Cognitive Psychology Research Articles

The Impact of Psychological Capital, Knowledge Sharing, and Autonomous Motivation on College Students' Innovative Behavior

The Impact of Psychological Capital, Knowledge Sharing, and Autonomous Motivation on College Students' Innovative Behavior

A comment on the Revised Diffusion Model for Conflict tasks (RDMC).

In conflict tasks, such as the Simon, Eriksen flanker, or Stroop task, a relevant and an irrelevant feature indicate the same or different responses in congruent and incongruent trials, respectively. The congruency effect refers to faster and less error-prone responses in congruent relative to incongruent trials. Distributional analyses reveal that the congruency effect in the Simon task becomes smaller with increasing RTs, reflected by a negative-going delta function. In contrast, for other tasks, the delta function is typically positive-going, meaning that congruency effects become larger with increasing RTs. The Diffusion Model for Conflict tasks (DMC; Ulrich et al., Cognitive Psychology, 78, 148-174, 2015) accounts for this by explicitly modeling the information accumulated from the relevant and the irrelevant features and attributes negatively- versus positively-sloped delta functions to different peak times of a pulse-like activation resulting from the task-irrelevant feature. Because the underlying function implies negative drift rates, Lee and Sewell (Psychonomic Bulletin & Review, 31(5), 1-31, 2024) recently questioned this assumption and suggested their Revised Diffusion Model for Conflict tasks (RDMC). We address three issues regarding RDMC compared to DMC: (1) The pulse-like function is not as implausible as Lee and Sewell suggest. (2) RDMC itself comes with a questionable assumption that different parameters are required for congruent and incongruent trials. (3) Moreover, we present data from a new parameter recovery study, suggesting that RDMC lacks acceptable recovery of several parameters (in particular compared to DMC). In this light, we discuss RDMC as not (yet) a revised version of DMC.

Problems of Foreign Language Teaching for Adult Veterinary Medicine Specialists: Reasons and Their Solution

Learning a foreign language by adults is one of the most critical aspects of lifelong learning in Ukraine. Many adults have worked in certain spheres of the Ukrainian economy; they must improve their qualifications once in a certain period. This should include specialized subjects and learning a foreign language. However, the organization of this process requires much effort and the unique skills of a language teacher since teaching a foreign language to adults can be fairly challenging, facing many problems. The article aims to determine the main problems and their solution in teaching foreign languages to adults. Methodology. We focus more on learning a foreign language in continuous education, using the example of specialists in the veterinary field of Ukraine. To conduct research, we interviewed 14 people aged 45 and over and 18 people aged 35-40 who studied at the Stepan Gzhytskyi National University of Veterinary Medicine and Biotechnologies of Lviv. In addition, English classes were held with eight persons from among those interviewed. The survey was conducted as an interview, where participants were asked to answer presented questions. Results. After interviewing the respondents of our study and analyzing the learning process, we can single out the most common problems when adults learn English: psychological, phonetic, lexical, and grammatical. The research results have demonstrated that teaching a foreign language to adult specialists requires the teacher's deep linguistic and psychological knowledge. Considering the problems raised during teaching, two groups of issues are solved by frequent training, explaining materials, memorizing rules, and vocabulary. Conclusion is psychological problems require a creative approach from a teacher to solve them.

Correction: The illusion of understanding: AI’s role in cognitive psychology research

Correction: The illusion of understanding: AI’s role in cognitive psychology research

Learning and transfer of response-effect relations.

Acting means changing the environment according to one's own goals, and this often requires bodily movements as responses. How these responses are selected is a central question in contemporary cognitive psychology. The ideomotor principle offers a simple answer based on two assumptions: An agent first learns an association between a response and its effects. Later, this association can be used in a reverse way: When the agent wants to achieve a desired effect and activates its representation, the associated response representation becomes activated as well. This reversed use of the learned association is considered the means to select the required response. In three experiments, we addressed two questions related to the first assumption: First, we tested whether effect representations generalise to more abstract conceptual knowledge. This is important, because outside the laboratory and in novel situations, effects are variable and not always exactly identical, such that generalisation is necessary for successful actions. Second, the nature of the response-effect relation has been debated recently, and more data are necessary to put theorising on firm empirical ground. Results of our experiments suggest that (a) abstraction to conceptual knowledge seems to occur only under very restricted situations, and (b) it seems that no (implicit) associations between responses and effects are learned, but rather (explicit) propositional knowledge in the form of rules.

COGNITIVE PSYCHOLOGY STUDY AND MATHEMATICAL PROCESS SKILLS ON STUDENTS' ANSWERS IN MATHEMATICS LEARNING IN COMPARATIVE MATERIAL

This research explores the differences between the two schools regarding three key variables: students' cognitive psychology, mathematical processing skills, and responses to mathematics learning, specifically within the context of comparative material in Grade VII. Additionally, it seeks to compare these three variables to understand how they vary across the two institutions. The study adopts a quantitative approach, with purposive sampling used to select a sample of 120 Grade VII students from two junior high schools. Data were gathered using a questionnaire based on a Likert scale, and analysis was conducted using comparison tests through specialized data processing software. The results revealed significant differences in students' cognitive psychology, mathematical processing skills, and responses to mathematics learning between the two schools. These variations suggest underlying factors related to the learning environment, teaching strategies, or institutional differences that influence student performance and engagement in mathematics. What sets this study apart is its comprehensive comparison of cognitive and skill-based factors in mathematics learning across different school settings. Unlike previous research that examines these variables in isolation, this study integrates cognitive psychology and mathematical processing skills with student feedback, providing a holistic view of the learning experience. Doing so offers more profound insights into how school-specific conditions can shape students’ cognitive and mathematical abilities, thereby informing more tailored educational strategies to improve mathematics learning outcomes across diverse educational contexts.

Using Theory and Practice to Develop Lottery Ticket Warning Messages as a Means of Promoting More Responsible Gambling

Background Playing the lottery is considered a public health concern in many countries due to financial losses associated with it, but also due to other harmful health and social problems. Focus of the article Informed by both theory and practice, this article focuses on developing lottery ticket warning messages targeting players harmed by excessive spending to promote sustainable behavior change. Research Question What should be communicated in lottery ticket warning messages targeting people at risk to facilitate behavior change and maintain it? Approach We bridge the gap between theory and practice and illustrate how theoretical models and current communications can shape messages. Specifically, we identify and examine lottery ticket warning messages and analyze their relative congruence to prevailing theories to assess the potential effectiveness of the messages and to recommend warning labels for lottery tickets. In addition, we incorporate knowledge used by cognitive psychologists in counselling to create warnings more likely to motivate and sustain behavior change. Importance to the Social Marketing Field Merging academic theory with existent communications ensures better knowledge translation and potentially better outcomes. Introducing verified techniques from Cognitive Behavior Therapy into social marketing initiatives could be a step forward into triggering behavior change. Methods A literature review was conducted to identify and select theoretical models appropriate to guide communications for lottery tickets harmful consumption. Searches were conducted to identify initiatives aiming at persuading and helping at-risk individuals to change their behavior in a healthy manner. Social marketing campaign messages were then compared with theoretical paradigms to identify ways in which campaign messages could be improved. Results Results show campaign messages were relatively consistent with some aspects of the theoretical models. Warning messages provide information that is relevant to the target audience and describe the severity and vulnerability of irresponsible consumption. They also attempt to decrease perceived costs and increase perceived self-efficacy in a variety of ways. Some also attempt to modify cognitive distortions the audience has in respect to chances of winning. However, initiatives should also increase consumers’ perceptions of the response-efficacy by emphasizing their agency, and further enhance individuals’ perception of self-efficacy by incorporating strategies from the Cognitive Model. Recommendations for Research and Practice Academics and practitioners can build on each other’s knowledge on an ongoing basis. By making it default to always consider both theory and practice, initiatives are likely to become more effective. Managers responsible for developing warning messages and implementing social marketing campaigns can experiment with the various theoretical approaches to determine which are comparatively more effective for their situations. Limitations Future research is needed to test the comparative effectiveness of these theories as a basis of creating persuasive warning messages.

Какая гендерная теория нужна российской социальной психологии

<p style="text-align: justify;"><strong>Objective</strong>. The article problematizes the theoretical field of gender studies and the concept of “gender”, which are currently vulnerable in the socio-political context. The aim of the article is to determine the range of theories of Russian psychologists capable of solving topical issues in the field of gender social psychology outside of a politically conflicting discourse. <br><strong>Background</strong>. According to political theory, psychological knowledge can become a guide for political practice, this area of political science is called biopolitics. The constructivist theoretical field of gender studies belongs to the field of biopolitics; in Western gender theory, the deconstruction of gender is allowed not only as a social phenomenon, but also as a change in biological sex. Moreover, the possibility of deconstructing gender and sex is currently determined by political practice, not by psychological or psychiatric indications. The use of Western gender theory and the concept of “gender” in political conflicts pushes Russian social psychology to search for a theory based on the concepts of Russian psychologists focused on the analysis of the socio-psychological reality of gender relations. <br><strong>Results</strong>. The article emphasizes the impossibility of the reverse movement of science and the choice of the gender-role approach as outdated, not responding to the needs of modernity. Three theories are called productive and adequate to modern problems: the cultural-historical theory of L.S. Vygotsky, the subject-activity approach of S.L. Rubinstein, the theory of relations by V.N. Myasishchev. The concept of gender relations by I.S. Kletsina, one of the most popular modern concepts of gender in Russian psychology. <strong>Conclusions</strong>. Gender psychology is a new branch of social psychology, which turned out to be vulnerable to political initiatives in a period of socio-political instability. The search for new theoretical constructs and the educational activity of psychologists in the biopolitical field will help gender psychology overcome the crisis period.</p>

Mapping the reliability multiverse of contextual cuing.

Cronbach (1957) famously noted the divergence between the experimental and psychometric traditions in psychology and called for a unification, but many domains of cognitive experimental psychology continue to pay minimal heed to basic psychometric principles. The present article considers the lack of attention devoted to the reliability of measures extracted in a popular visual search task for studying putatively unconscious mental processes, contextual cuing, and the inferential fallacies that this neglect can cause. Two experiments (total N = 200) demonstrated that the reliability of contextual cuing and awareness measures can be increased by three manipulations designed to increase between-participant variability in search performance. At the same time, the data were subjected to a multiverse analysis, which found that specific data preprocessing pipelines result in more reliable estimates. Nevertheless, the reliability estimates remained too low for drawing firm conclusions from standard statistical techniques. Interpreting results from analyses based on individual differences, such as the typical low correlations between implicit and explicit measures, will be challenging so long as the underlying measures have poor reliability. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Impacts of adjacent façades on cognitive performance and psychology of university students in long hours of indoor work

Despite extensive research on window views, those featuring adjacent buildings remain underexplored regarding their impact on window usage habits, cognitive performance, and psychological well-being during long hours of indoor work. To address this gap, we conducted a survey among Chinese university students during Spring 2022 quarantine measures, receiving 502 valid responses. Our study identifies specific characteristics of these views influencing viewing time and satisfaction levels. Furthermore, we find that visual aspects of adjacent façades – transparency, visible activities, brightness, and colour contrast at night – significantly impact academic performance, anxiety, and depression levels, mediated by viewing time and visual memory. Our findings highlight the significance of adjacent-building window views in shaping behaviour, satisfaction, cognitive performance, and psychological well-being indoors, with implications for architectural design and urban planning. We also discuss strategies to enhance satisfaction and mitigate negative effects.

First-year domestic and international university students’ knowledge and use of mental health services and self-care practices in Australia

ABSTRACT Objective Transitioning to university brings challenges and stress that could be mitigated through self-care practices and knowledge and use of mental health services. This study examined these variables in first-year students at an Australian university, exploring any differences between international and domestic students and whether demographic variables and psychological distress influence knowledge and use of mental health services and self-care practices. Method Participants were 821 first-year students (77.6% female, 25.2% international, Mage = 20.7, SDage = 5.54 years). Measures included the Mental Health Literacy Scale, purpose-written questions about awareness, confidence, and engagement with mental health services, self-care knowledge and use, and PsyCheck. T-tests examined differences between domestic and international students. Hierarchical regression analysis assessed relationships between demographic factors, psychological distress, and mental health-related variables. Results Compared with international students, domestic students had greater awareness, confidence, and engagement in mental health services, and better self-care knowledge. Demographic variables were associated with mental health outcomes, with limited model strength. Psychological distress was associated with less knowledge and confidence in accessing mental health services yet higher engagement with services, and lower self-care knowledge and use. Conclusions The findings underscore the need for targeted mental health resources, particularly for international students and those experiencing higher psychological distress.

The Influence of Transformational Leadership and Organizational Justice on Innovative Work Behavior: the Mediating Role of Psychological Capital and Knowledge Sharing

Innovative work behavior is every Civil Servant (PNS) must have to encourage individuals to produce new thoughts, methods and work processes that can be used to increase organizational efficiency and effectiveness. Research on innovative work behavior for civil servants still needs to be widely researched, especially in developing countries. For this reason, this research aims to identify the influence of transformational leadership, organizational justice, psychological capital, and knowledge sharing on innovative work behavior. Data collection was carried out in a single cross-sectional using purposive sampling. The research sample was obtained from Civil Servants who work at State Institutions of Government in Indonesia. The data was processed using Structural Equation Modeling (SEM) with the Partial Least Square SEM (PLS-SEM) with 385 respondents. The results of this study prove a positive and significant relationship between transformational leadership, organizational justice, psychological capital, and knowledge sharing on innovative work behavior. In addition, empirical results show that psychological capital and knowledge sharing can partially mediate the relationship between transformational leadership and organizational justice on innovative work behavior. State Institutions of Government are expected to receive input and suggestions regarding the implementation of leadership and organizational policies so that employees have a positive psychology and a desire to share knowledge and skills so that they can create new ideas as organizational innovations.

Active Models in Speech Perception: A Critical Review in Phonetics

This critical review examines four prominent active models of speech perception: quantal theory, motor theory, hyper-hypo-articulation theory, and exemplar theory. Each of these models offers distinctive insights into how listeners perceive, interpret, and categorize speech sounds. Quantal theory explores the non-linear relationship between articulation and acoustic output, emphasizing stable and unstable regions in speech production. Motor theory posits that speech perception is grounded in articulatory gestures, suggesting a direct link between production and perception. The hyper-hypo-articulation theory focuses on the speaker’s adaptive articulation, which ranges from hyper- to hypo-articulation depending on the listener's needs and the communicative context. Exemplar theory, rooted in cognitive psychology, highlights the role of memory and experience, with individual speech sounds compared to stored exemplars in memory to aid perception. Despite their contributions, none of these models offers a comprehensive solution to all speech perception challenges. Each theory is suited to specific contexts, speech features, or tasks, making it crucial for researchers to understand their limitations. Furthermore, the review underscores the importance of selecting the appropriate model for particular research or practical applications, given the variability in their functionality. Finally, it calls for future research to delve deeper into passive models of speech perception and suggests that comparative studies between active and passive models could yield valuable insights.

ОСОБЕННОСТИ ОКАЗАНИЯ ПЕРВОЙ ПОМОЩИ И ПСИХОЛОГИЧЕСКОЙ ПОДДЕРЖКИ ДЕТЯМ В ЭКСТРЕННЫХ И ЧРЕЗВЫЧАЙНЫХ СИТУАЦИЯХ

The issue of interaction of employees of EMERCOM of Russia with children is highlighted. The activities and measures contributing to maximizing the effectiveness of emergency rescue, evacuation, and rescue operations involving children are presented. Revealing the issue of national security of the country, we touch upon the description of the protection of the population and territories from emergency situations. Protection is provided by the availability of highly qualified specialists. Special attention is paid to such components as: knowledge of child psychology, physical fitness, personal qualities (responsibility, endurance, sociability, observation), stress resistance. The rationale for the measures of a careful algorithm of work when working with children is as follows: in the event of an emergency, it is necessary to act decisively and quickly, and at the same time carefully and thoughtfully.

Scientific Reflection on the Logic of the Development of Russian Social Psychology (For the 100th Anniversary of G.M. Andreeva)

The author studies the life path and scientific and organizational activities of a prominent social scientist and humanitarian G.M. Andreeva against the background of an analysis of the ways of the post-war formation of Soviet social psychology. Its outstanding role in the creation of an interdisciplinary system of cognitive and communicative social psychology and in its design and pedagogical implementation through the organization of teaching at the Faculty of Psychology of Moscow State University with appropriate educational and methodological support for domestic higher education and the inclusion of its achievements in world science is shown. Generalization of her teaching experience in Russian and foreign universities and its theoretical and methodological foundations allowed G.M. Andreeva to develop a fundamental concept of cognitive psychology of social cognition, which is being developed in various directions by participants and followers of the scientific school she created, one of the largest in Russian socio-psychological science.

DESENVOLVIMENTO DA PSICOLOGIA ESCOLAR NO BRASIL: UMA REVISÃO SISTEMÁTICA INTEGRATIVA

ABSTRACT – The main objective of this study was to carry out a survey on the evolution of school psychology in Brazil. The methodological approach adopted consisted of an integrative systematic review of the literature. The search for articles was conducted in three digital databases: Lilacs, Nursing Database and SciELO, using the search terms: Development, Teaching and Learning, History and School Psychology. The inclusion criteria covered texts in Portuguese and English that were available in their entirety and that discussed the development of school psychology in Brazil, in addition to exploring the main opportunities for progress in consolidating this area, considering the Brazilian reality. In contrast, articles that did not directly address the topic or that did not clearly present the contribution of the work of the school psychologist were excluded. The research faced some limitations due to the scarcity of specific publications on the development of school psychology. However, all articles analyzed highlighted the importance of the role of the psychologist in the educational context and the improvement of pedagogical practices. The inclusion of this professional in educational institutions is seen as crucial for the application of psychological knowledge in the formulation of proposals that prioritize education and humanization. The ten articles reviewed emphasize the relevance of the school psychologist and record that since 1930, several initiatives have been carried out to ensure the inclusion of this professional in schools, with the aim of improving the quality of teaching and supporting students with learning difficulties.

A cognitive diagnostic approach to IELTS speaking test: unveiling the subskills and test-takers’ perceptions

Although the IELTS speaking test assesses English verbal-communication competence accurately and reliably, its traditional, retroactive scoring framework stops short of providing detailed diagnostic information about individual test-takers’ specific domains of proficiency or deficiency. This study employed a cognitive diagnostic assessment (CDA) framework, grounded in cognitive psychology and diagnostic, formative feedback theories, to identify the specific cognitive (sub)skills and attributes required to successfully perform on the IELTS speaking test and examine the test-takers’ perceptions regarding the CDA and IELTS-speaking-assessment interface. The purpose was to integrate CDA and feedback literacy into the IELTS assessment. Adopting a cognitive/psychometric perspective, we conceptualized language proficiency as encompassing separate cognitive subskills that can be systematically measured and diagnosed. To this end, we analyzed speaking data from 500 pre-IELTS candidates and conducted 20 expert interviews. The thematic analysis employed through the MAXQDA software helped identify five specific subskills related to the IELTS speaking test. Using a similar thematic analysis procedure, we extracted five perceptive themes regarding an integrated IELTS-CDA framework from the interview data of 151 participants. The results have important implications for the practicality and efficacy of employing CDA to improve IELTS speaking interpretation and feedback.

The Influencing Factors of Knowledge Hiding Among Employees in the Construction Industry: A Psychological Contract Perspective

This study explores the factors influencing employee knowledge hiding in construction industry organizations. Utilizing quantitative methods, the research examines the impact of demographic factors, including gender, age, educational level, marital status, and duration of service, as well as psychological contract breaches on employee knowledge hiding. An independent samples t-test and multiple comparisons using the least significant difference (LSD) test were conducted to analyze the demographic factors. At the same time, a simple linear regression analysis was employed to assess the relationship between psychological contract breach and knowledge hiding. The results indicate that demographic factors significantly affect employee knowledge hiding, with females, older employees, those with lower educational levels, divorced or widowed individuals, and employees with longer service durations tending to hide knowledge more frequently. Furthermore, psychological contract breach is found to have a strong and positive relationship with employee knowledge hiding, suggesting that employees are more likely to engage in knowledge-hiding behaviors when they perceive a violation of their psychological contract. The findings have important managerial implications, emphasizing the need for tailored strategies to address knowledge hiding among different employee groups and maintaining a strong psychological contract with employees to foster a culture of knowledge sharing and innovation

Cognitive Aspects of Translation: The Latest Research in Psycholinguistics and Cognitive Science

The study of the cognitive aspect of translation opens up new possibilities for understanding and analysing the translation process through the prism of cognitive science. By analysing the cognitive processes that take place in the translator's brain while performing translation, it is possible to reveal various aspects of this complex and multifaceted process. The purpose of this article is to conduct a literature review of cognition-oriented translation studies in order to contribute to the development of the science of translation studies. The method included the analysis of related literature from the scientific databases Scopus and Google Scholar. As a result of this study, advanced theoretical models were put forward and developed to reveal the so-called “black box” of the translator, which is considered a key aspect in understanding the cognitive processes of translation. These theoretical approaches aimed to uncover the internal mechanism and strategies used by the translator when performing translation in order to reveal and analyse how these processes occur in the translator's brain. Conclusions – the research focused on translation processes has great potential, as it uses the latest theoretical models and research methods from related cognitive disciplines such as cognitive psychology, cognitive linguistics, neurophysiology and computational linguistics. The paper attempts to identify challenges in cognitive translation research in order to contribute to a broader understanding of the cognitive aspects of translation and to help address key challenges in this area.

The psychology of entrepreneurial performance—theoretical and applied: Robert A. Baron and Michael Frese, co-recipients of the 2024 Global Award for Entrepreneurship Research

AbstractProfessors Robert A. Baron and Michael Frese are the joint recipients of the 2024 Global Award for Entrepreneurship Research. Their research contributions have helped establish the disciplinary foundation necessary to explore entrepreneurship from theoretical and applied psychological perspectives. From a theoretical psychological perspective, Professor Baron has repeatedly introduced a disciplinary scaffolding from cognitive psychology, social psychology, and judgment and decision-making psychology to develop the field’s socio-cognitive perspective. He has examined entrepreneurship’s basic “why” questions: (1) Why do some persons but not others choose to become entrepreneurs? (2) Why do some persons but not others recognize opportunities for new products or services that can be profitably exploited? (3) Why are some entrepreneurs so much more successful than others? From an applied psychological perspective, Professor Frese has examined entrepreneurship as the epitome of a proactive approach to work, advocating the benefits of personal initiative and the need for a self-regulatory approach to performance among both small business owners and employees in transition economies. Continually taking stock of what is known about the psychology of entrepreneurship through reviews and meta-analysis, he and his students have advanced an evidence-based approach to entrepreneurial training and performance in challenging contexts. Together, Professors Baron and Frese have served as ambassadors for the field of entrepreneurship, welcoming an entire generation of micro scholars to explore the entrepreneurial process and the psychology of the entrepreneurs who enact it.