Journal of Experimental Psychology-Applied最新文献_第3页

Testing effects for self-generated versus experimenter-provided questions. 测试自拟问题与实验者提供问题的效果。

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-08-17 DOI: 10.1037/xap0000487

Sarah J Myers, Hannah Hausman, Matthew G Rhodes

{"title":"Testing effects for self-generated versus experimenter-provided questions.","authors":"Sarah J Myers, Hannah Hausman, Matthew G Rhodes","doi":"10.1037/xap0000487","DOIUrl":"10.1037/xap0000487","url":null,"abstract":"Given the finding that retrieval practice improves memory, it is frequently suggested that students test themselves while studying. This study examined whether participants benefit from testing if they create and use their own test questions. In Experiment 1, participants read passages, generated questions about the passages, and then either answered their questions as they created them (the procedure used in previous studies) or after a delay. In Experiments 2 and 3, participants either generated questions and answered them after a delay (i.e., self-testing), answered experimenter-provided questions, or reread the passages before taking a final test administered shortly after learning or following a 2-day delay. The experiments found no benefits of answering one's own questions after a delay. In fact, those who self-tested tended to have worse performance on a final assessment of learning than the other learning conditions. Exploratory analyses suggested that participants' questions often did not target material that was on the later criterion test, which may explain why self-testing was not beneficial. The present study suggests that testing may not benefit learning if students create their own test questions. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"241-257"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"10005539","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}

引用次数: 0

Weighting ratings: Are people adjusting for bias in extreme reviews? 加权评分：人们是否在调整极端评论中的偏见？

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-10-30 DOI: 10.1037/xap0000497

Neel Ocean

{"title":"Weighting ratings: Are people adjusting for bias in extreme reviews?","authors":"Neel Ocean","doi":"10.1037/xap0000497","DOIUrl":"10.1037/xap0000497","url":null,"abstract":"The increasing importance of consumer ratings raises the question of whether people adjust for potentially fake or biased extreme opinions when judging products. Two studies tested treatments that trimmed the extremes of rating distributions. Neither removing extreme ratings while preserving the mean, nor flagging suspicious extreme ratings, nor priming individuals about review manipulation significantly affect judged product quality on average. However, judgments for specific distributions may be made less extreme by flagging or trimming. On average, it is difficult to override usage of the mean rating as the strongest proxy for product quality. When a weighted-mean model is fitted, the estimated weighting profile is hump-shaped and asymmetric. Consumers appear to discount 5-star ratings but are particularly susceptible to being misled by disingenuous 1-star ratings. The weights suggest that there is a binary bias with an inflection point at 2-stars for product ratings, meaning that any rating above this broadly sends an equally strong positive signal of quality. Further theoretical work is required to understand how people form weights for ratings, and applied work should continue to search for decision aids that could help consumers to better adjust for review bias. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"391-409"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71414746","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}

引用次数: 0

Market mindset can increase allocations in the trust game through proportional thinking. 市场思维可以通过比例思维增加信任游戏中的分配。

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-11-02 DOI: 10.1037/xap0000499

Anna O Kuzminska, Agata Gasiorowska, Anna M Hełka, Tomasz Zaleskiewicz

{"title":"Market mindset can increase allocations in the trust game through proportional thinking.","authors":"Anna O Kuzminska, Agata Gasiorowska, Anna M Hełka, Tomasz Zaleskiewicz","doi":"10.1037/xap0000499","DOIUrl":"10.1037/xap0000499","url":null,"abstract":"Prior research has demonstrated that adopting the market mindset hinders interpersonal trust. In the present work, we show that this effect is not universal, as trust can rise when people with the market mindset perceive the situation as resembling market-pricing principles. We start by showing that the Trust Game represents an interaction that people perceive as being more similar to market-pricing relationships rather than to communal-sharing relationships (pilot study; N = 114). In a series of three experiments, we then demonstrate that (a) compared to controls, participants with the market mindset make larger allocations in the Trust Game (Experiment 1; N = 131), (b) this effect is mediated by the motivation to use proportional thinking (preregistered Experiment 2; N = 581), and (c) compared to controls, people with the market mindset are more sensitive to proportions-their allocations in the Trust Game are significantly higher when multiplied by 4 compared to when multiplied by 2 (preregistered Experiment 3; N = 931). (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"376-390"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"71427917","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}

引用次数: 0

The effects of summarization and factual retrieval practice on text comprehension and text retention in elementary education. 总结和事实检索练习对小学教育中文本理解和文本保持的影响。

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-12-21 DOI: 10.1037/xap0000507

F H A Ophuis-Cox, L Rozendal, L Catrysse, D Joosten-Ten Brinke, G Camp

{"title":"The effects of summarization and factual retrieval practice on text comprehension and text retention in elementary education.","authors":"F H A Ophuis-Cox, L Rozendal, L Catrysse, D Joosten-Ten Brinke, G Camp","doi":"10.1037/xap0000507","DOIUrl":"10.1037/xap0000507","url":null,"abstract":"When reading a text in school, the goal is both text comprehension and text retention. We examined the effects of the learning strategies summarization and factual retrieval practice on third- and fourth-grade pupils' text comprehension and retention of factual knowledge from a text, using restudy as a control condition. The experiment was conducted in an authentic classroom setting, with teachers executing the experiment using original course materials. In 2016, 57 regular third- and fourth-grade pupils (M = 9.04 years old) read three different texts, and each applied three different learning strategies (summarization, retrieval practice and restudy, which were counterbalanced across texts) in subsequent practice sessions. After a 2-week delay, a final test was administered. The learning strategy summarization had a larger positive effect on text comprehension than factual retrieval practice, but had a similar effect compared to restudy. The learning strategy factual retrieval practice had a larger positive effect on text retention than both summarization and restudy. Implications for educational practice are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"258-267"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138832336","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}

引用次数: 0

Out of sight, out of mind: When and how perceived vulnerability decreases foreseeability and responsibility for causing harm in the marketplace. 看不见，想不起：感知到的脆弱性何时以及如何降低在市场上造成伤害的可预见性和责任。

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-12-25 DOI: 10.1037/xap0000506

Steven Shepherd, Alysson E Light

{"title":"Out of sight, out of mind: When and how perceived vulnerability decreases foreseeability and responsibility for causing harm in the marketplace.","authors":"Steven Shepherd, Alysson E Light","doi":"10.1037/xap0000506","DOIUrl":"10.1037/xap0000506","url":null,"abstract":"Numerous social categories are often seen as vulnerable to harm. In the context of firms causing harm to individuals, we seek to better explain when and why observers absolve firms of responsibility as opposed to holding them more accountable. We propose that when someone's identity is thought to make them vulnerable to harm, identity visibility (how observable the identity is) and frequency (how common the identity is) influence the perceived foreseeability of a harmful event and firm responsibility. Across five studies (total N = 2,101), we find that when visibility and frequency are low, perceptions of foreseeability decrease, in turn decreasing firm responsibility. We illustrate how visibility and frequency, and in turn foreseeability, can vary based on the characteristics of the individual being observed (e.g., the visibility or rarity of a health condition) or context (e.g., an otherwise visible identity may be invisible in an online service context). Foreseeability and firm responsibility increased when the harmed individual's rare health condition was reframed to communicate the firm's likelihood of interacting with any individual with the same health condition. Implications for consumer welfare, policy, and inclusivity are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"359-375"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139038114","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}

引用次数: 0

Repeated guessing attempts during acquisition can promote subsequent recall performance. 在习得过程中反复尝试猜测，可促进随后的回忆表现。

IF 2.7 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-08-10 DOI: 10.1037/xap0000493

Oliver Kliegl, Johannes Bartl, Karl-Heinz T Bäuml

{"title":"Repeated guessing attempts during acquisition can promote subsequent recall performance.","authors":"Oliver Kliegl, Johannes Bartl, Karl-Heinz T Bäuml","doi":"10.1037/xap0000493","DOIUrl":"10.1037/xap0000493","url":null,"abstract":"Taking a pretest before to-be-learned material is studied can improve long-term retention of the material relative to material that was initially only studied. Using weakly associated word pairs (Experiments 1 and 3), Swahili-German word pairs (Experiment 2), and prose passages (Experiment 4) as study material, the present study examined whether this pretesting effect is modulated in size when pretests are repeatedly administered during acquisition. All four experiments consistently showed the typical pretesting effect, with enhanced recall after a single guessing attempt relative to the study-only baseline. Critically, the pretesting effect increased in size when multiple guessing attempts were made during acquisition, regardless of whether the duration of the pretesting phase increased with the number of guesses (Experiments 1, 2, and 4) or was held constant (Experiment 3). The results of Experiment 4 also indicate that neither a single guessing attempt nor multiple guessing attempts easily induce the transfer of learning to previously studied but untested information. Together, the findings demonstrate that additional guesses can promote access to the pretested target material on the final test, suggesting that in educational contexts, extensive pretesting during acquisition may serve as an effective learning strategy. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"282-292"},"PeriodicalIF":2.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9967719","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}

引用次数: 0

Exemplar learners and rule learners: Stable tendencies or malleable preferences? 榜样学习者和规则学习者：稳定的倾向还是可塑的偏好？

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2024-02-15 DOI: 10.1037/xap0000509

Min Kyung Hong, Lisa K Fazio

{"title":"Exemplar learners and rule learners: Stable tendencies or malleable preferences?","authors":"Min Kyung Hong, Lisa K Fazio","doi":"10.1037/xap0000509","DOIUrl":"10.1037/xap0000509","url":null,"abstract":"When learning new concepts, students tend to use either exemplar-based learning strategies (e.g., memorizing specific examples) or rule-based learning strategies (e.g., abstracting general rules). Prior research suggests that participants' strategy choices during learning depend on individuals' preexisting learning tendencies, with some people being exemplar learners and others rule learners. Yet, strategy choices are also influenced by how the study materials are taught (rule-focused or exemplar-focused). The present study examined how these two factors interact using an alphanumeric symbol addition task. We examined whether exemplar learners would switch to using rule-based strategies when given rule-focused training and if rule learners would fail to learn the rule when given exemplar-focused training. We found that both rule and exemplar learners used a rule-based strategy after a rule-focused training and neither group learned the rule after an exemplar-focused training. Our results suggest that individuals can be shaped to adopt either rule-based or exemplar-based strategies during learning, regardless of their inherent learning tendencies. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"331-343"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139736459","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}

引用次数: 0

Speeding lectures to make time for retrieval practice: Can we improve the efficiency of interpolated testing? 加快讲课速度，腾出时间进行检索练习：我们能否提高插值测试的效率？

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-09-07 DOI: 10.1037/xap0000494

Evan F Risko, Junwen Liu, Laura Bianchi

引用次数: 0

Better to bend than to break? Effects of rule behavior on dominance, prestige, and leadership granting. 宁折不弯？规则行为对支配力、威望和领导力授予的影响。

IF 2.7 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-12-18 DOI: 10.1037/xap0000502

Astrid C Homan, Florian Wanders, Annelies E M van Vianen, Gerben A van Kleef

{"title":"Better to bend than to break? Effects of rule behavior on dominance, prestige, and leadership granting.","authors":"Astrid C Homan, Florian Wanders, Annelies E M van Vianen, Gerben A van Kleef","doi":"10.1037/xap0000502","DOIUrl":"10.1037/xap0000502","url":null,"abstract":"How people handle rules can influence their social standing in the eyes of others, including their appeal as leaders. It stands to reason that people prefer to grant leadership to individuals who follow rather than break the rules. However, preferences for rule abiders are less evident than one might expect. To enhance understanding of people's responses to (counter)normative behavior, we (a) introduce the concept of rule bending-behavior that infringes a rule without technically breaking it-and (b) draw on the dominance/prestige framework of social rank to illuminate the underlying processes that drive responses to such behavior. In two experiments (Study 1: N = 149; Study 2: N = 480, preregistered), we show that rule breaking (compared to rule abiding) signals relatively high dominance and low prestige, which undermine leadership granting to rule breakers. We further found that rule benders are seen as relatively high on both prestige and dominance, which renders them more attractive as leaders than rule breakers. Finally, we show that the attractiveness of nonabiders as leaders increases under competition when their apparent dominance becomes an asset. We discuss how rule bending relates to rule abiding and rule breaking and consider implications for understanding and managing rule-bending behavior. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"344-358"},"PeriodicalIF":2.7,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138812237","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}

引用次数: 0

Representational-mapping strategies improve learning from an online statistics textbook. 表象映射策略改善了在线统计教科书的学习效果。

IF 2.6 3区心理学

Journal of Experimental Psychology-Applied Pub Date : 2024-06-01 Epub Date: 2023-06-12 DOI: 10.1037/xap0000474

Icy Yunyi Zhang, Maureen E Gray, Alicia Xiaoxuan Cheng, Ji Y Son, James W Stigler

{"title":"Representational-mapping strategies improve learning from an online statistics textbook.","authors":"Icy Yunyi Zhang, Maureen E Gray, Alicia Xiaoxuan Cheng, Ji Y Son, James W Stigler","doi":"10.1037/xap0000474","DOIUrl":"10.1037/xap0000474","url":null,"abstract":"Using multiple representations is an important part of learning and problem-solving in science, technology, engineering and mathematics fields. For students to acquire flexible knowledge of representations, they must attend to the structural information within each representation and practice making relational connections between representations. Most studies so far have only attempted to help students connect between multiple representations in the lab or short-term classroom interventions, with the intervention largely separated from students' authentic learning. The present study developed a representation-mapping intervention designed to help students interpret, coordinate, and eventually translate across multiple representations. We integrated the intervention into an online textbook being used in a college course, allowing us to study its impact in a real course over an extended period of time. The findings of this study support the efficacy of the representation-mapping intervention for facilitating learning and shed light on how to implement and refine such interventions in authentic learning contexts. (PsycInfo Database Record (c) 2024 APA, all rights reserved).","PeriodicalId":48003,"journal":{"name":"Journal of Experimental Psychology-Applied","volume":" ","pages":"293-317"},"PeriodicalIF":2.6,"publicationDate":"2024-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"9612870","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}

引用次数: 0