Subjects: Psychology >> Cognitive Psychology submitted time 2022-12-29
Abstract：
Compared with hearing readers, orthographic information and phonological information may play different roles in the word recognition process for hearingimpaired readers. As a communication mode for hearing-impaired readers, sign language may also affect their word recognition process. Alarge number of studies have examined the activation of orthographic representation, phonological representation, and sign language representation during visual word recognition in hearing-impaired readers. Previous studies have found that hearing-impaired readers could activate stable orthographic representations, but there were inconsistent results in the activation of phonological representations, whereas studies on hearing-impaired readers who primarily use sign language have found that they can activate stable sign language representations. Hearing-impaired readers grow up in a complex language environment, which leads to great individual differences in language experience and reading ability. However, previous works have not clearly identified the effect of language experience and reading ability on the cognitive mechanism of reading in hearing-impaired readers. Continuous attention to this problem will help to provide a reference to guide reading instruction for hearing-impaired readers. This study conducted two semantically related decision tasks to investigate the activation of orthographic, phonological, and sign language representations during Chinese visual word recognition in hearing-impaired college students. Orthographic and phonological representations play an important role in word recognition for hearing readers, but sign language representations are a phenomenon unique to deaf readers. In the current study we investigated the activation of orthographic and phonological representation in Experiment 1 and the activation of sign language representation in Experiment2. To investigate the effects of individual differences, according to their language experience and reading fluency, hearing-impaired college students were divided into deaf college students with oral language experience and higher reading ability (Skilled Oral Deaf, SOD), deaf college students with sign language experience but higher reading ability (Skilled Sign Deaf, SSD), and deaf college students with sign language experience and lower reading ability (Less-Skilled Sign Deaf, LSSD). The results of Experiment 1 showed that (a) hearing students showed a stable orthographic interference effect, whereas the phonological interference effect was weak. (b) The SOD group and the SSD group showed similar performance. Both showed a stable orthographic interference effect but did not show a significant phonological interference effect. (c) The SSD group and the LSSD group showed similar performance. Both groups showed a stable orthographic interference effect but did not show a phonological interference effect. Experiment 2 found that (a) hearing students did not show a sign language interference effect. (b) The SOD group and the SSD group differed in performance. The SSD group exhibited a sign language interference effect, whereas this effect was absent in the SOD group. (c) The SSD group performed similarly to the LSSD group. Both groups showed a stable sign language interference effect. Taken together, the following conclusions were drawn from the two studies: (a) after controlling for reading ability, language experience affected Chinese lexical recognition in deaf college students; lexical representation of oral deaf college students was similar to that of hearing readers., orthographic representations were mainly activated; and the activation of phonological and sign language representations was weak. Deaf college students who used sign language developed a unique cognitive mechanism, and they activated stable orthographic and sign language representations during visual word recognition. (b) After controlling for language experience, reading ability did not affect lexical representation during Chinese word recognition in hearingimpaired college students. (c) Based on the results of this study, combined with the representation and processing models of Chinese word recognition, we attempted to construct a cognitive model of Chinese word recognition for hearing-impaired college readers.
Peer Review Status:
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Subjects: Psychology >> Social Psychology Subjects: Psychology >> Experimental Psychology Subjects: Psychology >> Other Disciplines of Psychology submitted time 2022-11-21
Abstract：
The compromise effect is common in shopping. Is it our aversion to extremes that have led to compromise? Experiment 1 manipulated the psychological expected loss values among the alternative options based on expected-loss minimization theory. Experiment 2 further verified that the extremeness aversion theory supports the compromise effect by manipulating the psychological proximity of contextual data (excited vs. calm) to mental representational clarity (EL size) based on the context effect theory. The results showed that the smaller the gap in psychological expectancy loss, the more pronounced the compromise effect was. Excited situation data weakened the compromise effect in groups with a greater gap in psychological expectancy loss, while the compromise effect was more obvious in groups with a larger gap in psychological expectation loss. Calm situation data enhanced the compromise effect in groups with a larger loss in psychological expectancy and weakened the compromise effect.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2022-05-05
Abstract：
The visual searchability of organisms has a crucial survival significance for adapting to a complex environment. Attentional templates can enhance relevant information and suppress irrelevant information to find the target quickly during the search task. Recent studies indicate that it is not clear whether the process of establishing attentional templates is based on semantic or visual feature information. Moreover, attentional templates can be stored in both the working and long-term memory, and there are differences in the neural mechanisms of different types of attentional templates. Future research should pay attention to how the internal information is transmitted during the establishment of attentional templates, the neural mechanisms of attentional templates in different populations, and resolve theoretical disputes about the suppression mechanism of rejection templates.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2019-06-19 Cooperative journals: 《心理学报》
Abstract： 视网膜上物象对应的外在注视点之间的距离, 即双眼注视点间距(distance of binoculars point of regard, DBPR)在自闭症谱系障碍(autism spectrum disorders, ASD)个体上存 在异常的表现, 而 ASD 个体伴随较高的斜视发病率, 可能会对其双眼注视点间距产生影响。 研究采用正弦曲线平滑追踪任务范式, 探索视觉正常的 ASD 儿童在动态刺激加工过程中 DBPR 的鉴别意义。 结果发现, ASD 儿童 DBPR 过大且具有跨任务类型的稳定性, 且与斜视 无关。 DBPR 在大振幅、 快速度的条件下具有优良的鉴别力, 并与自闭症行为量表总分以及 感知觉维度显著正相关。 结果表明, 双眼注视点间距具有良好的鉴别价值。
Subjects: Psychology >> Cognitive Psychology submitted time 2019-06-18 Cooperative journals: 《心理学报》
Abstract： 视网膜上物象对应的外在注视点之间的距离， 即双眼注视点间距(distance of binoculars point of regard, DBPR)在自闭症谱系障碍(autism spectrum disorders， ASD)个体上存在异常的表现， 而 ASD 个体伴随较高的斜视发病率， 可能会对其双眼注视点间距产生影响。研究采用正弦曲线平滑追踪任务范式， 探索视觉正常的 ASD 儿童在动态刺激加工过程中DBPR 的鉴别意义。 结果发现， ASD 儿童 DBPR 过大且具有跨任务类型的稳定性， 且与斜视无关。 DBPR 在大振幅、 快速度的条件下具有优良的鉴别力， 并与自闭症行为量表总分以及感知觉维度显著正相关。 结果表明， 双眼注视点间距具有良好的鉴别价值。
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