Subjects: Psychology >> Educational Psychology submitted time 2023-10-30
Abstract： There has been growing interest in the relation among students’ perceived teacher support, mathematics learning engagement, and mathematics anxiety in the last decade. Longitudinal models are needed to provide new insights into the role of engagement in mathematics learning. Based on the control-value theory and developmental dynamic bio-psycho-social model of mathematics anxiety, the present study followed 1796 students from Grades 3 to 6 to investigate the longitudinal associations among perceived teacher support and two conceptually distinct dimensions of mathematics anxiety (i.e., mathematics evaluation anxiety and learning mathematics anxiety). We further explored the potential mediator effects of mathematics learning engagement between perceived teacher support and mathematics anxiety. We found bidirectional longitudinal associations between teacher support and learning mathematics anxiety from Grade 3 to grade 6, as well as unidirectional longitudinal associations between teacher support and mathematics evaluation anxiety (from mathematics evaluation anxiety to teacher support). Furthermore, mathematics learning engagement mediated the relation between perceived teacher support and mathematics anxiety (including learning mathematics anxiety and mathematics evaluation anxiety). These findings highlight the importance of understanding the dynamic interplay among perceived teacher support, mathematics learning engagement, and mathematics anxiety from a developmental perspective.
Subjects: Psychology >> Social Psychology submitted time 2023-10-28
Abstract： Numerous entrepreneurial firms fail. Most entrepreneurs who experience entrepreneurial failure quit entrepreneurship and return to the labor market in search of a paid job. Job-seeking not only is a turning point in an entrepreneur’s own recovery from entrepreneurial failure but also potentially avoids wastage of society’s entrepreneurial resources. However, although it is a common phenomenon, theoretical research on job-seeking among entrepreneurs who have failed has been limited. Grounded in impression management theory, this study explored entrepreneurs’ social motivations to manage failure and constructed an integrated framework to examine how they use impression management strategies in their subsequent job-seeking. The study focused on three issues: (1) tracing the unique definition and structure of entrepreneurs’ impression management strategies after entrepreneurial failure, in which two core dimensions of impression management strategies—assertive and defensive strategies—were proposed; (2) revealing how the nature of an entrepreneurial failure event affects subsequent impression management strategies; and (3) unraveling the mechanism by which impression management strategies influence job-seeking outcomes using signaling theory. This study clarifies the hitherto opaque process leading from entrepreneurial failure to success in job-seeking among entrepreneurs.
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2023-10-20
Abstract： The self is an important concept in the research of personality psychology and social psychology. Since the rise of cultural psychology in recent decades, many Chinese indigenous psychologists are involved in constructing a Chinese self-theory that fits the characteristics of Chinese society, history, and culture. The existing Chinese self-theories or self-models can be divided into three categories: individualism/ collectivism oriented Chinese self-theories, differential pattern oriented Chinese self-theories, and protogenetic symbol oriented Chinese self-theories.
The individualism/ collectivism oriented Chinese self-theories inherited from the individualism/collectivism dimension in culturology, in the same line with the self-construal theory that divided the cultural self-construal into the independent self and interdependent self, which emerged from the comparison with the western mainstream modern civilization. The most representative individualism/ collectivism oriented Chinese self-theories include the “four-part theory of Chinese self” proposed by Yang Kwo-Shu, the “dual-cultural self-theory” suggested by Hong Ying-Yi, and the “composite self-theory” proposed by Lu Luo. These theories generally nested the individual orientation and social orientation, and the independent self and interdependent self to construct the modern Chinese self that is now expanding into a multicultural convergence theory of the self.
The differential pattern oriented Chinese self-theories developed from Fei Xiao-Tong’s differential pattern theory, which described the Chinese traditional social structure. From a psychological point of view, the differential pattern of social form is a kind of internalized psychological differential pattern, the connotation of which is that under the premise of individual-centeredness, other people around the individual are given different values and meanings and pulled into the concentric circles of self-identity, forming a self-centered form with differential order. On this basis, Yang Chung-Fang, Yang Yi-Yin, Zhai Xue-Wei, and so on, made further development. These theories lean in the direction of sociological research, focusing on the extrapolation of the Chinese self in the context of ethical structures and social relations.
The protogenetic symbol oriented Chinese self-theories took a different approach and tried to construct a theory or model of the Chinese self by using typical symbols or illustrations with symbolic meanings in traditional Chinese culture, the most representative of which are the Mandala model of self proposed by Hwang Kwang-Kwo and the Taiji model of self proposed by Wang Feng-Yan et al.
The theoretical research of the Chinese self has shown the features: (1) the self theories have grown from nothing and expanded from one-way to diversified; (2) the self theories have developed from imitation to innovation; and (3) the tools to research about the self are gradually diversified, but the theory and empirical studies still need to be further combined. An understanding of the outline of the developmental process of the Chinese self-theories will help to understand the rich connotation of the Chinese self-view and lay a solid foundation for further research on the Chinese self.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-10-19
Abstract： The part-list cuing effect refers to the phenomenon that when providing a subset of previously learned items as retrieval cues, people’s recall performance for the remaining items is often worse compared to when retrieval cues are absent. Memory research also showed that items with high value are generally better remembered than items with low value. However, it is unclear how the values of items affect the part-list cuing effect and its persistence. Through two experiments, this study investigated the influence of item value on the part-list cuing effect.
Experiment 1 employed a part-list cuing paradigm in a value-directed memory task. During the learning phase, participants were asked to study category exemplars which were assigned different values (1 or 10 points). Participants were then asked to make an old/new judgement after the presentation of part-list cues. Experiment 2 further manipulated the encoding condition (i.e., 1-study encoding vs. 2-study-test encoding) and the test schedule (i.e., immediate test vs. final test). In the 1-study condition, participants received only one study cycle, but went through two study–test cycles in the 2-study-test condition. The immediate test phase is the same as Experiment 1; the final test involved a final recognition test after a 5min distractor task.
Results from the two experiments collectively showed both the assigned values of cued and test items affected the item recognition performance: cue items with high value resulted in poorer target item recognition performance than those with low value; however, the recognition accuracy was higher for target items with high- than low-value, and the high-value target items were more sensitive to the presentation of part-list cuing. The emergence and persistence of part-list cuing was also modulated by item values. Under the 1-study condition, the high-value cues led to worse target item recognition regardless of the values of the target items, and this detrimental effect was observed in both immediate and final tests. In contrast, the low-value cues only caused poorer recognition of high-value targets in the immediate test. Under the 2-study-test condition, only high-value cues caused recognition impairment of the low-value targets in both immediate and delayed tests. The above results partially validate the two-mechanism account of part-list cuing, and also are a key supplement to this hypothesis: the role of part-list cuing on memory retrieval is not necessarily manifested as a lasting impairment in the low associative coding condition, or a transient impairment in the high associative coding condition, and the item value also influences the strength and persistence of the role of part-list cuing, and it is also necessary to take into account the role of item value when defining the role of part-list cuing on memory retrieval from the perspective of item associative encoding.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-10-13
Abstract： Patching one eye of an adult human for a few hours has been found to promote the dominance of the patched eye, which is called short-term monocular deprivation effect. Interestingly, recent work has reported that prolonged eye-specific attention can also cause a shift of ocular dominance towards the unattended eye though visual inputs during adaptation are balanced across the eyes. Considering that patching blocks all input information from one eye, attention is undoubtedly deployed to the opposite eye. Therefore, the short-term monocular deprivation effect might to some extent be contributed by the eye-specific attentional modulation, which remains largely unknown. The goal of the present study was to investigate whether attention can modulate the short-term monocular deprivation effect in adults.
Twenty adult participants took part in the present study. We asked participants to perform an attentive tracking task throughout the monocular patching. During the tracking, the primary stimuli consisted of two types of chromatic gratings, red-green gratings (R-G) and yellow-blue (Y-B) gratings, one of which was defined as the target gratings (attended stimuli) and the other as the distractor gratings (unattended stimuli). Target gratings and distractor gratings were distinct from each other in fundamental visual features such as color, shape, and spatial frequency. We instructed participants to continuously attend to and track the movement of the target grating in the attentive tracking task. Before and after one hour of monocular patching, we measured participants’ ocular dominance using a binocular rivalry task in which both target gratings and distractor gratings served as testing stimuli.
In case there lacks of comparability in binocular rivalry performance measured with different types of testing stimuli, we focused on the comparison of the monocular deprivation effect for the same testing stimuli between different attention conditions. Our results generally support the notion of attentional modulation on the monocular deprivation effect. To be specific, we observed a larger shift of ocular dominance towards the deprived eye when the binocular rivalry testing gratings shared features with the target gratings during the tracking compared to when they shared features with the distractor gratings. For testing with Y-B gratings, there was a significantly greater monocular deprivation effect when Y-B gratings were attended during the patching compared to when R-G gratings were attended. For testing with R-G gratings, we detected a similar trend, though it did not reach statistical significance.
In conclusion, the present study provides some preliminary evidence supporting the modulatory role of attention in the effect of typical monocular deprivation. Our work suggests that short-term ocular dominance plasticity is not solely determined by imbalanced visual feedforward inputs, but also affected by top-down attentional feedbacks, discovering potential interplays between higher-level cognitive functions and lower-level visual processing in this phenomenon. Because monocular deprivation has recently been used to treat amblyopia, our finding of attentional modulation on this effect may provide useful clues on how to optimize such treatment in future work.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2023-10-10
Abstract： The majority of current research on facial expression perception uses static face images, and there is comparatively little study on dynamic expression. However, facial expressions are highly dynamic phenomena capable of conveying complex psychological states: the motion inherent in dynamic stimuli is crucial for social perception and improves coherence in identifying facial affect. Previous studies have found that perceptual processing of dynamic expressions may involve a variety of mechanisms, and some of these mechanisms have inconsistent effects. Therefore, it is important to study dynamic expressions to understand the nuances of human communication and support the naturalistic assessment of affective disorders.
Three experiments involved 96 participants, which provided 94 valid samples. The experimental material came from the Chinese Affective Picture System (CASP). Dynamic expression sequences were created from the happy and neutral expressions of the same individual. In Experiment 1, the impact of direction change and the average summary representation were examined. Experiments 2a and 2b combined static expressions to systematically explored the representational momentum effect of dynamic happy expressions. As such, the average summary representation of dynamic expressions differed across the two experiments. Participants were asked to evaluate the valence, arousal, and dominance of the final emotion of dynamic expressions or static expressions on a seven-point scale. ANOVA, independent sample t-test, and one sample t-test were used to analyze the results.
In this study, it was found that when the faces changed from strong to weak (versus weak to strong), they were rated with lower valence scores and higher dominance scores. In addition, faces that went from strong to weak had lower valence scores and higher dominance scores than static faces with the same intensity of expression in the previous frame. Indicative of the the representational momentum effect, faces that went from weak to strong had higher valence scores. Furthermore, the dynamic happy expressions that moved from strong to weak had a larger impact on perceived representational momentum than the dynamic happy expressions that moved from weak to strong. The arousal ratings were higher for the dynamic happy expression with a higher average summary representation. Valence, arousal, and dominance scores for the same expression image differed across experimental designs and material groups, according to this study's thorough analysis of repeated stimulus conditions (such as static 50% smiling).
According to the results, representation momentum impact extends to the assessment of dynamic happy expression on valence and dominance dimensions. Additionally, when assessing a facial expression, the perceiver will make a relative assessment based on the internal reference standard: a lower the standard is associated with a higher the score, and vice versa. This finding is consistent with reference dependence effect on expression perception. These processing characteristics are used as a reminder to academics to consider the difference between dynamic and static expressions and to think about the impact of various materials when using facial expression data in the future.
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2023-10-07
Abstract： Existing studies on the relationship between school connectedness and depression have produced inconsistent results. To clarify the extent to which school connectedness is associated with depression, and whether these associations differed according to the study or sample characteristics, a three-level meta-analysis of 87 included studies (206 effect sizes) was conducted. The results showed that there was a significant negative correlation between school connectedness and depression but only to a medium extent(r = –0.39, df = 205, p < 0.001). Additionally, the relationship between school connectedness and depression was found to be moderated by the percentage of female students, mean age of participants, measurement of depression, and data characteristics. No significant moderating effects were found for the measurement of school connectedness, culture, or publication year. School connectedness is a protective factor for depression. Interventions targeting depression should be aware of school connectedness.
Subjects: Psychology >> Statistics in Psychology submitted time 2023-10-07
Abstract： Hierarchical data, which is observed frequently in psychological experiments, is usually analyzed with the linear mixed-effects models (LMEMs), as it can account for multiple sources of random effects due to participants, items, and/or predictors simultaneously. However, it is still unclear of how to determine the sample size and number of trials in LMEMs. In history, sample size planning was conducted based purely on power analysis. Later, the influential article of Maxwell et al. (2008) has made clear that sample size planning should consider statistical power and accuracy in parameter estimation (AIPE) simultaneously. In this paper, we derive a confidence interval width contours plot with the codes to generate it, providing power and AIPE information simultaneously. With this plot, sample size requirements in LMEMs based on power and AIPE criteria can be decided. We also demonstrated how to run sensitivity analysis to assess the impact of the magnitude of experiment effect size and the magnitude of random slope variance on statistical power, AIPE and the results of sample size planning.
There were two sets of sensitivity analysis based on different LMEMs. Sensitivity analysis Ⅰ investigated how the experiment effect size influenced power, AIPE and the requirement of sample size for within-subject experiment design, while sensitivity analysis Ⅱ investigated the impact of random slope variance on optimal sample size based on power and AIPE analysis for the cross-level interaction effect. The results for binary and continuous between-subject variables were compared. In these sensitivity analysis, two factors regarding sample size varied: number of subjects (I=10, 30, 50, 70, 100, 200, 400, 600, 800), number of trials (J=10, 20, 30, 50, 70, 100, 150, 200, 250, 300). The additional manipulated factor was the effect size of experiment effect (standard coefficient of experiment condition= 0.2, 0.5, 0.8, in sensitivity analysis Ⅰ) and the magnitude of random slope variance (0.01, 0.09 and 0.25, in sensitivity analysis Ⅱ). A random slope model was used in sensitivity analysis Ⅰ, while a random slope model with level-2 independent variable was used in sensitivity analysis Ⅱ. Data-generating model and fitted model were the same. Estimation performance was evaluated in terms of convergence rate, power, AIPE for the fixed effect, AIPE for the standard error of the fixed effect, and AIPE for the random effect.
The results are as following. First, there were no convergence problems under all the conditions , except that when the variance of random slope was small and a maximal model was used to fit the data. Second, power increased as sample size, number of trials or effect size increased. However, the number of trials played a key role for the power of within-subject effect, while sample size was more important for the power of cross-level effect. Power was larger for continuous between-subject variable than for binary between-subject variable. Third, although the fixed effect was accurately estimated under all the simulation conditions, the width 95% confidence interval (95%width) was extremely large under some conditions. Lastly, AIPE for the random effect increased as sample size and/or number of trials increased. The variance of residual was estimated accurately. As the variance of random slope increased, the accuracy of the estimates of variances of random intercept decreased, and the accuracy of the estimates of random slope increased.
In conclusion, if sample size planning was conducted solely based on power analysis, the chosen sample size might not be large enough to obtain accurate estimates of effects size. Therefore, the rational for considering statistical power and AIPE during sample size planning was adopted. To shed light on this issue, this article provided a standard procedure based on a confidence interval width contours plot to recommend sample size and number of trials for using LMEMs. This plot visualizes the combined effect of sample size and number of trials per participant on 95% width, power and AIPE for random effects. Based on this tool and other empirical considerations, practitioners can make informed choices about how many participants to test, and how many trials to test each one for.
Subjects: Psychology >> Developmental Psychology submitted time 2023-10-06
Abstract： Objective This study aims to examine how grammar and semantic factors affect the acquisition of new verbs by Chinese children.
Methods This study used Preferential Pointing Paradigm to investigate the effects of grammatical and semantic cues on verb acquisition in Chinese children aged 3~5.
Results The results indicated that 5-year-old children could use a single syntactic clue for the acquisition of novel verbs, whereas those aged 4 years demonstrated the ability to utilize double clues, encompassing either double syntactic clues or one syntactic clue coupled with one semantic clue, in their verb learning process.
Limitations This study investigated the mechanism of verb acquisition in children aged 3~5, but failed the experimental task at the age of 3.
Conclusions This study found that 5-year-old children can use a single sentence normal to acquire verbs, while 4-year-old children need to add semantic or grammatical clues.
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