Journal of Experimental Psychology-Applied最新文献

Can people learn about implicit bias through an online course? We developed a brief (∼30 min) online educational program called Understanding Implicit Bias (UIB) consisting of four modules: (a) what is implicit bias? (b) the Implicit Association Test, (c) implicit bias and behavior, and (d) what can you do? In Experiment 1, we randomly assigned 6,729 college students across three separate samples to complete dependent measures before (control group) or after (intervention group) the UIB program. In Experiment 2, we randomly assigned 389 college students to complete the UIB program (intervention group) or two TED talks (control group) before dependent measures. Compared to control groups, the intervention groups had significantly higher objective knowledge about bias (ds = 0.39, 1.49) and subjective knowledge about bias (ds = 1.43, 2.61), awareness of bias (ds = 0.10, 0.54), and behavioral intentions to reduce bias (ds = 0.19, 0.84). These differences were again observed at a 2-week follow-up. These results suggest that brief online education about bias can affect knowledge and awareness of bias, as well as intentions to change behavior. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

This preregistered study tests a novel psychological intervention to improve news veracity discernment. The main intervention involved inductive learning (IL) training (i.e., practice discriminating between multiple true and fake news exemplars with feedback) with or without gamification. Participants (N = 282 Prolific users) were randomly assigned to either a gamified IL intervention, a nongamified version of the same IL intervention, a no-treatment control group, or a Bad News intervention, a notable web-based game designed to tackle online misinformation. Following the intervention (if applicable), all participants rated the veracity of a novel set of news headlines. We hypothesized that the gamified intervention would be the most effective for improving news veracity discernment, followed by its nongamified equivalent, then Bad News, and finally the control group. The results were analyzed with receiver-operating characteristic curve analyses, which have previously never been applied to news veracity discernment. The analyses indicated that there were no significant differences between conditions and the Bayes factor indicated very strong evidence for the null. This finding raises questions about the effectiveness of current psychological interventions and contradicts prior research that has supported the efficacy of Bad News. Age, gender, and political leaning all predicted news veracity discernment. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Two experiments examined the effects of cognitive offloading on a complex prospective memory task. Participants underwent a simulated telehealth examination in which they learned about dry eye disease and its treatment. They were asked to email the experimenter at 7:00 p.m., 2 days later, at which point they attempted to recall the medical information about dry eye. Participants in the offload condition were instructed to set a reminder; participants in the internal condition were not. At 7:15 p.m., all participants received an email requesting them to complete the free-recall test, allowing for an assessment of memory performance even when participants failed to email the experimenter. Participants in the offload condition significantly outperformed participants in the internal condition, both in terms of emailing the experimenter on time and in terms of completing the second phase of the experiment at all. No differences were observed regarding performance on the memory test. Results related to rehearsals, metacognitive judgments, and conscientiousness are also reported. Overall, the study provides new insight into how reminders can affect performance on a complex prospective memory task and how reminders may have the potential to be used in medical contexts to optimize patient outcomes. (PsycInfo Database Record (c) 2023 APA, all rights reserved).