Subjects: Psychology >> Experimental Psychology submitted time 2021-03-19
Abstract： Abstract Panum’s limiting case is one of the simplest configurations in monocular regions, which is the breakthrough in the study of the stereopsis mechanism formed by the monocular occlusion region. This study focuses on the controversy of Panum’s limiting case on the origin of depth to carry out further research. The experiment uses a fixation point and quick representation of stimulation to investigate whether the subjects can correctly perceive the depth of fixation features and non-fixation features, and investigate whether the depth perceived by the subjects comes from depth contrast. The results show that the subjects can correctly perceive the depth of fixation features and non-fixation features regardless of Panum’s stimulation conditions or controlled stimulation conditions. Besides, the depth of the two features perceived by the subjects in the binocular fusion does not originate from the depth contrast, but from the double fusion. This experimental result suggests that the depth perception mechanism of Panum's limit case is more likely to be double fusion. "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Statistics in Psychology submitted time 2020-10-17
Abstract： P-value is the most widely used statistical index for inference in science. Unfortunately, researchers in psychological science may not be able to interpret p-value correctly, resulting in possible mistakes in statistical inference. Our specific goal was to estimate how nonsignificant results were interpreted in the empirical studies published in Chinese Journals. Frist, We randomly selected 500 empirical research papers published in 2017 and 2018 in five Chinese prominent journals (Acta Psychological Sinica, Psychological Science, Chinese Journal of Clinical Psychology, Psychological Development and Education, Psychological and Behavioral Studies). Secondly, we screened the abstracts of the selected articles and judged whether they contained negative statements. Thirdly, we categorized each negative statement into 4 categories (Correct-frequentist, Incorrect-frequentist: whole population, Incorrect-frequentist: current sample, Difficult to judge). Finally, we calculated Bayes factors based on the t values and sample size associated with the nonsignificant results to investigate whether empirical data provide enough evidence in favor of null hypothesis. Our survey revealed that: (1) 36% of these abstracts (n = 180) mentioned nonsignificant results; (2) there were 236 negative statements in the article that referred to nonsignificant results in abstracts, and 41% negative statements misinterpreted nonsignificant results; (3) 5.1% (n = 2) nonsignificant results can provide strong evidence in favor of null hypothesis (BF01 > 10). The results suggest that Chinese researchers need to enhance their understanding of nonsignificant results and use more appropriate statistical methods to extract information from non-significant results.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2019-12-25
Abstract： The slippery slope effect refers to the degree of the individuals’ immorality to increase gradually over time, namely, the immoral behavior is repetitive and progressive. It widely exists in the behaviors of the individuals and interpersonal interaction, which will affect the normal social interaction between individuals, and even hinder the harmonious development of society. The research methods of the slippery slope effect include experimenter manipulation and spontaneous deception. There are at least three psychological mechanisms: moral disengagement, implicit biases, and self-dehumanization. The ways to intervene in this effect are promoting preventive orientation motivation and shaping positive descriptive social norms. Future studies should further explore the scope of the slippery slope effect and its neural intervention from the perspective of psychological processes and physiological mechanisms. "
Subjects: Psychology >> Psychological Measurement submitted time 2019-03-09
Abstract： Based on the idea of “assessment for learning" and aiming at promoting students' learning, the assessment pattern of objectively quantifying the learning status and providing diagnostic feedback has been increasingly valued. Compared with the cross-sectional cognitive diagnostic assessment, the longitudinal cognitive diagnostic assessment is more conducive to achieving the goal of promoting students' development. In order to make domestic scholars systematically understanding of the longitudinal cognitive diagnosis model (CDM), we first divided the existing longitudinal CDM into two types according to the modeling logic: one is based on the latent transition analysis and another one is based on the higher-order latent structural model. Then, the theoretical basis and application scenarios of each model are introduced and explained one by one. Finally, four future research topics are concluded. " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Psychological Measurement Subjects: Psychology >> Educational Psychology submitted time 2019-02-14
Abstract： In PISA 2015, scientific literacy is defined as “the ability to engage with science-related issues, and with the ideas of science, as a reflective citizen”. There are four interdependent dimensions are specified in the scientific literacy assessment framework for PISA 2015: Competencies, Knowledge, Contexts, and Attitudes. Given that knowledge of scientific literacy contributes significantly to individuals’ personal, social, and professional lives, it is of vital importance to find an objectively and accurately assessment method for scientific literacy. However, only unidimensional IRT models were used in the analysis in PISA 2015. Which means that the analysis model does not match with such a multidimensional assessment framework. It is desired to develop a new analysis model. This study attempts to measure scientific literacy in cognitive diagnostic assessment for the first time. According to the scientific literacy assessment framework for PISA 2015, a third-order latent structure for scientific literacy is first pointed out. Specifically, the scientific literacy is treated as the third-order latent trait; Competencies, Knowledge, Contexts, and Attitudes are all treated as second-order latent traits; And nine subdomains, e.g., explain phenomena scientifically and content knowledge, were treated as first-order traits (or attributes). Unfortunately, however, there is still a lack of cognitive diagnosis models that can deal with such a third-order latent structure. To this end, a multi-order DINA (MO-DINA) model was developed in this study. The new model is an extension of the higher-order (HO-DINA) model, which is similar to the third-order IRT models. To illustrate the application and advantages of the MO-DINA model, a sub-data of PISA 2015 science assessment data were analyzed. Items were chosen from the S01 cluster, and participants were chosen from China. After data cleaning, 1076 participants with 18 items were retained. Three models were fitted to this sub-data and compared, the MO-DINA model, in which the third-order latent structure of scientific literacy was considered; the HO-DINA model, in which the scientific literacy was treated as a second-order latent trait and contacted with attributes directly; and the DINA model.All three models appear to provide a reasonably good fit to data according to the posterior predictive model checking. According to the –2LL, AIC, BIC, and DIC, the DINA model fits the data worst, and the MO-DINA model fits the data best, the results of MO-DINA model are used to make further interpretations. The results indicated that (1) the quality of 18 items are not good enough; (2) The correlations among second-order latent traits are high (0.8, approximately); (3) Knowledge has the greatest influence on scientific literacy, Contexts second, and Competencies least; (4) Explain phenomena scientifically, procedural knowledge, and local/national has the greatest influence on Competencies, Knowledge, and Contexts, respectively. In addition, a simulation study was conducted to evaluate the psychometric properties of the proposed model. The results showed that the proposed Bayesian MCMC estimation algorithm can provide accurate model parameter estimation.Overall, the proposed MO-DINA model works well in real data analysis and simulation study and meets the needs of assessment for PISA 2015 scientific literacy which included a third-order latent structure." " "
Peer Review Status:Awaiting Review
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