Applied Cognitive Psychology最新文献_第4页

Event boundary perception in audio described films by people without sight 无视力者对音频描述影片中事件边界的感知

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-18 DOI: 10.1002/acp.4228

Roger Johansson, Tina Rastegar, Viveka Lyberg-Åhlander, Jana Holsanova

{"title":"Event boundary perception in audio described films by people without sight","authors":"Roger Johansson, Tina Rastegar, Viveka Lyberg-Åhlander, Jana Holsanova","doi":"10.1002/acp.4228","DOIUrl":"https://doi.org/10.1002/acp.4228","url":null,"abstract":"Audio description (AD) plays a crucial role in making audiovisual media accessible to people with a visual impairment, enhancing their experience and understanding. This study employs an event segmentation task to examine how people without sight perceive and segment narrative events in films with AD, compared to sighted viewers without AD. Two AD versions were utilized, differing in the explicitness of conveyed event boundaries. Results reveal that the participants without sight generally perceived event boundaries similarly to their sighted peers, affirming AD's effectiveness in conveying event structures. However, when key event boundaries were more implicitly expressed, event boundary recognition diminished. Collectively, these findings offer valuable insights into event segmentation processes across sensory modalities. Additionally, they underscore the significance of how AD presents event boundaries, influencing the perception and interpretation of audiovisual media for people with a visual impairment and providing applied insights into event segmentation, multimodal processing, and audiovisual accessibility.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4228","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141639647","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

Use of the model statement in determining the veracity of opinions 使用示范声明确定意见的真实性

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-12 DOI: 10.1002/acp.4227

Samantha Mann, Aldert Vrij, Haneen Deeb

{"title":"Use of the model statement in determining the veracity of opinions","authors":"Samantha Mann, Aldert Vrij, Haneen Deeb","doi":"10.1002/acp.4227","DOIUrl":"https://doi.org/10.1002/acp.4227","url":null,"abstract":"We examined the efficacy of a Model Statement to detect opinion lies. A total of 93 participants discussed their opinion about the recent strikes on two occasions, 1 week apart. In one interview they told the truth and in the other interview they lied. Each interview consisted of two phases. In Phase 1 they discussed their alleged opinion (truth or lie as appropriate). They then either listened to a Model Statement (a detailed account of someone discussing an opinion about a topic unrelated to strike actions) and expressed their opinion again in Phase 2 (Model Statement present condition) or they discussed their opinion again without listening to a Model Statement (Model Statement absent condition). The verbal cues examined were pro-opinion arguments, anti-opinion arguments, plausibility, immediacy, directness, clarity, and predictability. The truthful statements sounded more plausible in Phases 1 and 2 than the deceptive statements, providing further evidence that plausibility is a strong veracity indicator. The truthful statements included more pro-arguments and sounded more immediate and direct than the deceptive statements, but only in Phase 2. The Model Statement had no effect. Reasons for the Model Statement null-effect are discussed.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4227","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141608019","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

Strengthening human-centered face recognition in law enforcement: Combining the Zurich face cognition test with the holistic cognitive interview 在执法过程中加强以人为本的人脸识别：将苏黎世人脸识别测试与整体认知访谈相结合

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-06 DOI: 10.1002/acp.4226

Franziska Hofer, Jobila Eigenmann, Carla Fumagalli, Markus Glaus, Signe Ghelfi

引用次数: 0

Studying naturally occurring involuntary autobiographical memories with the diary approach: A comparison of diary methods 用日记法研究自然发生的非自愿自传体记忆：日记方法比较

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-04 DOI: 10.1002/acp.4225

Amanda M. Clevinger, John H. Mace

引用次数: 0

The super-recogniser advantage extends to the detection of hyper-realistic face masks 超级识别器的优势延伸到超逼真人脸面具的检测上

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-03 DOI: 10.1002/acp.4222

David J. Robertson, Josh P. Davis, Jet G. Sanders, Alice Towler

{"title":"The super-recogniser advantage extends to the detection of hyper-realistic face masks","authors":"David J. Robertson, Josh P. Davis, Jet G. Sanders, Alice Towler","doi":"10.1002/acp.4222","DOIUrl":"https://doi.org/10.1002/acp.4222","url":null,"abstract":"Hyper-realistic silicone masks provide a viable route to identity fraud. Over the last decade, more than 40 known criminal acts have been committed by perpetrators using this type of disguise. With the increasing availability and bespoke sophistication of these masks, research must now focus on ways to enhance their detection. In this study, we investigate whether super-recognisers (SRs), people who excel at identity recognition, are more likely to detect this type of fraud, in comparison to typical-recogniser controls. Across three tasks, we examined mask detection rates in the absence of a pre-task prompt (covert task), and again after making participants aware of their use in criminal settings (explicit task). Finally, participants were asked to indicate which aspects of the masks could support their detection (regions of interest task). The findings show an SR advantage for the detection of hyper-realistic masks across the covert and explicit mask detection tasks. In addition, the eye, mouth, and nose regions appear to be particularly indicative of the presence of a mask. The lack of natural skin texture, proportional features, expressiveness, and asymmetry are also salient cues. The theoretical and applied implications of these findings are discussed.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4222","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141536727","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

Does presentation size of instructional materials influence the split-attention effect? 教学材料的演示尺寸会影响注意力分离效应吗？

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-02 DOI: 10.1002/acp.4223

Shirong Zhang, Bjorn B. de Koning, Fred Paas

{"title":"Does presentation size of instructional materials influence the split-attention effect?","authors":"Shirong Zhang, Bjorn B. de Koning, Fred Paas","doi":"10.1002/acp.4223","DOIUrl":"https://doi.org/10.1002/acp.4223","url":null,"abstract":"The split-attention effect posits that learning outcomes are negatively impacted when interrelated text and graphics are spatially segregated rather than cohesively integrated. This study explored how the instructional material's presentation size influences the manifestation of the split-attention effect. Based on cognitive load theory and perceptual load theory, we hypothesized that elevated information density in a compact presentation format would attenuate the advantage of integrated text and graphics, thereby diminishing the salience of the split-attention effect relative to a more expansive presentation size. University students (n = 146) studied a split-attention format or integrated format in either large or small presentation size. Results on retention and comprehension tests and extraneous cognitive load ratings revealed no effects of instructional format, presentation size or their interaction. The present results call for a more nuanced understanding of the split-attention effect and suggest additional research to explore its cognitive foundations.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-07-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4223","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141536684","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

Autobiographical memory of blind and sighted early teenagers: Memory accessibility, episodicity and phenomenology 失明和健视青少年的自传体记忆：记忆的可及性、偶发性和现象学

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-07-02 DOI: 10.1002/acp.4224

Naziye Güneş-Acar, Ali İ. Tekcan

引用次数: 0

Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education 实用价值是关键。探究高等教育中学生学习有效认知学习策略的动机因素

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-06-24 DOI: 10.1002/acp.4220

Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets

{"title":"Utility value is key. Exploring factors that contribute to student motivation for effective cognitive learning strategies in higher education","authors":"Marloes Broeren, Peter Verkoeijen, Lidia Arends, Guus Smeets","doi":"10.1002/acp.4220","DOIUrl":"https://doi.org/10.1002/acp.4220","url":null,"abstract":"Effective cognitive learning strategies are beneficial for learning and long-term retention. However, higher education students often rely on surface-level strategies like reading and underlining. Interventions to support effective cognitive strategy use have addressed knowledge, beliefs, planning, and commitment. This latter aspect and its relation with motivation has remained underexposed. Therefore, this study aimed to answer the following research question: What factors contribute to student motivation for effective cognitive strategy use during self-study in higher education? First-year vocational university students participated in focus group discussions (N = 100), and completed a strategy questionnaire (N = 217). Results showed that students used combinations of effective cognitive and surface-level strategies based on successful past experiences. Perceived utility value of strategies for students' performance-oriented goals contributed considerably to motivation, and students reduced perceived costs by combining self-study with non-academic activities. Incorporating these aspects in strategy support could be next steps for future interventions.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141488143","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

Correction to “Enhanced detection efficiency in reaction time-based concealed information test through response preparation interference” 对 "通过反应准备干扰提高基于反应时间的隐藏信息测试的检测效率 "的更正

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-06-23 DOI: 10.1002/acp.4221

引用次数: 0

Mothers' negative focus during memory-sharing conversations is linked to negative interpretation and memory biases in young children 母亲在记忆分享对话中的消极关注与幼儿的消极解释和记忆偏差有关

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2024-06-19 DOI: 10.1002/acp.4218

Gabrielle F. Principe, Daniel L. Greenberg, Amanda W. Cibischino

{"title":"Mothers' negative focus during memory-sharing conversations is linked to negative interpretation and memory biases in young children","authors":"Gabrielle F. Principe, Daniel L. Greenberg, Amanda W. Cibischino","doi":"10.1002/acp.4218","DOIUrl":"https://doi.org/10.1002/acp.4218","url":null,"abstract":"Parent-guided reminiscing helps children learn how to interpret and recollect personal experiences. These interpretive abilities are important because many experiences are ambiguous, and a tendency toward negative interpretation is associated with emotional disorders. Here, we explore whether naturally-occurring variations in parent-guided reminiscing are associated with children's interpretation and recall of novel ambiguous events. Mothers and their children (aged 5–6 years) reminisced about three shared negative events. Next, children were read several stories that described ambiguous social situations and were asked to invent endings that involved making an inference about motives of others in the stories. Later, children were asked questions to elicit story recall. Mothers who used more negative terms during reminiscing had children who were more likely to invent negative story endings and distort story recall negatively. Thus, mothers who frame memory-sharing conversations with children negatively might put them at risk for developing negative interpretation and memory biases.","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":null,"pages":null},"PeriodicalIF":2.1,"publicationDate":"2024-06-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.4218","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141435609","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