| 1. |
- Bergh, Pontus, 1976-, et al.
(författare)
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Polisutbildningen i Umeå vill mer
- 2021
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Ingår i: Samverkan för framgång: 20 år med polisutbildningen i Umeå. - Umeå : Umeå universitet. - 9789178556892 - 9789178556908 ; , s. 175-180
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 2. |
- Bertilsson, Frida, et al.
(författare)
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Retrieval Practice : Beneficial for All Students or Moderated by Individual Differences?
- 2021
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Ingår i: Psychology Learning & Teaching. - : Sage Publications. - 1475-7257. ; 20:1, s. 21-39
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning technique that is known to produce enhanced long-term memory retention when compared to several other techniques. This difference in learning outcome is commonly called “the testing effect”. Yet there is little research on how individual differences in personality traits and working memory capacity moderate the size of the retrieval-practice benefits. The current study is a conceptual replication of a previous study, further investigating whether the testing effect is sensitive to individual differences in the personality traits Grit and Need for Cognition, and working memory capacity. Using a within-subjects design (N = 151), participants practiced 60 Swahili–Swedish word pairs (e.g., adhama–honor) through retrieval practice and re-studying. Learning was assessed at three time points: five minutes, one week, and four weeks after practice. The results revealed a significant testing effect at all three time points. Further, the results showed no association between the testing effect and the personality traits, or between the testing effect and working memory, at any time point. To conclude, retrieval practice seems to be a learning technique that is not moderated by individual differences in these specific personality traits or with working memory capacity, thus possibly beneficial for all students.
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| 3. |
- Bertilsson, Frida, 1989-
(författare)
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Retrieval practice and individual differences : exploring factors relevant to the benefit and use of retrieval practice
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- When students are studying outside of the classroom, they tend to use learning strategies that research has found to be relatively ineffective. This is problematic as a relatively large proportion of students do not finish compulsory school and/or upper-secondary school with sufficient grades. Although these problems stem from many different factors, one factor can be assumed to be shortcomings in students’ acquisition of knowledge.Retrieval practice is a highly effective learning strategy that has been shown to enhance retention, compared to other more commonly used strategies such as repeated study. Retrieval practice involves repeated retrieval of information from long-term memory to enhance recall of that information. This learning strategy has often been described as repeated testing of a material, and consequently, the enhanced retention observed after retrieval practice is called the testing effect. While research has found substantial evidence for the testing effect, less is known about the potential impact of individual differences on the testing effect as well as use of the strategy.Therefore, the overall aim of this thesis was to explore the relationship between retrieval practice and individual differences, both in terms of the testing effect and the optional use of the strategy in an authentic school environment. This was done in a series of studies. Study I and II evaluated the relationship between individual differences in cognitive (i.e., working memory capacity) and non-cognitive factors (i.e., personality characteristics) and the testing effect using quasi-experimental designs. This was studied using a task where participants learned Swedish – Swahili word pairs through retrieval practice or repeated study. The results indicated that retrieval practice led to enhanced recall irrespective of individual differences in cognitive or non-cognitive factors. In Study III, retrieval practice (i.e., repeated online quizzes) was implemented as a learning strategy in an upper-secondary school. Over eight quizzes, students’ use of retrieval practice was measured, and they completed tests of their cognitive abilities and self-report measures of non-cognitive factors, such as personality. It was found that retrieval practice was used to a low extent, and that individual differences in non-cognitive factors was related to the amount of quiz use. Quiz use also differed between female and male students.To conclude, the results indicate that retrieval practice is an effective strategy regardless of individual differences in cognitive and non-cognitive factors for learning, which makes it a useful strategy in a broad sense. However, regarding the use of retrieval practice as an optional learning strategy in a school context, the results showed that students use retrieval practice to a limited extent, and the use seems to vary among students with different characteristics, such as degree of conscientiousness. Based on these findings, it is important to support students in using retrieval practice to ensure that all students benefit.
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| 4. |
- Bertilsson, Frida, et al.
(författare)
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Self-regulated use of retrieval practice : associations with individual differences in non-cognitive and cognitive factors
- 2024
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Ingår i: European Journal of Psychology of Education. - : Springer Nature. - 0256-2928 .- 1878-5174.
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is a learning strategy that has repeatedly been found to have positive effects on memory and learning. However, studies indicate that students rarely use retrieval practice on a voluntary basis. The objective of the present study was to examine students’ self-regulated use of retrieval practice, and to determine whether sex and individual differences in cognitive and non-cognitive aspects are related to optional use of practice testing. A classroom study was conducted with 146 upper-secondary school students taking courses in mathematics and Swedish. An ABAB design was used to compare students’ optional and non-optional use of retrieval practice (i.e., repeated online quizzing). Students performed cognitive tasks to assess working memory capacity and fluid intelligence and completed self-reports of non-cognitive factors related to school achievement, such as grit, need for cognition (NFC), conscientiousness and openness. Quiz use was then compared using paired- and independent-samples t-tests, and hierarchical linear regression analyses explored relations to individual differences. The results showed that students completed significantly fewer quizzes in the optional sections than in the non-optional sections, and that females completed significantly more optional quizzes than males in Swedish, but not in mathematics. Further, the results showed that conscientiousness predicted optional quiz use in mathematics, whereas sex, NFC, conscientiousness, and openness predicted quiz use in Swedish. To conclude, although the findings show a relatively low optional/self-regulated use of practice testing, in line with earlier research, they suggest that sex and non-cognitive factors, such as personality characteristics, can predict optional use of practice testing.
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| 5. |
- Bertilsson, Frida, et al.
(författare)
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The Testing Effect and Its Relation to Working Memory Capacity and Personality Characteristics
- 2017
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Ingår i: Journal of Cognitive Education and Psychology. - : Springer Publishing Company. - 1945-8959 .- 1810-7621. ; 16:3, s. 241-259
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Tidskriftsartikel (refereegranskat)abstract
- Retrieval practice is known to lead to better retention of a to-be-learned material than restudy (i.e., the testing effect). However, few studies have investigated retrieval practice in relation to working memory capacity (WMC) and personality characteristics such as grittiness (Grit) and need for cognition (NFC). In two experiments, we examined retrieval practice and restudy of Swahili–Swedish word pairs in relation to individual differences in Grit and NFC. In Experiment 1, using a between-subjects design, a significant main effect of retention interval was qualified by a Group × Retention Interval interaction. However, there were no effects of Grit or NFC. In Experiment 2, a within-subjects design was used, and a measure of WMC was included. The analyses revealed a testing effect; but again, WMC, Grit, and NFC were not significantly associated with performance. These results indicate that retrieval practice levels out the playing field regarding WMC, NFC, and Grit.
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| 6. |
- Ericsson, Sarah, et al.
(författare)
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Psychological constructs in police investigative interview training
- 2023
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Konferensbidrag (refereegranskat)abstract
- As Swedish law enforcement embraces interviewing techniques that rely on psychological concepts and interpersonal skills, the teaching of these main ideas needs to be a central part of police education. This presentation willdiscuss how concepts familiar in psychology are understood and taught within Swedish police education today. Usingmaterials from the Swedish police authority, teaching resources, and the scientific literature, this presentation aimsto show how police education is adopting psychological perspectives and how psychological research and educationcan benefit in training police. We will also present future studies to further develop and incorporate psychologicalperspectives in educating law enforcement.
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| 7. |
- Ericsson, Sarah, et al.
(författare)
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Studying rapport and empathy training for investigative interviewing
- 2023
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Ingår i: Abstracts from the First European Conference on Law Enforcement and Public Health, Umea 2023. - : Umeå University. - 9789180701099 ; , s. 36-
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Konferensbidrag (refereegranskat)abstract
- A crucial part of the crime investigation process is the investigative interview. Each interview is aninstance of law enforcement and the public meeting to exchange information. Interviews thus carry agreat deal of weight in both the investigation and public relations. Although the main goal ofinterviewing is often to get information related to an investigation, interviews are also anopportunity for law enforcement to offer support, give information, gain trust, and connect withindividuals in the community. Previous research has found that a humane interviewing style thatfocuses on building trust, good communication, and remaining objective while listening to the otherperson’s account has advantages such as eliciting more detailed accounts and more truthfulinformation. This style of interviewing has also been shown to be strategically beneficial regardless ofif the interviewee is a suspect, witness, or victim. However, researchers are still debating how toimplement empathy and rapport-building behaviors in interviews. There is a great need for researchon how police officers acquire the core skills needed for good communication, building rapport, andestablishing trust during interviews. The aim of this project is to better understand how humane andempathetic interviewing is implemented in Swedish police education in order to achieve a largeremphasis on building and maintaining rapport, empathy, and emotion regulation. This project willuse both quantitative and qualitative methods to approach the research questions. The goal is tohelp the police both in getting as much information as possible, as well as improve the experiences ofthe interview for both the police and the interviewee. Understanding and implementing a morehumane approach to interviewing could help individual officers de-escalate tense situations andnavigate their own stress responses, as well as help strengthen community trust in policing wheninteracting with interviewees.
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| 8. |
- Ericsson, Sarah, et al.
(författare)
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“There Is No Script”: Police Teachers’ Experiences of Training Investigative Interviewing
- 2024
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Ingår i: Journal of Police and Criminal Psychology. - : Springer Nature. - 0882-0783 .- 1936-6469.
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Tidskriftsartikel (refereegranskat)abstract
- Swedish police are implementing a new model for investigative interviewing. Previous research has highlighted that investigative interviewing is difficult to operationalize and teach to recruits. This study aimed to understand what Swedish police teachers value as important interpersonal skills for investigative interviewing as well as what strategies and struggles these teachers face when teaching recruits. Interviews were conducted with six experienced interviewing teachers at Swedish police training programs. Data were analyzed using thematic analysis. The teachers described that taking the interviewee’s perspective and accepting responsibility to build rapport, as well as social and situational flexibility were important skills for interviewers to process. When describing their strategies and struggles in teaching, the teachers described the need to bridge theory and practice, train flexibility through diverse scenarios, adjust to students’ social maturity and ability to self-reflect, and work with limited resources. This study also highlights how interviewing teachers express a need for adequate time and resources to be able to help recruits develop the necessary skills for interviewing.
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| 9. |
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| 10. |
- Inzunza, Miguel, 1970-, et al.
(författare)
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Investigating the relation between self-reported perspective taking and objective tasks of Theory of Mind among police recruits
- 2016
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- There are several self-reported instruments measuring one of the central aspects of empathy, perspective taking. Instruments developed to investigate the relation of perspective taking and objective tasks of theory of mind (ToM) are not as common. This is a significant shortcoming when aiming to use information gathered with self-report instruments in applied fields. The ability of perspective taking has been considered to be a crucial element in the professional profile of a police officer, but alternative approaches to further investigate the validity of the construct remain to be studied. The aim of the present study was to investigate the relation between how recruits perceive their own ability of perspective taking (self-reported) and how they perform in tasks associated with this ability.The research design of this study was to administer instruments to about 200 police recruits in Sweden at two different occasions. The self-reported instrument was the first one administered. At the second occasion, tests based on tasks that could be considered more objective were administered to the same recruits. The instruments used were the adapted Swedish version of the Empathy Assessment Index (EAI), The Swedish version of the Reading the mind in the eyes test and an instrument that measures ToM based on different vignettes developed for a Swedish police context. The methodological procedure includes, instrument development, investigation of the association between the subjective measure and the more objective measures using CFA models.There was an expectation that recruits reporting higher on the perspective taking ability would perform better in the more objective tasks. The findings support this expectation to a certain level, but the findings also reveal more information on this complex relation.The main conclusions are that perspective taking is an important ability that ought to be measured comprising alternative approaches to be valid in applied settings.
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