Relevant bibliographies by topics / Recall (Psychology

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Recall (Psychology'

Author: Grafiati
Published: 29 July 2024
Last updated: 30 July 2024

Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles

Select a source type:

Consult the lists of relevant articles, books, theses, conference reports, and other scholarly sources on the topic 'Recall (Psychology.'

Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.

You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.

Journal articles on the topic "Recall (Psychology"

1

Newman, Leonard S., Maxwell S. Sapolsky, Ying Tang, and Daria A. Bakina. "What’s Recalled Depends on the Nature of the Recall Procedure." Social Psychology 45, no. 2 (February 1, 2014): 93–102. http://dx.doi.org/10.1027/1864-9335/a000164.

Full text
Abstract:
According to the mnemic neglect model, people process non-threatening feedback more deeply than threatening feedback. Tests of the model rely on behavior recall as the primary dependent variable. Similar to other research programs in social psychology, little attention has been paid to determining the optimal recall procedure for testing the model and replicating its predicted findings. Four experiments reveal that the results of mnemic neglect studies are significantly affected by recall period length and how recalled behaviors are reported. A few basic principles (e.g., output interference, output primacy as an index of accessibility) can account for these findings. The lessons learned apply not just to mnemic neglect research, but to any investigation of social-cognitive processes utilizing free recall measures.
APA, Harvard, Vancouver, ISO, and other styles
2

Weger, Ulrich, Johannes Wagemann, and Andreas Meyer. "Introspection in Psychology." European Psychologist 23, no. 3 (July 2018): 206–16. http://dx.doi.org/10.1027/1016-9040/a000296.

Full text
Abstract:
Abstract. Memory is typically conceptualized as a mental space where information is stored until it is retrieved for current processing. This archive account has been undermined by a multitude of findings, however, calling for a theoretical and also a methodological reorientation. In particular, we consider it timely to include an introspective mode of research into the study of memory because such introspective enquiry can provide insights into the recall process that go beyond those of third-person research. The limitations often associated with introspection (e.g., its seemingly subjective quality and its post hoc nature) are well justified – but only as long as the more immature impromptu introspections are concerned. A more systematically developed form of introspection can overcome these limitations. Such a systematic approach is outlined and used here to develop a taxonomy of mental processes involved in recall. Our observations lend support to a reconstruction account and allow for a differentiation of mental activities involved in various types of recall.
APA, Harvard, Vancouver, ISO, and other styles
3

Watkin, Kenneth L., Holly K. Craig, and Tanya M. Gallagher. "Serial Recall." Intervention in School and Clinic 26, no. 1 (September 1990): 52–56. http://dx.doi.org/10.1177/105345129002600113.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Payne, David G., Helene A. Hembrooke, and Jeffrey S. Anastasi. "Hypermnesia in free recall and cued recall." Memory & Cognition 21, no. 1 (January 1993): 48–62. http://dx.doi.org/10.3758/bf03211164.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Mangan, G. L., and R. Sturrock. "Lability and recall." Personality and Individual Differences 9, no. 3 (January 1988): 519–23. http://dx.doi.org/10.1016/0191-8869(88)90150-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Hopper, William J., and David E. Huber. "Testing the primary and convergent retrieval model of recall: Recall practice produces faster recall success but also faster recall failure." Memory & Cognition 47, no. 4 (February 8, 2019): 816–41. http://dx.doi.org/10.3758/s13421-019-00903-x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Thomas, John G., Haley R. Milner, and Karl F. Haberlandt. "Forward and Backward Recall." Psychological Science 14, no. 2 (March 2003): 169–74. http://dx.doi.org/10.1111/1467-9280.01437.

Full text
Abstract:
How do people retrieve information in forward and backward recall? To address this issue, we examined response times in directional recall as a function of serial position and list length. Participants memorized lists of four to six words and entered responses at the keyboard. Recall direction was postcued. Response times exhibited asymmetry in terms of direction. In forward recall, response times peaked at the first position, leveling off for subsequent positions. Response times were slower in backward recall than in forward recall and exhibited an inverse U-shaped function with an initial slowdown followed by a continuous speedup. These asymmetries have implications for theoretical models of retrieval in serial recall, including temporal-code, rule-based, and network models. The response time pattern suggests that forward recall proceeds in equal steps across positions, whereas backward recall involves repeated covet cycles of forward recall. Thus, retrieval in both directions involves a forward search.
APA, Harvard, Vancouver, ISO, and other styles
8

Di Cagno, Daniela, Tibor Neugebauer, Carlos Rodriguez-Palmero, and Abdolkarim Sadrieh. "Recall searching with and without recall." Theory and Decision 77, no. 3 (June 7, 2014): 297–311. http://dx.doi.org/10.1007/s11238-014-9444-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Stephenson, Geoffrey M., Dominic Abrams, Wolfgang Wagner, and Gillian Wade. "Partners in recall: Collaborative order in the recall of a police interrogation." British Journal of Social Psychology 25, no. 4 (November 1986): 341–43. http://dx.doi.org/10.1111/j.2044-8309.1986.tb00748.x.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Beaman, C. Philip, and Dylan M. Jones. "Irrelevant Sound Disrupts Order Information in Free Recall as in Serial Recall." Quarterly Journal of Experimental Psychology Section A 51, no. 3 (August 1998): 615–36. http://dx.doi.org/10.1080/713755774.

Full text
Abstract:
The claim that the sensitivity of free recall to disruption by irrelevant sound is a function of the extent to which rote rehearsal is employed as a mnemonic strategy was investigated in two experiments. The degree of disruption by irrelevant sound in terms of both item and order information was contrasted under serial and free recall instructions. Irrelevant sound was found to disrupt order and item information equally in serial and free recall tasks (Experiment 1). Contrary to previous reports, an effect of irrelevant sound was also demonstrated on free recall of particularly long lists, and the interaction between list length and retention interval in the irrelevant sound effect was examined (Experiment 2). Generally, the results support the view that irrelevant sound disrupts the use of order cues.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Dissertations / Theses on the topic "Recall (Psychology"

1

Hirn, Mueller Dana Elizabeth. "The Effects of Post-Recall Feedback: Examining Witness Recall Quantity, Accuracy, and Confidence." FIU Digital Commons, 2015. http://digitalcommons.fiu.edu/etd/2169.

Full text
Abstract:
Most eyewitness identification protocols recommend withholding feedback after an identification has been made, at least until a measure of confidence can be gathered. Although much research has examined the impact of post-identification feedback on subsequent witness behavior and confidence, research addressing the importance of post-recall feedback remains largely incomplete. The current study examined the effects of post-recall feedback and question type on subsequent witness recall, confidence, and reports of view of the crime. In line with previous eyewitness identification research, it was predicted that participants receiving confirming post-recall feedback would be more confident in their prior recall compared to participants receiving neutral, no, or disconfirming feedback. One hundred and fifty-eight participants viewed a mock crime video of a robbery followed by an interview which included both open-ended and cued questions. Participants were then given either confirming, neutral, no, or disconfirming feedback and asked about their confidence and the clarity of their view of the perpetrator. Under the pretense that the recording equipment failed, participants were interviewed again using the same question format. The second interview was followed by a series of suggestive questions. After the second interview, participants were again asked about their confidence and self-reported quality of view of the perpetrator. Participant interviews were transcribed and scored for quantity, accuracy, and consistency by two blind, independent coders. Analyses revealed that feedback had a systematic impact on confidence such that participants who received confirming feedback were more confident in the overall accuracy of their prior memory accounts than those who received neutral, no, or disconfirming feedback and participants who received neutral or no feedback were more confident in the overall accuracy of their prior memory accounts compared to those in the disconfirming feedback condition. In line with previous eyewitness identification research, there was no significant relationship between recall accuracy and reported confidence. Results from the current study can be used to inform real-world investigative interviewers by highlighting the consequences of offering post-recall feedback. Specifically, feedback can impact witness confidence irrespective of actual recall accuracy.
APA, Harvard, Vancouver, ISO, and other styles
2

Coelho, Rita. "ROLE OF EMOTION IN THE RECALL OF UNKNOWN FACES - Role of emotion in the recall." Thesis, Mittuniversitetet, Institutionen för psykologi och socialt arbete, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:miun:diva-37094.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

ElRif, Paul. "An examination of matched acquisition and recall modes versus mismatched acquisition and recall modes /." Thesis, Connect to Dissertations & Theses @ Tufts University, 1999.

Find full text
Abstract:
Thesis (Ph.D.)--Tufts University, 1999.
Adviser: Salvatore Soraci. Submitted to the Dept. of Psychology. Includes bibliographical references (leaves 174-183). Access restricted to members of the Tufts University community. Also available via the World Wide Web;
APA, Harvard, Vancouver, ISO, and other styles
4

Valdiserri, Michael. "Nonverbal recall and omission errors in normal aging." Thesis, The University of Arizona, 2002. http://hdl.handle.net/10150/291589.

Full text
Abstract:
Omission errors made by 186 older adults were compared to those of 96 younger adults on a nonverbal delayed recall task, the Wechsler Memory Scale - Revised Visual Reproduction II subtest (WMS - R VR 2, Wechsler, 1987). Older subjects failed to reproduce both figures A and B significantly more often than younger subjects, with the greatest between--group variance occurring on figure A. The results suggest that age-related declines in nonverbal memory and delayed recall may have contributed to this pattern of performance. Furthermore, inattention and retroactive interference effects may have also been particularly relevant. Suggestions are made for subsequent research to rule out order effects by reordering the presentation of VR2 subtest stimuli and employing other measures of visual memory, visuoconstructive performance, and interference. Further understanding of older adults' performance on the WMS - R Visual Reproduction subtest would prove valuable, since it is used extensively in a variety of research and clinical settings.
APA, Harvard, Vancouver, ISO, and other styles
5

Garza, Maria. "Second Language Recall in Methods of Learning." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6788.

Full text
Abstract:
This dissertation examined the relationship between the acquisition and recall of English language vocabulary. This study explored 2 different learning recall strategies to determine which approach was the quickest or more efficient way to remember vocabulary words. Previous researchers had focused on learning a second language phonetically and had not explored different instructional strategies to study the most useful or quickest way to learn a second language for adults. However, there remains an important gap in the current research regarding how to present different methods of instruction to acquire a new second language more rapidly. The purpose of this study was to determine which method was easier and quicker to assist the second language learner to recall and acquire vocabulary. The sample came from 3 different adult second language classrooms. The participants completed a pretest to assess their English word knowledge before the treatment. The participants had a timed 15-min or 30-min period to learn the cards for recall using flash cards with words only or with words and pictures. Once the period was over, the participants completed a posttest measure of language acquisition. There were no statistically significant differences in posttest scores based on method of learning, length of time for learning, or the interaction between the two. The results of the study added to the research on determining whether different instructional methods assisted an adult second language learner to acquire a second language more swiftly.
APA, Harvard, Vancouver, ISO, and other styles
6

Saunders, Lyn A. "Past-life recall a phenomenological investigation of facilitated and nonfacilitated recall experiences and their contributions to psychospiritual development /." Full text available online (restricted access), 2004. http://images.lib.monash.edu.au/ts/theses/Saunders.pdf.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dixon, Wallace E. Jr, Hannah G. Lawman, Elizabeth B. H. Johnson, Sarah May, Leslie A. Patton, Allison K. Lowe, and Courtney M. Snyder. "Effects of Exogenous and Endogenous Distracters on Immediate and Long-Term Recall in Toddlers: Distractions and Recall." Digital Commons @ East Tennessee State University, 2012. https://dc.etsu.edu/etsu-works/4891.

Full text
Abstract:
We explored the role that exogenous and endogenous competitors for attention play in infants’ abilities to encode and retain information over a 6‐month period. Sixty‐six children visited the laboratory at 15 months, and 32 returned for a second visit at 21 months. Children observed models of conventional‐ relation and enabling‐relation action sequences. Half the children were distracted by a “Mister Monkey” mechanical toy during the conventional‐relation sequence, while the other half was distracted during the enabling‐relation sequence. The Early Childhood Behavior Questionnaire indexed endogenous factors at both ages. Immediate postmodel production of target actions indexed encoding efficiency, and 6‐month production of target actions indexed long‐term recall. The exogenous distracter impacted encoding efficiency (i.e., immediate recall), but not long‐term recall. Endogenous factors (i.e., temperament) were primarily associated with long‐term recall. Of special interest was our finding that endogenous factors, especially surgency, moderated the effect of the exogenous distracter. It appears that when learning conventional‐relation sequences in the presence of exogenous distracters, surgency mobilizes attentional resources toward the learning objective; however, when learning enabling‐relation sequences under the same conditions, surgency either boosts the saliency of the distracters or boosts children’s susceptibility to them.
APA, Harvard, Vancouver, ISO, and other styles
8

Lipko, Amanda Rae. "Preschoolers' persistent overconfidence in their recall memory." [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1214583736.

Full text
Abstract:
Thesis (Ph.D.)--Kent State University, 2008.
Title from PDF t.p. (viewed Oct. 5, 2009). Advisor: William Merriman. Keywords: metacognition; recall memory; cognitive development. Includes bibliographical references (p. 65-71).
APA, Harvard, Vancouver, ISO, and other styles
9

Wallace, Brett. "Sentence recall in children with autism spectrum disorder." UNF Digital Commons, 2017. https://digitalcommons.unf.edu/etd/769.

Full text
Abstract:
There is an age-shift in neurotypical children: younger children tend to remember information in a verbatim manner so they store item-specific surface characteristics; between nine and ten children engage in gist recall where they store meanings of presented information. The aim of the present study was to explore false memory in children with Autistic Spectrum Disorder (ASD), as some research suggests that they develop gist recall at a later age than neurotypical children. We are also interested in the role of working memory. One approach to understanding false memory creation is activation-monitoring (AM) theory. Working memory can play a role during both the activation (encoding) phase, as well as during the monitoring retrieval phase. When working memory is overloaded or suboptimal, source monitoring is compromised at the encoding phase. In this study, we tested high-functioning children with ASD on working memory capacity. In addition, simple sentences were presented to be recalled, each one followed by a short word list that contained a thematically related distractor item. If a child used gist memory to recall the sentence, they would likely substitute the target (e.g., rabbit) word with the distractor (e.g., bunny). However, if they depended on verbatim recall, the distractor would not affect sentence recall performance. Children with lower working memory scores were more likely to incorrect answers to gist questions than those with high working memory. These findings have important implications for everyday social functioning. Though debatable, working memory impairments may encourage false memories in children with ASD.
APA, Harvard, Vancouver, ISO, and other styles
10

Patch, Peter C. "Schizophrenic Recall Performance in a Naturalized Setting." Scholarly Commons, 1990. https://scholarlycommons.pacific.edu/uop_etds/3098.

Full text
Abstract:
Previous laboratory research has demonstrated an encoding deficit for schizophrenics versus nonpsychiatrically diagnosed individuals. A study was conducted to examine encoding performance of these two groups in an actual apartment setting. Participants were asked to memorize a list of household tasks. Lists were either organized or random, but with identical items . Four conditions were compared: schizophrenic/ organized, schizophrenic/random, non- diagnosed/ organized, and non-diagnosed/random. It was hypothesized that the non-diagnosed participants would recall and perform significantly more tasks from the list than would schizophrenics in both the organized and random list conditions. Recall scores were also expected to be significantly higher for the organized than random list conditions for both the schizophrenic and non-diagnosed participants. A Diagnosis x List Type interaction was expected. Results for all comparisons were non-significant.
APA, Harvard, Vancouver, ISO, and other styles
More sources

Books on the topic "Recall (Psychology"

1

S, Brown Alan. Maximizing memory power: Using recall in business. New York: Wiley, 1987.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
2

Harary, Keith. Memory enhancement in 30 days: The total-recall programme. London: Aquarian, 1992.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
3

Dunlosky, John. Metacognition: A textbook for cognitive, educational, lifespan, and applied psychology. Thousand Oaks, Calif: Sage Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
4

Christoph, Micko Hans. Conjunctions and the recall of composite sentences. [Braunschweig]: Institut für Psychologie Technische Universität Braunschweig, 1985.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
5

Janet, Metcalfe, ed. Metacognition: A textbook for cognitive, educational, life-span, and applied psychology. Thousand Oaks, Calif: Sage Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
6

Dunlosky, John. Metacognition: A textbook for cognitive, educational, life-span, and applied psychology. Thousand Oaks, Calif: Sage Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
7

Dunlosky, John. Metacognition: A textbook for cognitive, educational, life span, and applied psychology. Thousand Oaks, Calif: Sage Publications, 2009.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
8

Smith, Albert F. Cognitive processes in long-term dietary recall. Hyattsville, Md: U.S. Dept. of Health and Human Services, Public Health Service, Centers for Disease Control, National Center for Health Statistics, 1991.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
9

Glynn, Shawn M. Effects of instructions to generate analogies on students' recall of science text. [Athens, GA]: National Reading Research Center, 1996.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
10

L, Stein Nancy, ed. Memory for everyday and emotional events. Mahwah, N.J: Lawrence Erlbaum Associates, 1997.

Find full text
APA, Harvard, Vancouver, ISO, and other styles
More sources

Book chapters on the topic "Recall (Psychology"

1

Qingmao, Meng, and Zhang Kan. "Recall." In The ECPH Encyclopedia of Psychology, 1. Singapore: Springer Nature Singapore, 2024. http://dx.doi.org/10.1007/978-981-99-6000-2_352-1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Ley, Philip, and Sue Llewelyn. "Improving patients’ understanding, recall, satisfaction and compliance." In Health Psychology, 75–98. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-3226-6_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Ley, Philip. "Improving patients’ understanding, recall, satisfaction and compliance." In Health Psychology, 74–102. Boston, MA: Springer US, 1989. http://dx.doi.org/10.1007/978-1-4899-3228-0_5.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Wagoner, Brady, Ignacio Brescó, and Sarah H. Awad. "Narrative Forms in the Recall of National History." In SpringerBriefs in Psychology, 35–47. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-32641-8_4.

Full text
APA, Harvard, Vancouver, ISO, and other styles
5

Yussen, Steven R., and Randall L. Glysch. "Remembering Stories: Studies of the Limits of Narrative Coherence on Recall." In Recent Research in Psychology, 293–321. New York, NY: Springer New York, 1993. http://dx.doi.org/10.1007/978-1-4612-4376-2_14.

Full text
APA, Harvard, Vancouver, ISO, and other styles
6

Zhao, Mufan, and Chengqi Xue. "Effects of Individual Factors and Recall Direction on Working Memory Span." In Engineering Psychology and Cognitive Ergonomics, 125–34. Cham: Springer Nature Switzerland, 2024. http://dx.doi.org/10.1007/978-3-031-60728-8_11.

Full text
APA, Harvard, Vancouver, ISO, and other styles
7

Chen, Xinyi, Andreas Liesenfeld, Shiyue Li, and Yao Yao. "Effects of Filled Pauses on Memory Recall in Human-Robot Interaction in Mandarin Chinese." In Engineering Psychology and Cognitive Ergonomics, 3–17. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-06086-1_1.

Full text
APA, Harvard, Vancouver, ISO, and other styles
8

Norris, Dennis, and Mike Page. "A Localist Implementation of the Primacy Model of Immediate Serial Recall." In 4th Neural Computation and Psychology Workshop, London, 9–11 April 1997, 316–30. London: Springer London, 1998. http://dx.doi.org/10.1007/978-1-4471-1546-5_24.

Full text
APA, Harvard, Vancouver, ISO, and other styles
9

Goodman, Gail S., Samara Wolpe, and Lauren Gonzalves. "Childhood Trauma and Repressed Memories: Building on Williams (1994) : Williams, L.M. (1994) Recall of childhood trauma: a prospective study of women’s memories of child sexual abuse, Journal of Consulting and Clinical Psychology, 62: 1167–76." In Clinical Psychology: Revisiting the Classic Studies, 97–116. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2019. http://dx.doi.org/10.4135/9781526483232.n7.

Full text
APA, Harvard, Vancouver, ISO, and other styles
10

Shreve, Gregory M. "Chapter 2. The strange attractions of translation." In American Translators Association Scholarly Monograph Series, 15–38. Amsterdam: John Benjamins Publishing Company, 2023. http://dx.doi.org/10.1075/ata.xx.02shr.

Full text
Abstract:
The complex-adaptive systems model is useful for understanding translational behavior and cognition in a way that unites our discipline with others (economics, biology, psychology) investigating complex, non-linear, dynamical, and adaptive systems. We can recast some conceptions of the development of translation expertise and the methods and strategies of translation pedagogy using the metalanguage and concepts of complexity theory. Donald Kiraly realized this earlier, and this article extrapolates upon his innovative work. In particular, we examine the role of boundary conditions and “strange attractors” in the systemic emergence of behavioral patterns such as Halverson’s “default translations.” We examine how introducing new attractors as “lever points” can disrupt student translational systems and cause them to shift and settle into more pedagogically desirable phase spaces.
APA, Harvard, Vancouver, ISO, and other styles

Conference papers on the topic "Recall (Psychology"

1

ELHALAL, ANAT, and MARIUS USHER. "MODELLING FREE RECALL – A COMBINED ACTIVATION-BUFFER AND DISTRIBUTED-CONTEXT MODEL." In Proceedings of the 12th Neural Computation and Psychology Workshop. WORLD SCIENTIFIC, 2011. http://dx.doi.org/10.1142/9789814340359_0014.

Full text
APA, Harvard, Vancouver, ISO, and other styles
2

Bernau, Leonard, and Tomáš Benka. "Decoding the Name-Recall Conundrum a Novel Perspective on Cognitive Processing and Enhancement Strategies." In The Asian Conference on Psychology & the Behavioral Sciences 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2187-4743.2024.3.

Full text
APA, Harvard, Vancouver, ISO, and other styles
3

Naghdabadi, Zahra, Mehran Jahed, and Ali Ghazizadeh. "Number of Value Levels to Be Learned Can Affect Short-Term Value Recall in Humans." In The Asian Conference on Psychology & the Behavioral Sciences 2024. The International Academic Forum(IAFOR), 2024. http://dx.doi.org/10.22492/issn.2187-4743.2024.32.

Full text
APA, Harvard, Vancouver, ISO, and other styles
4

Kawabata, Takeyasu, Yoshiko Koizumi, Li Xioping, and Wang Chong. "A Comparison of Factors Affecting Verbal Aggression Between Japan and China: Emotion and Politeness." In International Association of Cross Cultural Psychology Congress. International Association for Cross-Cultural Psychology, 2022. http://dx.doi.org/10.4087/afmk7951.

Full text
Abstract:
The purpose of this study was to compare the effects of politeness on verbal aggression in the different cultural contexts of Japan and China. Questionnaire research was administered to 195 Japanese university students and 255 Chinese university students. In the questionnaire, students were asked to recall an incident within a week or two in which they got angry. They were also asked to indicate (1) the intensity of their anger, (2) the hostility of the other party, (3) the degree of emotional regulation, (4) the action taken, (5) rational behavioral tendency, (6) social distance between self and the other party, (7) relative power of the other party, and (8) ranking of imposition. Participants' behavior in (4) was categorized into verbal aggression and other. Logistic regression analysis was conducted on the data from both countries, with verbal aggression and other categorized from (4) as the objective variables and the remaining variables from (1) through (8), excluding (4), as explanatory variables. The results showed that proximity to the other party increased verbal aggression for both Japanese and Chinese participants. Emotional variables – anger and emotion regulation-affected verbal aggression only among Chinese students.
APA, Harvard, Vancouver, ISO, and other styles
5

Yang, Seung-Cheol, Lalit Patil, and Debasish Dutta. "Similarity Computation for Knowledge-Based Sustainability Evaluation of Engineering Changes." In ASME 2010 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2010. http://dx.doi.org/10.1115/detc2010-28347.

Full text
Abstract:
Systematic sustainability assessment of a proposed Engineering Change (EC) is, typically, a time-consuming process due to the complexity of typical products and the lifecycle-wide impact of a change. One approach to enable faster evaluation is the use of the knowledge from similar past ECs. In this paper, we present an approach based on research in psychology to calculate the similarity of Engineering Changes such that the retrieved ECs can be used to predict only the carbon footprint of the proposed EC. Product knowledge is structured, and there is no acceptable standard for representation. Therefore, we propose a measure that focuses on identifying and aligning corresponding components of the query and target representations. We apply the measure to a case of 14 Engineering Changes (91 matching problems) and compare the matches for relevance to evaluation of carbon footprint. The precision and recall are evaluated by comparing against carbon footprints obtained using commercial LCA tool.
APA, Harvard, Vancouver, ISO, and other styles
6

Aminu Sanda, Mohammed. "Validity and rationality of using neuroergonomics concept in exploring worker mental issues in systemic-activity theoretical research." In 14th International Conference on Applied Human Factors and Ergonomics (AHFE 2023). AHFE International, 2023. http://dx.doi.org/10.54941/ahfe1003003.

Full text
Abstract:
It is known fact that the brain is the most complex organ in the human body. Over the last few decades, mapping of the human brain connectivity to human activity has gained considerable attention not only in the areas of neuroscience and cognitive neuroscience, but also in the field of human factors and ergonomics. The field has benefitted greatly from the inclusion and integration of neuroscientific methods and theory, with the argument that synergistic success of such integration could work in the other direction with the inclusion of neuro-field methods and theory of human factors, such as neuro-psychology or neuroergonomics., which incorporates knowledge on workload measures and theory. Thus, the field of human factors and ergonomics has benefitted from the committed inclusion of neuro-based methods and techniques, and it continues to develop and advance in a variety of interesting ways. In this wise, continuous efforts in the neuroergonomics field have been devoted to studying brain signals relative to human systemic activity at work and in everyday settings. Though the number of useful analytical approaches used in neuroergonomics research has rapidly expanded, there is the argument that the functional brain connectivity and network topology in the context of neuroergonomics is largely unknown. Hence, modern network science, entailing a synergetic mix of dynamic systems theory, graph theory, and statistics, is applied in studying the functional and structural brain connectivity network under various states and conditions. Such synergistic relationship is deemed to work in the reverse direction, with methods and measures of human factors and neuroergonomics benefitting other disciplines, such as the systemic structural activity theory (SSAT) approach. SSAT establishes that knowledge derived from ergonomics and activity theory is uniquely capable of engaging with different ways of knowing the world of work, generating new knowledge, and helping stakeholders understand and incorporate the results or lessons learned. Even though previous studies have succeeded in quantifying a great variety of cognitive and physical measures of human tasks, the SSAT approach has been used to understand the mental and physical systemic activities entailed in human dynamic temporal interactions during everyday tasks. This therefore brings to the fore the debate on the validity and rationality of using neuroergonomics concept in exploring worker mental issues in systemic-activity theoretical research. In neuroergonomics studies using the SSAT approach, mental workload is a multidimensional construct and widely invoked concepts, whose assessment has been of great interest. In the SSAT approach, the neuro-indices of cognitive workload have been discussed in the context of human mental load and working memory related to the process of storing and processing information, and which in the workplace require the manipulation and recall of information for decision-making and problem-solving. In this wise, this paper will argue on the validity and rationality of using neuroergonomics concept in the SSAT approach, which has been used in many situations to establish the relation between worker ability to recall and store information to fatigue, stress, and workload, which in turn affects attention levels, situational awareness, and learning performance.
APA, Harvard, Vancouver, ISO, and other styles
You might also be interested in the extended bibliographies on the topic 'Recall (Psychology' for particular source types:
Journal articles Dissertations / Theses Books
We offer discounts on all premium plans for authors whose works are included in thematic literature selections. Contact us to get a unique promo code!

To the bibliography