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81.
Paula Carneiro Leonel Garcia-Marques Ana Lapa Angel Fernandez 《Memory (Hove, England)》2017,25(8):986-998
This study aimed to analyse the effect of retention intervals on associative and thematic false memories. Two experiments, using two types of critical items that were either associatively or thematically related to studied material, were conducted. In both experiments, one group of participants performed a recognition test immediately after the presentation of lists, and another group performed the task one week later. In Experiment 1, the recognition test consisted of pairs of items with four response alternatives (both items had been presented, only the left item had been presented, only the right item had been presented or none of the items had been presented). Critical items were also manipulated so that they were either presented in or absent from the list. In Experiment 2, a standard recognition test that differed in the mode of presentation was used: self-paced or speeded response. Both experiments showed that associative critical items were more recognised than thematic critical items in the immediate condition. However, whereas associative critical items decayed after a one-week delay, thematic critical items were similarly recognised at both retention intervals. The findings of the present study suggest that each type of process – associative and thematic – behave differently over time. 相似文献
82.
Internet technology provides a new means of recalling and sharing personal memories in the digital age. What is the mnemonic consequence of posting personal memories online? Theories of transactive memory and autobiographical memory would make contrasting predictions. In the present study, college students completed a daily diary for a week, listing at the end of each day all the events that happened to them on that day. They also reported whether they posted any of the events online. Participants received a surprise memory test after the completion of the diary recording and then another test a week later. At both tests, events posted online were significantly more likely than those not posted online to be recalled. It appears that sharing memories online may provide unique opportunities for rehearsal and meaning-making that facilitate memory retention. 相似文献
83.
Heping Xie;Xiujuan Yang;Chongyi Yang;Shiqi Li;Youzhi Song;Zongkui Zhou; 《Applied cognitive psychology》2024,38(5):e4249
This study aimed to scrutinize the impact of drawing medium on learning. Results from three experiments demonstrated that, when acquiring actual concepts, participants in the finger drawing condition exhibited better definition retention compared to those in the pencil drawing and stylus drawing conditions. When engaging with fictitious concepts, the superiority of the finger drawing condition in definition retention persisted over the other conditions. However, the advantage of finger drawing in definition retention was attenuated due to lower prior knowledge for fictitious materials. Experiment 1 found that term source memory and learning motivation were higher for finger drawing compared to pencil drawing, but these findings were not replicated in Experiments 2 and 3. Furthermore, Experiment 3 revealed that stylus drawing resulted in superior term source memory and learning motivation compared to finger drawing. This study underscores the presence of a drawing medium effect and suggests the significance of prior knowledge. 相似文献
84.
Shannon Wake Helen Dodd Jayne Morriss 《British journal of psychology (London, England : 1953)》2022,113(2):353-369
Individuals who score high in intolerance of uncertainty (IU) display reduced threat extinction. Recently, it was shown that replacing threat associations with novel associations during extinction learning (i.e., presenting a novel tone 100% of the time) can promote threat extinction retention in individuals with high IU. This novelty facilitated extinction (NFE) effect could be driven by the tone's novelty or reliability. Here, we sought to address this question by adjusting the reliability of the novel tone (i.e., the reinforcement rate) during NFE. We measured skin conductance response during an associative learning task in which participants (n = 92) were assigned to one of three experimental groups: standard extinction, NFE 100% reinforcement, or NFE 50% reinforcement. For standard extinction, compared to NFE 100% and 50% reinforcement groups, we observed a trend for greater recovery of the conditioned response during extinction retention. Individuals with high IU relative to low IU in the standard extinction group demonstrated a larger recovery of the conditioned response during extinction retention. These findings tentatively suggest that NFE effects are driven by the novelty rather than the reliability of the new stimulus. The implications of these findings for translational and clinical research in anxiety disorder pathology are discussed. 相似文献
85.
Engaging in risky behaviors is a sexual signalling strategy that men use to procure mates. The present study investigates men’s preferences for engaging in risky behaviors (along with women’s preferences for their male partner’s risky behavior) within dating couples. We investigated associations between relationship length, self-perceived attractiveness, sociosexuality orientation, and preference for risky behaviors in a sample of 256 couples. Results indicated that men had stronger preferences for risky behaviors than their partner’s ideal preference. Furthermore, relationship length was associated with a decline in women’s preference for their partner’s risk-taking, but not men’s preference for their own risk-taking. Self-perceived attractiveness was negatively associated with risk preference, and sociosexuality orientation was not directly related to risk preference. Female preferences for less intense male risky behaviors could reflect the need of paternal investment which is required for offspring care. Decreased male sexual signalling could account for lower preferences of risky behaviors in females who are involved in longer lasting romantic relationships. 相似文献
86.
Andrew C. Butler Allison C. Black-Maier Kathryn Campbell Elizabeth J. Marsh Adam M. Persky 《Applied cognitive psychology》2020,34(5):1005-1012
Students learn large amounts of information, but not all of it is remembered after courses end – meaning that valuable class time is often spent reviewing background material. Crucially, laboratory research suggests different strategies will be effective when reactivating previously learned information (i.e. marginal knowledge), as opposed to learning new information. In two experiments, we evaluated whether these laboratory results translated to the classroom. Topics from prior courses were tested to document which information students could no longer retrieve. Half were assigned to a not-tested control and half to the intervention; for these topics, students answered multiple-choice questions (without feedback) that gave them the chance to recognize the information they had failed to retrieve. Weeks later, students completed a final assessment on all topics. Crucially, multiple-choice testing increased the retrieval of previously forgotten information, providing the first classroom demonstration of the reactivation of marginal knowledge. 相似文献
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89.
Stephanie San Miguel Bauman Michele Acker‐Hocevar Danny L. Talbot Amelia Visaya Monica Valencia Jennifer Ambriz 《Journal of multicultural counseling and development》2019,47(1):37-48
Using consensual qualitative research methodology and being mindful of both challenges and successes, the authors explored diverse students’ experiences with higher education. The authors used semistructured interviews with 7 students with racial/ethnic minority backgrounds to investigate the circumstances under which these students decided to attend college and experienced success. Multiple factors that were reported to contribute to students’ college attendance and success emerged, including individual factors, psychological factors, social factors, and cultural/environmental factors. Utilizando una metodología de investigación cualitativa consensuada y teniendo en cuenta tanto los desafíos como los éxitos, los autores exploraron las experiencias de estudiantes diversos en la educación superior. Los autores usaron entrevistas semiestructuradas con 7 estudiantes de minorías raciales/étnicas para investigar las circunstancias en las que estos estudiantes decidieron cursar estudios universitarios y tuvieron éxito. Surgieron múltiples factores reportados que contribuyeron a la asistencia y al éxito de los estudiantes en la universidad, incluyendo factores individuales, factores psicológicos, factores sociales y factores culturales/del entorno. 相似文献
90.
Overall on-road driving skill is a cumulated acquisition of driving skills learned during training period and furthered tempered with post-licensing driving exposure on the roads. Training serves to develop a person’s basic driving skills to operate safely on the roads at first, while subsequent on-road driving hones the driving skills further. Inactivity from on-road driving can result in deterioration of driving skills. Particularly for the case of inactivity immediately following licensure, which is not uncommon in Singapore, the learned skills can degrade rapidly. This research aims to examine the effect of driving inactivity on the learned driving skill, i.e. lateral positioning control, specifically for young-inexperienced drivers. A series of experiments were conducted on a driving simulator for different subject groups involving active driver, novice driver (freshly-licensed driver), inactive driver (never ever drive upon licensure), and no licence subjects. The participants drove through a stretch of expressway under free-flow conditions, and lane positioning control was monitored. It is found that without on-road driving exposure, driving skills like maintenance of lane positioning control in terms of lane wandering and lane encroachment may deteriorate after some periods of inactivity, i.e. 3 months. The deterioration varies at different rate, with faster deterioration for more complex tasks. The skills level can regress close to un-trained level for complex driving tasks. The findings also suggest that on-road driving exposure is needed to not only retain but also to improve the lane positioning control skills. 相似文献