Applied Cognitive Psychology最新文献

{"title":"Screen-Based Simulation in Nursing School: Help Use and Self-Regulated Learning","authors":"Guillaume Decormeille,&nbsp;Thomas Geeraerts,&nbsp;Médéric Descoins,&nbsp;Nathalie Huet","doi":"10.1002/acp.70046","DOIUrl":"https://doi.org/10.1002/acp.70046","url":null,"abstract":"<p>Screen-based simulation (SBS) can complement traditional nursing courses. We compared the effect of innovative virtual environments not widespread in French nursing schools on self-efficacy, quiz performance, and self-regulated learning behaviors. This quasi-experimental study involved 1183 student nurses. Participants were divided into an experimental group (SBS training; <i>n</i> = 894) and a control group (textual content; <i>n</i> = 289). SBS group performed significantly better than controls (<i>p</i> &lt; 0.001) and improved over time (<i>p</i> &lt; 0.001). Controls performed worse over time (<i>p</i> &lt; 0.001). In the control group, a single medium may have overloaded sensory channels, while SBS spread cognitive load across auditory and visual channels. SBS was more effective than traditional teaching and enhanced self-efficacy. This initial study is encouraging, suggesting further investigation into SBS in training and the analysis of learning behaviors through digital data.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70046","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143761955","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}

{"title":"Retrospective Focus Prompts Facilitate Learning From Video Tutorials for Technical Apprenticeship","authors":"Simon A. Schriek,&nbsp;Kirsten Berthold,&nbsp;Markus H. Hefter","doi":"10.1002/acp.70049","DOIUrl":"https://doi.org/10.1002/acp.70049","url":null,"abstract":"<p>Although the demand for video tutorials has risen recently in the field of technical apprenticeship, they can overtax learners, especially novices. Enhancing video tutorials with prompts is a potential support measure to ensure learners focus on the key aspects of learning content. However, open questions remain concerning the prompt type and presentation mode. We thus investigated the effectiveness of different prompt types (retrospective vs. anticipatory vs. unfocused vs. no prompt) and presentation modes (video vs. still shots and text) in a 4 × 2-factorial experiment (<i>N</i> = 205). We used original industrial video tutorials and assessed learning processes (e.g., prompt answers) and outcomes (e.g., knowledge about working steps). Results show that retrospective prompts are the most effective prompts for our novice sample. Furthermore, learning processes mediated the prompt effect on learning outcomes—regardless of the presentation mode. Our findings underscore the importance of retrospectively focusing on working steps when learning with video tutorials.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70049","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143726898","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}

{"title":"Using Autobiographical Memories for Mood Regulation: Validation of a New Scale to Complement the Thinking About Life Experiences Questionnaire","authors":"Tabea Wolf","doi":"10.1002/acp.70047","DOIUrl":"https://doi.org/10.1002/acp.70047","url":null,"abstract":"<p>Remembering one's past is an integral part of human life and serves important psychosocial functions. Even though there is ample evidence showing that the recall of autobiographical memories can serve to regulate a person's emotional state, the self-reported use of autobiographical memories for mood regulation has yet to be thoroughly examined. To close this gap, the present research aimed to introduce and validate a scale developed to assess the self-reported frequency of using autobiographical memories for mood regulation. Across three studies, the mood regulation items demonstrated good internal consistency and showed a distinct pattern of associations with measures of emotion regulation strategies, personality, and future time perspective. The new scale can be considered as a unidimensional and reliable measure that captures a distinct form of using autobiographical memories in daily life, which can be applied in conjunction with the Thinking About Life Experiences Questionnaire.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70047","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143707575","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}

{"title":"Cognitive Biases Associated With Specific and Generalized Beliefs in Conspiracy Theory","authors":"Peter J. Frost,&nbsp;Alyssa Simard,&nbsp;Lauren Iraci,&nbsp;Serena Stack,&nbsp;Carolyn Gould-Faulkner,&nbsp;Abby Alexakos,&nbsp;Manny Fernandez,&nbsp;Shubham Oza","doi":"10.1002/acp.70045","DOIUrl":"https://doi.org/10.1002/acp.70045","url":null,"abstract":"<div>\u0000 \u0000 <p>We hypothesized that certain cognitive biases associated with delusional ideation might be associated with a tendency to believe in conspiracy theories. These biases were assessed using the Cognitive Bias Questionnaire for Psychosis (CBQp). Though conspiratorial thinking does not constitute clinical delusions (i.e., the aforementioned psychosis) per se, both delusions and belief in conspiracy theories involve beliefs that are not substantiated by evidence. The findings revealed that some of the cognitive biases of the CBQp, particularly anomalous perception, jumping to conclusions, intentionalizing, threatening event, and emotional reasoning, were correlated with generalized (Study 1) and more specific beliefs (Study 2) in conspiracies. The theoretical implications for conspiracy belief and subclinical delusional ideation are considered.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143717322","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":"The Effects of Acute Alcohol Intoxication on Metamemory Processes and Accuracy When Recalling a Rape Scenario","authors":"Madeleine P. Ingham,&nbsp;Brittany D. Gibbs,&nbsp;Melissa F. Colloff,&nbsp;Laura M. Stevens,&nbsp;Orli M. Edwards,&nbsp;Sarah R. Rockowitz,&nbsp;Rumandeep K. Hayre,&nbsp;Mussaffa Butt,&nbsp;Chloe A. Morris,&nbsp;Heather D. Flowe","doi":"10.1002/acp.70038","DOIUrl":"https://doi.org/10.1002/acp.70038","url":null,"abstract":"<p>This study examines how acute alcohol intoxication during the encoding of a rape scenario affects metamemory processes and recall accuracy during police interviews. Metamemory is the ability to monitor and control memory reporting. We conducted a secondary data analysis of interview transcripts, applying a novel analytical approach to capture metamemory processes. Twenty-two women aged 18–25 (<i>M</i> = 20.00, <i>SD</i> = 1.63) were randomly assigned to be either intoxicated or sober during scenario encoding but sober during recall when they underwent a cognitive interview 1 week later. Accuracy was significantly lower in the question compared to free recall phase, particularly in the alcohol condition. Inaccurate recall was preceded by a higher incidence of metamemory indicators of increased retrieval effort (pauses, hedges, fillers), particularly in the question phase for intoxicated participants. These findings elucidate the effects of alcohol on metamemory and memory reporting during police interviews and highlight the need for research about techniques the police can use to maintain recall accuracy over the entire interview process.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70038","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689235","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}

{"title":"Experts' Views on Artifical Intelligence-Based Child Chatbots to Train Investigative Interviewing Skills","authors":"Sonja P. Brubacher,&nbsp;Martine B. Powell,&nbsp;Miriam S. Johnson,&nbsp;Maria-Cayetana Lopez Cano,&nbsp;Syed Zohaib Hassan,&nbsp;Michael A. Riegler,&nbsp;Pål Halvorsen,&nbsp;Gunn Astrid Baugerud","doi":"10.1002/acp.70048","DOIUrl":"https://doi.org/10.1002/acp.70048","url":null,"abstract":"<p>High-quality training involving interactivity, spaced practice, and feedback is necessary to foster lasting skills in investigative interviewing. Technological advancements have yielded the possibility of using intelligent chatbots for interviewers to practice skills; but to be useful, such tools must offer quality learning experiences. In the present study, 28 interview trainers and professionals with related experience tested a chatbot for 10 min. The participants were then interviewed regarding the chatbot's utility. The professionals reflected on the learning elements and user experience. They appreciated the self-paced and reflective nature of the tool, including its ability to provide feedback. The participants' concerns–for the current chatbot and the use of AI in training more broadly–included the need for the tool to simulate learning goals and offer nuanced experiences and feedback. The participants' insights offer important considerations for the use of intelligent chatbots for skills training as the technology advances.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70048","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143689374","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}

{"title":"Relationship-Defining Memory in the Cultural Context: The Relation to Psychological Well-Being","authors":"Qingfang Song,&nbsp;Qi Wang","doi":"10.1002/acp.70043","DOIUrl":"https://doi.org/10.1002/acp.70043","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examined relationship-defining memories in the cultural context and how phenomenological characteristics of those memories were related to psychological well-being. A total of 105 Asian and 108 European American college students (Mage = 20.16 years; 64% women) each recalled a positive and a negative event significant for their relationships with parents and peers, respectively. Participants rated difficulty, affect, and subjective distance in retrieving the memories and reported psychological well-being. Independent of culture, less recall difficulty and closer subjective distance for positive parent memories were both correlated with better psychological well-being. As for negative parent memory, culture moderated the relationship between affect and psychological well-being: More fading affect was correlated with higher well-being only for Asians but not for European Americans. The phenomenology of peer memory was not significantly associated with psychological well-being. We discuss the phenomenological characteristics of relationship-defining memories in relation to psychological well-being in the cultural context.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143622524","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":"Effects of Reading Goal Instructions on the Comprehension and Metacomprehension of Informative Narratives","authors":"Christoph Mengelkamp,&nbsp;Stefanie Golke,&nbsp;Markus Appel","doi":"10.1002/acp.70036","DOIUrl":"https://doi.org/10.1002/acp.70036","url":null,"abstract":"<p>Informative narratives are sometimes less beneficial for text comprehension than expository texts and elicit an overestimation of comprehension. We hypothesized that informative narratives imply an entertainment goal and providing a study goal should increase comprehension and decrease overestimation. Two experiments (<i>N</i>₁ = 164, <i>N</i>₂ = 322) were conducted, based on a 2 (informative narrative vs. expository text) by 2 (entertainment vs. study goal) between-participants design. Experiment 1 indicated that the congruence of the reading goal and text genre was beneficial for performance on inferential questions, and a study goal was beneficial for factual questions. In Experiment 2, the study goal increased performance on inference questions for informative narratives, and transportation into the narrative world predicted overestimation of performance on factual questions. An overestimation of text comprehension was shown for all conditions. Thus, the results of Experiment 2 suggest that a study goal can be beneficial for building a mental model.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143602850","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}

{"title":"Who Got Lost in the Mall? Challenges in Counting and Classifying False Memories","authors":"Gillian Murphy,&nbsp;Ciara M. Greene","doi":"10.1002/acp.70044","DOIUrl":"https://doi.org/10.1002/acp.70044","url":null,"abstract":"&lt;p&gt;What is a memory? Can an outside observer really ascertain whether someone is remembering an event? How can they do so reliably? These are challenging questions that we face as memory researchers, particularly when we try to tease apart true and false memories and beliefs. In this issue, Andrews and Brewin (&lt;span&gt;2024&lt;/span&gt;) reanalysed a portion of the data from our recent rich false memory study (Murphy, Dawson, et al. &lt;span&gt;2023&lt;/span&gt;) and developed a novel coding scheme based on counting reported details. They also applied further, more stringent criteria to classify the false memories reported in our study and concluded that this method yields a different false memory rate from the scheme used in our original paper, and that this rate is different again from participants' own self-reported memories. These findings do not surprise us—in our experience, different coding schemes will always yield different rates—but we do disagree with both the methods used and the conclusions that Andrews and Brewin drew from these findings.&lt;/p&gt;&lt;p&gt;To provide some context, we first offer a brief overview of the replication study. This was conducted by a team of students as a collaborative project (Murphy and Greene &lt;span&gt;2023&lt;/span&gt;) and closely adhered to the methods of the classic Lost in the Mall study (Loftus and Pickrell &lt;span&gt;1995&lt;/span&gt;). Participants signed up for a study about how we remember our childhoods and their informant (usually their mother) completed an online survey telling us about some true childhood events as well as some information about shopping trips when the participant was a child. We then sent participants a survey in which they were shown three true memory descriptions (taken from their informant's account) and one false memory prompt that described the participant getting lost in a shopping mall as a child; this false event was created by slotting the informant-provided details into a pre-prepared narrative in which the participant was described as getting lost for a short period of time, becoming upset and then being found by an elderly woman before being reunited with their parent. Participants were then interviewed on two separate occasions, for 20–30 min, where they were encouraged to try to remember as much as they could about the event. The transcripts of these conversations were then coded for the presence of a memory using a pre-registered coding scheme. At the conclusion of the second interview, participants self-reported whether or not they remembered each of the events, before being debriefed. Participants and informants reported enjoying the study and largely did not object to the deception employed (Murphy, Maher, et al. &lt;span&gt;2023&lt;/span&gt;). In a follow-up study, we confirmed that our debriefing methods were effective at retracting these false memories (Greene et al. &lt;span&gt;2024&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;It is important to first note that we welcome scrutiny and discussion of our results. Our participants (and their parents) g","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143602851","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}

{"title":"COVCOG 3—Trajectory of Long COVID: Longitudinal Changes in Symptoms and Cognitive Impairment. A Third Publication From the COVID and Cognition Study","authors":"Sabine P. Yeung,&nbsp;Panyuan Guo,&nbsp;Francess L. Adlard,&nbsp;Seraphina R. Zhang,&nbsp;Vidita Bhagat,&nbsp;Josiah Cho,&nbsp;Lyn Curtis,&nbsp;Muzaffer Kaser,&nbsp;Mark P. Haggard,&nbsp;Lucy G. Cheke","doi":"10.1002/acp.70040","DOIUrl":"https://doi.org/10.1002/acp.70040","url":null,"abstract":"<p>Long COVID has widespread and long-lasting multisystemic impacts on patients' bodies, cognition, and daily functioning, including the ability to work. Longitudinal studies are important in investigating the expected timelines along the course of recovery. This mixed cross-sectional/longitudinal study examines how symptoms (cognitive and noncognitive) and objective cognitive function evolve in post-COVID-19 patients (<i>n</i> = 187) compared to noninfected controls (<i>n</i> = 207). Participants completed a questionnaire about their COVID-19 experience and cognitive tasks at baseline and again at 2–3 follow-ups during a 9-month period. While some noncognitive symptoms improved over time (<i>d</i>s = 0.34–0.87), cognitive symptoms and neurological symptoms, as well as memory function assessed with objective cognitive assessments, remained unimproved (nonsignificant change over time). Neurological symptoms predicted both cognitive symptoms and cognitive impairment across time. Our finding suggested that people with past COVID-19 infection did not experience improvement in cognitive function over time, at least for the duration of this 9-month longitudinal study.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595588","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}