Subjects: Psychology >> Educational Psychology submitted time 2024-02-24
Abstract： Feedback is a crucial driving factor for attitude and behavior change, as well as the acquisition of knowledge and skills. Previous research has shown that providing and receiving feedback with elaborated content in teacher-student interactions can deepen the comprehension of conceptual knowledge and promote knowledge transfer to new contexts. However, the impact of altering the presentation of feedback during interaction on long-term learning and its underlying neurocognitive processes remains unclear.
To address this question, the current study employed a naturalistic teacher-student dyadic question-answer feedback task. It conducted both a behavioral experiment and a fNIRS hyperscanning experiment to investigate the facilitative role of chunked feedback in long-term knowledge transfer, its cognitive processes, and the underlying neural basis during interpersonal interactions. In Experiment 1, students learned psychology concepts and received chunked (i.e., a set of two related concepts) or separate (i.e., one concept) feedback (i.e., correct answer and example) from the teacher. The prior knowledge levels were manipulated through a learning introduction phase. The between-subject design included feedback presentation (chunking vs. separate) × prior knowledge (high vs. low). Learning performance was measured after the task regarding knowledge recognition and transfer, with a second test conducted after 7 days to explore the long-term effect. Experiment 2 adopted fNIRS hyerscanning to simultaneously record teachers’ and students’ brain activity during interactions. Additionally, a pseudo-chunk (i.e., a set of two less-related concepts) feedback group was included to clarify potential confounding between feedback timing and format.
The results of Experiment 1 showed that in teacher-student interaction, presenting feedback in a chunked manner, compared to separate feedback, was more beneficial for the long-term transfer performance of students with lower prior knowledge. With the introduction of the pseudo-chunk feedback group as a control, Experiment 2 replicated this finding and revealed no significant difference in long-term transfer performance between the pseudo-chunk and separate feedback groups. This indicates that merely changing the timing of feedback does not lead to long-term transfer gains for students with lower prior knowledge. Furthermore, it was found that chunked error correction partially mediated the relationship between feedback presentation format and long-term transfer performance. In Experiment 2, students receiving chunked feedback reported greater cognitive effort compared to those receiving non-chunked feedback, but no relationship was found between cognitive effort and learning. These results provide support for the possibility that the long-term transfer effect of chunked feedback for low-prior-knowledge students may be due to more organized error correction rather than cognitive effort. Additionally, Experiment 2 revealed that during the process of providing and receiving chunked feedback, greater brain-to-brain synchrony was observed in the frontal and parietal areas between teachers and students, with frontal brain-to-brain synchrony predicting long-term transfer performance and chunked error correction, suggesting it as the interpersonal neural basis of chunked feedback promoting effective error correction and facilitating long-term deep learning such as transfer.
This study provides practical insights for improving the effectiveness and efficiency of feedback in real classroom settings. Moreover, it suggests that interpersonal frontal brain synchronization may play a crucial role in organized information representation, effective knowledge correction, and long-term transfer during real instructional interactions, thereby contributing to a better understanding of the cognitive and neural basis of instruction and learning activities.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The oral vocabulary knowledge is a crucial factor for language development and school success for children, and develops rapidly in childhood. The present study was aimed to extend our current understanding of oral vocabulary knowledge development, at first by examining its growth from grades 1 to 3. Based on such findings, further question was asked about how to explain the individual differences in the growth rate of oral vocabulary acquisition. Therefore, the current research also investigated the additive effects of family socioeconomic status (SES), children’s phonological awareness, homograph awareness and compounding awareness on initial levels and growth rate in oral vocabulary knowledge. Participants were 149 children in grade one, who were followed up for three years from grade one entering to grade three. They were assessed on phonological awareness, homograph awareness, and compounding awareness at Time 1, oral vocabulary knowledge from Time 1 to Time 5. Family socioeconomic status was obtained from parents of these children. Latent growth modeling was conducted to examine: (1) children’s initial levels and growth rate in oral vocabulary knowledge over time; and (2) the predictive effects of family SES, phonological awareness, homograph awareness, and compounding awareness on both initial levels and growth rate in oral vocabulary knowledge. Unconditional latent growth modeling analyses revealed that children’s oral vocabulary knowledge increased in a non-linear trajectory during the follow-up period. In specific, (1) children showed individual differences in the initial levels and growth rate in oral vocabulary knowledge. (2) the initial level of oral vocabulary knowledge was not related to later growth rate. Conditional latent growth modeling was examined with family SES, phonological awareness, homograph awareness, and compounding awareness as time-invariant predictors on both initial levels and growth rate in oral vocabulary knowledge. It was found that (1) children who have higher level of phonological awareness, homograph awareness, and compounding awareness had higher initial levels of oral vocabulary knowledge than others did (β = 0.15, p < 0.05; β = 0.28, p < 0.001; β = 0.20, p < 0.05, respectively); (2) Family SES significantly predicted the initial levels of oral vocabulary knowledge (β = 0.35, p < 0.001); (3) Growth rate in oral vocabulary knowledge was predicted significantly by family SES (β = 0.26, p < 0.05) and children’s homograph awareness (β = 0.30, p < 0.01), respectively. The present findings have an important role in elucidating developmental changes of children’s oral vocabulary knowledge. It also highlights the predictive role of family SES, phonological awareness, homograph awareness, and compounding awareness in oral vocabulary development. More importantly, in the consideration of our findings that family SES and homograph awareness at Time 1 could predict growth rate in children’s oral vocabulary knowledge from T1 to T5. To improve the oral vocabulary knowledge for children, teachers need to pay special attention to children’s homograph awareness.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Evidences accumulated in the past decades have documented that reading-related cognitive skills, such as phonological awareness, rapid automatized naming and morphological awareness, play an importance role on Chinese children’s language and literacy development. The characteristics of Chinese, including its relatively simple phonological system, the almost perfectly consistent one to one to one correspondences among morpheme, character, and syllable, the predominant compounding structure of words, the great number of homophones and homographs, all make morphological awareness salient for Chinese literacy development. The structure of morphological awareness varies in different language systems. The comprehensive model of Chinese morphological awareness assumes three components: compounding awareness, homophone awareness, and homograph awareness. Studies on the development of Chinese reading suggested that the morphological awareness is more important for reading comprehension than both phonological awareness and rapid automatized naming. However, the mechanism underlying this phenonenon remains less clear. This longitudinal study examined the developmental relationship between morphological awareness and reading comprehension. A two-year and four-wave cross-lagged design was used with a sample of 149 Chinese children (80 male and 69 female). We measured children’s morphological awareness from T1 to T4, word reading fluency and reading comprehension from T2 to T4. In addition, we also measured the general cognitive ability, phonological awareness, and rapid automatized naming at T1 as control measures. A longitudinal cross-lagged panel model was conducted to investigate the role of morphological awareness in the reading comprehension and whether word reading fluency would mediate the association between morphological awareness and reading comprehension, when controlling for general cognitive ability, phonological awareness, rapid automatized naming at T1, and the auto-regression. The present results showed that (1) the morphological awareness (compounding awareness, homophone awareness, and homograph awareness), word reading fluency, and reading comprehension increased with time. (2) The cross-lagged paths from the morphological awareness at T1 to reading comprehension at T2 (standardized β = 0.24, p < 0.01), from the morphological awareness at T2 to the reading comprehension at T3 (standardized β = 0.25, p < 0.01), from the morphological awareness at T3 to the reading comprehension at T4 (standardized β = 0.26, p < 0.01), were significant, even after controlling for the general cognitive ability, phonological awareness, rapid automatized naming at T1, and the auto-regressive effect of reading comprehension. (3) The morphological awareness at T1 made significant indirect contributions to the reading comprehension at T3 via word reading at T2 (standardized β = 0.16, 95% CI [0.04, 0.29]) in addition to a significant direct contribution (β = 0.22, p < 0.05) after controlling the auto-regressive effect of reading comprehension and the reading-related skills among Chinese children. The results demonstrated the important role of morphological awareness in reading comprehension and the mechanism of the relationship between morphological awareness and reading comprehension among Chinese young children. Specifically, there is a positive longitudinal effect of morphological awareness on reading comprehension over and above continuity. In addition, it revealed significant indirect effects of morphological awareness on the reading comprehension via the word reading fluency. According to Automatic Theory in reading, most cognitive resources are spent on higher-level skills, such as drawing inferences and comprehension, if the processing of sub-skills became automatic. Possibly, children’s morphological awareness facilitates the accurate retrieval and integration of word meaning, and thereby influencs the reading comprehension. The currrent findings extend our understanding of the relationship between morphological awareness and reading comprehension.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Even though people usually agreed that “a book should not be judged by its cover”, researches had repeatedly demonstrated that individuals spontaneously and very swiftly formed impression on others based merely on the appearance of their faces. Facial attractiveness is an important content in the first perception. Which had been linked to outcomes as diverse as mate choice, job hunting, and cooperation. Given these real world consequences of the first impressions, it is important to understand how these impressions are formed. Some studies found that facial physical characteristics, such as symmetry, averageness and sexual dimorphism, had a great impact on facial attractiveness. While different individuals have different experience, when faced with the same face in the same context, different individuals have different evaluations on facial attractiveness. Some researchers put forward a new theory, namely, the observer hypothesis, which demonstrated that beauty is in the eye of the beholder. However, the processing of unfamiliar facial attractiveness remained unclear. The goal of the current study was to explore how we processed the impression of unfamiliar facial attractiveness. 19 males and 27 females took part in the experiment one and 16 males and 22 females participated in the experiment two, each experiment contained two phases that were learning tasks and evaluation tasks. In the learning phase, participants firstly learned to associate faces with negative, neutral, or positive trait words or imaged the behavior of the individuals to form different impression, which was contribute to the same valence between the neutral face and trait words or sentence. When participants could evaluate the valence of the face correctly, they could proceed to the next phase. In the experiment one, 13 males and 25 females had passed learning phase and evaluated the original faces and the unfamiliar faces. In the experiment two, 12 males and 17 females had done the learning task and evaluation task successfully. And in the evaluation phase, extend of warmth, competence and facial attractiveness of the unfamiliar faces, which had 50% similarity with the learned faces, were evaluated. Both of the two experiments had the same results, which showed that there are two ways to form unfamiliar facial attractiveness: (1) the first one is that generalization effect occurred after halo effect, compared with negative familiar faces, positive familiar faces were evaluated more attractive, so did the unfamiliar faces that were familiar with positive familiar faces; (2) the second one is that halo effect occurred after generalization effect, unfamiliar faces which were similar with positive familiar faces were not only evaluated more positive but also more attractive. The results suggested that generalization effect occurred after halo effect and halo effect occurred after generalization effect were the two ways to form unfamiliar facial attractiveness. In conclusion, halo effect and generalization effect play an important role in the processing of unfamiliar facial attractiveness.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Facial expressions are fundamental emotional stimuli. They convey important information in social interaction. Most previous studies focused on the processing of isolated facial expressions. However, in everyday life, faces always appear within complex scenes. The emotional meaning of the scenes plays an important role in judging facial expressions. Additionally, facial expressions change constantly from appearance to disappearance. Visual scenes may have different effects on the processing of faces with different emotional intensities. Individual personality traits, such as trait anxiety, also affect the processing of facial expressions. For example, individuals with high trait anxiety have processing bias on negative emotional faces. The present study explored whether previously presented visual scenes affected the identification of emotions in morphed facial expressions, and whether the influences of visual scenes on the identification of facial expressions showed differences between individuals with high and low trait anxiety. Using the Spielberger State-Trait Anxiety Inventory (STAI), we placed 29 participants who scored in the top 27% in the high trait anxiety group (9 men and 20 women; mean age 19.76 � 1.3 years) and 28 participants who scored in the bottom 27% in the low trait anxiety group (11 males and 17 females, mean age 19.71 � 1.2 years). The images of faces (4 models, half male and half female) used in this study were selected from the NimStim Set of Facial Expressions. The face stimuli showed typical happy, neutral, and fearful expressions. Facial expressions were morphed to create a series of gradually varied images of facial expressions. Specifically, fearful face (100%) versus neutral face (0%) and happy face (100%) versus neutral face (0%) were morphed in 20% increments. In addition, 40 surrounding scene images were used, with 20 positive scenes and 20 negative scenes. In the face-emotion detection task, participants were asked to determine whether the emotion from the faces presented after the scenes were fearful, happy, or neutral. For the repeated measure ANOVA of the accuracy for facial expression detection, the results showed scene effects on the identification of emotions in facial expressions. The scene effects were varied between the different intensity of face emotion: for the emotionally vague faces, the detection of happy and fearful expression showed significant scene effects; for the faces with moderate emotional intensity, only the detection of the fearful faces showed significant scene effects; for the intense emotions on faces, there was a significant effect on happy and neutral faces but not on fearful faces. Trait anxiety as an individual factor was found to play a moderating role in the identification of facial expressions. For the high trait anxiety group, there were no significant differences in the accuracy of emotional detection between congruent and incongruent conditions. This means that the high trait anxiety group did not show significant scene effects. The low trait anxiety group showed a significant difference in the accuracy of identification of emotions in facial expressions between congruent and incongruent conditions, i.e., significant scene effects.In summary, the present study demonstrated that, for facial expressions with low emotional intensity, the identification of happy and fearful faces was more likely to be affected by visual scenes than the identification of neutral faces. Visual scenes were more likely to affect the identification of moderately fearful faces than moderately happy faces. Trait anxiety played a moderating role in the influence of visual scenes on emotional detection of facial expressions. Specifically, individuals with high trait anxiety were less affected by surrounding visual scenes and paid more attention to facial expressions.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Stereotypes are vital for social interaction by facilitating social decision making as well as conserving limited time and cognitive resources. Previous studies on stereotype activation mainly focus specific social groups, such as gender, race, etc. However, exactly how stereotypes are activated among various social groups remains unknown. To fill this gap, we classified social groups into four clusters according to stereotype content model in the present study, measuring for perceptions of warmth and competence. These clusters form a four-way axis, that is, high warmth-high competence (HW-HC), high warmth-low competence (HW-LC), low warmth-high competence (LW-HC) and low warmth-low competence (LW-LC). Two experiments were conducted to investigate the behavioral patterns of stereotype activation among these four clusters. We predicted that the stereotype activation pattern would be similar among these four clusters. In the first experiment, we employed a sequential priming paradigm to explore stereotype activation explicitly. The prime stimuli were 24 social groups equally attributed to these four clusters and the target stimuli were stereotype trait words of these 24 social groups. All of the prime stimuli and target stimuli were obtained from pilot study. The participants were instructed to judge whether the target word was consistent with the stereotypes of the prime social group. Fifty undergraduates (35 female, 19~25 years old, M = 20.68, SD = 2.08) were recruited for this experiment.In the second experiment, to validate the findings of Experiment 1, we utilized a lexical decision task to further investigate the stereotype activation patterns among the four clusters implicitly, using the same stimuli from Experiment 1. Pseudowords were also added, corresponding to the target words of Experiment 1. Participants were asked to identify whether the target word as a real word or pseudoword. Forty eight undergraduates (32 female, 19~25 years old, M = 20.64, SD = 1.93) participated in Experiment 2. Four (Social groups: HW-HC, HW-LC, LW-HC, LW-LC) � 2 (Consistency: consistent vs. inconsistent) repeated measure ANOVA were examined for response time and accuracy in both experiments. The results of Experiment 1 revealed classical stereotype activation patterns for HW-HC, HW-LC, LW-HC social groups while showing a reverse pattern for LW-LC social groups. Specifically, the participants responded more quickly and more accurately on consistent condition than on inconsistent condition for the former three clusters. However, when the prime stimuli were LW-LC social groups, the reverse was true; faster and more accurate response was shown for inconsistent condition rather than consistent condition. In Experiment 2, only real word trails were analyzed. The results of Experiment 2 replicated the findings of Experiment 1. Therefore, classical stereotype activation patterns for HW-HC, HW-LC, LW-HC social groups and the reverse pattern of stereotype activation for LW-LC were relatively robust, both explicitly and implicitly, demonstrating the great differences among the stereotype activation patterns among these four clusters. The results of these two experiments partially support our hypothesis, while revealing an unforeseen reverse pattern of stereotype activation for LW-LC social groups. We hypothesize that this may be due to disgust elicited by LW-LC social groups. The present study expanded the research framework of stereotype activation and provided new behavioral evidence for the specificity of LW-LC. The mechanism underlying the reverse pattern of stereotype activation for LW-LC should be examined in the future.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Character recognition and dictation are two important skills for literacy at the word level. Because Chinese is a logographic script and characters are visually complex, reading and spelling character are more difficult than learning alphabet language. The development of character recognition and dictation in Chinese has unique characteristics. Many cross-sectional researches investigated how morphological awareness contributed to logographic and alphabet language learning, and its influence on the development of character recognition and dictation. However, few studies explored the relationship between morphological awareness and the development of character recognition and dictation over time. The present four-wave longitudinal research was conducted in two Mandarin Chinese primary schools for two years, with a sample consisting of 127 first grade students. A battery of measures, including nonverbal IQ, phonological awareness, orthographic awareness, morphological awareness (homophone awareness, compound word production) were administered in order to investigate the influential factors of character recognition and dictation development in children. The analysis included an unconditional latent growth model to examine the growth trajectory of character recognition and dictation, and a conditional latent growth model to examine the contribution of morphological awareness to the growth of character recognition and dictation. The results of the unconditional latent growth model showed that: (1) the developmental trajectory of character recognition showed linear growth it grew at a constant speed. The developmental trajectory of dictation showed non-linear growth, and the growth took place at a fast pace in the beginning and at a slower pace in the latter half of the development trend. Instead of Matthew effect, a compensation effect existed in both character recognition and dictation development, and the standardized correlation coefficients of intercept and slope for character recognition was -0.33 significantly, and for dictation was -0.89 significantly. (2) Homophone awareness and compound word production predicted significantly the children’s initial level (β = 0.40, p < 0.001; β = 0.14, p < 0.05 respectively) and the growth rate of character recognition (β = 0.28, p < 0.001; β = 0.25, p < 0.001 respectively), but not the growth rate in dictation. These results suggest that the growth trajectories were different for character recognition and dictation, and the later growth rates of character recognition and dictation were not decided by initial growth levels. The role of morphological awareness was more significant on the development of character recognition than on the development of dictation from Grade 1 to Grade 2.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： As a typical negative emotion, depression significantly affects the development of an individual’s cognitive, emotional, and social functions. Cognitive impairment is common in depressed individuals with its main characteristic being emotional disorder. Based on Beck’s cognitive theory of depression and Gross’s progress model of emotion regulation, the current study explored the relationship between depression and cognitive reappraisal strategies and its mechanism in children aged 8~12 years.Study 1a measured depression, anxiety, and the tendency of daily using cognitive reappraisal strategy in 504 children through a questionnaire. After controlling gender, age and anxiety, the relationship between childhood depression and the tendency of using cognitive reappraisal was investigated. Following the suspected depression screening criteria, Study 1b selected 43 children as the high depression group from Study 1a and matched them with another 43 children as the low depression group. There was no difference in gender, age, and anxiety level between the two groups. Then a behavioral experiment was conducted on these 86 children to measure the ability of using cognitive reappraisal. The purpose was to explore the effect of childhood depression on the ability. Study 2 further explored this topic by randomly selecting 90 children and assessing their depression, the tendency and the ability using cognitive reappraisal, and attention bias to emotional faces combined with eye movement technology. The purpose is to investigate the role of attention bias in the relationship between depression and the two aspects of cognitive reappraisal.The results showed that: (1) depression has significant negative association with the use tendency of using cognitive reappraisal among 8-12 years old children; (2) for the reappraisal effect of the up-regulation of positive emotion in children, the main effects of depression, gender, and the interaction between them are not significant; for the reappraisal effect of the down-regulation of negative emotion, the main effect of depression was significant, but the main effects of gender and depression-gender interaction were not significant; (3) depression has significant positive association with total gazing time bias score of sad faces, and the total gazing time bias score of sad faces played a mediating role between children's depression and the tendency of using cognitive reappraisal. The hypotheses of this study were well verified by these results.The present study revealed the influence of depression on cognitive and emotional functions among school-age children, and also supported the view of previous studies that the attentional disengagement of sad emotional stimuli is the attention bias component that more closely related to depression, rather than the original attentional orientation. In addition, depression can indirectly influence the daily use of cognitive reappraisal strategy in children through the attention bias for sad expression.
Subjects: Psychology >> Social Psychology submitted time 2020-09-12
Abstract： "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Social Psychology submitted time 2020-02-20
Abstract： Reward-based learning plays an important role in selective attention. Recent studies have indicated that rewarded stimuli capture more attention after participants directly learned the association between the stimulus and reward, either presented as money or as social feedback. In addition to engaging in direct learning, people can acquire knowledge of stimuli by observing others, and how to interact with and respond to external stimuli. To adapt to our social world, it is critical to gain reputation information by observing whether people interact with each other positively or negatively. However, it remains unclear whether the valence of social actions influences the attentional priority of valence-associated stimuli. Therefore, the present study employed a widely used training-testing paradigm to investigate the influence of the valence of social actions on attentional capture. Three experiments were conducted. In Experiment 1, the distractors in the actor’s color associated with positive (i.e., helping actions) or negative (i.e., hindering actions) valence of social actions were shown in a visual search task. We examined whether the attentional capture effect was influenced by the valence of social actions and whether the effects were different between positive and negative social actions. In Experiment 2, we investigated whether the attentional capture effect of the recipient’s color was influenced by the valence of social actions as well. To further examine the attentional priority between two individuals’ features involved in the negative social interaction, we directly compared the attentional capture effect between the actor’s color and the recipient’s color from the negative social interaction (i.e., hindering action) in Experiment 3. In the learning phase, participants were required to watch cartoonized videos adapted from Hamlin, Wynn, and Bloom (2007). In these videos, an actor interacted with a recipient in one of four different modes: valid helping (the actor helps the recipient successfully), invalid helping (the actor repeats the same action as helping but without effects on the recipient), valid hindering (the actor hinders the recipient successfully), and invalid hindering (the actor repeats the same action as hindering but without effects on the recipient). In this case, the valid helping action was more positive than invalid helping action in valence, but with the same action pattern, and the valid hindering action was more negative than invalid hindering action in valence, but with the same action pattern. During the testing phase, each trial started with the presentation of the fixation display (400~600ms), which was followed immediately by the search display (1500ms or until response). In the search display, the target was defined as the form singleton (e.g., one diamond among circles), while a distractor was a color singleton (additional-singleton) colored the same as the agent in the previously learned videos. Inside the target, a white line segment was oriented either vertically or horizontally, and inside each of the nontargets, a white line segment was tilted at 45° to the left or to the right. The search display was followed by a feedback display (1000ms), which informed participants whether their responses in the previous trial were correct. In the training phase, participants were able to successfully learn the association between agents’ color and their interaction information through observation, and the memory performance was not modulated by the interaction mode. However, in the test phase, the results showed that (1) In both Experiments 1 and 2, participants’ reaction time in the search display was longer when the additional-singleton distractors were shown than when none of the additional-singleton distractor were shown , which was referred to as a significant standard additional-singleton effect, suggesting that attention was captured by the additional-singleton distractor; (2) the attentional capture effect was significant when the additional-singleton distractor was associated with the valid hindering condition than when the additional-singleton distractor was associated with the invalid hindering condition, while no difference in the attentional capture effect was observed between valid and invalid helping conditions; (3) whether the additional-singleton distractor’s color was from the actor or the recipient involved in the negative social interaction, the attentional capture effect was present, but the additional-singleton distractor’s color associated with the actor showed a larger attentional capture effect than that associated with the recipient. Hence, our results demonstrate that the valence of social actions influences attentional capture, and this influence is shown as a negative bias for valence-associated stimuli. In addition, this association is established on all agents involved in the social action, instead of the actor alone, and the actor’s features in the negative social interaction are prioritized to be attended than the recipient. These findings highlight how attention is related to social actions, suggesting an adapted function of negative social actions.
Subjects: Psychology >> Social Psychology submitted time 2018-09-07 Cooperative journals: 《心理学报》
Abstract： 分别从特质依恋和状态依恋角度考察施助者的依恋安全在求助者面孔可信度与助人行为之间的调节作用。结果发现：(1)求助者面孔可信度影响助人行为, 面孔可信度高的求助者得到的助人行为显著多于面孔可信度低的求助者; (2)施助者的依恋安全调节求助者面孔可信度与助人行为之间的关系, 安全依恋能有效缓冲低面孔可信度带来助人行为下降的趋势。本研究结果表明依恋安全有助于提升社会安全感和促进亲社会行为, 因此应注重依恋安全的培养。
Subjects: Psychology >> Cognitive Psychology submitted time 2018-09-07 Cooperative journals: 《心理学报》
Abstract： 基于自我加工优势和内隐积极联想理论, 采用视觉搜索范式结合ERPs技术考察个体自我表情加工的特点, 并进一步探讨情绪效价和身份信息对面孔加工的直接影响。结果发现：(1)搜索自我快乐表情比自我愤怒表情及两类他人表情速度更快、正确率也更高; (2)自我快乐表情对N1、N2、LPP成分的激活显著大于自我愤怒表情及两类他人表情。自我表情加工存在积极加工偏向, 且这种加工优势在面孔加工早期视觉编码阶段就已出现。
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