Notes

Cleft Patient-Reported Postoperative Donor Web site Pain Following Alveolar Autologous Iliac Crest Bone fragments Grafting: Comparing A pair of Noninvasive Cropping Techniques.
(PsycInfo Database Record (c) 2021 APA, all rights reserved).
A double-blind, randomized controlled trial tested the effectiveness of a personalized Match System in which patients are assigned to therapists with a "track record" of effectively treating a given patient's primary concern(s) (e.g., anxiety). Matched patients demonstrated significantly better outcomes than those assigned through usual pragmatic means. The present study examined patient-level moderators of this match effect. We hypothesized that the match benefits would be especially pronounced for patients who presented with (a) greater overall problem severity, and (b) greater problem complexity (i.e., number of elevated problem domains). We also explored if patient racial/ethnic minority status moderated the condition effect.

Patients were 218 adults randomized to the Match or as-usual assignment condition, and then treated naturalistically by 48 therapists. The primary outcome was the
(TOP), a multidimensional assessment tool that also primed the Match algorithm (based on historical, therapist-levt personalization. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Previous research has argued that fake news may have grave consequences for health behavior, but surprisingly, no empirical data have been provided to support this assumption. This issue takes on new urgency in the context of the coronavirus pandemic, and the accompanying wave of online misinformation. In this large preregistered study (N = 3,746), we investigated the effect of a single exposure to fabricated news stories about COVID-19 on related behavioral intentions. We observed small but measurable effects on some behavioral intentions but not others-for example, participants who read a story about problems with a forthcoming contact-tracing app reported a 5% reduction in willingness to download the app. These data suggest that one-off fake news exposure may have behavioral consequences, though the effects are not large. We also found no effects of providing a general warning about the dangers of online misinformation on response to the fake stories, regardless of the framing of the warning in positive or negative terms. This suggests that generic warnings about online misinformation, such as those used by governments and social media companies, are unlikely to be effective. We conclude with a call for more empirical research on the real-world consequences of fake news. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Studies of eyewitness memory commonly employ variations on a standard misinformation paradigm. RK-33 nmr Participants are (a) exposed to an event (e.g., a simulated crime), (b) misled about certain details of the event and (c) questioned about their memory of the original event. Misinformation may be provided in the second step via a range of methods. Here, we directly compared the effectiveness of six misinformation delivery methods-leading questions, elaborate leading questions, doctored photographs, simple narratives, scrambled narratives, and missing word narratives. We presented 1182 participants with a video of a simulated robbery and randomly assigned them to receive misinformation about two out of four critical details via one of these methods. In line with the levels of processing account of memory, we report that methods that encourage deeper processing of misinformation result in more memory distortions. Contrary to previous reports, doctored photographs were not a successful method of implanting misinformation. The six delivery methods resulted in minimal differences in confidence and metamemory estimates, but participants were more likely to notice the presence of misinformation in the simple narrative condition. We conclude with suggestions for the selection of an appropriate method of misinformation delivery in future studies. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Testing with various formats enhances long-term retention of studied information; however, little is known whether true-false tests produce this benefit despite their frequent use in the classroom. We conducted four experiments to explore the retention benefits of true-false tests. College students read passages and reviewed them by answering true-false questions or by restudying correct information from the passages. They then took a criterial test 2 days later that consisted of short-answer questions (Experiments 1 and 2) or short-answer and true-false questions (Experiments 3 and 4). True-false tests enhanced retention compared to rereading correct statements and compared to typing those statements while rereading (the latter in a mini meta-analysis). Evaluating both true and false statements yielded a testing effect on short-answer criterial tests, whereas evaluating only true statements produced a testing effect on true-false criterial tests. Finally, a simple modification that asked students to correct statements they marked as false on true-false tests improved retention of those items when feedback was provided. True-false tests can be an effective and practical learning tool to improve students' retention of text material. (PsycInfo Database Record (c) 2021 APA, all rights reserved).Teaching natural-science categories is highly challenging because the objects in such categories are composed of numerous complex dimensions that need to be perceived, evaluated, and integrated. Furthermore, the boundaries separating such categories are often fuzzy. A technique that has been proposed and investigated for enhancing the teaching of natural-science categories is feature highlighting, in which diagnostic features for identifying category members are explicitly described and illustrated. Using rock classification in geology as an example target domain, the present study further investigated the potential benefits of feature highlighting and also of providing causal explanations for the highlighted features. The authors found that feature highlighting did not always lead to improved generalization to novel members of the taught categories. However, robust beneficial effects were seen when the categories were relatively confusable ones and the stated diagnostic features were highly valid for distinguishing among the categories.
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