Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-09
Abstract： The effect of difficulty on the font size effect was examined by event-related potentials (ERPs) technique. The results revealed that (1) subjects gave lower judgment of learning (JOLs) values for difficult word pairs compared to simple word pairs; and there was no difference in JOLs values for large fonts compared to small fonts. (2) Font size affects the early stage of encoding (200-300 ms), which induces individuals to process learning items superficially (non-semantic encoding); and difficulty affects the middle and late stage of encoding (450-600 ms), when difficult word pairs induce individuals to process learning items deeply (semantic encoding). (3) Subjects performing JOLs would evoke LPN components in the prefrontal lobe representing the attempted extraction. The above results indicate that the difficulty cue in the encoding stage eliminates the font size effect by inducing individuals to semantically encode items; in the JOLs stage individuals will make attempts to extract, a process in which individuals make accurate JOLs based on semantically encoded information.The results of the present study not only illustrate the electrophysiological mechanisms underlying the generation and elimination of the font size effect, but also provide neural evidence on how to improve the accuracy of JOLs, a metamemory monitoring process provides neural evidence for the accuracy of the process.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2024-05-09
Abstract： Judgments of learning (JOLs) refer to learners’ subjective predictions of whether they can successfully extract what they have learned on future tests. Face memory is an important foundation for acquiring information during social interactions and ensuring that social activities are carried out properly. Emotion and attractiveness are two important cues that influence JOLs of face memory. In reality, emotion and attractiveness often appear simultaneously in the same face. However, previous studies have only examined the effects of the two cues on JOLs individually, and have not deeply explored the effects of the integration of the two cues on the accuracy of JOLs and their mechanisms./t/nThe present study first explored the proportion of the number of emotional and attractive cue integrators. Then, we increased the gradient of each level of the attractiveness cue in Experiment 1, and utilized a mixed experimental design of 2 (group: cue-integrated group, non-cue-integrated group) × 3 (emotional cue: high-intensity, medium-intensity, and low-intensity) × 3 (attractiveness cue: high-intensity, medium-intensity, and low-intensity) to explore whether the cue-integration could improve face memory and the accuracy of JOLs. In Experiment 2, in order to further improve the sensitivity of the subjects to the two cues, the mixed experimental design was changed to 2 (group: cue-integration group, non-cue-integration group) × 2 (emotional cues: high intensity, low intensity) × 2 (attraction cues: high intensity, low intensity), and the EEG was used to investigate the temporal characteristics of cue-integration in promoting the accuracy of JOLs./t/nFindings: (1) Subjects integrated both emotion and attraction cues for JOLs ratings(the pre-experiment). (2) Integrating emotional and attractiveness cues improved the accuracy of JOLs (Experiment 1). (3) The group that integrated cues had a higher amplitude of late positive waves (LPP) in the parietal region during the encoding stage and late negative waves (NSW) in the frontal region during the JOLs stage compared to the group that did not integrate cues. Additionally, the amplitudes of NSW and LPP in the cue-integrated group were significantly correlated with the accuracy of JOLs(Experiment 2). The study found that individuals who integrated emotion and attractiveness cues during the encoding stage were better able to allocate cognitive resources for cognitive assessment and retain information in the JOLs stage. This led to more accurate monitoring of their own face memory. The study suggests that integrating two cues can improve cognitive performance./t/nThis study offers a foundation for individuals to comprehend the impact of cue integration on memory and metamemory in real-world face learning scenarios. It also aids in the development of effective learning plans and strategies, as well as precise monitoring of the learning process.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2023-11-24
Abstract： Reward can improve working memory performance. However, there has been controversy on whether reward can regulate the retrieval of working memory. Some studies have presented reward signals before the retrieval stage, with the results showing that reward can affect the retrieval phase during working memory. Klink et al. (2017) indicated that reward cues presented in the retrieval phase cannot affect working memory. However, this finding lacks support in the literature and needs to be further tested. The present study aims to explore the mechanism and effect of reward on the precision of working memory during retrieval.
A total of 24 participants (experiment 1) and 60 participants (experiment 2) were recruited for two experiments. Experiment 1 included two stages: association learning and memory test. The participants first established the connection between color and value through association learning. Thereafter, a working memory test was conducted. Reward cues were presented with the memory probe during the working memory test. Experiment 2 included four stages: pretest, association learning, posttest, and confidence assessment. Pre- and post-test tasks were the same, in which the participants performed two memory tests in sequence during the retrieval phase. Colored cues were not related to rewards in the pre-test but associated with rewards in the post-test. Confidence judgment required the participants to evaluate their confidence that they can infer the color of the second cue based on the color of the first cue. This undertaking aimed to test whether the participants have expectations for the order of cues.
Results of experiment 1 showed that the effect of reward was significant in the memory test stage. In particular, memory performance with high and low reward cues was better than that with no reward cues. Results of the post-test of experiment 2 showed a significant main effect of test order. Memory performance of the first test item was particularly better than that of the second test item. Moreover, there was a significant test order by serial position of the high-reward cue interaction effect. Memory performance of the first test item was better when the high-reward cue appeared before the low-reward cue. Memory performance of the second test item was better when the low reward cue appeared before the high-reward cue. The participants’ working memory capacity was differentiated according to their performance during the pre-test to investigate the individual differences of the reward effects. Results likewise indicated that reward did not affect the memory performance of the high-capacity group. For the low-capacity group, memory performance was affected by the test order, serial position of the high-reward cue, and their interaction. Thus, the effect of reward was more evident with the low-capacity group.
The present study was the first to observe that rewards can directly regulate working memory retrieval without affecting encoding and retention. In addition, the regulation mechanism of reward on working memory retrieval involved the redistribution of working memory resources. Such a reward regulation was affected by the test order and working memory capacity. Moreover, findings indicated that individuals can adjust cognitive strategies before or during learning according to the item value to promote working memory processing. They can also adjust retrieval precision after learning according to the value of information set by the test. This flexible working memory regulation mechanism plays an important role in promoting human cognitive activities and social adaptation.
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2023-04-25
Abstract： Abstract: Eudaimonic well-being occurs when people’s life activities align with deeply held values, and they positively engage in activities to realize their potential. Eudaimonic well-being is characterized by a sense of purpose and meaning. Mindfulness is possibly the most centrally discussed intrapersonal factor influencing the pathway to enhance eudaimonic well-being. Recent research has found that mindfulness traits were particularly strong in relation to eudaimonic well-being. Attention awareness and acceptance can influence eudaimonic well-being by promoting positive qualities and experiencing fewer negative emotions in response to stress. Mindfulness-based training has been shown to improve eudaimonic well-being in clinical groups and non-clinical groups. S-ART model, self-determination theory, and mindfulness-to-meaning theory have provided a theoretical basis to explain the mechanisms underlying the effect of mindfulness on eudaimonic well-being from aspects of self-regulation of cognition, emotion, and behavior. Future research should focus on analyzing different effects of the basic components of mindfulness, exploring the mechanisms of mindfulness’s effects on eudaimonic well-being, and developing targeted mindfulness-based training programs to improve eudaimonic well-being.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Sense of agency (SoA), an important part of minimal self, is the experience of influencing the outside world through controlling one’s behavior. Many researchers divided SoA into two parts according to the level of consciousness: feeling of agency (FoA) and judgment of agency (JoA). Different implicit and explicit paradigms are used to investigate the mechanism and connection of these two parts. Among the three core theories in this domain (i.e. comparator model, theory of apparent mental causation, and integration theory), integration theory has been supported by more evidence in recent years. Furthermore, researchers have made significant progress in the areas of distorted SoA and factors which influence SoA. In future, researchers could focus more attention on the changes in SoA in the social environment, the development of SoA, the multimodal integration in SoA, the relationship between SoA and sense of ownership (SO), as well as the neural mechanisms of SoA.
Subjects: Psychology >> Experimental Psychology submitted time 2023-01-08
Abstract：
Episodic memory consists of item memory and associative memory. Individual cognitive resources are typically allocated to more valuable information during encoding through metamemory, leading to competitive processing of item and associative information. Reward prediction error (RPE), defined as the difference between reward results and reward expectations, has two properties: valence (positive or negative) and salience (degree of difference). To examine the impact of reward prediction error valence and salience on item and associative memory, and how reward prediction error influences memory based on metamemory, three experiments were conducted.
In the learning stage, participants were presented with indoor and outdoor scene pictures. They were asked to predict the score of each picture and then received feedback on the actual score. Through this reinforcement learning process, participants had to find out which type of pictures is more valuable, and 30% of the scores were accumulated into the total score. To induce the effect of reward motivation on memory, participants were introduced to the opportunity to choose between two pictures and receive the value of the selected picture, although the actual program did not include a decision-making stage. After the learning stage, participants were tested on item and reward associative memory.
The findings of the study showed that: (1) There were advantages in associative memory performance for positive reward prediction error valence and low salience, with higher accuracy of JOCs at positive valence. In contrast, there were advantages in item memory performance for negative valence and high salience. (2) In the eye-tracking results during the encoding process, positive valence and low salience of reward prediction error resulted in increased mean and peak pupil dilation after feedback presentation, as well as longer value fixation duration and shorter picture fixation duration at low salience. (3) When the reward prediction error level was increased to reduce overlap between reward results and reward prediction error effects, the separation effect of reward prediction error on item and associative memory performance remained stable.
The results of the study suggest that the effects of reward prediction error on item and associative memory are distinct. During the encoding stage, individuals use the valence and salience of reward prediction error as cues to allocate cognitive resources differently in item and associative memory encoding through metamemory control. In the retrieval stage, positive valence of reward prediction error enhances the metamemory monitoring level of associative memory retrieval.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2022-12-03
Abstract：
Despite the unlimited capacity of sensory registration, visual system can still provide an efficient summary of a cluttered scene, representing the statistical properties of multiple objects rather than forming detailed representations of individual objects. There is growing interest in the behavioral study of statistical summary representations (SSRs), especially in the exploring of their automatic mechanism as well as the domain-general or domain specific ensemble mechanism. However, the neural underpinnings of SSRs have received far less attention. Future work on SSRs may use neuroimaging methods to investigate their neural substrates directly, which is also important for understanding neural computation.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-12-10
Abstract： Music is a way of aesthetic education, and music emotion perception is the basis of aesthetic appreciation and music appreciation. Musical emotion perception refers to the individual's perception and judgment of the hidden emotions in musical works. This article analyze the music emotion perception mechanism and its theory, from the brain mechanisms, age, gender, music preferences and personality traits, music learning experience, culture and lyrics in eight aspects, such as summary, the influence of music emotion perception and in-depth analysis of the shortcomings of existing research, points out the future research can be further clear music emotion perception of correlation research and effects, and strengthen the research of localization. " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2020-06-16
Abstract： The plasticity of executive function (EF) has been discussed as a core topic in the recent cognitive development research. However, inhibition training research remains inadequate. According to dimensional overlap theory, inhibition has two types: interference and response. The neural networks of the brain that respond to conflicts do not mature until early adulthood. By conducting a comparison of the plasticity of response inhibition between adolescents and adults, the applicable age group for response inhibition training is explored. Introducing online feedback as reinforcement improves the training effects and helps individuals to balance further accuracy and speed. Therefore, we added online feedback in the training groups but used the original Stop Signal task in the active control groups to investigate the training and transfer effects of this task with online feedback. This study included 194 participants (134 adults and 60 adolescents) that were divided into five groups: adult training group (N = 47), adult active control group (N = 45), adolescent training group (N = 30), adolescent active control group (N = 30), and passive control group (N = 42). The response inhibition training consisted of nine sessions, and it was held three times a week. In each training session of the adult and adolescent training groups, participants were guided to finish eight blocks (100 trials in each block) of the Stop Signal task with online feedback. In the adult and adolescent active control groups, participants completed the same amount of the Stop Signal task without online feedback. The passive control group received no training. The participants’ inhibition, working memory, and fluid intelligence were measured before and after training through six tasks (e.g., Inhibition: Stop Signal Task, Go/No-go Task, and Stroop Task; Working memory: 2-back Task and 3-back Task; and Fluid intelligence: Raven’s Standard Progressive Matrices). A 9 (all training sessions) × 2 (training group, active control group) × 2 (adult, adolescent) repeated measure ANOVA was used to test the training effects. Both age groups exhibited improved performances with the continuation of the training sessions. However, the adults performed significantly faster and more accurate than the adolescents. Next, four 2 (pretest, posttest) × 5 (all five groups) repeated measure ANOVA were conducted to test the transfer effects. The transfer effect results revealed that (1) on the Go/No-go task, both training groups showed significant improvement; (2) on the Stroop task, only the adolescent training group showed significant improvement; (3) on the 2-back task, both training groups and the adult active control group improved significantly; (4) on the 3-back task, only the adolescent training group gained significant transfer effects; and (5) on the Raven’s Standard Progressive Matrices, no group showed significant improvement. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-06-12
Abstract： "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2020-05-20
Abstract： The ground-surface reference frame is important in space perception. The sequential surface integration process (SSIP) hypothesis firstly speculated on its formation process. The core viewpoints and relevant evidences of SSIP hypothesis include three aspects: the representation principle of the ground, the integration conditions and the representation results. Although it has been supported by a large number of studies, the existing supporting evidence of SSIP hypothesis still has insufficient methodology, little attention to psychological mechanism, and some opposing evidence, which makes it unable to completely clarify the representation process of ground reference framework. Future research needs to be combined with technology based on process inspection and explore the formation mechanism of ground reference framework directly, and consider its application in national defense.
Subjects: Psychology >> Clinical and Counseling Psychology submitted time 2019-09-14
Abstract： Regulation of attention is a commonality across the many divergent meditation methods, with attention being the main mechanism of meditation. Recent research has found that meditation can improve sustained attention, executive attention and selective attentional allocation. Cognitive neuroscientific research findings showed that meditation enabled more efficient use of attentional resources, and long-term meditators showed higher mismatch negativity amplitude and lower β power. Meditation enhanced the functional connection of the central executive network and strengthened the activation in the salience network. Focused attention meditation weakened activation of the default-mode network. In addition, the positive effects of meditation on attention were applicable to clinical groups with attention-related disorders, such as attention-deficit/hyperactivity disorder patients and formerly depressed patients, as well as health groups of varying ages, such as children and older adults. Further follow-up studies need to be conducted to determine the lasting effects of meditation, as well as studies exploring the interaction between attention and emotion in meditation. Moreover, it is important to design more targeted meditation programs according to the characteristics of the group. " "
Subjects: Psychology >> Social Psychology submitted time 2019-02-20
Abstract： In the age of mobile Internet, it is common for people to focus on their mobile phones while neglecting other people or events around them in social situations. This phenomenon refers to phubbing. In the current paper, we systematically reviewed relevant studies, and summarized the antecedents, consequences, and functioning mechanisms of phubbing. Building on them, we proposed several directions for future research, including using a person-centered approach to explore how phubbing develops, examining the effects of phubbing from the boundary creation perspective, demonstrating the mutual influence of phubbing and interpersonal relationship quality, clarifying the impact of phubbing on the phubbers, and exploring the functioning mechanisms based on the perspective of non-interpersonal perception. " "
Subjects: Psychology >> Social Psychology submitted time 2018-11-03
Abstract： Peer influence is considered to be an important influential factor to eating disorders which are common among adolescents. Identifying the mechanism of adolescents’ eating disorders has great significance for the prevention and intervention. Peer influence which manifest as the mediating effects of the perceived peer behaviors, the actual peer behaviors and the body dissatisfaction, and as the peer quality has a negative impact on adolescents’ eating disorders. Researchers have explored and interpreted the mechanism of peer influence on adolescents’ eating disorders directly and indirectly. They should deepen the research content, such as increasing the studies on the long-term effects of peer influence, the division of peer attributes, the effect size of peer influence pathways, and the interactions between peer influence and other social factors of eating disorders in the future.
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