Applied Cognitive Psychology最新文献

Retraction: “Generalisability and stability of visual comparison ability,” by Bethany Growns, Mia Gough and Rebecca K. Helm, Appl Cognit Psychol. 2023, 37, 6 (https://doi.org/10.1002/acp.4127).

The above article, published on August 29, 2023 in Wiley Online Library (Wiley Online Library), has been retracted by agreement between the authors, journal Editor-in-Chief Graham Davies and Editor Charles Stone, and John Wiley & Sons Ltd.

The retraction has been agreed due to concerns the authors raised with the reliability of two key measures when undertaken by novice samples versus an expert sample as in prior research, thus adding uncertainty to the results.

An investigation by independent members of Wiley's Integrity Assurance & Case Resolution team and ACP's editorial board concluded that any addendum or correction to address the identified issues would likely lead to different interpretations of the data that do not support the authors' original conclusions regarding these two measures.

This study examined whether having the instructor wear a mask during a video lecture affects learning. In Experiment 1, college students watched an instructional video on the formation of lightning, in which an instructor who either did or did not wear a mask as she stood next to slides and lectured. Learners' learning outcomes did not differ significantly, but learners spent significantly less time looking at the instructor's face when she was masked. In Experiment 2, using a 2 (the instructor wore a mask or not) × 2 (slides were displayed or not) between-subject design, college students learned about the process of water cycle from instructional videos. There was a significant interaction in which adding slides improved learning outcomes with a masked instructor, but not with an unmasked instructor. Adding a mask lowered student ratings of social presence with the instructor. Practical and theoretical implications are discussed.

Experiment-based voice parades often result in low hit-rates and high false-alarm rates. One contributing factor may be that the experimental procedures omit elements that might naturally occur in the memory formation process, such as the process of reflection. In Experiment 1 (N = 180, F = 92) we explored if a post-encoding reflection manipulation, compared to a simple attention control task, prior to a five-minute retention interval would improve identification performance. In Experiment 2 (N = 180, F = 93), we explored how the effects of this manipulation might change when the retention interval was 24-h. The results show that the inclusion of a reflection manipulation did not meaningfully improve performance in either experiment. Importantly, we found no meaningful difference in performance when directly comparing the two retention interval durations. We consider theoretical explanations for these results and discuss implications for the design and validity of earwitness voice parade studies.

Motivated reasoning explains how climate change deniers can maintain their beliefs in the face of disconfirming evidence, suggesting that, compared to believers, the online comments of climate change deniers are more likely to (a) reference independent and social media websites advocating ideologically congruent positions, (b) politicize the issue, and (c) use intensifiers (e.g., definitely, undoubtedly). Automated text analysis of 156,844 comments from subreddit communities with opposing perspectives on climate change identified the internet domains associated with hyperlinks and the frequencies of political terms and intensifiers in user comments. Results were consistent with motivated reasoning by climate change deniers. In addition, climate change believers were more likely than deniers to use qualifiers in their comments.

Although the confidence-accuracy relationship is now well established, confidence assessments are usually taken after the lineup identification procedure. Witnesses, however, often express confidence in their potential identification accuracy at other times, such as prior to seeing a lineup. Recent research has shown that these post-identification confidence statements are not consistently interpreted in the manner witnesses intend them. The present studies compare interpretations of pre- and post-identification confidence statements, and examine whether these interpretations are similarly affected by numerical statements and featural justifications. Across four studies, participants read eyewitness confidence statements and judged how confident and accurate they perceived witnesses to be. We manipulated expression type (verbal, numerical), statement type (confidence only, confidence paired with justification), and statement time (pre- and post-identification). Pre-identification confidence statements were perceived as less confident and less likely to be accurate. Unlike post-identification statements, pre-identification statements were not discounted when accompanied by featural justifications.

This work aims to evaluate the predictive effect of Social Dominance Orientation, Need for Closure, Attitudes toward Math, Paranormal Beliefs, Religiosity, and Education over General Conspiracy Beliefs (GCB) and Conspiracy Mentality (CM). Two studies were conducted with Brazilian samples. In Study 1, a higher Educational Level and being a female were negatively associated with GCB. In Study 2, Paranormal Beliefs had a positive predictive relationship with CM, while greater Religiosity was associated with lower CM. Future studies should explore the effects of mediators in the relationships found in this study and provide a better conceptualization and operationalization of conspiracy beliefs.

When people remember together, what one person says can affect what others report. The size of this effect is dependent on characteristics of the people and how they express their beliefs. The power relationship among people affects much of their social cognition, including the size of this memory conformity effect. However, some research has shown people conform more to high power individuals and some research shows the opposite. The proposed research identified what we believe is an important difference in these studies in the type of power that was manipulated: evaluation versus managerial power. The proposed research will examine these using a 2 × 2 factorial design, plus a control group. The study is designed to be like how people learn new vocabulary in an education context.

The use of pre-recorded lecture videos as a primary mode of instruction during online learning has allowed students flexibility in how they self-regulate their learning. Although increasing lectures up to 2x speed has little cost on memory, it is unknown whether note-taking at increased speeds interacts with memory. Participants watched lecture videos at 1x or 2x speed while some simultaneously took notes (Experiment 1: laptop, Experiment 2: longhand). We found that test performance numerically declined as speed increased (significant in Experiment 1) and observed a mnemonic benefit of note-taking, regardless of modality (laptop, longhand). Post-hoc analyses revealed no significant differences in performance between individuals who took notes at 2x speed and took no notes at 1x speed. Hence, note-taking may help compensate for disadvantages to learning caused by greater lecture speed. Overall, when watching accelerated lecture videos, it is recommended to take notes, as it supports memory for lecture content.

This study analyzes the relationship between different components of inhibition (interference control, response inhibition) and pre-academic skills in a sample of 105 5- and 6-year-old German and Austrian kindergarten children. Interference control is a form of cognitive inhibition that fosters focused attention on task-relevant information and the exclusion of task-irrelevant stimuli, while response inhibition refers to the behavioral inhibition of predominant reactions. We hypothesized that interference control would explain more variance in pre-academic skills than response inhibition because of the importance of focused attention for the acquisition of (pre-)academic skills. A structural equation model with two latent factors for the two assumed inhibition components did not fit the data, but a model with a single latent inhibition factor fit well. Inhibition substantially predicted pre-academic skills over and above chronological age. Results indicate that inhibitory processes are domain-general predictors of early academic achievement, but the factorial structure of inhibition in kindergarten age requires further clarification.

The Thinking about Life Experiences (TALE) Scale is well-used in the autobiographical memory literature. Through rigorous examination of its psychometric properties, this study aimed to validate a Korean version of the Thinking About Life Experiences Scale (TALE-K) with Korean adults. Data were collected through an online survey. The TALE-K, and for convergent validity purposes the Korean-Reminiscence Functions Scale for the Elderly (K-RFS-E), were administered to participants aged 19 years to 77. Data from 440 community participants were analyzed. Structural validity and convergent validity were confirmed. Measurement invariance was confirmed across gender but it was partially confirmed across age group. Overall, Cronbach's αs for the three subscales and intra-class correlation coefficients were good to excellent. The TALE-K seems to be a reliable, valid self-report instrument for measuring three autobiographical memory functions (i.e., self-continuity, social-bonding, and directing-behavior functions) in Korean adults. Further studies to better understand autobiographical memory functions in different age groups are recommended.