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351.
Fabiana Battista Ivan Mangiulli Jan Herter Antonietta Curci Henry Otgaar 《Journal of Cognitive Psychology》2020,32(4):369-381
ABSTRACT Inthe current experiment, we were interested in the effects of lying (i.e. false denial or fabrication) on memory when deceptivestrategies were repeatedly executed. Participants (n = 121) watched a video (i.e., electrician who committed a burglary) and immediately afterand during the following ten days, they were instructed to either falsely deny, fabricate, or answer honestly to certain details of the video.Some details were discussed (i.e. denied, fabricated, or honestly answered) either once, or four times. Other details were never discussed.Finally, all participants received a memory test, in which they were asked whether they either previously discussed the details or saw thedetails during the video. Although, overall, repeated lying did not undermine memory for having discussed certain details, repeated falselydenying led to an impairment of the memory for the event. Findings show that lying can adversely affect memory and that repeated lying canincrease this effect. 相似文献
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Kurt Michalczyk Kristin Krajewski Anna‐Lena Preβler Marcus Hasselhorn 《The British journal of developmental psychology》2013,31(4):408-424
In this study, the interdependencies among phonological awareness, verbal working memory components, and early numerical skills in children 1 year before school entry are addressed. Early numerical skills were conceptualized as quantity‐number competencies (QNC) at both basic (QNC Level 1) and advanced (QNC Level 2) levels. In a sample of 1,343 children aged 5 and 6, structural equation modelling provided support for the isolated number words hypothesis (Krajewski & Schneider, 2009, J. Exp. Child Psychol., 103, 516–531). This hypothesis claims that phonological awareness contributes to the acquisition of QNC Level 1, such as learning the number word sequence, but not of QNC Level 2, which requires the linkage of number words to quantities. In addition, phonological awareness relied on verbal working memory, especially with regard to the phonological loop, central executive, and episodic buffer. The results were congruent with the idea that phonological awareness mediates the impact of verbal working memory on QNCs. The relationships between verbal working memory, phonological awareness, and QNCs were comparable in monolingual and bilingual children. 相似文献