Perfect Imperfections:

Handmade vs. Machine-made Recycling Signs

Sonia He
River Hill High School
Carol Werner
University of Utah
Mary Jane Sasser

River Hill High School

Introduction
In the United States, citizens recycled only one-third of the 251 million tons of municipal
waste generated in 2012 (Trudel, Argo, & Meng, 2015). Recycling rates are slightly better in
Howard County, however, still not adequate. According to Howard Countys curbside load
statistics from 2012, residents throw away 9.1% of paper and 6.0% of recyclable containers
(Evans). Recycling is crucial to protecting the environment; it decreases the amount of waste in
landfills that could instead be turned into new products. Much of what could be recycled end up
in landfills, and the rising landfill waste takes up valuable space that could otherwise be used as
habitat (Sussman & Gifford, 2011). Recycling is an effective way to divert waste away from
landfills. These unsatisfactory statistics remind people that recycling rates needs to improve.
Instructional signs are posters that are intended to inform, persuade, and remind viewers
to engage in a certain behavior (Sussman & Gifford, 2011). In many studies, signs have been
successfully used to encourage a behavior, such as recycling and composting. Most studies did
not report the production mode of the signs, but the majority of these signs were machine-made.
Currently, the effect of the production mode (machine-made vs. handmade) of the sign
has not been extensively researched. The purpose of this paper is to explore the difference
between handmade signs and machine-made signs and evaluate if and why handmade signs are
more effective at changing peoples behavior. Instructional signs that are handmade by the
students themselves may be more effective at increasing recycling in middle school cafeterias
because they embody the creator's passion for recycling and awareness that they were created by
similar peers may exert social influence for pro-recycling.
Background
There are a few ideas that need to be explained before proceeding into the arguments.
Recycling may commonly refer to the process of converting certain waste into new products. In
this paper, recycling will refer to the action of placing recyclable objects into the recycling bin.
The purpose of the signs is to increase the recycling rate, or the percentage of recyclable waste
students place in the recycling bins. Therefore, the effectiveness of a sign is directly proportional
to the recycling rate (i.e. the higher the recycling rate, the more effective the sign). Werner
(2013) explains the process of creating sustained behavior change. The first step is to form a
positive attitude towards the behavior, possibly by creating a social norm that encourages people

to conform to the desired behavior. The second step is to maintain the new behavior, such as with
the aid of reminders. Signs can assist in both steps: changing students attitude to make them
want to recycle and reminding students to recycle while they are in the process of disposing their
waste.
Handmade signs are created by hand without the use of technology, such as printers,
digital images, computer softwares, etc., which create uniqueness and eliminate mass production
capabilities and anonymity (Moisio, Arnould, & Price, 2004). One study provides suggestive
evidence that handmade signs are more effective than machine-made signs. Werner, Rhodes, and
Partain (1998) used two different signs to increase the recycling of polystyrene products at a
university cafeteria. Both of the signs informed students about the types of waste that belonged
in the recycling bins. During the first year of the study, the sign was handmade by the
universitys students and included real styrofoam objects (i.e. real cups, plates) as examples of
recyclable styrofoam objects. After being deemed too unprofessional, the handmade sign was
removed and required a different sign to be made. A year later, the second sign introduced was
computer-designed and included digital images of example styrofoam objects that could be
recycled.
Although no specific comparison was done between the two signs on their production
mode, the first sign appeared to be more effective at increasing styrofoam recycling than the
second sign, which suggests that there is a difference in effectiveness between handmade and
machine-made signs. This difference was mentioned, but not explored in detail, which provided
the idea for this paper.
Most students have encountered both the passionate teacher who is fiercely devoted to
teaching and the disengaged teacher who obviously dislikes their job. The passionate teacher is
better at teaching because of their enthusiasm, which inspires students, and subsequently may
increase student achievement (Mart, 2013). Now, compare a passionate teacher to a handmade
sign. Handmade signs are symbolic of the creators passion for recycling, which in a similar way
inspires the signs viewers to recycle.
Embodiment of the creator's passion for recycling
Passion is defined as the strong enthusiasm for an activity in which one invests time and
energy (Mart, 2013). The students who create the sign are passionate about recycling and display
their passion in the sign. Students who see the sign perceive love, or get an impression of the

creators strong emotions and passion that becomes manifested in the sign (Fuchs, Schreier, &
van Osselaer, 2015). This idea that students perceive the creators love and thoughts is important
because the ability to understand others is one of the mechanisms that turned humans into social
creatures (Kreuzbauer, King, & Basu, 2015).
Kreuzbauer, King, and Basu (2015) argue that people place more value on handmade
objects because they are a materialized representation of the creators expression and allow
others to look into the creators mind. In their study, participants were assigned to read one of the
various descriptions of either handmade wine glasses or handmade Swiss pocket watches. Next,
participants rated the objects value. When the objects were described as slightly varying from
each other (no two glasses within a series whose design is identical), they were valued the
highest. The uniqueness of each individual wine glass or Swiss pocket watch portrayed the
creators effort and careful time spent on the objects, and consequently, the participants felt that
the wine glasses meant more to the creator. Therefore, people value handmade objects more
because each individual product embodies one of the creators unique expressions. Although this
experiment tested the idea of the handmade effect on artisan objects, the same principle can
apply to recycling signs.
In addition to missing the personal expressions of the creator, machine-made objects lack
love, the intense feeling of affection. However, Fuchs, Schreier, and van Osselaer (2015) argue
that handmade objects do contain love because they show the immense amount of effort put into
their creation, making them more meaningful and thoughtful. In Fuchs, Schreier, and van
Osselaers initial survey intended to determine consumers thoughts towards handmade products,
responses included: It is made with love and Handmade products are... built with care and
love.
Whether or not the consumers preferred handmade products over machine-made
products, it is certain that people perceive handmade products to be imbued with love. In Study
2, the authors discovered that students in the Netherlands did in fact prefer handmade objects to
machine-made objects as gifts because handmade objects display love (Fuchs, Schreier, & van
Osselaer, 2015). Study 4 further confirmed the power of perceived love. Participant responses
indicated that U.S. consumers were willing to pay up to 17% more for the same bar of French
soap advertised as handmade than advertised as machine-made. By simply changing the
perceived production mode of a product (i.e. handmade or machine-made), the product had more

worth. To apply this concept to recycling signage, handmade recycling signs display the love of
their creators, while machine-made recycling signs do not. Similar to how consumers were
willing to pay more for the same product advertised as handmade, students may perceive
recycling to be more worthwhile from a handmade sign in comparison to a machine-made sign.
When the creators hand make the sign, their own positive beliefs about recycling are
transformed into the sign. The sign now embodies the creators appreciation for recycling and
pro-environmental thoughts and therefore has more of an impact. Students vicariously
experience those thoughts and consequently, feel compelled to recycle. In addition, students
perceive that the signs are made with love, which has been proven to be an effective at making
something, such as recycling, seem more important. Handmade signs are a visual representation
of creators opinion towards recycling: that recycling is crucial, which is something that students
would not perceive from a machine-made sign. When students believe recycling means
something to creator, they, too, will believe recycling is important.
Perceived social norm for recycling
One of the following fads probably existed during your childhood years: Beanie Babies,
troll dolls, Cabbage Patch Kids, or Silly Bandz. You most likely bought one because everyone
else in the school had them and feared being the odd one out. It seemed normal to possess the fad
and you felt compelled to join in. This concept can apply to handmade signs. The handmade sign
represents the student body and tells students that everyone else recycles and so should they.
Handmade signs exert social influence because they promote a perceived pro-recycling social
norm, increase perceived source similarity, and establish a connection between the creator and
students.
Currently, recycling signs in Howard County high schools are designed by graphic
designers who are older than the teens being targeted (Evans). They appear to be very high tech
and do not appear to be made by similar students, but rather an older demographic. Handmade
signs will appear to be made obviously by students, so students will know the signs are created
by their similar peers. Werner, Rhodes, and Partain (1998) suggested that their signs hand created
by similar peers were more effective because other students felt a connection to the signs
creators. In addition, increased source similarity, which is defined as the similarity between the
signs creator and the signs viewer, has been proven to contribute to the power of social
influence (Faraji-Rad, Samuelson, & Warlop, 2015).

Handmade signs create a connection between the students and creators because they are
created by similar others. Goldstein, Cialdini, and Griskevicius (2008) formed several messages
intended to create a perceived towel recycling norm in order to persuade hotel room guests to
reuse their towels. When the message was specific to others who have stayed in the same room
(75% of the guests who stayed in this room participate rather than just 75% of the guests
participate), it was most effective. The authors speculate that because the current guests felt a
connection to the other guests stated in the statistic from sharing the experience of staying in the
same room, the current guest felt greater pressure to comply with the towel recycling norm.
Although these messages were on signs that were machine-made, the results supported the
hypothesis that people are influenced by similar peers opinions and behaviors. Therefore, a sign
is more impactful if students perceive it comes from similar students rather than an older graphic
designer because they feel a personal connection to the signs creators. If students know other
students made them, and the students perceive that other students are passionate about recycling,
they will think it is normal to recycle like the guests in the hotel room.
Social influence is a major factor in persuading people to engage in a behavior. Sussman
and Gifford (2013) explored the effectiveness of using models, people who demonstrated
composting behavior in front of the participants to increase composting rates in a university
cafeteria. The results indicated that when the participants witnessed the models displaying
composting behavior, composting rates were higher than when participants were not exposed to
the models. The models made a pro-composting social norm salient because they showed that
others are engaging in composting, which compelled the participants to conform. In a similar
way, handmade signs are analogous to the models that demonstrated composting; they show that
a pro-recycling social norm exists, which pressures students to recycle.
Faraji-Rad, Samuelsen, and Warlop (2015) find that advice is more persuasive when there
is similarity between the adviser and advice taker. The advice taker perceives the adviser's
preferences are correlated to his own preferences, making the advice seem more helpful and
credible. Likewise, because students perceive that the recycling message/advice given by the
sign is made by similar students, the message will be more powerful than the message on a
machine-made sign.
Because their similar peers believe in recycling, students should feel pressured into
conforming to the norm. Teens feel a connection to their similar others, making the perceived

pro-recycling social norm more salient and impactful. Students listen to other students more than
to an adult graphic designer to which they feel no connection and perceive no similar
preferences. Machine-made signs lack the personal connection and source similarity important to
handmade signs, which takes away the personal touch. Teenagers are particularly susceptible to
social influence in order to fit in, and this social norm shows students that they are the odd ones
out if they do not recycle.
Stimulus Materials: Handmade and Machine-made Signs

Who Designed
Appearance
Text
Food Containers
Materials

Size

Handmade

Machine Made

Middle School Students

Howard Countys Graphic Designer

Artsy

Professional

Handwritten

Computer-Typed

Real 3D Items

Digital Graphics

Poster Paper
Paint
Hot Glue
Real Food Containers

Adobe InDesign
Adobe Photoshop
Large-Format Printer

22 x 28

Figure 1: Chart of Handmade vs. Machine-made Recycling Signs

12 x 24

Figure 2: Handmade (left) and Machine-made (right) Recycling Signs

Study 1
In this study, the two types of signs were compared by placing the handmade signs and
machine-made signs in different schools. Recycling weight was collected over a three-week
period: one-week baseline and two-weeks intervention period. A greater increase in recycling
weight in one school would indicate a more effective sign.
Method
Setting and Participants
The cafeteria of Clarksville Middle School (CMS) and Folly Quarter Middle School
(FQMS) are used. 608 CMS students and 544 FQMS students compose the majority of the
population, although staff and faculty may also eat there.
Experimental Design
Overview
The experimental design is a 5-day baseline period followed by a two-school week
intervention period. From a random coin toss, handmade signs were assigned to Clarksville
Middle School, and machine-made signs were assigned to Folly Quarter Middle School.

Baseline and intervention conditions

During the baseline-period, for five consecutive days, the investigator measured the
recycling weight of the previous conditions of each school. During the intervention period, the
assigned signs (handmade or machine-made) were put above each recycling bin in the cafeteria.
Everyday for two five-day weeks, the recycling was weighed.
Dependent Measure
Recycling Weight
Recycling data were collected daily, at approximately the same time in the afternoon
(2:55 p.m. to 2:15 p.m.). The investigator formed a team of six students at CMS and three
students at FQMS to weigh the plastic bags in the recycling bins. Students used a weight scale
and formed an assembly line to weigh the recycling bags. One student took the recycling bag out
of the recycling bin, and passed the bag onto another student who carried the bag to the scale.
They then passed the bag to the student who was standing on the scale. The scale was tarred to
the student, so it only showed the weight of the recycling bag.
Data Analysis
For analyses, the recycling weight was simplified by week. First, the sum across all four
recycling bins was calculated each day. Those sums were added and divided by the number of
days (5) to calculate the mean recycling rate per day for each week, Baseline, Week 2, and Week
3. This data was entered into SPSS to find any significant changes in recycling weight in either
school and analyzed using a repeated measures ANOVA.
Results
Recycling Weight
Analysis shows a marginally significant increase in recycling with both signs between the
Baseline and the combined Weeks 2 and 3. Figure 3A appears to show that there is a higher
increase for the machine-made signs, but this is not supported by the statistical analysis. As
shown in Figure 4, both signs resulted in a small but insignificant increase in recycling, simple
effect for time, F(1, 7) = 3.62, p < .099, MSE = 309.16, partial eta2 = .34. There was no
interaction between sign type and the two time periods (baseline and intervention), indicating
that recycling increased equally for the two signs, interaction F(1, 7) = 0.52, n.s.
The schools did not differ in the amount of recycling, which shows the two conditions (machine
sign vs. handmade sign) did not differ.

B
Figure 3: Weight of Recycling

Figure 4: ANOVA Summary Table

Study 2
In this study, the two types of signs were compared by introducing machine-made signs
first, which were later replaced by handmade signs in one school only. Recycling, trash, and
compost weights were collected weekly over an eight-month period: six months with machinemade signs followed by two months with handmade signs. An increase in waste diversion rate
going from machine-made to handmade signs would indicate that handmade signs are more
effective, while the opposite is true for a decrease in waste diversion rate.
Method
Setting and Participants
The cafeteria of Clarksville Middle School (CMS) was used. 608 students composed the
majority of the population, although staff and faculty may also eat there. In addition, the staff
lounge was used. Staff and faculty generally ate lunch in the staff lounge every day.
Experimental Design
Overview
The experimental design is a six-month period with machine-made signs (Phase 1)
followed by a two-month period with handmade signs (Phase 2). Questionnaires were distributed
one week after Phase 2.
Phase 1 and Phase 2 Conditions
Phase 1 was conducted from October 2015 through March 2016. Phase 2 was conducted
from April 2016 through May 2016. The conditions of the cafeteria were identical to that of
Clarksville Middle Schools cafeteria in Study 1.

Figure 5: Phase 1: Machine-made (left) and Phase 2: Handmade (right)

Dependent Measures
Waste Diversion Rate
Recycling, trash, and compost data were collected weekly, at approximately the same
time in the afternoon (2:55 p.m. to 2:15 p.m.) on Wednesdays. The investigator formed a team of
six students weigh the plastic bags in the recycling, trash, and compost bins. The students
measured the weights in an identical fashion to Study 1.
Questionnaire
The purpose of this questionnaire is to act as a supplement to the recycling weight and
waste diversion rate data by inquiring about whether or not the students actually found the signs
to be different. This online questionnaire includes three sections. The first section asks for
demographics, including grade level and gender. The second section is composed of eight sign
comparison questions. The survey provides pictures of both signs: Sign A (handmade) and Sign
B (machine-made). The questions are formatted in a 5-option linear scale and ask about
attractiveness, informativeness, showing passion for recycling, etc. The final section is a free
response section asking for additional comments on both signs.

Figure 6: Sample Sign Comparison Question

Administration and sampling
CMS Sixth Grade Science Teacher, Mrs. Sandra Vinje, administered the survey. She
emailed the link to various teachers in each of the three grade levels (6th, 7th, 8th) at Clarksville
Middle School. The teachers assigned the survey as homework. Students completed the survey
one week after Phase 2 during the second week of May 2016. A total of 239 responses were
received.
Data Analysis
Waste Diversion Rate. For analyses of the recycling, trash, and compost weight, the waste
diversion rate was calculated for each of the two phases. Each of the five waste stations (one
recycling, trash, and compost bin) was treated as a separate unit. First, the sum of recycling,
trash, and compost was calculated for each of the five waste stations. Next, the following
equation was used:

sum of recycling + sum of compost

sum of recycling + sum of compost + sum of trash
The waste diversion rate of each waste station from both Phase 1 and Phase 2 were entered into
SPSS and analyzed using a t-test to find any significant differences between the two phases.
Questionnaire. For analyses of the sign comparison questions, the following point system was
used for the sign comparison questions:

Sign A __+2__ /__+1__ /__0__ /__+1__ /__+2__ Sign B

Favor Sign A
Neutral
Favor Sign B

Results
Waste Diversion Rate
A dependent t-test comparing the waste diversion rate between the period with the
machine made signs and the period with the handmade signs indicated a significant difference in
waste diversion. When the machine made signs were in place, there was a 66.4% diversion rate
and when the handmade signs were posted, diversion of recyclables and compostables increased
to 74.7%, a significant increase, dependent t(4) = 10.7, p < .001.
Questionnaire
The demographics are as follows: 45.2% female and 52.6% male, 74.5% 6th Grade, 22.6% 7th
Grade, 2.9% 8th Grade. 93.3% of students noticed the sign change in their cafeteria.
Question

Handmade

Machine-made

Do you prefer the real objects on Sign A or the

pictures of objects on Sign B?

324

52

Capturing and holding your attention?

367

21

Attractiveness?

290

39

Telling you which items you should recycle?

254

67

Is easier to read?

242

111

Shows the artists passion for recycling?

355

24

Targeted you personally?

251

23

Overall design that is better for its purpose: to

encourage recycling?

335

29

Figure 7: Summary of Questionnaire Responses

For each of the eight questions, the score for handmade signs is greater than the score for
machine-made signs.

Figure 8: Score Across All Questions

Figure 6 indicates the sum of scores across all eight-comparison questions. The score for
handmade signs, 2418, is significantly greater than the score for machine-made signs, 366.
Students greatly preferred the handmade sign to the machine-made sign.
General Discussion
The hypothesis was that middle school students would be more responsive to the
handmade recycling sign than machine-made recycling signs. In Study 1, this effect would be
shown in an interaction between sign type and time period, such that the handmade signs would
result in a greater increase in recycling during the intervention. The hypothesis was not
supported. Instead, the analysis showed that both signs increased recycling, but there was no
significant difference between the two signs. Therefore, both signs worked at increasing
recycling, but to the same extent.
In Study 2, support for the hypothesis would be shown in a significant increase in waste
diversion rate from Phase 1 (machine-made) to Phase 2 (handmade) and indicated by higher
score for handmade signs in the survey responses. The hypothesis was supported. The waste
diversion increased from 66.4% to 74.7%, which is a significant increase. Although there was
already high rate of recycling during Phase 1, switching the machine-made signs to handmade
signs was probably responsible for the significant increase in recycling. One legitimate question

about the project is whether the signs actually caused the changes. It is also possible that simply
having new signs was responsible for the increase. Another possible contributor to the increase
is social approval; the handmade signs stimulated discussion between the teachers and students,
and their discussions convinced each other to recycle more. The handmade signs may not have
directly encouraged students to recycle; it may have been indirect line, from the sign to opinion
leaders (i.e. teachers) to the other students. The total score for handmade signs was 2418, and the
total score for machine-made signs was 366. Across all the sign comparison questions, students
favored the handmade sign the over machine-made sign.
Students are slightly more responsive to handmade recycling signs than machine-made
recycling signs. This conclusion is supported by the survey responses and waste diversion rate
and not supported by the recycling weight data.
Limitations
This work has a number of limitations. The experimental design of Study 1 compares
handmade and machine-made signs by gauging the difference between two schools. In the ideal
situation, both schools would have the same baseline conditions in order to be able to accurately
compare the schools. However, there were many differences between the cafeterias of the
schools at the start of data collection. At Clarksville Middle School, there were four waste
stations made of one of each of the following bins: recycling, trash, and compost. However, at
Folly Quarter Middle School, there were only two waste stations made of two recycling bins,
two trash bins, and one small compost bin. The number of bins was almost the same; however,
because there was one sign per waste station, CMS had twice the number of signs as FQMS.
Therefore, the students at FQMS may have had a subpar chance at witnessing the signs and
experienced more crowding at the waste stations, which created a less pleasant experience of
sorting waste.
The handmade and machine-made signs were different in more aspects than only the
production mode. The machine-made sign was made before the handmade sign, so any
differences were due to making the handmade sign. For size, the machine-made sign was 12 x
24. However, the handmade sign required a larger size (22 x 28) in order to fit all the real
waste objects. The formatting of the information also slightly changed. During the first attempt,
the investigator tried to include exactly the same text and objects in the same organization as the
machine-made sign. However, this required a poster almost twice the size as the machine-made

sign. Therefore, the investigator categorized the waste into fewer groups and included fewer
examples of real objects than the number of pictures. None of these differences made both signs
significantly different from each other. However, perhaps the students showed a preference for
the handmade sign because of these differences, rather than the handmade aspect the investigator
had intended.
Measuring the weight of the recycling may not have given an accurate representation of
how much the students recycled. Different types of recyclables weigh different amounts. For
example, a styrofoam bowl weighs significantly less than a plastic container, such that it would
take many more styrofoam bowls to equal the weight of one plastic container. In addition, the
weights did not factor in any possibility of contamination. Students may have placed trash in the
recycling bin, which does not count as recycling. In the ideal situation, the contents of the
recycling bags would be emptied, and the students would count up the number of recyclables and
disregard the trash. However, this method would be highly impractical because it would take
much more time and effort, and it would very unhygienic. Measuring the weight of recycling
gave an accurate enough representation because the same method was used in both schools, so
the possible inequalities in weights and trash contamination at both schools would counteract
each other and allow for a valid relative comparison.
Conclusion
To the best of the researchers knowledge, this is the first article that explores the
difference in the production mode in signs. One major drawback of handmade signs is that they
require significantly more time and effort to make. Machine-made signs are more cost-effective
and, once designed, can be mass-produced because additional copies can be easily printed. As a
result, it is not always practical to hand make signs despite their increased effectiveness.
However, for problems such as recycling, the change in behavior requires time and the combined
effort from both the signs creators and student viewers. Therefore, it is the job of the creators to
reduce the amount of effort on the part of students by creating effective signs.
There are many applications for this research. The best option is to assign members of the
intended audience the task of designing and hand creating the signs. However, when it is
infeasible for signs to be created by the audience, graphic designers should collect input from
members of the intended audience.

The downside to handmade signs is that they cannot be mass-produced. However, if the
same handmade sign is somehow mass-produced, may lose its unique touch as well. Also, the
same sign is not universal because the audience changes in different locations. The audience for
that specific place must make the sign. In order to effectively persuade a behavior, the creator
must be willing to put in the time to make handmade signs rather than machine-made signs.
Further research could explore whether or not handmade is better than machine made for
other items (i.e. toys, food, etc.). One could also study how handmade vs. machine-made signs
can influence other pro-environmental behaviors, such as turning off the lights and conserving
water. This paper focuses on high school students. A study could be done on other age
demographics to see if the results apply across all age groups. This research is just one of many
steps towards a more sustainable future.
Acknowledgements
The author wishes to thank the following students: Alena Shen, Dick He, Zan Chaudhry,
Shaan Goel, Jacob Safeer, Jack Burns, Hudson Kennedy, Jay Mehta, and Charlotte Yoder for
weighing the recycling, trash, and compost at the middle schools. The author also wishes to
express gratitude to Principal Rick Wilson, Folly Quarter Middle School, and Principal Joelle
Miller, Clarksville Middle School, for permission to conduct the study at their schools and
Sandra Vinje for her vital assistance. Guidance and support from Carol Werner, professor at the
University of Utah, and Mary Jane Sasser, G/T Resource teacher at River Hill High School, is
gratefully acknowledged.

Works Cited
Berscheid, E., & Reis, H. T. (1998). Attraction and Close Relationships.
Evans, Gemma. Personal interview. 30 November 2015.
Faraji-Rad, A., Samuelsen, B. M., & Warlop, L. (2015). On the Persuasiveness of Similar Others:
The Role of Mentalizing and the Feeling of Certainty. Journal of Consumer Research,
ucv032.
Fuchs, C., Schreier, M., & van Osselaer, S. M. (2015). The Handmade Effect: What's Love Got
to Do with It?. Journal of Marketing, 79(2), 98-110.
Goldstein, N. J., Cialdini, R. B., & Griskevicius, V. (2008). A Room with a Viewpoint: Using
Social Norms to Motivate Environmental Conservation in Hotels. Journal of Consumer
Research, 35(3), 472-482.
Kim, S. B., & Kim, D. Y. (2014). The Effects of Message Framing and Source Credibility on
Green Messages in Hotels. Cornell Hospitality Quarterly, 55(1), 64-75.
Kreuzbauer, R., King, D., & Basu, S. (2015). The Mind in the ObjectPsychological Valuation
of Materialized Human Expression. Journal of Experimental Psychology: General,
144(4), 764.
Mart, C. T. (2013). A passionate teacher: Teacher commitment and dedication to student
learning. International Journal of Academic Research in Progressive Education and
Development, 2(1), 437-442.
Moisio, R., Arnould, E. J., & Price, L. L. (2004). Between Mothers and Markets Constructing
family identity through homemade food. Journal of Consumer Culture, 4(3), 361-384.
Praxmarer, S. (2011). How a presenters perceived attractiveness affects persuasion for
attractiveness-unrelated products. International Journal of Advertising, 30(5), 839-865.
Sussman, R., & Gifford, R. (2013). Be the Change You Want to See: Modeling Food
Composting in Public Places. Environment and Behavior, 45(3), 323-343.
Sussman, R., Greeno, M., Gifford, R., & Scannell, L. (2013). The Effectiveness of Models and
Prompts on Waste Diversion: a Field Experiment on Composting by Cafeteria Patrons.
Journal of Applied Social Psychology,43(1), 24-34.
Trudel, R., Argo, J. J., & Meng, M. D. (2015). Trash or Recycle? How Product Distortion Leads
to Categorization Error During Disposal. Environment and Behavior,
0013916515577635.
Werner, C. M. (2013). Designing Interventions That Encourage Permanent Changes in Behavior.
Green Organizations: Driving Change with IO Psychology, 208-230.
Werner, C. M., Rhodes, M. U., & Partain, K. K. (1998). Designing Effective Instructional Signs
With Schema Theory Case Studies of Polystyrene Recycling. Environment and
Behavior, 30(5), 709-735.