Cognitive Research-Principles and Implications最新文献

Satisfaction of search: evidence of premature termination in a naturalistic image inspection task. 搜索的满意度：自然图像检查任务中过早终止的证据。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-08-28 DOI: 10.1186/s41235-026-00750-w

Andrew Hollingworth, Zexuan Niu, Claudia Mello-Thoms, Cathleen M Moore

{"title":"Satisfaction of search: evidence of premature termination in a naturalistic image inspection task.","authors":"Andrew Hollingworth, Zexuan Niu, Claudia Mello-Thoms, Cathleen M Moore","doi":"10.1186/s41235-026-00750-w","DOIUrl":"10.1186/s41235-026-00750-w","url":null,"abstract":"In radiology and in traditional visual search tasks, the detection of a first target in an image tends to impair the detection of additional targets, a phenomenon termed satisfaction of search (SOS) or subsequent search misses. The original explanation for SOS focused on early termination of inspection after having found a first target. Tests of this hypothesis have yielded mixed results, however. Here, we developed a novel task to examine the potential role of early termination in SOS. In our \"Ghosts in the Forest\" task, the visual search backgrounds were contour-dense natural scene images, and targets were semi-transparent face images drawn from two emotion categories: happy and angry. Targets were either high salience (HS) or low salience (LS), and scenes contained either one HS target, one LS target, or both an HS target and an LS target. First, we observed a robust SOS effect for the detection of LS targets, both in a sample of naïve observers (Experiment 1) and in a sample of radiologists (Experiment 2). Second, we observed an early termination effect following HS target detection. Third, the time spent searching after detecting an HS target reliably predicted the magnitude of the SOS effect at an individual participant level: SOS was most pronounced for those participants who terminated search earlier. Together, the results indicate that early termination of image inspection is a substantial cause of SOS in a task that embodies some of the core properties of medical image analysis.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":"11 1","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-08-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13582761/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148983037","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Space-time interference in action. 时空干扰在起作用。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-07-21 DOI: 10.1186/s41235-026-00745-7

Cindy Jagorska, Milena Michel, Martin Riemer

{"title":"Space-time interference in action.","authors":"Cindy Jagorska, Milena Michel, Martin Riemer","doi":"10.1186/s41235-026-00745-7","DOIUrl":"10.1186/s41235-026-00745-7","url":null,"abstract":"Space-time interference has been frequently reported in perceptual paradigms, but it is unclear to what extent these effects generalize to action-related tasks. We therefore investigated whether space-time interference extends to the execution of goal-directed reaching movements towards 3D objects presented in immersive virtual reality. Forty participants performed both perceptual and motor judgments with respect to the spatial and temporal occurrence of sequentially from left to right presented 3D spheres, with spatial and temporal interstimulus intervals systematically varied. Consistent with previous findings in 2D paradigms, we observed bidirectional interference in a goal-directed pointing task: larger spatial intervals delayed temporal predictions (positive space-on-time effect), whereas longer temporal intervals shifted spatial predictions leftward (negative time-on-space effect). Perceptual judgments showed a significant positive time-on-space effect, but no space-on-time effect. Interference effects in perceptual and pointing tasks were not correlated. Our findings demonstrate that space-time interference extends to more complex motor behavior, highlighting its relevance for everyday actions such as reaching, catching, and navigating.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13396324/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148537312","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visual working memory training enhances simulated mine monitoring performance: the modulating role of memory growth potential. 视觉工作记忆训练提高模拟矿井监测性能：记忆生长势的调节作用。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-07-17 DOI: 10.1186/s41235-026-00746-6

Rongjuan Zhu, Xiaoliang Ma, Peiyu Liu, Qi Hui

{"title":"Visual working memory training enhances simulated mine monitoring performance: the modulating role of memory growth potential.","authors":"Rongjuan Zhu, Xiaoliang Ma, Peiyu Liu, Qi Hui","doi":"10.1186/s41235-026-00746-6","DOIUrl":"10.1186/s41235-026-00746-6","url":null,"abstract":"The transition to Industry 4.0 in mining has shifted operator roles from manual control to cognitive supervision, demanding heightened visual working memory (VWM) for monitoring complex data interfaces. This study examines whether adaptive VWM training improves performance in safety-critical monitoring tasks and whether individual differences in memory growth potential modulate this efficacy. Using a randomized controlled design with 59 participants, we employed a continuous metric of memory growth potential ΔK (K6-K4) to represent latent cognitive plasticity. Results show that VWM training significantly enhanced VWM capacity, with the magnitude of gains being positively predicted by an individual's initial memory growth potential. These training benefits selectively transferred to a simulated mine monitoring task; specifically, higher growth potential positively predicted greater behavioral improvements in both gas and equipment monitoring. By contrast, no transfer occurred on a near-transfer VWM precision task. These findings suggest that VWM training yields selective, task-specific improvements in performance on simulated mining monitoring tasks, while highlighting the necessity of personalized assessment and training protocols that account for individual differences in cognitive plasticity.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13669261/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148473460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Correction: Metacognition and diagnostic decision-making: short "blips" of knowledge and the consequences of overconfidence. 纠正：元认知和诊断性决策：知识的短暂“闪光点”和过度自信的后果。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-07-13 DOI: 10.1186/s41235-026-00742-w

Seok-Sung Hong, Lisa K Son, Kyungil Kim

引用次数: 0

Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies. 画画还是打手势？先验知识对具身教学法的影响有调节作用。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-07-13 DOI: 10.1186/s41235-026-00740-y

Icy Yunyi Zhang, Zoey Zhao, Rui Yu, Jennifer Tan, Ji Y Son

{"title":"Drawing or gesturing? Prior knowledge moderates the impact of embodied pedagogies.","authors":"Icy Yunyi Zhang, Zoey Zhao, Rui Yu, Jennifer Tan, Ji Y Son","doi":"10.1186/s41235-026-00740-y","DOIUrl":"10.1186/s41235-026-00740-y","url":null,"abstract":"Educators face persistent challenges in fostering deep understanding of abstract STEM concepts. Theories of embodied cognition propose that grounding abstract ideas in bodily action and perception can enhance learning. Teachers often intuitively use embodied pedagogies such as gesturing and hand-drawing in the classroom, both by performing these themselves or asking students to do these actions, yet the comparative effects of these different types of embodied pedagogies are not well understood. Furthermore, the effect of these pedagogies needs to be put into perspective of students' varying levels of prior understanding. It is unlikely that a single pedagogy will suit all learners. Building on research examining how embodied pedagogies interact with prior knowledge, we contrasted gesture-based and hand-drawing-based instruction in a college-level introductory statistics and data science course. Students were randomly assigned to view instructional videos that enacted either drawing or gesture then reenacted the demonstrated actions. Results showed that prior knowledge significantly moderated instructional effectiveness: For low-prior-knowledge learners, gesture-based instruction outperformed drawing-based instruction, whereas no difference emerged for high-prior-knowledge learners. The findings of this study contribute to our theoretical understanding of how embodied pedagogies impact learning and offer practical insights for tailoring embodied pedagogies to learners' prior knowledge in the classroom.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13642867/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148431158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Self-face recognition under self-implicating threat: preserved self-prioritization and recalibrated control dynamics. 自我暗示威胁下的自我面孔识别：保留的自我优先级和重新校准的控制动力学。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-07-01 DOI: 10.1186/s41235-026-00744-8

ChaoZheng Huang, Hui Jiang, HanBin Sang, Pei Xie, AiBao Zhou

{"title":"Self-face recognition under self-implicating threat: preserved self-prioritization and recalibrated control dynamics.","authors":"ChaoZheng Huang, Hui Jiang, HanBin Sang, Pei Xie, AiBao Zhou","doi":"10.1186/s41235-026-00744-8","DOIUrl":"10.1186/s41235-026-00744-8","url":null,"abstract":"Self-related information is typically processed with high priority, but in everyday life self-relevant cues are often embedded in socially evaluative or self-related crime contexts. The present study examined whether a self-related crime context disrupts self-face prioritization or instead recalibrates its behavioral and neural expression. Participants completed a self/other face judgment task after three contextual framings: self-related crime, self-irrelated crime, and self-related non-crime. Event-related potentials and time-frequency activity were recorded to characterize the temporal dynamics of face processing. Behaviorally, self-faces were recognized faster than other-faces overall, but responses to self-faces were slower in the self-related crime condition than in the other contexts. The N170 was not modulated by face type or context, suggesting that early structural encoding was relatively insensitive to contextual framing. In contrast, self-faces elicited larger N250 and P3 amplitudes than other-faces across contexts, indicating preserved self-related identity activation and post-perceptual evaluation. Crime-related framing also increased N250 and P3 amplitudes more broadly, consistent with enhanced contextual salience or evaluative significance. Time-frequency analyses further showed context-dependent theta and alpha modulations, suggesting altered control dynamics and attentional gating when self-relevance was paired with crime-related meaning. These findings indicate that self-implicating negative contexts do not eliminate self-prioritization. Instead, they preserve core electrophysiological indices of self-processing while recalibrating behavioral efficiency and oscillatory control dynamics.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13593988/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148362861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Out of sight, out of mind? How discarded items shape environmental judgments. 眼不见，心不烦？废弃物品如何影响环境判断。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-06-28 DOI: 10.1186/s41235-026-00743-9

Emil Skog, John E Marsh, Patrik Sörqvist

{"title":"Out of sight, out of mind? How discarded items shape environmental judgments.","authors":"Emil Skog, John E Marsh, Patrik Sörqvist","doi":"10.1186/s41235-026-00743-9","DOIUrl":"10.1186/s41235-026-00743-9","url":null,"abstract":"Consumers often inspect products before making purchase decisions. Some items are selected for their shopping baskets, while others are discarded. Can discarded products influence how the selected set is perceived? We examined this question across two experiments. Participants viewed sequences of grocery products, some included in the shopping basket and some discarded, and were asked to provide a summative estimate of the included set's environmental friendliness after presentation. In Experiment 1, participants had to remember which items to consider for the upcoming judgment, as each item disappeared after presentation. In Experiment 2, each item remained visible after presentation. Discarded green (environmentally friendly) items produced a downshift in perceived environmental friendliness of the included set of items in Experiment 1 (a contrast effect), but an upshift in Experiment 2 (an assimilation effect). Correspondingly, discarded red (environmentally harmful) items produced an upshift in Experiment 1 and a downshift in Experiment 2. These findings show that discarded items can shift judgments of environmental friendliness, but that the direction of this effect depends on whether discarded items are mentally excluded or perceptually integrated with the remaining set.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13315070/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148340543","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Implicit learning of social information in contextual cueing. 情境线索中社会信息的内隐学习。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-06-23 DOI: 10.1186/s41235-026-00736-8

Lijeong Hong, Min-Shik Kim

{"title":"Implicit learning of social information in contextual cueing.","authors":"Lijeong Hong, Min-Shik Kim","doi":"10.1186/s41235-026-00736-8","DOIUrl":"10.1186/s41235-026-00736-8","url":null,"abstract":"Human attention is often guided by contextual cues that signal where or how to focus in complex environments. Research on object contextual cueing has largely emphasized spatial regularities, but it remains unclear whether socially meaningful information can also provide such guidance. Across three experiments using face stimuli, we examined whether social cues can serve as contextual cues independently of spatial arrangements. In all experiments, participants searched for a target face among distractor faces, with spatial configurations fully randomized on every trial, and contextual information was defined by different types of social mappings. In Experiment 1, the cue was defined by consistent associations between a target identity and a specific set of distractor identities. In Experiment 2, the cue was the overall mood, quantified as the ratio of angry to happy faces. In Experiment 3, the cue was relational information, specifically facing-direction patterns within pairs of profile-view faces. Performance under Consistent Mapping conditions was compared with Variable Mapping conditions, in which these social regularities changed across trials. Bayesian analyses revealed reliable contextual cueing effects across all three experiments, with faster responses under Consistent than Variable Mapping conditions. The effect was strongest in Experiment 2, suggesting that global social cues may be encoded more efficiently than local relational cues. Post-experiment awareness tests indicated minimal explicit knowledge and no reliable association between awareness measures and contextual cueing. Together, these findings suggest that socially meaningful relational structure can provide stable predictive information that supports object-based contextual learning even when spatial regularities are absent.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13547194/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148303510","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A downside of conceptual metaphor: metaphoric alignments of black and white. 概念隐喻的缺点：黑与白的隐喻对齐。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-06-18 DOI: 10.1186/s41235-026-00739-5

Frank H Durgin, Safietou Marième Diop, Jessica Lewis-Owona, Olivia Eaton

{"title":"A downside of conceptual metaphor: metaphoric alignments of black and white.","authors":"Frank H Durgin, Safietou Marième Diop, Jessica Lewis-Owona, Olivia Eaton","doi":"10.1186/s41235-026-00739-5","DOIUrl":"10.1186/s41235-026-00739-5","url":null,"abstract":"Conceptual metaphor theory supposes that metaphor underlies much of human understanding. The implicit association test (IAT) has recently been used to quantify metaphoric alignments, like black and white, that may also be associated with racial bias. Here, in six experiments, we studied the extent to which performance on the controversial race IAT might be attributed to metaphoric alignments of white and black, such as with good and evil. Experiment 1 replicates a prior report that IAT scores for black-white color alone are as strong as those associated with race. Experiment 2 shows that, for White participants, measured biases are just as strongly correlated between race and color IATs as between two different instances of the race IAT. Experiment 3 shows that metaphor-based color biases measured by IATs are just as strong among people who identify as Black as those who identify as White. Experiments 4 and 6 show that correlations between race and color IAT scores extend to Black participants. Experiment 5 shows that white-positive bias on a variety of color IATs is related to the figurative affective meanings of colors, not to literal color preferences or to explicit racial bias. Experiment 6 showed that variations in the figurative affective meanings of colors predicts within-group variation in scores on the race IAT. Across all experiments that tested both color and race IATs, variation in performance on a black-white color IAT (but not a blue-gray color IAT) was the strongest predictor of variation in performance on the Black-White race IAT.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13547199/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148273353","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Visual attention in bilingual instructional videos: effects of audiovisual congruency and subtitle language. 双语教学视频中的视觉注意：视听一致性与字幕语言的影响。

IF 3.6 2区心理学

Cognitive Research-Principles and Implications Pub Date : 2026-06-16 DOI: 10.1186/s41235-026-00741-x

Inka Romero-Ortells, Manuel Perea, Eva Gutierrez-Sigut, Jon Andoni Duñabeitia

{"title":"Visual attention in bilingual instructional videos: effects of audiovisual congruency and subtitle language.","authors":"Inka Romero-Ortells, Manuel Perea, Eva Gutierrez-Sigut, Jon Andoni Duñabeitia","doi":"10.1186/s41235-026-00741-x","DOIUrl":"10.1186/s41235-026-00741-x","url":null,"abstract":"How do subtitles shape where learners look, and what they learn, in bilingual instructional video? Subtitles are increasingly central to instructional video in multilingual education, where learners must integrate spoken input with written text. In the present paper, we recorded eye movements while university students watched two-speaker instructional videos to test the effects of audio language (original L2 vs L1 dubbed) and subtitle language (L1 vs L2). Experiment 1a (N = 40 Spanish L1, English L2) contrasted original English audio with Spanish-dubbed versions, and we found that dubbing shifted gaze from the speakers' mouths to their eyes; comprehension was also higher for dubbed L1 than original L2. Experiment 1b tested the same Spanish-speaking participants with English-audio videos containing either English (L2) or Spanish (L1) subtitles, and included native English speakers viewing the English-audio/English-subtitle condition as a comparison group. In both groups, participants consistently devoted most of their gaze to subtitles rather than to the speakers' eyes or mouths, independent of subtitle language; comprehension was equally high for L1 and L2 subtitles. Taken together, these findings indicate the key role of subtitles in guiding visual attention, with direct implications for the design of bilingual multimedia instruction.","PeriodicalId":46827,"journal":{"name":"Cognitive Research-Principles and Implications","volume":" ","pages":""},"PeriodicalIF":3.6,"publicationDate":"2026-06-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC13518776/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148266533","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0