Applied Cognitive Psychology最新文献_第3页

Do Momentary Stress and Busyness Predict Naturalistic Prospective Memory Differently in Younger and Older Adults? 短时压力和忙碌对年轻人和老年人自然前瞻记忆的预测不同吗？

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-08-20 DOI: 10.1002/acp.70275

Nicola Ballhausen, Maximilian Haas

{"title":"Do Momentary Stress and Busyness Predict Naturalistic Prospective Memory Differently in Younger and Older Adults?","authors":"Nicola Ballhausen, Maximilian Haas","doi":"10.1002/acp.70275","DOIUrl":"https://doi.org/10.1002/acp.70275","url":null,"abstract":"<p>Everyday prospective memory (PM), such as remembering medication intake or appointments, is crucial for independence and quality of life, especially in older age. However, little is known about how momentary stress and busyness as contextual factors differentially affect naturalistic PM. Forty younger (18–27 years) and 40 older adults (60–84 years) completed a 14-day ambulatory assessment of various naturalistic PM tasks, alongside time-contingent reports of stress and busyness. Multilevel structural equation modeling revealed within-person effects: stress was related to lower time-based but higher event-based PM, while busyness was related to higher event-based PM and self-assigned intentions. Effects of stress but not busyness were stronger in older adults. Older adults performed comparably to or better than younger adults on most tasks. Importantly, accounting for busyness and stress eliminated age differences in time-based PM. Findings highlight task-specific and differential effects of stress and busyness and demonstrate how their daily fluctuations shape age-related PM.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784472","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 Dual Advantages of Higher Cue Utilization: Risk Assessment in Simulated Road-Crossing Under Visual Occlusion 高线索利用率的双重优势：视觉遮挡下模拟过马路的风险评估

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-08-20 DOI: 10.1002/acp.70273

Shuwen Yang, Ning Wang, Jingyi Xu, Jinfei Ma

{"title":"The Dual Advantages of Higher Cue Utilization: Risk Assessment in Simulated Road-Crossing Under Visual Occlusion","authors":"Shuwen Yang, Ning Wang, Jingyi Xu, Jinfei Ma","doi":"10.1002/acp.70273","DOIUrl":"https://doi.org/10.1002/acp.70273","url":null,"abstract":"<div>\u0000 \u0000 <p>Visual occlusion by large vehicles can hide approaching traffic and increase pedestrian crash risk. Cue utilization refers to the ability to identify and apply environmental cues based on learned associations. This study investigated how cue utilization influences risk assessment under different visual occlusion levels. Ninety-three adults aged 18–28 years completed simulated road-crossing trials in a 2 × 2 mixed design. Risk assessment scores were collected, and eye-tracking was used to quantify the percentage of fixation time on the hazard area. Occlusion was induced by a yielding bus that partially blocked approaching traffic. Under slight occlusion, higher cue utilization reported more conservative perceived-risk assessments than lower cue utilization. Under severe occlusion, perceived-risk assessments converged between groups, but higher cue utilization focused more on occluded hazards. Higher cue utilization showed dual advantages: relatively stable and conservative perceived-risk assessment regardless of context and refined visual search under severe occlusion.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 5","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-08-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148784468","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 Effect of Fake News on Memory for True Events 假新闻对真实事件记忆的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-22 DOI: 10.1002/acp.70254

Geoffrey L. McKinley, Daniel J. Peterson

引用次数: 0

Effects of Emotional Skills Training on Language and Executive Functions in Children 情绪技能训练对儿童语言和执行功能的影响

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-22 DOI: 10.1002/acp.70244

Nadège Auguenois, Aurélie Simoës-Perlant, Camille Gramaje, Pierre Largy

{"title":"Effects of Emotional Skills Training on Language and Executive Functions in Children","authors":"Nadège Auguenois, Aurélie Simoës-Perlant, Camille Gramaje, Pierre Largy","doi":"10.1002/acp.70244","DOIUrl":"https://doi.org/10.1002/acp.70244","url":null,"abstract":"<p>This study examined the links between emotion, language, and executive functions (EFs) in 253 children aged 5–9, and assessed a 4-month emotional skills training programme. Pre- and post-intervention assessments covered emotion comprehension, vocabulary, expressive language and hot/cold EFs. Results showed the programme significantly improved overall emotion comprehension (especially mentalistic and reflective components), emotional vocabulary and specific expressive verbal skills. Regarding cold EFs, improvements occurred in planning, reasoning, attention and flexibility, varying by age. For hot EFs, the training reduced externalised behaviours (opposition, hyperactivity/impulsivity) in older children, but had limited impact on internalised or prosocial behaviours. Gender effects were minimal and age-dependent. These findings highlight the value of emotional skills training for children's cognitive and emotional development, suggesting promising educational applications. Future research should explore these impacts across diverse developmental trajectories and educational contexts.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70244","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615491","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

Neuro-AI and Brain-Inspired Learning Model (NBILM): A Theoretical and Pedagogical Framework for Integrating Artificial Intelligence Into Education 神经-人工智能和大脑启发学习模型（NBILM）：将人工智能融入教育的理论和教学框架

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-21 DOI: 10.1002/acp.70256

Gökhan Uyanik, Aydın Bulut, Ahu Taneri

{"title":"Neuro-AI and Brain-Inspired Learning Model (NBILM): A Theoretical and Pedagogical Framework for Integrating Artificial Intelligence Into Education","authors":"Gökhan Uyanik, Aydın Bulut, Ahu Taneri","doi":"10.1002/acp.70256","DOIUrl":"https://doi.org/10.1002/acp.70256","url":null,"abstract":"<div>\u0000 \u0000 <p>This study systematically examines the field of Brain-Inspired Learning, which is developing at the intersection of neuroscience and artificial intelligence within an educational context. A total of 404 articles published in Web of Science between 1992 and 2025 were analysed bibliometrically using the PRISMA framework. The findings demonstrate a marked increase, particularly in publications subsequent to 2008 and a strengthening of interdisciplinary interest. Thematic clusters were identified as the integration of cognitive neuroscience into education, interventions for learning difficulties, debunking neuro-myths and teachers' professional development. In this vein, the study develops the Neuro-Artificial Intelligence and Brain-Inspired Learning Model (NBILM), which combines psychopedagogical variables such as attention, working memory, motivation and cognitive load with neurophysiological data. The model facilitates personalised learning through real-time neurophysiological monitoring and AI-adaptive content design, while promoting evidence-based teaching by enhancing neuroscience literacy.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148615596","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

Everyday Uses of Inner Speech Among Middle- and Older-Aged Adults 中老年人日常内心语言的使用

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-20 DOI: 10.1002/acp.70245

Mackenzie E. Fama

引用次数: 0

Quiet Rest in the Classroom: Evidence for Superior Wordlist Memory in 10–12-Year-Old Children When New Learning Is Followed by a Brief Period of Quiescence 教室里的安静休息：10 - 12岁儿童在学习新知识后短暂的安静会提高单词记忆的证据

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-18 DOI: 10.1002/acp.70252

Bindu Pravinkumar Knowles, Michael Craig

{"title":"Quiet Rest in the Classroom: Evidence for Superior Wordlist Memory in 10–12-Year-Old Children When New Learning Is Followed by a Brief Period of Quiescence","authors":"Bindu Pravinkumar Knowles, Michael Craig","doi":"10.1002/acp.70252","DOIUrl":"https://doi.org/10.1002/acp.70252","url":null,"abstract":"<p>The acquisition and retention of new information are essential in education, yet applying cognitive theory in classrooms remains challenging. This study built on emerging evidence demonstrating that a brief period of post-encoding quiet rest benefits the retention of new information because it is conducive to the early consolidation of new memories. In this classroom-based study, 10–12-year-old children learned two lists of age-appropriate words, each followed by an immediate recall test, a 10-min delay condition, and a delayed recall test. Delay condition order was counterbalanced. Results showed significantly better word retention following rest, but this benefit was only observed when rest occurred first in the procedure. These findings support the rest-consolidation hypothesis while highlighting the influence of condition order on memory outcomes. Incorporating rest periods into school routines may offer a simple and low-cost approach to enhance memory retention, but further research is needed to optimise these effects in classroom contexts.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70252","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467628","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

Gender and Autobiographical Memory: An Updated Review 性别与自传式记忆：最新综述

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-17 DOI: 10.1002/acp.70224

Azriel Grysman

引用次数: 0

Gendered Narration of Agency and Communion in Significant Autobiographical Memories Among Older Black and White Americans 美国老年黑人和白人重要自传体记忆中的代理和交流的性别叙述

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-16 DOI: 10.1002/acp.70249

Hsiao-Wen Liao, Çağla Aktaş, Thomas F. Oltmanns

{"title":"Gendered Narration of Agency and Communion in Significant Autobiographical Memories Among Older Black and White Americans","authors":"Hsiao-Wen Liao, Çağla Aktaş, Thomas F. Oltmanns","doi":"10.1002/acp.70249","DOIUrl":"https://doi.org/10.1002/acp.70249","url":null,"abstract":"<p>The sociocultural developmental theory of autobiographical memory maintains that autobiographical memory is a self-centered narrative product shaped by sociocultural norms. This study tested this thesis by investigating gender effects on agency and communion in significant memories from racially diverse older adults, a population largely absent from past research. Participants (<i>N</i> = 468; 59.4% female; 50% Black; <i>M</i><sub>age</sub> = 68.18) were older Black and White American adults who recalled high points, low points, turning points, and critical events from their lives. We found that gender effects were not uniform but instead moderated by racial background. For agency, Black males scored higher than Black females overall; this gendered pattern was observed in White participants' high-point memories. For communion, White females scored higher than White males overall; this gendered pattern was observed in Black participants' turning-point memories. These findings highlight the joint influences of gender and racial-cultural contexts on older adults' autobiographical remembering.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70249","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467113","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

Gender in Personal and Collective Event Memories From the COVID-19 Pandemic COVID-19大流行中个人和集体事件记忆中的性别

IF 1.8 3区心理学

Applied Cognitive Psychology Pub Date : 2026-07-14 DOI: 10.1002/acp.70248

Çağla Duman, Qi Wang

{"title":"Gender in Personal and Collective Event Memories From the COVID-19 Pandemic","authors":"Çağla Duman, Qi Wang","doi":"10.1002/acp.70248","DOIUrl":"https://doi.org/10.1002/acp.70248","url":null,"abstract":"<div>\u0000 \u0000 <p>The present study examined the role of gender in autobiographical and national event memories from the COVID-19 pandemic and their relations to well-being. Participants recalled and narrated autobiographical and national events, rated their phenomenological qualities, and completed a well-being measure. Memory narratives were coded for length, emotional expressivity, social orientation, specificity, and meaning-making themes. Consistent with gendered storytelling practices, females produced narratives that were more emotional than males and their autobiographical narratives were more likely to focus on social events rather than COVID-related themes. Across genders, autobiographical narratives were more emotional, socially oriented, and specific than national ones. Memory phenomenological qualities mostly mirrored narrative characteristics, with females' memories showing stronger subjective experience than males'. Furthermore, greater sharing of autobiographical memories was associated with higher well-being. These findings illuminate how gendered memory and narrative processes shape personal and collective meaning-making during crises.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"40 4","pages":""},"PeriodicalIF":1.8,"publicationDate":"2026-07-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"148467388","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