Three experiments were designed to test whether experimentally created ad hoc associative networks evoke false memories. We used the DRM (Deese, Roediger, McDermott) paradigm with lists of ad hoc categories composed of exemplars aggregated toward specific goals (e.g., going for a picnic) that do not share any consistent set of features. Experiment 1 revealed considerable levels of false recognitions of critical words from ad hoc categories. False recognitions occurred even when the lists were presented without an organizing theme (i.e., the category's label). Experiments 1 and 2 tested whether (a) the ease of identifying the categories' themes, and (b) the lists' backward associative strength could be driving the effect. List identifiability did not correlate with false recognition, and the effect remained even when backward associative strength was controlled for. Experiment 3 manipulated the distractor items in the recognition task to address the hypothesis that the salience of unrelated items could be facilitating the occurrence of the phenomenon. The effect remained when controlling for this source of facilitation. These results have implications for assumptions made by theories of false memories, namely the preexistence of associations in the activation-monitoring framework and the central role of gist extraction in fuzzy-trace theory, while providing evidence of the occurrence of false memories for more dynamic and context-dependent knowledge structures. (PsycINFO Database Record

A investigação sobre organizações de representações mentais tem vindo a revelar desenvolvimentos teóricos muito relevantes ao focar-se na flexibilidade destas estruturas e na sua dependência do contexto. Categorias ad hoc são particularmente úteis para esta investigação por possuírem estruturas hierárquicas semelhantes a categorias taxonómicas, mas sendo simultaneamente, e por definição, altamente dependentes do contexto e de objetivos. O presente estudo fornece medidas normativas Portuguesas para 63 listas de exemplares de diferentes categorias. Dois tipos de categorias ad hoc são apresentados: 35 inter-categóricas (compostas por exemplares provenientes de diferentes categorias taxonómicas) e 28 intra-categóricas (compostas por exemplares de uma mesma categoria taxonómica). São ainda incluídas normas relativamente a 10 categorias taxonómicas de onde as categorias ad hoc intra-categóricas foram derivadas. As listas de exemplares categóricos são apresentadas com medidas de frequência de produção, frequência de primeira produção, e posição média da ordem de produção.

Research on dual-process theories of judgment makes abundant use of reasoning problems that present a conflict between Type 1 intuitive responses and Type 2 rule-based responses. However, in many of these reasoning tasks, there is no way to discriminate between the adequate and inadequate use of rules based on logical or probabilistic principles. To experimentally discriminate between the two, we developed a new set of problems: rule-inadequate versions of standard base-rate problems (where base rates are made irrelevant). Across four experiments, we observed conflict sensitivity (measured in terms of response latencies and response confidence) in responses to standard base-rate problems but also in responses to rule-inadequate versions of these problems. This failure to discriminate between real and merely apparent (or spurious) conflict suggests that participants often misuse statistical information and draw conclusions based on irrelevant base rates. We conclude that inferring the sound use of statistical rules from normatively correct responses to standard conflict problems may be unwarranted when this kind of reasoning bias is not controlled for.

Information and communication technologies have become an integral part of daily life. However, the increasing reliance on technology in both personal and professional contexts presents significant challenges. Individuals′ levels of digital literacy affect their ability to complete everyday and work‐related tasks that depend on digital tools. The present systematic review is aimed at identifying the main predictors of digital literacy and understanding how these influence its three levels: digital competence, digital use, and digital transformation. This work (INPLASY Reference 202310053) followed the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) methodology. A literature search covering was conducted across Web of Science, Scopus, Elsevier, PsycInfo, and PubMed using a PICO framework‐based search string, from 2017 to 2022. A total of 5342 records were identified, of which 103 underwent full‐text screening. A total of 44 articles was included in the review. The analysis revealed that digital competence is primarily associated with higher education, higher socioeconomic status, and older age. Digital use is mainly predicted by access to digital devices and internet connectivity. Digital transformation is often associated with health‐related contexts, where individuals are expected to self‐manage their health through digital applications. Despite the growing interest in digital literacy, research on its determinants remains scarce and fragmented. Significant challenges and gaps persist, including inconsistent definitions and measurement approaches, limited investigation into digital transformation, a lack of intersectional analyses, and the overrepresentation of WEIRD (western, educated, industrialized, rich, and democratic) populations. There is a pressing need for more systematic, inclusive, and theory‐driven research to inform policymakers and practitioners aiming to foster societal development. To address these gaps, we propose an ecological model of development that reflects how interconnected systems can shape digital literacy.

Review question / Objective: What are the predictors of digital literacy in the general population? Condition being studied: This review's objective is to pinpoint and assess the factors that predict digital literacy in the general public. Eligibility criteria: Primary, correlational or experimental studies with a focus on digital literacy, published in English.