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Entradas recentes
Chronotype, Emotional Regulation and Working Memory: A Correlational and Experimental Approach [abstract: poster]
2026-03-27 - Oliveira, Inês B.; Cunha, Bruno; Albuquerque, Pedro B.; Rodrigues, Pedro F. S.
Working memory (WM) is a central system for the temporary maintenance and updating of information, wich can be influenced by both biological and emotional factors. At the biological level, circadian typology (chronotype) stands out, as well as the effects of synchrony/asynchrony between time of day and biological rhythm. However, cognitive performance is not explained exclusively by circadian variables, and it could be important to consider emotional processes, namely emotional regulation (ER) and psychological distress (anxiety, depression, and stress). This research analyzed the interaction among biological (chronotype and time of day), emotional (ER strategies and difficulties and distress) and cognitive (WM capacity) factors in a sample of university students across two complementary studies. Study 1 (N = 345) - correlational - tested a mediation model between cognitive ER strategies, ER difficulties and distress, examining the invariance across chronotypes. The findings confirmed the mediating role of ER difficulties, with structural invariance across chronotypes. Study 2 (N = 57) - quasi-experimental - assessed performance on an Operation Span Task manipulated with positive, negative and neutral valence stimuli, administered at synchronous and asynchronous times. No significant effects of chronotype, time of day or emotional valence were found. Overall, the findings suggest that the mechanisms between cognition and emotion could remain stable across chronotypes, with no evidence of differential effects of circadian synchrony on WM. These results contribute to a more integrated understanding of the relationship between biological, emotional, and cognitive factors in an academic context.
"Pop-up, Logo Existo": O Efeito da Carga Cognitiva na Retenção de Informação em Ambientes Digitais: Um Estudo Experimental [abstract: poster]
2026-03-27 - Soares, Maria E.; Costa, A. Beatriz; Bártolo, Ana; Fernandes, Sara M.; Rodrigues, Pedro F. S.
O crescimento exponencial do uso de smartphones e a constante conectividade digital têm transformado os hábitos
cognitivos, especialmente entre os jovens. Esta evolução tecnológica introduz elementos de design e notificações que
podem gerar uma carga cognitiva indesejada, afetando a gestão dos recursos mentais e a memória de trabalho. O
presente projeto pretende investigar o impacto de distratores visuais dinâmicos (notificações pop-up) na retenção de
informação em ambientes digitais.O estudo adota uma metodologia experimental de desenho intra-sujeitos, incidindo sobre
uma amostra de estudantes universitários com idades compreendidas entre os 18 e os 30 anos. O protocolo experimental
consiste na exposição a narrativas em formato teleponto sob duas condições contrabalanceadas: uma condição com
ausência de distratores e uma condição com a presença de notificações dinâmicas previamente validadas num estudopiloto.
O objetivo geral deste projeto é comparar o desempenho da memória em ambientes de alta e baixa carga percetiva,
explorando o papel moderador de variáveis individuais. Espera-se que a recuperação de informação seja afetada no
ambiente digital com elevada carga percetiva (ambiente com notificações) e que este efeito seja moderado por variáveis
individuais como a capacidade de memória de trabalho. Espera-se ainda que os resultados contribuam para a
compreensão de como as interrupções digitais dinâmicas, comuns no quotidiano, interferem nos processos retenção de
informação.
Do Prompts Work? Experimental Insights Into Metacognitive Support in Digital Learning [abstract: poster]
2026-03-27 - Ribeiro, Sara; Barros, Sara; Rodrigues, Pedro F. S.; Albuquerque, Pedro B.
The rapid expansion of digital learning environments has increased students' responsibility for managing their learning, underscoring the central role of Self-Regulated Learning (SRL). Metacognitive prompts have been proposed as an instructional mechanism to trigger core SRL processes—planning, monitoring, and reflection. However, empirical evidence regarding their effectiveness remains mixed, highlighting the need for controlled designs that systematically test boundary conditions and moderating variables. The present project employs a quasi-experimental, within-subjects design to examine the causal impact of metacognitive prompts on information retrieval in a digital context. University students (≥18 YO) complete two multimedia learning sessions (approximately 10 minutes each) covering the same topic but containing non-overlapping content. In the experimental condition, metacognitive prompts are embedded at three theoretically defined phases aligned with Zimmerman's SRL model: (1) pre-task planning prompts, (2) mid-task monitoring prompts, and (3) post-task reflection prompts. In the control condition, the video is presented without prompts. Condition order and video sequence are counterbalanced to control for order and learning effects. Immediately following each session, participants complete parallel multiple-choice knowledge tests assessing memory performance. Individual differences in self-efficacy, metacognitive learning strategies, and metamemory are assessed using validated self-report measures and examined as moderators of the prompt–performance relationship. By experimentally manipulating prompt presence within participants while controlling task order, this project aims to determine whether metacognitive prompts enhance learning and to identify the individual conditions under which their effects are strengthened or attenuated, contributing to experimental research on SRL in digital learning environments.