Subjects: Psychology >> Educational Psychology submitted time 2023-07-04
Abstract： This study examined executive functions as a mediator of the association between socioeconomic status and children’s academic achievement, using the method of Meta-Analytic Structural Equation Modeling (MASEM). Based on 34 empirical articles (45, 916 students in total) up to August 2022, we found that executive functions partially mediate the relationship between socioeconomic status and academic achievement, and the indirect effect was significant (b=.094). Partial mediation was also found in the longitudinal subsample. The result of moderator analyses showed that the relationship between executive functions and academic achievement tended to diminish with age, and that the relationship between SES and EF tended to be weaker in boys than in girls.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： One of the long-standing state among scholars researching the psychology of Creativity is that while western theories stress the importance of big-C, little-C, the process, the person, the product, the press and other concepts of Creativity from an ever-expanding variety of disciplines. But these systems are various and complicated, making man difficult grasp the point of the problem. In order to analyze the scope of application of each theory (mainly including Kaufman’ Four-C Model, Csikszentmihalyi’s Systems Model of Creativity, Sternberg’s Propulsion Theory of Creative Contributions, Amabile’s Componential Model of Creativity, and Gl?veanu’s 5A Theory of Creativity), we summarized these systematic theories of creativity from two directions, forming a rectangular coordinate system that we called the Galaxy Developmental Model for it is analogous to the process of galaxy development. One direction is perspective of development (from Mini-C to Little-C, then Pro-C, and finally Big-C); Another is perspective of connection (from the cognitive neural basis of creativity to the process of creativity…finally the socio-cultural aspect of creativity). We are trying to provide a method allowing us to understand each theory clearly and to establish systems view of creativity, as well as paving a way for further research and application.
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2020-11-12
Abstract： Creativity is an interwoven system, encompassing individuals, groups, society, culture, etc. Since creativity is a system, the cultivation of creativity should also be systematic. We integrated some creativity-relevant theories to generate practical advice on the challenges of supporting creativity within the classroom. Based on earlier research on creativity, we put forth the “Butterfly Theory of Nurturing Creativity” to give a bird’s eye view of nurturing creativity. In this theory, the core and premise of being creative are to have creative impulses or creative dynamics (i.e., dynamic systems). We summarized the conditions supporting the dynamic systems into “two forewings” named capability and vitality (i.e., the support system). At the level of capability, creativity calls for general cognitive ability, multimethod enlightenment, attention to metacognition, and efficient knowledge information management. At the level of vitality, creative dynamics also relies on the satisfaction of basic psychological needs, the healthy development of personal traits, and reasonably supportive social interaction in an inclusively social and cultural environment. Besides, if an individual wants to fly freely in a creative life, he also needs “two hindwings” (conducting daily creative thinking and problem solving; forming creative habits and a creative personality) that are constantly improved in daily life to adjust the balance (i.e., regulating system). People who are creative show motivation to make novel and appropriate products for their domains of interest. Creativity cannot be taught unless teachers find ways to intrigue their students’ creative impulses. Intrinsic motivation, like interest, is the greatest autonomous motivator. The key topics of this paper are to find what the essence of interest or fun is and how to raise it. Combining theory with practice, this paper also shows a general way to activate fun or interest in the classroom.
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Psychological Measurement submitted time 2020-03-03
Abstract： Eye-movement technique has been widely used in the studies of cognitive psychology. The application of eye-movement technique in researching individual differences in cognitive ability has also attracted researchers' attention. Previous studies have successfully identified individuals with psychological disorders (such as autism spectrum disorder and schizophrenia) by using eye-movement analysis. Whether eye-movement characteristics can accurately reflect the cognitive ability of normal people is worth exploring. In this review, we first introduced the good reliability of individual’s eye-movement characteristics. Studies indicated that eye-movement characteristics have good test-retest reliability and internal consistency reliability, which lays the foundation for using eye-movement characteristics to measure cognitive abilities. Subsequently, we systematically summarized the relationship between eye-movement characteristics and cognitive abilities from three aspects: fixation and saccade related indicators, scan patterns, and pupil size. These studies provided substantial evidence that eye-movement characteristics could reflect individual’s cognitive abilities such as intelligence and working memory. To be specific, individuals with high cognitive abilities show more efficient information processing in eye-movement tasks such as visual searching and reading, reflecting in longer saccade amplitude and lower proportion of long fixation duration. In intelligence tests, individuals with high cognitive abilities tend to select the more efficient strategies according to test’s rules. Take Raven's advanced progressive matrices test as an example, high intelligence individuals spend longer time on encoding the problem and demonstrate less toggling rate between problem area and response alternatives area. In addition, studies focusing on scan patterns developed powerful quantitative analysis tools in recent years, which brings new vitality to qualitative scan patterns. These studies found that indicators based on quantitative scan patterns perform better than conventional fixation or saccade indicators in predicting individual’s cognitive abilities. Moreover, pupil size, a more physiological indicator indirectly reflecting the activity of locus coeruleus norepinephrine (LC-NE) system, also has close relations with cognitive abilities. However, the correlation between cognitive abilities and tonic (baseline) pupil size remained controversial for several reasons, such as the diverging definition of baseline and different measurements for cognitive abilities. The correlation between phasic (task-related) pupil size and cognitive abilities was close to agreement according to the control hypothesis. For tasks that require more exploration, individuals with high cognitive abilities tend to fully utilize their cognitive resources to complete these tasks, causing their phasic pupil size to dilate more that low cognitive abilities individuals. In contrast, for tasks that require more exploitation, they tend to utilize fewer resources to efficiently complete these tasks, causing their phasic pupil size to dilate smaller than individuals with low cognitive abilities. Studies have revealed the close relationship between various eye-movement characteristics and cognitive abilities, indicating eye-movement technique is a promising tool for measuring individual cognitive differences with good reliability and validity. Future studies need to further explore the causal relationship, internal cognitive mechanism, and underlying neurobiological basis between eye-movement characteristics and cognitive abilities. Also, the influences of possible moderating variables (e.g., age, task type, task difficulty and physical properties of stimulus materials) should be fully considered in relative studies. Furthermore, it is worth exploring to develop reliable and valid cognitive ability tests combined with artificial intelligence algorithm based on eye-movement characteristics.
Peer Review Status:Awaiting Review
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