Applied Cognitive Psychology最新文献

{"title":"Effects of Reading Goal Instructions on the Comprehension and Metacomprehension of Informative Narratives","authors":"Christoph Mengelkamp,&nbsp;Stefanie Golke,&nbsp;Markus Appel","doi":"10.1002/acp.70036","DOIUrl":"https://doi.org/10.1002/acp.70036","url":null,"abstract":"<p>Informative narratives are sometimes less beneficial for text comprehension than expository texts and elicit an overestimation of comprehension. We hypothesized that informative narratives imply an entertainment goal and providing a study goal should increase comprehension and decrease overestimation. Two experiments (<i>N</i>₁ = 164, <i>N</i>₂ = 322) were conducted, based on a 2 (informative narrative vs. expository text) by 2 (entertainment vs. study goal) between-participants design. Experiment 1 indicated that the congruence of the reading goal and text genre was beneficial for performance on inferential questions, and a study goal was beneficial for factual questions. In Experiment 2, the study goal increased performance on inference questions for informative narratives, and transportation into the narrative world predicted overestimation of performance on factual questions. An overestimation of text comprehension was shown for all conditions. Thus, the results of Experiment 2 suggest that a study goal can be beneficial for building a mental model.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70036","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143602850","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}

{"title":"Who Got Lost in the Mall? Challenges in Counting and Classifying False Memories","authors":"Gillian Murphy,&nbsp;Ciara M. Greene","doi":"10.1002/acp.70044","DOIUrl":"https://doi.org/10.1002/acp.70044","url":null,"abstract":"&lt;p&gt;What is a memory? Can an outside observer really ascertain whether someone is remembering an event? How can they do so reliably? These are challenging questions that we face as memory researchers, particularly when we try to tease apart true and false memories and beliefs. In this issue, Andrews and Brewin (&lt;span&gt;2024&lt;/span&gt;) reanalysed a portion of the data from our recent rich false memory study (Murphy, Dawson, et al. &lt;span&gt;2023&lt;/span&gt;) and developed a novel coding scheme based on counting reported details. They also applied further, more stringent criteria to classify the false memories reported in our study and concluded that this method yields a different false memory rate from the scheme used in our original paper, and that this rate is different again from participants' own self-reported memories. These findings do not surprise us—in our experience, different coding schemes will always yield different rates—but we do disagree with both the methods used and the conclusions that Andrews and Brewin drew from these findings.&lt;/p&gt;&lt;p&gt;To provide some context, we first offer a brief overview of the replication study. This was conducted by a team of students as a collaborative project (Murphy and Greene &lt;span&gt;2023&lt;/span&gt;) and closely adhered to the methods of the classic Lost in the Mall study (Loftus and Pickrell &lt;span&gt;1995&lt;/span&gt;). Participants signed up for a study about how we remember our childhoods and their informant (usually their mother) completed an online survey telling us about some true childhood events as well as some information about shopping trips when the participant was a child. We then sent participants a survey in which they were shown three true memory descriptions (taken from their informant's account) and one false memory prompt that described the participant getting lost in a shopping mall as a child; this false event was created by slotting the informant-provided details into a pre-prepared narrative in which the participant was described as getting lost for a short period of time, becoming upset and then being found by an elderly woman before being reunited with their parent. Participants were then interviewed on two separate occasions, for 20–30 min, where they were encouraged to try to remember as much as they could about the event. The transcripts of these conversations were then coded for the presence of a memory using a pre-registered coding scheme. At the conclusion of the second interview, participants self-reported whether or not they remembered each of the events, before being debriefed. Participants and informants reported enjoying the study and largely did not object to the deception employed (Murphy, Maher, et al. &lt;span&gt;2023&lt;/span&gt;). In a follow-up study, we confirmed that our debriefing methods were effective at retracting these false memories (Greene et al. &lt;span&gt;2024&lt;/span&gt;).&lt;/p&gt;&lt;p&gt;It is important to first note that we welcome scrutiny and discussion of our results. Our participants (and their parents) g","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70044","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143602851","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}

{"title":"COVCOG 3—Trajectory of Long COVID: Longitudinal Changes in Symptoms and Cognitive Impairment. A Third Publication From the COVID and Cognition Study","authors":"Sabine P. Yeung,&nbsp;Panyuan Guo,&nbsp;Francess L. Adlard,&nbsp;Seraphina R. Zhang,&nbsp;Vidita Bhagat,&nbsp;Josiah Cho,&nbsp;Lyn Curtis,&nbsp;Muzaffer Kaser,&nbsp;Mark P. Haggard,&nbsp;Lucy G. Cheke","doi":"10.1002/acp.70040","DOIUrl":"https://doi.org/10.1002/acp.70040","url":null,"abstract":"<p>Long COVID has widespread and long-lasting multisystemic impacts on patients' bodies, cognition, and daily functioning, including the ability to work. Longitudinal studies are important in investigating the expected timelines along the course of recovery. This mixed cross-sectional/longitudinal study examines how symptoms (cognitive and noncognitive) and objective cognitive function evolve in post-COVID-19 patients (<i>n</i> = 187) compared to noninfected controls (<i>n</i> = 207). Participants completed a questionnaire about their COVID-19 experience and cognitive tasks at baseline and again at 2–3 follow-ups during a 9-month period. While some noncognitive symptoms improved over time (<i>d</i>s = 0.34–0.87), cognitive symptoms and neurological symptoms, as well as memory function assessed with objective cognitive assessments, remained unimproved (nonsignificant change over time). Neurological symptoms predicted both cognitive symptoms and cognitive impairment across time. Our finding suggested that people with past COVID-19 infection did not experience improvement in cognitive function over time, at least for the duration of this 9-month longitudinal study.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70040","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143595588","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}

{"title":"The Cross-Race Effect in Lineups Versus Showups","authors":"Kyros J. Shen,&nbsp;Shiqi Chen,&nbsp;John T. Wixted","doi":"10.1002/acp.70035","DOIUrl":"https://doi.org/10.1002/acp.70035","url":null,"abstract":"<div>\u0000 \u0000 <p>A witness's ability to discriminate innocent from guilty suspects is reliably higher for same-race than for cross-race faces. We investigated the relative magnitude of this well-established effect in lineups versus showups. Based on diagnostic feature-detection theory, we hypothesized that the cross-race effect (CRE) for showups would be larger than that for lineups. However, contrary to our predictions, a similarly strong CRE was observed for showups and lineups, and high-confidence accuracy trended lower in the cross-race condition regardless of presentation format (showup vs. lineup). These results may indicate that witnesses did not initially encode certain diagnostic features of cross-race faces that might otherwise be put to good use in lineups. Moreover, the apparent failure of participants to adjust for the lower discriminability in the cross-race situation when expressing confidence may indicate that they may not fully appreciate how much more difficult it is to identify faces of a different race.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143533604","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}

{"title":"Closer Is Not Always More Credible: The Effect of Social Distance on Misinformation Processing","authors":"Guangzhen Jia,&nbsp;Gongxiang Chen,&nbsp;Jimei Dong,&nbsp;Yang Liu,&nbsp;Qingqing Yang,&nbsp;Siming Wang","doi":"10.1002/acp.70034","DOIUrl":"https://doi.org/10.1002/acp.70034","url":null,"abstract":"<div>\u0000 \u0000 <p>Generally, people rely on source credibility to assess the truth of information and correct misinformation. This study aimed to investigate how social distance, a source characteristic, impacted the processing of misinformation. We conducted two studies to examine how social distance from the source of misinformation (Experiment 1) and corrective information (Experiment 2) influenced information processing. We found that misinformation was perceived as more truthful when provided by a close information source than by a distant information source. Moreover, the retraction of misinformation increased when the social distance of the retraction source decreased. Surprisingly, the social distance of the misinformation source provoked an unexpected reverse effect: misinformation from a close social distance source was easier to correct than that from a distant source.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535874","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}

{"title":"Recall of Thematic and Perceptual Information Following Episodic Specificity Induction and Instructed Eye Closure","authors":"Andrew Parker,&nbsp;Adam Parkin,&nbsp;Neil Dagnall","doi":"10.1002/acp.70042","DOIUrl":"https://doi.org/10.1002/acp.70042","url":null,"abstract":"<p>Techniques to improve episodic memory such as eye-witness events have been the focus of much research in psychology. The present experiment investigates the effect of two techniques, episodic specificity induction (ESI) and eye-closure (EC) to assess if their conjoined effects are additive or interactive regarding the recall and subjective ratings of thematic and perceptual information of short video clips. It was found that both ESI and EC enhanced recall and that the effects were primarily additive. This was found for both thematic and perceptual details. ESI and EC interacted for subjective ratings of perceptual vividness but not story coherence. For the former, EC increased vividness ratings in the control but not the ESI group. The cognitive basis of these effects and possible applications are discussed.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-03-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70042","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143535875","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}

{"title":"Effects of Survey Order on Subjective Measures of Cognitive Load: A Randomized Controlled Trial","authors":"Onur Dönmez,&nbsp;Yavuz Akbulut,&nbsp;Gözde Zabzun,&nbsp;Berrin Köseoğlu","doi":"10.1002/acp.70039","DOIUrl":"https://doi.org/10.1002/acp.70039","url":null,"abstract":"<p>This study investigates the effect of survey order in measuring self-reported cognitive load. Understanding how survey order influences responses is crucial, but it has been largely overlooked in the context of cognitive load. Using a 2 × 2 experimental design with 319 high school students, the study manipulated intrinsic cognitive load (ICL) (pre-training vs. no pre-training) and survey order (ICL-first vs. extraneous cognitive load [ECL]-first). The results of the two-way MANOVA showed that pre-training contributed to the management of cognitive load. Cognitive load scores varied with survey order: extraneous and intrinsic load scores were higher on the ECL-first order, contrary to previous findings. However, pre-training and survey order had no significant effect on the achievement test. The structural validity of the cognitive load scale was consistent across survey types. These findings highlight the importance of survey order when considering cognitive load and provide insights for optimizing survey design in educational contexts.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70039","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513472","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}

{"title":"Memory for Free: Gist-Based False Recall of an Advertisement in Young and Older Adults","authors":"Kylie O. Alberts,&nbsp;Alan D. Castel","doi":"10.1002/acp.70041","DOIUrl":"https://doi.org/10.1002/acp.70041","url":null,"abstract":"<div>\u0000 \u0000 <p>Advertisers may mislead people into sharing personal information by wording their advertisements to encourage engagement. Advertisements may be effective because people rely on schematic information when retrieving information from memory, which can lead to gist-based false memory. The present study examined how young and older adults falsely remember viewing the word “free” in an advertisement. In two experiments, participants viewed an advertisement for 30 s (Experiment 1) or an unlimited time (Experiment 2). Participants either viewed an advertisement where “free” was stated thrice or was never stated but included synonyms. When “free” was stated, both age groups recalled “free” more often than it was stated. When “free” was not stated, both age groups falsely recalled the word “free.” Thus, people tend to overestimate the frequency of keywords and will falsely recall certain words, even when a specific thematic word is not in an advertisement, which could have implications for later decision-making.</p>\u0000 </div>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143513520","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}

{"title":"What Drives Student Engagement and Learning in Video Lectures? An Investigation of Instructor Visibility, Playback Speed, and Student Preferences","authors":"Dahwi Ahn,&nbsp;Jason C. K. Chan","doi":"10.1002/acp.70026","DOIUrl":"https://doi.org/10.1002/acp.70026","url":null,"abstract":"<p>COVID-19 greatly increased the online delivery of higher education. But one limitation of online learning is that students often struggle to stay engaged while watching online lectures. We examined whether including an instructor's face in lecture videos (instructor visibility) enhances student engagement or learning. In two preregistered experiments, we found that instructor visibility in lecture videos did not affect either engagement or learning overall. However, participants reported higher engagement when they watched a video that aligned with their preference for instructor visibility. For example, participants who favored videos with the instructor visible reported greater engagement with such videos compared to those without the instructor, and vice versa. Additionally, we examined the effects of playback speed on engagement and learning. Our results suggest that speeded playing did not impact engagement but resulted in better learning efficiency. Lastly, using GPT, we explored participants' open-ended responses to understand their preference for video lectures.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70026","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143481627","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}

{"title":"Fusing ChatGPT and Human Decisions in Unfamiliar Face Matching","authors":"Robin S. S. Kramer","doi":"10.1002/acp.70037","DOIUrl":"https://doi.org/10.1002/acp.70037","url":null,"abstract":"<p>Unfamiliar face matching involves deciding whether two face images depict the same person or two different people. Individual performance can be error-prone but is improved by aggregating (fusing) the responses of participant pairs. With advances in automated facial recognition systems (AFR), fusing human and algorithm responses also leads to performance improvements over individuals working alone. In the current work, I investigated whether ChatGPT could serve as the algorithm in this fusion. Using a common face matching test, I found that the fusion of individual responses with those provided by ChatGPT increased performance in comparison with both individuals working alone and simulated participant pairs. This pattern of results was evident when participants responded either using a rating scale (Experiment 1) or with a binary decision and associated confidence (Experiment 2). Taken together, these findings demonstrate the potential utility of ChatGPT in daily identification contexts where state-of-the-art AFR may not be available.</p>","PeriodicalId":48281,"journal":{"name":"Applied Cognitive Psychology","volume":"39 2","pages":""},"PeriodicalIF":2.1,"publicationDate":"2025-02-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://onlinelibrary.wiley.com/doi/epdf/10.1002/acp.70037","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143489742","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}