Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： It seems that it is an innate ability for an individual to recognize identity from voice, but some individuals have lost this ability, which is named phonagnosia. Phonagnosia refers to the presence of specific processing impairment for voice identity, while the cognitive processing ability of other voice information (such as gender, age and emotion) and face information is largely preserved. At present, it can be classified from two perspectives. On the one hand, from the perspective of brain injury of with or without, it can be divided into acquired phonagnosia with brain injury and developmental phonagnosia without brain injury; On the other hand, from the perspective of different stages of voice identity processing, it can be divided into apperceptive and associative phonagnosia. Firstly, the brain mechanism of acquired phonagnosia is mainly related to the structural and functional damage of the right inferior parietal lobe, right temporal voice areas, right temporal lobe and frontal lobe; Secondly, acquired associative phonagnosia is associated with brain damage in right subcortical, lenticular, caudate nuclei, and right temporal pole; Thirdly, developmental apperceptive phonagnosia is related to the injury of brain regions such as the Heschl’s gyrus and planum temporale; Fourthly, developmental associative phonagnosia is associated with decreased connections between the voice core system of the right middle or inferior temporal gyrus and the extended system located in the lateral part of the amygdala. In research prospects, Firstly, in terms of phonagnosia and filter, besides considering the challenges brought by different language backgrounds, we should pay more attention to the essence of phonagnosia, that is, the individual has defects in multiple stages of voice identity processing, including voice perception ability, voice familiarity judgment ability and semantic association ability; Secondly, As far as the scope of phonagnosia is concerned, future research should combine a variety of cognitive disorders, and use brain imaging technology and design experimental paradigms to separate these cognitive processing disorders, so as to clearly define voice agnosia and other mental disorders; Thirdly, as far as phonagnosia and cultural differences are concerned, on the one hand, the filtering phonagnosia is mostly due to the obstacles in the identity of familiar voice. However, due to different cultural backgrounds, there are differences in self-construction; Therefore, individuals in eastern and Western cultures are likely to be separated in the process of being familiar with the voice; Fourthly, in terms of phonagnosia and hearing conditions, future research can increase the difficulty of hearing conditions, which will make the healthy individuals appear the phenomenon of phonagnosia. At the same time, the behavior performance and corresponding brain area of the patients with phonagnosia can be compared with healthy individuals.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Eating behavior is not only regulated by the biological needs of people, but is also affected by emotional states, motivations, diseases, and more. There is a complex relationship between emotion and eating behavior. Consuming food can influence people's emotion. On the other hand, food attention, subjective appetite, and food intake can be influenced by emotion. Many studies have focused on emotional eating due to negative emotions. However, fewer studies focus on the effect that positive emotion has on eating behavior. The relationship between positive emotion and eating behavior is still controversial, as the relationship is underrepresented in research. The present study analyzed the eating behavior of clinical and non-clinical individuals who were affected by negative or positive emotions, and further explored the neurophysiology of eating behaviors and the various theories of the effect that emotions have on eating behaviors. The results showed that negative emotion increased attentional bias and intake for food and subjective appetite in the general population. This process was also affected by other factors; for example, modest women may restrict their food intake while experiencing negative emotions, so they may regain a sense of control which would offset the unpleasant feelings they were experiencing. In this study, there were two results regarding the effect that positive emotion has on eating behaviors. One theory was that positive emotions broaden momentary thought-action repertoires of people, which in turn builds their endurance. This leads us to believe that people resist food intake after positive emotion is induced. However, contrarily, positive emotion could increase hedonistic behavior in people, thus increasing food intake to maintain the experience of pleasure. Negative emotion increased both attention bias for food cues and subsequent intake in people with bulimia nervosa and binge eating disorders. Negative emotion causes decreased food intake in people suffering from anorexia nervosa. Positive emotion decreased binge eating in people with bulimia nervosa and binge eating disorders and relieved restrictive eating behaviors in people with anorexia nervosa. According to the reward theory, negative emotion can enhance reward sensitivity toward food. Following increased food intake, this process may show a synergy effect in the amygdala, insula, orbitofrontal cortex, striatum, and ventromedial prefrontal cortex. Negative emotion ruins the inhibitory control of individuals, meaning that they may begin to overeat, in association with the activation of the anterior cingulate cortex. According to self-related theory, negative emotion induces negative self-awareness. People can show attention bias due to immediate environmental stimulus, as overeating is meant to help people escape from their own negative self-awareness. Placing their attention on binge eating allows people with bulimia or other binge eating disorders to avoid dealing with information or environmental stimulus that may be hurtful. From the perspective of social culture, most eating behaviors with positive emotion have some special or celebratory meaning which increases the hedonic-oriented eating behavior of the individual. In general, the association between emotion and eating behavior has a certain regularity to follow. In the study, during a negative emotion, an individual’s eating behavior manifested in an extreme, unhealthy pattern, whether that meant an increased or decreased food intake. This study found a direct association between emotion and eating behavior; However, social culture, symbolism and connotation of certain foods, and an individual’s default eating styles (disinhibited and restrained eating) should be considered alongside the influence that emotion has on eating behaviors. In addition, most past studies self-reported food intake and subjective appetite as recorded by the individuals as the measurement. Future studies should adopt neuro-physiological methods to explore the effect of emotion on eating behavior and study a small set of neurons in the hypothalamus which regulates appetite, for example.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Self-face recognition of patients with schizophrenia has always been a controversial topic. Different opinions exist about whether patients with schizophrenia have the ability of self-face recognition. One theory holds that the ability to recognize one’s own face is impaired in patients with schizophrenia, whereas others assert that the ability to process one’s face is intact. The most recent studies on self-face recognition in patients with schizophrenia are only based on visual self-face recognition. Therefore, in addition to using self-face recognition of a single modality, the audiovisual integration task may become a new way to explore schizophrenics’ self-face recognition. In the present study, 34 patients with schizophrenia and 26 participants without schizophrenia were assigned to complete a dynamic single-modality self-face recognition task, self-voice recognition task, and audiovisual integration task. Experiment 1 was a 2 (participant type: schizophrenic, participants without schizophrenia) × 3 (face type: self, same gender, opposite gender) within-groups design. Experiment 2 was a 2 (participant type: schizophrenic, participants without schizophrenia) × 3 (voice type: self, same gender, opposite gender) within-groups design. Experiment 3 was a 2 (participant type: schizophrenic, participants without schizophrenia) × 3 (face type: self, same gender, opposite gender) × 3 (voice type: self, same gender, opposite gender) within-groups design, which aimed to explore the influence of participants’ self-face recognition on voice recognition in the audiovisual integration task. Results showed that: 1) There was no significant difference in self-face recognition between patients with schizophrenia and participants without schizophrenia, and patients with schizophrenia could recognize their faces; 2) In self-voice recognition, there was no significant difference between patients with schizophrenia and participants without schizophrenia, and the ability of self-voice recognition in patients with schizophrenia was better than the voice recognition of others; 3) In the audiovisual integration task, voice recognition in patients with schizophrenia could be influenced by faces. There was no significant difference between patients with schizophrenia and participants without schizophrenia in the ability to recognize their own voices and self-face recognition. However, the ability of patients with schizophrenia to recognize voices of the same gender and opposite gender was not as good as that of participants without schizophrenia. Faces of the same and opposite gender could influence self-voice recognition. It was found that patients with schizophrenia have the ability of self-face recognition and self-voice recognition. In the audiovisual integration task, faces could affect voice recognition, and self-face recognition could promote self-voice recognition but inhibit the recognition of other voices, including the same and opposite gender’s voices. Thus, using the approach of the audiovisual integration, it could be proved that the ability of self-voice recognition of patients with schizophrenia is intact.
Subjects: Psychology >> History of Psychology submitted time 2020-11-04
Abstract： Human voice recognition is critical for many aspects of social communication. Most people can recognize identity from the voice, but people with phonagnosia seem to have lost this ability. By definition, it means the deficits occurring at different stages of the processing of voice identity. It includes acquired phonagnosia developmental phonagnosia and its subtypes. Acquired phonagnosia patients’ damaged brain regions mainly include the temporal lobe, Heschl's gyrus and temporal pole. Developmental phonagnosia is associated with atypical responses in the right posterior superior temporal sulcus and dysfunction in the functional connectivity between the temporal lobe and the amygdala. Future research can focus on screening methods, scoping and cultural differences for phonagnosia.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2020-03-27
Abstract： In December 2019, an outbreak of a novel coronavirus disease (COVID-19) occurred in Wuhan, Hubei province, China. COVID-19 is characterised by fever and severe acute respiratory symptoms in early stages, which can rapidly progress to acute respiratory distress syndrome that is associated with high mortality. As of 10 February 2020, 37.626 cases have been confirmed and COVID-19 has directly caused 1.016 deaths in China. The wide and rapid spread of COVID-19 has intensely captured public attention, leading to increased mental health stress. Timely mental health care and intervention during the outbreak of COVID-19 is urgently needed not only for confirmed or suspected patients and frontline medical workers, but also for the general public. Previous studies showed that affirmation of personal values can buffer psychological stress responses in various threat situations. The goal of the present study was to investigate whether an intervention involving reflection on personal values was capable of buffering psychological stress responses during the outbreak. We recruited 220 participants who completed a questionnaire on their personal values. Those in the self-affirmation group were asked to choose and write their thoughts and feelings of a personal value that made them feel important to themselves while those in the control condition were asked to do the same for a personal value that they thought was important to others. Both groups completed a Self-rating Anxiety Scale (SAS) and Beck Depression Inventory (BDI) prior to and 7 days after intervention. We used two-way repeated measures analysis of variance (ANOVA) to evaluate the buffer effect of value affirmation on stress responses with time of assessment as a within-subjects factor and intervention group as a between-subjects factor for anxiety and depression. Our results revealed a significant relationship between time and intervention for the reduction of anxiety. Further simple effect analysis demonstrated that the control group showed heightened levels of anxiety 7 days after intervention compared with before, whereas participants who affirmed their values did not show any increase. This effect remained significant after controlling for sex, age, educational level, and annual family income. However, no significant differences were found for depression. The present study demonstrates for the first time that an experimental intervention involving the affirmation of personal values can buffer psychological stress response during the COVID-19 epidemic. Specifically, participants who affirmed their values did not show increased levels of anxiety compared with control participants. Self-affirmation is easy to accomplish since it does not require professional guidance or a distinct environment and occupies little time, it would be a convenient strategy for the public to cope with psychological stress during the outbreak.
Subjects: Psychology >> Cognitive Psychology submitted time 2020-01-03
Abstract： Reading comprehension is one of the most complex behaviors that we engage in on a regular basis. Decoding and language comprehension are two important components of reading comprehension. While up to now, little research has been devoted to directly explore the effects of phonological memory and central executive function on diverse reading comprehension components (decoding and language comprehension). In addition, the primary school stage is a critical period of development of children's reading ability and cognitive ability. However, few research has focused on the developmental changes in the relationship of phonological memory, central executive function and reading comprehension among children in different grades. Therefore, the purpose of this study is to examine the contribution of phonological memory and central executive function on decoding and language comprehension of children in different grade levels. Two hundred and fifty-six children completed Chinese Characters Reading, Chinese Word Reading, and Pseudo-Word Reading to investigate decoding ability, as well as a Listening Comprehension Test to exam language comprehension. Additionally, we used Digit Span and Non-word Span to measure children's phonological memory, and GO/NOGO task, Stroop task, Digit updating task and Digit shifting task to investigate children's central executive function. Correlation analysis and structural equation models (SEM) were used to investigate the effects of phonological memory and central executive function on decoding, language comprehension of children in different grades. Results indicated that, the effect of phonological memory and updating on decoding were significant. Also, the effect of updating and shifting on language comprehension were significant. On further analysis, we divided the four grades into two levels based on the reading stage theory, that third grade and fourth grade as one level, fifth grade and sixth grade as another level. In the third grade and fourth grade level, phonological memory and updating accuracy contributed to decoding. Moreover, updating accuracy and shifting cost predicted language comprehension. In the fifth grade and sixth grade level, only the effect of updating on decoding was significant.The results indicated that, the prediction of phonological memory on decoding disappeared as children progress through school. More importantly, we found that updating had a relatively stable contribution to decoding across grade levels. It revealed that different functions of working memory played different roles in reading, which seem that not all cognitive abilities are equally important in the reading process. Furthermore, phonological memory and central executive function produced different predictive effects in decoding and language comprehension as the grades grew. "
Subjects: Psychology >> Cognitive Psychology submitted time 2019-05-22
Abstract： " "
Subjects: Psychology >> Developmental Psychology submitted time 2018-09-07 Cooperative journals: 《心理学报》
Abstract： 关于物体重量认知的研究是探讨儿童整个认知发展的重要途径之一。本文通过两个实验考察了美国和中国儿童利用语言标签基于重量进行归纳推理的发展特点及跨文化一致性。实验人员利用语言标签提示三个外部知觉特征完全相似物体中的一个物体, 随后要求儿童从剩余两个物体中选择一个他们认为和目标物体共享语言标签的物体。研究考察儿童是否能够基于物体的内在属性重量进行类别判断。结果显示：(1) 4岁和5岁儿童以重量进行归纳推理显著高于3岁儿童, 4岁和5岁儿童之间的差异不显著; (2) 美国和中国4岁和5岁儿童的表现均显著高于随机水平, 3岁儿童与随机水平没有显著差异; (3) 美国2岁儿童的表现边缘低于随机水平, 6岁儿童显著高于随机水平。总之, 儿童利用语言标签进行基于重量的归纳推理随年龄增长而发展; 美国和中国儿童在发展特点及年龄转折上具有跨文化一致性, 4岁儿童具备了利用语言标签进行基于物体内在属性归纳推理的能力。
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