Applied Cognitive Psychology最新文献_第6页

Drawing Participants Attention to Their Own Biases Reduces Formation of False Memories for Fake News 让参与者注意到自己的偏见可以减少对假新闻的错误记忆的形成

IF 2.1 3区心理学

Applied Cognitive Psychology Pub Date : 2025-06-07 DOI: 10.1002/acp.70079

Ciara M. Greene, Gillian Murphy

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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

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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, Svenja Cibien, 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

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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, Eduardo González-Cabañes, Andy Z. J. Teo, Inez Zung, Faria Sana, 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

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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

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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, Rachel Cooper, Leanna J. Papp, Elizabeth C. Neilson, Cameron Davis, Robert D. Dvorak, 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, Rui Ling Rachel Sanchez, Bianca Gonzalez, Rebecca M. Adler, 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, Xiaochun Luo, Yue Chu, Weihai Tang, Yahui Zhang, Hui Xu, 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