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Despite the increasing interest in learning non-alphabetical languages such as Chinese, research about its learning process for alphabet users is scarce. Research conducted on Latin alphabet users on learning languages written in Latin alphabet, or on Chinese language learning in Chinese native speakers, users is undoubtedly useful but it does not inform about the peculiarities of leaning Chinese language by other alphabet users. Additionally, several authors have highlighted the need to inform and extend the current second language acquisition theories on the particular challenges of learning a language that uses another script. In this research we aim to contribute filling this research gap and studied the learning process of Chinese vocabulary by users of scripts different from Chinese. In particular, we examined the role of pictures and translations as learning aids for Chinese language vocabulary learning in participants familiarized with either one or two alphabetical scripts (different from the Chinese logographic script). One hundred thirteen participants studied word-aid pairs in different conditions: Hanzi (Chinese in Chinese characters)-picture; Pinyin (Chinese in Latin alphabet)-picture; Hanzi-translation; Pinyin-translation. Participants evaluated the future recallability of the words and their meanings (i.e., judgements of learning) and completed two recognition tests. Words in Pinyin and words-translation pairs were judged to be easier to remember than Hanzi and word-pictures pairs. Participants remembered the meaning of words written in Hanzi better than in Pinyin, and word-translations pairs better than pictures, but they were more confident about word-picture pairs. These results suggest that pictures boost confidence in learning Chinese, but do not affect performance. These findings suggest that while pictures may boost confidence in learning Chinese, they may not necessarily lead to better performance. Our study provides valuable insights into the interaction of learning aids and writing system in (meta)memory during vocabulary acquisition.

Memory researchers have long been captivated by the nature of memory distortions and have made efforts to identify the neural correlates of true and false memories. However, the underlying mechanisms of avoiding false memories by correctly rejecting related lures remains underexplored. In this study, we employed a variant of the Deese/Roediger-McDermott paradigm to explore neural signatures of committing and avoiding false memories. ERP were obtained for True recognition, False recognition, Correct rejection of new items, and, more importantly, Correct rejection of related lures. With these ERP data, early-frontal, left-parietal, and late right-frontal old/new effects (associated with familiarity, recollection, and monitoring processes, respectively) were analysed. Results indicated that there were similar patterns for True and False recognition in all three old/new effects analysed in our study. Also, False recognition and Correct rejection of related lures activities seemed to share common underlying familiarity-based processes. The ERP similarities between False recognition and Correct rejection of related lures disappeared when recollection processes were examined because only False recognition presented a parietal old/new effect. This finding supported the view that actual false recollections underlie false memories, providing evidence consistent with previous behavioural research and with most ERP and neuroimaging studies. Later, with the onset of monitoring processes, False recognition and Correct rejection of related lures waveforms presented, again, clearly dissociated patterns. Specifically, False recognition and True recognition showed more positive going patterns than Correct rejection of related lures signal and Correct rejection of new items signature. Since False recognition and Correct rejection of related lures triggered familiarity-recognition processes, our results suggest that deciding which items are studied is based more on recollection processes, which are later supported by monitoring processes. Results are discussed in terms of Activation-Monitoring Framework and Fuzzy Trace-Theory, the most prominent explanatory theories of false memory raised with the Deese/Roediger-McDermott paradigm.

Introduction: Patient information leaflets (PILs) of medicinal products are informative documents that accompany medicines and explain their components, modes of use, interactions with other medicines, and other relevant issues. When patients do not adequately understand the information in the leaflets, they may engage in behaviors that affect their health (e.g., self-medication). Objective: To identify patient-related factors and characteristics of PILs that can promote cognitive, emotional, and behavioral changes that lead to appropriate drug use practices. Additionally, we aimed to determine strategies that could be implemented to design leaflets that convey adequate information and are easier to understand. Method and Results: We evaluated scientific articles published in databases and containing information on PILs suitability to be used in a patient population. A total of 51 articles were selected as the sample. Certain leaflet factors that favored or hindered understanding were identified (e.g., format in which the leaflets are presented, their structure, their adaptation to the sociodemographic and linguistic characteristics of the population, their wording…). Similarly, we also identified patient factors, such as previous experience taking the drugs referred to in the leaflet; the type of emotions experienced when reading the leaflets; the emphasis on the adverse effects of the medications; sociodemographic variables (i.e., age or educational level); and degree of interest in their own healthcare. Conclusion: Patient and leaflet factors influence the comprehension of information in the PIL; hence, emphasis should be placed on these factors to increase treatment and medication adherence and to reduce health-risk behaviors.

Human embryonic stem cells (hESCs) undergo epigenetic changes in vitro which may compromise function, so an epigenetic pluripotency \"signature\" would be invaluable for line validation. We assessed Cytosine-phosphate-Guanine Island (CGI) methylation in hESCs by genomic DNA hybridisation to a CGI array, and saw substantial variation in CGI methylation between lines. Comparison of hESC CGI methylation profiles to corresponding somatic tissue data and hESC mRNA expression profiles identified a conserved hESC-specific methylation pattern associated with expressed genes. Transcriptional repressors and activators were over-represented amongst genes whose associated CGIs were methylated or unmethylated specifically in hESCs, respectively. Knockdown of candidate transcriptional regulators (HMGA1, GLIS2, PFDN5) induced differentiation in hESCs, whereas ectopic expression in fibroblasts modulated iPSC colony formation. Chromatin immunoprecipitation confirmed interaction between the candidates and the core pluripotency transcription factor network. We thus identify novel pluripotency genes on the basis of a conserved and distinct epigenetic configuration in human stem cells.

A popular model proposes that metamemory is based on two processes, monitoring and control. The first examines memories and evaluates their quality and the second uses that information to decide on the most appropriate course of action. Monitoring and control processes have been studied mostly with university students, which raises the question of how well do they work in groups of people from under-represented samples such as people with a low educational level. In this research, we tested the monitoring and control processes of three groups of participants from a non-WEIRD (Western, Educated, Industrialized, Rich and Democratic) country (Colombia). Two groups of adults (aged 30–55 years) living in urban or rural areas and with a low educational level and a group of Colombian university students watched a bank robbery video and answered cued recall questions. To measure monitoring ability, participants rated their confidence that they had produced the correct answer, and to measure control they indicated whether they preferred to report or withhold the response were they in a trial. Results showed that the three groups had a functional ability to monitor their memories and control their behaviour, and that university students had better memory and metamemory than the two low education groups. The results support the concept that the basic metamemory processes of monitoring and control are functional in different groups of individuals, but the differences between groups highlight the need to test the generalizability of cognitive processes and phenomena across individuals.

Background: False memory has been extensively studied using the Deese/Roediger-McDermott paradigm. Despite the robustness of the effect, there is wide variability in the results, which is not fully understood. Method: Three experiments independently examined the role of backward associative strength (BAS), forward associative strength (FAS), and theme identifiability (ID) on false memories. In Experiment 1, lists varied in BAS while controlling FAS and ID. In Experiment 2, FAS was manipulated while BAS and ID were controlled. Finally, in Experiment 3, lists varied in ID while controlling BAS and FAS. Data was analyzed using both frequentist and Bayesian analyses. Results: We found false memories in all three experiments. Specifically, false recognition was higher in high-BAS than in low-BAS lists in Experiment 1. In Experiment 2, false recognition was higher in high-FAS than in low-FAS lists. In Experiment 3, false recognition was lower in high-ID than in low-ID lists. Conclusions: These findings suggest that both BAS and FAS--variables that promote error-inflating processes--and ID--which promotes error-editing processes--contribute independently to the production of false memories. Splitting apart the role of these variables helps to understand the variability of false memories and to extrapolate DRM tasks to explore other cognitive domains. Keywords: False memory DRM paradigm Backward Associative Strength Forward Associative Strength Theme Identifiability Antecedentes: las memorias falsas se han estudiado ampliamente utilizando el paradigma Deese/Roediger-McDermott. A pesar de la robustez del efecto, existe una amplia variabilidad de resultados que todavía no se comprende completamente. Método: tres experimentos examinaron independientemente el papel de la fuerza asociativa inversa (BAS), fuerza asociativa directa (FAS) e identificabilidad del tema (ID) en el reconocimiento falso (RF). Primero, se manipuló el BAS mientras se controló FAS e ID (Experimento 1). Segundo, se manipuló el FAS mientras se controló BAS e ID (Experimento 2). Finalmente, se manipuló ID mientras se controló BAS y FAS (Experimento 3). Se utilizaron análisis frecuentistas y bayesianos. Resultados: el RF fue mayor en las listas de alto que bajo BAS (Experimento 1), y alto que bajo FAS (Experimento 2). En cambio, el RF fue menor en las listas de alto ID que bajo ID (Experimento 3). Conclusiones: tanto BAS como FAS, variables que promueven procesos de inflación del error, pero también ID, quien promueve procesos de edición del error, contribuyen de forma independiente a la producción de memorias falsas. Aislar el papel de estas variables ayuda a comprender la variabilidad de los falsos recuerdos y a extrapolar las tareas DRM para explorar otros dominios cognitivos. Palabras clave: Memorias falsas Paradigma DRM Fuerza asociativa inversa Fuerza asociativa directa Identificabilidad

Background:False memory has been extensively studied using the Deese/Roediger-McDermott paradigm. Despite the robustness of the effect, there is wide variability in the results, which is not fully understood. Method:Three experiments independently examined the role of backward associative strength (BAS), forward associative strength (FAS), and theme identifiability (ID) on false memories. In Experiment 1, lists varied in BAS while controlling FAS and ID. In Experiment 2, FAS was manipulated while BAS and ID were controlled. Finally, in Experiment 3, lists varied in ID while controlling BAS and FAS. Data was analyzed using both frequentist and Bayesian analyses. Results:We found false memories in all three experiments. Specifically, false recognition was higher in high-BAS than in low-BAS lists in Experiment 1. In Experiment 2, false recognition was higher in high-FAS than in low-FAS lists. In Experiment 3, false recognition was lower in high-ID than in low-ID lists. Conclusions:These findings suggest that both BAS and FAS—variables that promote error-inflating processes—and ID—which promotes error-editing processes—contribute independently to the production of false memories. Splitting apart the role of these variables helps to understand the variability of false memories and to extrapolate DRM tasks to explore other cognitive domains.

False memory has been extensively studied using the Deese/Roediger-McDermott paradigm. Despite the robustness of the effect, there is wide variability in the results, which is not fully understood. Three experiments independently examined the role of backward associative strength (BAS), forward associative strength (FAS), and theme identifiability (ID) on false memories. In Experiment 1, lists varied in BAS while controlling FAS and ID. In Experiment 2, FAS was manipulated while BAS and ID were controlled. Finally, in Experiment 3, lists varied in ID while controlling BAS and FAS. Data was analyzed using both frequentist and Bayesian analyses. We found false memories in all three experiments. Specifically, false recognition was higher in high-BAS than in low-BAS lists in Experiment 1. In Experiment 2, false recognition was higher in high-FAS than in low-FAS lists. In Experiment 3, false recognition was lower in high-ID than in low-ID lists. These findings suggest that both BAS and FAS─variables that promote error-inflating processes─and ID─which promotes error-editing processes─contribute independently to the production of false memories. Splitting apart the role of these variables helps to understand the variability of false memories and to extrapolate DRM tasks to explore other cognitive domains.

We examined the effect of memory instructions on false memory using the Deese/Roediger–McDermott paradigm in second-language learners. Participants studied lists of words in L1 and L2 (e.g., note, sound, piano…) associatively related to a non-presented critical lure (e.g., MUSIC). In a later recognition test, critical lures appeared in the same or the other language of their lists (i.e., within- and between-language conditions). In Experiment 1, participants should only endorse an item when study and test languages matched (i.e., restrictive instructions); that is, they should retrieve language information. In Experiment 2, participants should endorse studied items regardless of the language (i.e., inclusive instructions). With restrictive instructions, false recognition was higher in within- than between-language conditions, whereas with inclusive instructions, this result was replicated only when words were studied in L1, but not L2. Results suggested that second-language learners show false memory in their L2 and that the effect of language shift on false recognition depended on the study language.

The worldwide climate crisis is a multifaceted crisis that requires international and interdisciplinary partnerships and collaboration (Sustainable Development Goal [SDG] 17). Climate change education (CCE) plays an important role in the climate emergency, which involves not only the physical changes brought on by climate change but also the psychological ones. This article considered the role of psychology in interdisciplinary collaborations to address CCE at the intersection of SDG4 (education) and SDG13 (climate action) by conducting auxiliary analyses of 122 articles from a systematic review of CCE interventions assessing the impact on children and youth only (Bottin et al., 2023). The main finding was that only 20 articles (16.4%) included a psychology-affiliated author, indicating the low representation of psychology as a collaborating partner. One article was published in 1998, and the remaining 19 were published between 2012 and 2023 (same time period as the rest of the 102 articles). Psychology-affiliated authors collaborated interdisciplinarily in 11 (21%) of the 20 articles and internationally in three (15%) of the 20 articles. Most interventions focused on mitigation (n = 18) and aimed at changing cognitions (n = 18). We describe three broad areas of contributions (content, method, measures) from psychology for future CCE interventions. We offer recommendations for greater involvement of psychologists in CCE at the global, national, and local levels. La crise climatique mondiale est une crise à multiples facettes qui nécessite une collaboration et des partenariats internationaux et interdisciplinaires (Objectif de développement durable [ODD] 17). L'éducation au changement climatique (ECC) joue un rôle important dans l'urgence climatique, qui implique non seulement les changements physiques induits par le changement climatique, mais aussi les changements psychologiques. Cet article a examiné le rôle de la psychologie dans les collaborations interdisciplinaires pour aborder l'ECC à l'intersection de l'ODD 4 (éducation) et de l'ODD 13 (action climatique) en effectuant des analyses auxiliaires de 122 articles provenant d'un examen systématique des interventions en matière d'ECC évaluant l'impact sur les enfants et les jeunes uniquement (Bottin et al., 2023). Le constat principal est que seulement 20 articles (16,4 %) comptaient un auteur affilié à la psychologie, ce qui montre la faible représentation de la psychologie en tant que partenaire de collaboration. Un article a été publié en 1998, et les 19 autres l'ont été entre 2012 et 2023, soit la même période que les 102 autres articles. Les auteurs affiliés à la psychologie ont collaboré de manière interdisciplinaire à 11 (21 %) des 20 articles et de manière internationale à trois (15 %) des 20 articles. La plupart des interventions étaient axées sur l'atténuation (n = 18) et visaient à modifier les cognitions (n = 18). Nous décrivons trois grands domaines de contribution (contenu, méthode, mesures) de la psychologie pour les futures interventions en matière d'ECC. Nous proposons des recommandations pour une plus grande implication des psychologues dans l'ECC aux niveaux mondial, national et local. Public Significance Statement While researchers, practitioners, and the United Nations system recognize both the physical and psychological implications of the climate crisis, an analysis of climate change education (CCE) interventions focusing on children and youth revealed a low representation of psychology as a collaborating partner. Among the CCE interventions that involved authors affiliated with psychology, few involved interdisciplinary or international collaborations. CCE empirical interventions were rarely published in journals from the psychology subject area. This article details a call to action to increase the participation and insights of psychological researchers and practitioners in CCE interventions in collaboration with other stakeholders across disciplines and internationally.