This paper examines the effect of product display order on consumer satisfaction with product choice in products with a wide range of color variations. The studies showed that product displays based on analogous hue color schemes leads to greater visual harmony compared to complementary hue color schemes, as a result, choice difficulty decreases, and product choice satisfaction increases. Furthermore, individuals who employ a holistic thinking style are more likely to perceive visual harmony when presented with analogous hue color schemes.

This paper focuses on the variable GSS3, which is constructed from three items of the General Social Survey (GSS) and is assumed to have a close relationship with attitudes toward survey cooperation, and presents the results of three publicly recruited monitor web surveys. Section 1 briefly describes the research background. Section 2 outlines the relationship between the variable GSS3 and attitudes toward survey cooperation, which was found in the longitudinal “Japanese National Character Survey” (Yoshino, 2022). Section 3 describes the three web-based surveys and the issues that emerged in each survey. Section 4 compares the distribution of the GSS3 variable across surveys, including these three surveys. Section 5 enumerates situations in which the web surveys can be used effectively. The final section, Section 6, briefly touches on the relationship between AI and public opinion polls, which has become increasingly problematic in recent years.

Previous studies that compared the effects of verbal feedback with those of numerical rating on academic performance have shown inconsistent conclusions, and there is a need for meta-analytic investigation using a random effects model that effectively accounts for moderating factors. A meta-analysis was performed using a total of 32 effect sizes (defined as the standardized mean difference in academic performance between verbal feedback and numeric rating groups) extracted from nine studies. Estimates from random effects model revealed that the average effect size was = 0.42 (95%CI[0.17, 0.66], p = .002). Moderation analysis showed that the magnitudes of effect sizes for verbal feedback varied according to the type of feedback and learners’ age. The superiority of verbal feedback over numerical feedback became evident when learners were younger, and when verbal feedback was provided regarding whether task performance was sufficient rather than merely scolding or praising.