Subjects: Psychology >> Medical Psychology submitted time 2019-04-29
Abstract： " The Promoting the Emergence of Advanced Knowledge (PEAK) Relational Training System is the first verbal behavior assessment instrument and treatment protocol that integrates Skinner’s “Verbal Behavior” and Post-Skinnerism analysis of human language and cognition, “Relational Frame Theory”. It aims to address the language and cognitive deficits in children with autism. By the end of 2018, the PEAK system has published four modules: PEAK-Direct Training module (PEAK-DT), PEAK-Generalization module (PEAK-G), PEAK Equivalence module (PEAK-E) and PEAK-Transformation module (PEAK-T). Each of the modules contains a direct pre-assessment, a full 184-itemized skill assessment, and a 184 item curriculum. Based on the previous literature, PEAK-DT has broken the ceiling effect of the VB-MAPP milestone evaluation in patients with ASD, and the entirety PEAK system is prospected to provide a more advanced and comprehensive verbal behavior assessment and training system than VB-MAPP. Since the establishment of the PEAK system in 2014, many published empirical studies indicated that some properties of the PEAK system are: good reliability and validity as an assessment tool, effective treatment for the patients with ASD, and an easily-mastered operation in practice; which makes the PEAK system owning potential application value in the intervention delivered from behavioral analysists as well as autistic parents in the future.
Subjects: Psychology >> Physiological Psychology submitted time 2019-04-22
Abstract： " Stable memories may re-enter an unstable state when they are retrieved. Upon retrieval, a consolidated memory can be updated, strengthened, weakened, or even erased. This process is known as reconsolidation. Thus, reconsolidation interventions provide an opportunity to modify seemingly stable memories. Studies on the reconsolidation of maladaptive human memory emphasize the role of propranolol and behavioral intervention therapies in fear and episodic memory reconsolidation. Multiple cortical brain regions and neural circuits are involved in the reconsolidation of human fear and episodic memory. These include the amygdala, hippocampus, ventromedial prefrontal cortex (vmPFC), prefrontal cortex (PFC), the amygdale-vmPFC network, and the hippocampus-PFC network. Existing memories can be modified during reconsolidation by various interventions, such as drug treatment, behavioral therapy, or noninvasive brain stimulation. This introduces the possibility of using these strategies to treat memory disorders. However, there is a significant gap between the relevant basic research and the clinical application due to the complexity of pathologic memory formation. Therefore, additional experimental paradigms that more closely resemble clinical situations are required. Furthermore, the precise boundary conditions for reconsolidation disruption should be elucidated in a future study, as this will promote the clinical application of laboratory research.
Subjects: Psychology >> Cognitive Psychology submitted time 2019-04-15
Abstract： " It is reported that, one primary way for school children to acquire vocabularies is by deriving word meanings from contexts. The typical deficit of developmental dyslexia is that they have smaller vocabulary size than their chronological age-matched children. One recent study has examined the cognitive processes underlying dyslexic children’s novel word learning during reading by using eye tracking. This is a method that is well established as a means of investigating reading behaviour by measuring when and where the eye fixates on text as written language is processed naturally. It should be noted that all the studies investigating novel word learning measured fixation durations on novel words fixated by dyslexic children with a view to quantifying the time required for those novel words to be successfully identified within the context of a sentence. In the present study we investigated saccadic targeting in relation to novel word learning in dyslexia children. Each novel word was embedded into eight sentences. Each provided a context for readers to form a new lexical representation. Two groups of dyslexic children and age-matched control children’s eye movements were recorded when they read sentences, each including 22 individuals. Given the ongoing lexical processing difficulty influences the basic decision of “where to target” in Chinese reading, the novel word poses substantial processing difficulty, particular for dyslexic children with inefficient lexical processing, we predict that dyslexic children would be less efficient to target the eyes than control children did in novel word learning. Consistent with our prediction, the mean initial landing positions on novel words were further away from the word center for dyslexic than control children, showing that the basic decision of saccadic targeting on novel words was less efficient for dyslexic than control children. Additionally, we categorized 8 exposures to novel words as being two learning stages: Learning stage 1 including exposures 1 to 4; and learning stage 2 including the exposures from 5 to 8. We aimed to examine whether they were able to modulate their saccadic targeting as the accumulated learning of novel words. The results showed that, control children targeted the initial saccades closer to the word centers with increased exposures, while such effect did not occur for dyslexic children. These findings indicate that control children adjusted the initial saccadic targeting based on lexical familiarity information, while dyslexic children did not. On the basis of the findings above, we argue that, dyslexic children may adopt more careful strategy of saccade-target selection given their lower efficiency in word processing, such that they had lower efficiencies in the basic decision of saccadic targeting, as well as the usage of “lexical familiarity information” to modulate the saccadic targeting to novel words. This might account for their low word acquisition efficiency in reading.
Subjects: Psychology >> Applied Psychology Subjects: Psychology >> Management Psychology submitted time 2019-04-15
Abstract： "
Subjects: Psychology >> Statistics in Psychology submitted time 2019-04-15
Abstract： The recent replication crisis in psychology has motivated many researchers to reform the methods they used in research, reporting effect sizes (ES) and their confidence intervals (CIs) becomes a new standard in mainstream journals. However, a practical tutorial for calculating CIs is still lacking. In this primer, we introduced theoretical basis of CIs of the two most widely-used effect size, Cohen's d and η2, in plain language. The CIs of both Cohen's d and η2 are calculated under the condition that the alternative hypothesis (H1) is true, and both rely on the estimation of non-centrality parameters of non-central distributions by using iterative approximations. More specifically, non-central t-distribution for Cohen's d and non-central F-distribution for η2. Then, we illustrated how to calculate them in R and JASP with real data. This practical primer may help Chinese psychological researchers understand the CIs better and report CIs in their own research. "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2019-04-10
Abstract： Maternal gatekeeping behavior is defined as a collection of behaviors that facilitate or inhibit the collaborative effort of fathers in the family and child-care work, which is an integral part of the coparenting relationship that is essential to family life. Gatekeeping behavior can be further classified into maternal opening behaviors and closing behaviors. The former facilitates, and the latter inhibits father involvement in parenting activities. Research on maternal gatekeeping behavior has mainly focused on its predictive effects on father involvement in the father–child subsystem. Limited research has also been conducted on predictive effects of maternal gatekeeping behaviors on the function of other family subsystems such as mother-adolescent subsystem. Based on the spillover hypothesis of family system theory, this study explored how maternal opening and closing behavior predicted mother involvement and mother–adolescent attachment that respectively represents top–down and bottom–up mother-adolescent interactions. Moreover, the attachment theory assumes that parenting by the mother is the basis of attachment formation and development. As a result, mother involvement might have a positive predictive role on mother-adolescent attachment. Therefore, an indirect effect model of maternal gatekeeping behavior on mother involvement and mother-adolescent attachment is proposed. Specifically, it is suggested that mother involvement might mediate the relationship between maternal gatekeeping behavior and mother-adolescent attachment. Furthermore, the associations among these three factors might differ during different stages of adolescence, such as early, middle, and late adolescence. Families (N=598) that included mothers and their adolescent children participated in this study. Mothers reported their gatekeeping behaviors using the Maternal Gatekeeping Scale (Puhlman & Pasley, 2017) and involvement using the Inventory of Parental Involvement (Wu et al., 2015). Adolescents evaluated their attachment to their mothers using the mother attachment sub-scale of the Inventory of Parent and Peer Attachment (Armsden & Greenberg, 1987). Data were analyzed using correlational analysis and structural equation modeling in SPSS 21.0 and Mplus 7.11. Results generally indicated that maternal opening behavior positively predicted mother involvement and mother-adolescent attachment. In particular, the effect of maternal opening behavior on mother-adolescent attachment was mediated by mother involvement, indicative of the indirect effect of maternal gatekeeping behavior on mother-adolescent attachment. However, maternal closing behavior negatively predicted mother-adolescent attachment but not mother involvement. Moreover, there was no indirect effect between maternal closing behavior and mother-adolescent attachment. Furthermore, an analysis of group comparisons revealed that the indirect effects model of maternal gate opening was significant in all three developmental stages, and the magnitude of the indirect effect was not significantly different between the three stages. Also, there were group differences in relationships among maternal closing behavior, mother involvement and mother-adolescent attachment in the three stages of adolescence. Specifically, in early adolescence, maternal closing behavior had a positive effect on mother involvement and mother-adolescent attachment with mother involvement mediating the relationship between maternal closing behavior and mother-adolescent attachment. On the contrary, in late adolescence, maternal closing behavior had an adverse effect on mother involvement and mother-adolescent attachment with mother involvement mediating the relationship between maternal closing behavior and mother–adolescent attachment. In middle adolescence, there were no significant predictive effects of maternal closing behavior on mother involvement or mother-adolescent attachment. This study on the whole indicated that maternal gatekeeping behavior, which is an essential aspect of coparenting, was closely related to the quality of the relationship between mothers and adolescents. Furthermore, the study suggested that developmental stages of adolescence must be considered when exploring the roles of maternal gatekeeping behavior in different family system domains. This new evidences from this study indicate practical family education programs should promote maternal opening behaviors such as facilitating fathers’ participation in child-rearing and decrease maternal closing behavior such as criticism and control for fathers’ participation.
Subjects: Psychology >> Management Psychology submitted time 2019-04-09
Abstract： One of the key elements for firms to develop stably is a high level of employees’ identification with their organizations. Employees’ innovative behavior is the cornerstone of firms’ innovation. However, there are inconsistent research findings about the influence of organizational identification on employees’ innovative behavior. The normative conflict model provides a theoretical lens for deep understandings of their relationship. According to this model, organizational identification has a dual impact (i.e. promotive and prohibitive) on innovative behavior through two disparate paths (i.e. dissatisfaction of the status quo and conforming to the status quo); employees’ perceptions of normative conflict is a crucial condition to trigger their dissatisfaction of and conforming to the status quo; leaders’ expectations and support for employees’ innovative behavior play moderating roles in the process whereby organizational identification promotes and prohibits employees’ innovative behavior. " "
Subjects: Psychology >> Cognitive Psychology submitted time 2019-04-06
Abstract： Anxiety is associated with high levels of arousal. Both theoretical and empirical work have determined that when an individual experiences anxiety, he/she shows attentional bias toward negative stimuli. High arousal and negative attentional bias, as the two key characteristics of anxiety, are associated with a series of subjective feelings and experiences of individuals with state anxiety, among which time perception is significant. However, how this process operates remains an open question. In this article, we investigate how state anxious individuals perceive time, especially the roles of attention bias and cognitive appraisal in this process. Sixty college students participated in the study and were randomly assigned to a high state anxiety group (n=30, completed a procedure of anxious state induction) and a low state anxiety group (n=30, completed a procedure of calm state induction). Then，a 2 (high state anxiety group vs. low state anxiety group) × 2 (negative stimuli vs. neutral stimuli) × 3 (2000 ms vs. 4000 ms vs. 8000 ms) mixed-design experiment was conducted with the attentional bias as the mediator, the cognitive appraisal as the moderator and the time perception as the dependent variable. State anxiety was manipulated by an induction process, time perception was measured by the time reproduction task, attentional bias was measured by the dot-probe task and cognitive appraisal was assessed by the visual analogue mood scales. The results showed that (1) State anxiety had an effect on time perception, namely, individuals with high state anxiety overestimated the 2-second interval of the negative stimuli. (2) Attentional bias played a partial mediating role in the relationship between state anxiety and time perception of 2000 ms. (3) Cognitive appraisal moderated the mediation effect of attentional bias on the influence of state anxiety on time perception of 2000 ms. Specifically, when the score of cognitive appraisal was high, attentional bias played a mediating role in the influence of state anxiety on time perception, while when the score of cognitive appraisal was low, attentional bias did not play a mediating role in the influence of state anxiety on time perception. Therefore, the effect of state anxiety on college students’ time perception was a moderated mediating effect. The moderated mediating model significantly revealed the effect mechanism of state anxiety on college students’ time perception, which can contribute to a better understanding of how individuals in an anxious state perceive time. Furthermore, it suggests that the adjustment of cognitive appraisal or attentional bias is an important way to alleviate the time distortion of anxious individuals.
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