Archives of scientific psychology最新文献

{"title":"Can physical warmth (or coldness) predict trait loneliness? A replication of Bargh and Shalev (2012).","authors":"Jessica A Wortman, M. Donnellan, Richard E. Lucas","doi":"10.1037/ARC0000007","DOIUrl":"https://doi.org/10.1037/ARC0000007","url":null,"abstract":"In recent years, psychologists have become increasingly interested in the extent to which abstract concepts can be “embodied” in physical experiences. Bargh and Shalev (2012) demonstrated that individuals who experienced physical coldness (in the form of a cold pack) reported that they were lonelier than individuals who experienced physical warmth (in the form of a hand warmer) (Bargh & Shalev, 2012). Using procedures that were very similar to those in the original study and a sample size that was more than 5 times larger, we found that there was no difference between conditions, a finding that failed to replicate the original study. People who held a cold pack did not report that they were lonelier than people who held a warm pack. Holding a cold pack versus a warm pack also did not have an effect on people’s personality traits. Overall, we suggest that there needs to be further research to determine if there is a connection between physical warmth and interpersonal warmth. SCIENTIFIC A BSTRACT Bargh and Shalev (2012) hypothesized that experiencing physical coldness will lead individuals to report greater loneliness than if they experienced physical warmth. In their Study 2, they conducted an experiment in which they showed that participants who held a cold pack reported higher trait loneliness (as measured by a short form of the UCLA Loneliness Scale; Russell, 1996) than participants in the warm condition. We attempted to replicate this potentially practically important finding in a high-powered study (N 260). We also assessed the Big Five personality traits to determine if warmth or coldness might lead to changes in self-reported personality traits (particularly agreeableness). Our results showed that holding a hand warmer or cold pack for 1 min had no effect on trait loneliness in our study, with an effect size of essentially zero. The effect remained nonsignificant after excluding participants who reported any suspicion about the connection between the warmth-coldness manipulation and the measure of loneliness. There were also no effects of the cold (vs. warm) packs on personality traits. The question of the potential connection between physical warmth or coldness and loneliness warrants further research before it can be accepted.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"2 1","pages":"13-19"},"PeriodicalIF":0.0,"publicationDate":"2014-08-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/ARC0000007","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57670545","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"An Abbreviated Impulsiveness Scale (ABIS) Constructed through Confirmatory Factor Analysis of the BIS-11.","authors":"Christopher G Coutlee, Cary S Politzer, Rick H Hoyle, Scott A Huettel","doi":"10.1037/arc0000005","DOIUrl":"10.1037/arc0000005","url":null,"abstract":"<p><p>Impulsiveness is a personality trait that reflects an urge to act spontaneously, without thinking or planning ahead for the consequences of your actions. High impulsiveness is characteristic of a variety of problematic behaviors including attention deficit disorder, hyperactivity, excessive gambling, risk-taking, drug use, and alcoholism. Researchers studying attention and self-control often assess impulsiveness using personality questionnaires, notably the common Barratt Impulsiveness Scale version 11 (BIS-11; last revised in 1995). Advances in techniques for producing personality questionnaires over the last 20 years prompted us to revise and improve the BIS-11. We sought to make the revised scale shorter - so that it would be quicker to administer - and better matched to current behaviors. We analyzed responses from 1549 adults who took the BIS-11 questionnaire. Using a statistical technique called factor analysis, we eliminated 17 questions that did a poor job of measuring the three major types of impulsiveness identified by the scale: inattention, spontaneous action, and lack of planning. We constructed our ABbreviated Impulsiveness Scale (ABIS) using the remaining 13 questions. We showed that the ABIS performed well when administered to additional groups of 657 and 285 adults. Finally, we showed expected relationships between the ABIS and other personality measurements related to impulsiveness, and showed that the ABIS can help predict alcohol consumption. We present the ABIS as a useful and efficient tool for researchers interested in measuring impulsive personality.</p>","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"2 1","pages":"1-12"},"PeriodicalIF":0.0,"publicationDate":"2014-04-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4527550/pdf/nihms662609.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"34078852","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Primacy in the Effects of Face Exposure: Perception Is Influenced More by Faces That Are Seen First","authors":"A. Little, B. Jones, L. DeBruine","doi":"10.1037/ARC0000010","DOIUrl":"https://doi.org/10.1037/ARC0000010","url":null,"abstract":"Exposure to faces biases perceptions of subsequently viewed faces. In literature on memory, there are prominent effects of primacy in which people remember things better if they are at the beginning of a list. Here, we tested for primacy in face exposure by exposing people to faces that had been transformed in opposite directions twice. For example, in one condition, we exposed people to “plus” faces and measured how much they thought plus faces appeared normal and then exposed them to “anti” faces and again measured how much they thought plus faces appeared normal. A primacy effect would be seen if, after the second measurement, judgments of plus faces were unchanged from the first measurement whereas no primacy effect would be seen if, after the second exposure, judgments of plus faces were different from the first measurement. We found no change in normality judgment between the first and second judgments, supporting a primacy effect. Our results indicated a primacy effect in adaptation in which faces seen first affected perception more than faces seen later. This primacy effect could lead to long-lasting effects of exposure to faces.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"2 1","pages":"43-47"},"PeriodicalIF":0.0,"publicationDate":"2014-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/ARC0000010","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57670663","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Archives of Scientific Psychology: A New Journal for a New Era","authors":"H. Cooper, G. VandenBos","doi":"10.1037/ARC0000001","DOIUrl":"https://doi.org/10.1037/ARC0000001","url":null,"abstract":"The science of psychology matures in many ways. Its concepts and theories become more precise. Its methods incorporate advances in statistics and research design, as well as new technologies. Publishing in scientific psychology also matures. Archives of Scientific Psychology is a new journal of the American Psychological Association (APA). It is a response to recent changes in how social, behavioral, and cognitive scientists communicate with one another and with the public. As importantly, it responds to changes in what people expect to learn when they read a scientific research report. The subject matter of Archives of Scientific Psychology spans the entire discipline of psychology. Readers will find articles on subjects ranging from neuroscience to political psychology, and all points in between. Articles will also describe research conducted using any of the methods found in the psychologist’s toolbox (Cooper et al., 2012). Articles published in Archives of Scientific Psychology have five characteristics that, together, make them unique:","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"1 1","pages":"1-6"},"PeriodicalIF":0.0,"publicationDate":"2013-02-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/ARC0000001","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57670306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reporting Results from Structural Equation Modeling Analyses in <i>Archives of Scientific Psychology.</i>","authors":"Rick H Hoyle,&nbsp;Jennifer C Isherwood","doi":"10.1037/arc0000004","DOIUrl":"https://doi.org/10.1037/arc0000004","url":null,"abstract":"<p><p>Psychological research typically involves the analysis of data (e.g., questionnaire responses, records of behavior) using statistical methods. The description of how those methods are used and the results they produce is a key component of scholarly publications. Despite their importance, these descriptions are not always complete and clear. In order to ensure the completeness and clarity of these descriptions, the <i>Archives of Scientific Psychology</i> requires that authors of manuscripts to be considered for publication adhere to a set of publication standards. Although the current standards cover most of the statistical methods commonly used in psychological research, they do not cover them all. In this manuscript, we propose adjustments to the current standards and the addition of additional standards for a statistical method not adequately covered in the current standards-structural equation modeling (SEM). Adherence to the standards we propose would ensure that scholarly publications that report results of data analyzed using SEM are complete and clear.</p><p><strong>Scientific abstract: </strong>We recommend reporting standards consistent with the Journal Article Reporting Standards (JARS) of the American Psychological Association for manuscripts in which results from structural equation modeling (SEM) analyses are presented. For all sections of the general JARS except the results section, we recommend minor adjustments. For the results section of the JARS, we provide a supplemental module specific to reports of research that use SEM. The result is a questionnaire that ensures thorough and detailed reports of SEM analyses in the <i>Archives</i>.</p>","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"1 1","pages":"14-22"},"PeriodicalIF":0.0,"publicationDate":"2013-02-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/arc0000004","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"31701750","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Phrasing Questions in Terms of Current (Not Future) Knowledge Increases Preferences for Cue-Only Judgments of Learning","authors":"Ivo Todorov, Nate Kornell, M. Sundqvist, Fredrik U. Jönsson","doi":"10.1037/ARC0000002","DOIUrl":"https://doi.org/10.1037/ARC0000002","url":null,"abstract":"Effective learning demands knowledge about what learning strategies are most effective. Much research has addressed what students’ know about how to improve memory. However, to effectively study it is also important to accurately feel (i.e., monitor) how well or poorly you have learned; for example, a glossary list, because such monitoring is closely related to the decisions students make about what to restudy. Such monitoring, termed judgments of learning (JOLs), predict later recall of glossaries (i.e., word pairs) more accurately when they are made after a delay, while viewing the first word only (cue) compared with both words in a word pair (cue and target). We investigated whether people recognize the benefit of cue-only responses when making JOLs and whether their preferences depend on how JOL prompts are phrased. Forty participants studied glossaries and then made delayed cue-only and cue-target JOLs. When the JOL prompts were phrased as predictions of future memory performance, only 15% of the participants preferred the better cue-only strategy. When JOLs were instead phrased as assessments of the current state of learning, 55% preferred the cue-only strategy. To conclude, students do not seem to recognize the value of cue-only JOLs, but they picked the superior JOL strategy more often when the JOL phrasing focused their attention on their knowledge state at the time of the JOL, rather than on a future state. This indicates that study-advice to students should not only include information about how to improve memory, but also about how to improve monitoring.","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"1 1","pages":"7-13"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/ARC0000002","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"57670383","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Judgments of Learning are Influenced by Multiple Cues In Addition to Memory for Past Test Accuracy.","authors":"Christopher Hertzog,&nbsp;Jarrod C Hines,&nbsp;Dayna R Touron","doi":"10.1037/arc0000003","DOIUrl":"https://doi.org/10.1037/arc0000003","url":null,"abstract":"<p><p>When people try to learn new information (e.g., in a school setting), they often have multiple opportunities to study the material. One of the most important things to know is whether people adjust their study behavior on the basis of past success so as to increase their overall level of learning (for example, by emphasizing information they have not yet learned). Monitoring their learning is a key part of being able to make those kinds of adjustments. We used a recognition memory task to replicate prior research showing that memory for past test outcomes influences later monitoring, as measured by judgments of learning (JOLs; confidence that the material has been learned), but also to show that subjective confidence in whether the test answer and the amount of time taken to restudy the items also have independent effects on JOLs. We also show that there are individual differences in the effects of test accuracy and test confidence on JOLs, showing that some but not all people use past test experiences to guide monitoring of their new learning. Monitoring learning is therefore a complex process of considering multiple cues, and some people attend to those cues more effectively than others. Improving the quality of monitoring performance and learning could lead to better study behaviors and better learning. An individual's memory of past test performance (MPT) is often cited as the primary cue for judgments of learning (JOLs) following test experience during multi-trial learning tasks (Finn & Metcalfe, 2007; 2008). We used an associative recognition task to evaluate MPT-related phenomena, because performance monitoring, as measured by recognition test confidence judgments (CJs), is fallible and varies in accuracy across persons. The current study used multilevel regression models to show the simultaneous and independent influences of multiple cues on Trial 2 JOLs, in addition to performance accuracy (the typical measure of MPT in cued-recall experiments). These cues include recognition CJs, perceived recognition fluency, and Trial 2 study time allocation (an index of reprocessing fluency). Our results expand the scope of MPT-related phenomena in recognition memory testing to show independent effects of recognition test accuracy and CJs on second-trial JOLs, while also demonstrating individual differences in the effects of these cues on JOLs (as manifested in significant random effects for those regression effects in the model). The effect of study time on second-trial JOLs controlling on other variables, including Trial 1 recognition memory accuracy, also demonstrates that second-trial encoding behavior influence JOLs in addition to MPT.</p>","PeriodicalId":89891,"journal":{"name":"Archives of scientific psychology","volume":"1 1","pages":"23-32"},"PeriodicalIF":0.0,"publicationDate":"2013-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1037/arc0000003","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"33254455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}