Search

Abstract Listening to conversing talkers in quiet environments and remembering the content is a common activity. However, research on the cognitive demands involved is limited. This study investigates the relevance of individuals’ cognitive functions for listeners’ memory of two-talker conversations and their listening effort in quiet listening settings. A dual-task paradigm was employed to explore memory of conversational content and listening effort while analyzing the role of participants’ (n = 29) working memory capacity (measured through the operation span task), attention (Frankfurt attention inventory 2), and information-processing speed (trail making test). In the primary task, participants listened to a conversation between a male and female talker and answered content-related questions. The two talkers’ audio signals were presented through headphones, either spatially separated (+ /– 60°) or co-located (0°). Participants concurrently performed a vibrotactile pattern recognition task as a secondary task to measure listening effort. Results indicated that attention and processing speed were related to memory of conversational content and that all three cognitive functions were related to listening effort. Memory performance and listening effort were similar for spatially separated and co-located talkers when considering the psychometric measures. This research offers valuable insights into cognitive processes during two-talker conversations in quiet settings.

Abstract With the rising usage of contactless work options since COVID-19, users increasingly share their personal data in digital tools at work. Using an experimental online vignette study (N = 93), we examined users’ willingness to use a video conferencing tool, while systematically varying the context of use (personal vs. low trustworthiness work vs. high trustworthiness work) and the type of information shared (low vs. medium vs. high sensitivity). We also assessed users’ perceived responsibility in work and personal contexts of use and their self-assessed digital competence. Our results highlight employer trustworthiness as an important factor in the willingness to use a third-party video conferencing tool, with increased willingness to use these tools in work contexts of use with high trustworthiness compared to those with low trustworthiness. This effect seems to be reduced when the data to be shared is of high sensitivity, compared to medium and low sensitivity data. Furthermore, despite reduced responsibility for data protection in work compared to personal contexts of use, the willingness to use a video conferencing tool did not decrease between trustworthy work and personal contexts of use. We discuss our findings and their methodological implications for future research and derive implications for privacy decisions at work.

Abstract Social networking and messaging applications, such as WhatsApp, have become an essential social environment for adolescents and young adults (AYA). While facilitating connectivity, they also bear hazards, including cyber-aggression. This study investigates the impact of (aggressive) group norms on AYA's propensity to expect cyberaggressive behaviors within different group chats. Based on a vignette scenario, realistically simulated WhatsApp group chats enabled scrutinizing, if and how exemplary reactions (funny, aggressive, friendly) of group members influence AYA's conformity to cyber-aggression (N = 500, aged 16 to 29). Additionally, we examined the effect of chat group type—close friends versus fellow students—on the anticipation of aggressive reactions. Sociodemographic, social, and developmental-psychological factors were evaluated for potential effects. Multilevel logistic regression analyses indicated that aggressive group norms significantly predict cyber-aggression anticipation, while no effect of chat group type was observed. Controlling for the size and vivacity of participant’s friend group, gender, age, and educational status were significant predictors: males, younger participants, and non-university students expected higher levels of cyber-aggression conformity. This study underlines the importance of group dynamics on perceptions of cyber-aggression and hints at individual risk factors for AYA's digital communication behavior.

Abstract Many lecturers develop voice problems, such as hoarseness. Nevertheless, research on how voice quality influences listeners’ perception, comprehension, and retention of spoken language is limited to a small number of audio-only experiments. We aimed to address this gap by using audio-visual virtual reality (VR) to investigate the impact of a lecturer’s hoarseness on university students’ heard text recall, listening effort, and listening impression. Fifty participants were immersed in a virtual seminar room, where they engaged in a Dual-Task Paradigm. They listened to narratives presented by a virtual female professor, who spoke in either a typical or hoarse voice. Simultaneously, participants performed a secondary task. Results revealed significantly prolonged secondary-task response times with the hoarse voice compared to the typical voice, indicating increased listening effort. Subjectively, participants rated the hoarse voice as more annoying, effortful to listen to, and impeding for their cognitive performance. No effect of voice quality was found on heard text recall, suggesting that, while hoarseness may compromise certain aspects of spoken language processing, this might not necessarily result in reduced information retention. In summary, our findings underscore the importance of promoting vocal health among lecturers, which may contribute to enhanced listening conditions in learning spaces.