Subjects: Psychology >> Developmental Psychology Subjects: Psychology >> Educational Psychology submitted time 2024-04-23
Abstract： As a crucial component of cognitive function, mathematical ability plays an essential role in an individual’s future development. Previous studies have highlighted significant differences in this ability between children from high and low family socioeconomic backgrounds. Executive functioning are the most reliable factor in explaining this disparity. However, fundamental questions remain about the mediating role of executive functioning in this relationship: (1) The role of specific subcomponents of executive functioning in their relationship. (2) The differences in the impact of socioeconomic status on various mathematical abilities through these executive functioning subcomponents. (3) The variations in the role of executive functioning in the relationship between socioeconomic status and both current and future mathematical abilities. Accordingly, our study explored the impact of socioeconomic status on the second and third graders’ mathematical operations, logical reasoning, and spatial imagination abilities, as well as the mediation role of interference inhibition, response inhibition, and working memory. A total of 185 second-grade students were followed for 20 months in two assessments. At the beginning of second grade, children were assessed on their working memory through forward and backward digit span tasks; their interference inhibition was assessed with the Stroop task; and their response inhibition was assessed via the Go/No-go task. Children’s socioeconomic status was assessed using their parents’ educational levels, occupational status, and Family Affluence Scale. The Chinese Rating Scale of Pupil’s Mathematics Abilities, which included subtests for addition, subtraction, number sequence, length estimation, and cube counting, was utilized to assess the children’s mathematical calculation, logical thinking, and spatial imagination abilities. We explored the main effects of socioeconomic status on children’s current and future mathematical abilities using structural equation modeling and simultaneously developed multiple mediation models to investigate how executive functioning components mediate these relationships. The results indicated that the three types of mathematical abilities in second graders showed significant improvement over the 20-month period; socioeconomic status in the second grade directly predicted mathematical abilities at the same grade level; and socioeconomic status could indirectly predict mathematical calculation abilities in the second grade and logical thinking abilities in the third grade through the mediating role of working memory. It is concluded that the present study extends previous research that has explored the mediation role of executive functioning between socioeconomic status and mathematical ability, demonstrating that working memory is a crucial cognitive factor that contributes to the explanation of this mechanism. It provides a scientific basis for educational and research professionals to develop interventions aimed at enhancing the mathematical abilities of children from lower socioeconomic backgrounds.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The effect of social media on executive functions remain controversial. Some studies have shown that the use of social media promotes an individual’s executive functions, and some studies have found that social media use has a negative impact on executive functions. Recent studies have shown that, there may be an inverted U-shaped relationship between social media use and individual's executive function, and that social media use does not necessarily impair or promote executive function, but there is an optimal tipping point between the two. Moderate-intensity use of social media is the best level to promote executive functions. This is related to the moderating role played by the intensity of use. The paper first introduces the behavioral evidence that the effect of social media on executive functions, including three parts: positive effects, negative effects, and inverted U-shaped relationships. Secondly, it analyzes the moderating effect of intensity of use in the inverted U-shaped relationship between social media use and executive functions, and attempt to reveal the debate over the pros and cons of social media use on executive functions. Moderate-intensity use of social media will produce a social media flow experience, allowing individuals to filter out various distracting information when faced with various complex information stimuli in social media, focusing on useful information, and target information is constantly being affected. With storage and update, the individual's executive functions (especially the shifting function) get long-term and repeated exercise under such requirements, and finally improve. In addition, the flow experience generated by the use of social media can be used as an intrinsic motivation to increase the interaction of social networks to make positive changes in interpersonal relationships. This provides individuals with continuous social rewards and emotional support. To a certain extent, it buffers the negative impact of excessive use of social media on cognitive function, and slows down the decline of age-related executive functions. However, high-intensity use of social media causes individuals to worry about their performance in the task, which tends to maintain a wider range of attention and is more susceptible to interference from irrelevant information, while low-intensity use of social media causes individuals to be in a state of lack of proactiveness, the psychological effort process of information processing is reduced or even disappeared, which has a negative impact on executive functions. Future research in this area should examine the dose-effect of social media use affecting executive functions. The positive impact of social media use on the executive function may require a relatively long and continuous process of using social media. Whether an optimal social media can be determined the level of media usage maximizes individual's executive functions? In addition, previous research mainly focuses on the impact of social media usage frequency on individual's executive functions in daily life, but lacks a single sub-component of the type of social media usage on the executive function investigation of development and changes. In the future, the relationship between different types of social media usage and sub-components of executive function should be further clarified. Finally, the lifting effect of social media may be more significant in groups whose brain structure is in a period of change. Most previous studies only show that the use of social media can change individual's neural pathways or brain response patterns (and little is known about whether changes in the physiological structure of executive function have an impact on the cognitive level of social media users. Future research should combine behavioral and cognitive neurological methods to examine the brain regions of social media users with different cognitive levels in performing specific tasks. The difference in activation makes the neural mechanism of social media use affecting executive function more precise and comprehensive.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Rapid Automatized Naming (RAN) is an important predictor of reading. However, why and how RAN predicts reading remains controversial. Some researchers believe that the essence of reading is to recognize individual words in text in rapid succession, Individual word recognition rate can predict the fluency of sequential text reading through phonological awareness, orthography and processing speed. Therefore, individual word processing efficiency dominated the effect of RAN on reading. Other studies have found that Single word reading efficiency cannot fully explain individual differences in the process of serial reading. readers process multiple words during fluent reading in a "cascade" of processing, which is why RAN predicts reading. Therefore, There is no consensus on the mechanism by which RAN predicts reading. This paper analyzes existing studies and finds that they have not focused on the moderating effect of Visual Attention Span (VAS) on lexical processing, which may lead to inconsistent conclusions on the underlying mechanism of RAN in predicting reading. Readers with low VAS level recognized a limited number of orthographic units and read individual words one by one in discrete form during reading, so the relationship between RAN and reading was dominated by individual word processing efficiency; Readers with high VAS regard words as a whole unit and carry out parallel processing among multiple words in sequence. This "cascade" processing dominates the relationship between RAN and reading. However, due to the stable correlation between RAN and reading, many researchers extend the efficiency of single word processing to continuous text reading, believing that reading is the rapid and automatic reading of single words in succession. The researchers did not notice that in early reading, the reader's discrete RAN was closely correlated with the serial RAN, and that in serial reading, the reader was also engaged in rapid single-word reading. In adulthood, the reader's discrete RAN is independent of the serial RAN, and discrete and serial reading are not the same. Although some researchers noticed this later, but they still did not further pay attention to the fact that the lexical processing modes of readers at different stages correspond to different levels of VAS. With the potential changes of readers' VAS, their continuous reading modes are also changing. In addition, the selected subjects in previous studies were screened for basic reading ability, They all have basic reading skills. RAN materials were all high-frequency words or words with short characters, The VAS of the subjects was sufficient to support the “sight word reading” of these high-frequency short words. Therefore, although the subjects had different levels of VAS, they were similar in reading performance. By analyzing existing studies, we found that the level of readers' VAS seemed to explain the discrepancy in the conclusions on the relationship between RAN and reading. Future studies should focus on individual differences in VAS during reading, organically integrate different theories, and further explore the relationship between RAN and reading as well as the influence of VAS at different levels on it. To improve the reasons for RAN prediction of reading and related theories, Enriching the theory of nonverbal interventions for developmental dyslexia.
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 >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Self-esteem, as a core individual variable, has a long-standing inverse relationship with materialism. However, some studies have found that people with high self-esteem have higher materialistic orientation than those with low self-esteem, which contradicts previous research. In this connection, researchers need to rethink the relationship between these two variables. The heterogeneity hypothesis of high self-esteem holds that there are secure high self-esteem and fragile high self-esteem in high self-esteem groups, which may guide our understanding of this contradictory relationship. Therefore, the purpose of this study was to explore whether materialistic orientation was associated with different sub-types of high self-esteem, that is, that high self-esteem is heterogeneous, and to explore whether the relationship would change under self-threat situations. The results of study 1 indicated that the relationship between high fragile self-esteem and materialism was positive, while the relationship between high secure self-esteem and materialism was negative. The materialism of people with high fragile self-esteem was significantly higher than those with high secure self-esteem. The results of study 2 suggested that attractiveness threat moderated the relationship between heterogeneous high self-esteem and materialism. Specifically, in the attractive threat scenarios, materialism of secure high self-esteem was low, while materialism of fragile high self-esteem was high. In the non-attractive threat situation, the difference in materialism measures between them was insignificant. This finding was further replicated in study 3 where intellectual threat moderated the relationship between heterogeneous high self-esteem and implicit materialism. Notably, in the context of an intellectual threat, implicit materialism of the secure high self-esteem group was low, while implicit materialism of the fragile high self-esteem group was high. In the non-intellectual threat situation, the difference in implicit materialism scores was not significant. Therefore, from the perspective of heterogeneous high self-esteem, this study essentially proved the low materialism level of those with secure high self-esteem and high materialism level of those with fragile high self-esteem. It signifies that the two conclusions of previous studies are reasonable. If there exists a greater number of secure high self-esteem individuals among a population of high self-esteem persons, the relationship between high self-esteem and materialism is negative. On the contrary, if there is a greater number of fragile high self-esteem individuals, the relationship is positive, thereby solving the puzzle of the contradictory relationship between high self-esteem and materialism. Furthermore, this study can urge educators to pay more attention to the cultivation of children's secure high self-esteem rather than unquestioningly cultivating high self-esteem. To delve deeper into the impact of high self-esteem on materialism orientation, three studies were conducted. In study 1, 420 college students from 4 universities were surveyed by questionnaire to explore the correlation between heterogeneous high self-esteem and materialism. Study 2 was aimed to verify the causal relationship, and used attractiveness threat to self-esteem to investigate whether the attractiveness threat played a moderating role in the relationship between different types of high self-esteem and materialism where participants with fragile high self-esteem and secure high self-esteem were randomly assigned either to the attractiveness threat group or the control group. They were asked to compare their own attractiveness to the most and the least attractive images of the same sex selected from pre-test, respectively. Study 3 used intellectual threat as a form of self-threat priming and measured materialism at the implicit level where heterogeneous high self-esteem participants were randomly assigned to the intellectual threat group or the control group. The former completed 13 difficult questions from Raven's Progressive Matrices and received negative feedback, while the latter completed 13 simple questions from Raven's Progressive Matrices and received positive feedback.
Subjects: Psychology >> Cognitive Psychology Subjects: Psychology >> Social Psychology submitted time 2022-01-26
Abstract：
Cognitive control is the ability of individuals to flexibly adjust their thoughts and behaviors and deal with compatible and conflicting information when facing tasks. It ensures that our actions are performed smoothly according to the expected purpose. However, conflict information contains pure cognitive conflict and social conflict information. With the development of society, the division of labor of gender roles in the family has changed. Nevertheless, the traditional stereotype that men work outside and women work inside the house still exists. Furthermore, although many studies have examined the consistency effect of gender stereotype activation, the influence of cognitive control induced by different conditions on gender stereotype expression is not apparent under the task background of different conflict levels. Therefore, based on previous studies, the classic dual cognitive control theory that explains cognitive control processing, and the conflict monitoring theory that explains conflict tasks, this study systematically discusses the behavior patterns of gender stereotype expression under different conflict test times.
In Experiment 1, the participants were asked to complete the picture classification tasks with three conflict levels using the gender picture as the priming stimulus and housework picture and work picture as the target stimulus. Experiment 2 adjusted the target stimulus to semantic stimulus and asked the participants to complete three-word classification tasks with different conflict levels. To further investigate the influence of varying conflict backgrounds of subsequent task conflict, Experiment 3 adopted the trial-to-trial control adjustment paradigm. In this paradigm, a full trial consists of two judgment tasks. First, the participants complete the word classification tasks with different conflict levels. Thereafter, they complete the gender Flanker tasks with the same conflict level.
Experiment 1 showed that the image classification task could inhibit the expression of gender stereotypes regardless of the proportion of conflict times. Regarding the word classification task in Experiment 2, compared to the baseline level, the expression of gender stereotypes was inhibited at the high conflict level and activated at the low conflict level. Experiment 3 showed that the cognitive control processing generated by high conflict levels could be maintained in subsequent tasks. Furthermore, it was not affected by the change of task type. Additionally, Experiments 2 and 3 using the processing separation program showed that the control processing value under the high conflict condition was higher than that under the low conflict condition.
These results indicate that cognitive control induced by tasks with different conflict proportions can inhibit the expression of gender stereotypes; however, it is affected by the presentation of information.
Subjects: Psychology >> Cognitive Psychology submitted time 2021-10-18
Abstract： The effect of social media on executive functions remain controversial. Some studies have shown that the use of social media promotes an individual’s executive functions, and some studies have found that social media use has a negative impact on executive functions. Recent studies have shown that, there may be an inverted U-shaped relationship between social media use and individual's executive function, and that social media use does not necessarily impair or promote executive function, but there is an optimal tipping point between the two. Moderate-intensity use of social media is the best level to promote executive functions. This is related to the moderating role played by the intensity of use. The paper first introduces the behavioral evidence that the effect of social media on executive functions, including three parts: positive effects, negative effects, and inverted U-shaped relationships. Secondly, it analyzes the moderating effect of intensity of use in the inverted U-shaped relationship between social media use and executive functions, and attempt to reveal the debate over the pros and cons of social media use on executive functions. Moderate-intensity use of social media will produce a social media flow experience, allowing individuals to filter out various distracting information when faced with various complex information stimuli in social media, focusing on useful information, and target information is constantly being affected. With storage and update, the individual's executive functions (especially the shifting function) get long-term and repeated exercise under such requirements, and finally improve. In addition, the flow experience generated by the use of social media can be used as an intrinsic motivation to increase the interaction of social networks to make positive changes in interpersonal relationships. This provides individuals with continuous social rewards and emotional support. To a certain extent, it buffers the negative impact of excessive use of social media on cognitive function, and slows down the decline of age-related executive functions. However, high-intensity use of social media causes individuals to worry about their performance in the task, which tends to maintain a wider range of attention and is more susceptible to interference from irrelevant information, while low-intensity use of social media causes individuals to be in a state of lack of proactiveness, the psychological effort process of information processing is reduced or even disappeared, which has a negative impact on executive functions. Future research in this area should examine the dose-effect of social media use affecting executive functions. The positive impact of social media use on the executive function may require a relatively long and continuous process of using social media. Whether an optimal social media can be determined the level of media usage maximizes individual's executive functions? In addition, previous research mainly focuses on the impact of social media usage frequency on individual's executive functions in daily life, but lacks a single sub-component of the type of social media usage on the executive function investigation of development and changes. In the future, the relationship between different types of social media usage and sub-components of executive function should be further clarified. Finally, the lifting effect of social media may be more significant in groups whose brain structure is in a period of change. Most previous studies only show that the use of social media can change individual's neural pathways or brain response patterns (and little is known about whether changes in the physiological structure of executive function have an impact on the cognitive level of social media users. Future research should combine behavioral and cognitive neurological methods to examine the brain regions of social media users with different cognitive levels in performing specific tasks. The difference in activation makes the neural mechanism of social media use affecting executive function more precise and comprehensive. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2021-01-29
Abstract： Self-esteem, as a core individual variable, has a long-standing inverse relationship with materialism. However, some studies have found that people with high self-esteem have higher materialism than those with low self-esteem, which contradicts existing research. In this connection, researchers need to rethink the said relationship. The heterogeneity hypothesis of high self-esteem holds that there are safe high self-esteem and fragile high self-esteem in high self-esteem groups, which may guide understanding this contradictory relationship. Therefore, the purpose of this study was to explore whether materialism was associated with different types of high self-esteem, namely, heterogeneous high self-esteem, and to explore whether the relationship would change under self-threat situations. To delve deeper into the impact of high self-esteem on materialism, three studies were conducted. In study 1, 420 college students from 4 universities were surveyed by questionnaire to explore the correlation between heterogeneous high self-esteem and materialism. Study 2 was aimed to verify the causal relationship, and the attractiveness threat in self-threat was activated to investigate whether the attractiveness threat played a moderating role in the relationship between heterogeneous high self-esteem and materialism where participants with fragile high self-esteem and safe high self-esteem were randomly assigned to the attractiveness threat group or the control group. They were asked to compare their attractiveness to the most and the least attractive images of the same sex selected from pre-test, respectively. Study 3 used intellectual threat as a form of self-threat priming and measured materialism at the implicit level where heterogeneous high self-esteem participants were randomly assigned to the intelligence threat group or the control group. The former completed 13 difficult questions from Raven’s Progressive Matrices and received negative feedback, while the latter did the opposite. The results of study 1 indicated that the relationship between high fragile self-esteem and materialism was positive, while the relationship between high safety self-esteem and materialism was negative. The materialism of people with high fragile self-esteem was significantly higher than those with high safety self-esteem. The results of study 2 suggested that attractiveness threat moderated the relationship between heterogeneous high self-esteem and materialism. Specifically, in the attractive threat scenarios, materialism of safety high self-esteem decreased, while materialism of fragile high self-esteem increased. In the non-attractive threat situation, the materialism difference between them was insignificant. This finding was further replicated in study 3 where intellectual threat moderated the relationship between heterogeneous high self-esteem and implicit materialism. Notably, in the context of intelligence threat, implicit materialism of safe high self-esteem declined, while implicit materialism of fragile high self-esteem increased. In the non-intelligence threat situation, the implicit materialism difference between them was insignificant. Therefore, from the perspective of heterogeneous high self-esteem, this study essentially proved the low materialism level of safe high self-esteem and high materialism level of fragile high self-esteem. It signifies that the two conclusions of previous studies are reasonable. If there exists more number of safe high self-esteem individuals among those high self-esteem persons, the relationship between high self-esteem and materialism is positive. On the contrary, if there is more number of vulnerable high self-esteem individuals, the relationship is negative, thereby solving the puzzle of the contradictory relationship between high self-esteem and materialism. Furthermore, this study can urge educators to pay more attention to the cultivation of children's safe high self-esteem rather than unquestioningly cultivating high self-esteem.
Peer Review Status:Awaiting Review
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 >> Cognitive Psychology submitted time 2020-10-14
Abstract： " How the childhood poverty influences cognitive aging remains controversial. Some studies have shown that childhood poverty can accelerate individual cognitive aging, but other studies have found that childhood poverty can delay individual cognitive aging, which is related to the moderation of social mobility. For poor individuals in childhood, low stability or the downward mobility of socioeconomic status will make the negative effects of adversity accumulate continuously, thus accelerating the cognitive aging of individuals. However, poor childhood individuals with high psychological resilience may promote upward socioeconomic mobility, which will increase the individual's cognitive reserve and enhance specific cognitive abilities, thus delaying cognitive aging. Future research in this field should explore the relationship between childhood subjective poverty and cognitive aging and the influence of childhood poverty on the aging of different cognitive abilities. It should also focus on the survivor bias effect in studies on the relationship between childhood poverty and cognitive aging in later life.
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 >> Social Psychology submitted time 2019-03-04
Abstract：根据刻板印象激活的两阶段模型，通过2个研究3个实验分别考察了典型性别线索、典型刻板印象内容(热情和能力)的姓名-面孔刻板印象一致与不一致两种情形对记忆再认的影响。研究1采用“学习-再认”实验范式，选取典型性别姓名与面孔进行一致与不一致配对，发现实验中姓名与面孔的性别特质一致时，被试对相应两两配对的再认准确率高。研究2分别通过两个实验采用相同再认范式，分别进行典型热情、能力的姓名与面孔一致与不一致呈现，表明在热情、能力指标上刻板印象一致时再认效率更高。结果表明，当姓名-面孔刻板印象一致时，二者配对的记忆单元的再认准确率更高，反应时更低。本研究证实了姓名-面孔刻板印象的再认存在“匹配记忆效应”，进一步丰富和拓展了刻板印象领域和记忆再认领域的研究。
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2018-11-19
Abstract： " Addictive behaviors have brought serious harms to the individual and the society. The study on the time perspective of groups with addictive behaviors has become a new perspective to explore the emergence and development of addictive behaviors. The people who have past negative perspective orientation, present hedonistic and present fatalistic are more likely to have addictive behaviors while the orientation of future time perspective is a protective factor for addictive behaviors. It will not only reduce the occurrence of addictive behaviors but also benefit the recovery of the addictive behaviors. The behavioral mechanisms such as self-regulation, impulsive decision, and the neural mechanisms of the prefrontal cortex can help us understand the addictive behaviors deeply from the time perspective. Future researches can further explore the consistency and specificity of time perspective among different addictive behaviors, use longitudinal research methods to explore the dynamic process of addicts' time perspective, and Intervention in the time perspective of addicts, help addicts achieve a balance of time perspective by improving their future time perspective and reducing their orientations of past negative and present time perspective, which therefore, can help the addicts increase their abstinence.
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