Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Aberrant eye gaze is one of important indicators for autism spectrum disorders (ASD) according to previous studies. Recent eye tracking studies yield inconsistent findings on whether ASD may pay less attention towards the mouth region compared with typical development (TD) participants. In this study, a meta-analysis is conducted with fixation durations on both eyes and mouth regions as dependent variables. Twenty-seven eligible ASD eye-tracking studies were included in the current study. As a result, 43 independent effect sizes containing 1,343 participants are computed in the eye-related meta-analysis, and 36 independent effect sizes containing 1,112 participants in the mouth-related meta-analysis are analyzed. The results revealed that individuals with ASD fixated significantly shorter on the eye region than the TD (d = −0.75). However, no significant difference was found on fixation duration of the mouth region between two groups (d = −0.29). The moderator analysis indicated that age (d children = −0.89, d adult = −0.04) and face inversion (d upright = −0.79, d inverted = 0.31) moderated eye-related fixation duration. In addition, age (d children = 0.40, d adult = −0.56), verbal IQ (d match = 0.63, d no match = −0.62), nonverbal IQ (d match = 0.27, d no match= −0.51), the severity of autism (d high function = 0.43, d low function = −0.65), and task types (d free view = −0.48, d discrimination task = 0.90) moderated the effect of experimental manipulation on the mouth-related fixation duration. These findings suggest that fixation duration on the eye region is a potential indicator of ASD but the mouth region may not be.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： For the past decades, researchers have paid much attention to exploring how cognitive processes influence eye movements. Recently, they have begun to directly look into the reciprocal relationship and test how eye movements might influence cognitive processes by using eye movement modeling examples (EMME). As a new kind of teaching examples, EMME proved to be effective to guide visual attention. It could facilitate the selection, organization, and integration of information, as well as improve the scanpath similarity. However, research examining the effects of EMME on learning performance reported mixed results. The information-reduction hypothesis, cognitive theory of multimedia learning, and cognitive apprenticeship have been used as theoretical foundations for predicting or explaining the positive effects of EMME. Future studies are highly needed to explore the effects of EMME from the perspectives of boundary conditions, functional mechanism, eye-movement pre-training, expertise development, cooperative learning, and the neural basis.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Recently, educational psychologists have paid much attention to the effect of emotional factors on multimedia learning, especially the induction of emotions which belongs to one of instructional designs. The effect of positive emotions in the learning process was mainly investigated through external mood induction and internal emotional design in previous studies which indicated that these two emotional induction methods both can induce positive emotions successfully. Nevertheless, the facilitation of positive emotions on multimedia learning performance had very small effect due to the diversity of the emotional induction method and the complexity of the multimedia learning process. In this article, results showed that the median effect sizes related to the effect of external mood induction on learning outcomes were dretention = -0.25, dcomprehension = 0.04, dtransfer = 0.30, respectively; the median effect sizes related to the effect of internal emotional design on learning outcomes were dretention = 0.27, dcomprehension = 0.36, dtransfer = 0.29, respectively. Induced emotions had little effect on subjective learning experience. According to cognitive affective theory of learning with media, the induction of positive emotions can improve learning through motivation. Cognitive load theory, however, predicts an opposite result of learning for the reason that the induction of positive emotions might bring about an increase of the learner’s extraneous cognitive load. Future studies should focus on the experimental manipulation and the effect evaluation of emotion itself, as well as the effect of the undiscovered moderator variables, etc.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： As one of the ways to present oneself in virtual environments, avatars in online games exert an important influence on players' cognition and behavior in both virtual and real life. The self-reference effect suggests that materials related to oneself are easier to remember than materials related to others. Due to the manipulability and high emotional involvement of avatars, players may feel close to their avatars and can sometimes even be integrated with them. Therefore, for game players, avatar-related information may have the same processing priority as self-related information. In the current study, we designed two experiments to investigate the processing priority of avatars in online games. Experiment 1 recruited 40 players of League of Legends (LOL) to investigate the processing priority of avatar reference in online games from the perspective of memory. This experiment adopted the R/K paradigm to compare memory performance under three different reference conditions (avatar-name, self-name and familiar other's name). Experiment 2 recruited 20 players of LOL to investigate the processing priority of avatar-related information in online games from the perspective of neural mechanisms, with event related potential (ERP) technology. This experiment adopted the oddball paradigm to compare the brain mechanisms of three kinds of stimulations (the names of familiar avatar, familiar other from the same country and familiar other from other country). Results of behavioral experiment (Experiment 1) showed that: (1) The total recognition rate, R response recognition rate, and discrimination d′ in the avatar-reference condition were much better than those in the other-reference condition, which preliminarily suggests that there were memory processing priorities of avatar reference in online games. (2) When referring to self-reference, the total recognition rate, response recognition rate, and discriminationd′ were much better than those in the conditions of the avatar-reference and other-reference. In summary, the preliminary results of Experiment 1 confirmed the superiority of avatar reference in memory performance, but the avatar-reference effect was not as strong as the self-reference effect. Results of ERP (Experiment 2) showed that in the P2 (160~260 ms) processing stage, greater amplitude was induced when processing the name of the avatar than that of familiar others from a different country. In terms of P3 (370~600 ms), greater amplitude was induced when processing the name of the avatar than the names of familiar others from the same country and other country. Moreover, compared with processing the names of familiar others from other countries, the latency was shorter when processing the avatar's name. Both behavioral and ERPs results indicate that there exists processing priority of avatar-reference effect in both memory and neural mechanisms. Specifically, compared with familiar others, online game players have processing priority for information related to avatars. The present study expands the theory of reference effect and provides evidence for the processing priority of the avatar-reference in online games from cognitive neuroscience.
Subjects: Psychology >> Educational Psychology submitted time 2018-11-10
Abstract： "
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