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Commentary on Eskreis-Winkler and Fishbach (2019): A Tendency to Answer Consistently Can Generate Apparent Failures to Learn From Failure. 对Eskreis-Winkler和Fishbach（2019）的评论：持续回答的倾向会产生明显的失败，从而从失败中吸取教训。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-21 DOI: 10.1177/09567976251333666
Stephen A Spiller
{"title":"Commentary on Eskreis-Winkler and Fishbach (2019): A Tendency to Answer Consistently Can Generate Apparent Failures to Learn From Failure.","authors":"Stephen A Spiller","doi":"10.1177/09567976251333666","DOIUrl":"https://doi.org/10.1177/09567976251333666","url":null,"abstract":"<p><p>Recent research suggests that failure undermines learning: People learn less from failure (vs. success) because failure is ego-threatening and causes people to tune out. I argue that the core paradigm (the Script Task) provides a confounded test of that claim. When people do not learn from test feedback, they may give internally consistent answers on a subsequent test. The Script Task's scoring guidelines mark consistent answers as correct following success but incorrect following failure. As a result, differences in performance between conditions may result from equivalent learning combined with consistent responding when people do not learn. A descriptive mathematical model shows that lower performance alone is insufficient to conclude that people learn less. An experiment with U.S. Amazon Mechanical Turk workers demonstrates that a retroactive manipulation without feedback replicates the effect. Because the effect of failure on performance is confounded with consistency, the Script Task is not diagnostic regarding whether people learn less from failure unless consistency is ruled out.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":" ","pages":"9567976251333666"},"PeriodicalIF":4.8,"publicationDate":"2025-04-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144008680","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}
引用次数: 0
Where Do Children Look When Watching Videos With Same-Language Subtitles? 孩子看同语言字幕视频时看哪里？
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-02 DOI: 10.1177/09567976251325789
Anastasiya Lopukhina, Walter J B van Heuven, Rebecca Crowley, Kathleen Rastle
{"title":"Where Do Children Look When Watching Videos With Same-Language Subtitles?","authors":"Anastasiya Lopukhina, Walter J B van Heuven, Rebecca Crowley, Kathleen Rastle","doi":"10.1177/09567976251325789","DOIUrl":"10.1177/09567976251325789","url":null,"abstract":"<p><p>Influential campaigns in the United Kingdom and the United States have argued that same-language television subtitles may help children learn to read. In this study, we investigated the extent to which primary-school children pay attention to and read subtitles and whether this is related to their reading proficiency. We tracked the eye movements of 180 British children in Years 1 to 6 who watched videos with and without subtitles. Results showed that attention to subtitles was associated with reading proficiency: Superior readers were more likely to look at subtitles than less proficient readers and spent more time on them. When children looked at words in the subtitles, they showed evidence of reading them. We conclude that some degree of reading fluency may be necessary before children pay attention to subtitles. However, by the third or fourth year of reading instruction, most children read sufficiently quickly to follow same-language subtitles and potentially learn from them.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":" ","pages":"223-236"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143764985","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}
引用次数: 0
Participating in a Digital-History Project Mobilizes People for Symbolic Justice and Better Intergroup Relations Today. 参与数字历史项目动员人们争取象征正义和更好的群体间关系。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-17 DOI: 10.1177/09567976251331040
Ruth Ditlmann, Berenike Firestone, Oguzhan Turkoglu
{"title":"Participating in a Digital-History Project Mobilizes People for Symbolic Justice and Better Intergroup Relations Today.","authors":"Ruth Ditlmann, Berenike Firestone, Oguzhan Turkoglu","doi":"10.1177/09567976251331040","DOIUrl":"10.1177/09567976251331040","url":null,"abstract":"<p><p>Awareness of past atrocities is widely seen as critical for restoring justice and building resilient democracies. Going beyond information provision, an increasing number of memorial sites, museums, and historical archives offer opportunities for public participation. Yet little empirical evidence exists on the impact of participation in the collective remembrance of past atrocities. Two experimental studies, a field-in-the-lab study with 552 university students in Germany and an online randomized control trial with 900 digital workers in Germany, showed that participating in a large-scale, digital-history project about Nazi persecution increased peoples' collective-action intentions for further commemoration activities and for activities that strengthen intergroup relations today. These effects persisted for 2 weeks. The findings suggest that digital-history projects can motivate collective action that is critical for symbolic justice and positive intergroup relations, thus contributing to well-functioning, pluralistic democracies.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":"36 4","pages":"249-264"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144043893","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}
引用次数: 0
Infant Gaze Following Is Stable Across Markedly Different Cultures and Resilient to Family Adversities Associated With War and Climate Change. 婴儿注视跟随在明显不同的文化中是稳定的，并且对与战争和气候变化相关的家庭逆境具有弹性。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-21 DOI: 10.1177/09567976251331042
Gustaf Gredebäck, Kim Astor, Herbert Ainamani, Linda van den Berg, Linda Forssman, Jonathan Hall, Joshua Juvrud, Ben Kenward, Samson Mhizha, Wangchuk, Pär Nyström
{"title":"Infant Gaze Following Is Stable Across Markedly Different Cultures and Resilient to Family Adversities Associated With War and Climate Change.","authors":"Gustaf Gredebäck, Kim Astor, Herbert Ainamani, Linda van den Berg, Linda Forssman, Jonathan Hall, Joshua Juvrud, Ben Kenward, Samson Mhizha, Wangchuk, Pär Nyström","doi":"10.1177/09567976251331042","DOIUrl":"https://doi.org/10.1177/09567976251331042","url":null,"abstract":"<p><p>Gaze following in infancy allows triadic social interactions and a comprehension of other individuals and their surroundings. Despite its importance for early development, its ontology is debated, with theories suggesting that gaze following is either a universal core capacity or an experience-dependent learned behavior. A critical test of these theories among 809 nine-month-olds from Africa (Uganda and Zimbabwe), Europe (Sweden), and Asia (Bhutan) demonstrated that infants follow gaze to a similar degree regardless of environmental factors such as culture, maternal well-being (postpartum depression, well-being), or traumatic family events (related to war and/or climate change). These findings suggest that gaze following may be a universal, experience-expectant process that is resilient to adversity and similar across a wide range of human experiences-a core foundation for social development.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":"36 4","pages":"296-307"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042144","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}
引用次数: 0
Person Knowledge Is Independently Encoded by Allocentric and Egocentric Reference Frames Within Separate Brain Systems. 在不同的大脑系统中，个人知识是由异中心和自我中心的参照系独立编码的。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-17 DOI: 10.1177/09567976251328430
Robert S Chavez, Taylor D Guthrie, Jack M Kapustka
{"title":"Person Knowledge Is Independently Encoded by Allocentric and Egocentric Reference Frames Within Separate Brain Systems.","authors":"Robert S Chavez, Taylor D Guthrie, Jack M Kapustka","doi":"10.1177/09567976251328430","DOIUrl":"https://doi.org/10.1177/09567976251328430","url":null,"abstract":"<p><p>Knowing the similarities among others is critical for navigating our social environments and building relationships. However, people can evaluate the similarity among others using two perspectives: other-to-other differences (allocentric similarity) or self-to-other differences (egocentric similarity). Here, we use functional magnetic resonance imaging (fMRI) to test whether the similarity of brain-response patterns when thinking of others and the self is predicted by behavioral models of allocentric and egocentric similarity in the representations of acquainted peers from 20 independent groups of adults (total <i>N</i> = 108; within-subjects design). Results show that both allocentric and egocentric similarity during person representation are reflected in brain-response similarity patterns when thinking of others, but they do so differentially and in nonoverlapping brain systems. These results suggest that the brain independently processes both allocentric and egocentric reference frames to encode trait information about conspecifics that we use to represent person knowledge about others within real-world social networks.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":"36 4","pages":"265-277"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144021301","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}
引用次数: 0
An Illusion of Time Caused by Repeated Experience. 由重复经历引起的时间幻觉。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-18 DOI: 10.1177/09567976251330290
Brynn E Sherman, Sami R Yousif
{"title":"An Illusion of Time Caused by Repeated Experience.","authors":"Brynn E Sherman, Sami R Yousif","doi":"10.1177/09567976251330290","DOIUrl":"https://doi.org/10.1177/09567976251330290","url":null,"abstract":"<p><p>How do people remember when something occurred? One obvious possibility is that, in the absence of explicit cues, people remember on the basis of memory strength. If a memory is fuzzy, it likely occurred longer ago than a memory that is vivid. Here, we demonstrate a robust illusion of time that stands in stark contrast with this prediction. In six experiments testing adults via an online research platform, we show that experiences that are repeated (and, consequently, better remembered) are counterintuitively remembered as having initially occurred further back in time. This illusion is robust (amounting to as much as a 25% distortion in perceived time), consistent (exhibited by the vast majority of participants tested), and applicable at the scale of ordinary day-to-day experience (occurring even when tested over one full week). We argue that this may be one of the key mechanisms underlying why people's sense of time often deviates from reality.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":"36 4","pages":"278-295"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144009248","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}
引用次数: 0
Co-Speech Hand Gestures Are Used to Predict Upcoming Meaning. 共同语音手势用于预测即将到来的意思。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-04-01 Epub Date: 2025-04-22 DOI: 10.1177/09567976251331041
Marlijn Ter Bekke, Linda Drijvers, Judith Holler
{"title":"Co-Speech Hand Gestures Are Used to Predict Upcoming Meaning.","authors":"Marlijn Ter Bekke, Linda Drijvers, Judith Holler","doi":"10.1177/09567976251331041","DOIUrl":"https://doi.org/10.1177/09567976251331041","url":null,"abstract":"<p><p>In face-to-face conversation, people use speech and gesture to convey meaning. Seeing gestures alongside speech facilitates comprehenders' language processing, but crucially, the mechanisms underlying this facilitation remain unclear. We investigated whether comprehenders use the semantic information in gestures, typically preceding related speech, to predict upcoming meaning. Dutch adults listened to questions asked by a virtual avatar. Questions were accompanied by an iconic gesture (e.g., typing) or meaningless control movement (e.g., arm scratch) followed by a short pause and target word (e.g., \"type\"). A Cloze experiment showed that gestures improved explicit predictions of upcoming target words. Moreover, an EEG experiment showed that gestures reduced alpha and beta power during the pause, indicating anticipation, and reduced N400 amplitudes, demonstrating facilitated semantic processing. Thus, comprehenders use iconic gestures to predict upcoming meaning. Theories of linguistic prediction should incorporate communicative bodily signals as predictive cues to capture how language is processed in face-to-face interaction.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":"36 4","pages":"237-248"},"PeriodicalIF":4.8,"publicationDate":"2025-04-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144042410","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}
引用次数: 0
Disagreeing Perspectives Enhance Inner-Crowd Wisdom for Difficult (but Not Easy) Questions. 不一致的观点增强了对困难（但不容易）问题的集体智慧。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-03-01 Epub Date: 2025-03-24 DOI: 10.1177/09567976251325518
Philippe P F M Van de Calseyde, Emir Efendić
{"title":"Disagreeing Perspectives Enhance Inner-Crowd Wisdom for Difficult (but Not Easy) Questions.","authors":"Philippe P F M Van de Calseyde, Emir Efendić","doi":"10.1177/09567976251325518","DOIUrl":"10.1177/09567976251325518","url":null,"abstract":"<p><p>Recently, it has been demonstrated that taking a disagreeing perspective increases the accuracy of inner crowds by enhancing estimation diversity. An insightful commentary reanalyzed the data using maximal random structure models and found no increase in accuracy when taking a disagreeing perspective. These findings present a curious challenge for inner-crowd research and hint at the importance of question variability. Here, we present the results of three preregistered experiments (total <i>N</i> = 2,884, with online adult participants from the United States and the United Kingdom) that reconcile these findings by discerning between the ease and difficulty of questions. The results support the notion that taking a disagreeing perspective is beneficial for difficult questions, yet harmful for easier questions. We emphasize that question difficulty is a key factor to consider when evaluating the effectiveness of any intervention designed to improve the accuracy of aggregate estimates through the enhancement of diversity.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":" ","pages":"147-156"},"PeriodicalIF":4.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143693121","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}
引用次数: 0
Differentiation in Cognitive Abilities Beyond g: The Emergence of Domain-Specific Variance in Childhood. 超越g的认知能力分化：儿童时期特定领域差异的出现。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-03-01 Epub Date: 2025-03-18 DOI: 10.1177/09567976251321382
Lisa Bardach, Robert Kalinowski, Drew H Bailey
{"title":"Differentiation in Cognitive Abilities Beyond <i>g</i>: The Emergence of Domain-Specific Variance in Childhood.","authors":"Lisa Bardach, Robert Kalinowski, Drew H Bailey","doi":"10.1177/09567976251321382","DOIUrl":"10.1177/09567976251321382","url":null,"abstract":"<p><p>Understanding how the structure of cognitive abilities changes depending on age and ability (age and ability differentiation) has critical implications for cognitive-ability assessments and cognitive-developmental theories. Most differentiation research has focused on general intelligence; however, we argue that the investments children make in specific domains and school-taught subjects should rather affect their domain-specific ability structures. Leveraging a representative longitudinal sample of 17,979 U.S. children who were assessed in mathematics, reading, science, working memory, and cognitive flexibility, we found that loadings on a general intelligence factor remained similar, whereas most domain-specific factor loadings increased over time. Hence, age and ability differentiation are conceptually distinct, with the former pertaining to specific abilities and the latter to general intelligence. We find some evidence that domain-specific abilities can compensate for lower general intelligence. Overall, our results encourage a nuanced understanding of children's cognitive development.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":" ","pages":"168-183"},"PeriodicalIF":4.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143658386","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}
引用次数: 0
*Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia. ADHD、阅读障碍和计算障碍的共现和因果关系。
IF 4.8 1区 心理学
Psychological Science Pub Date : 2025-03-01 Epub Date: 2025-03-18 DOI: 10.1177/09567976241293999
Elsje van Bergen, Eveline L de Zeeuw, Sara A Hart, Dorret I Boomsma, Eco J C de Geus, Kees-Jan Kan
{"title":"*Co-Occurrence and Causality Among ADHD, Dyslexia, and Dyscalculia.","authors":"Elsje van Bergen, Eveline L de Zeeuw, Sara A Hart, Dorret I Boomsma, Eco J C de Geus, Kees-Jan Kan","doi":"10.1177/09567976241293999","DOIUrl":"10.1177/09567976241293999","url":null,"abstract":"<p><p>ADHD, dyslexia, and dyscalculia often co-occur, and the underlying continuous traits are correlated (ADHD symptoms, reading, spelling, and math skills). This may be explained by trait-to-trait causal effects, shared genetic and environmental factors, or both. We studied a sample of ≤ 19,125 twin children and 2,150 siblings from the Netherlands Twin Register, assessed at ages 7 and 10. Children with a condition, compared to those without that condition, were 2.1 to 3.1 times more likely to have a second condition. Still, most children (77.3%) with ADHD, dyslexia, or dyscalculia had just one condition. Cross-lagged modeling suggested that reading causally influences spelling (β = 0.44). For all other trait combinations, cross-lagged modeling suggested that the trait correlations are attributable to genetic influences common to all traits, rather than causal influences. Thus, ADHD, dyslexia, and dyscalculia seem to co-occur because of correlated genetic risks, rather than causality.</p>","PeriodicalId":20745,"journal":{"name":"Psychological Science","volume":" ","pages":"204-217"},"PeriodicalIF":4.8,"publicationDate":"2025-03-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143650326","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}
引用次数: 0
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