Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Aftereffects of completed intentions refer to participants continue retrieving intentions interfering with current cognitive tasks, after their failures in deactivating completed or cancelled intentions. Recent studies investigated the related factors and cognitive mechanisms in prospective memory task paradigm. Spontaneous retrieval and preparatory monitoring retrieval diverge in whether the retrieval process depends on attentional resources. Brain imaging research also showed that there are two neural pathways for intention retrieval. Further studies are necessary to explore effective approaches to reduce commission errors, and develop a new paradigm including three aspects of aftereffects of completed intentions, which are failures in intentional forgetting, retrieval of completed intentions and failures in inhibition.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Affect unfolds over time. Thus, it is crucial to understand the temporal dynamics of affect. Affective habituation, a form of affective temporal dynamic, refers to the psychological process by which the affective response becomes weak for repeated or continuous stimulation. Although substantial interest has been directed at delineating the affective habituation, it is still unclear that how hedonic affect (pleasure attainment and pain avoidance) and eudaimonic affect (meaning and self-realization) habituate across time. Additionally, it is unknown whether variety affects the habituation and how individual differences in the two types of affective habituation relate to people’s depression. The current study examines the process of the eudaimonic and hedonic habituation in a short time and its relation to depression. Two experiments were designed in the current study. Experiment 1 was designed to investigate the habituation of positive and neutral affect. It was a 2 (stimulus variability: 1-stimulus vs. 4-simuli) × 2 (positive vs neutral) within-subject design. Thirty-eight participants completed the habituation paradigm, in which people assessed the affective reactions to the repeated positive and neutral pictures using a visual analog scale and their depressive states were measured. We used hierarchical linear models to model the affective habituation and its relation with depression. The results showed that positive affect is more likely to habituate than neutral affect is; variety counteracted habituation; and there is no relationship between affective habituation and depression. From the hedonism and eudaimonism perspective, we divided positive affect into hedonic and eudaimonic affect. Experiment 2 was a 2 (variety: 1-stimulus vs. 4-simuli) × 3 (affective types: eudaimonic vs. hedonic vs. neutral) within-subject design. The procedure was almost identical to Experiment 1. Hedonic affect was defined as high pleasure but low meaning, such as the scenes depicting a person enjoying delicious food; eudaimonic affect was defined as high pleasure and high meaning, such as the scenes depicting a person helping others in need and spending time with family. The images were standardized with another sample. Seventy-one participants completed this habituation paradigm and their depressive states and neuroticism were measured after the experiment. The results showed that the hedonic affect is more likely to habituate than are eudaimonic affect and neutral affect. Variety counteracted hedonic and eudaimonic affect habituation. Their depressions were associated with rapid habituation of eudaimonic affect, but there was no such association for hedonic affect. Moreover, neuroticism moderated the relationship between the eudaimonic affect habituation and depression.In general, evidences from the current study found that eudaimonic affect is difficult to habituate relative to hedonic affect in a short time. Variety counteracted both types of affect habituation. Furthermore, depression was associated with rapid habituation of eudaimonic affect and neuroticism could moderate this relationship. The findings may provide insight into temporal dynamics of eudaimonic affect and its implications in mental health of human beings.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Observational learning, which refers to improving performance by observation without physical practice, is one of the most important human capacities. Although a large amount of studies have shown that observational and physical practice can both acquire a comparable motor learning in individual context, and the status of the responding hands play a crucial role in this process, few researches focused on observational learning in joint context. Hence we presented three experiments that adopted a joint Simon task to explore the conditions under which observational learning occurred by assessing whether it is affected by the status of the observer’s responding hands.By adopting a modified version of the social transfer of learning paradigm, three behavioral experiments were conducted to explore the emergence of observational learning under joint task and the influence of status of body-parts (response hands) on observational learning. The aim of experiment 1 was to investigate whether observational learning took place in joint context. In Experiment 2, the status of the observer’s hands were changed in observational learning. It should be noted that during practice phase, observers positioned their hands constrained on the knee in front of them. In Experiment 3, the possible influence of view range furtherly on observational learning was clarified by manipulating the view range and status of the observer’s hands. Specifically, the observer was asked to constrain his hands behind the back in practice phase.The results above demonstrated that either the observer or the actor in switch condition showed a significant joint Simon effect, while both of them didn’t show this effect in non-switch condition. Contrast to the condition in which the observer’s hands were free, the joint Simon effect increased in constrained condition when the observer’s hands were within his sight. Meanwhile, the same effect was also present when the observer’s hands constrained behind the back as compared to in front of them.It can be concluded that both observational learning and physical keypress practice in joint context could transfer into comparable motor learning which has an effect on the subsequent joint task. Moreover, the occurrence of observational learning depends on the potential motor abilities of the observer, which suggests that changes in body status affect the observer’s cognitive performance in subsequent joint task whether in or out of his sight. All of above provide empirical research for embodied cognition.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Joint action is a common phenomenon that involves two or more people cooperating together to achieve a common goal in our daily life. The action representation of co-actors play an important role in joint actions. Self-other integration, as a type of cognitive process, is the foundation of the joint action. Moreover, emotion can influence not only cognitive processes but also social interactions (Lyubomirsky et al., 2005). Therefore, it is worthy to investigate whether different types of emotion play an important role in joint action. Three experiments were conducted in the present study to explore the influences of different dimensional of emotions on joint actions. A total of 48 participants were recruited in Experiment 1a to investigate the change of co-representation ability in joint action under conditions of high level of arousal with high/low level of valence. Joint Simon task was used to measure the ability of co-representation, and PANAS and Affect Grid were used to measure the level of emotional valence and arousal. In Experiment 1b, 48 participants were recruited to further explore the effect of low arousal with different valences on joint actions. In Experiment 2, another 48 participants were recruited to explore the effect of the dimension of motivation on joint actions under the condition of high arousal and high valence. The results of Experiment 1a showed that high arousal improved Joint Simon effect (JSE) significantly regardless of the valence, which indicated that high arousal played an important role in joint actions. Experiment 1b revealed that high valence played a compensating role under the condition of low arousal. The results of combined analyses of experiment 1a and 1b showed that high arousal could be a key factor in enhancing the ability of co-representation. Experiment 2 found that, only under the condition of low motivation, high arousal with high valence could significantly improve JSE. In conclusion, these results indicate that (1) high level of emotional arousal is the key factor in improving the ability of co-representation in joint actions regardless of the level of emotional valence; (2) high level of emotional valence played an compensating role under the condition of low level of arousal to maintain the level of co-representation; (3) the high arousal is not the determined factor in the enhancement of the co-representation and moderated by motivation intensity as well; and (4) When completing joint action, emotions adjusts the referential coding of co-actor through regulating range of attention so that influences the ability of co-representation, which further confirming the referential coding account.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： The object-based Correspondence effect (also called object-based Simon effect), is a special spatial Correspondence effect, which refers to the phenomenon that responses are faster and more accurate when a handle of the graspable object and the response position or the responding hand are consistent than inconsistent. Tucker and Ellis (1998) first found the object-based Correspondence effect, and attributed the effect to the functional affordance of handles. In other words, when participants watch the graspable object, they automatically activate the tendency to grasp the handle of the object with their corresponding hands. Therefore, when the responding hand which is automatically activated by the handle is consistent that required by the task, responses are faster. In addition to the functional affordance, many researchers have also used the spatial position coding account to explain this effect. The account held the view that the generation of the object-based Correspondence effect was related to the position of the asymmetric handle of the stimuli, which automatically activated the response of the ipsilateral position, leading to the object-based Correspondence effect (Cho & Proctor, 2010). It's uncertain that the generation of object-based Correspondence effect is due to affordance coding or spatial coding hypothesis. In the present study, three experiments were conducted to investigate the generation mechanism of the object-based Correspondence effect. The stimulus materials were the silhouettes and photographs of the frying pans. In Experiment 1 the frying pan was located at the center of the screen, participants were asked to judge the stimulus to be upright or inverted, and responded with the responding hand. The aim of it was to examine whether the silhouettes and photographs of the frying pan would exist the object-based Correspondence effect without significant spatial position. In Experiment 2, the base of the frying pan was placed at the center of the screen, which made the left and right position of the handle more significant, and continue to examine whether the object-based Correspondence effect would appear when there existed the significant spatial coding. In Experiment 3, a crossed-hand response paradigm was adopted to separate response position from responding hand coding, in other words, participants pressed the right key with the left hand and the left key with the right hand, and to further explore the generation mechanism of the object-based Correspondence effect. The results suggested that there existed the object-based Correspondence effect in Experiment 1 when spatial location of the stimulus was not significant for silhouette stimuli, but not photograph stimuli. In Experiment 2 when the spatial position of the stimuli was more significant, silhouette and photograph stimuli both showed the Correspondence effect and the effect size was similar. The RT combined analysis of Experiment 1 and 2 suggested that the Correspondence effect size of Experimental 2 was larger than Experiment 1 for silhouette stimuli, and similar for photograph stimuli. In Experiment 3 when the hands were crossed there was Correspondence effect between the handle and the response position for both silhouette and photograph stimuli, but not the Correspondence effect between the handle and the responding hand. The combined analysis with the Experiment 2 suggested that the effect size of Experiment 3 was smaller than Experiment 2 for both silhouette and photograph stimuli. Based on these results, it is concluded that the spatial coding hypothesis plays an important role in the generation of the object-based Correspondence effect during a two key-pressing selection task, the affordance coding or other explanations are much smaller than that.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Visuo-spatial ability is the main component of spatial cognitive ability, which forms the spatial model of external world in human brain and think in mind through the transformation of model paradigm. However, when there are few landmarks or reference objects in an unfamiliar environment, individuals with low visuo-spatial ability are often prone to get lost. So, for these individuals with low visuo-spatial ability, how to solve this problem is worth exploring. Previous researches have shown that gestures help individuals to learn. However, most studies focused on improving the ability of route learning by observing tracking gestures, while there were few studies exploring the effect of generating tracking gestures, and there was no research exploring the role of generating tracking gestures in route learning on 3D maps. The route learning task was adopted as the main paradigm in the present study to explore the enhancing effect of generating tracking gestures in the route learning process of 3D map. A total of 53 participants were recruited in Experiment 1 to explore the improving effect of generating tracking gestures on visuo-spatial learning of 2D map and 3D map. In Experiment 2, another 49 participants were recruited to investigate the enhancing mechanism of generating tracking gestures in route learning using occlusion paradigm. Experiment 3 recruited another 53 participants to explore the methods of enhancement of visuo-spatial learning based on tracking gesture. The results of Experiment 1 showed that generating tracking gestures significantly improve the performance of visuo-spatial learning in both 2D map and 3D map, and the enhancing effect of generating tracking gesture on route learning of 3D map was higher than that of 2D map. Experiment 2 revealed that visuo-spatial learning was enhanced by the visual information and sensorimotor information provided by tracking gestures. The results of Experiment 3 showed that the enhancing effect of generating self-referential tracking gestures was significantly higher than that of observing others' tracking gestures, and it also proved that enhancing physical presence can improve the effect of visuo-spatial learning. In summary, these results suggest that (1)generating tracking gestures can enhance visuo-spatial learning; (2)visual information and sensorimotor information provided by tracking gestures play important roles in visuo-spatial learning, which confirms image maintenance theory and further complements the embodied embodied-external cognitive perspective of gesture; (3)increasing physical presence can enhance visuo-spatial learning, which validates the embodied-external cognitive perspective of gesture; (4)compared with observing other's tracking gestures, generating self-referential tracking gestures has a better performance, that is, generating self-referential tracking gestures is a more effective way to improve visuo-spatial learning.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Low socioeconomic status (SES) has an adverse effect on children’s cognitive development and academic achievement. The dynamic test is based on the concept of Vygotsky's “Zone of Proximal Development” (ZPD), which is an effective and necessary supplement to the conventional intelligence test. It can identify the cognitive potential especially for children with low SES, more comprehensively and accurately. This assessment can classify high-potential children who have not yet shown good cognitive performance but are likely to perform well through the intervention and assessment process. The domains of conservation and relations in the Inventory of Piaget’s Developmental Task (IPDT) have been proved to be applicable to children’s cognitive potential assessment in the lower grade of elementary school. Purpose of this study was to construct a dynamic test based on the representation, classification, and regulation domains of the IPDT in senior primary school children. Furthermore, the newly developed IPDT dynamic test was applied to the cognitive intervention study of low SES children to examine the improvement of cognitive ability and academic achievement of low SES children with different potentials after the inferential cognitive intervention. In order to evaluate the effectiveness of the dynamic test, ninety-one children in the fifth grade of a primary school were randomly selected as participants. The dynamic assessment consisted of four steps: pre-test, intervention, migration, and post-test, with each step having a set of questions. According to the theoretical basis and operation methods of the formulating intervention steps in the conservation and relations domains of IPDT, the intervention steps were divided into six levels, and the participants were prompted to answer step by step. The results showed that the passing rate of the participants increased with the interventional levels, indicating that the intervention was appropriate and effective at all levels. The study further distinguished the SES of 320 fifth-grade children from two primary schools, and evaluated children’s cognitive potentials through the adapted dynamic test of IPDT. Furthermore, the procedure of “pretest-inference cognitive intervention-posttest” was used to explore the cognitive changes and mathematical academic promotion of the low SES children with different potential. On the basis of controlling the pre-test scores, an ANCOVA was performed on the post-test scores of Raven’s inference test in children of different potential groups. The results showed that the post-test scores among the groups were significantly different. In the intervention group, the scores of the low SES children with high potentials were significantly higher than that of other three low SES groups, but withoutsignificant differences with the performance of middle SES children having high potentials. The post-test scores of math achievement also showed similar results. The scores of low SES children in control groups were significantly lower than those of middle SES children. In addition, the growth scores on Raven’s test of the two intervention groups were significantly higher than the other groups. In summary, according to the results of our research, two conclusions can be drawn: Firstly, the revised IPDT dynamic test in the domains of representation, classification, and regulation can effectively evaluate children’s cognitive potentials. Secondly, according to the revised IPDT dynamic test, it is inferred that cognitive intervention has different effects on low SES children with different potentials. After the intervention, children’s cognitive ability and math performance were improved in varying degrees. Low SES children with high potentials benefited more than children with low potential.
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