Artykuły

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  • 2025
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    Errorful learning of trivia questions and answers: The role of study time

    Butowska-Buczyńska, Ewa
    Hanczakowski, Maciej
    Zawadzka, Katarzyna
    Errorful learning—asking questions and forcing responding even before the correct answers are presented for study—has recently been proposed as a way of maximizing the effectiveness of study. However, much support for the superiority of errorful learning over standard learning via reading comes from studies employing pairs of words as study materials, which remain of little educational relevance. Studies using materials affording richer semantic processing, such as trivia questions and their answers, have shown benefits of errorful learning only when the errorful learning condition is granted additional time for formulating guesses. In the present study, we systematically examined the role of timing when comparing errorful learning and reading strategies applied to study of trivia questions and their answers. In Experiments 1 and 2, we obtained evidence for the superiority of errorful learning over reading when additional time was given to formulate guesses, but this superiority was abolished when the overall time to study was equated between the two learning strategies. We further examined the role of answer familiarity in Experiment 3, showing that incorrect guessing produced no benefit for learning regardless of whether the to-be-learned concepts were familiar or not. In Experiments 4 and 5, no benefits of errorful learning emerged when participants were required to guess responses to two different questions that shared a common set of possible answers. We conclude that the benefits of errorful learning for trivia questions emerge only when guessing gives more time to process target questions.
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  • 2025
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    Comparing obedience and efficiency in tedious task performance under human and humanoid robot supervision

    Maj, Konrad
    Grzyb, Tomasz
    Doliński, Dariusz
    Franjo, Magda
    This study examines the dynamics of obedience and power in the context of interactions between humans and robots at work. We replicated and extended the previous studies by comparing the responses of participants to a humanoid robot, which acts as an authoritative figure, against those to a human in a similar role. Although the humanoid robot commanded a significant level of obedience (63%), it was notably lower than that of its human counterpart (75%). Moreover, the work under the supervision of the robot was performed more slowly and less effectively. The results provide a good insight into the practical implications of using humanoid robots in official roles, especially for repeated and tedious tasks or challenging work activities.
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  • 2025-01-15
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    MESS to live with schizophrenic parental history: A systematic review of developmental checkpoints

    Khan, Maryam
    Batool, Rabia
    Mushtaq, Uzma
    Iqbal, Shakir
    Shaheen, Sana
    Butt, Aimen Zafar
    Ahmed, Anees
    Shivanand Kattimani
    Parental history of schizophrenia, a complex and multifaceted psychological disorder, is recognized as a well-established risk factor in the development of the disorder among offspring. However, the developmental patterns of such children and adolescents before the onset of the problem have not yet been systematically documented. We present a comprehensive account of developmental checkpoints essential for preventing it from occurring. This review embarks on a detailed explanation of the domains requiring serious attention during the development of an individual with such a familial history. We examined a diversified set of studies comparing the developmental patterns of children with or without (a comparative) a parental history of schizophrenia and highlighted the areas of concern for the later development of the problem among the first group. We included the peer-reviewed articles, published in English based on children and adolescents, found in Web of Science, PubMed, and PsychInfo databases and separate citation searches. We summarized our findings under MESS typology covering motor development, emotional and behavioral issues, speech and hearing impairments, and socio-cognitive aspects as essential features of a child’s development serving as a guide to prevent the onset of psychological complications.
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  • 2020-04-15
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    Is bad news on TV tickers good news? The effects of voiceover and visual elements in video on viewers’ assessment

    Maj, Konrad
    Lewandowsky, Stephan
    Jan De Houwer
    In our experiment, we tested how exposure to a mock televised news segment, with a systematically manipulated emotional valence of voiceover, images and TV tickers (in the updating format) impacts viewers’ perception. Subjects (N = 603) watched specially prepared professional video material which portrayed the story of a candidate for local mayor. Following exposure to the video, subjects assessed the politician in terms of competence, sociability, and morality. Results showed that positive images improved the assessment of the politician, whereas negative images lowered it. In addition, unexpectedly, positive tickers led to a negative assessment, and negative ones led to more beneficial assessments. However, in a situation of inconsistency between the voiceover and information provided on visual add-ons, additional elements are apparently ignored, especially when they are negative and the narrative is positive. We then discuss the implications of these findings.
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  • 2025-01
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    Breaking the Loop: A Meta-Analysis on the Bidirectional Effects of Materialism on Social Well-Being Outlining Future Research Directions

    Moldes, Olaya
    Zaleśkiewicz, Tomasz
    Gąsiorowska, Agata
    This meta-analysis examines correlational and experimental research linking materialism—broadly understood as an excessive focus on acquiring wealth and possessions that convey status—and social well-being—characterised by healthy interpersonal relationships and a sense of social support and integration. We identified 55 reports containing 72 independent studies and 123 effect sizes (N = 44,376). Meta-analytic calculations yielded a pooled effect of r = −0.18, suggesting that the effects of materialism on social well-being (e.g., loneliness or relationship satisfaction) may be greater than the effects of materialism on individual well-being (e.g., self-esteem or life satisfaction). Moderation analyses revealed that the effects are bi-directional, consistent across genders and cultures and significantly stronger in children and adolescents. These findings emphasise the universal and reciprocal link between materialism and social well-being and highlight the particular vulnerability of younger populations. Based on the results, we propose suggestions for further research to address the existing gaps and strengthen the current evidence, and recommend a sample size of 240 participants for correlational studies and 50 participants per group for experimental research. This work calls for targeted interventions and policies to tackle the adverse social effects of materialism, particularly among young populations.
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