
is to physics
SMOLENSKY (2006)

15. SHORT
TALL
CLARK (1969)
HEIGHT

16. SHORT
TALL
HEIGHT
CLARK (1969)

17. SHORT
TALL
HEIGHT
CLARK (1969)

18. SHORT
TALL
HEIGHT
CLARK (1969)

19. UNMARKED = TALL
usual
normal
positive
common
neutral
less specific
FRAENKEL & SCHUL (2008)

20. HOW LONG
WAS THE
GARDEN
HOSE?
HARRIS (1973)

21. HOW SHORT
WAS THE
GARDEN
HOSE?
HARRIS (1973)

22. HARRIS (1973)
LONG: 41.3 FT
SHORT: 20.5 FT

23. RELATED
THEORIES

24. INFORMATION LEAKAGE | McKENZIE & NELSON(2003)

25. IMAGINE A 4-OUNCE MEASURING
CUP IN FRONT OF YOU THAT IS
COMPLETELY FILLED WITH WATER UP
TO THE 4-OUNCE LINE. YOU THEN
LEAVE THE ROOM BRIEFLY AND COME
BACK TO FIND THAT THE WATER IS
NOW AT THE 2-OUNCE LINE.
INFORMATION LEAKAGE | McKENZIE & NELSON(2003)

26. WHAT IS THE
MOST NATURAL
WAY TO DESCRIBE
THE CUP NOW?
INFORMATION LEAKAGE | McKENZIE & NELSON(2003)

27. HALF
EMPTY
INFORMATION LEAKAGE | McKENZIE & NELSON(2003)

28. HALF
FULL
INFORMATION LEAKAGE | McKENZIE & NELSON(2003)
HALF
EMPTY

29. ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)

30. DURING A NIGHT’S
WORK AT THE
RESTAURANT WE GOT
MANY/FEW TIPS. THE
TIP BOWL WAS:
(A)HALF FULL
(B)HALF EMPTY
ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)

31. DURING A NIGHT’S
WORK AT THE
RESTAURANT WE GOT
MANY/FEW TIPS. THE
TIP BOWL WAS:
(A)HALF FULL
(B)HALF EMPTY
ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)

32. DURING A NIGHT’S
WORK AT THE
RESTAURANT WE GOT
MANY/FEW TIPS. THE
TIP BOWL WAS:
(A)HALF FULL
(B)HALF EMPTY
ARGUMENTATIVE ORIENTATION THEORY | HOLLEMAN & PANDER MAAT (2009)

33. STUDIES

34. STUDY
MARKEDNESS
+ FREQUENCY

35. …unmarked is often
taken to mean that it
is, for example, more
FREQUENT, natural,
simple…

38. CARNEIRO & MYLONAKIS (2009)
POLGREEN, CHEN, PENNOCK, & NELSON (2008)
7-10 DAYS
BEFORE CDC

39. CHOI & VARIAN (2012)
PREDICT
CAR SALES

40. DRUG
INTERACTIONS
WHITE, TATONETTI, SHAH, ALTMAN & HORVITZ (2013)

41. MUCH
HIGH
HOT
LONG
WIDE
OLD
TALL
BIG
LITTLE
LOW
COLD
SHORT
NARROW
YOUNG
SHORT
SMALL

42. BIG VS.
SMALL

43. UNMARKED > MARKED

44. STUDY 2
STUDY
MARKEDNESS
+ ESTIMATES

45. 1. UNMARKED
2. MARKED
3. “NEUTRAL”
HARRIS (1973)

46. HOW BIG IS THE AVERAGE
CROWD AT A COLLEGE
FOOTBALL GAME?

47. HOW SMALL IS THE AVERAGE
CROWD AT A COLLEGE
FOOTBALL GAME?

48. WHAT IS THE SIZE OF THE
AVERAGE CROWD AT A
COLLEGE FOOTBALL GAME?

49. 0
6,000
12,000
18,000
24,000
30,000
11,452
26,887
22,111
“BIG”
UNMARKED
“SMALL”
MARKED
“SIZE”
NEUTRAL
ATTENDANCE ESTIMATES

50. THEORY

51. MARKEDNESS
THEORY

52. FREQUENCY
+
ESTIMATES

53. JUDGMENT &
DECISION MAKING

54. “….when considering
different comparisons
within the task LOA, greater
understanding of the
FACTORS INFLUENCING THE
DEGREE to which various
possible comparisons are
viewed as sufficient reasons
or justifications is critical.”

55. “….when considering
different comparisons
within the task LOA, greater
understanding of the
FACTORS INFLUENCING THE
DEGREE = MARKEDNESS
possible comparisons are
viewed as sufficient reasons
or justifications is critical.”

56. “…we might be able to
predict which
comparison will likely
receive GREATER WEIGHT
and thus the resulting
‘effect.’ ”

57. “…we might be able to
predict which
MARKED TERM =
receive GREATER WEIGHT
and thus the resulting
‘effect.’ ”

58. QUANTITATIVE
JUDGMENT

59. (1) by analyzing more systematically the
different types of anchors that occur in
everyday life
(2) by identifying important contextual
moderators of anchoring effects, especially
social moderators
(3) by considering a wider variety of
consequences of anchoring beyond an
immediate influence on the extremity of a
given judgment
EPLEY & GILOVICH (2010, P. 21)

60. (1) by analyzing more systematically the
different types of anchors that occur in
everyday life
(2) by identifying important contextual
moderators of anchoring effects, especially
social moderators
(3) by considering a wider variety of
consequences of anchoring beyond an
immediate influence on the extremity of a
given judgment
EPLEY & GILOVICH (2010, P. 21)

61. MANAGERIAL
IMPLICATIONS

62. MARKETING RESEARCH

63. PUBLIC HEALTH

64. GOAL PURSUIT

65. COMPETITORS

66. SCROLLING ECONOMY

68. 158 WORDS

69. 158 WORDS
0.63%

70. 158 WORDS
0.63%

71. 12 WORDS 158 WORDS
0.63%

72. 12 WORDS 158 WORDS
8.3% 0.63%

73. MANY QUESTIONS/IDEAS?
FEW QUESTIONS/IDEAS?

74. CHRISTOPHER LEE
TEMPLE UNIVERSITY
CHRISLEE@TEMPLE.EDU
@SPORTSOLOGIST
CHRISTOPHERLEE.COM