Applied Cognitive Psychology最新文献_第2页

Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator 视频学习中的绘图和材料可视性：作为中介的绘图质量检验

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-28 DOI: 10.1002/acp.70192

Yi Zhang, Qihui Zhang, Ke Xu, Jiumin Yang, Zhongling Pi

{"title":"Drawing and Material Visibility in Video Learning: Examining Drawing Quality as a Mediator","authors":"Yi Zhang, Qihui Zhang, Ke Xu, Jiumin Yang, Zhongling Pi","doi":"10.1002/acp.70192","DOIUrl":"10.1002/acp.70192","url":null,"abstract":"<div>\u0000 \u0000 <p>Drawing is widely advocated as an active learning strategy; however, its effectiveness in video-based learning remains inconsistent. One potential explanation lies in material visibility, whether learning materials remain accessible during task performance. Using a 2 (drawing vs. passive viewing) × 2 (visible vs. no visible) experimental design, this study examined the effects of drawing and material visibility on cognitive load, learning satisfaction, immediate and delayed performance, and metacognitive accuracy. We further tested whether drawing quality mediated the relationship between instructional condition and learning outcomes. Results revealed a significant interaction between drawing and material visibility. Drawing enhanced learning performance primarily when materials were visible, whereas its benefits were attenuated under no visible conditions. Material visibility positively influenced learning outcomes indirectly through improved drawing quality. These findings suggest that the effectiveness of drawing depends on access to learning materials and highlight the importance of considering cognitive load constraints in generative learning tasks.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147579848","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

Confirmatory Interviewer Feedback in Suggestive Interviews Involving Forced Fabrications: Effects on the Accuracy of Later Free Recall 涉及强迫捏造的暗示性访谈中的验证性访谈者反馈：对后来自由回忆准确性的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-22 DOI: 10.1002/acp.70184

Patrick R. Rich, Maria S. Zaragoza

{"title":"Confirmatory Interviewer Feedback in Suggestive Interviews Involving Forced Fabrications: Effects on the Accuracy of Later Free Recall","authors":"Patrick R. Rich, Maria S. Zaragoza","doi":"10.1002/acp.70184","DOIUrl":"https://doi.org/10.1002/acp.70184","url":null,"abstract":"<p>Eyewitnesses forced to fabricate during an eyewitness interview about events they never witnessed can later develop false memories for information they knowingly fabricated. Two experiments were conducted to assess whether confirmatory interviewer feedback (e.g., “that's right!”) would increase the extent to which participants would incorporate fabricated causal events into their freely reported eyewitness accounts 1 week later. In Experiment 1, relative to neutral feedback, confirmatory interviewer feedback led to an increase in false recall of fabrications. This effect persisted in Experiment 2 even though participants were specifically warned about the misleading interview prior to providing their eyewitness account, although overall false recall was numerically higher in Experiment 1 (unwarned) than in Experiment 2 (warned). Although prior studies have documented that confirmatory feedback increases false assents for fabricated details, the present study provides evidence that confirmatory feedback also increases false recall of fabricated events.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567997","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

Confirmatory Interviewer Feedback in Suggestive Interviews Involving Forced Fabrications: Effects on the Accuracy of Later Free Recall 涉及强迫捏造的暗示性访谈中的验证性访谈者反馈：对后来自由回忆准确性的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-22 DOI: 10.1002/acp.70184

Patrick R. Rich, Maria S. Zaragoza

{"title":"Confirmatory Interviewer Feedback in Suggestive Interviews Involving Forced Fabrications: Effects on the Accuracy of Later Free Recall","authors":"Patrick R. Rich, Maria S. Zaragoza","doi":"10.1002/acp.70184","DOIUrl":"https://doi.org/10.1002/acp.70184","url":null,"abstract":"<p>Eyewitnesses forced to fabricate during an eyewitness interview about events they never witnessed can later develop false memories for information they knowingly fabricated. Two experiments were conducted to assess whether confirmatory interviewer feedback (e.g., “that's right!”) would increase the extent to which participants would incorporate fabricated causal events into their freely reported eyewitness accounts 1 week later. In Experiment 1, relative to neutral feedback, confirmatory interviewer feedback led to an increase in false recall of fabrications. This effect persisted in Experiment 2 even though participants were specifically warned about the misleading interview prior to providing their eyewitness account, although overall false recall was numerically higher in Experiment 1 (unwarned) than in Experiment 2 (warned). Although prior studies have documented that confirmatory feedback increases false assents for fabricated details, the present study provides evidence that confirmatory feedback also increases false recall of fabricated events.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70184","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147567996","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 Impact of Social Exclusion on Prospective Memory in Children With Hearing Impairments 社会排斥对听力障碍儿童前瞻记忆的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-16 DOI: 10.1002/acp.70183

Xing Jin, Jianghua Lei

{"title":"The Impact of Social Exclusion on Prospective Memory in Children With Hearing Impairments","authors":"Xing Jin, Jianghua Lei","doi":"10.1002/acp.70183","DOIUrl":"https://doi.org/10.1002/acp.70183","url":null,"abstract":"<div>\u0000 \u0000 <p>Two studies were conducted to investigate the impact of social exclusion on the prospective memory of children with hearing impairments. Study 1, based on questionnaire results, revealed that hearing-impaired children in the exclusion group exhibited lower prospective memory performance than those in the nonexclusion group. Study 2, derived from experimental findings, showed that: (1) hearing-impaired children in the exclusion group scored lower on time-based prospective memory tasks compared to the nonexclusion group, with no significant difference observed in event-based prospective memory performance. (2) The performance of hearing-impaired children in the exclusion group on ongoing tasks was consistently lower than that of the nonexclusion group. The findings suggest that (1) social exclusion has a limited impact on event-based prospective memory, albeit at the cost of reduced accuracy in ongoing tasks. (2) Social exclusion has a pronounced effect on time-based prospective memory, and this cannot be compensated for by sacrificing the accuracy of ongoing tasks. These results imply that special educators should be vigilant and consider the possibility of social exclusion when hearing-impaired children frequently exhibit failures in time-based prospective memory.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566442","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

When Emotions Inflect Memories: The Effect of Emotional Valence on Self-Derivation Through Memory Integration for Adolescents 情绪对记忆的影响：情绪效价对青少年记忆整合自我衍生的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-16 DOI: 10.1002/acp.70190

Xinrui Zhao, Xiaomei Zhao, YaBo Wang, Rong Han, MengYue Yang, Da Yang

{"title":"When Emotions Inflect Memories: The Effect of Emotional Valence on Self-Derivation Through Memory Integration for Adolescents","authors":"Xinrui Zhao, Xiaomei Zhao, YaBo Wang, Rong Han, MengYue Yang, Da Yang","doi":"10.1002/acp.70190","DOIUrl":"10.1002/acp.70190","url":null,"abstract":"<div>\u0000 \u0000 <p>Self-derivation through memory integration is the process of integrating two or more separate but related episodes into new knowledge. The present study examined how emotional valence influences adolescents' self-derivation in classroom settings across two experiments. In Experiment 1, adolescents (<i>N</i> = 159, <i>M</i><sub>age</sub> = 13.48) viewed emotional video clips aiming to induce different emotional valences (positive, negative, and neutral), followed by a self-derivation through integration task. In Experiment 2, adolescents (<i>N</i> = 454, <i>M</i><sub>age</sub> = 13.49) viewed the emotional video clip at various phases of memory integration (before-learning, between-stem, before-test). A delayed test one week later assessed the retention of self-derived knowledge. Across both experiments, positive emotion most effectively enhanced self-derivation through integration. Specifically, Experiment 2 revealed that inducing positive emotion prior to learning enhanced self-derivation. The overall retention of self-derivation significantly improved after one week. These findings underscore the importance of fostering positive emotional valences before learning to promote adolescents' effective knowledge integration and self-derivation.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566443","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

I Know Something I Won't Tell. A Longitudinal Investigation of Children's Ability to Withhold Information in an Adapted RT-CIT Paradigm 我知道一些我不会说的事。儿童隐瞒信息能力的纵向调查：适应性RT-CIT范式

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-16 DOI: 10.1002/acp.70191

Laura Visu-Petra, Ailsa E. Millen, Anthony J. Lee, Monica Buta, Narcisa Prodan

{"title":"I Know Something I Won't Tell. A Longitudinal Investigation of Children's Ability to Withhold Information in an Adapted RT-CIT Paradigm","authors":"Laura Visu-Petra, Ailsa E. Millen, Anthony J. Lee, Monica Buta, Narcisa Prodan","doi":"10.1002/acp.70191","DOIUrl":"10.1002/acp.70191","url":null,"abstract":"<p>We extend preliminary research on the Reaction Time-based Concealed Information Test (RT-CIT) by testing the longitudinal reliability of two novel versions of the RT-CIT in school-age children. We assessed 8-to-12-year-olds (<i>N</i> = 194) at two time points (1 year apart) asking knowledgeable participants (children exposed to relevant information) to conceal critical information for personal or prosocial reasons. Their reaction times and accuracy in denying recognition of the critical information were compared to unknowledgeable counterparts. We assessed interrelations between children's RT-CIT performance and baseline cognitive (processing speed, short-term memory), executive (verbal and visuospatial working memory, inhibition, and shifting), and emotional processes (symptoms of anxiety, depression). Results supported a reliable RT-CIT effect at both assessment points, confirming the RT-CIT as a relatively viable tool for detecting concealed information throughout middle childhood. The RT-CIT effect was not significantly associated with cognitive or emotional individual differences, suggesting it was not susceptible to such influences.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70191","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566444","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 Impact of Social Exclusion on Prospective Memory in Children With Hearing Impairments 社会排斥对听力障碍儿童前瞻记忆的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-16 DOI: 10.1002/acp.70183

Xing Jin, Jianghua Lei

{"title":"The Impact of Social Exclusion on Prospective Memory in Children With Hearing Impairments","authors":"Xing Jin, Jianghua Lei","doi":"10.1002/acp.70183","DOIUrl":"https://doi.org/10.1002/acp.70183","url":null,"abstract":"<div>\u0000 \u0000 <p>Two studies were conducted to investigate the impact of social exclusion on the prospective memory of children with hearing impairments. Study 1, based on questionnaire results, revealed that hearing-impaired children in the exclusion group exhibited lower prospective memory performance than those in the nonexclusion group. Study 2, derived from experimental findings, showed that: (1) hearing-impaired children in the exclusion group scored lower on time-based prospective memory tasks compared to the nonexclusion group, with no significant difference observed in event-based prospective memory performance. (2) The performance of hearing-impaired children in the exclusion group on ongoing tasks was consistently lower than that of the nonexclusion group. The findings suggest that (1) social exclusion has a limited impact on event-based prospective memory, albeit at the cost of reduced accuracy in ongoing tasks. (2) Social exclusion has a pronounced effect on time-based prospective memory, and this cannot be compensated for by sacrificing the accuracy of ongoing tasks. These results imply that special educators should be vigilant and consider the possibility of social exclusion when hearing-impaired children frequently exhibit failures in time-based prospective memory.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147566166","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

Correction to “The Effect of Plausibility and Suggested Event Frequency on the Implantation of False Beliefs and Memories” 对“似是而非和暗示事件频率对错误信念和记忆植入的影响”的更正

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-11 DOI: 10.1002/acp.70189

引用次数: 0

Generative and Retrieval Tasks: Does the Sequence Matter and Do Sequence Effects Depend on Learning Task Delay? 生成与检索任务：序列重要吗？序列效应是否依赖于学习任务延迟？

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-10 DOI: 10.1002/acp.70188

Niklas Obergassel, Alexander Renkl, Tino Endres, Matthias Nückles, Shana K. Carpenter, Julian Roelle

{"title":"Generative and Retrieval Tasks: Does the Sequence Matter and Do Sequence Effects Depend on Learning Task Delay?","authors":"Niklas Obergassel, Alexander Renkl, Tino Endres, Matthias Nückles, Shana K. Carpenter, Julian Roelle","doi":"10.1002/acp.70188","DOIUrl":"10.1002/acp.70188","url":null,"abstract":"<p>Engaging in both generative tasks (main function: knowledge construction) and retrieval tasks (main function: knowledge consolidation) is a common means for supporting knowledge acquisition. In the present study, we investigated the role of task sequence (i.e., generative-before-retrieval vs. retrieval-before-generative) and its potential dependence on learning task delay (i.e., delay between initial study phase and follow-up generative or retrieval tasks). Specifically, in an experiment with <i>N</i> = 231 university students we compared the two sequences (an additional restudy-before-retrieval sequence was implemented as a potential alternative to a retrieval-before-generative sequence) regarding task performance and learning outcomes while varying learning task delay (i.e., no vs. 2-day delay). Aside from differences in retrieval task performance under a 2-day delay, no significant differences between the two sequences emerged. The restudy-before-retrieval sequence constituted no viable alternative. We conclude that, regardless of learning task delay, the sequence of generative and retrieval tasks scarcely matters for learning outcomes.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 2","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-03-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70188","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"147564836","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 Potential Ambiguity of Negative Questions in Children's Testimony 儿童证词中否定问题的潜在歧义

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-03-04 DOI: 10.1002/acp.70182

Breanne E. Wylie, Stacia N. Stolzenberg, Thomas D. Lyon

引用次数: 0