Functional approach to autobiographical memory (AM) posits its three broad functions: directive, self, and social. Although these functions are probably universal, life stage and gender variations ...are expected. This research builds on previous studies investigating the validity of Thinking About Life Experiences Questionnaire (TALE; Bluck and Alea, 2011). A sample of 365 adults (56% female, mean age 43.3 years), divided in 2 age cohorts (young: 18-45 years, old: 46-90 years), used TALE, to rate their tendency of using AM for three different purposes, and measures of self-concept clarity, attachment in close relationships and time perspective. Confirmatory factor analysis of TALE confirmed the tripartite model of AM functions and further analysis showed partial factorial equivalence across age and gender groups. Young tend to use AM more for directing future behavior and social-bonding, while no age differences were found in the use of AM to serve self-function. As for gender variations, women tend to use AM more for directing their behavior, while no other gender differences in the use of AM were found. TALE showed good internal consistency and convergent validity of the three subscales. The theory-driven hypotheses that individuals with low self-concept clarity would use AM more often to serve a self-function, those with higher levels of attachment anxiety would use AM more often to serve a social function, and those past-oriented would use memory more often for directive purpose, were all confirmed. Also confirmed was the notion of Past Negative Orientation to be more related to the directive use of AM than Past Positive Time Orientation. Limitations and future directions are discussed.
Kognitivni treninzi predstavljaju intervenciju osmišljenu za unapređenje različitih aspekata kognitivnog funkcioniranja. Najučinkovitiji oblik treninga predstavljaju tzv. multimodalni treninzi, koji ...uključuju aktivnost više kognitivnih procesa i dovode do boljeg transfera stečenih vještina u svakodnevni život. Literatura sugerira kako se u različitoj populaciji videoigre, najpoznatiji primjer multimodalnoga treninga, mogu rabiti za unapređenje kognitivnih funkcija. S obzirom je na njihovu veliku popularnost cilj ovoga preglednog rada prikazati kognitivne mehanizme koji videoigre čine optimalnim medijem za kognitivno osnaživanje te učinke igranja različitih vrsta videoigara na kognitivne funkcije. Konkretno, u radu su prikazana različita teorijska objašnjenja učinkovitosti videoigara, mehanizmi učenja i transfera stečenih vještina. Osim toga, rad je usmjeren na tri najčešće korištene vrste videoigara u kognitivnim treninzima: ozbiljne igre, igre mentalnog treninga i komercijalne igre. Pritom se razmatra njihova učinkovitost kod različitih dobnih skupina i neuropsiholoških bolesnika. Zbog velike raznolikosti komercijalnih igara dan je prikaz dosadašnjih nalaza učinkovitosti različitih žanrova komercijalnih igara u kognitivnom osnaživanju. U posljednjem su dijelu rada dane preporuke istraživačima za daljnje provjere učinkovitosti videoigara kao oblika kognitivnog treninga.
Cognitive training is an intervention aimed at promoting various aspects of cognitive functioning. The most effective programs include the so-called multimodal training, i.e. interventions which include the activity of several cognitive processes and lead to far transfer of training-induced skills to everyday life. Video games represent a well-established example of multimodal training, leading to cognitive empowerment in various populations. Given the popularity of video games, this review aims to present: i) cognitive mechanisms required for gaming which turn video games into an optimal platform for cognitive empowerment and ii) cognitive effects of playing various types of video-games. More specifically, we review the theory behind the efficacy of video games, learning mechanisms promoted by gaming, and mechanisms of transfer. Also, we focus on the three most commonly used video games in cognitive training: serious games, brain training and commercial games, considering their effects in different age groups and neuropsychological patients. Due to the variety of commercial games, the research findings are presented via different genres of commercial games and their effects on cognitive functioning. In the last part of the paper, we give recommendations for future video game research as a form of cognitive training.
Numerous studies have investigated the efficacy of various cognitive trainings, with working memory being the most often trained cognitive aspect. In this regard, executive aspects of working memory ...have received the most attention, with updating training being vastly explored. In this study, we aimed to examine the differential contribution of some individual characteristics to the efficacy of updating training using a well-established n-back training paradigm. More specifically, we examined the contribution of fluid reasoning (gf), and personality (neuroticism, conscientiousness) to training efficacy. Participants (N = 47) took part in a 15-session, dual n-back training, spread over 4 weeks. They were pretested for fluid reasoning (CFT-3), personality (IPIP-100), and performed the initial testing on the OSPAN task. OSPAN was measured in three additional measurement points (after 5th, 10th, 15th session). The data was analyzed within the multilevel modeling approach. Initial hypotheses were partly confirmed, in that: 1) training was efficient in terms of OSPAN score, which grew linearly over time and the trajectory was similar between participants, 2) although the growth was similar for all participants, differences were found in intercepts, and 3) these differences could be partly explained by differences in fluid reasoning, but not with personality traits of conscientiousness and neuroticism.
Executive functions enable and support most of our daily cognitive functioning. Within the number of executive functions proposed, updating, inhibition and shifting are most often considered as the ...three core executive functions. Cognitive training paradigms provide a platform for a possible enhancement of these functions. Since updating training has been studied to a greater extent, we wanted to investigate the effectiveness of inhibition and shifting training in this study. Emerging adults (psychology students) were randomly assigned either to the inhibition training (based on the Simon task; n = 36) or to the shifting training (based on the task switching paradigm; n = 35). Both groups underwent twelve 20-minute sessions distributed over four weeks. Measurements before and after the training included criterion tasks (i.e. the training tasks), near-transfer tasks (i.e. tasks that address the trained functions but use different types of stimuli or rules to respond), and far-transfer tasks (i.e., tasks that address untrained cognitive functions). The control participants (n = 36) were tested with a combination of these tasks. Both training groups improved their criteria task performance over time, while convincing training-related gains were not found in either near- or far-transfer tasks. This study raises some conceptual questions for the training of executive functions with respect to a sample of emerging adults with above-average cognitive abilities, motivational elements of training, and the role of executive functions in more complex everyday cognitive activities.
Origami, drawing and colouring are artistic activities that can be beneficial for cognitive abilities or emotional well-being. However, there is a lack of studies that would investigate and compare ...these activities and their effects within the spatial abilities' domain. The aim of this study was to investigate if and how participating in three artistic activities-colouring, drawing or origami-can enhance spatial abilities. A total of 73 young adults participated in one of the three activities organized as a 7-session training, distributed every third day. Measures of spatial abilities (Spatial Reconstruction Task SRT), Mental Rotation Task MRT), Santa Barbara Solids Task SBST), and Corsi Block Tapping Task Corsi) were administered before (pretest) and after (posttest) the training, as well as at the 6-month follow-up). The Intrinsic Motivation Inventory (IMI) was administered at the posttest. The results showed no significant interaction between the training group and the measurement time point for the spatial ability tasks. Nevertheless, effect sizes at posttest favor origami and drawing in enhancing more complex spatial abilities (MRT for origami and drawing; SBST for origami; Corsi for drawing), and colouring in strengthening spatial perception (SRT). Some effects have remained for a longer period of time. Origami led to a greater pressure and tension, and colouring to higher interest and enjoyment. These results suggest that artistic activities can potentially contribute to the strengthening of spatial abilities, but it is advised to presented them in a way that reduces frustration and increase participant's enjoyment.
Introspektivni nalazi pokazuju kako ljudi lakše i dulje pamte uglazbljeni materijal od drugih vrsta materijala. Sukladno tome, pokazuje se i da ljudi vjeruju da je glazba dobar mnemonik te da pomaže ...upamćivanju. Međutim, eksperimentalne provjere ne potvrđuju ove teze. U eksperimentima se pokazuje kako je pozitivan utjecaj glazbe na upamćivanje ovisan o uvjetima upamćivanja (npr. uglazbljen i neuglazbljen tekst pamte se jednako dobro ako je brzina prezentiranja riječi ista). Utjecaj stupnja uglazbljenosti materijala na njegovo upamćivanje vrlo se rijetko istražuje i stoga predstavlja predmet ovog istraživanja. Također, ovim je istraživanjem ispitano mijenjaju li se strategije upamćivanja materijala ovisno o stupnju njegove uglazbljenosti te mijenjaju li se karakteristike materijala na kojima se upamćivanje temelji ovisno o stupnju uglazbljenosti samog materijala.
U istraživanju je sudjelovao 91 sudionik. Sudionici su podijeljeni u tri skupine, a zadatak je svake skupine bio pokušati u što većoj mjeri upamtiti tekst skladbe. Pritom je prva skupina slušala a capella izvedbu, druga skupina vokalnu izvedbu praćenu bubnjevima, a treća potpuno uglazbljenu vokalnu izvedbu. Sudionici su slušali skladbu šest puta i nakon svakog slušanja zapisivali stihove koje su upamtili. Također, sudionici su ispunili i Upitnik o korištenim strategijama.
Analizom varijance nisu utvrđene razlike u broju upamćenih stihova između tri skupine sudionika koje su slušale materijal različitog stupnja uglazbljenosti. Također, nisu utvrđene razlike u čestini korištenja različitih strategija upamćivanja. Međutim, Fisherovim je egzaktnim testom utvrđen trend koji pokazuje da povećanjem stupnja uglazbljenosti teksta raste i broj sudionika koji izjavljuju da im pri upamćivanju pomaže glazba. Također, s povećanjem stupnja uglazbljenosti materijala smanjuje se broj osoba koje izjavljuju da im pri upamćivanju teksta pomaže priroda vokala.
Rezultati su ovog istraživanja sukladni s prethodnim nalazima koji sugeriraju da uglazbljenost objektivno ne pomaže pamćenju. No, čini se kako, neovisno o objektivnim pokazateljima, sudionici imaju dojam da im glazba pomaže u upamćivanju. Ova je mogućnost raspravljena kroz Kelleyjev kovarijacijski model atribucije. Predložene su dvije hipoteze za objašnjenje dobivenih rezultata: hipoteza o pogrešno percipiranoj visokoj distinktivnosti pamćenja glazbenog materijala i hipoteza o pogrešno percipiranoj visokoj konzistentnosti pamćenja glazbenog materijala.
Introspective findings show that remembering musical material is easier and lasts longer than the remembering other types of material. It is also known that people believe that music is a good mnemonic. However, these assumptions have not been experimentally confirmed. Experiments show that the positive effect of music on memorising is dependent on the conditions of memorising (e.g., memory for a musically accompanied or unaccompanied material is equal if the rate at which material is presented is the same). The effect of the degree of musical accompaniment on memory has rarely been studied. This study aimed at examining whether the degree of musical accompaniment affects the quantity of remembered text. Furthermore, memory strategies and characteristics of the material which might help memory were examined, depending on the degree of musical accompaniment
A sample of 91 participants participated in the study. Participants were divided into three groups, and their task was to listen to a composition and remember as many lyrics as they can. The first group listened to the a capella version, the second group listened to a drum-only composition, and the third group listened to a composition with full musical accompaniment. Participants listened to a composition 6 times and wrote down all the lyrics they could remember after each listening. Demographic data were collected and participants filled out the Questionnaire on the use of strategies.
ANOVA found no differences in the quantity of remembered lyrics between the three experimental groups. Also, no differences in the frequency of various memory strategies used were found. However, Fisher's exact test revealed a trend showing that the number of participants which reported that music helped them remember the lyrics has increased with the degree of musical accompaniment. Also, the number of participants which stated that the nature of vocal helped them remember text declines as the degree of musical accompaniment increases.
The results of this study are in accordance with previous findings which suggest that musical accompaniment does not help in memorising. However, it seems that, regardless of objective indicators, participants have the impression that music helps them remember. This possibility is discussed through Kelley's covariation model of attribution. Two hypotheses are proposed to explain the results: the hypothesis on wrongly perceived high distinctiveness and the hypothesis on wrongly perceived high consistency of memory of music material.
Los hallazgos introspectivos demuestran que las personas memorizan el material musicalizado con más facilidad y a largo plazo, en comparación con otros tipos de material. Además, resulta que las personas consideran que la música es una buena mnemotécnica y que ayuda en el proceso de memorización. Sin embargo, las pruebas experimentales no confirman estas hipótesis. En los experimentos se comprueba que la relación positiva entre la música y la memorización depende de las condiciones de la memorización (p. ej. se memoriza igual la letra musicalizada y aquella no musicalizada si la velocidad de presentarla es la misma). Esta relación está muy poco investigada y por eso representa el objetivo de este trabajo. Además, se ha investigado si las estrategias de memorización cambian dependiendo del grado de musicalización, tanto como si cambian las características del material en el que se basa la memorización dependiendo del grado de musicalización del mismo material.
En la investigación participaron 91 personas. Los participantes fueron divididos en tres grupos y la tarea de cada grupo fue tratar de memorizar la letra de una canción cuanto más posible. El primer grupo escuchó la canción a capella, el segundo grupo una interpretación vocal seguida por la batería y el tercer grupo una interpretación vocal completamente musicalizada. Los participantes escucharon la canción seis veces y después de cada interpretación, apuntaron los versos memorizados. Además, completaron el Cuestionario de las Estrategias Utilizadas.
El análisis de las diferencias no ha determinado ninguna diferencia en cuanto al número de versos memorizados entre los tres grupos de participantes que escucharon el material de diferente grado de musicalización. Tampoco se han determinado diferencias en cuanto a la frecuencia en el uso de diferentes estrategias de memorización. Mientras tanto, a través del Test Exacto de Fisher se ha determinado la tendencia de aumento de número de participantes que afirman que la música les ayuda en la memorización si la letra es más musicalizada. Además, con el aumento del grado de musicalización del material disminuye el número de personas que afirman notar la ayuda del índole de la vocal en la memorización del material.
Resultados de esta investigación corresponden a los hallazgos anteriores que sugieren que la musicalización objetivamente no ayuda a la memorización. Pero, parece que independientemente de los hechos objetivos, los participantes tienen la impresión de que la música ayuda a la memorización. Esta posibilidad se discute a través del modelo de covariación de Kelley. Se han sugerido dos hipótesis para explicar los resultados obtenidos: la hipótesis sobre la distinción alta percibida erróneamente de memorizar el material musical y la hipótesis sobre la consistencia alta percibida erróneamente de memorizar el material musical.
The study aimed at investigating age and gender differences in cognitive reserve (CR) and whether CR can contribute to everyday and physical activity and fluid reasoning in older adults. Participants ...(N = 294), categorized into three age groups: young-old, middle-old, and old-old, completed the Cognitive Reserve Index questionnaire (CRIq), the Everyday Activity Questionnaire (EAQ), the Physical Activity Scale for the Elderly (PASE), and the Unbalanced Structure Test (UST). The old-old had significantly lower scores on CRI-Total, CRI-Working activity, and CRI-Leisure time compared to young-old and middle-old. Men showed higher scores than women on all CR subscales except for CRI-Leisure time where no significant difference was found. Younger age and higher CRI-Leisure time predicted higher scores on PASE, EAQ, and UST, while higher scores on CRI-Education predicted EAQ and UST. Higher CR seems to enable a more active and healthier lifestyle, while CRIq is a useful tool in the assessment of cognitive potential in the elderly.
Celotno besedilo
Dostopno za:
BFBNIB, DOBA, IZUM, KILJ, NUK, PILJ, PNG, SAZU, UILJ, UKNU, UL, UM, UPUK
Protection motivation theory (PMT) is a theoretical framework informative for understanding behavioral intentions and choices during exceptional and uncommon circumstances, such as a pandemic of ...respiratory infectious disease. PMT postulates both the threat appraisal and the coping appraisal as predictors of health behaviors. Recent advances in the field of behavioral immune system (BIS) research suggest that humans are equipped with a set of psychological adaptations enabling them to detect the disease-threat and activate behavioral avoidance of pathogens. The present study, set within PMT framework and informed by the BIS research, aimed to explain and predict voluntary adherence to COVID-19 guidelines by perceived personal risk and vulnerability to disease as threat appraisal variables, and trust in science as the response efficacy element of coping appraisal. Gender, age, belief in the second wave, perceived personal risk, germ aversion, and trust in science were all found to be significant positive predictors of the intent to adhere to non-pharmacological COVID-19 recommendations, with the belief in the second wave, germ aversion, and trust in science being the most important ones. On the other hand, only the belief in the second wave and trust in science were significant positive predictors of the intent to adhere to pharmacological COVID-19 recommendations (i.e., to vaccinate). Interventions aimed at enhancing preventative measures adherence should take into account that the psychological mechanisms underlying adherence to these two types of recommendations are not identical.
Cyberchondria is excessive online seeking of health-related information followed by distress. We aimed to examine the effects of cyberchondria and the credibility of the health-related sources on ...recall, and to investigate cyberchondria as a mediator between health anxiety (HA) and recall. Participants (N = 194) read about an alleged disease from sources of various credibility (high, low, neutral), filled in the HA Questionnaire and the Short Cyberchondria Scale, and recalled the information. No effect of source credibility on recall was found. Participants with high cyberchondria recalled more information, even when HA was controlled. Better recall in high HA was mediated by cyberchondria. A direct effect of HA on recall was found only for distorted recall of health information. This indicates different recall patterns in people with high HA depending on their cyberchondria, probably due to elaborated health schemas in cyberchondria, and to the disregard of source credibility in persons with high HA and low cyberchondria.
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