Journal of Experimental Psychology-Applied最新文献

Testing facilitates subsequent learning of new information, a phenomenon known as the forward testing effect. The effect is often investigated in multilist procedures, where studied lists are followed by a retrieval test, or a control task such as restudying, and learning is compared on the final list. In most studies of the effect, tests include all material from the preceding list. We report four experiments, three of which were preregistered, to determine whether tests that are partial (not including all studied items) and distributed (including retrieval of items from earlier lists) are effective in enhancing new learning. The results show that testing of all studied material is not necessary to produce beneficial effects on new learning or to reduce intrusions. The beneficial effects of testing were substantially mediated by reduced proactive interference. Importantly, there was minimal evidence that the forward learning benefits of partial and distributed tests are offset by a cost to untested items via retrieval-induced forgetting. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The COVID-19 pandemic is a global public health crisis. Although it has been expected that the vaccination of COVID-19 mitigates the crisis, some people are reluctant to receive the COVID-19 vaccination. Based on the theory of mental simulation and affective forecasting, we investigated how mental simulations influence COVID-19 vaccination intention. Three preregistered experiments were conducted (total n = 970). Experiment 1 tested for whether outcome (vs. process) simulation would increase COVID-19 vaccination intention. Experiment 2 explored whether temporal proximity of simulations (distant-future outcome, near-future outcome, process) modulate the effects of mental simulation on expected emotion and COVID-19 vaccination intention. Experiment 3 examined the role of the number of sensory modalities (multisensory, unisensory) in mental simulations. The result of Experiment 1 (n = 271) demonstrated that outcome (vs. process) simulation of the COVID-19 vaccination led to greater COVID-19 vaccination intention. The result of Experiment 2 (n = 227) revealed that distant-future outcome simulation (vs. near-future outcome simulation, process simulation) increased expected positivity and then enhanced COVID-19 vaccination intention. The result of Experiment 3 (n = 472) also demonstrated that distant-future outcome simulation (vs. near-future outcome simulation, process simulation) increased expected positivity and then enhanced COVID-19 vaccination intention regardless of the number of sensory modalities to be simulated. Our findings reveal how mental simulations influence COVID-19 vaccination intention and provide practical implications for effective health communication strategies for the COVID-19 vaccination intention. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Forensic feature-comparison examiners compare-or "match"-evidence samples (e.g., fingerprints) to provide judgments about the source of the evidence. Research demonstrates that examiners in select disciplines possess expertise in this task by outperforming novices-yet the psychological mechanisms underpinning this expertise are unclear. This article investigates one implicated mechanism: statistical learning, the ability to learn how often things occur in the environment. This ability is likely important in forensic decision-making as samples sharing rarer statistical information are more likely to come from the same source than those sharing more common information. We investigated 46 fingerprint examiners' and 52 novices' statistical learning of fingerprint categories and application of this knowledge in a source-likelihood judgment task. Participants completed four measures of their statistical learning (frequency discrimination judgments, bounded and unbounded frequency estimates, and source-likelihood judgments) before and after familiarization to the "ground-truth" category frequencies. Compared to novices, fingerprint examiners had superior domain-specific statistical learning across all measures-both before and after familiarization. This suggests that fingerprint expertise facilitates domain-specific statistical learning-something that has important theoretical and applied implications for the development of training programs and statistical databases in forensic science. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Declarative concepts are abstract concepts denoted by key terms and short definitions that can be applied in a variety of scenarios (e.g., positive reinforcement in psychology; Rawson et al., 2015). One common learning goal for declarative concepts is to instill knowledge that students can use to support the application of content in novel scenarios. Given theoretical perspectives and empirical evidence from related literatures, one promising approach for supporting declarative concept application is learning examples. The purpose of the current research was to evaluate the utility of using examples as primary targets of learning for declarative concept application. In two experiments, participants read a textbook passage that included the definition and an example of 10 declarative concepts. Participants then learned the target material by recalling either the definition or the example of each concept. Across both experiments, declarative concept application was greater following practice focused on learning examples versus definitions. Results suggest that using this strategy may be an effective technique for supporting the application of definitions, which are foundational to many introductory courses. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The head fake in basketball is used to hinder the anticipation performance of an opponent. During a head fake, a player turns the head into one direction, but passes the ball to the opposite direction. Several studies showed that responses to the pass direction are slower when a basketball player applies a head fake, which is known as the head-fake effect. While this effect in general is very robust, some studies showed a modulation by the trial sequence, signified by a reduced or eliminated effect when two head fakes are performed in succession. The present study examined the question how this so-called congruency sequence effect (CSE) is influenced by different timings. To this end, the interval between the response to the previous target and the onset of the next target (response-stimulus interval [RSI]; Experiment 1) and the interval between two targets (interstimulus interval [ISI]; Experiment 2) were manipulated. Results revealed a CSE for the short ISI (500 ms), and even a reversed effect for the short RSI (500 ms). Interestingly, the intermediate (2,000 ms) and long (5,000 ms) ISIs and RSIs did not show a CSE, but also no head-fake effect. Results are discussed regarding practical demands and theoretical implications. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

How could people enhance the accuracy of judgments for predicting math performance on an upcoming test? Research on category-learning judgments shows that their accuracy is poor for predicting performance for mathematics concepts. Based on cue-utilization theory, interleaved practice (which can enhance performance) and delaying judgments after initial study were expected to produce diagnostic cues for predicting performance and in turn improve judgment accuracy. In three experiments, we had participants practice solving problems involving (a) volumes of three-dimensional shapes (Experiments 1, 2, and 3) and (b) fractions (Experiments 1 and 3). Critically, participants either interleaved or blocked their practice of these math materials, and then judgments were made immediately after practice and after a week-long delay when participants returned for the criterion test. Judgment accuracy did not improve for the interleaved practice versus blocked practice groups, but judgment accuracy was greater when the judgments were delayed compared to when they were immediate. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

A large body of research has focused on whether and how readers update their knowledge of events when an initial piece of causal information is corrected. These studies have indicated that corrections can reduce, but do not eliminate, readers' reliance on the initial cause when drawing inferences or making decisions about the events (i.e., the continued influence effect). Additional studies suggest that supplementing a correction with an alternative cause can further reduce reliance on discredited initial causes. In three experiments, we interrogated the importance of cause typicality for the generalizable utility of these correction strategies by manipulating the typicality of initial and alternative causes. We found evidence that participants showed greater reliance on a typical than an atypical initial cause both before and after correction, but no consistent evidence that this typicality impacted the effectiveness of the correction. Furthermore, the typicality of the alternative causes used to supplement a correction did not seem to matter with respect to updating. These results highlight the importance that characteristics of an initial cause can have for event encodings and corrections, identifying critical boundary conditions for understanding the effects of corrections on knowledge revision and the continued influence effect. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Tolerance of minority beliefs and practices is typically considered a critical ingredient for an equal and diverse society. Psychologically, people can use both intuitive and deliberative cognitive sources to make tolerance judgments. Following dual-process theories, this research uses survey experiments to manipulate intuitive versus deliberative thinking to examine whether deliberative thinking increases tolerance of minority practices. Across three studies using nationally representative samples of Dutch majority members (N = 1,811), we find that deliberative thinking increases tolerance, regardless of whether people deliberate over pragmatic or principled reasons for accepting contested minority practices and social changes. These findings are similar across a range of minority practices and robust across gender, age, educational level, and political orientation. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

The number of people witnessing or experiencing gender discrimination at work is still high around the globe. While the existing literature has investigated potential mechanisms underlying gender discrimination and the consequences of experiencing gender discrimination at work, it remains unclear how third-party observers-as opposed to employees or coworkers-react to specific instances of workplace gender discrimination. The results of six experiments demonstrate that (a) people in general judge organizational decisions that discriminate against individual male (vs. female) workers as more legitimate and (b) this difference in legitimacy judgments is significantly greater among women than men. This discrepancy in legitimacy judgments occurs because women (more than men) consider the collective situation of female and male workers when judging the legitimacy of organizational decisions that discriminate against individual workers based on gender. These findings document how group-level concerns shape people's legitimacy judgments of organizational decisions discriminating against individuals and equip organizations and policymakers with a better understanding of people's polarized opinions regarding gender discrimination at the workplace. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Recycling behavior can recover valuable materials and mitigate green house gas emissions from landfills and incinerators. The potential positive impact of individuals' recycling behavior depends on others also making an effort, for instance, avoiding contamination. Knowing what other people have done may therefore influence recycling behavior. Behavioral traces are evidence of other people's behavior in a shared environment. Here, they relate to waste items already placed in one of two bins, a mixed recycling bin and a nonrecyclable waste bin. In two online experiments and one real-life intervention study, we investigate the role of behavioral traces on the willingness to recycle as well as the correctness of recycling. We find that seeing behavioral traces of previous recycling behavior makes recycling generally more likely, and people tend to copy item placement. This in turn increases correctness in groups where the average individual has good knowledge of recycling. Introducing correct items at the start of the day in the intervention study did not increase correctness, possibly because the correct items were soon buried by other items. Implications and future directions are discussed. (PsycInfo Database Record (c) 2023 APA, all rights reserved).