Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-09
Abstract： The effect of difficulty on the font size effect was examined by event-related potentials (ERPs) technique. The results revealed that (1) subjects gave lower judgment of learning (JOLs) values for difficult word pairs compared to simple word pairs; and there was no difference in JOLs values for large fonts compared to small fonts. (2) Font size affects the early stage of encoding (200-300 ms), which induces individuals to process learning items superficially (non-semantic encoding); and difficulty affects the middle and late stage of encoding (450-600 ms), when difficult word pairs induce individuals to process learning items deeply (semantic encoding). (3) Subjects performing JOLs would evoke LPN components in the prefrontal lobe representing the attempted extraction. The above results indicate that the difficulty cue in the encoding stage eliminates the font size effect by inducing individuals to semantically encode items; in the JOLs stage individuals will make attempts to extract, a process in which individuals make accurate JOLs based on semantically encoded information.The results of the present study not only illustrate the electrophysiological mechanisms underlying the generation and elimination of the font size effect, but also provide neural evidence on how to improve the accuracy of JOLs, a metamemory monitoring process provides neural evidence for the accuracy of the process.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-09
Abstract： Judgments of learning (JOLs) refer to learners’ subjective predictions of whether they can successfully extract what they have learned on future tests. Face memory is an important foundation for acquiring information during social interactions and ensuring that social activities are carried out properly. Emotion and attractiveness are two important cues that influence JOLs of face memory. In reality, emotion and attractiveness often appear simultaneously in the same face. However, previous studies have only examined the effects of the two cues on JOLs individually, and have not deeply explored the effects of the integration of the two cues on the accuracy of JOLs and their mechanisms./t/nThe present study first explored the proportion of the number of emotional and attractive cue integrators. Then, we increased the gradient of each level of the attractiveness cue in Experiment 1, and utilized a mixed experimental design of 2 (group: cue-integrated group, non-cue-integrated group) × 3 (emotional cue: high-intensity, medium-intensity, and low-intensity) × 3 (attractiveness cue: high-intensity, medium-intensity, and low-intensity) to explore whether the cue-integration could improve face memory and the accuracy of JOLs. In Experiment 2, in order to further improve the sensitivity of the subjects to the two cues, the mixed experimental design was changed to 2 (group: cue-integration group, non-cue-integration group) × 2 (emotional cues: high intensity, low intensity) × 2 (attraction cues: high intensity, low intensity), and the EEG was used to investigate the temporal characteristics of cue-integration in promoting the accuracy of JOLs./t/nFindings: (1) Subjects integrated both emotion and attraction cues for JOLs ratings(the pre-experiment). (2) Integrating emotional and attractiveness cues improved the accuracy of JOLs (Experiment 1). (3) The group that integrated cues had a higher amplitude of late positive waves (LPP) in the parietal region during the encoding stage and late negative waves (NSW) in the frontal region during the JOLs stage compared to the group that did not integrate cues. Additionally, the amplitudes of NSW and LPP in the cue-integrated group were significantly correlated with the accuracy of JOLs(Experiment 2). The study found that individuals who integrated emotion and attractiveness cues during the encoding stage were better able to allocate cognitive resources for cognitive assessment and retain information in the JOLs stage. This led to more accurate monitoring of their own face memory. The study suggests that integrating two cues can improve cognitive performance./t/nThis study offers a foundation for individuals to comprehend the impact of cue integration on memory and metamemory in real-world face learning scenarios. It also aids in the development of effective learning plans and strategies, as well as precise monitoring of the learning process.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-08
Abstract： With the advent of the era of human-robot coexistence, robots gradually penetrate into children’s lives. Robots play an important role in children’s study and life, and effective human-robot interaction is conducive to robots to play a greater role. Trust is one of the prerequisites for effective interaction between humans and robots. Do children trust robots the same as trusting people? As the trend of robot development, how does anthropomorphism affect children’s trust in robots? This research adopted the trust game paradigm of Berg et al. (1995) and Evans et al. (2013). The trust behavior of children aged 4-6 in the economic game was investigated through two experiments. At the same time, anthropomorphic factors that may affect children’s trust in robots are investigated, including anthropomorphic appearance (anthropomorphic appearance) and anthropomorphic behavior (verbal feedback and social contingent interaction). In the first experiment, by investigating children’s trust behavior in robots NAO and JIBO (high anthropomorphism VS low anthropomorphism) in anonymous trust game, it was found that the trust of 4-year-old children in robots was significantly lower than that of 5-year-old and 6-year-old children. However, the influence of appearance anthropomorphism only appears in 6-year-old children, and the trust of children is positively correlated with the degree of appearance anthropomorphism of robots. In the second experiment, the robot was made to have anthropomorphic behavior by using WeChat video calls with people, NAO and JIBO, and the trust behavior of children to different trust objects was investigated in the anonymous trust game, and the role of anthropomorphic behavior was investigated. The results show that children’s trust can be significantly improved when the robot had anthropomorphic behavior characteristics. It can be seen that the trust of children aged 4~6 in robots is not only related to their age, but also influenced by the anthropomorphism of robots (anthropomorphism in appearance and anthropomorphism in behavior), and the degree of anthropomorphism is positively related to children’s trust behavior.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-03
Abstract： While previous studies have primarily focused on exploring the sources of time perception bias at an individual level, limited research has been conducted on understanding the mechanisms behind time perception bias in social contexts. To fill this gap, the present study combined a joint action paradigm with a time perception paradigm to investigate time perception in social contexts and further examine the mechanisms of co-representation and/or social facilitation in joint temporal perception through three experiments.
In general, the study utilized a between-subject 2 x 2 experimental design, with the factors of context (individual vs. joint) and duration distribution (short intervals vs. long intervals). The stimulus durations were either 400 ms or 1000 ms for the short interval group, and 1000 ms or 1600 ms for the long interval group. The different intervals were filled with either yellow or green circles. Participants first completed a learning task alone and then were randomly assigned to either an individual or joint context and completed a practice task. In the joint condition, two participants not knowing each other practiced in different temporal intervals and completed the experiment together. In the individual condition, one participant sat alone on the left or right side of the screen and completed the experiment. During the learning phase, participants were familiarized with the short- and long-interval stimuli. During the practice phase, orange solid circles of different durations (ranging from 400 ms to 1000 ms, in steps of 100 ms) or green solid circles (ranging from 1000 ms ~ 1600 ms, in steps of 100 ms) were randomly presented on the screen. Participants judged whether the duration of the stimulus was short or long according to the criteria formed during the learning phase.
In Experiment 1, we discovered that individuals’ subjective equivalence points were significantly altered, and their sensitivity to time perception was notably reduced in joint situations compared to individual situations. In Experiment 2, we stimulated co-representation by manipulating beliefs, and the absence of peers weakened the strength of social inhibition. The results indicated that individuals exhibited similar shifts in subjective equivalence points as observed in joint situations, but there was no significant change in temporal perceptual sensitivity. In Experiment 3, the effect of co-representation was attenuated by manipulating the peer’s task goal to be a non-temporal estimation task, while the presence of peers elicited social inhibition. The findings demonstrated a significant decrease in individuals’ time-perception sensitivity compared to the individual situation, but no significant shift in subjective equivalence points.
In summary, the present study suggests that individuals in joint action contexts represent their peers’ task information through the mechanism of co-representation, which introduces bias in time estimation. Additionally, the presence of others competes for attentional resources, leading to a reduction in individuals’ sensitivity to time perception in joint action contexts.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-02
Abstract： Face-name memory is a special kind of memory that includes visual and semantic memory. Existing research suggests that name retrieval is located at the final stage of face recognition, but the exact timing has not been fully investigated. This study used ERPs and a method of spatially localizing brain activity to investigate neural mechanisms underlying face-name memory. Participants were given four tasks: perceiving unfamiliar faces, learning face-name pairs, recalling a name by a face, and recognizing familiar faces but without names. We found that recently learned face-name pairs had the same highly activated brain regions as long-term familiar faces, but the long-term familiar faces exhibit larger amplitudes on the P100 component in the ventral occipital cortex and the N400 component in the thalamus and Gpi. Faces that can be recognized by name elicit a stronger response in the N400 component, particularly in the left hemisphere-dominant thalamus, Gpi, hippocampus, and putamen, compared to faces that are only familiar but not known by name. Results suggest that N400 may represent the retrieval of semantic information related to the name and the depth of retrieval of face-name pairs.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-28
Abstract： This study used event related potential (ERP) technology to investigate the effects of different types of unitization on item recognition in both younger and older adults through two experiments. A total of two theoretical accounts concern the role of unitization in both item and associative recognition: “benefits and costs” and “benefits-only” accounts. This study hypothesized that because young adults have more cognitive resources, either type of unitization with different demands on cognitive resources does not impair their item memory. However, older adults have fewer cognitive resources, and whether different types of unitization impair their item memory depends on how these demand cognitive resources. Experiment 1 manipulated the level of bottom-up unitization by using compound words and unrelated words. Experiment 2 manipulated the level of top-down unitization using definition and sentence.
In experiment 1, a total of 19 community-dwelling older and 23 younger adults were asked to learn compound and unrelated word pairs, and during tests, they were asked to perform item recognition and associative recognition tasks. In experiment 2, a total of 19 community-dwelling older adults and 20 younger adults were asked to learn word pairs under definition and sentence conditions, and during the test they were required to perform item recognition and associative recognition tasks. In our sample of two experiments, all Older adults completed the mini mental state examination and scored at least 26 points
For younger adults, two types of unitization condition had no effect on their associative and item recognition. The ERP results of Experiment 1 revealed a comparable frontal old/new effect in both compound wordsand unrelated words condition, and the compound words condition reduced the parietal old/new effect. The ERP results of Experiment 2 indicated that the frontal old/new effect was absent in the definition condition, and both unitization conditions revealed a comparable the parietal old/new effect. For older adults, two types of unitization enhanced their associative recognition, however, have different influence on the item recognition. The behavioral results of Experiment 1 showed that older adults’ item recognition performance under the compound words condition was superior to that under the unrelated words condition. The ERP results indicated that the frontal old/new effect was only present in the compound words condition, and both encoding conditions revealed a comparable the parietal old/new effect. The behavioral results of Experiment 2 showed that older adults’ item recognition performance under the definition condition was inferior to that under the sentence condition. The ERP results revealed that the frontal old/new effect was absent in definition condition and only present in the sentence condition, and both encoding conditions were found to have comparable parietal old/new effect.
The influence of unitization on the item recognition depends on the encoding types. For younger adults, the item recognition in both unitized encoding conditions were comparable to that in the non-unitized encoding. Equivalent levels of memory retrieval were achieved through “less” overall neural processing on familiarity or recollection, which supports the “benefits-only” account. For older adults, the bottom-up unitized encoding condition promotes item recognition relying on the frontal old/new effects, which supports the “benefits-only” account. The top-down unitized encoding condition impaired older adults’ item recognition relying on the absent of the frontal old/new effects, which supports the “benefits and costs” account.
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-27
Abstract： In our daily lives, we are often confronted with a plethora of diverse and intricate adaptive stimuli. Prior research has predominantly focused on investigating the processing mechanisms of individual faces from the perspective of adaptation effects, yielding relatively consistent findings. However, controversies persist regarding the formation process of average representations in ensemble face adaptation effects, accompanied by a dearth of comprehensive explorations into ensemble face processing mechanisms. Attractiveness, as a crucial and distinct dimension in face perception, exhibits a phenomenon known as the averageness attractiveness effect, wherein faces perceived as more average tend to be rated as more attractive. This effect serves as a tool to examine the generation process of ensemble face adaptation effects and to further elucidate the processing of ensemble faces. This study employed a rapid serial visual presentation paradigm to investigate ensemble face adaptation effects from the perspective of cognitive load, aiming to advance our understanding of ensemble face processing mechanisms. Experiment 1 employed a within-subject design featuring three adaptation conditions (high attractiveness faces, low attractiveness faces, mixed faces). Results indicated that after adapting to low (high) attractiveness faces, individuals exhibited increased (decreased) judgments towards new faces, thus demonstrating adaptation effects. This outcome substantiates the notion that individuals process ensemble faces via holistic averaging. In Experiment 2, cognitive load manipulation was introduced with a mixed design of 2 (adaptation type: high attractiveness faces, low attractiveness faces) × 2 (load level: high load, low load). Results revealed that under both high and low cognitive load conditions, individuals exhibited adaptation effects after adapting to low (high) attractiveness faces, thus indicating that individuals employ an automated processing mechanism for ensemble faces. This study, by utilizing rapid presentation of single faces to form face ensembles, demonstrated that under conditions of rapid serial presentation, adaptation effects are based on the holistic averaging of ensemble faces, unveiling the processing of ensemble faces. Furthermore, by manipulating cognitive load, this study for the first time investigated the processing mode of ensemble faces and the role of cognitive resources in ensemble face processing. The findings corroborate the existence of ensemble face adaptation effects even under conditions of limited cognitive resources, suggesting that individuals process ensemble faces in an automated manner, thereby contributing to a more comprehensive understanding of face processing research.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-25
Abstract： The visual complexity effect is considered one of the “big three effects” in word recognition. In alphabetic reading (such as English and German), visual complexity is primarily reflected in word length. It is well established that word length affects both the “when” and “where” decisions of eye movement control in alphabetic reading, yielding more and longer fixations on long words relative to short words. Some researchers have used changes in the word length effect with repeated reading as a measure of vocabulary learning outcomes in alphabetic reading. In written Chinese text, visual complexity of words is influenced not only by word length, similar to alphabetic reading, but also by the number of strokes in a word. In the present study, we conducted two parallel eye movement studies to examine how visual complexity (measured by words’ number of strokes and word length) influenced novel word learning in Chinese reading. We, specifically, investigated how visual complexity effects changed with cumulative learning. Two-character or three-character pseudowords were constructed as novel words. Each novel word was embedded into 15 highly constrained contexts for readers to establish novel lexical representations. There were five learning phases in our experiment. Participants read three sentences containing one novel word per learning phase, and their eye movements were recorded during sentence reading. In Experiment 1, we examined how the number of strokes in a word influenced word identification during Chinese word learning. The number of strokes in two-character novel words was manipulated as being either high or low. In Experiment 2, we examined how word length influenced novel word learning in Chinese reading by using two-character and three-character pseudowords as novel words. We included “Learning phase” as a continuous variable into the model to further examine how the visual complexity effects changed with exposure during Chinese novel word learning. We found that both the number of strokes and word length both influenced the “when” decision of eye movement control during Chinese novel word learning, the fewer the strokes and the shorter the word length, the shorter the fixations on novel words. In terms of the “where” decision, the number of strokes determined how long the saccade length into the novel words, which was more likely to relate to parafoveal processing, whilst word length influenced how long the saccade length leaving the novel words, which was highly related to foveal processing. We suggest that the process of stroke number information might influence the decision of where to land the eyes on novel words and the process of word length information might influence the decision of where to land the eyes when leaving novel words. We also found that the effect of number of strokes did not change significantly with exposure, indicating that the process of stroke number occurs both in the early and late stages of word learning, which supports “visual constraint hypothesis”. In contrast, the word length effect gradually decreases with exposure, showing the familiarity or learning effect, which aligns with “visual and linguistic constraint hypothesis”. These findings suggest a difference in the mechanisms of number of strokes and word length in Chinese reading accompanied by vocabulary acquisition: Stroke ßnumber might function as a form of low-level visual information, impacting the visual processing of vocabulary; while word length is more similar to the processing of linguistic information, affecting vocabulary processing at a higher level.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-24
Abstract： Collaborative memory exists ubiquitously in social situations, but how do people conduct memory monitoring during the collaborative memory process? One type of monitoring that has been widely emphasized and studied in memory monitoring is called Judgment of Learning (JOL). However, previous studies have focused on individual memory, and little is known about the characteristics, role and developmental patterns of JOL in collaborative memory. Given that monitoring of collaborative memory is an important basis for regulating subsequent collaborative memory activities, there is a need to explore the process of memory monitoring in collaborative memory and to examine the differences between collaborative memory monitoring and individual memory monitoring. Experiment 1 combined the paradigm of collaborative memory with that of JOL, and explored the differences in JOL between collaborative memory and individual memory among normal adults, using Chinese two-character nouns as materials and recruiting college students as participants. On the aspect of retrieval, both the collaborative and nominal groups performed two separate retrievals. For the first retrieval, two individuals in each collaborative groups were required to retrieve together, and both individuals in each nominal groups retrieved individually; for the second retrieval, all the participants in both groups retrieved individually on their own. In terms of JOL, before the first retrieval, the collaborative groups predicted group’s retrieval performance and the nominal groups predicted individual retrieval performance; after the first retrieval, both groups predicted individual retrieval performance. Finally, distractor tasks and recall tests were performed. Adopting the same methodology as experiment 1, experiment 2 examined the developmental differences in JOL in the process of collaborative and individual memory by recruiting the third-, fifth-, and seventh-grade students. Experiment 1 found that after making JOL, college students did not experience normative collaborative inhibition, while collaborative facilitation occurred. Experiment 2 found that neither elementary nor middle school students experienced collaborative inhibition after making JOL, and collaborative facilitation did not occur. It was also found that before the first retrieval, participants of all ages had higher self-confidence in collaborative memory and lower predictive accuracy than individual memory. After the first retrieval, collaborative groups of fifth graders, seventh graders and college students had comparable self-confidence and predictive accuracy of individual memory to the nominal groups. However, the third-grade collaborative groups had lower self-confidence and higher predictive accuracy than the nominal groups. The results suggest that JOL involvement can bring about changes in memory effects, which supports the hypothesis that monitoring constrains outcomes. Retrieval results have a feedback effect on participants’ memory monitoring. Beginning in the third grade, participants are able to adjust their JOL based on the retrieval results, which corroborates the hypothesis that results influence monitoring. This study deepens our understanding of the differences between memory monitoring in collaborative and individual memory, and provides empirical inspiration for specific educational practices such as collaborative learning.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-24
Abstract： The rapid advancement and widespread application of Artificial Intelligence (AI) technologies have significantly altered human living and working practices, thereby attracting scholarly attention to its sociocultural implications. This literature review examines the influence of cultural factors on the interpretation, principles, and utilization of AI across diverse contexts, emphasizing the critical interaction between AI technologies and cultural psychological principles. AI encompasses a broad spectrum of capabilities, ranging from basic algorithms to sophisticated machine learning systems, designed for tasks such as sensory perception, linguistic understanding, and decision-making. However, the adoption and integration of these technologies exhibit considerable variation across different cultural environments. The study highlights the importance of integrating cultural perspectives to achieve equitable, effective, and universally acceptable AI systems. Through the lens of cultural psychology, this research provides insights into the development of culturally attuned AI systems. It advocates for a comprehensive understanding of both cultural variances and shared values within the realm of AI. The paper proposes future research directions focusing on incorporating cultural diversity into AI research and applications, aiming to realize the full global potential of AI technologies.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Statistics in Psychology submitted time 2024-04-17
Abstract： Cognitive modeling has gained widespread application in psychological research. Model comparison plays a crucial role in cognitive modeling, as researchers need to select the best model for subsequent analysis or latent variable inference. Model comparison involves considering not only the fit of the models to the data (balancing overfitting and underfitting) but also the complexity of the parameter data and mathematical forms. This article categorizes and introduces three major classes of model comparison metrics commonly used in cognitive modeling, including: goodness-of-fit metrics (such as mean squared error, coefficient of determination, and ROC curves), cross-validation-based metrics (such as AIC, DIC), and marginal likelihood-based metrics. The computation methods and pros and cons of each metric are discussed, along with practical implementations in R using data from the orthogonal Go/No-Go paradigm. Based on this foundation, the article identifies the suitable contexts for each metric and discusses new approaches such as model averaging in model comparison.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-09
Abstract： Bayesian and predictive coding theories have been instrumental in elucidating sensory processing aberrations observed in individuals with Autism Spectrum Disorder (ASD). However, these theories have sparked considerable debate within the scientific community. In this paper, we focus on non-social visual information, presenting a comprehensive examination of theoretical nuances and consolidating empirical evidence across three key dimensions: Bayesian inference, predictive coding processes, and predictive coding precision. Generally, hypo-priors and sharper likelihood hypothesis based on Bayesian inference merely provide descriptive insights into visual processing abnormalities associated with ASD. While perspectives emphasizing the predictive coding process enhance the specificity of visual processing aberrations, they fall short of offering a fully explanatory framework. On the other hand, hypotheses centered on predictive coding precision provide theoretical foundations, yet require further refinement of the theoretical details and their validity necessitates testing through refined empirical studies. Future research should generalize the specificity of predictive processing in ASD, test the theoretical content from the perspective of subjective experience of ASD, and examine the changes of predictive functioning in the growth of ASD through a developmental perspective.
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Educational Psychology submitted time 2024-04-04
Abstract： Teachers often experience inattentional blindness towards off-seat behavior during classroom management, which poses the question: is there a specific attentional advantage area for teachers in detecting such behavior? One study used cartoon images to prove that teachers’ detection does indeed have a location effect. However, it needs to take into account the elements of the real-world scenarios, including three-dimensional features, background and action. The present study aims to explore the impact of seating location factors (row, center versus periphery and each location) on teachers’ detection of off-seat behavior within real classroom scenarios through two experiments. This study carried out an inattentional blindness test with classroom management tasks. The final sample consisted of 230 teachers from special schools. Participants needed to face a computer screen where student seats were arranged in a three-row by three-column pattern. They were tasked to identify who raised their hands and pointed out their locations. The unexpected occurrence involved the disappearance of one student positioned in different seats throughout the task. All participants were randomly divided to nine experimental locations. The study employed a static IB task akin to self-study (Experiment 1) and a dynamic IB task modeled after interactive teaching as material (Experiment 2), both based on real classroom contexts. The results revealed that teachers do indeed have a certain attentional advantage area when it comes to detecting off-seat behavior: 1. Row effect was observed stably in both scenarios with off-seat behavior of students in the front rows being more readily detected. 2. The central inhibitory effect was noted only in static situation, not dynamic ones. In static condition, students with off-seat behavior were more likely to be detected when seated peripherally rather than centrally. 3. There was a significant correlation in detection rates among the same teachers across the two experiments, with teachers’ performance in the second experiment not being influenced by expectations set by the first. These findings indicated: 1. The inattentional blindness of individual teachers to students’ off-seat behavior is relatively stable. 2. Front row seating is more detectable for the teachers to notice the “missing student.” 3. In the static situation teacher should avoid arranging students prone to off-seat behavior in central area. The study extends the research paradigm of the IB test in educational settings. Moreover, it provides scientific basis for teachers to strategically arrange seating plans, especially for students with special needs.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-04-03
Abstract： Feature binding of visual working memory(VWM) has been a hot topic in cognitive psychology and neuroscience in recent decades. Regarding the time course of objects’ feature encoding and binding in VWM, two controversial viewpoints have been proposed: the two-stage feature binding theory and the three-stage feature processing theory. After careful analysis, it is found that these two different conclusions are mainly based on different experimental materials and the types of features contained in them. Therefore, the feature encoding and binding time of dual-feature objects in VWM need to be further verified. In this study, meaningless objects and meaningful objects composed of two different types of features are selected to explore the specific encoding time course of their features in VWM, and compare the differences between the feature encoding and binding time course of them. Experiment 1 used a mixed design of 3 (memorizing item presentation time: 100ms, 500ms, 1000ms, internal variables of subjects) ×2 (object types: meaningful object, meaningless object, inter-subject variables) ×3 (detection methods: shape change, color change, feature exchange, internal variables of subjects). Its material is a color-shape pattern composed of two basic features. 52 college students were randomly divided into two groups to complete the task of detecting the feature changes of meaningless objects and meaningful objects respectively. The experimental procedure was as follows: First, the subjects were asked to remember the features and binding forms of 4 meaningful or meaningless objects presented on the screen. After 900ms of empty screen, a detection item appeared, and the subjects were asked to press the button as soon as possible to judge whether this detection item had appeared in the memory item on the premise of ensuring correctness. The design and procedure of experiment 2 is the same as that of experiment 1, except that the memory material is changed to a shape-texture pattern composed of one basic feature and one detailed feature. In experiment 3, based on experiment 2, the number of memorized items was reduced to 3, and the third level of presentation time was changed to 1500ms. The number of subjects in experiment 2 and 3 was 52 and 42 respectively. The dependent variable of all experiments was the correct rate of change detection. The results of experiment 1 show that the correct rate of color change is higher than shape change and feature exchange, but there is no difference between shape change and feature exchange. The results of experiment 2 and experiment 3 show that the detection results of shape change are higher than those of texture change and feature exchange, and there is no difference between texture change and feature exchange change. The accuracy of meaningful object was higher than that of meaningless object (1 and 3 of the experiment). With the increase of the time of memorizing items, the results of color-shape object change detection did not change, but the results of shape-texture object decreased significantly. In summary, there is a significant time history effect in encoding two-dimensional dual-feature objects in VWM. In particular, whether the object is composed of two basic features or one basic feature and one detail feature, its process conforms to the two-stage theory of feature binding. From the perspective of time history comparison between objects, the process of feature coding conforms to the three-stage theory of feature processing. These results to a large extent resolve the debate on whether feature encoding and binding in visual working memory is two-stage or three-stage. Object meaningfulness has an effect on feature coding, and the processing of meaningful objects is faster than that of meaningless objects under normal load conditions. In general, objects composed of basic features are processed faster than objects composed of basic features and detailed features.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Social Psychology submitted time 2024-04-02
Abstract： The rationality of moral judgment is determined by the judgment of what is justice. An impartial judgment needs a clear logical structure, including the identification of evidence and the analysis of the rationality of judgment criteria. The justice evaluation of social affairs should be based on principle evaluation, followed by utilitarian evaluation of social utility. Sorting out the relevant information of the event as much as possible is the data basis for impartial moral judgment. Comprehensive and sufficient empathy is the methodological basis for impartial moral judgment. The universal values, which are characterized by rationality, justice, equality, fraternity, tolerance, etc., are the normative basis for impartial moral judgment.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Social Psychology submitted time 2024-04-01
Abstract： The value of music in human evolution may be attributed to its social functions. Research has shown that both music listening and joint music-making foster prosocial behaviors and the development of prosocial skills. In order to explain these effects, we propose a theoretical model, suggesting that music enhances individuals’ empathy and positive emotional experiences through emotional contagion, while the entrainment effect of rhythm facilitates interpersonal synchrony. Furthermore, the interaction between emotional contagion and rhythmic entrainment can further enhance the prosocial effects of music. Oxytocin, the endogenous opioid system, the dopamine reward system, and auditory-motor coupling may serve as potential neurobiological foundations for the prosocial effects of music. Future research could employ the multi-pathway theoretical model to examine the prosocial effect of music and its mediating mechanisms, providing further evidence for the music-social bonding hypothesis.
Subjects: Psychology >> Cognitive Psychology submitted time 2024-03-15
Abstract： The coexistence of physical pain and psychological pain, two common types of pain associated with depression, complicates the timely diagnosis of depression, alleviation of symptoms, and improvement of patients’ quality of life. In-depth research into the distinct clinical manifestations and neural mechanisms of these two types of pain is of great significance for the diagnosis of depression and treatment of patients with depression. A review of the literature reveals that, in terms of behavioral indicators, individuals with depression exhibit inconsistent sensitivity to different types of physical pain and characteristics, such as a low pain threshold, long duration, and intense suffering from psychological pain, compared to healthy subjects. With respect to neural mechanisms, the patterns of physical and psychological pain in patients with depression are similar to those of healthy subjects. In the future, researchers should concentrate on the features of these two types of comorbid pain in depression, clarify the influencing factors in pain processing in depression, compare the commonalities and differences between the processing
of physical and psychological pain in depression, and elucidate the functional neuroscientific changes associated with pain in depression, thus providing a basis for more accurate diagnosis and more effective treatment.
Subjects: Psychology >> Cognitive Psychology submitted time 2024-03-08
Abstract： Creative thinking is the kind of thinking mode that generates novel and appropriate viewpoints or products. With the rise of embodied cognition theory, numerous researches of creative thinking from the perspective of embodied cognition have been reported. However, relevant researches in China are scarce. To promote the development of domestic research, we reviewed relevant researches from the aspects of perception of movement, visual sense, tactile sense and taste sense. Relevant embodied effects were explained from the perspectives of cognitive development theory proposed by Piaget, conceptual metaphor theory and evolutionary psychology. Future research should explore the embodied creativity from the aspects of bidirectional embodied effects, the cognitive neural mechanisms, experimental repeatability, multisensory channel integration, malevolent creativity, benevolent creativity, machine learning and so on.
Subjects: Psychology >> Cognitive Psychology submitted time 2024-02-27
Abstract： Alzheimer’s disease (AD) is very common and is associated with a high mortality rate. Therefore, exploring the mechanisms of the onset and development of amnestic mild cognitive impairment (aMCI), a clinical prodromal stage of AD, can help prevent the disease. Previous studies have suggested a close relationship between memory decline in aMCI and multiple executive domain defects; however, key scientific questions, such as which executive domain is the key pathogenic factor, remain unanswered, and key intervention targets remain unknown. To overcome the limitations of previous studies that considered executive function as a whole or fragmented element, this study will focus on the overall structure of executive function based on the hypothesis that executive function in aMCI is associated with memory impairment. This study will use electroencephalography (EEG) technology to investigate the time domain, time-frequency, and dynamic brain network characteristics of three sub-components of executive function (inhibition, updating, and switching) in patients with aMCI. Using a three-dimensional convolutional neural network, specific neural targets of executive function defects will be identified, and the possibility of adding neural markers related to the inhibition domain for early identification of aMCI will be explored. In addition, the effects of training and the neural basis of different targeted digital interventions in patients with aMCI will be analyzed using a longitudinal design, thus revealing the crucial role of the inhibition domain-related frontal-parietal control network in the interventions. This study aims to elucidate inhibition as a new cognitive target for aMCI executive function defects and explore interventions from the perspective of computational cognitive neurology. It also aims to provide evidence-based support for the early identification, precise diagnosis, and development of treatment plans for aMCI.
Subjects: Psychology >> Cognitive Psychology submitted time 2024-02-20
Abstract： Memory consolidation typically occurs slowly during rest or sleep periods following memory encoding. Under stress, though, the consolidation of memories may accelerate considerably. The mechanisms underlying this rapid memory consolidation in stressful circumstances remain unclear, primarily due to the longstanding absence of quantitative methodologies for investigating the neural activities during the human memory consolidation. This research aims to employ computational neuroscience techniques to meticulously characterize neural replay during the consolidation of episodic memory under stress. Specifically, we propose an integrated approach involving cognitive psychology, neuroimaging, machine learning, neuroendocrine regulation, stress induction, and physiological and neuroendocrine assessments to examine the ’double-edged sword’ hypothesis related to stress and neural replay. Although stress might hasten the rate of neural replay, thereby facilitating memory consolidation, it could simultaneously compromise the accuracy of neural replay and disrupt its sequentiality. Our study will: (1) juxtapose the multi-dimensional characteristics of neural replay under stress and non-stress conditions; (2) probe the interplay between neural replay and memory retrieval and encoding in stressful conditions; and (3) strive to employ neuroendocrine and environmental tactics to modulate human stress responses, which in turn could influence neural replay during consolidation. The implications of this research are twofold: it could help identify the optimal brain state to enhance memory consolidation and bridge the gap between human and animal studies on neural replay. At the same time, it could illuminate new strategies for preserving episodic memory function under stress and intervening in memory deficits seen in stress-associated psychiatric disorders.
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