Applied Cognitive Psychology最新文献

Rumination is a repetitive thought pattern associated with depression and anxiety and has adverse effects. The Brief State Rumination Inventory (BSRI) is a self-report measure of currently occurring state rumination, which better captures it. This study aimed to develop a Japanese version of the BSRI and examine its reliability and validity. In Study 1, a questionnaire survey was administered to 737 university students from two independent samples (Sample 1: 344; Sample 2: 367). The Japanese BSRI showed a two-factor structure that best fit the data. The two factors were labeled “Introspection” and “Uncontrollable Negative Thoughts.” Additionally, the Japanese BSRI demonstrated adequate internal consistency and construct validity for trait rumination, mental health, mood, and mindfulness. In Study 2, we induced rumination and distraction and examined changes in the BSRI before and after induction. The results show that the Japanese BSRI is a reliable, valid, and useful scale for assessing state rumination.

In two experimental studies, we investigated the impact of perceptual load and two cognitive ability variables (working memory capacity and perceptual capacity) on eyewitness recall accuracy following exposure to post-event misinformation. In Study 1, participants (n = 384) viewed a simulated theft under high or low perceptual load, read a narrative containing misinformation, and completed recall questionnaires after a brief delay (> 15 min) and a long delay (~1 week). Perceptual load had no effect on recall accuracy. Working memory capacity and perceptual capacity had a small association with misinformation item accuracy after 1 week, although this effect was not present after a short delay. Study 2 (n = 255) replicated Study 1 using different recall questions at each time point, but no significant effects were found. We discuss how these findings deviate from past research and consider the inconsistent findings regarding the relationship between cognitive ability and eyewitness misinformation susceptibility.

When searching for information online, learners often encounter contradictions. In two experiments, we compared the effect of reading two texts containing conflicting theories on the same phenomenon. Either no explanation for the conflict (unresolved-conflict group) or an explanation for the conflict in the second text was provided either before (resolved-conflict beginning group) or after (resolved-conflict end group) the second theory. Contrary to our pre-registered hypotheses, Experiment 1 (N = 198; eye-tracking experiment) showed that participants allocated more attention to and recalled the first text better than the second. This text-position effect disappeared only for recall when the conflict was resolved at the beginning of the second text. Experiment 2 (N = 152; online) replicated the text-position effect, but not the moderating effect of resolving the conflict at the beginning. Overall, the first text had a consistent advantage, largely independent of whether or when an explanation for the conflict was provided.

In cognitively demanding environments, adaptability under pressure is essential but fragile. Drawing on the Job Demands–Resources (JD-R) framework and the Maximal Adaptability Model, this study explores how work stress, work engagement, and sleep quality interact to shape daily adaptability in elite chess players. Using experience sampling and objective sleep tracking over 30 days during the European Team Chess Championship, we analyzed within-person dynamics among eight national team players. Multilevel moderated mediation analyses revealed that daily stress reduced engagement, which in turn mediated effects on adaptability. Crucially, sleep quality moderated this process: players translated engagement into adaptability more effectively following higher-quality sleep. Theoretically, we reconceptualize engagement as a fluctuating bridge linking JD-R's dual pathways and position sleep as a core psychological resource for adaptive functioning. Practically, our findings emphasize the critical role of sleep in sustaining performance and suggest that recovery-focused interventions may enhance adaptability in cognitively demanding professional environments.

We investigated whether using children's perceived similarity to construct lineups changed children's identification performance. After a pilot showing that children rate suspects and fillers as more similar than adults do, we ran three experiments with child eyewitnesses (ages 6–11, younger group 6–8; older, 9–11) and an adult comparison group (18- to 58-years-old; Experiment 3). We analyzed accuracy, discriminability, confidence-accuracy calibration, and decision patterns (suspect identification, filler identification, or rejection), as a function of both target presence and lineup creator (adult- or child-created). Experiments 1 and 2 found that child-created lineups improved children's pattern of responding to suggest better discriminability and better confidence-accuracy calibration. In Experiment 3, we extended the design to include an adult sample, finding no effect of lineup type for adult witnesses and limited benefits for children. These results suggest that age-matched similarity information can improve children's lineup performance under some conditions, but the benefits are not universal.

Laboratory experiments show that emotional landmarks influence wayfinding and spatial learning. However, the affective properties of real-life landmarks remain understudied. This study examines whether the landmarks that people use daily possess an affective component. Participants completed an online questionnaire and were instructed to identify five landmarks along a familiar route. They then had to rate their affective valence (positive/negative) and arousal (high/low). The study also considered individual characteristics and landmark features. The results obtained indicate that, irrespective of individual characteristics, participants predominantly reported positively valenced, highly arousing landmarks. Depending on their nature and associated emotions, different landmark profiles emerged, with a positive correlation between a landmark's valence and its subjective importance. Overall, these findings confirm the existence of an affective component in the landmarks used by individuals in their everyday life and corroborate the relevance of the recent line of research studying its impact on spatial learning.

Despite extensive research on motivational factors in academic performance, little is known about the role of ongoing conscious thought. Mind-wandering has been linked with poor educational outcomes, yet can also benefit goal-directed behaviour. We reasoned that mind-wandering should benefit exam performance under certain motivational conditions, including mental contrasting (viewing one's goal in terms of both desired outcome and obstacles to achievement). In an online survey followed by an exam, university students described their assessment goal and reported expectations, exam-related mind-wandering (EMW) and other measures. We predicted that (A) convergence between expectations and performance would be tighter, and (B) EMW would positively predict performance, in students exhibiting mental contrasting. Contrary to predictions, we found no moderation of the expectation-performance relationship, and regarding the EMW-performance relationship, mental contrasters achieved especially low grades when mind-wandering frequently about the exam, possibly reflecting a tendency to ‘overthink’ negative aspects. Theoretical and methodological implications are discussed.

This study examines the differences in emotional expressions between face-swap deepfake videos featuring real human subjects and their authentic counterparts and investigates how these discrepancies influence viewers' emotional reactions and perceptions of video credibility. Using a two-step approach, we first applied computer-based facial expression analysis to compare emotional displays between deepfake and authentic videos. Next, guided by emotional contagion and emotion-as-information frameworks, we conducted an audience response analysis to assess how displayed emotions in the two types of videos transfer to viewers' emotional experiences and their subsequent assessments of the videos. Results indicate that deepfakes generally exhibit lower overall and negative emotions compared to authentic counterparts. Notably, audiences' reduced emotional responses to deepfakes were associated with higher perceived credibility. These findings underscore the importance of emotion-based signals for detecting fabricated videos and highlight the relationship between viewers' emotional responses and their perceived trust in AI-generated content.