PsychArchives (ZPID Leibniz-Zentrum für Psychologische Information und Dokumentation)
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KLARpsy-Text: Steigt das Risiko für kognitive Störungen wie Demenz mit dem Konsum zuckerhaltiger Getränke?
No full textKLARpsy-Texte sind kurze, lai:innengerechte, allgemeinverständliche und richtlinienbasierte Zusammenfassungen psychologischer Übersichtsarbeiten. Dieser KLARpsy-Text hat den Titel “Steigt das Risiko für kognitive Störungen wie Demenz mit dem Konsum zuckerhaltiger Getränke?”. Er wurde von Mitarbeitenden des Leibniz-Instituts für Psychologie verfasst. Der KLARpsy-Text befasst sich mit folgenden Inhalten: Altersbedingte Krankheiten, unter anderem Demenz , treten immer häufiger auf. Die Forschung beschäftigt sich daher mit der Frage, wie man den Abbau wichtiger Denkfunktionen verhindern oder verlangsamen kann, damit die Menschen möglichst lange geistig fit bleiben. Die Ernährung spielt eine wichtige Rolle für die Funktion des Gehirns. Viele Studien weisen beispielsweise darauf hin, dass eine zuckerhaltige Ernährung sich negativ auf die kognitiven Fähigkeiten auswirkt. Mit ihrer Übersichtsarbeit wollten die Forschenden herausfinden: Hängt der Konsum von zuckerhaltigen Getränken mit dem Risiko für kognitive Störungen wie Demenz zusammen? Je mehr zuckerhaltige Getränke Personen trinken, desto höher ist ihr Risiko für kognitive Störungen wie Demenz.https://klarpsy.de/hintergrundunknownunknow
Questionnaire on effects of physician recommendations in informed decision-making – DigiMed4 study
No full textThe instrument builds on validated scales from previous studies (DigiMed1 and DigiMed2) assessing risk perception, stress and emotions, satisfaction, comprehensibility, and cognitive load. The aim of the DigiMed4 study was to investigate the effects of physician recommendations on informed decision-making.unknownunknow
The asymmetry of working memory training transfer: A systematic review and meta-analysis
No full textWorking memory (WM) training is widely used to improve individuals’ cognitive abilities, yet its transfer to untrained tasks remains controversial. Although traditional WM transfer theory emphasizes task similarity as the primary determinant of training transfer, emerging evidence challenges this view by proposing asymmetric transfers between tasks. Two primary hypotheses have been posited: resourced-based transfer advantage suggests training on tasks with higher cognitive demands transfer better to lower demanding tasks, whereas ability-based transfer advantage proposes training broader abilities transfer better to narrower ones. To systematically investigate transfer asymmetry and its underlying mechanisms, we conducted a three-level meta-analysis comparing transfer effects between two typical WM paradigms: span tasks and updating tasks. This comparison builds on the established evidence that updating tasks impose higher cognitive demands but engage narrower abilities than span tasks. Our analysis included 55 studies (208 effect sizes) involving 3,492 participants. Results first confirmed significant transfer effects between updating and span tasks (Hedges’ g = 0.146, p < .001), with substantial between-studies variance (τ² = 0.023, p < .001). Crucially, transfer direction modulator analysis revealed significant transfer effect from updating to span tasks (g = 0.176, p < .001) but not conversely (g = 0.048, p = .453), supporting the resource-based transfer advantage hypothesis. Furthermore, secondary moderator analysis demonstrated this asymmetry was amplified under lower training doses, in child populations and with verbal training stimuli. Together, the study advances understanding of WM training transfer beyond the task similarity and inspires WM training practices.notReviewedothe
Longitudinal predictors of conceptual understanding of arithmetic principles [Author Accepted Manuscript]
No full textA bidirectional relationship between conceptual and procedural understanding in the development of arithmetic skills has often been reported. We investigated whether domain-specific longitudinal predictors of procedural arithmetic performance at the beginning of primary school also predict conceptual understanding two years later. We assessed conceptual and procedural understanding of arithmetic and mathematical reasoning in 195 UK children (mean age 8 years 2 months) in Year 3. Conceptual understanding was defined as children’s understanding of principles underlying arithmetic procedures. Performance on a speeded arithmetic task was taken as an indicator of children’s procedural understanding of arithmetic. The same children had been assessed in Year 1 on potential cognitive and numerical predictors including number transcoding, symbolic and non-symbolic magnitude comparison, arithmetic performance, verbal and visuo-spatial working memory, and non-verbal reasoning. A structural equation model including arithmetic performance, number transcoding and non-verbal cognitive skills measured in Year 1 predicted 33% of the variance in conceptual understanding in Year 3. Arithmetic performance and number transcoding in Year 1 were also significant longitudinal predictors of both procedural arithmetic understanding and mathematical reasoning in Year 3. When we ran a second structural equation model without arithmetic performance in Year 1, number transcoding and non-verbal cognitive skills remained the only significant longitudinal predictors of conceptual understanding in Year 3. Our study highlights substantial similarities as well as some differences in the longitudinal predictors of conceptual versus procedural understanding of arithmetic in early primary school.This work was supported by the Economic and Social Research Council [ES/N014677/1, ES/W002914/1] and the FWF, Austria [I 2778-G16]. This research was partially supported by the Research Council of Norway (project number 331640) through its Centre of Excellence Scheme.reviewedacceptedVersio
R-Skript zur Masterarbeit: Verzerrungsblindheit im Lehrberuf: Ein Vergleich zwischen regulären Lehrkräften und Quereinsteiger:innen
No full textR-Skript zur Masterarbeit: Verzerrungsblindheit im Lehrberuf: Ein Vergleich zwischen regulären Lehrkräften und Quereinsteiger:innenunknownunknow
Supplementary materials to “The relation between character strengths and sustainable consumption behavior” [Transparency Checklist]
No full textSupplementary materials [Transparency Checklist]. The related article is Jansen, P., Rahe, M., & Hoja, S. (2025). The relation between character strengths and sustainable consumption behavior. Global Environmental Psychology, 3, Article e12843. https://doi.org/10.5964/gep.12843notReviewedothe
The Impact of Language Control State on the Cognate Effect: A Replication – Experiment 2
No full textCognates are translation-equivalent words that are similar or even identical across languages in phonological and orthographic form (e.g., BABY/BABY [English/German]). Previous research has shown that pictures of cognates are more easily named (i.e., fewer errors, faster RTs) by bilinguals than non-cognates. However, such cognate effect may depend on the exact task demands and language control state a bilingual is in. To investigate further the mechanisms behind the cognate effect, Benini et al. (in preparation) manipulated the proportion of cognates versus non-cognates within blocks of a L2 picture naming task (preregistration: https://doi.org/10.23668/psycharchives.14636). As hypothesized, they observed a larger cognate effect in blocks with more cognates, suggesting that people proactively adapt languages activation to optimize ease of language production. That is, if more cognates are encountered, bilinguals may be able to maintain activation of both languages without much cost, while down-tuning co-activation if the proportion of non-cognates is high. However, these results stand in contrast with the findings by Spinelli and Sulpizio (2024), who did not observe such a modulation of the cognate effect. In the present study, we intend to shed light on the factors that may have produced such an inconsistent pattern of results. In Experiment 1 in this series (preregistration: https://doi.org/10.23668/psycharchives.21221), we set out to replicate the findings of Benini et al. introducing some minor methodological changes. As expected, we replicated the larger cognate facilitation in majority-cognate blocks—a proportion-cognate effect. In the present experiment (Experiment 2 in the series), we used non-identical cognates to investigate the role of cognate similarity in producing the proportion-cognate effect.unknownothe
Intuitions for Multiplication in Amazonian Adults and in US Adults and Children
No full textIn all populations, performance shows a characteristic ratio effectunknownunknow
Supplementary material for: Extending the Applicability of the BFI-2 Personality Inventory: Predictive Validity of the Swedish Version
No full textThe supplementary material contains a log for the data collection and analysis plan, datasets, and supplementary figures and tables for the evaluation of the Swedish version of BFI-2.unknownunknow
Focusing on High-Conflict Trials to Better Measure Attention Control
No full textTheories of working memory, intelligence, and executive functioning often propose a flexible, multi-purpose ability for controlling attention (Baddeley & Hitch, 1974; Shipstead et al., 2016). Yet, many commonly utilized tasks meant to measure attention control do not strongly correlate with each other. One explanation for this failure of convergent validity could be that, contrary to theory, there is no general “attention control” ability. An alternative explanation is that the tasks most often used are psychometrically flawed, such that no substantial cross-task correlation can be detected, even if the theory itself is correct. Recently, Moretti et al. (2025) found that a revised method of scoring common attention control tasks improved their reliability and convergent validity, as evidenced by stronger cross-task correlations and internal consistency estimates. In particular, they attempted to control for speed-accuracy trade-offs and congruency sequence effects. We reanalyzed archival data on Flanker and Stroop tasks (N ≈ 400) according to the specifications of Moretti et al. (2025). However, the revised scoring methods did not improve reliability or validity estimates.unknownunknow