Journal of Experimental Psychology-Applied最新文献

{"title":"A brief intervention to improve reasoning about accumulation.","authors":"Madison Fansher, Poortata Lalwani, Tyler J Adkins, Han Zhang, Madelyn Quirk, Madison Carlson, Aysecan Boduroglu, Richard L Lewis, John Jonides, Priti Shah","doi":"10.1037/xap0000532","DOIUrl":"10.1037/xap0000532","url":null,"abstract":"<p><p>Prior research suggests that people often misunderstand visualizations of inflow (e.g., deposits in a banking context) and accumulation (e.g., cumulative savings) in dynamic systems. The present study aimed to examine participants' understanding of accumulation functions and to develop and test the effectiveness of video-based interventions for improving understanding of accumulation. In Experiment 1, we tested the effectiveness of an intervention seated in the context of understanding COVID-19 data. In Experiment 2, we addressed several limitations of Experiment 1 and developed an improved, more general intervention to teach about accumulation in contexts outside of epidemiological data. The two randomized control experiments demonstrated that people fail to understand even simple systems with a single inflow that accumulates over time, with 44%-60% of participants earning a 0% on our pretest measure. However, we also demonstrated that video-based interventions illustrating the relationship between multiple representations of the same underlying data are an effective way to improve the understanding of the relationship between inflow and accumulation, with Experiment 1 suggesting that the effects of our intervention lasted up to 6-7 weeks after testing. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"99-125"},"PeriodicalIF":2.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143804492","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Merely increasing bids increases charitable donation.","authors":"Erika Weisz, Mina Cikara","doi":"10.1037/xap0000531","DOIUrl":"10.1037/xap0000531","url":null,"abstract":"<p><p>Amid a sea of requests for aid, what factors affect decisions to donate? Here, we investigate the efficacy of a manipulation of choice architecture to affect giving: increasing the number of bids available to donors to increase how much they give. Across six experiments (<i>N</i> = 6,153), participants recruited online responded to single- or multiple-bid donation requests. Viewing multiple bids for aid increased both intention to donate and actual donation without decreasing the proportion of people who donated at all. We rule out previously documented heuristics (i.e., 1/<i>n</i>, fairness), anchoring, and agency as explanations for our effect. Finally, we replicate our effect in a natural experiment (<i>N</i> = 10,000 donors): Presenting donors, giving their own money, with multiple bids increased the average donation by $8.77 (a 19.7% increase). Our findings have theoretical implications for invigorating prosocial behavior and offer practical suggestions for how charitable organizations can better engineer solicitations for aid. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"126-138"},"PeriodicalIF":2.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143442234","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Prior knowledge and new learning: An experimental study of domain-specific knowledge.","authors":"Zachary L Buchin, Neil W Mulligan","doi":"10.1037/xap0000520","DOIUrl":"10.1037/xap0000520","url":null,"abstract":"<p><p>It is commonly claimed that higher domain knowledge enhances new learning-the knowledge-is-power hypothesis. However, a recent meta-analysis (Simonsmeier et al., 2022) has challenged this idea, finding no overall relationship between prior knowledge and new learning across hundreds of highly variable effect sizes. The authors note that this variability and lack of randomized controlled experiments preclude broad claims regarding the influence of prior knowledge on learning. The present study (conducted in 2020) provides an experimental assessment of the causal effect of prior domain knowledge on new learning. Participants were randomly assigned to receive training in one of two academic domains over 3 days before learning new information about topics in both domains for a later test. Training was specific to three of four topics within that domain, allowing the untrained topic in the trained domain to act as a measure of new learning in that domain. New learning, measured as final test performance or knowledge gains, did not differ between the high and low domain knowledge conditions. Experimentally induced prior domain knowledge did not affect new learning. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"84-98"},"PeriodicalIF":2.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477817","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Comparing generating predictions with retrieval practice as learning strategies for primary school children.","authors":"Paulo F Carvalho, Karrie E Godwin","doi":"10.1037/xap0000523","DOIUrl":"10.1037/xap0000523","url":null,"abstract":"<p><p>This eye tracking study run in 2019 examines the learning benefits of two common active learning approaches-generating predictions and retrieval practice-for young children. Both generating predictions and retrieval practice are active learning approaches that involve generating responses and then being provided with the correct information or retrieving previously provided correct information. Participants included 90 children (<i>M</i>_age = 7 years; female = 46, male = 42). Parents reported children's race and ethnicity as follows: 2% Asian/Pacific Islander, 5% African American, 74% Caucasian, 3% other, and 6% identified as two or more categories; demographics largely reflective of the county where the data were collected, but nevertheless the generalizability of these findings to more diverse populations may be limited. In this study, young children learned facts about insects (e.g., \"Insects are hard on the outside.\") while we measured their attention to the lesson using eye tracking technology. Then their knowledge was assessed on an immediate test. All children were presented with the same materials, but the presentation order was modified based on condition assignment. In the generating predictions condition, children saw examples of animals and were asked if an animal was an insect or they saw animals and were asked to identify which one was the insect, followed by the correct response. In the retrieve condition, the presentation order was reversed such that children first saw the correct response and then were asked if the animal was an insect, or which of two examples was an insect. Results suggest that although retrieval practice results in overall better learning outcomes, generating predictions increased children's attention to the materials (<i>d</i> = 1.92), and among children who were able to maintain attention, learning outcomes were equal among the two conditions in an immediate test. This work highlights the importance of considering student-level factors when deciding the best learning strategies to implement. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"71-83"},"PeriodicalIF":2.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142477816","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Childhood poverty and its impact on financial decision making under threat: A preregistered replication of Griskevicius et al. (2011b).","authors":"Joe J Gladstone, Meredith Lehman, Mallory Decker","doi":"10.1037/xap0000526","DOIUrl":"10.1037/xap0000526","url":null,"abstract":"<p><p>We investigated the influence of childhood poverty on financial decision making under threat by replicating the findings of Griskevicius et al. (2011b), which found that individuals from lower socioeconomic backgrounds tend to make riskier financial decisions and prefer immediate over delayed gratification when exposed to mortality cues. Following an extension of life history theory to individual behaviors, the original research argued that these behaviors reflect a faster and riskier strategy to cope with survival threats. In a preregistered replication using the same procedures and instruments as the original study, we tested this hypothesis with a sample size 14.2 times larger than the original (1,010 vs. 71). We replicated the effect of mortality salience on risk-taking for people who experienced childhood poverty but with a substantially smaller effect size (η² = 0.004 vs. η² = 0.17 in the original). We failed to find any effect on time preferences in contrast to the original study's medium effect size (η² = 0.046). Although our findings partially support the results of Griskevicius et al. (2011b) on poverty and financial decision making, the drastically reduced effect sizes challenge the practical significance of these findings. Our replication results underscore the importance of large sample studies in understanding the effects of childhood socioeconomic status on future life decisions. They also suggest that frameworks beyond life history theory may be needed to reliably capture such relationships. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"139-151"},"PeriodicalIF":2.7,"publicationDate":"2025-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142819824","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Currency exchange rate bias.","authors":"Kwanho Suk, Jieun Koo","doi":"10.1037/xap0000537","DOIUrl":"https://doi.org/10.1037/xap0000537","url":null,"abstract":"<p><p>This research examines biases in judgments about currency exchange rates and presents two types of biases that are caused by ignorance of the nonlinearity between the exchange rate and the amount of base currency. First, the average exchange rate of multiple exchange transactions is overestimated. Second, the impact of a change in one currency's value on the counterpart currency is underestimated, when the change is a decrease but overestimated when the change is an increase. This research also demonstrates that these biases lead individuals to make suboptimal decisions, causing economic losses. Furthermore, this research examines the role of how exchange rate information is presented in reducing bias. Specifically, overestimation of the average exchange rate can be reduced by presenting the exchange rate in terms of the base currency instead of the quote currency. Bias in the judgment of the impact of exchange rate changes diminishes, when the focal currency to be judged is presented as the quote currency of the exchange rate. Last, this research shows that biases in currency exchange rates differ from biases in other types of ratios (e.g., velocity or fuel efficiency) because of the difference in the degree of fungibility. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144129157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"When job control backfires: A self-control perspective on the effects of job control on well-being and performance.","authors":"Sascha Abdel Hadi, Jan A Häusser, Stacey L Parker","doi":"10.1037/xap0000538","DOIUrl":"https://doi.org/10.1037/xap0000538","url":null,"abstract":"<p><p>Many job stress models emphasize the importance of job control as a resource that promotes well-being and performance. However, research has started to acknowledge that job control can sometimes also have negative effects. Our study adopts a self-control perspective to investigate these possible downsides. We hypothesized that job control should have negative effects on well-being and performance by enhancing self-control demands. However, we expected that only employees with low levels of trait self-control should experience negative effects of high job control due to increased self-control demands. We conducted a workplace simulation with an experimental manipulation of job control (high vs. low). We asked participants to complete an inbox task with work-related email inquiries and measured subjective well-being, as well as heart rate variability (HRV). Furthermore, we analyzed objective task performance. The findings revealed that, for individuals with low levels of trait self-control, job control negatively affected subjective well-being (i.e., anxiety and fatigue), but not HRV, through enhanced self-control demands. Although there was no evidence for mediating effects of self-control demands regarding performance, we found a (direct) moderation of trait self-control and job control in the form of lower performance of individuals with low trait self-control under high job control conditions. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144095554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Investigating climate change through argumentation: Purposeful questioning supports argumentation and knowledge acquisition.","authors":"Kalypso Iordanou, Deanna Kuhn","doi":"10.1037/xap0000534","DOIUrl":"https://doi.org/10.1037/xap0000534","url":null,"abstract":"<p><p>Over several weeks, 125 young adolescents engaged deeply with the topic of climate change in a discourse-based program designed to build argumentation skills. We put to a test the hypothesis that information on this complex and critical topic is best acquired and made use of in argument if acquiring it is experienced as having purpose and able to fulfill a role in argument. Activities in an experimental condition followed the program's practice of making available topic-related information in the form of brief questions and answers on an as-requested basis. Offered to them as a potential resource in peer dialogs on the topic, throughout the activity participants selected questions they wished answers to, and these were provided. Students in a comparison condition followed the traditional classroom practice of being assigned to read an introductory text as background information on the topic. It contained information identical to that in the questions and answer cards experimental group participants chose to access. Under both conditions, all information remained available once accessed. Both groups benefited in knowledge gain, as well as skill development in coordinating evidence with claims in final essays. However, the experimental group showed greater knowledge as well as skill gain, and a difference we suggest is attributable to the knowledge gained having an anticipated purpose making them more likely to make use of it. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143992385","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Are two heads better than one? Investigating the influence of collaboration on creative problem solving using the Remote Associates Task (RAT).","authors":"Alexander G Knopps, Kathryn T Wissman","doi":"10.1037/xap0000533","DOIUrl":"https://doi.org/10.1037/xap0000533","url":null,"abstract":"<p><p>Creativity and collaboration are considered fundamental skills for student success in science, technology, engineering, and mathematics education (Karimi & Pina, 2021) and consistently among the top-ranked skills for employers (Flaherty, 2021). The Remote Association Task (RAT) is an increasingly used tool to measure creative problem solving (Wu et al., 2020). However, no research has systematically investigated the effectiveness of working collaboratively versus individually using the RAT. The current research collected data between 2022 and 2023 on collaborative versus individual problem solving using the RAT. Participants worked collaboratively or individually to solve 20 RAT problems (Experiments 1 and 2) and completed a later individual test that involved the same 20 RAT problems and 20 novel RAT problems (Experiment 2). Outcomes suggest collaboration provides no benefits during initial problem solving but may benefit later individual problem solving. Evaluating how best to support creative processes in the context of collaboration has implications for supporting student success and helping them develop highly applicable skills. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-04-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144050993","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Mindful eating and food intake: Effects and mechanisms of action.","authors":"Lana Seguias, Danielle Ferriday, Elanor C Hinton, Tina McCaw, Katy Tapper","doi":"10.1037/xap0000530","DOIUrl":"https://doi.org/10.1037/xap0000530","url":null,"abstract":"<p><p>A key component of mindful eating is paying attention to the sensory properties of one's food as one eats (\"sensory eating\"). Some studies have found this reduces subsequent food intake while others have failed to replicate these effects. We report four laboratory studies that (a) examine effects of sensory eating on subsequent intake and (b) explore potential mechanisms of action. In each study, participants ate a small high-calorie snack with or without sensory eating and, 5-15 min later, were given larger snack portions from which they could eat freely. Sensory eating reduced intake of the second snack and could not be explained by increased sensory-specific satiety or priming of health-related goals. However, this effect disappeared when we controlled eating rate for the first snack. Given evidence that slower eating increases satiation and reduces intake, we conclude that sensory eating reduces intake by slowing eating rate. Exploratory analyses also revealed that (among nondieters) effects of sensory eating were pronounced when participants reported higher hunger. Thus, for weight management, sensory eating may be most beneficial for those who are naturally fast eaters and/or in situations where people are inclined to eat more quickly, for example, when hungry or in a hurry. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.7,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143544147","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}