Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As people become more and more concerned with health, environmental protection and animal welfare, vegetarianism is emerging and has drawn increasing attention from psychologists. Psychological research on vegetarianism is still at an early stage. Psychological processes regarding vegetarianism involve cognitive, emotional, motivational aspects and vegetarian identity. Individual differences, stereotype, and macro factors also influence vegetarianism. Future research could further explore how socio-cultural factors influence vegetarian food choice, social representations about vegetarianism in China, the embodied cognition effect of vegetarian food, as well as the dynamic development of vegetarianism as a subculture. Implications can be drawn for developing effective interventions on healthy and pro-environmental dietary patterns.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Feedback plays a crucial role in real life. Learning from the informative feedback, human being could master general skills and knowledge for adapting to the environment. As an important factor of feedback processing, feedback interval means the duration between initiation of behavior and the appearance of feedback stimulus. However, the prior research about how the feedback interval modulated feedback processing did not reach consistent viewpoint. Introduced both the behavioral and ERP studies about how feedback interval affects feedback processing, and analyzed the reasons for the results discrepancies among these studies. Finally, we propose the necessity to standardize the definition of feedback interval and the combination of the behavioral and electrophysiological methods in further research.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Feedback-related negativity (FRN) refers to the electroencephalogram component induced by feedback processing which reflects the individual's sensitivity to reward. Addiction can be broadly classified into substance addiction and behavior addiction. Both types of addicted individuals show pathological patterns in feedback processing. Comparing with the ordinary feedback (such as money), the FRN amplitude induced by feedback of addiction substance significantly increased in individuals with substance addiction. In the control study with non-addicted subjects, substance addicts also showed abnormal patterns relating to addiction when processing monetary feedback stimuli. Similar FRN irregularities were also observed in individuals with behavioral addiction. However, the classification of addiction disorders in most previous studies is not specific enough, and the characteristics of different subtypes of addiction disorders should be further taken into consideration in future studies. Moreover, addicted individuals are often accompanied by other mental disorders (such as depression, anxiety). Further studies should distinguish the influences of comorbid factors and reveal the unique reward processing mechanisms underlying addiction.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： A large number of studies take an “ability” perspective on children’s early mathematical development. They mainly concentrated on children’s early mathematical knowledge and skills, thereby ignoring other possibly relevant aspects of young children’s early mathematical competence. This study focuses on spontaneous focusing on numerosity (SFON), which is a tendency of individuals to spontaneously pay attention to numerosity-related information in the environment. SFON is likely to be the basis for most other mathematical focusing tendencies, but its association with spontaneous attention to a number (SAN), spontaneously focusing on arabic number symbols (SFONS), and spontaneous focusing on quantitative relations (SFOR) remains to be clarified. As one of domain-specific predictors of mathematical performance, the development trajectory and mechanism of SFON should be paid in future research. The mechanism of SFON may be explored from mathematical motivation and math anxiety, and the measurement of SFON should be improved and innovated. Meanwhile, the research on educational intervention of SFON also should be promoted.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Socioeconomic status is an important topic concerned by social class psychology. With the transformation of social development, its influence on individual psychological development has been paid increasing attention. In recent years, scholars in different fields have carried out a series of discussions on the relation between socioeconomic status and mental health, especially depression, but results remain mixed. Some have reported negative correlations between socio-economic status and depression, and others have found weak to nonsignificant correlations. In general, the reported correlation coefficients ranged from -0.45 to 0. At present, no studies have systematically generalized the scattered results on this topic, nor have they dissected the reasons for the inconsistent results. Therefore, it is necessary to gain better insight into the relation between socioeconomic status and depression, and the factors that affect this relation. At the same time, China is in the deep-water area of reform and development. The rapid economic development has made the gap between the rich and the poor increasingly intensified, and it has also made class mobility more difficult. Therefore, exploring the relation between socio-economic status and depression can provide a more detailed basis for the formulation of the current social mental health service system in China.In Chinese database (China National Knowledge Infrastructure database), the keywords “社会地位” or “经济地位” were respectively matched with “抑郁”, and the literatures with such keywords in the abstract were searched. In foreign databases (Web of Science Core Collection, Elsevier SD, PsycINFO, PsycArticles, and ProQuest Dissertations and Theses), the keywords “socioeconomic status”, “socio-economic status”, “social class”, and “social status” were matched with “depress*” respectively, and the literatures with such keywords in the abstract were searched. In addition, to avoid omissions, literature supplementation was performed through citations during literature reading and Google Scholar. Finally, a total of 11110 studies were obtained. After literature screening, a total of 58 studies (including 65 effect sizes and 76,715 participants) were finally included, with a time span from 1973 to 2022. The correlation coefficient r was used as the effect size, and the random effects model in software Comprehensive Meta-Analysis Version 3.0 was used to conduct the meta-analysis.The main effect analysis indicated a small significant negative correlation between socio-economic status and depression (r = -0.15). Further sensitivity analysis showed that the estimated effect size fluctuated between-0.158 and -0.147, indicating that the estimated result was stable. The moderating effect analysis showed that: (a) The moderating effect of the sampling year was significant (b=-0.008, 95%CI [-0.015, -0.001]), and the relationship between socioeconomic status and depression became stronger with the development of the times; (b) The moderating effect of SES measurement tool is significant, and the correlation measured by SSS is the strongest, while the correlation measured by FISS or principal component analysis was the weakest; (c) The moderating effect of SES measurement type was significant, and the correlation between subjective socioeconomic status and depression was higher than that of objective socioeconomic status;. (d) The moderating effect of SES measurement form was significant, and the correlation between family socioeconomic status and depression was lower than that of one's own socioeconomic status; (e) The moderating effect of depression measurement tool was marginally significant, the correlation measured by SCL was not significant, and the correlation measured by CDI or CESD was higher than other tools; (f) Gender, age, individualism index and design form (cross-sectional design vs longitudinal design) had no significant moderating effects on the relationship between socioeconomic status and depression.This is the first study to analyze the overall strength of the association between socioeconomic status and depression. The results showed that there was a significant negative correlation between them, indicating that relevant public policies should be formulated and supporting schemes should be provided to care for the socio-economic disadvantaged groups, especially to improve their education and income levels, so as to prevent the occurrence of group depression. In addition, the present study also found that the effect size was affected by many operational characteristics (i.e., socio-economic status measurement type and depression measurement), suggesting that future researchers should pay more attention to the choice of scales when conducting research. Specifically, for socioeconomic status, objective and subjective indicators should be combined as far as possible, and it is best to directly measure the socioeconomic status of the individual rather than the family. For depression, scales that measure too few depressive symptoms should be avoided as far as possible. This study also found that the effect size is affected by the development of the times, suggesting that China should vigorously promote the policy of common prosperity in the new era, promote class mobility, prevent class solidification and the further expansion of the gap between the rich and the poor, so as to reduce the occurrence of depression from the social level. Finally, although age and research design failed to moderate the relation between socioeconomic status and depression, both essentially reflect the long-term effect of socioeconomic status on individual's depression. This suggests that public services and public policies should pay attention to long-term effectiveness in the implementation.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Feedback-related negativity (FRN) is an Electroencephalogram (EEG) component that reflects an individual’s reward sensitivity. Depression is usually characterized by decreased reward sensitivity. Several cross-sectional studies have found abnormal FRN in patients with major depressive disorder (MDD) and in those at risk of depression. Moreover, longitudinal studies have found that abnormal FRN can predict the onset of adolescent depression and the development of depressive symptoms; in this process, stress and sleep are two essential moderators. This suggests that FRN may have potential value in the diagnosis and classification of depression and the screening and intervention of high-risk groups of depression. Presently, some controversies regarding the psychological function of FRN still exist. In future research, the function and measurement of FRN should be further clarified, and the effects of heterogeneity and comorbidities of depression on FRN should be further examined. We should also focus on the relationship between FRN and depression in the elderly.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Adolescents are known to engage in more risk-taking behaviors (such as smoking, drug use, skiing, and climbing) than children and adults. Previous research has suggested that at least two factors are associated with adolescent risk-taking behavior: one is the presence of a peer, which could activate the brain’s reward circuitry and lead to adolescents’ more reward preference and risk-taking; the other is self-esteem, high self-esteem individuals are inclined to take part in more risky behaviors, particularly those socially acceptable risky behaviors. However, the interaction between peer presence and self-esteem on adolescent risk-taking behavior is still unclear; especially evidence from ERP studies is rare. With ERP technique, the present study explored the interaction between peer presence and self-esteem on adolescent risk-taking behavior. According to the scores on Rosenberg’s Self-Esteem Scale, 34 participants were chosen from 216 freshmen and were divided into two groups: the 16 students with top scores were in high self-esteem group and the 18 adolescents with lowest scores were in low self-esteem group. Each group was then divided into two subgroups: one was peer presence subgroup in which each adolescent was asked to bring a sex-same peer to come to observe his or her following experiment performance on the Balloon Analogue Risk Task (BART); in the other subgroup without a peer in presence, all participants completed the BART alone. All participants’ EEGs were recorded when they were operating BART and their BART values (total number of inflating balloons / number of unexploded balloons) were also calculated as their behavioral index of risk-taking behavior. Behavioral results indicated that: 1) those adolescents with either a peer in presence or high self-esteem showed more risk-taking behaviors; 2) self-esteem moderated the effect of peer presence on adolescent risk-taking behavior: only for high self-esteem adolescents, did peer presence significantly increase their risk-taking behaviors. The ERP experiment showed similar results: 1) compared to the alone group, the group with a peer in presence demonstrated larger amplitudes of N1, P3 and LPP; and high self-esteem adolescents’ P3 and LPP amplitudes were also greater than those with low self-esteem, indicating possibly more risk-taking behaviors; 2) the effect of peer presence was only significant for high self-esteem adolescents who showed greater amplitudes of N1, P3 and LPP components when observed by a peer. These findings provide ERP evidence for the effects of peer presence and self-esteem on adolescent risk-taking behavior and suggest that adolescents with high self-esteem should be more influenced by their peers on their risk-taking, particularly on that non-negative risk-taking, possibly because they are more sensitive, more exciting, and have a stronger approach motivation to rewards in risk-taking.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： An important aspect of human cognition is that performance depends on the strategies that people use in a wide range of cognitive domains. In the field of arithmetic cognition, the performance of strategy utilization is influenced by many factors among which central executive functions (central executive functions, EFs) are involved and play critical roles. In previous studies, researchers tended to focus on the impact of central executive load on the use of arithmetic strategy in children or adults with typically development (TD) of mathematical ability, whereas children with mathematics difficulties (MD) had been out of consideration. Consequently, the present study used the choice/no-choice paradigm to investigate the influence of central executive load on the strategy utilization of children with MD during arithmetic processing. Seventy-four sixth graders consisting of 36 MD and 38 TD were selected in accordance with previous studies strictly. All participants were asked to finish a two-digit addition computational estimation task with rounding-up or rounding-down strategy and a secondary task at the same time. The task consisted of two parts, strategy execution and strategy choice. Meanwhile, we manipulated varying central executive load as a secondary task by requiring participants to memorize five (high central executive load) or three (low central executive load) digits presented randomly in sequence at the beginning of each trial and ranked them with descending order or no digit (no central executive load). Results showed that: (1) In terms of the strategy executive, the accuracy rate of MD was significantly lower than TD under the three central executive load conditions. The reaction time of MD was significantly longer than TD under both “no” and low central executive load conditions but not for high central executive loaded condition. With the increasing of central executive load, the MD had distinct manifestation compared with TD on strategy executive; (2) In the case of strategy selection, the accuracy rate of MD was significantly lower than TD and the reaction time of MD was significantly longer than that of TD under three central executive loaded conditions. Compared with TD, the strategy selection of MD was more heavily influenced by the levels of central executive load. Likewise, the performance of MD was influenced by growing central executive load on strategy selection other than TD; (3) For the adaptivity of strategy choice, the higher of the central executive load level was, the worse the adaptivity of strategy choice of participants became, and the adaptivity of strategy choice of MD was significantly worse than TD under all of three central executive load conditions. These findings have important theoretical and practical significance for the profound understanding of the potential mechanism of MD with worse strategy utilization. In conclusion, the strategy utilization of MD is worse than TD during arithmetic processing. Though strategy utilization of both the MD and TD is getting worse as a function of the levels of central executive load, MD are more heavily influenced by central executive load. The adaptivity of strategy choice of two groups is affected by the strength of central executive load and the adaptivity of strategy choice of MD is always worse than TD. Moreover, the present study contributes to explore how the central executive load influences the process of strategy utilization clearly. Combining with event-related potential (ERP) as well as functional magnetic resonance imaging technology (fMRI), future research should further explore the changes of individuals’ ERP components or brain regions activated under different levels of central executive load.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Mathematics is an essential subject related to many fields such as science, engineering, economics, and medicine, which are of great and increasing importance for the development of modern society. In recent years, many studies using quantitative genetics, which adopted the twin-study design, were conducted to identify the heritability of performance related to mathematical ability and disability. Although the underlying mechanism is poorly understood, the qualitative behavioral genetics study demonstrated that mathematical abilities are moderately heritable. However, extant evidence was mainly obtained from quantitative genetic research, solely reported by a few molecular genetic studies, which specifically investigated mathematical ability or disability. To the best of our knowledge, till date, only a single molecular genetic study has investigated the effect of the gene (G) × environment (E) interactions on mathematical ability in children. The present study was designed to extend the previous research by examining the effect of the interaction between brain-derived neurotrophic factor (BDNF) gene rs6265 polymorphism and parent-involved education (PIE) on the basic mathematical ability in primary school children. Further, we assessed these two competing models, the classic diathesis-stress model vs. the newly developed differential susceptibility model.Primary school (PS) children (n = 602, male = 297, female = 305) from 23 classes ranging from grade-3 to grade-6 were included in the study. Their basic mathematical ability was assessed using the Chinese rating scale of pupil’s mathematical abilities and PIE was examined by employing a behavior questionnaire of pupil’s PIE (version answered by parents). The genomic DNA of PS children was extracted from their saliva samples. Genotyping of these DNA samples to identify rs6265 polymorphism in BDNF was performed using real-time PCR with MassARRAY RT software version 3.0.0.4 and analyzed using MassARRAY typer software version 4.0. A series of linear regression statistical analyses were conducted using statistical package for social sciences software version 19.0. Further, re-parameterized regression models were constructed to examine the effect of the interaction between BDNF rs6265 polymorphism and PIE on basic mathematical ability in PS children using the two potential competing G × E hypotheses.In this study, we obtained three major results, which are as follows: (1) BDNF rs6265 polymorphism was significantly associated with logical thinking (LT) and spatial vision (SV) abilities in PS children. Especially, PS children carrying the AA genotype exhibited a better performance of LT and SV abilities compared to PS children carrying the G allele. (2) The interaction between rs6265 polymorphism and PIE substantially predicted LT and SV abilities in PS children. The PIE behavior positively predicted LT and SV abilities among PS children carrying the G allele but not the AA genotype. (3) The indexes in re-parameterized regression models supported the strong diathesis-stress model.In conclusion, by elaborating the moderating effect of PIE, the present study enriches the literature on the association between BDNF rs6265 polymorphism and basic mathematical ability in PS children. This study expands our knowledge regarding the G × E underpinnings of basic mathematical ability and the novel as well as newly developed methods, which are proving to be highly efficient and legitimate.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Forgetting is an adaptive process that can limit the interferences from irrelevant distractors and update valuable information. With regard to negative events, intentional forgetting can effectively help us to recover from trauma. The research on the intentional forgetting of emotional information usually adopts the directed forgetting paradigm. The better memory performance of R items relative to F items is referred to as the typically directed forgetting effect. Although emotional information is thought to be easier to remember than neutral information because of the attentional capture and elaborative process, whether emotional information is more resistant to forgetting is obscured. Most studies on emotional directed forgetting used various discrete items, such as words and pictures, and few addressed continuous events that are actually common in our episodic memory. Directed forgetting is not an all-or-nothing phenomenon because specific and general information appears to be forgotten at different rates. Therefore, this study aims to investigate the influence of emotions on the directed forgetting effect of continuous events. This study also explores the differences in forgetting rates between general/gist memory and specific memory.In the present study, we adopted the event directed paradigm that embeds memory instructions into continuous videos. In experiment 1, 36 participants were equally divided into two groups: one group watched a neutral video, and the other group watched a negative one. Each video contained nine R segments and nine F segments that were surrounded by green and purple borders. The colored borders acted as memory instructions. The participants were asked to remember the video segments when the border was green and to forget the video segments when the border was purple. The test phase involved free recall and recognition. The participants were requested to recall all information about the video regardless of the classification of the memory instruction (R or F segments). Then, the participants were asked to identify the old pictures among the distractors. The old pictures were taken from the studied videos, and the distractors were slightly similar to the old pictures. The participants’ responses were classified as general/gist memory and specific memory on the basis of previous studies. In experiment 2, we disrupted the play order of segments to further explore the influence of continuity on the directed forgetting effect.The results of experiment 1 showed that the directed forgetting effect was lower in the negative video than in the neutral video. In addition, the participants demonstrated good memory for the general/gist information of the negative video in free recall. In the recognition phase, no directed forgetting effect was observed for specific memory in the negative video. The result indicated that emotions impaired or eliminated directed forgetting for continuous events. However, the performance of the gist-only memory for the R and F segments was not significant in the neutral and negative videos. Therefore, we speculated that the sequential play of segments might have led to the possibility of participants correctly guessing the general gist of the content. Therefore, we disrupted the order of segments in experiment 2, and the results showed a typically directed forgetting effect for gist-only memory.In conclusion, directed forgetting could appear in continuous events. However, emotions impair the directed forgetting effect for a specific memory. For gist-only memory, the directed forgetting effect is affected by the continuity of events.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Early adolescence is a critical period for examining the development of depression in that there is a sharp increase in the prevalence. Existing studies suggested that depression was significantly associated with negative life events. However, it is well-known that not all adolescents who experienced negative life events would become depressed. Findings from molecular genetics indicated that catechol-O-methyltransferase (COMT) gene Val158Met polymorphism might be an important candidate gene of depression. Some researches have also investigated the moderating effect of COMT gene Val158Met polymorphism on the association between negative life events and depression. However, the findings still remain inconsistent. According to developmental system theory, family factors, such as parental rearing behavior, may also play an important role on adolescent depression. However, whether and how COMT gene Val158Met polymorphism with parenting behavior moderate the association between negative life events and early adolescent depression remain unclear. Moreover, extant evidence has demonstrated that there is a significant gender difference in the interaction between gene and environment on depression. The aim of this study was to investigate the moderating role of COMT gene Val158Met polymorphism and parenting behavior on the association between negative life events and early adolescent depression, and its possible gender differences. In this study, 637 adolescents (Mage = 13.50 years, male = 344) of two middle schools in Jinan were selected as subjects. Adolescent depressive symptoms, negative life events and parenting behavior were accessed using self-rated children’s depression inventory (CDI), adolescent life events scale and parental rearing behavior questionnaire. All measures showed good reliability. DNA was extracted from saliva. Genotype at Val158Met polymorphism was performed for each participant with MassARRAY RT software version 3.0.0.4 and analyzed using the MassARRAY Typer software version 3.4 (Sequenom). A series of hierarchical regressions, internal replication analyses and meta-analyses were conducted to examine the effects of negative life events, Val158Met polymorphism and parenting behavior on adolescent depression. The results showed that negative life events significantly positively predicted early adolescent depression. Moreover, negative life events, COMT gene Val158Met polymorphism and positive paternal behavior had a significant three-way interaction on adolescent depression, which only existed in male adolescents. Specifically, for male adolescents with Val/Val genotype, positive paternal behavior played a significant moderating effect on the association between negative life events and depression. When the level of positive paternal behavior was lower, negative life events could positively predict male adolescent depression, whereas its effect was not significant when the level of positive paternal behavior was higher. Additionally, the above mentioned interaction was not observed among male adolescents with Met allele. The findings also indicated that both positive and negative maternal behaviors had marginally significant interactions with COMT gene Val158Met polymorphism and negative life events, and were also manifested only in male adolescents. In the further simple effect analysis of the three-way interactions, male adolescents with Val/Val genotype were still more sensitive to the environment. Overall, our results suggested that the effects of negative life events on early adolescent depression were moderated by COMT gene Val158Met polymorphism and parenting behavior, and there were gender differences in the moderating effect. More importantly, this study emphasizes the effects of genes and multiple environments on depression, which lends a reference for future studies on the interaction between genes and multiple environments. Besides, the findings provide important implications for the theoretical construction and intervention of adolescent depression.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Well-being is an important aspect of an adolescent’s mental health, and it has been recognized as such by a majority of developmental psychologists. Relatively few studies, however, have examined the latent growth of well-being, particularly during early adolescence. School assets include the school environment, relationships with teachers, and the young person’s attitude toward school. Existing research has shown that school assets are closely related to the current and future levels of well-being of adolescents. However, little is known about the longitudinal mediating mechanism between two variables. The current study used latent growth curve modeling to examine developmental trends in school assets, intentional self-regulation and well-being, incorporating a three-wave longitudinal design. On this basis, a longitudinal mediation model was constructed to examine the effect and longitudinal mediation of the level and slope of intentional self-regulation between school assets and the development of well-being.A sample of 1214 school children (mean age = 12.89 years, SD = 0.51) was followed up for three years from the first year of junior high school to the third year of junior high school. In three waves, they anonymously filled out questionnaires regarding school assets, intentional self-regulation and well-being. All of the measures showed good reliability and validity. The adolescents’ socio-demographic information was collected at the first wave. We used SPSS 21.0 and Mplus 7.4 to analyze the data. A series of models were tested in the following sequence. First, we used the latent growth models to examine the development trend of each variable; second, we examined the effects of school assets on well-being by using the parallel process models; third, we used a longitudinal mediating model to examine the mediation hypothesis. In this model we first used a causal-step strategy to inspect the specific paths, and we used the bootstrap method to test the indirect effects. Results showed that, during early adolescence, school assets remained stable, self-regulation and well-being increased in a linear manner during the follow-up period, but, the higher the initial level, the slower the growth rate. After controlling for gender and district, the structural equation model showed that school assets had a positive effect on the level of well-being, but it could not directly predict the growth rate of well-being; School assets can indirectly affect the initial level of well-being through the initial level of intentional self-regulation. These findings suggest that early adolescence may be a critical period for the development of intentional self-regulation and well-being. They not only highlight the importance of school assets for the growth of intentional self-regulation and well-being during early adolescence, but also confirm the indirect role of the adolescent’s own developmental strength in the relationship between school assets and well-being.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Working memory representations can guide attention toward memory-matching objects. When the memory items match the targets of a visual search task, the allocation of working memory (WM) resources contributes to the establishment of attentional templates. The memory item that receives less WM resources than others does not guide attention, even when it is stored in WM. On the other hand, two memory items that receive equal amount of WM resources guide attention simultaneously. However, it is still controversial how WM representations guide attention when the memory items match the distractors of a visual search task. Some studies found that due to cognitive control, attention cannot be guided by WM representations when they match distractors. On the other hand, other studies found that attention can be guided by even two WM representations. Could the allocation of WM resources also influence attentional guidance, when the memory items match the distractors of a visual search task? In the present study, to answer the above question the allocation of WM resources was manipulated by varying the precision requirement of WM representations. Four experiments were carried out. Participants were asked to encode colors of items into WM and perform a subsequent memory test or a gap-location search task, which were presented randomly with an equal probability. The precision requirement of WM representations was manipulated by varying the magnitude of change between two memory test items. More precise memory representations were required to detect small changes between two memory test items than large changes. In Experiment 1, we investigated whether memory-based attentional capture was influenced by the precision requirement of WM representations. Participants were asked to memorize a color under a high or low precision requirement. In some trials, the memory color reappeared in the search task as a distractor. In Experiment 2, we investigated whether the memory-based attentional capture observed was related to the different active states of WM representations. Participants were asked to memorize two colors under a high or low precision requirement. An informative cue was presented simultaneously with the target colors to indicate which color would be tested more frequently. Each color reappeared in the search task with an equal probability. In Experiment 3, we investigated whether the precision requirement of WM representations influenced the number of WM representations that can simultaneously guide attention. Participants were asked to memorize one (memory-1) or two (memory-2) colors under high or low precision requirement conditions. Zero (match-0), one (match-1) or two (match-2) memory colors reappeared as distractors in the search task. In Experiment 4, we further explored the underlying mechanism by which precision requirement of WM representations influenced attentional guidance. The event-related potential (ERP) technique and the same experimental design as in Experiment 1 were used. The behavioral results showed that when retaining one item in WM, the capture effect under high precision requirement was larger than that under low precision requirement. When retaining two memory items under low precision requirement, the capture effect for distractors that matched with high-priority items was larger than that for distractors that matched with low-priority items, whereas when retaining two items under high precision requirement the capture effect for distractors that matched with high- and low-priority items showed no difference. Under high precision requirement, the capture effect for the memory-2/match-2 condition was larger than that for the memory-2/match-1 and memory-1/match-1 conditions, while under low precision requirement the capture effect for the memory-2/match-2 and memory-1/match-1 conditions showed no difference, with their capture effects being larger than that for the memory-2/match-1 condition. The ERP results showed that during the maintenance phase of WM, items under high precision requirement elicited larger negative slow waves (NSW) and a larger late positive component (LPC) than items under low precision requirement. During the search task, larger N2 for distractors and smaller N2-posterior contralateral component (N2pc) for targets were elicited under high precision requirement, when the distractors matched with the memory items than when the distractors mismatched with the memory items, whereas equal N2 and N2pc were elicited under low precision requirement, when the distractors matched or mismatched with the memory items. It can be concluded that in the contingent attentional capture paradigm, WM representations under high precise requirement can capture more attention than that under low precise requirement. Its underlying mechanism is that maintaining WM representations under high precision requirement costs more resources than that under low precision requirement, and therefore the resource for searching targets declines and the attention captured by memory-matching distractors increases.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Given a broad range of changes in cognitive, emotional, and social relationships, adolescence might mark the beginning of a period of significant fluctuations in psychosocial adaptation because it is a period of preparation for the future that requires special attention and protective measures. The developmental characteristics of different aspects of adolescents’ adaptation have been well studied. However, these previous studies, which have tended to explore various aspects of adolescents’ adaptation in isolation, have been unable to reflect the diversity of adolescents’ adaptation patterns and their variability over time. In addition, exploring and determining school situation-related predictors are essential for helping education professionals understand the relevant factors that affect various profiles and transition patterns of adolescents’ adaptation and, thus, formulate effective prevention and intervention programs to maintain and improve adolescents’ psychosocial adaptation. This study uses a person-centered approach to explore the profiles and transition patterns of early adolescents’ psychosocial adaptation and investigate gender differences and the protective role of school assets. A sample of 1012 junior middle school students was selected as participants and measured three times. The adolescents completed loneliness, depression, happiness, school assets scales, and peer nomination forms during the three measurements. The head teacher assessed the students’ prosocial and externalized problem behaviors. The descriptive statistics and multiple logistic regression were analyzed by SPSS 21.0. The profiles and transition patterns of adolescents’ psychosocial adaptation and the predictive effects of school assets and gender were further analyzed using Mplus 7.4. The results showed that adolescents’ psychosocial adaptation had two profiles at T1: a well-adapted profile and an internalizing problem profile. Adolescents at T2 and T3 were divided into four profiles: a well-adapted profile, an internalizing problem profile, an externalizing problem profile, and a peer rejection profile. From T2 to T3, adolescents in the well-adapted and internalizing problem profiles were more likely to remain in the original group, whereas the peer rejection and externalizing problem profiles showed a higher degree of transition. Adolescents in the peer rejection and externalizing problem profiles were more likely to transition to the well-adapted profile. In addition, school assets were a protective factor for adolescents’ psychosocial adaptation. As school assets increased, adolescents were more likely to be and remain in the well-adapted profile, whereas those in the externalizing problem and peer rejection profiles were more likely to transition to the well-adapted profile. The study also found gender differences in the profiles: at T2, girls were more likely to enter the internalizing problem profile. This study adds to the understanding of the diversity of the psychosocial adaptation development patterns of early adolescents and suggests the need for comprehensive screening and dynamic monitoring of adolescent adaptation and more complex intervention programs tailored to the specific characteristics of the relevant groups and boys and girls. In addition, identifying the protective role of school assets can help mental health professionals understand the supporting factors in the development of individual health, thereby promoting the positive development of adolescents. Moreover, this study provides a reference for school context-based assessment and intervention strategies.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Mathematics anxiety is a sense of tense and anxious that an individual feels when solving the problems related to mathematics. This phenomenon has a considerable prevalence among children and youth, even in adults. Currently, most studies regard mathematics anxiety as a single-dimensional structure. However, mathematics anxiety is a multi-dimensional structure. For example, individuals with high mathematics learning anxiety are often associated with low mathematics achievement, while individuals with high mathematics evaluation anxiety do not necessarily lead to low mathematics achievement. And the dynamic developmental bio-psycho-social model holds that the interaction between individual factors and environmental factors makes the development of individuals’ mathematics anxiety heterogeneity. As individual factors and environmental factors are constantly developing and changing, the developmental trajectories of mathematics anxiety are dynamic. However, there were no studies has examined the individual heterogeneity of mathematics anxiety and the development and transitions of it from a longitudinal perspective. Moreover, parental educational involvement as one of important environmental factors might predict the transitions of mathematics anxiety over time. Thus, person-centered approach was used to solve these two problems in this study. In this study, 1720 students of grade three and grade four in county primary schools were selected as participants. Children's Mathematics Anxiety Scale compiled by Chiu and Henry (1990) and revised by Geng and Chen (2005) and Questionnaire on Parental Involvement Behavior of Primary School Students compiled by Wu, Han, Wei, and Luo (2013) were used to measure children's mathematics anxiety and their perceived parental educational involvement separately three times over three years. Latent profile analysis and latent transition analysis were used to explore the possible subtypes of children's mathematics anxiety and the transitions between different subtypes over three waves in this study. Multiple logistic regressions were used to examine the effect of parental educational involvement in the latent transitions of different mathematics anxiety subtypes. All data were analyzed by SPSS 22.0 and Mplus 8.0. Some valuable results were obtained as follows. (1)There were three different subgroups of mathematics anxiety in primary school children, including low mathematics anxiety group, high mathematics evaluation anxiety group and high mathematics acquisition anxiety group; (2)As time went by high mathematics evaluation anxiety group tended to change to low mathematics anxiety group, high mathematics acquisition anxiety group tended to change to high mathematics evaluation anxiety group, and low mathematics anxiety group were relatively stable; (3) Positive father involvement could promote the change of children's mathematics anxiety from high mathematics acquisition anxiety group to low mathematics anxiety group, which was mainly in girls. For girls, mother involvement was able to promote the change of their mathematics anxiety from high mathematics evaluation anxiety group to low mathematics anxiety group; however for boys, mother involvement was able to promote the change of their mathematics anxiety from high mathematics evaluation anxiety group to high mathematics acquisition anxiety group. For the low mathematics anxiety group, the positive effect of parental educational involvement was significant. There was group heterogeneity in mathematics anxiety, and distinct subtypes of individuals may change over time, and parental educational involvement played different roles in different subgroups of children's mathematics anxiety. This study confirmed that the dynamic developmental bio-psycho-social model hypothesized that different individuals were affected by the different interaction of individual factors and environmental factors, and there were heterogeneity and dynamics in the developmental trajectories of individual mathematics anxiety. In view of this, parents or teachers should use different teaching methods for different subtypes of mathematics anxiety in mathematics learning. In addition, future researchers should consider individual heterogeneity of mathematics anxiety.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Implicit learning is integral to human cognition. It occurs during the learning phase (online periods) and the offline interval after the learning phase (offline periods). The process during the offline periods is referred to as consolidation, which means stabilization or enhancement of a memory trace even without additional practice after the initial acquisition. Some studies have preliminarily explored the effect of sleep on the consolidation of perceptual and motor sequences in implicit learning. However, these studies have failed to achieve a complete separation of motor sequences and perceptual sequences, thus leaving open the question of whether the sequence type moderates the effects of sleep on the consolidation of implicit sequence learning. In addition, previous studies of explicit learning have found that sequences with long length and high complexity were more likely to benefit from sleep than simple sequences, showing a sleep-based offline consolidation effect. Therefore, the question of whether the effect of sleep on offline consolidation of implicit learning of perceptual and motor sequences is moderated by sequence complexity remains unresolved. The present study addressed these issues through three experiments applying different sequence length levels and complexities using a modified version of the Serial Reaction Time (SRT) task, which allows independent manipulation of perceptual and motor sequences. Participants were instructed to press the corresponding key as quickly and accurately as possible according to which color of the target square was the same as that of the surrounding square. In the perceptual sequence group, the target square color followed a sequence, but the finger response orders were randomly assigned. The opposite was true for the motor sequence group. Subsequently, a prediction test was used to estimate the amount of possible explicit knowledge. Experiment 1 used a short six-element sequence with lower complexity and showed a more robust offline consolidation effect in the motor sequence group compared to the perceptual sequence group. However, sleep does not promote the offline consolidation of both sequences. In Experiment 2, a more complex sequence (sequence length 11) was used. The results showed that participants implicitly learned the motor sequence. In the motor sequence group, participants with sleep performed a better offline consolidation effect than those without sleep. However, participants neither implicitly acquired the sequence nor showed an offline consolidation effect in the perceptual sequence group. Participants performed a small or non-significant perceptual sequence learning effect in Experiments 1 and 2. Based on this result, the sleep-related offline consolidation of the perceptual sequence was further examined using a more simple sequence of length 4 in Experiment 3. The results showed that participants exhibited improvements in the performance of perceptual sequences learning, but no offline consolidation effect was observed in either group. The combined results of the three experiments showed that sleep does not promote the offline consolidation of perceptual sequences, regardless of the degree of difficulty. For motor sequences, the sequence learning effect significantly increased following sleep but not after waking when the sequence length was long and structural complexity was high. However, sleep-related offline improvements were absent when the sequence length was short. In conclusion, these results indicated that the offline consolidation of implicit sequence knowledge based on sleep is modulated by sequence type and sequence complexity.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Feedback processing plays an important role in behavior modification and knowledge acquisition. Previous research has explored the neurophysiological basis and psychological functions of feedback processing and proposed corresponding theoretical models, but little is known about how working memory (WM) load affects feedback processing. Studies have reported electrophysiological indicators, such as the reward positivity (RewP) and the related theta and delta oscillations, the P3 and the late positive potential (LPP), during brain processing feedback. This study will further examine how WM load modulates these electrophysiological components and their corresponding cognitive functions. In the present study, we used a dual-task paradigm to investigate feedback processing under different WM load conditions. This study included 25 healthy college students and used a 3 (WM load: baseline vs. low WM load vs. high WM load) by 2 (feedback valence: positive vs. negative) within-participant factorial design. During the experiment, participants were asked to perform a simple gambling task and a spatial memory task simultaneously, and the magnitude of the WM load included three conditions: baseline, low WM load and high WM load. The RewP generated in the early stage of feedback processing and the LPP generated in the late stage of feedback processing, as well as the delta and theta oscillations related to feedback evaluation, were analyzed. The behavioral results showed that the accuracy of the low WM load condition was significantly higher than that of the high WM load condition. The electrophysiological results showed that the amplitudes of the RewP were sensitive to feedback valence, with positive feedback evoking larger RewP than negative feedback, but the RewP was not affected by the WM load. There was no difference in the P3 amplitude under the different WM load conditions. For the LPP, there was a significant interaction between the WM load and feedback valence. Further analysis revealed that, in the high WM load condition, the LPP amplitude was larger for positive feedback than for negative feedback. The theta power differences between negative feedback and positive feedback were larger in the low WM load condition than in the high WM load condition. For delta oscillation, the power was increased after positive feedback compared to after negative feedback, but there was no difference at different WM load levels. The RewP results indicate that the participants process feedback valence information well under all three WM load conditions in the experiment. The LPP results suggest that the participants assigned additional emotional motivation to the feedback outcome as a result of their cognitive efforts under high WM load conditions. The ERP results for the time domain dimension showed that the effect of the WM load on feedback processing was most noticeable in the later stages of feedback processing. Moreover, these observations support the argument that the RewP and theta power reflect distinct cognitive phenomena; namely, the RewP reflects the processing of feedback valence in the anterior cingulate cortex (ACC), whereas theta oscillations reflect the role of the ACC in cognitive control. The WM load selectively modulates the cognitive control process in the ACC.
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