98%
921
2 minutes
20
Inhibitory information can be expected to reduce triggered displaced aggression by signaling the potential for negative consequences as a result of acting aggressively. We examined how cognitive load might interfere with these aggression-reducing effects of inhibitory cues. Participants (N = 80) were randomly assigned to a condition in a 2 (cognitive load: high/low) × 2 (inhibiting cues: yes/no) between-subjects design. Following procedures in the TDA paradigm, participants received an initial provocation from the experimenter and a subsequent triggering annoyance from another individual. In the inhibitory cue condition, participants were told, before they had the opportunity to aggress, that others would learn of their aggressive responses. In the high cognitive load condition, participants rehearsed a 10-digit number while aggressing. Those in the low cognitive load condition rehearsed a three digit number. We found significant main effects of cognitive load and inhibitory cue, which were qualified by the expected load × inhibitory cue interaction. Thus, inhibitory cues reduced displaced aggression under low-cognitive load. However, when participants in the inhibitory cue condition were under cognitive load, aggression increased, suggesting that mental busyness interfered with the full use of inhibitory information. Aggr. Behav. 42:598-604, 2016. © 2016 Wiley Periodicals, Inc.
Download full-text PDF |
Source |
---|---|
http://dx.doi.org/10.1002/ab.21654 | DOI Listing |
Dev Psychol
September 2025
Department of Special Education, College of Education, University of Texas at Austin.
This study examined the role of domain-specific working memory and emotion regulation in the relation between mathematics anxiety and mathematics performance among 264 upper elementary students (Grades 3-5). Participants completed measures of mathematics testing and learning anxiety, verbal and numerical working memory, cognitive reappraisal, expressive suppression, general anxiety, mathematics self-efficacy, and calculation. Results showed that verbal working memory, but not numerical working memory, mediated the relation between mathematics testing anxiety and calculation.
View Article and Find Full Text PDFResusc Plus
November 2025
Department of Emergency Medicine, Linkou Chang Gung Memorial Hospital, Taoyuan city, Taiwan.
PEC Innov
December 2025
Institute for General Practice and Palliative Care, Hannover Medical School, Germany.
Background: In healthcare education, virtual reality (VR), simulating real-world situations, is emerging as a tool to improve communication skills, particularly in sensitive scenarios involving patients and caregivers. While promising, VR-based education also poses challenges such as avatar realism, cognitive load, and the need for pedagogical grounding.
Objective: This protocol paper presents the VR-TALKS project, which aims to develop, apply, and evaluate VR scenarios designed to teach healthcare students communication skills in serious illness scenarios.
Front Pharmacol
August 2025
Department of Physiology, Dongguk University College of Korean Medicine, Gyeongju, Republic of Korea.
Introduction: The development of new drugs for Alzheimer's disease (AD) remains a major challenge due to the disorder's complex and multifactorial nature. 2'-Fucosyllactose (2'-FL), a human milk oligosaccharide, has demonstrated promising neuroprotective properties. However, its effects on AD-related cognitive decline are not yet fully understood.
View Article and Find Full Text PDFFront Psychol
August 2025
China West Normal University, Nanchong, China.
Introduction: Time compression of instructional videos has received attention from scholars around the world. From existing empirical studies, a wide range of scholars have not yet reached a consensus on whether acceleration promotes video learning.
Methods: The article adopts a meta-analytic approach to analyze 12 domestic and international experimental and quasi-experimental research papers, exploring the role of moderating variables on the effect of acceleration on learning from the dimensions of teachers' appearances, subtitles, and subject attributes.