Applied Cognitive Psychology最新文献

Does Cross-Age Contact Reduce the Cross-Age Deficit in Younger and Older Adult's Eyewitness Identification Performance? 跨年龄接触是否会减少年轻人和老年人目击证人识别能力的跨年龄缺陷？

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-27 DOI: 10.1002/acp.4250

Joyce E. Humphries, Catriona Havard, Emily Breese

{"title":"Does Cross-Age Contact Reduce the Cross-Age Deficit in Younger and Older Adult's Eyewitness Identification Performance?","authors":"Joyce E. Humphries, Catriona Havard, Emily Breese","doi":"10.1002/acp.4250","DOIUrl":"https://doi.org/10.1002/acp.4250","url":null,"abstract":"Age-related differences in identification performance between younger (18–35 years) and older adults (62–68 years), alongside the cross-age effect (CAE), where people recognise own-age faces better than other-age faces, were investigated. Self-reported levels of other-age contact and attitudes, participants' memory for the unbiased lineup instructions, and the confidence-accuracy (C-A) relationship were also examined. Participants (N = 154) viewed two filmed events: one with a young adult target and one with an older adult target. Older adults were less likely than younger adults to identify the perpetrator. Interestingly, the CAE, contact, attitudes, and choosing behaviours did not impact identification performance. Older adults experienced more difficulty remembering the pre-lineup instructions than younger adults, but only after the first lineup. Confidence was predictive of accuracy for both age groups, but this relationship was differently influenced by the CAE. The findings provide further insights into the factors that may impact younger and older adults' identification performance.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4250","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142328528","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

The Use of Mnemonics to Minimize the Interfering Effects of Teaching New Words in Semantic Sets to Learners of English as a Foreign Language 使用记忆法尽量减少语义组中新词对英语作为外语的学习者的干扰效应

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-23 DOI: 10.1002/acp.4251

Mustafa Sarıoğlu, Çiğdem Karatepe

引用次数: 0

Toward Sustainable Lifelong Learning: Feedforward Effects of Challenge Recollections on Adult Learning Identity 实现可持续的终身学习：挑战回忆对成人学习认同的前馈效应

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-23 DOI: 10.1002/acp.4248

Ziyu Qi, Sibley F. Lyndgaard, Julia E. Melkers, Ruth Kanfer

{"title":"Toward Sustainable Lifelong Learning: Feedforward Effects of Challenge Recollections on Adult Learning Identity","authors":"Ziyu Qi, Sibley F. Lyndgaard, Julia E. Melkers, Ruth Kanfer","doi":"10.1002/acp.4248","DOIUrl":"https://doi.org/10.1002/acp.4248","url":null,"abstract":"Little research has examined how prior learning experiences influence adult learning attitudes and lifelong learning engagement. We adopted a person-centric approach to examine past work-related learning experiences and assessed the effects of recalled challenges on current learning attitudes, intentions, and behavior in the same domain. Surveying alumni from an online master's degree program, we found that recollected challenges from past learning entail multifaceted challenge foci (e.g., curriculum-related vs. social obstacles). Learners reporting more challenges in curriculum and social dimensions reported less positive attitudes toward lifelong learning, supporting the notion that negative learning experiences may hinder the development of self-identity as a lifelong learner. Limited support was obtained for predictions about relationships between past challenges and post-graduation learning intentions and behavior. The person-centric approach also permits the analysis of past learning experiences that are not well captured by standard assessments of “successful” adult learning.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4248","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142313390","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

A Cross-Cultural and Intra-Cultural Investigation of the Misinformation Effect in Eyewitness Memory Reports 目击者记忆报告中的误报效应的跨文化和文化内调查

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-17 DOI: 10.1002/acp.4243

Nkansah Anakwah, Robert Horselenberg, Lorraine Hope, Margaret Amankwah-Poku, Peter J. van Koppen

{"title":"A Cross-Cultural and Intra-Cultural Investigation of the Misinformation Effect in Eyewitness Memory Reports","authors":"Nkansah Anakwah, Robert Horselenberg, Lorraine Hope, Margaret Amankwah-Poku, Peter J. van Koppen","doi":"10.1002/acp.4243","DOIUrl":"https://doi.org/10.1002/acp.4243","url":null,"abstract":"The culture in which individuals are socialised can play a role in shaping their eyewitness memory reports. Drawing on self-construal theory, we examined cultural differences in the misinformation effect. In a mock witness paradigm, participants sampled from collectivistic (Ghana; n = 65) and individualistic (United Kingdom; n = 62) cultures were exposed to misleading post-event information (PEI). Participants provided a free-recall account and then completed a recognition task that included misinformation items. Cultural differences in misinformation endorsement were not observed in free recall. However, participants from the collectivistic culture endorsed more misleading items in the recognition task than those from the individualistic culture. We also found that in the respective cultures, individual-level cultural orientation was related to the misinformation effect. These findings provide preliminary insights into the role of culture in susceptibility to misleading PEI and further highlight the importance of eliminating leading or suggestive questioning from investigative interviewing practices.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4243","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142245018","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 to Help Students Make Informed Assessments of Cognitive Load: Examining the Role of Training Interventions 如何帮助学生对认知负荷进行知情评估？研究培训干预措施的作用

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-16 DOI: 10.1002/acp.4247

Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Günter Daniel Rey

{"title":"How to Help Students Make Informed Assessments of Cognitive Load: Examining the Role of Training Interventions","authors":"Felix Krieglstein, Manuel Schmitz, Lukas Wesenberg, Günter Daniel Rey","doi":"10.1002/acp.4247","DOIUrl":"https://doi.org/10.1002/acp.4247","url":null,"abstract":"Measuring cognitive load and its different types is a significant challenge that is closely related to the development of cognitive load theory (CLT). Previous research has shown that students have difficulty assessing cognitive load after learning or problem-solving. Accordingly, they may not reliably differentiate between the different types of cognitive load. Moreover, students may not consider the entire problem-solving process in their overall cognitive load assessment. The purpose of this work was to examine two training interventions designed to assist students in making informed cognitive load assessments. Study 1 (N = 99) included pre-training with a theoretical introduction to CLT to improve differentiation between cognitive load types. Study 2 (N = 80) implemented post-training by instructing students to consider all impressions during problem-solving for the overall load assessment. As both interventions were unsuccessful, further research is needed to assist students in assessing cognitive load in an informed manner.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4247","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142244734","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

Differences Between True and False Memories Using the Criteria-Based Content Analysis 利用基于标准的内容分析法区分真假记忆

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-13 DOI: 10.1002/acp.4246

Merle Madita Wachendörfer, Aileen Oeberst

引用次数: 0

The effect of calibration training on the calibration of intelligence analysts' judgments 校准培训对情报分析员判断校准的影响

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-07 DOI: 10.1002/acp.4236

Megan O. Kelly, David R. Mandel

引用次数: 0

Crowds Improve Human Detection of AI-Synthesised Faces 人群提高了人工智能合成人脸的人类检测能力

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-05 DOI: 10.1002/acp.4245

Robin S. S. Kramer, Charlotte Cartledge

{"title":"Crowds Improve Human Detection of AI-Synthesised Faces","authors":"Robin S. S. Kramer, Charlotte Cartledge","doi":"10.1002/acp.4245","DOIUrl":"https://doi.org/10.1002/acp.4245","url":null,"abstract":"Artificial intelligence can now synthesise face images which people cannot distinguish from real faces. Here, we investigated the wisdom of the (outer) crowd (averaging individuals' responses to the same trial) and inner crowd (averaging the same individual's responses to the same trial after completing the test twice) as routes to increased performance. In Experiment 1, participants viewed synthetic and real faces, and rated whether they thought each face was synthetic or real using a 1–7 scale. Each participant completed the task twice. Inner crowds showed little benefit over individual responses, and we found no associations between performance and personality factors. However, we found increases in performance with increasing sizes of outer crowd. In Experiment 2, participants judged each face only once, providing a binary ‘synthetic/real’ response, along with a confidence rating and an estimate of the percentage of other participants that they thought agreed with their answer. We compared three methods of aggregation for outer crowd decisions, finding that the majority vote provided the best performance for small crowds. However, the ‘surprisingly popular’ solution outperformed the majority vote and the confidence-weighted approach for larger crowds. Taken together, we demonstrate the use of outer crowds as a robust method of improvement during synthetic face detection, comparable with previous approaches based on training interventions.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4245","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142152259","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

The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos 互动越强，学习效果越好？研究教学视频中教学代理的互动存在

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-02 DOI: 10.1002/acp.4242

Changcheng Wu, Yichun Li, Hailiang Yang, Xinyue Wang, Xuemei Li, Bin Jing

{"title":"The Greater the Interaction, the Stronger the Learning Performance? Examining Pedagogical Agents' Interactive Presence in Instructional Videos","authors":"Changcheng Wu, Yichun Li, Hailiang Yang, Xinyue Wang, Xuemei Li, Bin Jing","doi":"10.1002/acp.4242","DOIUrl":"https://doi.org/10.1002/acp.4242","url":null,"abstract":"<div>\u0000 \u0000 Technological advances in video-based education practices have led to the creation of pedagogical agents (PA), and an important question now is how to optimize their visual presence. This study explored how different PA presence forms in instructional videos influence children's learning. Four videos were created, each featuring a different type of PA presence: continuous presence of a realistic or a virtual panda, alternative or interactive presence of human and panda PAs. In the experiment, 112 third-grade students were randomly assigned to watch one of the videos. Results showed that the interactive presence video led to the highest scores in retention, transfer, learning motivation, social presence, and germane cognitive load. Social presence mediated the influence of interactive presence on retention, whereas social presence and germane cognitive load mediated the influence on transfer. The findings confirm and better clarify the benefits of introducing interactive PA presence design in children's video learning.\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-09-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142123248","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

Evidence-based reasoning: Results from an intervention 基于证据的推理：干预的结果

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-09-02 DOI: 10.1002/acp.4238

Hongcui Du, Alexandra List

引用次数: 0