Subjects: Psychology >> Social Psychology Subjects: Psychology >> Developmental Psychology submitted time 2023-05-17
Abstract： Perception of groups develops from an early age. Previous studies focused on groups with perceptual-salient cues like gender and race. As highlighted in the intuitive theories of social categorization, children perceive social groups as natural kinds or serving functional roles of social obligation. However, the priority ofthese two aspects affecting children’s group perception is yet to be explored. Our current research summarized these two aspects into physical-type and societal-type cues. Physical-type cues are identified by perceptual-salient attributes related to people like color, gender, and socioeconomic status (SES). Societal-type cues reflect shared attitudes, beliefs, and values among group members, such as common interests, group belongings, and norms. It has previously been found that children start to endorse prescriptive norms around age five. Therefore, we assume that children’s preferences for societal-type cues will increase across ages 3 to 8, with a critical period of 5 to 6 years of age. Study 1 was tested online. A total of 215 children (108 males) ages 3 to 8 were recruited. Three physical-type and three societal-type cues were paired under nine experimental conditions. Two tasks were conducted in random order between the participants: The Triad ClassificationTask and the Exclusion Task. Both tasksrequired participantsto categorize targets based on one of the two given cues (each represented by one cue-type). In the Triad Classification Task, children needed to select one target from two peers, and in the Exclusion Task, they needed to exclude one target. Study 2 tested 3- to 8-year-old children offline (3- to 4-year-olds: 32 children; 5- to 6-year-olds: 21 children; 7- to 8-year-olds: 20 children). Six cues were combined into two experimental conditions(gender × color × norm vs. SES × common interest × belonging). Children were tested using the Opening Social Categorization Task, in which they categorized eight targets into two groups, and reported the reasons for categorization. Results of the two studies demonstrated that 3-to 8-year-olds could apply physical-type and societal-type cuesto group perception. Specifically, childrenrely more on societal-type cues than physical-type cues as they grow up. The 3- to 4-year-olds preferred societal-type cues in social categorization tasks with two choices (Study 1), and physical-type cues in tasks offering three choices(Study 2). Children aged 5 to 8 displayed preferencesforsocietal-type cuesin the tasks of Study 1, whereasshowed no cue preferences in Study 2. Therefore, for young children (3- to 6- year-olds), their preferencesforsocietal-type cues were sensitive to the number of cues provided in the social categorization tasks, and offline versus online measurements. Moreover, children’s cue-type preferences differed significantly between 3- to 4-year-olds (preferred physical-type cues) and 7- to 8-year-olds(preferredsocietal-type cues). Thus, the critical period for developing a preference for societal cues was 5 to 6 years of age. Thisstudy constructs a new framework of physical-type and societal-type cues to understand children’ssocial categorization and group perception. These two types of cues reflect children’s perceptual and conceptual foundation in theirsocial categorization. Across ages, children’s ability to apply physical-type and societal-type cuessupportsthe intuitive theory of social categorization that children are naturally perceived as groups from two aspects. Physical and societal aspects may be the basic dimensions of group perception. Future research could extend the present findingsto othersocial categories, and more importantly, provide more neurobiological evidence for children’s biases toward societal-type cues.
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2023-05-09
Abstract： The COVID-19 pandemic has led to a shift from in-person face-to-face counseling (F2F) to online videoconferencing counseling (VCP), which poses the question: how does VCP affect treatment outcomes compared to F2F? Existing research has demonstrated the equivalence of VCP and F2F in terms of effectiveness. However, the working alliance, a key common factor in F2F, has been found to be lower in quality in VCP than in F2F in a recent meta-analysis. Moreover, only one study has examined the reciprocal relationship between working alliance and treatment outcomes in VCP at the within-patient level. The present study aims to (a) compare the treatment outcomes between VCP and F2F using longitudinal data from a naturalistic setting; and (b) explore the mutual influence of working alliance and treatment outcomes in VCP and F2F at the within-patient level.
This study was conducted in a counseling center of a university in central China, and participants were arranged to receive VCP or F2F. The final sample consisted of 525 college students, of whom 117 received VCP and 408 received F2F. The only difference between the two conditions was the mode of delivery (VCP vs. F2F). Participants completed the CORE-OM-10 before each session and the Session Alliance Inventory (SAI) after each session. They also completed the PHQ-9, GAD-7, and CORE-OM-34 at pre- and post-treatment. The data from sessions 1 to 6 were analyzed using the Random Intercept Cross-Lagged Panel Model (RI-CLPM). A multi-group RI-CLPM comparison was conducted to examine the alliance-outcome relationship in VCP and F2F at the within-patient level.
The within-patient analysis revealed that SAI was a significant predictor of CORE-OM in the subsequent session, and CORE-OM was a significant predictor of SAI in the same session. The multi-group comparison indicated that the predictive effect of SAI on CORE-OM did not differ significantly between VCP and F2F. However, the working alliance quality in VCP was significantly lower than that in F2F after the first and the fourth sessions, but not after the other sessions. The post-treatment analysis, using Propensity Score Matching with pretest CORE-OM34, PHQ-9 and GAD-7 as predictor variables, showed no significant difference in PHQ-9, GAD-7, and CORE-OM34 between VCP (N = 89) and F2F (N = 336).
These findings indicate that VCP is as effective as F2F in reducing psychological distress, and that clients can establish a stable working alliance in VCP over time, even if they initially experience difficulties in adapting to the online mode. Moreover, the reciprocal influence of working alliance and treatment outcomes in VCP is similar to that in F2F. This study offers empirical support for the use of VCP, especially in the context of the COVID-19 pandemic.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Psychological autopsy (PA) is a systematic and retrospective method in order to figure out the risk factors of suicide. Collecting materials from the informants and the proxy respondents of the deceased, Psychological autopsy could reconstruct the physical, psychological and social state of the deceased. Studies have shown that psychological autopsy is one of the most valuable tools for suicide research. This paper systematically introduces the research method of psychological autopsy, and its applications in the field of suicide research. Consequently, the paper discusses the research advancement on the risk factors of suicide using the method of psychological autopsy. Further studies should be carried out from a culturally sensitive perspective. It is also necessary to implement the method of psychological autopsy to explore the complex interaction among the multiple risk factors of suicide. Key words:
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In an era with surging time pressure, time management disposition is playing an increasingly important role in the psychological and social adaptation of college students experiencing psychological moratorium. Time management disposition refers to individuals' psychological and behavioral patterns of time arrangement when dealing with the functions and values of time. It covers three dimensions, namely sense of time value, sense of time control and sense of time efficacy. The socio-ecological modle highlighted the important role of diachronic systems and macro systems in the mental health of the yonth. But indirect evidence suggested that there was no clear trend in the time management disposition of Chinese college students. The enhancement of skills related to time management may help boost time management disposition while increasing interference and time pressure may weaken the time management skills. Moreover, existing research focued on the impact of individual factors and micro systems on the time management disposition of college students. No research from the macro-perspectives has been made. This research, therefore, adopted the cross-temporal meta-analysis method, a newly developed but extensively applied method of quantitative literature review, to analyze 215 papers published between 1999 and 2020 applying the Adolescence Time Management Disposition Inventory (ATMDI) (N = 103876). Our results showed that: (1) The time management disposition of Chinese college students has declined steadily in the past 22 years, among which the sense of time value stayed stable while the sense of time control and the sense of time efficacy were on the decline; (2) Seven social indicators, namely socioeconomic factors (GDP, household consumption level and urbanization rate), employment factors (the number of college graduates and registered urban unemployment rate) and Interet factors (Internet availability and weekly Internet using hours of netizens), significantly predicted the decline in the time management disposition of college students; (3) there were no significant gender and regional differences in the time management disposition of college students in China. This research explored the time management disposition of college students, a micro psychological variable, from the macro-perspective. Guided by the social ecosystem theory, the research pioneered to verify the declining trend in the time management disposition of college students from the mainland of China. It is revealed that their judgement of time functions and values remained stable over 22 years, but their time planning competence and confidence were declining. In other words, college students admitted the value of time but could not make efficient use of it, which led to a contradiction between attitude and behavior. In addition, this research proved that economy, employment and Internet (three social macro factors) predicted the time management disposition of college students, which elevated the macro significance of time management disposition. Based on existing findings, this research came up with a influencing mechanism model on the time management disposition of college students including the social macro factors. According to the model, the changes in objective macro systems, such as economy, employment and Internet, resulting in changed subjective macro systems, such as social mentality. Both types of macro systems function on individuals and micro systems at the same time. Meanwhile, individual factors and micro systems interact with each other. Futhermore, time change or social transformation has a controlling effect on the whole system. Time change and social transformation can trigger the changes of the above two macro systems, affecting individual factors and micro systems, and further exert an effect on the time management disposition of college students. The model provided theoretical and practical references for future research on time psychology in the social sense.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The Gradedness of consciousness refers to whether conscious processing follows an “all-or-none” or “gradual” mode. The Richness of consciousness refers to whether conscious representations are “rich” or “sparse”. Our consciousness experience is explored from these two perspectives, i.e., the quality and the scope of processing, respectively. These two topics represent two important pathways toward decoding one of the basic scientific inquiries of mankind, i.e., Consciousness, in that any theory of consciousness formation must provide comprehensive, accurate, and reasonable explanations to them. In this review article, we first performed a thorough analysis of recent research progress for these two topics, aiming to clarify existing contradictions and ongoing debates between different explanatory views. Next, we indicated that these two research topics are intrinsically connected since each can be traced back to the long-standing disputations on whether cognitive access is necessary for the formation of consciousness. Finally, we carried out detailed analyses and discussions on how to advance the studies of the Gradedness and Richness of consciousness, and on how to provide an integrated interpretation to the complex performance of them under different experimental situations.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In recent years, with the development of computer technology and intelligent tutoring systems, educational psychologists have paid much attention to the effect of adding an affective pedagogical agent (PA) to multimedia learning. Affective PA is a type of agent that is designed to elicit certain affective experiences in learners through multiple modalities such as facial expressions, voices, and gestures. Previous studies mainly focused on two types of affective PA: expressive affective PA and empathic affective PA. Expressive affective PAs are agents that affect learners' emotional experiences only through emotional expression (e.g., using smiling facial expressions and enthusiastic voices). Empathic emotional agents are agents with the goal to encourage and persuade learners to make greater effort by giving emotional feedback (such as nodding, encouragement, and additional remarks) according to the learner's emotional states. Although previous studies differed in the specific manipulation of affective PAs, no matter what type of affective PA is designed to increase the positive emotions in learners, improve internal motivation, and ultimately promote learning. Five theories were used to explain the effectiveness of affective PAs in multimedia learning environments. Emotional contagion theory holds that the emotional state of one person is automatically affected by another person's emotional expression. When learning with a smiling pedagogical agent, students are more likely to experience more positive emotions and higher motivation. Emotional response theory proposes that pedagogical agents with enthusiastic voices, smiling faces, and expressive gestures could elicit positive emotional responses in learners and promote them to engage in learning-related activities. The cognitive affective theory of learning with media (CATLM) emphasizes the importance of emotions and motivation in the learning process. Based on the CATLM, the cognitive-affective model of learning with instructional video states that when pedagogical agents display positive emotions during online learning, learners may experience four key steps: (1) the learners first need to recognize the PA’s positive emotions; (2) the learners respond to the PA’s affective stances (such as feeling the same emotions as the affective PAs); (3) the learners’ positive emotions improve the level of motivation to engage in deep cognitive processing; (4) the motivational states lead to better learning outcomes. However, cognitive load theory and interference theory hold the opposite opinion that affective agents may increase external cognitive load and distract learners from relevant information. Accordingly, learners no longer focus their full attention on the learning content and become distracted by the presence of the affective PAs, which may interfere learning. Guided by previous theories, a large number of studies have examined the role of affective pedagogical agents in multimedia learning. Most empirical studies found that affective pedagogical agents positively affect the learners’ emotions (d positive emotions = 0.45) and motivations (d intrinsic motivation = 0.52). Nevertheless, affective pedagogical agents have weak effects on cognitive load（d intrinsic cognitive load = -0.01;d external cognitive load = 0.09;d germane cognitive load = 0.08）and learning performance (d retention = 0.18, d comprehension = 0.32, d transfer = 0.14,d unite = 0.32). Previous studies showed that adding affective PA to multimedia lessons does not lead to stable improvement in learning performance, which may be due to the potential moderating variables. In the current study, we identified several potential factors that may moderate the effects of affective PA, such as learners’ individual characteristics (e.g., learner’s working memory and grade levels), the types of affective PAs, learning domain, and the way of tests. In conclusion, adding affective PA is regarded as a promising approach for education because of its potential to help students keep motivated during learning. Therefore, in educational practice, instructional designers can consider presenting a positive affective PA for learners to help them learn more happily. Further research should focus on the manipulation and evaluation methods, boundary conditions, underlying mechanisms, and ecological validity, etc.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Shared and private aesthetic tastes represent universal and idiosyncratic aesthetic processing, respectively. The new trending that combines both aesthetic tastes are challenging pre-existing “universal” aesthetic principles. Previous research focused mainly on whether aesthetic principles were statistically universal, neglecting the fact that aesthetic attributes can cause different reactions among individuals. This contradictory relationship between generality and particularity concerns one long-standing but essential topic in aesthetics: is beauty universal and objective or idiosyncratic and highly subjective? If an aesthetic principle is only based on the average aesthetic judgment and is able to ignore the differences of aesthetic experience among individuals, can such an aesthetic principle support the proposition that "beauty is universal"? This is a reflection on empirical aesthetics brought by research on aesthetic tastes. Therefore, if private taste does play a role in aesthetic tastes, then there's no doubt that future studies on empirical aesthetics will have to take into consideration both dependent variables: the average aesthetic reactions and the extent to which such aesthetic reactions differ among individuals. Recent studies on aesthetic tastes have revealed many factors that can modulate the relative weights between shared and private tastes, the most typical of which is stimulus domain. Studies have shown that the proportion of shared taste in artificial stimuli (such as architecture and art) is less than that in natural stimuli (such as faces and landscapes). Other studies further demonstrated that high-level object categories (e.g., faces vs landscapes) can override aesthetic principles based on low-level stimulus features (e.g., symmetry). Besides stimulus domain, other factors, including expertise, cultural backgrounds, previous experience and age, can affect the relative weights between shared and private tastes. Recent fMRI and EEG studies have explored the neural mechanisms of shared and private aesthetic tastes, the basis of which includes sensory pathways and the reward system. Similar sensory “impressions” among individuals triggered by the same aesthetic stimuli may be the prerequisite that aesthetic responses share some commonality among individuals. Meanwhile, the reward system, especially medial orbitofrontal cortex(mOFC), shows homologous activation patterns across different stimulus domains. Therefore, both sensory pathways and the reward system might be the neural basis of shared aesthetic taste. What’s more, studies found that default-mode network (DMN) are suppressed in a task requiring external focus, and are engaged in tasks requiring internally directed thought, such as autobiographical memory and autistic thinking. Given that DMN is typically activated in self-directed thinking, it is possible that DMN is more related to individual differences in aesthetic responses, and plays a more important role in private aesthetic tastes. Furthermore, take example for the PIA model and the VIMAP model, contemporary aesthetic processing models still owe an explanation for aesthetic tastes. And it is yet to clear how different aesthetic processing stages lead to changes in relative weights between shared and private tastes. Two completely opposite predictions and explanations can be reached by these models. The first one is that early stages in aesthetic models are driven more by stimuli, thus leading to more homogeneity in aesthetic responses and greater proportion of shared taste due to the objectivity of stimulus characteristics; in contrast, late aesthetic stages are driven more by perceivers, leading to more proportion of private taste. The other one also makes some sense: in stimulus-driven stages, the general “gist” formed by different perceivers can also be heterogeneous because at these stages individuals process the stimuli incompletely and insufficiently. However, in perceiver-driven stages, individuals process stimuli more intactly and sufficiently, thus it is possible that in these stages perceivers have more similar impressions of the targeted stimuli, resulting in higher proportions of shared taste. In the future, more relevant studies are required to expand stimulus domain of aesthetic evaluation and to explore the corresponding relationship between aesthetic tastes and different aesthetic processing stages.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Boundaries are obstacles with extended surfaces in the spatial environment and significantly contribute to the spatial navigation of humans and animals. Extensive behavioral literature has revealed that boundary cues contribute more than landmark cues to spatial navigation, in multiple species, which is considered as the superior boundary effect. However, the dynamic developmental process of boundary perception and its underlying neural mechanisms in spatial navigation remain unclear. Therefore, this study reviewed the last decade of research systematically and put forward several possible future directions for boundary-based navigation. On the one hand, we summarized the cognitive developmental mechanisms of boundary-based navigation. Specifically, most reorientation studies have reported that children could reorient successfully by using the geometry of the boundary after they disoriented at 1.5~2 years old, and gradually using the vertical information until they were 3.1~4.7 years old, length information until the age of 4~5, and visual opaqueness information until the age of 5 years old in navigation. On the other hand, a body of neuroimaging studies in adults found that the medial temporal lobe and parietal lobe play different roles in boundary processing. First, the geometry of the boundary and its constituent elements (i.e., vertical structure, length, and angle) are represented in the parahippocampal place area (PPA) and the retrosplenial complex (RSC). Furthermore, although both PPA and RSC could represent the geometry and vertical structure of the boundary, only the PPA was sensitive to changes in boundary length and angle between boundaries. Second, the encoding and retrieval of the boundary-based object’s location were associated with the hippocampus. When the structure of the hippocampus was damaged, boundary-based learning was accompanied by impairments. Third, research on the cognitive neural mechanism of navigational affordance is. The present study first distinguished navigational affordance, the hot topic in spatial navigation, into physical affordance and visual affordance. Recently, functional magnetic resonance imaging studies have shown that the physical affordance for boundaries is represented in the occipital parietal area (OPA) or transverse occipital sulcus (TOS), and the OPA may be mainly responsible for egocentric information representation in spatial navigation. Howver, it’s not yet explored the neural basis of visual affordance for boundaries, which would provide new insights into visual-guided navigation. Together, previous studies preliminarily examined the behavioral and neural basis of boundary-based navigation, which enriched our knowledge and understanding of spatial navigation. However, several issues are unaddressed that should be investigated in future. First, future studies should explore the comprehensive cognitive processes of boundary-based navigation and its development trajectory. A vast cognitive network or computational model to investigate the role of each cognitive function in boundary-based navigation should be considered. Second, further research could explore the functional interaction between the medial temporal lobe and the posterior parietal cortex in boundary-based navigation and its neural developmental changes in children. Third, we could pay attention to the distinctions and associations between the cognitive neural mechanisms of the boundary and geometry center encoding. Forth, further study could investigate specific behavioral and neural impairment of boundary-based navigation in individuals at genetic risk and preclinical Alzheimer’s disease. Finally, we could concern about the boundary influence mechanisms in long-term memory, time estimation, visual space, and social networks.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Serial dependence effect (SDE) refers to a stable and systematic attractive bias in which cognitive processing of the current stimuli is pulled toward the stimuli presented moments ago. Existing studies have revealed many factors modulating serial dependence effects. The first one is attention. Only stimuli that are consciously perceived can produce serial dependence effects. Secondly, sensory uncertainty of stimuli also affects serial dependence effects. Particularly, previous studies had found that stimuli with higher sensory uncertainty produced higher SDE intensity. The physical characteristics of stimuli also affect serial dependence effects. In addition, the spatial and temporal distances between the neighboring stimuli also have a tuning effect on serial dependence effects. All these distinctive features and special effects (caused perception bias, but did not influence reaction times) showed that the serial dependence effect is a brand new "history effect" (the influence of past stimuli on the current stimulus). The cognitive and neural mechanisms of serial dependence effects have received much attention. There are currently several mainstream views since 2014. The earliest view, i.e., the “continuity field” theory, believes that serial dependence is an effect purely at the perceptual level and occurs before the stage at which sensory signals are transformed into conscious representations. Some researchers also believe that serial dependence effects occur at the perceptual level and further they are modulated by neural feedback signals from higher levels. Another view attributes serial dependence effects to dynamic biases in working memory, while some researchers believe that serial dependence effects stem from decision-making processes. Finally, some researchers propose that serial dependence effects may exist at multiple cognitive processing stages and cannot be explained by a single mechanism. Recently, empirical progress had been made upon the neural mechanism of serial dependence effects. For example, Electroencephalogram (EEG) studies had revealed electrophysiological signals that can represent serial dependence effects starting from early stages of perceptual processing in adaptation paradigms. Evidence from fMRI studies also demonstrated an attractive bias at the level of early sensory representation imposed by previous perceptions. The latest research had discovered abnormal serial dependence effects in patients with brain injury. In addition, it was found that the dorsal premotor cortex had significant influence on visual movement-based serial dependence. The underlying mechanism of serial dependence effects is being uncovered gradually. Since been proposed, the serial dependence effect is thought to be a mechanism that promotes stability for visual processing by integrating visual input along the temporal dimension. However, some results are still controversial. Thus, there is still large space left for studies on serial dependence effects. In the future research, it is necessary to tackle the origin of serial dependence effects with multiple strategies, including innovation of experimental paradigms, data analysis approaches, and various cognitive neuroscience technologies. Further, future studies can focus on the modulating factors on serial dependence effects, and provide explanations to inconsistent results and individual differences of serial dependence effects in previous studies. Finally, it is also important to note that any psychological experimental design involving sequential visual stimuli in the future will have to consider the potential effects of serial dependence that may exist between past and current stimuli.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Online gaming is very popular among college students in China. Whereas low to moderate levels of online gaming may be entertaining and provide opportunities to interact with other players online, excessive gaming can lead to online gaming addiction and associated problems such as depression and anxiety. Prior studies have investigated the risk for online gaming addiction in terms of the ecological context in which addiction occurs. The present study has taken a further step by focusing on students’ perceptions of relative deprivation as a macrosystem influence on online gaming addiction. According to the cognitive-behavior model of Pathological Internet Use (PIU), the perception of relative deprivation may increase the risk for online gaming addiction by inducing negative thoughts and emotions or by increasing escape motivation. Importantly, the effect of relative deprivation may be mediated by maladaptive cognition; that is, the perception of relative deprivation may lead to maladaptive cognition, which in turn would predict online gaming addiction. Furthermore, individual differences in mindset may moderate this mediation process, in that entity theorists may be more vulnerable to maladaptive cognition than incremental theorists. In sum, we proposed a moderated mediation model to account for online gaming addiction. Specifically, we tested the relationship between relative deprivation and online gaming addiction, the mediating effect of maladaptive cognition, and the moderating effect of mindset, in a sample of college students. The participants of this study were 1,008 college students (mean age = 19.03 years, SD = 0.97 year; 795 males, 213 females) who had experience in online game playing. Their average time gaming was 1.74 hours (SD = 2.21 hours) per day in the past half year. The participants completed a battery of questionnaires, including the Financial Relative Deprivation Questionnaire, Maladaptive Cognitions Scale, Implicit Person Theory Measure, and Internet Gaming Disorder Scale. The proposed moderated mediation model was tested using regression analysis and the PROCESS macro. Previous studies have suggested that online gaming addiction may differ by gender and age. Hence, the effects of gender and age were controlled in all analyses. Results showed that: (1) Relative deprivation positively predicted online gaming addiction in college students. (2) Maladaptive cognition partially mediated this association. (3) This mediating effect was moderated by student mindset, in that it was stronger for students who were entity theorists than for those who were incremental theorists.The present study is the first to demonstrate the detrimental impact of perceived relative deprivation and the moderated mediation effect of maladaptive cognition and mindset on online gaming addiction. Our findings provide further evidence of the role of ecological context in the risk for online gaming disorder. They also have potential applied value with regard to online gaming addiction in college students. Because incremental theory may be more helpful than entity theory for online gaming addicts, and because incremental theory can be learned through training, understanding students’ self-theories can inform the development of prevention and intervention programs for online gaming addiction.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Progress feedback involves collecting patients’ ratings on treatment outcome by session and providing feedback to therapists on patient progress. Research has indicated that the positive effect of progress feedback on psychotherapy outcome is a promising advancement. However, a recent meta-analysis showed that progress feedback may only have a small to medium effect for non-severe patients. Also, the theory which explains the effect of progress feedback is very much limited. Before implementing progress feedback in China, it is necessary to test its effect on working alliance and treatment outcomes in a natural setting.It is believed that Chinese are taught to obey their parents, respect elders, and restrain themselves to keep family harmony. Such schemas are subsequently transferred to their social life in the forms of respecting authority/superior, maintaining interpersonal harmony, which will lead to an indirect style of communication. Progress feedback from patients’ weekly reports can be used as a correction method for incongruences between therapists and patients without discussing it immediately and face-to-face, and thus can improve the quality of working alliance and treatment outcomes. The current study used a culturally-adapted version of progress feedback in a university counseling center. Research assistants collected patients’ ratings on working alliance and treatment outcomes and emailed the results with interpretations to the therapists, who were then encouraged to use feedback information to improve treatment outcomes.The participants included 48 therapists and 445 patients (of which 350 were used for analysis). Post survey indicated that 80% therapists read progress feedback information based on which they were divided into feedback and non-feedback group. CORE-OM10 was used to evaluate symptoms before each session, and WAQ was used to evaluate the working alliance after each session. PHQ-9, GAD-7, and CORE-OM-34 were used before and after treatment. Multi-level structural equation models were used to analyze the data. Results showed that progress feedback had a medium effect on working alliance but no effect on treatment outcomes (measured by CORE-OM) at the between-person level. At the within-person level, the results affirmed the reciprocal model of alliance-outcome, which indicated that the model is consistent and steady across cultures. In addition, the feedback group had better treatment outcomes measured by PHQ-9 and self-rated helpfulness measured after treatment.The results were discussed under the three possible mechanisms of progress feedback. Progress feedback may correct the bias of the therapist’s self-evaluation on treatment process, as well as the incongruence and alliance ruptures between therapists and patients. The cultural-specific factors may also contribute to the effect of progress feedback (e.g., indirect communication style). The support from regular supervision for therapists under progress feedback was emphasized as well. Overall, the present study suggested the positive effect of progress feedback on the working alliance and treatment outcomes in a Chinese counseling center based on practical evidence.
Subjects: Psychology >> Social Psychology submitted time 2022-04-17
Abstract：
In the field of impression updating, most researchers focus on the impression updating of individual targets, while few researches focus on the impression updating of groups. However, the intervention of prejudice and conflict between groups has always been a hot issue to be solved in the field of social psychology. Since group identity is the basis for impression evaluation of groups, based on the perspective of Common Ingroup Identity Model and social categorization, changing group identity to improve common ingroup identity provides a feasible "change makes sense" intervention path for the impression update of the target group. Considering that the large elderly population has become an important part of the world population, it is of great practical significance to evaluate the elderly population positively. Based on this, the present study manipulated group identity shifting at both explicit and implicit levels through "minimal group recategorization paradigm”. The purpose of this study is to explore the influence of identity shifting on the impression updating of the elderly group and the role of common ingroup identity in it, so as to explore a method with low restriction, simple operation and obvious effect to improve out-group impression evaluation.
In preliminary experiment, 119 college students participated in the psychology class as subjects, to examine the effect of group identity shifting manipulated by the minimal group recategorization paradigm on the updating of minimal in-group/out-group impressions. In Experiment 1A, 98 college students were recruited as subjects. The aim of Experiment 1A was to use the " minimal group recategorization paradigm " to manipulate the shifting of group identity, examine the change of young individuals' perception of warmth and competence towards the elderly group, and examine the effect of group identity shifting on the impression updating of the elderly at the explicit level. In Experiment 1B, we recruited 35 college students as subjects to explore whether the impression evaluation of the elderly can be effectively changed at the implicit level by using Go/ No-Go association task. In Experiment 2, the effect of identity shifting was tested on both explicit and implicit levels. At the implicit level, a Single Category Implicit Association Test with higher application rate and wider application scope was used, and an integrated perspective of warmth, competence and stereotype trait words was used to measure the impression evaluation. At the same time, the influence of identity shifting on common ingroup identity was also measured to explore the role of common ingroup identity in the impression updating of the elderly.
The results of pre-experiment found that shifting group identity could effectively update individual's impression of out-group. Specifically, the evaluation of out-group in the changed group was significantly improved compared with that in the unchanged group. The results of experiment 1A showed that at the explicit level, shifting group identity could affect the impression updating of the elderly, and the second evaluation of the elderly has been significantly improved, especially in the competence dimension. The results of Experiment 1B showed that at the implicit level, manipulation of group identity shifting could not effectively improve the impression evaluation of the elderly. In experiment 2, it was found that at the explicit level, common ingroup identity played a completely mediating role in the effect of identity shifting on impression improvement. At the implicit level, consistent with experiment 1B, identity shifting did not change subjects' implicit impression evaluation of the elderly.
In conclusion, minimal group recategorization paradigm can shift individual group identity through two classifications and improve impression evaluation of out-group, which is an effective tool to change group identity and alleviate intergroup bias. At the explicit level, common ingroup identity played a mediating role, but at the implicit level, no intervention effect was found. These findings have created a new recategorization method for enhancing common ingroup identity, and opened up a simple and effective method for intergroup prejudice intervention. Moreover, the application of minimal group paradigm is no longer the static application, but more dynamic, ecological significance and realistic value.
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Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2022-03-03
Abstract：
The socio-ecological modle highlighted the important role of diachronic systems and macro-systems in the mental health of the yonth. But indirect evidence suggested that there was no clear trend in the time management disposition of Chinese college students. Moreover, existing research focuses on the impact of individual factors and micro systems on the time management disposition of college students. No research from the macro-perspectives has been made. This research, therefore, adopted the cross-temporal meta-analysis method to analyze 215 papers (N = 103876) published between 1999 and 2020, which adopted the Adolescence Time Management Disposition Inventory (ATMDI). Our results showed that: (1) The time management disposition of Chinese college students has declined steadily in the past 22 years, among which the sense of time value stayed stable while the sense of time control and the sense of time efficacy were on the decline; (2) Seven social indicators, namely socioeconomic factors (GDP, household consumption level and urbanization rate), employment factors (the number of college graduates and registered urban unemployment rate) and Internet factors (Internet availability and weekly Internet using hours of netizens), significantly predicted the decline in the time management disposition of college students; (3) there were no significant gender and regional differences in the time management disposition of college students in China. The research pioneered to verify the declining trend in the time management disposition of college students from the mainland of China, and came up with the influencing mechanism model on the time management disposition of college students, which includes the social macro factors.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2022-01-30
Abstract：
Boundaries are obstacles with extended surfaces in the spatial environment and contribute significantly to the spatial navigation for humans and animals. Cognitive developmental studies found that children could reorient successfully by using the geometry of the boundary when they were disoriented at the age of 1.5~2 years old, and gradually using the vertical information until they were 3.1~4.7 years old, length information until the age of 4~5, and visual opaqueness information until the age of 5 years old in navigation. In addition, neuroimaging studies in adults have found that the medial temporal lobe and parietal lobe play different roles in boundary processing. Specifically, the boundary geometry and constituent elements were represented in the parahippocampal place area and the retrosplenial complex. Furthermore, the navigational affordance for a boundary was represented in the occipital parietal area. Finally, encoding and retrieval of the boundary-based object’s location were associated with the hippocampus. Several issues are unaddressed that should be investigated in future. First, future studies should explore the comprehensive cognitive processes of boundary-based navigation and its development trajectory. Second, further research could explore the functional interaction between the medial temporal lobe and posterior parietal cortex. Third, we could pay attention to the distinctions and associations between the cognitive neural mechanisms of the boundary and geometry center encoding. Forth, further study could investigate specific behavioral impairment of boundary-based navigation in individuals with at-genetic-risk Alzheimer’s disease. Finally, we could about the boundary influence mechanisms in long-term memory, time estimation, visual space, and social networks.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Educational Psychology submitted time 2022-01-27
Abstract：
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Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2020-12-23
Abstract： People can infer personal traits from names, and impressions of individual can be influenced by names. It is estimated that male-oriented names and female-oriented names have difference on the perception of the big two fundamental traits: warmth and competence. It raises an interesting question: how people evaluate individuals with opposite gender-oriented names, and what effect does the name have on the individual's interpersonal interaction. To answer these questions, the first aim of the current study was to test the content of gender-oriented names in Chinese context, and examine the effects of name-gender orientation and gender on individual’s impression formation. The second aim of the study was to explore the behavioral aftereffects of names and its evaluation-behavior mechanism. Four studies were carried out to explore this problem. In Study 1, 176 undergraduate participants were presented with 100 gender orientation names, participants were asked to rate names on 4 traits (2 on warmth dimension, 2 on competence dimension). In Study 2, 121 undergraduate participants were presented with information about two subjects, two subjects are of the same sex but different gender orientation names. Participants were asked to rate two subjects on warmth and competence dimension. In Study 3a, 136 undergraduate participants were presented with introductions, which describe two person with different gender orientation names in the context of trip. In Study 3b, 131 undergraduate participants were imagined that they would meet two person with different names in the context of finishing task. Participants in Study 3a and Study 3b were then asked to evaluate subjects on 6 traits (3 on warmth dimension, 3 on competence dimension), and choose one as partner to complete corresponding activities. The results showed that: (1) Female-oriented names were higher on warmth than male-oriented names, male-oriented names were higher on competence than female-oriented names; (2) Individuals with gender-consistent names were considered to have the characteristic of typical male or female: female with female-oriented names were perceived more warmth than female with male-oriented names, and male with male-oriented names were perceived more competence than man with female-oriented names; (3) Individuals with gender-inconsistent names were considered to have the characteristics of the opposite sex: male with female-oriented names were perceived more warm than female with male-oriented names, female with male-oriented names were perceived more competence than male with female-oriented names; (4) Participants intended to make friends with female subjects whose name is consistent with gender, and trait warmth totally mediated the impact of gender-oriented names on willingness to interact; Participants intended to finish task with male whose name is consistent with gender, and trait competence totally mediated the impact of gender-oriented names on willingness to cooperate. In conclusion, the current study is the first to explore gender-oriented names and gender on impression of name owners by applying the content of stereotype, and examines the influence of gender-oriented names on individual impression and behavior intention and its mechanism from the perspective of social motivation. This study provides new theoretical basis and empirical support for impression evaluation and interpersonal interaction based on names, and has important implications for the future research about name social cognition. Future research should explore the content of gender-ambiguous names and its’ effects on individual’s impression and behavior aftereffects, and combine emotion and cognition to examine the influence of names on interpersonal interaction. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2020-05-16
Abstract： " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2019-12-30
Abstract： " Gender stereotype is the classic research topic in social psychology. Previous research focused on the “people” as the gender stereotypes’ research targets and achieved fruitful results. As the important obvious cues of gender, clothing reflects gender stereotypes and impacts impression formation subtly. Through three experiments, this study explored the context effect of clothing gender stereotype in view of perceivers and actors perspectively. The results showed that participants rated men in counter-gender stereotypical clothes as lower in both of warmth and competence. However, there was no significant difference between ratings in warmth of women in gender (counter-)stereotypical clothes and women in gender counter-stereotypical clothes were rated as higher in competence. From the view of perceivers, participants gave better evaluation to male targets who were consistent with gender stereotype no matter in warmth or competence needed condition. For female targets, participants rated those who were in gender stereotypical clothes as higher in warmth while those who were in gender counter-stereotypical clothes as higher in competence. Form the view of actors, male participants showed tendency to be in gender stereotypical clothes no matter in warmth or competence needed condition. Female participants were more likely to choose gender counter-stereotypical clothes in competence needed condition. What’s more, in competence needed condition, female participants who chose gender counter-stereotypical clothes rated themselves as higher in competence than warmth. In warmth needed condition, male participants who chose gender counter-stereotypical clothes rated themselves as higher in warmth than competence. Those results extended the traditional research whose targets were human into the area of clothing which as related with human. On one hand, this study contributes to the gendercounter- stereotypical behavior function model. On the other hand, it also has important implications for management of impression in area of interpersonal communication through choosing different for various conditions.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2019-03-02
Abstract： Bystanders in cyberbullying refers to “the individuals who witness bullying events online”. The behaviors of bystanders after witnessing bullying can be divided into two types – prosocial behaviors and antisocial behaviors. There are factors that influence bystander’s behaviors which include their personality traits (impulsiveness, extroversion and openness), psychological factors (empathy, self-efficacy, social support and loneliness), the degree of self-disclosure of bullied individuals, and their relationship in the ecological environment, etc. Bystander intervention model, moral disengagement and bystander effect can explain bystander reactions after they witness the cases of cyberbullying. Future studies may make further explorations from the perspectives of cognition, brain mechanism, cross-cultural practices and the constructions of network environment.
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