Applied Cognitive Psychology最新文献

Stability and Change in Life Narratives by Elderly Adults With Alzheimer's Dementia, Depression, and Healthy Controls 老年阿尔茨海默氏痴呆、抑郁症和健康对照者生活叙事的稳定性和变化

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-10-26 DOI: 10.1002/acp.70296

Tilmann Habermas, Caroline Gruler, Nina Jaeschke, Larissa Rapp, Rebekka Weygandt, Lars Kuchinke, Fabian Fußer, Stefan Frisch

{"title":"Stability and Change in Life Narratives by Elderly Adults With Alzheimer's Dementia, Depression, and Healthy Controls","authors":"Tilmann Habermas, Caroline Gruler, Nina Jaeschke, Larissa Rapp, Rebekka Weygandt, Lars Kuchinke, Fabian Fußer, Stefan Frisch","doi":"10.1002/acp.70296","DOIUrl":"https://doi.org/10.1002/acp.70296","url":null,"abstract":"<p>Autobiographical memory is affected by Alzheimer's dementia and depression in old age. We suggest that cognitive decline in Alzheimer's dementia affects both the life narrative construction of personal stability and change, whereas the decline of vitality in depression affects only the construction of change, but not stability of personal identity. Elderly adults with Alzheimer's dementia (<i>N</i> = 21), major depression (<i>N</i> = 20), and healthy controls (<i>N</i> = 20) did not differ in age (<i>m</i><sub>age</sub> = 76.9 years, range 65–94), gender (33 women), or education (mean years = 12.0) narrated their entire lives and provided turning point and self-defining memory narratives. Individuals with Alzheimer's dementia were indeed affected both in indicators of stability and change. Individuals with depression produced more negative life narratives but unexpectedly did not differ from healthy controls in narrative indicators of personal change. Possibly, the expected reduction of personal change in life stories is limited to very severe depression in younger adults.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70296","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149258787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

When to Quiz in Instructional Videos? Effects on Learning and Self-Regulated Learning in Secondary Education 什么时候在教学视频中进行测试？中学教育对学习和自主学习的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-10-25 DOI: 10.1002/acp.70299

Bart G. Schutte, Tristan H. S. de Jonge, Emmy Müller, Margot van Wermeskerken

{"title":"When to Quiz in Instructional Videos? Effects on Learning and Self-Regulated Learning in Secondary Education","authors":"Bart G. Schutte, Tristan H. S. de Jonge, Emmy Müller, Margot van Wermeskerken","doi":"10.1002/acp.70299","DOIUrl":"https://doi.org/10.1002/acp.70299","url":null,"abstract":"<p>Quizzing before (pretesting) or after (posttesting) studying is effective for learning, but via different underlying mechanisms: Posttests require students to actively recall information; pretests highlight knowledge gaps about the material. Instructional videos allow for studying these strategies because, unlike text-based materials, they are generally delivered at a fixed pace. Hence, this study investigates when pretesting, posttesting, and corrective feedback are most effective when learning from instructional video. Employing a between-subjects design, 223 secondary school students watched a video and completed no quiz (control) or a quiz before (pretest) or after (posttest) viewing, with half of them receiving immediate feedback. Students' retention performance and self-regulated learning (monitoring and regulation) were assessed. Results showed that quizzing enhanced learning from instructional video only for quizzed items and primarily when incorrect responses were followed by feedback. Quizzing improved regulation but not monitoring. These findings underscore the importance of carefully implementing quizzes in video-based instruction.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70299","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149259097","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

How Large Language Models Weight Narrative Cues When Detecting Deception in Oral Accounts: A Multi-Model Comparison 在口述中发现欺骗时，大语言模型如何权衡叙事线索：多模型比较

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-10-23 DOI: 10.1002/acp.70297

Meng-Chen He, Wei Ji, Jing-Xuan Ran, Jia-Xin Cui, Wen-Jing Yan, Jing Liang

{"title":"How Large Language Models Weight Narrative Cues When Detecting Deception in Oral Accounts: A Multi-Model Comparison","authors":"Meng-Chen He, Wei Ji, Jing-Xuan Ran, Jia-Xin Cui, Wen-Jing Yan, Jing Liang","doi":"10.1002/acp.70297","DOIUrl":"https://doi.org/10.1002/acp.70297","url":null,"abstract":"<div>\u0000 \u0000 <p>Lie detection research has increasingly turned to artificial intelligence, yet the application of large language models (LLMs) remains underexplored for transcribed oral narratives. We compared five LLMs (Gemini-3-flash, Gemini-3-pro, Deepseek-v4-flash, GPT-5.6-luna, and Grok-4) in classifying truthful and deceptive statements from interview transcripts of oral travel narratives collected from 95 Chinese-speaking participants. Guided by Criteria-Based Content Analysis (CBCA), Reality Monitoring (RM), and the Verifiability Approach (VA), theory-driven prompts instructed models to score five narrative cues before making binary veracity judgments. Gemini-3-flash achieved the highest accuracy (74.74%, AUC = 0.76) with 81.63% sensitivity and 67.39% specificity, and stable repeated-run performance. For this optimal model, unusual/superfluous details served as the sole significant predictor of objective veracity even after controlling for text length. LLMs can detect deception above chance but show large performance heterogeneity. Independent human coding, cross-cultural replications, and adversarial robustness testing are needed before real-world deployment.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 6","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-10-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149235285","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

Relations Between Attachment Security and Life Story Development 依恋安全与人生故事发展的关系

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-23 DOI: 10.1002/acp.70288

Theodore E. A. Waters, Yoojin Lee

引用次数: 0

Does Confidence Indicate Face-Identity Matching Accuracy for Same-Race and Other-Race Faces? 置信度是否表明同种族和其他种族面孔的面孔身份匹配准确性？

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-22 DOI: 10.1002/acp.70289

Géraldine Jeckeln, Alice J. O'Toole

{"title":"Does Confidence Indicate Face-Identity Matching Accuracy for Same-Race and Other-Race Faces?","authors":"Géraldine Jeckeln, Alice J. O'Toole","doi":"10.1002/acp.70289","DOIUrl":"https://doi.org/10.1002/acp.70289","url":null,"abstract":"<p>Confidence reliably indicates face-matching accuracy for same-race faces. However, it is unclear whether this holds for other-race faces. We examined the confidence–accuracy relationship for same- and other-race faces in Caucasian and African American participants. To eliminate response bias in observers' confidence-scale use, we measured confidence using a confidence forced-choice task, rather than with confidence ratings. Participants completed two consecutive face-matching trials and selected the trial on which they felt more confident. Results showed an other-race effect for face-matching accuracy, but not for the confidence–accuracy relationship. We also examined whether comparative-trial difficulty predicted confidence decisions. For African American participants, difficulty predicted confidence for same- and other-race decisions. For Caucasian participants, difficulty predicted confidence for same-, but not other-race, decisions. Confidence predicted accuracy for same- and other-race faces, with difficulty consistently guiding confidence for same-race faces. These findings enhance our understanding of how confidence decisions are formed and guide cross-race identification decisions.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70289","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"149047911","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"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

“Who Is Remembered? The Role of Actors in Argentine Collective Memories of the Malvinas/Falklands War” “谁被记住了？”演员在阿根廷马尔维纳斯/马岛战争集体记忆中的作用”

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-18 DOI: 10.1002/acp.70287

Felipe Muller, Federico Bermejo, Lucas Bietti, William Hirst

引用次数: 0

The Short-Term Presentation of Multiple Valid Cues Is Associated With Slower Attentional Responses in Autistic and Typically Developing Children 多有效线索的短期呈现与自闭症和正常发育儿童注意力反应减慢有关

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-15 DOI: 10.1002/acp.70285

Xinying Wang, Shi Zhuang, Eva Cheung Cher Qi, Guohong Wu

引用次数: 0

Motives for Transmitting and Remembering: A Functional Analysis of Intergenerational Memory Transmission in the Family 传递与记忆的动机：家庭中代际记忆传递的功能分析

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-11 DOI: 10.1002/acp.70284

David Baudet, Christine Bastin, Olivier Luminet, Aline Cordonnier

{"title":"Motives for Transmitting and Remembering: A Functional Analysis of Intergenerational Memory Transmission in the Family","authors":"David Baudet, Christine Bastin, Olivier Luminet, Aline Cordonnier","doi":"10.1002/acp.70284","DOIUrl":"https://doi.org/10.1002/acp.70284","url":null,"abstract":"<div>\u0000 \u0000 <p>Intergenerational memories help shape identity, transmit values, and sustain family relationships. Across three studies, we examined how parents, grandparents, and young adult children or grandchildren evaluate the functions of memories shared across generations. Older generations reported their reasons for transmitting important personal and public events, whereas young adults rated how they used vicarious memories received from parents or grandparents. Parents attributed greater functional relevance to the memories they shared than children did, particularly for teaching and problem-solving purposes. Grandparents and grandchildren showed fewer differences, though grandparents endorsed higher motives related to bitterness revival, boredom reduction, intimacy maintenance, and teaching than grandchildren reported using. Direct comparisons further revealed that vicarious memories from grandparents were perceived as more socially and identity relevant than those from parents. Across studies, personal events were consistently rated as more functional than public ones. Together, these findings highlight how family storytelling serves different functions across generations.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148943317","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

Teaching Skepticism or Nihilism? Critical Thinking Education as a Signal Detection Problem 教授怀疑主义还是虚无主义？作为信号检测问题的批判性思维教育

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-11 DOI: 10.1002/acp.70267

Anthony J. Bishara

引用次数: 0

Understanding Cognitive Processing in Real-World DIY Learning: Effects of Instructional Design and Task Complexity on Cognitive Elaboration and Task Replication Intention 理解现实世界DIY学习中的认知加工：教学设计和任务复杂性对认知细化和任务复制意图的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-09-07 DOI: 10.1002/acp.70282

Falaq Mubashir, Tahir Ahmad Wani

{"title":"Understanding Cognitive Processing in Real-World DIY Learning: Effects of Instructional Design and Task Complexity on Cognitive Elaboration and Task Replication Intention","authors":"Falaq Mubashir, Tahir Ahmad Wani","doi":"10.1002/acp.70282","DOIUrl":"https://doi.org/10.1002/acp.70282","url":null,"abstract":"<div>\u0000 \u0000 <p>Although digital tutorials are a primary DIY learning tool, how instructional materials should address psychological barriers and promote replication behavior remains underexplored. This study examines the effects of instructional condition and task complexity on replication intention in sustainable DIY activities. It further investigates indirect associations involving cognitive elaboration, discomfort, and insecurity, alongside the moderating role of distance-learning anxiety. Drawing on the Cognitive Theory of Multimedia Learning, a between-subjects experiment (<i>N</i> = 406) employed a 2 (instruction condition: audio-visual only vs. audio-visual with instructional text scaffolding) × 2 (task complexity: basic vs. advanced) design. Process Macro analysis showed that audio-visual tutorials with instructional text scaffolding generated significantly higher cognitive elaboration than audio-visual-only tutorials, particularly for basic tasks. Insecurity, but not discomfort, showed a significant indirect association between cognitive elaboration and replication intention. The hypothesized weakening moderation by distance-learning anxiety was unsupported; interactions instead emerged in the opposite, strengthening direction.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-09-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148942553","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