Journal of Experimental Psychology: General最新文献

{"title":"United States-China differences in cognition and perception across 12 tasks: Replicability, robustness, and within-culture variation.","authors":"Anjie Cao, Alexandra Carstensen, Shan Gao, Michael C Frank","doi":"10.1037/xge0001559","DOIUrl":"10.1037/xge0001559","url":null,"abstract":"<p><p>Cultural differences between the United States and China have been investigated using a broad array of psychological tasks measuring differences between cognition, language, perception, and reasoning. Using online convenience samples of adults, we conducted two large-scale replications of 12 tasks previously reported to show differences between Western and East Asian cultures. Our results showed a heterogeneous pattern of successes and failures: five tasks yielded robust cultural differences, while five showed no difference between cultures, and two showed a small difference in the opposite direction. We observed moderate reliability for all multitrial tasks, but there was little relation between task scores. As in prior work, cross-cultural differences in cognition (in those tasks showing differences) were not strongly related to explicit measures of cultural identity and behavior. All of our tasks, data, and analyses are openly available for reuse, providing a foundation for future studies that seek to establish a robust and replicable science of cross-cultural difference. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141310773","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How diversity in contexts and experiences shape perception and learning across the lifespan.","authors":"Sarah E Gaither, Rachel Wu","doi":"10.1037/xge0001671","DOIUrl":"https://doi.org/10.1037/xge0001671","url":null,"abstract":"<p><p>The field of psychology has a long history of studying how diversity influences various outcomes such as identity development, social behaviors, perceptions, and decision making. However, considering the ways that diversity science research has expanded in recent years, the goal of this special issue is to provide space to highlight work that centers on identifying and testing new pathways from which we learn about diversity broadly defined. Specifically, this set of articles across the November and December 2024 issues stresses the need for us as a field to consider one's context, one's social identities or group memberships, and other various individual difference factors that all shape how we experience different forms of diversity across the lifespan (infancy through early adulthood). We also discuss areas of research not reflected through the submissions and push the field to fill those gaps in future work. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142545809","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Attributions to discrimination in multiracial contexts: Isolating the effect of target group membership.","authors":"Laurie T O'Brien, Maria Casteigne, Tyler Waldon-Lee, Caley Lowe, Stefanie Simon","doi":"10.1037/xge0001475","DOIUrl":"10.1037/xge0001475","url":null,"abstract":"<p><p>Historically, psychological models of how people make judgments of discrimination have relied on a binary conceptualization of intergroup relations, making it unclear how people make judgments of discrimination in diverse, multigroup contexts. We propose that groups can vary in the extent to which they fit the prototype for targets of discrimination and that this variation influences judgments of discrimination in ambiguous circumstances. The present research examined attributions to discrimination when job applicants are rejected for a white-collar position. People consistently made more attributions to discrimination (ATDs) when managers rejected Black American as compared to Asian American job applicants, and when managers rejected Asian American as compared to White American job applicants. People also made more ATDs for rejected Black American as compared to Latino American applicants, but ATDs were similar for Latino and Asian American applicants. Overall, similar patterns were observed in majority White American samples and a Black/African American sample; only an Asian American sample did not make more ATDs for rejected Black than Asian American applicants. Six experiments (<i>N</i> = 2,321) found strong support for the relative fit hypothesis and suggest that, in a white-collar employment context, White Americans are a distant fit to the prototype for targets of discrimination, Asian and Latino Americans are an intermediate fit, and Black Americans are a close fit. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41130625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mind-wandering when studying valuable information: The roles of age, dispositional traits, and contextual factors.","authors":"Ashley L Miller, Alan D Castel","doi":"10.1037/xge0001674","DOIUrl":"https://doi.org/10.1037/xge0001674","url":null,"abstract":"<p><p>The factors that trigger lapses of attention (e.g., mind-wandering) during new learning remain unclear. The present study investigated whether the likelihood of experiencing an attentional lapse depends on (a) the importance of the material being studied and (b) the learner's age. In two experiments, younger and older adults completed a delayed free recall task in which to-be-remembered words were paired with point values. Thought probes were embedded into the encoding phase of each list to provide an index of one's ability to maintain attention on task and prevent recurrent lapses of attention (i.e., the consistency of attention). Experiment 1 revealed all individuals better remembered high-value information at the expense of low-value information, and older adults were more frequently focused on the task than younger adults. Participants were also less likely to remember an item at test if they experienced an attentional lapse while learning said item, and they were more consistently focused on the task when studying high-value information than when studying low-value information. Age did not moderate either of these effects. Experiment 2 replicated the findings from Experiment 1 and further revealed that the positive association between age and attentional consistency was explained by age-related differences in affect, motivation, personality, and attention-deficit hyperactivity disorder symptomology. Once these factors were accounted for, older age was associated with increased attentional <i>inconsistency</i> (less on-task focus). While future replication of this finding is needed, implications for education and theories of both mind-wandering and aging are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142545808","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Early developmental insights into the social construction of race.","authors":"Jamie Amemiya, Daniela Sodré, Gail D Heyman","doi":"10.1037/xge0001670","DOIUrl":"https://doi.org/10.1037/xge0001670","url":null,"abstract":"<p><p>The way that societies assign people to racial categories has far-reaching social, economic, and political consequences. One framework for establishing racial boundaries is based on <i>ancestry</i>, which historically has been leveraged to create rigid racial categories, particularly with respect to being categorized as white. A second framework is based on <i>skin tone</i>, which can vary within families and across the lifespan, and is thus more likely to blur racial boundaries. The persistence of these distinct cultural beliefs about race requires that they be transmitted to each new generation, but there have been few cross-cultural studies on their development during childhood. Participants (5- to 12-year-old children, <i>N</i> = 123) were from the United States, in which the ancestry model has been more prevalent, or from Brazil, in which the skin tone model has been more prevalent. In both countries, 5- to 7-year-olds endorsed the belief that skin tone determines race, for example, by assigning biological siblings with differing skin tones to different racial categories. However, racial concepts diverged among the 10- to 12-year-olds, with children from the United States shifting toward a classification based on ancestry and children in Brazil endorsing a classification based on skin tone even more strongly with age. These differing conceptions were especially evident with reference to white racial categorization: Older children from Brazil persisted in classifying lighter skinned people as white when they had African ancestry, unlike older children from the United States. These findings provide important insights into the developmental and cultural influences on racial classification systems. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142545807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The paradox of explaining: When feeling unknowledgeable prevents learners from engaging in effective learning strategies.","authors":"Stav Atir, Jane L Risen","doi":"10.1037/xge0001679","DOIUrl":"https://doi.org/10.1037/xge0001679","url":null,"abstract":"<p><p>People often need to learn complex information as part of their daily lives. One of the most effective strategies for understanding information is to explain it, for instance to a hypothetical other (Pilots 1 and 2). Yet, we find that learners prefer equally effortful but less effective learning strategies, even when incentivized to perform well (Study 1). Critically, we propose and find that learners' reluctance to explain is tied to their subjective knowledge of the material; learners who feel less knowledgeable about what they learned are most reluctant to explain it, despite the strategy being as effective for them (Study 2). An intervention that increased subjective knowledge (by having learners answer a few easy questions) increased learners' choice to explain, which was mediated by learners believing that explaining would be more pleasant and effective (Study 3). Directly manipulating beliefs about how fun and effective explaining is also boosted learners' willingness to explain (Study 4). Finally, because Studies 1-4 incentivized performance financially, we replicated key results in the classroom with students, finding improved scores on a class quiz (Study 5). The paradoxical implication of these findings is that those who need effective learning strategies the most are the ones least likely to use them. Put together, we find that subjective knowledge plays a key role in learning decisions and that boosting subjective knowledge is a simple intervention that can improve learning-related choices. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142467135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lexical inhibition after semantic violations recruits a domain-general inhibitory control mechanism.","authors":"Héctor O Sánchez-Meléndez, Kristi Hendrickson, Yoojeong Choo, Jan R Wessel","doi":"10.1037/xge0001642","DOIUrl":"https://doi.org/10.1037/xge0001642","url":null,"abstract":"<p><p>Language processing is incremental. As language signals-for example, words in a sentence-unfold, humans predict and activate likely upcoming input to facilitate comprehension. Prediction not only accelerates understanding but also prompts reassessment in the case of prediction error, fostering learning and refining comprehension skills. Therefore, it is paramount to understand what happens when linguistic predictions are violated-for example, when a sentence ends in an unpredicted word. One theory, which we test here, is that the originally predicted word is actively inhibited after semantic violations. Furthermore, we tested whether this purported lexical inhibition process is achieved by a domain-general mechanism-that is, one that also inhibits other processes (e.g., movement). We combined a semantic violation task, in which highly constrained sentences primed specific words but sometimes continued otherwise, with a motoric stop-signal task. Across two experiments, semantic violations significantly impaired simultaneous action-stopping. This implies that lexical and motor inhibition share the same process. In support of this view, multivariate decoding of electroencephalographic recordings showed early overlap in neural processing between action-stopping (motor inhibition) and semantic violations (lexical inhibition). Moreover, a known signature of motor inhibition (the stop-signal P3) was reduced after this initial overlap period, further suggesting the presence of a bottleneck due to shared processing. These findings show that semantic violations trigger inhibitory processing and suggest that this lexical inhibition recruits a domain-general inhibitory control mechanism. This provides a new perspective on long-standing debates in psycholinguistics, extends the range of a well-characterized cognitive control mechanism into the linguistic domain, and offers support for recent neurobiological models of domain-general inhibitory control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142467133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Lexical inhibition after semantic violations recruits a domain-general inhibitory control mechanism.","authors":"Héctor O Sánchez-Meléndez,Kristi Hendrickson,Yoojeong Choo,Jan R Wessel","doi":"10.1037/xge0001642","DOIUrl":"https://doi.org/10.1037/xge0001642","url":null,"abstract":"Language processing is incremental. As language signals-for example, words in a sentence-unfold, humans predict and activate likely upcoming input to facilitate comprehension. Prediction not only accelerates understanding but also prompts reassessment in the case of prediction error, fostering learning and refining comprehension skills. Therefore, it is paramount to understand what happens when linguistic predictions are violated-for example, when a sentence ends in an unpredicted word. One theory, which we test here, is that the originally predicted word is actively inhibited after semantic violations. Furthermore, we tested whether this purported lexical inhibition process is achieved by a domain-general mechanism-that is, one that also inhibits other processes (e.g., movement). We combined a semantic violation task, in which highly constrained sentences primed specific words but sometimes continued otherwise, with a motoric stop-signal task. Across two experiments, semantic violations significantly impaired simultaneous action-stopping. This implies that lexical and motor inhibition share the same process. In support of this view, multivariate decoding of electroencephalographic recordings showed early overlap in neural processing between action-stopping (motor inhibition) and semantic violations (lexical inhibition). Moreover, a known signature of motor inhibition (the stop-signal P3) was reduced after this initial overlap period, further suggesting the presence of a bottleneck due to shared processing. These findings show that semantic violations trigger inhibitory processing and suggest that this lexical inhibition recruits a domain-general inhibitory control mechanism. This provides a new perspective on long-standing debates in psycholinguistics, extends the range of a well-characterized cognitive control mechanism into the linguistic domain, and offers support for recent neurobiological models of domain-general inhibitory control. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486379","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Loyalty from a personal point of view: A cross-cultural prototype study of loyalty.","authors":"Samuel Murray,Gino Marttelo Carmona Díaz,Laura Sofía Vega-Plazas,William Jiménez-Leal,Santiago Amaya","doi":"10.1037/xge0001623","DOIUrl":"https://doi.org/10.1037/xge0001623","url":null,"abstract":"Loyalty is considered central to people's moral life, yet little is known about how people think about what it means to be loyal. We used a prototype approach to understand how loyalty is represented in Colombia and the United States and how these representations mediate attributions of loyalty and moral judgments of loyalty violations. Across seven studies (N = 1,984), we found cross-cultural similarities in the associative meaning of loyalty (Study 1) but found differences in the centrality of features associated with loyalty (Study 2) and the latent structure of loyalty representations (Study 3). Colombians represent loyalty in terms of more general moral characteristics, while U.S. participants represent loyalty in terms of interpersonal commitment, both in contrast with current approaches to loyalty. By comparing representations of loyalty and honesty, we establish that differences in loyalty conceptualizations reflect a different way of thinking about loyalty rather than morality more generally (Study 4). Further, Colombians attributed greater loyalty to individuals with general moral characteristics compared to participants from the U.S. sample (Study 5) and were more likely to classify nonloyal values as loyalty-related (Study 6). While the centrality of prototypical features predicts categorizing norm violations as loyalty-related, differences in prototypical structure account for differences in the severity of moral judgment for such violations (Study 7), which suggests that loyalty representations have similar functions, even though these representations differ in structural characteristics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":4.1,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142486376","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Loyalty from a personal point of view: A cross-cultural prototype study of loyalty.","authors":"Samuel Murray, Gino Marttelo Carmona Díaz, Laura Sofía Vega-Plazas, William Jiménez-Leal, Santiago Amaya","doi":"10.1037/xge0001623","DOIUrl":"https://doi.org/10.1037/xge0001623","url":null,"abstract":"<p><p>Loyalty is considered central to people's moral life, yet little is known about how people think about what it means to be loyal. We used a prototype approach to understand how loyalty is represented in Colombia and the United States and how these representations mediate attributions of loyalty and moral judgments of loyalty violations. Across seven studies (<i>N</i> = 1,984), we found cross-cultural similarities in the associative meaning of loyalty (Study 1) but found differences in the centrality of features associated with loyalty (Study 2) and the latent structure of loyalty representations (Study 3). Colombians represent loyalty in terms of more general moral characteristics, while U.S. participants represent loyalty in terms of interpersonal commitment, both in contrast with current approaches to loyalty. By comparing representations of loyalty and honesty, we establish that differences in loyalty conceptualizations reflect a different way of thinking about loyalty rather than morality more generally (Study 4). Further, Colombians attributed greater loyalty to individuals with general moral characteristics compared to participants from the U.S. sample (Study 5) and were more likely to classify nonloyal values as loyalty-related (Study 6). While the centrality of prototypical features predicts categorizing norm violations as loyalty-related, differences in prototypical structure account for differences in the severity of moral judgment for such violations (Study 7), which suggests that loyalty representations have similar functions, even though these representations differ in structural characteristics. (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":15698,"journal":{"name":"Journal of Experimental Psychology: General","volume":null,"pages":null},"PeriodicalIF":3.7,"publicationDate":"2024-10-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142467134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}