Subjects: Psychology >> Social Psychology submitted time 2024-02-03
Abstract： Guilt and compensation have long been research hotspots in the field of social emotions. Previous studies have mainly focused on how the prosocial attributes of guilt promote moral compensation and benefit victims. They have not thoroughly investigated how the guilt-induced compensation modulates moral transgressors’ moral emotion and moral cognition. If guilt-induced compensation is solely aimed at compensating the victims, it would be equivalent for the transgressors whether the compensation to the victims comes from themselves or from a third-party. If compensation behaviour also has an impact on the transgressors themselves, third-party compensation would differ from self-compensation. To examine this issue, the present study investigates how moral compensation affects moral transgressors’ moral emotions and moral perceptions through group-based guilt.
Experiment 1 (n = 213) utilises a 2 (Group: In-group vs. Out-group) × 3 (Compensation Type: None-compensation vs. Third-party compensation vs. Self-compensation) within-subject design, employing a scenario imagination method to induce group-based guilt. Experiment 2 (n = 105) builds upon the first experiment by using a group-based interpersonal interaction paradigm to induce group-basedguilt within a laboratory setting. Additionally, it quantifies the amounts of third-party and self-compensation to eliminate the potential confounding effect of compensation quantity. Experiment 3 (n = 128) further examined the stability of the results from Experiment 1 and Experiment 2 in non-collegiate population. The experimental designs of Experiments 2 and 3 are the same as those of Experiment 1.
These three experiments consistently found that compared to the none-compensation condition, self-compensation significantly reduced group-based guilt and the perception of group-based responsibility, without inducing group-based shame. Third-party compensation also significantly reduced group-based guilt but to a lesser degree than self-compensation. At the same time, third-party compensation failed to reduce the perception of group-based responsibility and even elicited group-based shame. The differential impact of self-compensation and third-party compensation on guilt, responsibility, and shame suggests that guilt-induced compensation behaviour not only benefits the victims but also has positive effects on the transgressors themselves, serving as a form of self-regulation. Through compensation, transgressors can alleviate their feelings of guilt, reduce their sense of responsibility, and diminish the occurrence of shame.
Previous research has predominantly regarded guilt as a negative emotion characterised by feelings of guilt and self-blame, emphasising its prosocial attributes towards victims while overlooking the potential benefits that transgressors may derive from guilt-induced prosocial behaviour. The present study suggests that compensatory behaviour triggered by guilt not only benefits the victims but also has a positive impact on the transgressors themselves, serving as a self-regulatory mechanism. Through compensation, transgressorscan alleviate their feelings of guilt, reduce their sense of responsibility, and diminish the occurrence of shame. This finding demonstrates the dual effects of guilt, encompassing both concern and compensation towards victims as well as the regulation and restoration of one’s own psychological state, thereby expanding our understanding of the prosocial attributes of guilt.
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2024-01-17
Abstract： The left Angular Gyrus (LAG) is a critical brain region for semantic processing in the cognitive neuroscience of language. Increasing attention has been paid to the function of LAG in lexical-semantic processing since its function has not been consistently understood. Anatomically, the LAG is located at the junction of the temporal, occipital, and parietal lobes, with extensive white matter fiber bundles, determining that it may integrate information across regions. Researchers have proposed the LAG as the "convergence zone" in semantic representation and processing, as it is activated in high-level semantic representation, conjunctive representation of modalities and feature information, semantic relationship representation, and semantic integration processing. However, there are still debates about the LAG regarding the semantic representation hub, semantic executive control processing, and semantic processing of the default mode network. Future studies should comprehensively consider its anatomical basis and connections with a wide range of brain regions, and conduct in-depth and detailed discussions on the function of the LAG subregion.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-12-05
Abstract： To establish a stable and sensitive experience of the world, the brain tends to use recent history when forming perceptual decisions. This results in serial dependence in perception, by which previous trials affect the current perception. The serial dependence effect can be divided into (at least) two categories: the effect of previous stimuli (i.e., the stimulus serial dependence effect) and the effect of previous decisions (i.e., the decisional serial dependence effect) on the current perception. Although separate stimulus and decisional serial dependence effects have been demonstrated in duration perception, their spatial selectivity is unclear. In the present study, we investigated whether and how serial dependence in duration perception generalizes across different visual positions of stimuli.
The modified temporal bisection task was used in three experiments. Specifically, 24 naïve volunteers participated in Experiment 1. During the experiment, the visual stimulus (a white Gaussian blob) was pseudorandomly presented in the central or peripheral (10° from the left fixation) visual field. Participants were asked to judge whether the duration of the test stimulus (i.e., 300, 395, 520, 684, or 900 ms) was shorter or longer than a reference stimulus of intermediate duration (i.e., 520 ms) once the test stimulus disappeared. A group of 23 new volunteers were recruited for Experiment 2. The task of Experiment 2 was similar to that of Experiment 1, except that the visual stimulus was pseudorandomly located at either 5° to the left or 5° to the right of the central fixation. A new set of 24 volunteers participated in Experiment 3, in which the positions of both the fixation and the visual stimulus were changed; there were thus four types of positional relationships between stimuli across trials (i.e., identity, retinal position change, external position change, and both changes).
The results showed that previous stimulus duration and previous choice exerted opposing effects on serial dependence of duration perception: specifically, a repulsive stimulus serial dependence and an attractive decisional serial dependence. In other words, current duration estimates were repelled away from the previous trial’s stimulus duration but attracted toward the previous choice. We found these effects in both the central and peripheral visual fields. More importantly, we found that the stimulus serial dependence effect was not constrained by the visual position of the stimuli: the effects were comparable between contexts in which the stimulus positions of previous and current trials were the same and when they were different. The effects fully transferred across the central and peripheral visual fields, across the left and right visual hemifields, and across different external spaces. However, we found that the decisional serial dependence effect was larger in the position-consistent context than in the position-inconsistent context. This indicates that the decisional serial dependence effect could only be partially transferred across different visual positions regardless of the types of positions (i.e., spatiotopic vs. retinotopic).
These results provide evidence that both previous stimuli duration and previous choices affect subsequent perceptual decisions about duration, resulting in repulsive and attractive serial dependence effects, respectively. The repulsive stimulus serial dependence effect fully generalizes across different visual positions, suggesting it occurs primarily in higher-level visual areas. This also implies the existence of fast-duration adaptation. The attractive decisional serial dependence effect suggests that there is decision inertia in perceptual choices. Moreover, this effect is partly contingent on the visual position, which may result from the category organization function of higher-order brain areas. This suggests that the brain takes advantage of the visual position context when forming the decisional prior. These findings are helpful for understanding the plasticity of duration perception.
Subjects: Psychology >> Cognitive Psychology submitted time 2023-09-14
Abstract： Constructing unified cognitive and neurophysiological models is the central problem in the cognitive neuroscience of word reading. The cognitive models agree that reading is the collaborative outcome of phonological and semantic processing pathways, and studies of cognitive neuroscience have also shown that reading results from a dynamic collaboration between dorsal and ventral neural pathways. To systematically clarify this dynamic collaboration mechanism within the reading network, the latest developments in neurological function and physiological basis was integrated into the following three aspects. Firstly, it points out that the underlying processing demand is the essence of the dynamic collaboration of dorsal/ventral neural pathways. Subsequently, it further clarifies that the processing demand drives the division of labor between dorsal/ventral neural pathways at different orthographic depths. Finally, it delves into the exploration of how processing demand forms the dynamic collaboration between neural pathways shaped by language experience. In conclusion, the essence of the division and collaboration between neural pathways might be driven by processing demand under the specific task. It might become a universal cross-language word reading model.
Subjects: Psychology >> Experimental Psychology submitted time 2023-08-24
Abstract： The babyface effect plays an important role in human social cognitive responses to others. It has been shown that the babyface effect coexists with gender, context, and other factors in trait inferences, and together they influence people's perceptions of and interactions with others. In addition, the eyeTUNE framework proposes the key hypothesis that the moderating role of social factors on gaze cueing effects (GCE) further depends on contextual factors. However, as an important information in social interactions, whether and how babyface co-influence social attention with other factors needs to be further explored. Based on the existing studies, we have two experimental hypotheses. First, we hypothesized that female with babyfaces and male with mature faces would elicit greater GCE. Second, we hypothesized that, consistent with the eyeTUNE framework, the babyface effect disappears or diminishes in a non-comparative context.
In the current study, we used attentional cueing paradigm to examine the specific manifestations of the babyface effect in social attention by manipulating different contextual factors. Experiment 1 presented the various types of stimuli in the same block in a comparative context, using a 2 (participant gender: male, female) × 2 (face gender: male, female) × 2 (face type: babyface, mature face) × 2 (gaze cue validity: valid, invalid) mixed experimental design (with participant gender as a between-participants variable) to explore how face type interacts with gender to affect social attention. To investigate whether babyfaces would still have an effect on the GCE when there was no comparative context between babyface and mature face. Experiment 2 presented the four conditions (female babyface, female mature face, male babyface, and male mature face) in a separate block.
The results of Experiment 1 (comparative context) found that gaze cueing effects were moderated by face type and face gender. Specifically, a larger gaze cueing effect was discovered when the cue appeared on the babyfaces compared to the mature faces under female face condition; whereas under male face condition, babyfaces induced smaller gaze cueing effects than mature faces. However, in Experiment 2 (non-comparative context), the pattern of results differed from Experiment 1 in that the gaze cueing effect was no longer moderated by the role of or interaction between face type and face gender, but only by participant gender. A combined comparison of the data from Experiments 1 and 2 revealed statistically significant differences between the patterns under the two contextual factors.
In summary, the present study extends the existing literature in several ways. First, it explores for the first time the role of babyface in GCE under different facial gender. Second, it also reveals the moderating role of contextual factor in individuals' social attentional processing with babyface. The above results illustrate that although male and female babyfaces can cause attentional bias in social interaction, it only exists in the comparative context with mature faces, but not in the non-comparative context. The results of this study further support the theoretical view of the eyeTUNE framework that the social modulation of the gaze cueing effect critically dependents on situational factors.
Peer Review Status:
Awaiting Review
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： Adolescent depression and non-suicidal self-injury (NSSI) are major public health concerns worldwide. Identifying the developmental trajectories that lead to these problems can help to design effective prevention programs. Previous research has reported 3 to 6 developmental trajectories of depressed mood and 3 to 4 developmental trajectories of NSSI. However, depressed mood and NSSI often co-occur, and little research has explored their joint developmental trajectories. Importantly, various interpersonal factors may affect the development of both depression and NSSI. For example, research has suggested that adolescents’ relationships with their parents and peers plays a crucial role in developing depression and NSSI. Yet, to date, no research has examined the effect of teacher-student relationships. Therefore, the present study aimed to characterize the joint developmental trajectories of adolescents’ depressed mood and NSSI, and examine the importance of peer, parent and teacher relationships in these trajectories.A sample of 859 adolescents (56.43% males;Mage = 14.73, SD = 0.43) was followed up for three years from the first year to the third year of junior middle school, in a central western Chinese city, Xi’an. Participants reported their depressed mood and NSSI at three time points, one year apart. They also completed self-measures of friendship quality, parent relationships and teacher relationships at Time 1, and nominated their classmates’ peer status at Time 1. All measures were conducted anonymously and approved by school administrators. Latent class growth analysis was used to identify the independent and joint developmental trajectories of depressed mood and NSSI, while logistic regression was used to examine the effects of relations with parents, peers and teachers. We found 4 developmental trajectories of depressed mood and 3 developmental trajectories of NSSI. Moreover, we identified three joint developmental trajectories of adolescents’ depressed mood and NSSI. The first trajectory class (91%), labeled “low depression- low NSSI- stable”, included adolescents with low depression and NSSI across all timepoints. The second trajectory class (5%), labeled “moderate depression- moderate NSSI- decrease”, consisted of adolescents whose depression and NSSI were moderate at baseline and then decrease over time. The third trajectory class (4%) labeled “low depression- low NSSI- increase”, consisted of adolescents whose depression and NSSI were low at baseline and then increase over time. Furthermore, the level of parental psychological control differentiated adolescents in the first joint trajectory class from those in the second and third joint trajectory class. In addition, peer acceptance distinguished adolescents in the third joint trajectory class from those in the first and second joint trajectory class.This study examined the independent and joint developmental trajectories of depressed mood and NSSI during adolescence and revealed important roles of parents and peers in these developmental processes. These findings extend our knowledge of the dynamic relationships between depression and NSSI, and the interpersonal factors that influence this. By improving adolescents’ relationships with their parents and peers, school practitioners can reduce rates of depression and NSSI in this group.
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： Prosocial behaviors are voluntary behaviors aimed at benefiting others, which develop rapidly during preschool and provide a foundation for children's social competence and moral development. According to the person-environment interaction (P×E) framework, children's traits may interact with the family environment, affecting their prosocial behaviors. Numerous studies have established that parent-child relationship is a crucial component of family psychosocial environments in predicting children's prosocial behaviors. Sensory processing sensitivity (SPS) is a temperament trait that reflects children's sensitivity to environmental and social stimuli. Children with high SPS are more susceptible to environmental factors. Furthermore, previous research has suggested that the Val/Val genotype of the COMT Val158Met polymorphism may be a sensitive genotype for prosociality, interacting with environmental factors to influence individuals' prosocial behaviors. In particular, prior research has proposed that different types of environmental sensitivities, such as temperamental, physiological, and genetic sensitivities, may have a multiplicative effect on social development. Parent-child relationship is an important family psychosocial environmental stimulus. More importantly, two distinct aspects of parent-child relationship, that is, closeness and conflict, may have different functions. Closeness emphasizes the parent-child connection and is characterized by emotional closeness and the sharing of private thoughts and feelings. Conversely, conflict refers to stressful experiences between parents and children that are accompanied by anger or irritation. Therefore, the present study investigated three-way interactive effects of closeness or conflict, SPS, and the COMT Val158Met polymorphism on preschoolers' prosocial behaviors. Specifically, other hypotheses regarding potential differences in closeness and conflict were formulated.A total of 507 preschoolers (Mage = 4.83, SD = 0.90; 236 girls) were recruited through advertisements at two local kindergartens. Saliva samples for DNA extraction were obtained from preschoolers. Their parents completed questionnaires on parent-child relationship, children's SPS, and prosocial behaviors. Statistical analyses were performed in SPSS 24, Mplus 8.3, and R statistical software. First, a test for Hardy-Weinberg equilibrium and preliminary analyses were conducted. Moreover, linear regression models were conducted, with prosocial behaviors as the dependent variable to test for the main and interactive effects of closeness or conflict, SPS, and genotypes. Sex, age, and family socioeconomic status were included as covariates. The effects of parent-child closeness and parent-child conflict were examined in separate models, but the other dimension of parent-child relationship was controlled in each model. Finally, region of significance and reparameterization regression analyses were employed to examine the optimal shape of the P×E effect.The results indicated that both parent-child closeness and SPS positively affected preschoolers' prosocial behaviors (ps < 0.01), while parent-child conflict was negatively associated with prosocial behaviors (p < 0.001). The two-way interaction terms (closeness/conflict × SPS; closeness/conflict × the COMT Val158Met polymorphism; SPS × the COMT Val158Met polymorphism) and the three-way interactive effect of parent-child closeness, SPS, and the COMT Val158Met polymorphism on prosocial behaviors were not significant. However, the effect of parent-child conflict × SPS × the COMT Val158Met polymorphism on prosocial behaviors was significant. We conducted further analyses to compare the interactive effect of parent-child conflict and SPS in preschoolers with the Val/Val and Met+ genotypes on the COMT Val158Met polymorphism. A significant interaction term was observed in Val/Val genotype carriers (b= -0.18, p = 0.002, 95% CI [-0.304, -0.069]) but not Met carriers (b= 0.06, p = 0.286, 95% CI [-0.052, 0.167]). The region of significance test indicated that Val/Val genotype carriers with high SPS showed significantly more prosocial behaviors under a low level of parent-child conflict and fewer prosocial behaviors under a high level of parent-child conflict, which supports the differential susceptibility model. The results of the re-parameterized regression models further verified the shape of the interaction effect of parent-child conflict and SPS on preschoolers' prosocial behaviors.In summary, the present study signified that different types of sensitivities (temperament and genes) to family stressful environments may have a multiplicative effect on preschoolers' prosocial behaviors. Furthermore, it suggested that preschoolers with both the sensitive genotype (Val/Val) and sensitive temperament trait (high SPS) were more affected by parent-child conflict and developed prosocial behaviors in a ‘‘for better and for worse'' manner. The findings provide evidence for the differential susceptibility model and contribute to a further understanding of children's prosocial behaviors based on the P×E approach, especially from the perspective of children's multiple sensitivities.
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.
Subjects: Psychology >> Social Psychology Subjects: Psychology >> Cognitive Psychology submitted time 2023-03-18
Abstract：中期测试对错误信息效应的影响具有两种截然不同的结果。其中，提取加强暗示感受性（retrieval enhanced suggestibility, RES）是指接受中期测试的被试在最终记忆测试中的正确率较低，且更可能报告错误信息；测试的保护作用（protective effect of testing, PET）则是指中期测试削弱了错误信息效应，并改善了被试的记忆表现。对现有研究的系统回顾表明：首先，这两种现象可分别采用记忆再巩固理论、注意捕捉假说、提取流畅性假说（RES）以及记忆强度理论、提取努力理论、差异检测理论（PET）等进行解释。相关理论在作用阶段和解释角度两方面存在不同，并被整合在一个新的理论模型中。其次，RES和PET的分离存在一些潜在的影响因素，包括原始信息材料、中期测试类型以及错误信息特点等。最后，未来研究可从模型验证和研究拓展两方面继续探索。
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2023-03-10
Abstract：
Previous studies have shown that morpho-semantic information can be activated automatically and influence the access of word meaning in compound word recognition. However, the time course underlying the morpho-semantic activation and its subsequent integration is not clear yet. In particular, little is known about how morpho-semantic information involves in word semantic integration processing.
The present study examined the time course of morpho-semantic information of the first and the second characters who participated in whole-word semantic integration processing using event-related potential (ERP) technology. We selected three types of two-character words: transparent, opaque compound words, and monomorphemic words. For the transparent words (e.g., 炽热), both two characters’ meanings (both 炽 and 热 mean hot) were identical or similar to the word meaning (炽热 means hot). As for the opaque words (e.g., 风流), the meaning of the first character (风means wind), the second character (流 means flow), and the compound word (风流 means amorousness) were completely different. The monomorphemic words (e.g., 伶俐) were materials as the control condition with two characters that cannot be split into two morphemes. Participants were instructed to complete a visual lexical decision task.
ERP results showed that the first character processing revealed the morphological effect in the early (300~400 ms) and the late (460~700 ms) time window, in which two types of compound words induced more negative amplitude than the monomorphemic words. During the second character processing, a significant semantic transparency effect was observed in the early stage (260~420 ms), that the opaque words evoked more negative-going waveform than the transparent ones. Whereas at the late phase (480~700 ms), a reversed morphological effect emerged that the two types of compound words evoked more positive amplitude than the monomorphemic words.
The present study shed light on the time course of morpho-semantic integration in Chinese compound word recognition. The results indicated that the morpho-semantic processing began at the early stage of processing the first character. The transparent morpho-semantic of the first character influences the second character’s morpho-semantic activation and subsequently facilitates the semantic access of the compound words.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2022-11-07
Abstract： The left middle frontal gyrus (MFG) is a typcial region identified in the brain mechanism of Chinese character reading. A common view suggests that the MFG is responsible for visual-spatial processing in reading Chinese characters, since the Chinese writing system has extremely complex structures. However, this explanation has not received direct evidence. Moreover, which kind of visual-spatial analysis underlying the MFG's activation is not clear. The current functional Near-Infrared Spectroscopy (fNIRS) study examined the functional role of the MFG in Chinese character reading by directly manipulating the spatial frequency characteristics of the Chinese character materials. The experiment adopted a 3 (characters type: Real, Pseudo, and Artificial character) by 3 (spatial frequency: Full, Low, and High spatial frequency) within-participant factorial design. All Real characters were phonograms contained two components: phonetic and semantic radicals. The phonetic radical was not pronounceable and meaningless. The semantic radical was not pronounceable and meaningful that can provide the meaning category. The Pseudo characters were created by switching the position of radicals from Real characters. The Artificial characters were scrambled strokes from Pseudo characters. Each type of character was presented in three ways with different spatial frequencies: Full, Low, and High spatial frequency. In the Full spatial frequency, items were typical stimuli. In the Low and High spatial frequency, items were spatially filtered by Gaussian filter to remain the low/high spatial frequency features. Each type of character has 60 stimuli. All 540 stimuli for nine conditions were presented in 6 runs. Each run contained 1~2 blocks for each condition and lasted for about 8 minutes. Thirty-one participants took part in the experiment to perform a one-back task in each block by detecting whether the current stimulus was the same as the previous one. Meanwhile, a multi-channel fNIRS system was used to record brain activity at the left MFG. The results found a significant main effect of character type at left MFG. The activation of MFG was stronger for Pseudo character than for Real and Artificial character. The left MFG also showed a significant interaction between character type and spatial frequency. The difference among the three types of characters was significant for Low spatial frequency but not for Full and High spatial frequency. For materials presented in Low spatial frequency, Pseudo characters elicited more robust activation than Real and Artificial characters. These results suggested that the left MFG was sensitive to the spatial information of Chinese characters, especially for materials presented in low spatial frequency and for materials that required more graphemic/orthographic processing. In sum, the finding provided direct evidence that the left MFG engaged in visual-spatial processing in Chinese character reading.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Applied Psychology Subjects: Computer Science >> Natural Language Understanding and Machine Translation submitted time 2022-10-22
Abstract： To address the issue of users’ poor engagement, researchers have recently integrated the therapeutic alliance (TA) concept with Internet-based self-help interventions (ISIs). Digital therapeutic alliance (DTA) are TAs established within a digital environment. A chatbot can replicate human guidance due to the rapid development of artificial intelligence, and it is easier to establish relationships with users than traditional ISIs. Furthermore, it may enhance DTA through amiability, respectfulness, attentiveness, encouragement, sincere comprehension, and mutual trust, which presents a novel solution to this issue. Future research can investigate DTA from the perspectives of affecting factors, technology iteration of ISIs, measurement specification, and experimental manipulation.
Subjects: Psychology >> Social Psychology submitted time 2022-10-03
Abstract： Anger is a negative emotion caused by the failure of wishes, frustration with goals, or the violation of boundaries. The anger directed at others is called interpersonal anger. The social effect of interpersonal anger is controversial. Some researchers think that interpersonal anger is extremely harmful, while others think that interpersonal anger is a tool that can be used. These differences may be due to the differences in evaluation indicators, the type of control groups, and application scenarios. It is necessary to use the meta-analysis method to systematically investigate the advantages and disadvantages of interpersonal anger. In this study, 185 effect values of 67 kinds of literature with a sample size of 15462 people were analyzed. The results showed that: Interpersonal anger can lead to more concession, less prosocial behavior, and more problem-solving behavior. Meanwhile, the recipients think the situation is more unfair, and the attitude and ability evaluations are lower than the control group. These effects were moderated by the recipients’ cultural background and relative social power. We suggest that interpersonal anger can change some behaviors of the recipient of anger, but increase the negative evaluation of the expresser. Interpersonal anger should be used carefully according to the situation.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Experimental Psychology submitted time 2022-01-31
Abstract：
Eye contact plays an important role in social interaction and can capture and hold attention. Previous studies have shown that eye contact can guide attentional allocation. However, a face with direct or averted gaze is a special object containing social information. The object’s guidance for attentional allocation is called object-based attention, in which items in the cued object are processed more preferentially than items in the un-cued object. It is still unclear how eye contact interacts with objects in guiding attentional allocation. Therefore, the aim of the present study was to investigate the impact of eye contact and the cognitive mechanism of object-based attention.
We conducted three experiments using the two-rectangle paradigm and objects with different gaze directions. In Experiment 1, faces were used as stimulus and to investigate whether and how eye contact interacted with face to guide attentional allocation. At the beginning of each trial, the fixation cross and two objects originally were displayed for 1000 ms on a screen. Then, a cue appeared randomly at any of the four ends of the two objects for 100 ms. After 0, 200, or 500 ms of inter-stimulus, the target appeared until the participant pressed the “M” key or remained on screen for 1,500 ms. A black screen was then presented for 500 ms after each trial. During the experiment, the participants were asked to locate targets by pressing “M” as quickly as possible. We ruled out the influence of low-level features by using contrast reversed faces in Experiment 2. In Experiment 3, cups overlaid with eyes were used to explore whether the effect of eye contact still existed on real objects.
The results of Experiment 1 revealed that there was a significant interaction between gaze directions, cue position, and stimulus onset asynchrony (SOA). Specifically, a larger object-based effect was discovered when the cue appeared on the direct-gaze face compared to the averted-gaze face under 300-ms SOA; however, there was no significant difference between them under 100- and 600-ms SOA. Further analysis showed that the differences in object-based effect occurred because the participants reacted more quickly to the target in direct gaze than in averted gaze under the invalid same-object condition, which indicated that direct gaze could capture attention and cause a larger object-based effect. The difference in object-based effect between direct and averted gaze at 300-ms SOA disappeared in Experiment 2. The results of Experiment 3 replicated the results of Experiment 1 and further demonstrated that the influence of eye contact on object-based attention can extend to real objects.
In conclusion, the present study extends the extant literature in several dimensions. First, it provides the first evidence, to the best of our knowledge, that eye contact interacts with objects, including faces and cups, in guiding attentional allocation. The top-down processing of eye contact facilitates the processing of objects under an invalid same-object location, which leads to greater object-based attention and supports the enhancement spreading theory. Second, it also reveals that the influence of eye contact on object-based attention is regulated by SOA.
Subjects: Psychology >> Experimental Psychology submitted time 2022-01-31
Abstract： <p>Eye contact plays an important role in social interaction and can capture and hold attention. Previous studies have shown that eye contact can guide attentional allocation. However, a face with direct or averted gaze is a special object containing social information. The object’s guidance for attentional allocation is called object-based attention, in which items in the cued object are processed more preferentially than items in the un-cued object. It is still unclear how eye contact interacts with objects in guiding attentional allocation. Therefore, the aim of the present study was to investigate the impact of eye contact and the cognitive mechanism of object-based attention.</p><p>We conducted three experiments using the two-rectangle paradigm and objects with different gaze directions. In Experiment 1, faces were used as stimulus and to investigate whether and how eye contact interacted with face to guide attentional allocation. At the beginning of each trial, the fixation cross and two objects originally were displayed for 1000 ms on a screen. Then, a cue appeared randomly at any of the four ends of the two objects for 100 ms. After 0, 200, or 500 ms of inter-stimulus, the target appeared until the participant pressed the “M” key or remained on screen for 1,500 ms. A black screen was then presented for 500 ms after each trial. During the experiment, the participants were asked to locate targets by pressing “M” as quickly as possible. We ruled out the influence of low-level features by using contrast reversed faces in Experiment 2. In Experiment 3, cups overlaid with eyes were used to explore whether the effect of eye contact still existed on real objects.</p><p>The results of Experiment 1 revealed that there was a significant interaction between gaze directions, cue position, and stimulus onset asynchrony (SOA). Specifically, a larger object-based effect was discovered when the cue appeared on the direct-gaze face compared to the averted-gaze face under 300-ms SOA; however, there was no significant difference between them under 100- and 600-ms SOA. Further analysis showed that the differences in object-based effect occurred because the participants reacted more quickly to the target in direct gaze than in averted gaze under the invalid same-object condition, which indicated that direct gaze could capture attention and cause a larger object-based effect. The difference in object-based effect between direct and averted gaze at 300-ms SOA disappeared in Experiment 2. The results of Experiment 3 replicated the results of Experiment 1 and further demonstrated that the influence of eye contact on object-based attention can extend to real objects.</p><p>In conclusion, the present study extends the extant literature in several dimensions. First, it provides the first evidence, to the best of our knowledge, that eye contact interacts with objects, including faces and cups, in guiding attentional allocation. The top-down processing of eye contact facilitates the processing of objects under an invalid same-object location, which leads to greater object-based attention and supports the enhancement spreading theory. Second, it also reveals that the influence of eye contact on object-based attention is regulated by SOA.</p><p>"</p>
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