Applied Cognitive Psychology最新文献

Event centrality refers to the extent to which an individual integrates a meaningful life event into their identity. This study examined how different types of imagery, verbal skills, personality traits, and sex predict the centrality of autobiographical events. Object imagery and verbal skills predicted the centrality of positive autobiographical events, indicating that both vivid representations and narrative construction of memories are crucial for their integration into one's self-concept. However, neither imagery nor verbal skills predicted the centrality of negative events. Sex predicted negative event centrality, with females reporting higher centrality than males. Neuroticism appeared to play a critical role in the integration of negative experiences into one's self-concept, overshadowing the direct effects of sex. Conscientiousness positively predicted the centrality of positive memories and negatively predicted the centrality of negative memories. Our findings contribute to understanding how different facets of individual differences collectively shape the centrality of positive and negative events.

The time–space frame affects individuals' travel preference by modifying the way information is presented, but its impact on driving behavior during travel remains unknown. The present study examined whether road sign under either time or space frames affects driving performance, using a simulated driving pathfinding experiment. A total of 53 participants took part in the experiment, each completing seven pathfinding tasks. The study found that road signs under the space frame created a longer psychological distance compared to those under the time frame, demonstrating the presence of the time–space framing effect. Bayesian Networks showed that the probability of risky driving under the space frame was higher than under the time frame. Male drivers showed a higher probability of risky driving under the space frame. These results suggest that longer psychological distances can lead to more dangerous driving behaviors. Driving safety can be enhanced by presenting drivers with information framed in different ways.

Alcohol's cognitive effects exacerbate sexual assault perpetration by men against women. Emotion regulation interventions may reduce perpetration by modifying men's responses during sexual situations. The present study's goal was to examine how alcohol intoxication and emotion regulation interventions interacted to predict men's cognitive and behavioral reactions regarding sexual assault perpetration. Young men with self-reported sexual assault perpetration histories (N = 206) were randomly assigned to receive either a cognitive restructuring, mindfulness, or control intervention and to consume alcoholic or non-alcoholic beverages before projecting themselves into a hypothetical, sexual scenario and completing in-the-moment assessments of their sexual arousal, impulsivity, cognitions, and sexual coercion. Results revealed that intoxicated men in the control intervention experienced more sexual arousal. Sexual arousal was subsequently associated with impulsivity, cognitions regarding sexual consequences, and sexual coercion. Findings support emotion regulation interventions as tools to prevent alcohol-involved perpetration and suggest a mechanism through which perpetration may be prevented.

False memories can occur, but does the false memory implantation paradigm create “false memories” or does it create false beliefs? As Andrews and Brewin (2024) state, a variety of coding issues arise in false memory research, especially concerning “partial” false memories and the confounding of memories of false and true events. There is also a question regarding the dissimilarity between events recalled in laboratory studies and events under investigation and questioning in criminal court. We argue that researchers should explore the subset of participants who are willing to rely on their parents' alleged memories of events that supposedly occurred before the participants' memory capacities were fully developed. We suggest that if Andrews and Brewin's estimate of only 4% false memories is accurate, even then, a few real-life cases of false implanted memories are important for the legal system.

Cultural life scripts influence the recall of important personal events. Testing this well-established finding in an understudied culture that underwent rapid cultural change, this study compared life story memories of a younger and an older Emirati generation to Newborn and Elderly life scripts provided by both age groups. Results replicated that most memories were scripted in content, formed a reminiscence bump, and were predominantly positive. Yet, due to the historical change, the younger participants composed an Elderly life script that did not match the lives of their contemporary seniors. Moreover, neither age group evaluated the Emirati life scripts more positively than their life stories. Instead, the valences of life script events and life story memories indicate increasing realism with age and experience. Overall, results imply that cultural life scripts do not easily adjust to societal change and do not always represent an idealized life.

Math anxiety refers to the emotions of fear, worry, and avoidance that students experience while learning math or participating in math-related activities. How to effectively alleviate students' math anxiety has always been a concern for global education researchers. Generative artificial intelligence (Gen-AI) is a specialized branch of artificial intelligence that focuses on creating new content based on individual needs, such as text, images, audio, and video. This study firstly attempted to integrate Gen-AI assisted learning approach into primary school math classes and explored the influence of this approach on primary school students' math anxiety. This study adopted a mixed quasi-experimental design and was conducted among sixth-grade students from a public primary school in central China. By comparing pre—and post-tests, it was found that the Gen-AI-assisted learning approach could effectively reduce primary school students' math anxiety. The results of semi-structured interviews showed that Gen-AI assisted learning approach could reduce primary school students' math anxiety by enhancing their interest in learning, increasing their math self-efficacy and academic engagement, as well as providing personalized learning support and timely feedback.