Applied Cognitive Psychology最新文献

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The Impact of Emotional Salience and Scene Duration Exposure on Susceptibility to Misinformation 情绪显著性和场景持续时间暴露对错误信息敏感性的影响
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-06-07 DOI: 10.1002/acp.70082
Datin Shah, Lauren Cooper
{"title":"The Impact of Emotional Salience and Scene Duration Exposure on Susceptibility to Misinformation","authors":"Datin Shah,&nbsp;Lauren Cooper","doi":"10.1002/acp.70082","DOIUrl":"https://doi.org/10.1002/acp.70082","url":null,"abstract":"<p>Accuracy in eyewitness testimony is shaped by factors affecting attention to event details. While research has explored attention's role in memory accuracy, less is known about its effect on the recollection accuracy for emotional events. This study investigates how emotional arousal and scene presentation duration influence susceptibility to misinformation. Participants viewed high-arousing negative, low-arousing negative, and neutral scenes, with either short or long presentation times. Participants then answered questions about the event, which included misleading information, and completed a forced-choice recognition test. Results showed a misinformation effect under both long and short presentation durations for the negative emotional images, but the effect disappeared for the neutral scene presented for a short duration. These findings suggest that negative emotional content is more susceptible to misinformation under limited viewing conditions, potentially highlighting the need for caution when relying on eyewitness accounts of briefly experienced emotional events.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70082","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232494","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
Monolinguals Benefit More From Executive Function Training Than Multilinguals: Evidence From Switzerland 来自瑞士的证据:单语者比多语者从执行功能训练中获益更多
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-06-07 DOI: 10.1002/acp.70073
Ebru Ger, Svenja Cibien, Claudia M. Roebers
{"title":"Monolinguals Benefit More From Executive Function Training Than Multilinguals: Evidence From Switzerland","authors":"Ebru Ger,&nbsp;Svenja Cibien,&nbsp;Claudia M. Roebers","doi":"10.1002/acp.70073","DOIUrl":"https://doi.org/10.1002/acp.70073","url":null,"abstract":"<div>\u0000 \u0000 <p>This study addressed potential differential effects of EF training as a function of language background. Training monolingual children with EF-fostering challenges and feedback may support them more than multilinguals, who face comparable challenges when switching languages. We assessed monolingual (<i>n</i> = 110) and multilingual (<i>n</i> = 91) 6-year-olds from Switzerland (<i>N</i><sub>total</sub> = 201, 101 female) for inhibition and shifting pre- and post-training using the Hearts and Flowers task. Children were assigned to one of three conditions: training on an EF task with feedback (<i>n</i> = 68), without feedback (<i>n</i> = 68), or on a control learning task (<i>n</i> = 65) for 12 sessions over 6–8 weeks. Results showed no differences between monolingual and multilingual children at T1. At T2, however, monolinguals outperformed multilinguals in inhibition with feedback and in shifting without feedback. Overall, monolinguals showed greater improvement than multilinguals. These results suggest monolingual children may benefit more from EF training, highlighting the need for tailored programs for monolingual and multilingual children.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-06-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144232493","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
Reaction Time as an Actual and a Perceived Cue to Deception Under Cognitive Load 认知负荷下反应时间作为欺骗的实际和感知线索
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-29 DOI: 10.1002/acp.70075
Evan Brennan, Keith A. Hutchison
{"title":"Reaction Time as an Actual and a Perceived Cue to Deception Under Cognitive Load","authors":"Evan Brennan,&nbsp;Keith A. Hutchison","doi":"10.1002/acp.70075","DOIUrl":"https://doi.org/10.1002/acp.70075","url":null,"abstract":"<p>The predictive validity of reaction time as an actual (objective) and a perceived cue to deception was tested in two experiments differing in question presentation methodology. Participants were video recorded while giving truthful and dishonest verbal responses to autobiographical questions under high and low cognitive load, and coders later viewed the recordings to detect their responses. We hypothesized that lie reaction times (RTs) would be significantly longer than truthful RTs and that longer RTs would be associated with differential lie and truth detection accuracy. We did not make any predictions regarding cognitive load, considering the current literature has produced mixed results. Our hypotheses were supported by the data. Results of our load manipulation differed between Experiment 1 and Experiment 2, leaving us questioning its validity. We provide many suggestions for future research regarding experimental methodologies measuring deception and cognitive load.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70075","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144171730","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
Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs 分散式练习与交错式练习:大学生的策略、经验与信念
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-22 DOI: 10.1002/acp.70071
Steven C. Pan, Eduardo González-Cabañes, Andy Z. J. Teo, Inez Zung, Faria Sana, James E. Cooke
{"title":"Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs","authors":"Steven C. Pan,&nbsp;Eduardo González-Cabañes,&nbsp;Andy Z. J. Teo,&nbsp;Inez Zung,&nbsp;Faria Sana,&nbsp;James E. Cooke","doi":"10.1002/acp.70071","DOIUrl":"https://doi.org/10.1002/acp.70071","url":null,"abstract":"<p>Do undergraduate students know and use <i>distributed practice</i>, the strategy of spacing apart learning opportunities over time, and <i>interleaved practice</i>, the strategy of alternating between topics during learning? What beliefs do students hold about how learning should be scheduled, and how are common learning activities—such as using flashcards and completing problem sets—actually scheduled? To explore these questions, we surveyed students at two major universities in North America and Southeast Asia, respectively. We found that distributed practice is unfamiliar to many students, whereas interleaved practice is virtually unknown. Both strategies are often underutilized and perceived with mixed effectiveness. Instructors, meanwhile, reportedly use various scheduling approaches in lectures and assignments. Additionally, distributed practice was associated with better academic performance. These findings, which showed relative consistency across culturally diverse samples, underscore significant gaps in student awareness and adoption of distributed and interleaved practice, highlighting the need to improve their integration into educational settings.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70071","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144117980","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
Re-Reading Between the Lines: A Re-Evaluation of the Pragmatic Implications of Minimization Within Police Interrogations 重读字里行间:对警察讯问中最小化语用含义的再评价
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-22 DOI: 10.1002/acp.70072
Quintan Crough, Joseph Eastwood
{"title":"Re-Reading Between the Lines: A Re-Evaluation of the Pragmatic Implications of Minimization Within Police Interrogations","authors":"Quintan Crough,&nbsp;Joseph Eastwood","doi":"10.1002/acp.70072","DOIUrl":"https://doi.org/10.1002/acp.70072","url":null,"abstract":"<p>Past research has suggested that minimization (i.e., downplaying the moral or psychological seriousness of the crime) pragmatically implies that a suspect will receive a more lenient sentence in exchange for information, and this cannot be mitigated by a leniency warning. Across four studies (<i>N</i>s = 187, 124, 236, and 241), participants read a case overview involving a break and enter, a suspect-interview transcript, and then answered questions regarding various perceptions of the interview and potential subsequent judicial process. We manipulated (1) the perspective taken by participants in the follow-up questions (Self v. Other) and (2) the language and placement of the leniency warning. We then conducted a mini meta-analysis that incorporated findings from all four studies. Results indicated that minimization only implies leniency when an imagine-other perspective is used; however, this effect can be successfully negated if a leniency warning is provided directly to the suspect.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70072","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144118034","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
Developmental Trajectory of Children's Epistemic Trust Decision for Mathematical and Relative Information 儿童数学及相关信息认知信任决策的发展轨迹
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-21 DOI: 10.1002/acp.70070
Hüseyin Kotaman, Aslı Balci
{"title":"Developmental Trajectory of Children's Epistemic Trust Decision for Mathematical and Relative Information","authors":"Hüseyin Kotaman,&nbsp;Aslı Balci","doi":"10.1002/acp.70070","DOIUrl":"https://doi.org/10.1002/acp.70070","url":null,"abstract":"<p>This study aimed to determine which type of information source—providing either mathematical or relative data—children aged 5–11 would prefer. Additionally, the study examined how children justified their choices and whether differences existed in their justifications. A total of 837 children participated in the study. The children watched videos of two information sources: one who made decisions based on mathematical data and another who relied on personal opinions. They then answered three questions about which source they would consult regarding an unfamiliar topic. They also explained why they preferred the source they chose more frequently. Regression analysis revealed that as age increased, the likelihood of choosing the mathematical (precise) informant as the information source significantly increased. Furthermore, with age, children were more likely to justify their selections based on objective, measurement-based reasoning.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70070","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144108825","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
Within- and Between-Person Fluctuations in Men's Sex-Related Alcohol Expectancies and Perceptions of Sexual Interest in a Hypothetical Sexual Scenario 在假设性场景中,男性与性相关的酒精预期和性兴趣感知的人内与人间波动
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-19 DOI: 10.1002/acp.70067
Jacqueline Woerner, Rachel Cooper, Leanna J. Papp, Elizabeth C. Neilson, Cameron Davis, Robert D. Dvorak, Michael E. Dunn
{"title":"Within- and Between-Person Fluctuations in Men's Sex-Related Alcohol Expectancies and Perceptions of Sexual Interest in a Hypothetical Sexual Scenario","authors":"Jacqueline Woerner,&nbsp;Rachel Cooper,&nbsp;Leanna J. Papp,&nbsp;Elizabeth C. Neilson,&nbsp;Cameron Davis,&nbsp;Robert D. Dvorak,&nbsp;Michael E. Dunn","doi":"10.1002/acp.70067","DOIUrl":"https://doi.org/10.1002/acp.70067","url":null,"abstract":"<div>\u0000 \u0000 <p>Sex-related alcohol expectancies about oneself and one's partner vary across time and context, yet alcohol-related sexual violence research predominantly measures alcohol expectancies as stable traits. Sexually active, non-abstinent men completed a sexual aggression analog scenario. After indicating a preference for a female or male hypothetical partner, participants were randomized to a scenario depicting a highly or low intoxicated partner, and they reported sex-related alcohol expectancies and sexual interest for themselves and their partner at four points across the scenario as well as their sexual aggression intentions. Repeated-measures ANOVA and latent growth curve modeling suggested self- and partner-specific sex-related alcohol expectancies and sexual interest fluctuated across the scenario. Less acute decreases in self- and partner-sex-related alcohol expectancies and perceived sexual interest following partner sexual refusal were associated with sexual aggression intentions. Prevention research and program development should incorporate a dynamic conceptualization of alcohol expectancies when examining sexual assault perpetration risks.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"144091688","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
Notetaking in the Time of COVID-19: Shifts in Students' Notetaking Practices Between In-Person and Online Instruction COVID-19时期的笔记:学生笔记实践在面对面教学和在线教学之间的转变
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-14 DOI: 10.1002/acp.70068
Megan N. Imundo, Rui Ling Rachel Sanchez, Bianca Gonzalez, Rebecca M. Adler, Elizabeth Ligon Bjork
{"title":"Notetaking in the Time of COVID-19: Shifts in Students' Notetaking Practices Between In-Person and Online Instruction","authors":"Megan N. Imundo,&nbsp;Rui Ling Rachel Sanchez,&nbsp;Bianca Gonzalez,&nbsp;Rebecca M. Adler,&nbsp;Elizabeth Ligon Bjork","doi":"10.1002/acp.70068","DOIUrl":"https://doi.org/10.1002/acp.70068","url":null,"abstract":"<div>\u0000 \u0000 <p>The COVID-19 pandemic produced a unique opportunity to examine undergraduate students' notetaking practices for online courses. In this large survey study (<i>n</i> = 584), we examined how students' notetaking changed from before to during emergency online instruction and how students used their notes during this time. Our findings suggest that students made use of the affordances of online courses—especially the availability of lecture recordings and live captions—while taking notes. We also found mixed support for students' taking and using their notes in evidence-aligned ways. Students reported that they consistently took notes and often used organizational strategies while notetaking. Yet, students also tended to take transcript-style notes and often reviewed their notes passively and at the last minute. Together, our findings offer insight into how students leverage the unique features of online learning during notetaking and paint a nuanced picture of students' notetaking strategies.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143949823","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 More, the Merrier? A Study on Group Structure's Impact on Individual and Collective Memory 越多越快乐?群体结构对个体和集体记忆的影响研究
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-12 DOI: 10.1002/acp.70064
Qian Xiao, Xiaochun Luo, Yue Chu, Weihai Tang, Yahui Zhang, Hui Xu, Xiping Liu
{"title":"The More, the Merrier? A Study on Group Structure's Impact on Individual and Collective Memory","authors":"Qian Xiao,&nbsp;Xiaochun Luo,&nbsp;Yue Chu,&nbsp;Weihai Tang,&nbsp;Yahui Zhang,&nbsp;Hui Xu,&nbsp;Xiping Liu","doi":"10.1002/acp.70064","DOIUrl":"https://doi.org/10.1002/acp.70064","url":null,"abstract":"<div>\u0000 \u0000 <p>The study examined the impact of group structure on individual and collective memory using a socially shared retrieval-induced forgetting (SS-RIF) paradigm with categorized exemplar words. A mixed design study with a 2 (group structure: member-identical, member-reconfigured) × 2 (interaction roles: speaker, listener) × 4 (item types: Rp+, Rp−, Nrp+, Nrp−) was conducted. Listeners in both groups exhibited SS-RIF, with no significant difference in forgetting. The member-identical group demonstrated a higher level of collective memory (overlapping items both members remembered or forgotten after collaboration) than the member-reconfigured group. No significant difference was found in collective recollection (i.e., items commonly remembered). However, the member-reconfigured group exhibited lower collective forgetting (i.e., items commonly forgotten). These results suggest repeated interactions with the same group are more conducive to forming collective memories, while interacting with a different person each time offers greater re-exposure benefits, leading to enhanced recall and less forgetting of the discussed information.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143938778","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
Seductive Details in Learning Text—Less Harmful if They Are Grouped Together Instead of Interspersed? 学习文本的诱人细节如果放在一起而不是分散在一起有害吗?
IF 2.1 3区 心理学
Applied Cognitive Psychology Pub Date : 2025-05-08 DOI: 10.1002/acp.70065
Lukas Wesenberg, Felix Krieglstein, Sascha Schneider, Günter Daniel Rey
{"title":"Seductive Details in Learning Text—Less Harmful if They Are Grouped Together Instead of Interspersed?","authors":"Lukas Wesenberg,&nbsp;Felix Krieglstein,&nbsp;Sascha Schneider,&nbsp;Günter Daniel Rey","doi":"10.1002/acp.70065","DOIUrl":"https://doi.org/10.1002/acp.70065","url":null,"abstract":"<p>This study examined if the number of interruptions caused by interesting side notes in learning text is critical for the detrimental effect that is generally found when such seductive details are included, and consequently, if this effect can be mitigated by grouping these details together instead of interspersing them. Results confirmed that extraneous cognitive load was increased and transfer performance impaired in conditions with seductive details. However, no significant differences were found between the grouped condition with five seductive details placed directly one after another (one interruption), and the interspersed condition with five seductive details placed at different positions (several interruptions). It is recommended to avoid interesting digressions in teaching, regardless of whether they are spread across the learning material or grouped together in one place. The extent of the seductive detail effect might rather depend on the amount of seductive details presented than the number of interruptions caused.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 3","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-05-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70065","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143925742","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
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