Subjects: Psychology >> Cognitive Psychology submitted time 2023-09-09
Abstract： The representation and integration of social concepts is the basis of social semantic comprehension and social thinking. In recent years, it becomes a new research hotspot, bridging the gap between the neuroscience of language comprehension and social cognition. Evidence from neuroimaging and neuropsychological studies has indicated that the representation of social concepts relies on a brain network composed of the bilateral anterior temporal lobe, temporoparietal junction, dorsomedial prefrontal cortex, posterior cingulate gyrus and adjacent precuneus. Recent neuroimaging studies have indicated that the same brain areas may also support social semantic integration at different levels. Future studies should explore the semantic dimensions of social concept representation, the specific components of social semantic processing, and their impacts on human behaviors.
Subjects: Psychology >> Developmental Psychology submitted time 2021-05-30
Abstract： A large number of studies have extensively investigated the role of high-quality teacher-child interactions on young children's early cognitive and social emotional development, but have drawn a variety of inconsistent and contradictory conclusions. Some researchers suggested that the possible explanation was that the potential moderators affect the relationships between teacher-child interactions and children's developmental outcomes. Through reviewing the previous literature on the moderating effects among the influences of teacher-child interactions on children's developmental outcomes, the current review summarized the main findings of these kind of researches, analyzed their theoretical bases, and put forward future research directions. According to the ecological systems theory, as one of the proximal processes that affect children's development, the mode of teacher-child interactions' influences will be affected by four factors: process, person, context and time (PPCT). Meanwhile, the internal mechanisms of moderating effects were explored from three perspectives: developmental risk (compensatory hypothesis vs. accumulated advantages hypothesis: whether teacher-child interactions are more favorable for high-risk children or non-risk children), environment continuities (continuities hypothesis vs. discontinuities hypothesis: whether family and other environmental systems affect the effects of teacher-child interactions) and long-term cumulative effect (additive effect vs. multiplicative effect: whether the influences of teacher-child interactions in each stage are independent or interactive). First, at the level of children's personal characteristics, the social emotional function of boys (rather than girls) has a positive correlation with teacher-child interactions, and the cognitive development of minority children (compared with majority ethnic children) is more vulnerable to the influence of teacher-child interactions. Children with low baseline abilities (e.g., self-regulation, executive function, compliance) benefit more from teacher-child interactions than those with high baseline abilities. In addition, teacher-child interactions do not promote the development of all children in the same way, but partly depend on children's environmental sensitivity (e.g., temperament and stress responsiveness). Second, at the context level, family learning environment and socio-economic status have significant moderating effects. Rural children are more sensitive to the quality of teacher-child interactions than urban children. Therefore, high-quality teacher-child interactions may be a protective factor for high-risk children, or an effective measure to decrease the development gap between rural and urban children. Third, at the process level, not every child has a truly high-quality personal experience in a high-quality classroom. Children's different personal experience moderates the degree to which they benefit from teacher-child interactions. The potential teacher-child closeness or teacher-child conflict at the individual level affects the influences of teacher-child interactions as well. Fourth, at the chronological level, longitudinal studies have found that some of the pre-existing effects may change with the development of children. Besides, the high-quality teacher-child interactions need the follow-up classroom supports with high quality, otherwise their positive effects are easy to decay. Only experiencing a certain stage of high-quality teacher-child interactions may not have a strong predictive effect on children's outcomes. Future researches need to explore more diverse and stable moderators, establish more integrated theoretical assumptions, and focus on the moderating mechanisms between teacher-child interactions and children development in the Chinese context, which will help to clarify the boundary conditions for high-quality teacher-child interactions' positive effects and provide suggestions for educational practice.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2021-01-05
Abstract： Decisions can be remarkably influenced by how the option is framed and elicited. However, as a special variant of the elicited method, the potential value and application of selection and rejection has been underestimated by researchers. The discrepancies between selection and rejection can be represented in five aspects, such as cognitive effort, attention, decision criteria, et al. Over the past 30 years, we have gradually developed enrichment paradigm, phased narrowing technique and direct inquiry methods as a research tool, and explored some relatively mature theoretical hypothesis such as compatibility compatibility principle, commitment hypothesis and accentuation hypothesis, to illustrate the inherent mechanism of the difference between the selection and rejection response modes. Meanwhile, the selection and rejection response model has played a real driving role in consumer behavior, health care and other areas. Future studies may consider the application value and promotion practice of selecting and rejecting reaction modes as a tool of nudging. Our work attempts to shed light on the knowledge of selection and rejection as well as showing new applications for future research. "
Subjects: Psychology >> Management Psychology submitted time 2019-08-26
Abstract： The price Whitehall paid for those who regretted their own choice is estimated as high as £2bn (Owen & Lloyd, 2018) even though the formal Brexit process is not completed. Given that printing the third small box in our survey can easily decrease or even reverse the MV result, we suggest that the UK policy makers look closely at our findings and listen carefully to proposals (e.g., adding additional voting options) put forward by other behavioural scientists (e.g., Brams, 2016). Specifically, when public opinion appears to be fairly evenly divided, the police-makers around the world should carefully determine whether a ‘cheap’ third small box should be added if a referendum was to be held. " " "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Applied Psychology Subjects: Psychology >> Cognitive Psychology submitted time 2019-03-25
Abstract： Choices between options represented in a multidimensional space, in which each dimension signifies a distinct attribute describing the objects, are presumably guided by the principle of value maximization (Luce, 1959). However, the current study assumes that in real-world setting, those who are able to imagine things that do not actually exist could modify the multidimensional space by self-generating an unoffered but fictional dimension. We define the utility (Uv) assigned by the decision makers to the options on the offered/given dimension as value (v[x]) and the utility (Uw) on the self-generated/ fictional dimension as worth (w[xc]). Our series of experiments demonstrated that an option with a greater value established strictly on that given set of dimensions might not necessarily be chosen (which contradicted the principle of value maximization). Such choosing option with less value (i.e., giving away the bigger pear) behavior can be described and explained by the “worth-based choice” approach as people behave to select the option with the highest worth rather than that with the highest value. We are optimistic that the resulting findings will facilitate our understanding of the beauty of such “one step further” choice and assist us in understanding the following: the ability to further generate a fictional dimension, to assign a delayed utility (worth) to the options on the fictional dimension, and to make a worth-based choice, could eventually be taken as the operational definition to measure the degree of “fiction-generating ability” as proposed by Harari (2014). "
Peer Review Status:Awaiting Review
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