Subjects: Psychology >> Social Psychology submitted time 2018-11-03
Abstract： Peer influence is considered to be an important influential factor to eating disorders which are common among adolescents. Identifying the mechanism of adolescents’ eating disorders has great significance for the prevention and intervention. Peer influence which manifest as the mediating effects of the perceived peer behaviors, the actual peer behaviors and the body dissatisfaction, and as the peer quality has a negative impact on adolescents’ eating disorders. Researchers have explored and interpreted the mechanism of peer influence on adolescents’ eating disorders directly and indirectly. They should deepen the research content, such as increasing the studies on the long-term effects of peer influence, the division of peer attributes, the effect size of peer influence pathways, and the interactions between peer influence and other social factors of eating disorders in the future.
Subjects: Psychology >> Developmental Psychology submitted time 2020-06-16
Abstract： The plasticity of executive function (EF) has been discussed as a core topic in the recent cognitive development research. However, inhibition training research remains inadequate. According to dimensional overlap theory, inhibition has two types: interference and response. The neural networks of the brain that respond to conflicts do not mature until early adulthood. By conducting a comparison of the plasticity of response inhibition between adolescents and adults, the applicable age group for response inhibition training is explored. Introducing online feedback as reinforcement improves the training effects and helps individuals to balance further accuracy and speed. Therefore, we added online feedback in the training groups but used the original Stop Signal task in the active control groups to investigate the training and transfer effects of this task with online feedback. This study included 194 participants (134 adults and 60 adolescents) that were divided into five groups: adult training group (N = 47), adult active control group (N = 45), adolescent training group (N = 30), adolescent active control group (N = 30), and passive control group (N = 42). The response inhibition training consisted of nine sessions, and it was held three times a week. In each training session of the adult and adolescent training groups, participants were guided to finish eight blocks (100 trials in each block) of the Stop Signal task with online feedback. In the adult and adolescent active control groups, participants completed the same amount of the Stop Signal task without online feedback. The passive control group received no training. The participants’ inhibition, working memory, and fluid intelligence were measured before and after training through six tasks (e.g., Inhibition: Stop Signal Task, Go/No-go Task, and Stroop Task; Working memory: 2-back Task and 3-back Task; and Fluid intelligence: Raven’s Standard Progressive Matrices). A 9 (all training sessions) × 2 (training group, active control group) × 2 (adult, adolescent) repeated measure ANOVA was used to test the training effects. Both age groups exhibited improved performances with the continuation of the training sessions. However, the adults performed significantly faster and more accurate than the adolescents. Next, four 2 (pretest, posttest) × 5 (all five groups) repeated measure ANOVA were conducted to test the transfer effects. The transfer effect results revealed that (1) on the Go/No-go task, both training groups showed significant improvement; (2) on the Stroop task, only the adolescent training group showed significant improvement; (3) on the 2-back task, both training groups and the adult active control group improved significantly; (4) on the 3-back task, only the adolescent training group gained significant transfer effects; and (5) on the Raven’s Standard Progressive Matrices, no group showed significant improvement. "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2024-05-27
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 2024-05-09
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 2023-11-24
Abstract： Reward can improve working memory performance. However, there has been controversy on whether reward can regulate the retrieval of working memory. Some studies have presented reward signals before the retrieval stage, with the results showing that reward can affect the retrieval phase during working memory. Klink et al. (2017) indicated that reward cues presented in the retrieval phase cannot affect working memory. However, this finding lacks support in the literature and needs to be further tested. The present study aims to explore the mechanism and effect of reward on the precision of working memory during retrieval.
A total of 24 participants (experiment 1) and 60 participants (experiment 2) were recruited for two experiments. Experiment 1 included two stages: association learning and memory test. The participants first established the connection between color and value through association learning. Thereafter, a working memory test was conducted. Reward cues were presented with the memory probe during the working memory test. Experiment 2 included four stages: pretest, association learning, posttest, and confidence assessment. Pre- and post-test tasks were the same, in which the participants performed two memory tests in sequence during the retrieval phase. Colored cues were not related to rewards in the pre-test but associated with rewards in the post-test. Confidence judgment required the participants to evaluate their confidence that they can infer the color of the second cue based on the color of the first cue. This undertaking aimed to test whether the participants have expectations for the order of cues.
Results of experiment 1 showed that the effect of reward was significant in the memory test stage. In particular, memory performance with high and low reward cues was better than that with no reward cues. Results of the post-test of experiment 2 showed a significant main effect of test order. Memory performance of the first test item was particularly better than that of the second test item. Moreover, there was a significant test order by serial position of the high-reward cue interaction effect. Memory performance of the first test item was better when the high-reward cue appeared before the low-reward cue. Memory performance of the second test item was better when the low reward cue appeared before the high-reward cue. The participants’ working memory capacity was differentiated according to their performance during the pre-test to investigate the individual differences of the reward effects. Results likewise indicated that reward did not affect the memory performance of the high-capacity group. For the low-capacity group, memory performance was affected by the test order, serial position of the high-reward cue, and their interaction. Thus, the effect of reward was more evident with the low-capacity group.
The present study was the first to observe that rewards can directly regulate working memory retrieval without affecting encoding and retention. In addition, the regulation mechanism of reward on working memory retrieval involved the redistribution of working memory resources. Such a reward regulation was affected by the test order and working memory capacity. Moreover, findings indicated that individuals can adjust cognitive strategies before or during learning according to the item value to promote working memory processing. They can also adjust retrieval precision after learning according to the value of information set by the test. This flexible working memory regulation mechanism plays an important role in promoting human cognitive activities and social adaptation.
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2023-04-25
Abstract： Abstract: Eudaimonic well-being occurs when people’s life activities align with deeply held values, and they positively engage in activities to realize their potential. Eudaimonic well-being is characterized by a sense of purpose and meaning. Mindfulness is possibly the most centrally discussed intrapersonal factor influencing the pathway to enhance eudaimonic well-being. Recent research has found that mindfulness traits were particularly strong in relation to eudaimonic well-being. Attention awareness and acceptance can influence eudaimonic well-being by promoting positive qualities and experiencing fewer negative emotions in response to stress. Mindfulness-based training has been shown to improve eudaimonic well-being in clinical groups and non-clinical groups. S-ART model, self-determination theory, and mindfulness-to-meaning theory have provided a theoretical basis to explain the mechanisms underlying the effect of mindfulness on eudaimonic well-being from aspects of self-regulation of cognition, emotion, and behavior. Future research should focus on analyzing different effects of the basic components of mindfulness, exploring the mechanisms of mindfulness’s effects on eudaimonic well-being, and developing targeted mindfulness-based training programs to improve eudaimonic well-being.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Sense of agency (SoA), an important part of minimal self, is the experience of influencing the outside world through controlling one’s behavior. Many researchers divided SoA into two parts according to the level of consciousness: feeling of agency (FoA) and judgment of agency (JoA). Different implicit and explicit paradigms are used to investigate the mechanism and connection of these two parts. Among the three core theories in this domain (i.e. comparator model, theory of apparent mental causation, and integration theory), integration theory has been supported by more evidence in recent years. Furthermore, researchers have made significant progress in the areas of distorted SoA and factors which influence SoA. In future, researchers could focus more attention on the changes in SoA in the social environment, the development of SoA, the multimodal integration in SoA, the relationship between SoA and sense of ownership (SO), as well as the neural mechanisms of SoA.
Subjects: Psychology >> Cognitive Psychology submitted time 2020-06-12
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2019-09-14
Abstract： Regulation of attention is a commonality across the many divergent meditation methods, with attention being the main mechanism of meditation. Recent research has found that meditation can improve sustained attention, executive attention and selective attentional allocation. Cognitive neuroscientific research findings showed that meditation enabled more efficient use of attentional resources, and long-term meditators showed higher mismatch negativity amplitude and lower β power. Meditation enhanced the functional connection of the central executive network and strengthened the activation in the salience network. Focused attention meditation weakened activation of the default-mode network. In addition, the positive effects of meditation on attention were applicable to clinical groups with attention-related disorders, such as attention-deficit/hyperactivity disorder patients and formerly depressed patients, as well as health groups of varying ages, such as children and older adults. Further follow-up studies need to be conducted to determine the lasting effects of meditation, as well as studies exploring the interaction between attention and emotion in meditation. Moreover, it is important to design more targeted meditation programs according to the characteristics of the group. " "
Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Eudaimonic well-being occurs when people's life activities align with deeply held values, and they positively engage in activities to realize their potential. Eudaimonic well-being is characterized by a sense of purpose and meaning. It has become a flourishing arena of scientific inquiry and clinical practice. However, eudaimonic enhancement remains neglected in positive psychology. The self-determination theory (SDT) proposes that mindfulness is possibly the most centrally discussed intrapersonal factor influencing the pathway to enhance eudaimonic well-being. This review aims to explore the mechanisms by which mindfulness positively affects eudaimonic well-being. Investigating this question not only provides an essential extension of self-determination theory but also adds to our understanding of the value and generative manifestations of mindfulness. In addition, it may provide a theoretical foundation for developing mindfulness interventions focusing solely on eudaimonic enhancement. Recent research has found that mindfulness can be effective in improving well-being. Mindfulness traits were particularly strong in relation to eudaimonic well-being; meditators reported significantly higher levels of eudaimonic well-being orientation than non-meditators; and mindfulness traits moderated the negative relationship between stressful events and eudaimonic well-being. Attention awareness and acceptance can influence eudaimonic well-being by promoting positive qualities and experiencing fewer negative emotions in response to stress. Mindfulness-based training has been shown to improve eudaimonic well-being in clinical groups with psychological and physical symptoms, and non-clinical groups of middle school students, workers, and athletes. However, it is noteworthy that mindfulness training improved eudaimonic well-being only when practiced over a long period. The low intensity and short duration of this training may not have produced changes in eudaimonic well-being. Based on the S-ART model, self-determination theory, mindfulness-to-meaning theory, and empirical literature, this review proposed a model of mindfulness-self-regulation-eudaimonic well-being. Attention awareness and acceptance together explain how mindfulness positively affects eudaimonic well-being by improving cognitive regulation. Cognitive regulation processes include meta-awareness, Which reduces experiential fusion; cognitive reappraisal and perspective taking, which changes maladaptive self-schemas; and self-inquiry, which reduces cognitive reification. Moreover, mindfulness also positively affects eudaimonic well-being by improving emotional regulation. Emotional regulation processes include cognitive reappraisal, which reduces negative semantic narrative patterns and emotions during stressful events; savoring increasing positive emotions. Finally, mindfulness had a positive effect on eudaimonic well-being by improving behavioral regulation. Behavioral regulation processes include changing behavioral goals, such as increasing internal behavioral goals and decreasing external behavioral goals; and it also includes improving autonomous behavior, which involves reducing cognitive distortion and negative emotion-driven behavior, reducing automatic behavior, and transforming forced behavioral regulation. Furthermore, mindfulness positively affects eudaimonic well-being by promoting cognitive regulation, improving emotional regulation, and further improving behavioral regulation. Future research could focus on many aspects. First, different effects of the basic components of mindfulness could be analyzed, to further resolve the paradox between single-component and two-component views. Further analyzing of the role of attention awareness and acceptance is required when considering whether individuals experience stressful events and whether such events cause negative emotions. The single-component view of mindfulness requires an additional explanation of the differential roles of attention and awareness. Second, the mechanisms through which mindfulness benefits eudaimonic well-being can be explored. Mindfulness-to-meaning theory needs to be further validated using a variety of research methods, such as ecological momentary assessment, as the savoring and reappraisal hypotheses remain controversial. Besides improving autonomous behavior consistent with values in behavioral regulation, mindfulness may also improve behavioral abilities, like problem-focused thinking and coping competence. Third, researchers should develop targeted mindfulness-based training programs to improve eudaimonic well-being and identify the boundary conditions of the main effect from four aspects: practitioner, practice, relationship, and culture.
Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Children who are assessed to be more likely to develop dyslexia before school are called children at risk of developmental dyslexia. At-risk children have not received reading teaching, and the neurological abnormalities related to reading ability before learning to read will not be the result of reading experience. Therefore, investigating the neurological abnormalities of at-risk children is helpful to find the early neural markers of dyslexia, which is great important for early prediction and intervention.Research based on horizontal comparison shows that the brain function and structure of at-risk children are abnormal. In view of brain function, the electrophysiological mechanism of language and non-language processing in children at risk is abnormal. Perceived speech and non-speech induced mismatch response waves are smaller in amplitude and longer in latency. Children at risk have abnormalities in brain areas for verbal and nonverbal processing. Under-activation of regions such as bilateral temporoparietal, bilateral inferior frontal, and bilateral middle frontal gyrus during phonological tasks. Under-activation of bilateral temporoparietal and occipitotemporal regions during a word processing task. Under-activation of auditory processing areas such as the left hemisphere prefrontal and left temporal lobes during the perception of non-verbal stimuli.In view of the brain structure, the gray matter in the temporal parietal region and occipital-temporal region of at-risk children is small. And its sulcal pattern also has atypical manifestations. At the same time, at-risk children did not show the trend of left temporal plane. On the white matter connection, the FA values of the left arcuate tract and the left inferior frontal occipital tract are smaller than those of typical developing children.Children at risk may not necessarily develop dyslexia, and their brain abnormalities may only be the effect of risk factors. Only by longitudinal tracking to determine whether at-risk children will develop dyslexia can we find the neural changes related to reading development and reveal the early neural markers of dyslexia. Longitudinal research shows that MMR induced by speech processing, abnormal function of left temporal parietal region, visual word-shaped region and abnormal structure of left arcuate tract can distinguish whether at-risk children develop dyslexia, which is an early biological marker of dyslexia.Although some conclusions have been drawn from the current longitudinal research, the longitudinal research on the brains of at-risk children is relatively rare. And the limited sample size will amplify the influence of individual differences and lead to the decline of the reliability of the results. In the future, a longitudinal study based on a large sample is needed to examine the neural development track of reading and verify the current conclusions. A feasible solution is to combine data from different laboratories to improve the statistical power and reliability of the results. Secondly, a large number of researchers have paid attention to the group of children at risk, but the current research mainly focuses on alphabetic language, lacking evidence from children at risk of Chinese dyslexia. In the future, we can also compare the patterns of neurological abnormalities between children at risk of Chinese and alphabetic language. And exploring the particularity and universality of cognitive neurological risk factors for developmental dyslexia in Chinese. Children's early language skills are highly plastic. If neural indicators can be used for early screening of dyslexia, early prediction and intervention can be made to help at-risk children improve their reading ability and reduce the occurrence of overt dyslexia. Key words
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Self-face recognition reflects the process whereby someone can recognize their own face by distinguishing it from the other. Generally, people recognize self-faces faster than they do other faces, and self-face recognition can elicit enhanced brain activity compared with that of other face recognitions. Researching self-face recognition is valuable because of its close relationship with self-awareness. Recently, many studies used functional magnetic resonance imaging (fMRI) to investigate the neural basis of self-face recognition. However, there are no consistent results regarding the key brain regions involved in self-face recognition. Therefore, in the current study, a quantitative meta-analysis of fMRI studies, using activation likelihood estimation (ALE), was performed to localize the neural structures engaged in recognizing self-face. Twenty-seven studies involving 635 participants met the inclusion criteria. The meta-analysis was conducted in the standard Montreal Neurological Institute (MNI) space, and we translated results reported using Talairach coordinates into MNI coordinates. The statistical analysis of the transformed foci was validated using the Monte Carlo Simulation (1,000 permutations) with a cluster-forming voxel-level threshold at uncorrected p < 0.001 combined with cluster-size correction using family-wise error at p < 0.05. We used Mango software to project the activation coordinates onto a brain template to provide a visual representation of activation distributions. Results showed that the contrast of self-face versus other-face displayed increased activations of the right superior parietal lobule/precuneus/middle occipital gyrus, middle frontal gyrus, inferior frontal gyrus, fusiform gyrus, postcentral gyrus, insula, and left precuneus. There was no active region in the contrast of other-face versus self-face. Based on the meta-analysis results and on previous event-related potential (ERP) studies, self-face recognition may involve two levels of processing, perceptual integration processing and the accompanying process of evaluation and emotional response. In the process of recognizing self-face, the occipital gyrus, fusiform gyrus, and precuneus are involved in the perceptual integration process. The occipital cortices may be involved in the processing of self-related facial features in the early stages of face recognition. The fusiform gyrus is involved in low-level sensory processing, and it is also sensitive to the categorization of faces in terms of self versus nonself. The precuneus is recruited in the perceptual integration of self-related information. The superior parietal lobule, middle frontal gyrus, inferior frontal gyrus, and insula are mainly recruited in the evaluation and the emotional response at the middle and late stages of recognizing self-face. The superior parietal lobule and middle frontal gyrus have been shown to play an important role in the processing of evaluating self-face. Moreover, their activations reflect the influence of social and cultural factors on self-face recognition. The inferior frontal gyrus and insula are also involved in the processing of evaluating self-face. Furthermore, they play a direct role in the subjective emotional experience of viewing or evaluating self-face. In sum, the current meta-analysis reveals the neural basis of self-face recognition and suggests two levels of processing of self-face recognition (perceptual integration processing and the accompanying process of evaluation and emotional response). The current study provides support for investigating the neural mechanism of self-face recognition and, based on the limitations of previous studies, makes suggestions for future research. Future studies could use magnetoencephalography (MEG) or simultaneous EEG-fMRI to combine brain location and time course, thereby revealing the cognitive and neural mechanisms of self-face recognition. Close attention should be paid to the structural and functional connectivity of brain areas and brain networks and to the neural correlates of interoception and self-face recognition. Clinical studies should investigate abnormal neural activity in patients with self-processing impairment and explore the influence of threatening information on self-face recognition.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The approximate number system plays an important role in the development of individual mathematical abilities, and the relationship between the two factors is affected by age. Mainly, as age increases, the degree of correlation gradually weakens, and the mechanisms change from cardinal knowledge mediation to the joint effect of multiple intermediary variables. Future research should use a more rigorous experimental design and multiple research methods to investigate the development trend, causal direction, key turning points and the underlying mechanisms of the relationship between the approximate number system and different mathematical abilities of children of all ages to better understand the role of the approximate number system in the development of individual mathematical abilities.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Judgments of learning (JOLs) are characterised as metacognitive judgments regarding the likelihood that studied items can be successfully retrieved in a future memory test. Previous studies found that people employ different types of cues to inform their online JOLs. Some of these cues can guide JOLs to accurately reflect memory status but others cannot (and are even misleading in some situations). A widely studied cue for JOL formation is subjective processing experience (e.g., perceptual fluency) while completing a given task, which often confers metacognitive illusions. It has been found that people give higher JOLs to large than to small words, despite the fact that font size has minimal influence on retention, a phenomenon termed the font size effect on JOLs. A potential mechanism underlying the effect is perceptual fluency: Large words are perceived more fluently than small ones, and fluent processing experience of large words induces a feeling of knowing, which drives people to offer higher JOLs. The font size effect is important because it spotlights a dissociation between metacognitive judgments and memory itself. The current study aims to explore the influences of encoding strength on the font size effect, and to explore practical techniques to calibrate metacognitive illusions induced by perceptual fluency. Experiment 1 aimed to delineate the role of perceptual fluency in the font size effect. Twenty-six participants first completed a continuous identification (CID) task to measure the difference in perceptual fluency (indexed by response times; RTs) between large (70-pt) and small (9-pt) words, after which they attended a classic learning task. In the learning task, participants studied large and small words one-by-one, for 2 s each, and made item-by-item JOLs. Immediately following the learning task, they completed a distractor task, followed by a free recall test. The results showed that, in the CID task, participants responded much faster to large than to small words, indicating the natural difference in perceptual fluency between large and small words. In addition, perceptual fluency (i.e., RTs in the CID task) significantly correlated with JOLs, reflecting the fluency effect on JOLs. More importantly, perceptual fluency significantly mediated the font size effect on JOLs, supporting the claim that perceptual fluency is responsible for the font size effect.Experiment 2 manipulated study durations to investigate the influence of enhancing encoding strength (through prolonging study duration) on the font size effect. Specifically, three groups of participants studied each word for 2 s, 4 s, and 8 s, respectively, and made item-by-item JOLs. The results demonstrated that prolonging study duration correspondingly decreased the font size effect on JOLs. It is, however, worth highlighting that expanding study time cannot fully eliminate the font size effect because the results still showed a significant font size effect even when the study time was increased to 8 s.Experiment 3 was conducted to further investigate the effectiveness of enhancing encoding strength for calibration of the font size effect. A sentence-making group was instructed to encode each word by generating a sentence to deepen the level of processing (i.e., encoding strength). By contrast, there were no explicit requirements of encoding strategies in the control group (i.e., participants in the control group could use any strategies they liked). In the control group, the classic font size effect on JOLs was successfully replicated; of critical interest, the effect disappeared in the sentence-making group. Such results reflect the power of improving encoding strength to calibrate metacognitive illusions induced by perceptual features.In summary, the current study establishes that perceptual fluency is at least one of the mechanisms underlying the font size effect on JOLs; prolonging study duration reduces but fails to eliminate the font size effect on JOLs; more importantly, directly deepening the level of processing through sentence-making is a valid strategy to calibrate metacognitive illusions induced by perceptual features. Theoretical and practical implications are discussed in the main text.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Executive function refers to advanced cognitive processes that control and regulate other cognitive processes, including working memory, inhibition control, and cognitive flexibility. This function is a high-level cognitive ability when completing complex cognitive tasks. Executive function is an important predictor of a child’s physical and mental health, quality of life, school success, marital happiness, and public safety. Studies have shown that physical activities, such as mindfulness yoga, coordinated exercises, martial arts, and exergame, can improve children’s executive function. Exergame is also a type of physical activity, as a synthetic word, which is a combination of exercise and game and can be seen as a physical activity for stimulating an active whole-body gaming experience. This study aims to investigate the effects of physical intensity and cognitive engagement in exergame on promoting children’s executive function immediately and long-term training.This study conducted a 2 (high/low physical intensity) × 2(high/low cognitive engagement) × 3(measurement time: before/immediately/after training) mixed experimental design, wherein 122 children age 4~6 years old were trained for six weeks. Among the within-subject variables were exercise physical and cognitive engagement, and the between-subject variable was the measurement time. The dependent variables were working memory, inhibitory control, and cognitive flexibility.Results showed that physical intensity, rather than cognitive engagement in exergame, significantly improved children’s executive function, especially the working memory after training immediately. In the long-term intervention, physical intensity and cognitive engagement in exergame significantly promoted children’s executive function, and the promoting effect of cognitive engagement was greater than that of physical intensity. This study demonstrates the benefits of long-term exergame training on children’s executive function and the types of exergame that can improve such function in children in the short or long term.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Sense of agency (SoA) is the feeling of having control over an external event through one’s own actions. SoA is a result of the connection between one's intentions, actions and outcomes. In addition, predictability of outcomes can also have an effect on SoA. Previous studies have found that threats can reduce agency, but these results are mostly limited to aggressive behavior. A pro-social outcome is often attributable to one's own action. However, it is unclear whether a person can change their perception of their actions and results. In this study, we used the Temporal Estimates method to examine the effects of voluntary action and the nature of outcomes on the sense of agency under predictable and unpredictable conditions. We used the temporal binding paradigm in order to measure the interval time in a card game task. The intensity of the sense of agency was linked with the estimated interval time. Self-interested and altruistic monetary rewards or neutral outcomes were presented to the participants. In both experiments, a neutral tone emerged by pressing buttons on their own initiative (voluntary action) or following instructions (involuntary action), respectively, under predictable conditions (Experiment 1) and unpredictable conditions (Experiment 2). Time interval from the action to the outcome was set to 200 ms, 500 ms, and 800 ms. Each interval was chosen randomly. In the experiments, participants were asked to estimate the time interval between the keys and the sound or picture, which was expressed as a number between 100 and 1000 ms. As the time interval increased, the sense of agency lessened. In Experiment 1, there was a significant main effect of actions. The time estimate for the voluntary action (self-initiative) was significantly shorter than the time estimate for the involuntary actions (following instruction). The main effect of outcome was not significant. The estimates for self-interest, altruism, and neutral outcomes were similar. However, there was a significant interaction between involuntary action and outcome. It was estimated that altruistic and neutral outcomes would take longer than self-interest outcomes, meaning self-interest outcomes would have a stronger SoA. In Experiment 2, there was a main effect of actions. The SoA was weaker in the involuntary action. The main effect of the outcome was significant. The time interval estimation of self-interest and altruistic outcomes was longer than that of neutral outcomes. There was less SoA in self-interest and altruistic outcomes, and there was no significant difference between the two outcomes. No significant interaction was found. The results of our study show that voluntary action plays a significant role in the process of SoA. Individual agency is primarily determined by voluntary action and the nature of outcomes. Involuntary action can reduce individual agency. Predictability can change the individual’s perception of the outcomes, especially when the self-interest outcome is more predictable than the altruistic outcome. The agency of self-interest and altruistic outcomes had no difference under unpredictable conditions and was weaker than the neutral outcome. The results show that outcome (self-interest and altruism) has a top-down effect on SoA and the effect is more prominent in voluntary action.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Metamemory monitoring is a process in which individuals subjectively evaluate or judge the memory process and state, and the common indicator is judgments of learning (JOLs). Metamemory control is the regulation and control of memory processes carried out on the basis of metamemory monitoring, and the study time allocation during self-paced learning is a central component of metamemory control. According to Agenda-Based Regulation Model (ABR), individuals in the learning process will comprehensively analyze various factors such as task objectives, task constraints to construct the learning agenda, which is used to prioritize the study items and the amount of time needed to study. However, the main concern of the previous studies is the value presented as a reward outcome (reward obtained after successfully memory), leading to a lack of valid examination of whether reward expectation (prediction of reward outcome) affects the agenda construction and memory performance. Therefore, the aim of this study was to supplement the reward expectation into the ABR model by verifying whether a sufficiently high reward expectation can replace difficulty with exerting a dominant influence on JOLs and time allocation in an agenda construction.Experiment 1 added a control group on the basis of Soderstrom and McCabe's (2011) to examine the effect of reward expectation and difficulty on JOLs and memory rates under a time limited learning condition by presenting the reward posteriorly. Experiment 2, which abolished the limited time learning to self-paced learning, was designed to examine the effect of reward expectation and difficulty on the study time allocation. To go a step further, Experiment 3 controlled reward expectation in the test by manipulating the value gradient, and was designed to examine the effect of the size of the gradient of reward expectation.The current study found that: (1) under the limited time learning condition in Experiment 1, reward outcomes facilitated the memory performance and JOLs of both easy and hard word pairs, and reward expectation only improved the memory performance of easy word pairs without significant effects on JOLs. (2) in self-paced learning in Experiment 2, reward outcome only affected the JOLs rather than memory performance, but reward expectation promoted both JOLs and study time allocation thus improving the memory performance, what’s more, JOLs and study time allocation of hard word pairs in condition with reward expectation are higher than with no reward. (3) in self-paced learning in Experiment 3, the influence of difficulty on study time not significant any more, reward expectation beyond difficulty becomes the main factor affecting the study time allocation. The above results proved that reward expectation is a contributing factor in ABR model. Individuals synthesize reward expectation, reward outcome and difficulty while constructing a learning agenda, and reward expectation overrides difficulty as the dominant factor in agenda construction when it is sufficiently large. However, the effects of reward expectation and reward outcome on memory performance, study time allocation, and JOLs were modulated by the learning conditions.
Subjects: Psychology >> Social Psychology submitted time 2019-02-20
Abstract： In the age of mobile Internet, it is common for people to focus on their mobile phones while neglecting other people or events around them in social situations. This phenomenon refers to phubbing. In the current paper, we systematically reviewed relevant studies, and summarized the antecedents, consequences, and functioning mechanisms of phubbing. Building on them, we proposed several directions for future research, including using a person-centered approach to explore how phubbing develops, examining the effects of phubbing from the boundary creation perspective, demonstrating the mutual influence of phubbing and interpersonal relationship quality, clarifying the impact of phubbing on the phubbers, and exploring the functioning mechanisms based on the perspective of non-interpersonal perception. " "
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2024-07-05
Abstract： The same location cost refers to the slower responses of the valid cues compared to the responses of the invalid cues when the features of the cues and the targets are inconsistent. One hypothesis explaining the same location cost is feature based suppression. It was found that the distractors with target features captured attention, while the irrelevant feature singletons led to the same location cost. This means that participants suppress feature singletons that do not match the target, causing delayed attentional allocation to this location. The other hypothesis is object updating. This suggests that the cues and the target with inconsistent features appearing in the same location are viewed as an object with changing features, the delayed response to the target reflects the time cost of updating information on the changing object. However, whether the same location cost can occur at the level of abstract conceptual meaning remains not to be studied. Here, we examined the conditions and factors for the occurrence of the same location cost contingent for meaning, in order to determine the mechanism of spatial attentional allocation./t/nA modified spatial cuing paradigm was employed in the current study. For each trial, the fixation display including central fixation and two peripheral boxes presented for 500ms, then the cue display presented for 100ms, after which the fixation display presented again for 100ms, and finally the target display presented for 500ms. In our researches, the semantic congruency between cues and targets, the semantic congruency between cues and non target items, and the locations of cues were manipulated. Cue effect which was the difference between the response of the target when it did not appear at the position of the cue and the response when it appeared at the position of the cue served as the indicator of the cue regulating the spatial attention./t/nExperiment 1 established the attentional inhibition setting for cues that were semantically consistent with non target features, and for the first time we discovered the same location cost contingent for meaning. Experiment 2 excluded the semantic contingency between cues and non target items on the basis of Experiment 1, and the same location cost disappeared, indicating that the same location cost required the attentional suppression based on non target features. Experiment 3 found that the attentional allocation was different when cues appeared at possible and impossible target positions, with only the same location cost occurring when cues appeared at possible target positions. Experiment 4 excluded the meaningful contingency between cues and non target items on the basis of Experiment 3, and the same location cost disappeared without being affected by the location of cues./t/nTo our knowledge, we have discovered for the first time the same location cost contingent for meaning and clarified its mechanism of occurrence. It is concluded that (1) the same location cost can occur at the level of abstract conceptual meaning, contingent on the current attentional control setting which is strong enough, (2) when participants hold a strong attentional control setting that suppresses a certain feature or concept, objects that are consistent with that feature or concept will be suppressed, (3) the same location cost contingent for meaning comes from suppressing non target features, but is limited to possible target locations and exhibits location-based specificity.
Peer Review Status:Awaiting Review
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