Subjects: Psychology >> Other Disciplines of Psychology submitted time 2023-08-19
Abstract： Based on the dual perspective of cognitive pathway and transparency , this research conducts a meta-analysis of 108 empirical results from 40 nudge studies published in Behavioral Public Policy(2017~2022) and Behavioral Science & Policy(2015~2022). This research systematically evaluates the effectiveness of nudging interventions, compares advantages of nudging measures in terms of different cognitive pathways and transparency, explores the influencing factors of heterogeneity in nudging effects, and analyzes the interactive effects of cognitive pathways, transparency, and influencing factors on nudging effectiveness. Our analysis reveals that:（1）The comprehensive effect of nudging intervention is relatively small, and the effect of nudging tools in different studies shows significant differences;（2）There are differences in nudging effectiveness between different cognitive pathways and transparency, and there is an interactive effect between cognitive pathway and transparency on nudging effectiveness;（3）The effectiveness of nudge is influenced by research designs and behavioral domains. The cognitive pathways through which nudge works, the transparency of nudge design, and influencing factors of heterogeneity have complex interactive effects on nudging effectiveness.
Subjects: Psychology >> Educational Psychology submitted time 2023-01-03
Abstract：
Elementary school students are at a critical stage of learning to read, and their language abilityand cognitive development require a large amount of reading materials that are appropriately difficult andconducive to comprehension. Current leveled reading mainly relies on shallow and quantitative text indicators, such as characters, words, and sentence level lexical properties, which is less suitable for thecharacteristics of Chinese ideographs and children's cognitive development needs. This study first usedmeta-analysis to glean eight qualitative cognitive indicators, including genre, theme, character, storyline, language feature, text structure, background knowledge, and life experience. Then we used the SOLOtaxonomy to develop a standardized grading description for each indicator that satisfied the developmental stages of children’s cognitive ability. Finally, we constructed the Qualitative Grading Standard for ChineseChildren’s Books and its operation manual. The follow-up empirical study showed that the qualitativeindicators had high discriminability, raters’ consistency reliability and predictive validity, and thus couldbeused to evaluate children’s books in an objective, reliable and valid way. In short, our Standard will helpschool teachers, book editors, and parents determine the appropriate grade level for children's books anduse Chinese leveled reading to promote children's language and cognitive development so that theycanachieve independent reading as early as possible.
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