The Effect of Positive and Negative Poster Messages on Organ Donor Registration.

BACKGROUND: There is a mismatch between the number of people who require transplants and the number of organ donors. Promotional materials have been shown to increase rates of organ donor registration. This study assessed the impact on the intention to join the organ donor registry of a gain-framed message about lives saved through organ donation compared to a loss-framed message about lives lost waiting for a transplant. METHODS: Two posters were designed that were identical other than the slogan. One slogan was gain-framed: "One organ donor can save 9 lives!" and the other loss-framed: "3 people die every day in the UK waiting for an organ transplant." Twenty copies of each were distributed between hospitals in Cambridge and Newcastle, UK, for 20 weeks. After 10 weeks, the gain-framed and loss-framed posters swapped locations. Each poster had a QR code that linked to the online organ donor register sign-up form, and the click-through rate was used to determine registration. Analysis was performed using a 2-tailed sign binomial test. RESULTS: Sixty-eight registrations occurred over a 20-week period. Overall, there was no significant difference in registrations between gain- and loss-framed posters (37 vs 31, P = .54). However, poster location influenced registration, as prior to the location swap there was a significant difference in gain-framed vs loss-framed posters (28 vs 10, P = .005). Additionally, registration was significantly higher in Cambridge vs Newcastle (47 vs 21, P = .01). CONCLUSIONS: Posters can increase organ donor register (ODR) registration independent of gain- or loss-framing. However, poster location, both intra- and inter-hospital, significantly influences effectiveness.

Why do alternative ways of responding improve children's performance on tests of strategic reasoning?

Changing the way in which children respond significantly improves performance across a variety of cognitive domains. However, the basis for this response-mode effect is unknown. To address this issue, the current study tested 78 preschool children on a measure of executive functioning (the windows task: Hala & Russell, ). The task requires children to point to an empty box to receive a box with a treat in it. There were four versions of the task, differing only in the way in which children made their responses. Children in the baseline condition, who pointed with their finger, performed poorly. However, children in three alternative response-mode conditions won the treat significantly more often. Strikingly, even children who pretended to be pointing with an arrow - but were in reality pointing with their finger - performed significantly better than baseline. We suggest that non-standard response modes encourage children to reflect on their actions and that this reduces the number of unreflective errors they make. The findings demonstrate that response-mode effects do not depend on the presence of a physical means of responding (such as an arrow), but can be achieved via a purely cognitive means (such as engaging in pretence).