Journal of Experimental Psychology-Applied最新文献

{"title":"Sending signals: Trigger warnings and safe space notifications.","authors":"Samuel Pratt, Payton J Jones, Victoria M E Bridgland, Benjamin W Bellet, Richard J McNally","doi":"10.1037/xap0000541","DOIUrl":"10.1037/xap0000541","url":null,"abstract":"<p><p>Trigger warnings and safe space notifications are common in higher education. Although researchers have evaluated these practices as mental health tools, little attention has been paid to the interpersonal signals they send. In this experiment conducted in fall 2024, we examined how trigger warnings and safe space notifications shape students' perceptions of instructors and the classroom environment. We randomly assigned 738 American undergraduate students to view videos of instructors delivering a brief lecture on trauma, preceded by the instructor providing a trigger warning, a safe space notification, both, or neither. Participants rated the instructor's epistemic trustworthiness, concern for student well-being, political orientation, and Left-Wing Authoritarianism scale, as well as their own feelings of psychological safety and willingness to discuss controversial topics in the classroom. Analyses using Bayes Factors provided substantial evidence that trigger warnings had no overall impact on students' perceptions. In contrast, safe space notifications increased students' feelings of psychological safety and willingness to discuss controversial topics. Safe spaces also increased perceptions of instructors as caring and trustworthy but signaled that instructors were liberal and left-wing authoritarian, including the subscale measuring support for top-down censorship. Implications for the use of trigger warnings and safe spaces in educational contexts are discussed. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144561547","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":"Congruent visuohaptic bimodality improves detection of defects.","authors":"Flavien Thuaire, Clément Belletier, Matthieu Lutz, Marie Izaute","doi":"10.1037/xap0000539","DOIUrl":"10.1037/xap0000539","url":null,"abstract":"<p><p>Quality control is often carried out by humans. They are more accurate than machines at detecting the many possible defects in complex objects. This task is often multisensorial because defects may be found using touch or vision, or both. A recent multisensory processing theory suggests that different sensory modalities have their own independent resources but rely on a central attentional system if these resources are exceeded. Conversely, different sensory modalities may be combined to exploit redundancies and complementarities to improve sensitivity, but information from the different modalities should be identical to produce such an improvement. The present study was conducted in 2020 and was designed to investigate visuohaptic sensitivity with the aim of improving methods for detecting defects. The main result of these experiments is that when participants benefited from both visual and haptic information, they were more accurate at detecting defects than when using only visual or haptic information. This improvement only occurred if the same defect was examined with both modalities. These results should be replicated in expert operators. Our results highlight the strength of multisensoriality because congruency yielded better performances than unimodal conditions and incongruency decreased accuracy but may allow two products to be checked at once. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144477287","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":"On the road to power: Showing benevolence and integrity fuels power granting.","authors":"Annika Scholl, Helen Rapp, Gerben A van Kleef, Kai Sassenberg","doi":"10.1037/xap0000535","DOIUrl":"10.1037/xap0000535","url":null,"abstract":"<p><p>Establishing power relations is often a democratic process in which people decide whom to grant social power (i.e., control over valued resources). But on which basis do people make this decision? When do they trust in a person's responsible use of power-and how does the target's behavior play into this decision? Here, we draw attention to the potential interplay between two behavioral ingredients-benevolence and integrity-borrowed from approaches on interpersonal trust. We argue that people more willingly grant power to others who (a) show <i>benevolence</i> (i.e., intentions to support shared, not selfish, interests) and can thus be trusted to use power responsibly, and particularly so (b) when others also show integrity (i.e., alignment between intentions and actions, or \"practicing what one preaches\"). Four studies (<i>N</i> = 1,151; Western samples; 2018-2021) supported this interplay of benevolence and integrity, highlighting when and why people willingly hand over power to someone. These findings extend prior approaches to leader emergence through a novel focus on the interplay between two central ingredients to power granting, which reveals that benevolence and integrity by themselves are not sufficient. Rather, the road to power is paved with benevolent intentions carried out with integrity. (PsycInfo Database Record (c) 2025 APA, all rights reserved).</p>","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144200550","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":"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":2.1,"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":2.1,"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":"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":"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":2.1,"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":"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":2.1,"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":"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":2.1,"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":"Investigating climate change through argumentation: Purposeful questioning supports argumentation and knowledge acquisition.","authors":"Kalypso Iordanou, Deanna Kuhn","doi":"10.1037/xap0000534","DOIUrl":"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":2.1,"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}