pinecone/core-2020-05-10-deduplication huggingface dataset:
Comparing measures of cognitive bias relating to eating behaviour

Consumption of and/or abstinence from substances with a high reward value (e.g., heroin, marijuana, alcohol, nicotine, certain foods) are associated with cognitive biases for information related to the substance. Such cognitive biases are important since they may contribute to difficulties in controlling intake of the substance. We examine cognitive biases for stimuli related to food. For the first time, we concurrently employ and compare five conceptually distinct measures of cognitive bias (dot probe, emotional Stroop, recognition, EAST, explicit attitudes). Contrary to expectations from current theory, the relation between the cognitive measures was weak and evident only in certain subsets of the population sample, as defined by gender and emotional-, restrained-, and external-eating characteristics of our participants. We discuss some methodological implications of our findings
What does doodling do?

Doodling is a way of passing the time when bored by a lecture or telephone call. Does it improve or hinder attention to the primary task? To answer this question, 40 participants monitored a monotonous mock telephone message for the names of people coming to a party. Half of the group was randomly assigned to a ‘doodling’ condition where they shaded printed shapes while listening to the telephone call. The doodling group performed better on the monitoring task and recalled 29% more information on a surprise memory test. Unlike many dual task situations, doodling while working can be beneficial. Future research could test whether doodling aids cognitive performance by reducing daydreaming
Cognitive burden of survey questions and response times: a psycholinguistic experiment

An important objective in survey question design is to write clear questions that respondents find easy to understand and to answer. This contribution identifies the factors that influence question clarity. Theoretical and empirical evidence from psycholinguistics suggests that specific text features (e.g., low-frequency words, left-embedded syntax) cause comprehension difficulties and impose a high cognitive burden on respondents. To examine the effect of seven different text features on question clarity, an online experiment was conducted in which well-formulated questions were compared to suboptimal counterparts. The cognitive burden of the questions was assessed with response times. Data quality was compared in terms of drop-out rates and survey satisficing behavior. The results show that at least six of the text features are relevant for the clarity of a question. We provide a detailed explanation of these text features and advise survey designers to avoid them when crafting questions
Can Fabricated Evidence Induce False Eyewitness Testimony?

False information can influence people's beliefs and memories. But can fabricated evidence induce individuals to accuse another person of doing something they never did? We examined whether exposure to a fabricated video could produce false eyewitness testimony. Subjects completed a gambling task alongside a confederate subject, and later we falsely told subjects that their partner had cheated on the task. Some subjects viewed a digitally manipulated video of their partner cheating; some were told that video evidence of the cheating exists; and others were not told anything about video evidence. Subjects were asked to sign a statement confirming that they witnessed the incident and that their corroboration could be used in disciplinary action against the accused. See-video subjects were three times more likely to sign the statement than Told-video and Control subjects. Fabricated evidence may, indeed, produce false eyewitness testimony; we discuss probable cognitive mechanisms. Copyright (C) 2009 John Wiley & Sons, Ltd
An exploration of visual behaviour in eyewitness identification tests

This is the peer reviewed version of the following article: FLOWE, H.D., 2011. An exploration of visual behaviour in eyewitness identification tests. Applied Cognitive Psychology, 25(2), pp. 244-254., which has been published in final form at http://dx.doi.org/10.1002/acp.1670. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving."The contribution of internal (eyes, nose and mouth) and external (hair‐line, cheek and jawline) features across eyewitness identification tests was examined using eye tracking. In Experiment 1, participants studied faces and were tested with lineups, either simultaneous (test faces presented in an array) or sequential (test faces presented one at a time). In Experiment 2, the recognition of previously studied faces was tested in a showup (a suspect face alone was presented). Results indicated that foils were analysed for a shorter period of\ud
time in the simultaneous compared to the sequential condition, whereas a positively\ud
identified face was analysed for a comparable period of time across lineup procedures. In simultaneous lineups and showups, a greater proportion of time was spent analysing internal features of the test faces compared to sequential lineups. Different decision processes across\ud
eyewitness identification tests are inferred based on the results
An examination of criminal face bias in a random sample of police lineups

This is the peer reviewed version of the following article: FLOWE, H.D. and HUMPHRIES, J.E., 2011. An examination of criminal face bias in a random sample of police lineups. Applied Cognitive Psychology, 25(2), pp. 265-273., which has been published in final form at http://dx.doi.org/10.1002/acp.1673. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.Faces with a stereotypic criminal appearance are remembered better and identified more often than other faces according to past research. In the present project, a random sample of police lineups was evaluated using the mock witness paradigm to determine whether criminal appearance was associated with lineup choices. In Study 1, mock witnesses were either provided with a description of the culprit or they were not. Participants also self-reported why they had\ud
selected a given face. In Study 2, the line-up faces were rated with respect to criminal appearance, distinctiveness, typicality, and physical similarity. Criminal appearance was the primary reason self reported for face selection in the no description condition. Mock witness choices in the no description condition were associated with only criminal appearance. When provided with a description, mock witnesses based their choice on the description. These findings are discussed in relation to lineup fairness
Identifying the task characteristics that predict children's construction task performance

Construction tasks can be linked to achievement in maths and science and form part of school curricula. However, there is little foundation for their use in teaching as there are no apparent methods for assessing difficulty.  This empirical research identifies four construction task characteristics that impact on cognition and influence construction task difficulty in children aged 7-8 and 10-11. Further a regression model from previous research with adults predicted children’s construction task performance in the present study. The research provides a method to quantify, predict and control the complexity of construction tasks for future research and to inform teaching
Instructional support for novice law students: Reducing search processes and explaining concepts in cases

Nievelstein, F., Van Gog, T., Van Dijck, G., & Boshuizen, H. P. A. (2010). Instructional support for novice law students: Reducing search processes and explaining concepts in cases. Applied Cognitive Psychology. DOI: 10.1002/acp.1707Reasoning about legal cases is a complex skill that imposes a high working memory load, especially for novice students.
Not only do novices lack necessary conceptual knowledge, searching through the information sources that are used during reasoning can also be assumed to impose a high additional working memory load that does not contribute to learning. Therefore,
this study investigated the effects of supporting novice law students’ learning by (a) providing the meaning of important concepts in the case and (b) reducing the search process by providing a condensed (relevant articles only) rather than a complete civil code.
Results show that performance on a test case (for which they had to use the complete civil code) was significantly better for participants who had used the condensed civil code during learning. Performance on a conceptual knowledge post-test was significantly enhanced when students had received the concept explanations during learning
Perceptual-cognitive expertise in sport and its acquisition: implications for applied cognitive psychology

We review contemporary research on perceptual-cognitive expertise in sport and consider implications for those working in the field of applied cognitive psychology. We identify the important perceptual-cognitive skills that facilitate anticipation in sport and illustrate how these skills interact in a dynamic manner during performance. We also highlight our current understanding of how these skills are acquired and consider the extent to which the underlying processes are specific to a particular domain and role within that domain. Next, we briefly review recent attempts to facilitate the acquisition of perceptual-cognitive expertise using simulation training coupled with instruction and feedback on task performance. Finally, we discuss how research on elite athletes can help inform applied cognitive psychologists who are interested in capturing and enhancing perceptual-cognitive expertise across various domains
Drawings as memory aids: optimising the drawing method to facilitate young children’s recall

There has been supportive evidence of drawing facilitating young children’s event recall.  The present study investigated whether additional event details are recalled if the interviewer uses interactive questions in response to information children have spontaneously drawn or verbally reported.   Eighty 5- to 6-year-olds were shown a video clip of a novel event and were interviewed the following day.  The children were randomly allocated to one of four recall conditions: tell-only, draw-and-tell, interactive draw-and-tell, and interactive tell-only.  The children’s verbal reports were transcribed and scored on four different categories of recall: items (objects and people), actions, colours and sayings.  The interactive draw-and-tell group recalled more correct information for items compared to the other three recall groups, without any accompanying increase in errors.  We propose that drawing increases the opportunity for the interviewer to ask interactive questions, which in turn facilitates children’s accurate recall of item information
Effects of concurrent monitoring on cognitive load and performance as a function of task complexity

Van Gog, T., Kester, L., & Paas, F. (2011). Effects of concurrent monitoring on cognitive load and performance as a function of task complexity. Applied Cognitive Psychology, 25, 584-587. doi: 10.1002/acp.1726For self-regulated learning to be effective, students or trainees need to be able to accurately monitor their performance while they are working on a task, use the outcomes as input for self-assessment of that performance after completing the task, and select an appropriate new learning task in response to that assessment. From a cognitive load perspective, monitoring can be seen as a secondary task that may become hard to maintain and hamper performance on the primary task under high load conditions. The experiment presented here investigated the effects of concurrent performance monitoring on cognitive load and performance as a function of task complexity. Results showed that monitoring significantly decreased performance and tended to increase cognitive load on complex, but not on simple tasks. The findings are discussed in terms of theoretical consequences and instructional design for self-regulated learning.Acknowledgement: This work was funded by the Netherlands Organization for Scientific Research (Veni Grants 451-08-003 and 451-07-007)
Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect

Kirschner, F., Paas, F., & Kirschner, P. A. (2011). Task complexity as a driver for collaborative learning efficiency: The collective working-memory effect. Applied Cognitive Psychology, 25, 615–624. doi: 10.1002/acp.1730.This study investigated the differential effects of learning task complexity on both learning process and outcome efficiency of 83 individual and group learners in the domain of biology. Based upon cognitive load theory, it was expected that for high-complexity tasks, group members would learn in a more efficient way than individual learners, while for low-complexity tasks,
individual learning would be more efficient. This interaction hypothesis was confirmed,
supporting our premise that the learning efficiency of group members and individuals is determined by a trade-off between the group’s advantage of dividing information processing amongst the collective working memories of the group members and its disadvantage in terms of associated costs of information communication and action coordination
Interviewing rape complainants: Police officers' perceptions of interview format and quality of evidence

This study explored police perceptions of video recording rape complainant interviews for investigative and evidential  purposes. Officers (N챳6) rated the accuracy of one of three mock transcripts of a rape complainant video interview: A  'standard interview' containing inappropriately closed and leading questions; a 'structured interview' with open and appropriately  closed questions and a 'cognitive interview' (CI) containing the CI mnemonics. Officers' in the standard condition rated  the complainant as less accurate and that they were less likely to proceed with charges than in the structured and CI conditions.  Officers cited the main advantages of video interviewing as improved forensic quality and interviewing practices, and the ability  to use the interview as good evidence. Officers' rated the ideal characteristics of the complainant's video interview similarly when  used for investigative compared to evidential purposes. These findings suggest video recording complainant interviews may be  one way of improving quality resolutions in rape cases.Arts, Education & Law Group, School of Criminology and Criminal JusticeFull Tex
Faces in motion: age-related changes in eyewitness identification performance in simultaneous, sequential, and elimination video lineups

This is the peer reviewed version of the following article: HUMPHRIES, J.E., HOLLIDAY, R. and FLOWE, H.D., 2012. Faces in motion: age-related changes in eyewitness identification performance in simultaneous, sequential, and elimination video lineups. Applied Cognitive Psychology, 26(1), pp. 149-158., which has been published in final form at http://dx.doi.org/10.1002/acp.1808. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-ArchivingThe identification performance of children (5 to 6 years, n = 180; 9- to 10- years, n =\ud
180) and adults (n = 180) was examined using three types of video lineup procedures:\ud
simultaneous, sequential and elimination. Participants viewed a videotaped staged theft\ud
and then attempted to identify the culprit from a target-present or target-absent video\ud
lineup. Correct identifications in simultaneous and elimination video lineups did not differ as a function of age. The sequential video lineup was associated with a reduction in correct identifications for both child groups compared to adults. With respect to the target-absent lineup condition, the video elimination lineup was associated with an increase in correct rejection rates for adult witnesses. Age was also significantly associated with accuracy. Differences in correct rejection rates were observed between adults and children and also between the two child groups. Implications and future directions are discussed
The effects of masculinity and suspect gender on perceptions of guilt

This is the peer reviewed version of the following article: WARD, C., FLOWE, H.D. and HUMPHRIES, J.E., 2012. The effects of masculinity and suspect gender on perceptions of guilt, 26(3), pp. 482-488., which has been published in final form at http://dx.doi.org/10.1002/acp.2823. This article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.This study investigated whether perceptions\ud
of guilt for both male and female suspects\ud
co-­varied with masculine physical appearance.\ud
In addition, the study tested whether the\ud
relationship between masculine physical\ud
appearance and perceptions of guilt was\ud
dependent upon whether the crime is\ud
stereotypically male perpetrated. Participants read one of three crime scenarios (burglary, child abuse and neglect,\ud
fraud and forgery) and evaluated the likelihood that suspects of varying masculine\ud
appearance committed the crime in question.\ud
Masculine physical appearance significantly\ud
affected guilt ratings across all crime types\ud
for both male and female suspects. Additionally, guilt ratings for male compared\ud
to female suspects were\ud
higher for burglary, a crime that was viewed\ud
as stereotypically male perpetrated by research participants. The results are discussed in relation to applied implications\ud
and future research directions
On the ease of (dis)believing: The role of accessibility experiences in credibility judgments

Credibility judgments are common and consequential in many applied settings. Although much research has addressed human observers' ability to discriminate true and deceptive statements, less is known about the psychological processes involved in such judgments. Here, it is proposed that the process of mustering evidence for or against credibility is reflected in a feeling-based form (ease-of-retrieval) and that such feelings can be used as a basis for credibility judgments. The results of an experiment show, as predicted, that the perceived ease with which participants could identify clues strongly influenced credibility judgments. Ironically, mustering more clues in support of a truthful account lowered credibility judgments; in contrast, mustering more clues in support of a deceptive account increased credibility judgments. Mediation analyses suggest that this is because participants relied on a feeling-based as opposed to content-based judgment strategy. Practical implications are discussed, and theoretical issues regarding the process of credibility judgment are raised
The Mystery Man can help reduce false identifications for child witnesses:evidence from video lineups

It is well established that children (as young as 5 years) can correctly identify a target from a target present (TP) line-up as accurately as adults; however, when shown a target absent (TA) line-up, children make more false identifications. In the present study, children aged 5–7 and 8–11 years viewed a film of a staged theft, then 1–2 days later were shown either a TP or TA video line-up. Half of the witnesses viewed line-ups that included a ‘mystery man’ (a black silhouette with a white question mark), which they could select if they did not recognise anyone from the line-up. When the ‘mystery man’ was present in the line-up, there were significantly fewer false identifications for the TA line-ups. This study shows that including a silhouette in a video line-up can help reduce false identifications for children as young as 5 years of age, without reducing correct identifications
Timing and frequency of mental effort measurement: Evidence in favor of repeated measures.

Van Gog, T., Kirschner, F., Kester, L., & Paas, F. (2012). Timing and frequency of mental effort measurement: Evidence in favor of repeated measures. Applied Cognitive Psychology, 26, 833-839. doi:10.1002/acp.2883Subjective mental effort rating scales are widely used in research on learning, instruction, and
training. However, the timing and frequency of application of those rating scales differs between
studies. Some apply a rating scale repeatedly after every task in a learning or test phase, others only
once at the end of a phase. Four experiments are presented that investigated how timing and
frequency of mental effort measurements affect the results obtained. The findings from Experiment
1 (between-subjects) and 2 (within-subjects), using different arrangements of simple and complex
tasks, showed that a single rating after a series of tasks resulted in a higher mental effort score than
the average of ratings provided immediately after every task. A similar result was obtained in
Experiment 3 with series of complex tasks, but not with simple tasks. Experiment 4 showed that
knowing beforehand that mental effort rating will be required after completing all tasks results in
lower scores, but average retrospective ratings per task still differed from a single retrospective
rating. Taken together, these experiments suggest that timing and frequency of effort ratings do
affect the results obtained and that repeatedly measuring mental effort after each task in the series
seems to be preferable.During the realization of this work, Tamara van Gog was
supported by a Veni grant from the Netherlands Organization for Scientific Research (NWO;
# 451-08-003)
Question Types, Responsiveness and Self-contradictions When Prosecutors and Defense Attorneys Question Alleged Victims of Child Sexual Abuse

We examined 120 trial transcripts of 6- to 12-year-old children testifying to sexual abuse. Age and attorney role were analyzed in relation to question types, children’s responsiveness, and self-contradiction frequency. A total of 48,716 question-response pairs were identified. Attorneys used more closed-ended than open-ended prompts. Prosecutors used more invitations (3% vs. 0%), directives and optionposing prompts than defence attorneys, who used more suggestive prompts than prosecutors. Children were more unresponsive to defence attorneys than to prosecutors. Self-contradictions were identified in 95% of the cases. Defence attorneys elicited more self-contradictions than prosecutors, but nearly all prosecutors (86%) elicited at least one self-contradiction. Suggestive questions elicited more selfcontradictions than any other prompt type. There were no associations with age. These findings suggest that neither prosecutors nor defence attorneys question children in developmentally appropriate ways.This is the author accepted manuscript. The final version is available from Wiley via http://dx.doi.org/10.1002/acp.310
Remembering public, political events: a cross-cultural and -sectional examination of australian and japanese public memories

We examined and compared the initiating conditions of flashbulb memory (FBM) confidence and event memory accuracy across two different, yet similar public, political events occurring in two different countries: Australia and Japan. To do so, we seized upon the occurrence of two politically important events: the resignation of the Japanese and Australian Prime Ministers in June 2010. In a series of mean and correlation analyses, we concluded that different factors may determine event memory accuracy and FBM confidence across cultures. In particular, the way different cultures emotionally appraise and rehearse the event, their attitude toward the political parties/their political involvement and self-construal may have important implications for how individuals accurately remember the event and the confidence they hold for their memories of the context when learning of the event. We discuss avenues of future research to better understand the extent to which cultural differences drove these results