发布求助
文献互助 智能选刊 最新文献

Applied Cognitive Psychology最新文献

筛选
英文 中文
Effects of Mindfulness Meditation on Prospective Memory Under Different Attentional Load Conditions 正念冥想对不同注意负荷条件下前瞻记忆的影响
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-09-05 DOI: 10.1002/acp.70111
Tongyang Nie, Tongxuan Dang, Yunfei Guo
{"title":"Effects of Mindfulness Meditation on Prospective Memory Under Different Attentional Load Conditions","authors":"Tongyang Nie,&nbsp;Tongxuan Dang,&nbsp;Yunfei Guo","doi":"10.1002/acp.70111","DOIUrl":"https://doi.org/10.1002/acp.70111","url":null,"abstract":"<div>\u0000 \u0000 <p>Prospective memory is the ability to execute delayed intentions at the appropriate moment. Mindfulness meditation serves as a training modality to enhance attentional control and foster a flexible, self-regulated attentional state, which can significantly enhance prospective memory performance through refined attentional control. The study aimed to investigate the effects of mindfulness meditation on prospective memory and its underlying processing mechanisms under different attentional loads. In the present study, a total of 109 participants were enrolled in a 2 (groups: mindfulness meditation group, control group) × 2 (attentional load: low load, high load) between-subjects design. The results indicated that mindfulness meditation enhances prospective memory performance primarily by improving the prospective component. This positive effect manifests significantly under the low attentional load condition. The findings suggest that mindfulness meditation primarily enhances prospective memory in scenarios with lower attentional demands.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144998809","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
Passenger Decision-Making in Mass Transit Systems: Insights From Dual-Process Theories 公共交通系统中的乘客决策：来自双过程理论的见解
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-09-03 DOI: 10.1002/acp.70112
Archana Prabhakar, Elise Grison, Simone Morgagni, Martin Nöllenburg, Valérie Gyselinck
{"title":"Passenger Decision-Making in Mass Transit Systems: Insights From Dual-Process Theories","authors":"Archana Prabhakar,&nbsp;Elise Grison,&nbsp;Simone Morgagni,&nbsp;Martin Nöllenburg,&nbsp;Valérie Gyselinck","doi":"10.1002/acp.70112","DOIUrl":"https://doi.org/10.1002/acp.70112","url":null,"abstract":"<p>This experimental study explores how dual-process theories of decision-making may enrich our understanding of the cognitive mechanisms supporting Mass Transit (MT) users' route choices. We examined whether Type 1 (i.e., autonomous and heuristic-based) and Type 2 (i.e., deliberative and criteria-based) processing may explain how on-board crowding information in smartphone route planning apps influences willingness to wait for less crowded routes. The data of 377 participants who completed an online experiment simulating route planning for 35 trips in central Paris were analysed. The willingness to wait phenomenon was found to be driven by two distinct information-processing mechanisms: (1) deliberative evaluation of explicit crowding, waiting, and in-vehicle time information, and (2) autonomous heuristics activated by implicit colour cues associated with green-orange-red crowding levels. The findings of this study highlight passenger crowding as a key route selection criterion and illustrate the relevance of dual-process theories in passengers' decision-making in MT.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70112","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144935346","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
Uses of Technology to Facilitate Education in Skill Training: Introduction to the Special Issue 利用科技促进技能培训教育：特刊导论
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-31 DOI: 10.1002/acp.70085
Sonja P. Brubacher, Martine B. Powell
{"title":"Uses of Technology to Facilitate Education in Skill Training: Introduction to the Special Issue","authors":"Sonja P. Brubacher,&nbsp;Martine B. Powell","doi":"10.1002/acp.70085","DOIUrl":"https://doi.org/10.1002/acp.70085","url":null,"abstract":"<p>Technology plays a prominent role in contemporary education. In this special issue of Applied Cognitive Psychology, we compiled a collection of articles that employed technological advancements in the training of knowledge and skills. Some articles use simulations, such as virtual environments and 2D and 3D avatars. Other articles compare various presentation modalities and pedagogical agents. Many of the research articles leverage the advantages of technology, such as learning management systems that offer the ability to deliver training bursts and collect user data, automatic immediate feedback, and interactive experiences. In our introduction, we review the important elements of training—with or without technology—through the identification of seven key topics that represent the papers in this special issue: <i>feedback, practice, motivation, levels of learning, cognitive load, simulations,</i> and <i>pedagogical agents.</i> We consider the advantages, disadvantages, and critical principles of technology in education, with an emphasis on skills training.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70085","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144923733","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
Baywatch in the Laboratory—Differences in Visual Surveillance Between Lifeguards and Non-Lifeguards 实验室中的海滩守卫——救生员与非救生员视觉监视的差异
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-30 DOI: 10.1002/acp.70110
Pieter Vansteenkiste, Jan G. Bourgois, Matthieu Lenoir
{"title":"Baywatch in the Laboratory—Differences in Visual Surveillance Between Lifeguards and Non-Lifeguards","authors":"Pieter Vansteenkiste,&nbsp;Jan G. Bourgois,&nbsp;Matthieu Lenoir","doi":"10.1002/acp.70110","DOIUrl":"https://doi.org/10.1002/acp.70110","url":null,"abstract":"<div>\u0000 \u0000 <p>Quickly recognizing distress and drowning is an essential skill for lifeguards. Unfortunately, it is unclear to what extent visual behavior contributes to the ability of a lifeguard to detect hazardous aquatic situations. Twenty-four non-lifeguards and twenty-four beach lifeguards watched two 15-min clips filmed from the perspective of a beach lifeguard. Participants were instructed to press the spacebar if they would undertake an action, and call out why they reacted. No difference in the number of reactions or average fixation duration was found between groups. However, lifeguards looked ‘deeper’ in the sea than non-lifeguards, had a higher variation in gaze location in the horizontal plane, and a lower variation in the vertical plane. For both lifeguards and non-lifeguards, average fixation duration in the 5 s prior to a reaction was longer than the overall average fixation duration. Overall, results show experiential differences in visual behavior between lifeguards and non-lifeguards.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144918683","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
Major Concerns About the False Memory Implantation Paradigm Persist 关于错误记忆植入范式的主要担忧仍然存在
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-27 DOI: 10.1002/acp.70108
Chris R. Brewin, Bernice Andrews
{"title":"Major Concerns About the False Memory Implantation Paradigm Persist","authors":"Chris R. Brewin,&nbsp;Bernice Andrews","doi":"10.1002/acp.70108","DOIUrl":"https://doi.org/10.1002/acp.70108","url":null,"abstract":"<div>\u0000 \u0000 <p>Our article ‘Lost in the mall? Interrogating judgements of false memory’ (Andrews and Brewin 2024) was the first to reanalyse transcripts from the false memory implantation paradigm and throw light on the nature of investigator-based judgements of false memory. Commentaries on our report include several misrepresentations of what we did as well as some misconceptions about our methods, results, and conclusions. After addressing these, we discuss persistent concerns about the reliability, validity and generalisability of the paradigm and about the tendency for the results of false memory research to be exaggerated. These exaggerations sometimes later appear in expert witness reports and influence court deliberations.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144910042","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 Impact of Exposure to a Novel Virtual Environment on Episodic Memory as a Function of the Level of Processing During Encoding 虚拟环境对情景记忆的影响：编码过程中加工水平的函数
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-25 DOI: 10.1002/acp.70109
Camille Aron, Judith Schomaker, Christine Bastin
{"title":"The Impact of Exposure to a Novel Virtual Environment on Episodic Memory as a Function of the Level of Processing During Encoding","authors":"Camille Aron,&nbsp;Judith Schomaker,&nbsp;Christine Bastin","doi":"10.1002/acp.70109","DOIUrl":"https://doi.org/10.1002/acp.70109","url":null,"abstract":"<div>\u0000 \u0000 <p>This study examines whether exploring a novel environment in virtual reality enhances verbal episodic memory as a function of level of processing during encoding. Thirty-four participants completed three sessions. In the first, they familiarized themselves with a virtual environment. In the second and third sessions, they explored either the same (familiar) or a different (novel) environment before completing an episodic memory task. The task required participants to encode words under deep or shallow conditions and then complete free recall and recognition memory tests. Results showed that recall and recognition were better with deep encoding compared to shallow encoding. Recall was better in the second session for deep encoding, regardless of novelty. For shallow encoding, recall was better after exploring the novel environment, but only if it occurred in the third session. Recognition memory was unaffected by novelty. These findings suggest that environmental novelty benefits weak memories, but under specific conditions.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144897565","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
Autobiographical Memory for Emotional Events: A Test of the ‘Warning Signal’ Hypothesis 情绪事件的自传式记忆：“警告信号”假说的检验
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-17 DOI: 10.1002/acp.70106
Andrea Rustand, Tim Brennen, Tore Wentzel-Larsen, Øivind Solberg, Ines Blix
{"title":"Autobiographical Memory for Emotional Events: A Test of the ‘Warning Signal’ Hypothesis","authors":"Andrea Rustand,&nbsp;Tim Brennen,&nbsp;Tore Wentzel-Larsen,&nbsp;Øivind Solberg,&nbsp;Ines Blix","doi":"10.1002/acp.70106","DOIUrl":"https://doi.org/10.1002/acp.70106","url":null,"abstract":"<p>According to the warning signal hypothesis, memory may be enhanced for peripheral details occurring immediately before a traumatic experience to signal potential danger if encountered again. This idea contrasts with research demonstrating a temporal memory trade-off, where central details of distressing events are prioritised over peripheral information occurring immediately before or after. This study aimed to experimentally test the warning signal hypothesis, by comparing episodic details from neutral, positive and negative/trauma-related autobiographical memories. Participants (<i>N</i> = 175) wrote short narratives to facilitate recall of each event and the moments leading up to it, then rated their memories on vividness and level of detail. Memories of moments preceding emotional experiences were recalled with greater vividness and detail compared to neutral experiences. Contrary to the warning signal hypothesis, the prioritisation of preceding stimuli does not appear specific to traumatic experiences and may instead reflect a general mechanism prioritising temporally proximal and emotionally significant information.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70106","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144861653","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
Distraction Across Languages: The Impact of Background Music Lyrics on First- and Second Language Reading 跨语言的分心：背景音乐歌词对第一语言和第二语言阅读的影响
IF 1.8 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-08-06 DOI: 10.1002/acp.70104
Yilun Ding, William Choi
{"title":"Distraction Across Languages: The Impact of Background Music Lyrics on First- and Second Language Reading","authors":"Yilun Ding,&nbsp;William Choi","doi":"10.1002/acp.70104","DOIUrl":"https://doi.org/10.1002/acp.70104","url":null,"abstract":"<p>Background music with lyrics can be a prevalent distraction in environments where people study or read while music plays. However, such effects on reading comprehension across different language contexts remain insufficiently investigated. Guided by the duplex-mechanism account of auditory distraction and the semantic-interference hypothesis, the current study explores the graded interaction of background music lyrics and task language on reading comprehension performance among Cantonese ESL learners. Ninety-five Cantonese ESL learners will be tested on L1 and L2 reading comprehension tasks under a silent condition and three background music conditions: L1, L2, and foreign. We will measure reading comprehension accuracy and the time taken to read each passage. By systematically examining cross-language auditory distraction in reading comprehension, the current study could potentially refine theoretical accounts of auditory distraction and optimize learning environments for L2 learners.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2025-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70104","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144782305","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
Study of the Benefits of Natural Environments on Cognition in Primary School: The Role of Environmental Characteristics and Sensorimotor Interactions 自然环境对小学生认知的益处研究：环境特征和感觉运动相互作用的作用
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-07-28 DOI: 10.1002/acp.70102
Léna Kolodzienski, Rémy Versace, Camille Gramaje, Hanna Chainay, Gaën Plancher
{"title":"Study of the Benefits of Natural Environments on Cognition in Primary School: The Role of Environmental Characteristics and Sensorimotor Interactions","authors":"Léna Kolodzienski,&nbsp;Rémy Versace,&nbsp;Camille Gramaje,&nbsp;Hanna Chainay,&nbsp;Gaën Plancher","doi":"10.1002/acp.70102","DOIUrl":"https://doi.org/10.1002/acp.70102","url":null,"abstract":"<div>\u0000 \u0000 <p>Numerous studies have shown cognitive benefits when children engage in activities in natural environments (NE). These benefits may stem from the restorative qualities of nature, which help reduce stress and replenish attentional capacities. According to embodied cognition theories, cognitive processes are shaped by our interactions with the environment. Given that NE facilitate interactions, we investigated whether cognitive benefits are driven by NE characteristics or sensorimotor interactions. Eighty-nine second-grade students participated in activities under three experimental conditions: sensorimotor activities in NE, non-sensorimotor activities in NE, and sensorimotor activities in built environments. Selective attention, categorization, recognition, short-term retention, and affect were assessed pre- and post-intervention. Results showed significant benefits of sensorimotor activities on short-term retention and selective attention, especially in NE. This suggests that sensorimotor experiences support cognitive processes and that NE provides an optimal context for such interactions, enhancing cognitive benefits.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 4","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714937","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
Stage 2 Registered Report—You've Got Some Explaining to Do: Effects of Explanation Prompts on Science Text Comprehension 第二阶段注册报告-你有一些解释要做：解释提示对科学文本理解的影响
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-07-28 DOI: 10.1002/acp.70093
Kathryn S. McCarthy, Scott R. Hinze
{"title":"Stage 2 Registered Report—You've Got Some Explaining to Do: Effects of Explanation Prompts on Science Text Comprehension","authors":"Kathryn S. McCarthy,&nbsp;Scott R. Hinze","doi":"10.1002/acp.70093","DOIUrl":"https://doi.org/10.1002/acp.70093","url":null,"abstract":"<div>\u0000 \u0000 <p>The use of active comprehension strategies that encourage students to explain what they have read can improve students' comprehension of complex scientific texts. Most research has focused on either strategies that are engaged during reading (online) or those used after reading (offline)—often ignoring potential interactions that might occur in authentic learning. This study used a 2 (online: think-aloud, self-explain) × 3 (offline: reread, free recall, explanatory retrieval) design with a 7-day delayed comprehension test to examine how explanatory prompts might affect comprehension. Analyses from this Stage 2 Registered Report revealed a main effect of online condition, but no main effect offline condition. This was qualified by an interaction such that retrieval of any kind supported the comprehension benefits of self-explanation. These findings highlight the importance of considering how comprehension strategies interact and the conditions under which they are most effective.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 4","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-07-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144714938","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
首页 上一页 下一页 尾页
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整，为了账户安全，请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
请完成安全验证×
相关产品
×
本文献相关产品
联系我们：info@booksci.cn Book学术提供免费学术资源搜索服务，方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号：604180095
Book学术官方微信