Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Fake emotion refers to the process of emotional interaction that people show positive or negative emotions in disguise to amplify or suppress the original emotions. Fake emotion is the result of a strategic choice. The emotion displayed may not happen at the moment, but sometimes it can be persuasive. Fake emotions are common in daily life, but the present research on it is relatively scattered, and there are still some disputes about the interpersonal influence of fake emotion as well as its mechanism. The existing literature mainly concerns four aspects of the interpersonal effect of fake emotion, including the game process, pro-social behavior situation, organizational situation, and leadership effect. The related mechanisms include the affective reaction of the emotion receivers and the inner process of “speculating others’ emotions by their own standard”. Future research can focus more on the deep and systematic study of fake emotion on the emotional receiver, group fake emotion, the valence of fake emotion, cognitive neural mechanism, culture background, and so on.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： As a critical institution for promoting and nurturing the adequate development of college students, universities should provide equal opportunities for the growth of students from difference life circumstances. In the current higher education, first-generation college students(neither parent has a college degree) confront additional background-specific obstacles in campus adjustment, academic performance and interpersonal interactions, and they underperformed relative to non-first-generation college students (at least one parent has a college degree). Cultural mismatch theory provides an alternative explanation for the disadvantages of first-generation college students from the perspective of disparate experiences between their interdependent self-values and values of independence typical of higher education. Cultural mismatch theory proposes that one barrier to effectively addressing social class achievement disparities in universities is the unresolved clash between two cultural norms of the individual and institution level. At the individual level, through social contexts such as family, community and school, students from different social class backgrounds develop a cultural model of self that is compatible with their class. Specifically, first-generation students, who are from lower social class backgrounds, are often dominated by an interdependent model of self. In contrast, non-first-generation students, who are from middle-and upper-class backgrounds, are more often dominated by an independent model of self. At the institution level, institutions of higher education are built and organized according to taken for granted, individualistic cultural norms represented by independence, unwritten codes. Given the variation in the models of self that students bring with them to college, and the different cultural norms they afford, students’ cultural norms can either match or mismatch the college environment. Two models (normative well-being model and critical cultural wealth model) were introduced to better understand the effect of cultural mismatch on first-generation college students. By combining these models, we broaden and develop a more comprehensive framework from which to understand first-generation college students’ campus experiences. The framework presented here describes students’ academic performance and psychological well-being using the following four dimensions: individual personality traits, campus cultural tendencies, psychological processes and school-family conflict. These dimensions are collectively may be used as a framework to capture the academic difficulties, self-cognition, and social pressure. Interventions informed by this theory can help first-generation college students to make sense of the source of additional challenges they face, equip them with the right kinds of tools and strategies. Interventions for mitigating social disparities in education are multifaceted and complicated, including both values affirmation intervention and difference education intervention. A common assumption in these interventions is that first-generation college students need psychological resources, including the critical insight that people who have background like theirs deserve to attend college and can thrive there. Values affirmation intervention demonstrates one key process through which motivational education improves individual self-integrity and perception of self-worth, that is, by affirming one’s core values. Difference education intervention provides first-generation college students a contextual theory from the experiences of senior students with similar backgrounds, in this format, it can improve disadvantaged students’ campus fit and academic performance. The theory of cultural mismatch is of great theoretical significance and practical value in promoting the all-round development of university students, mitigating the achievement gap between social classes and improving the equity of current higher education. Several directions (e.g., role of personality factors, the shaping of a multiple self, advocacy for a diverse cultural environment in higher education, self-development in the face of social change, the role of unique cultural attributes) for future research are discussed.
Subjects: Psychology >> Social Psychology submitted time 2021-12-03
Abstract： "
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2020-05-10
Abstract： Fake emotion refers to the process of emotional interaction that people show positive or negative emotions in disguise to amplify or suppress the original emotions. Fake emotion is the result of a strategic choice. The emotion displayed may not happen at the moment, but sometimes it can be persuasive. Fake emotions are common in daily life, but the present research on it is relatively scattered, and there are still some disputes about the interpersonal influence of fake emotion as well as its mechanism. The existing literature mainly concerns four aspects of the interpersonal effect of fake emotion, including the game process, pro-social behavior situation, organizational situation, and leadership effect. The related mechanisms include the affective reaction of the emotion receivers and the inner process of "speculating others’ emotions by their own standard". Future research can focus more on the deep and systematic study of fake emotion on the emotional receiver, group fake emotion, the valence of fake emotion, cognitive neural mechanism, culture background, and so on. "
Peer Review Status:Awaiting Review
Subjects: Psychology >> Other Disciplines of Psychology submitted time 2019-01-08
Abstract： One of the most puzzling findings in decision research field is the disjunction effect. Several studies demonstrate that the disjunction effect exists in a two-person prisoner’s dilemma game. This effect violates the sure-thing principle and cannot be explained by classical decision-making models. During the recent decade, quantum decision making models have been established on the basis of the mathematical structure and methodologies of quantum mechanics. Owing to their special theoretical structures, quantum decision-making models are well suited for explaining the disjunction effect, although these models continue to encounter difficulties. This study aims to overcome the difficulties in existing quantum decision-making models by developing a modified model. To achieve this goal, the deficiencies of the previous models were analyzed. We concluded three deficiencies: 1) Although previous quantum decision-making models can account for the disjunction effect, they can also obtain findings that defy the experimental results and common sense. 2) They cannot explain the disjunction effect with large values in certain experiments (e.g., the experiment of Shafir & Tversky, 1992). 3) They cannot properly illustrate the relationship between the utility of decision maker’s pay off and the scale of the disjunction effect. The reasons for these difficulties were investigated. An important reason is that previous quantum decision-making models ignore that the decision maker may consider another’s pay off based on different decision conditions. Another reason is the over-simplicity of the utility function. With the above analyses as basis, we adopted the equate-to-differentiate method to rebuild the quantum decision-making model. In this new model, whether the decision maker considers another’s pay off or not based on a specific decision condition is determined with the equate-to-differentiate method. In addition, the utility function is redefined by value function and hyperbolic tangent transformation. Results revealed that the new quantum decision-making model overcomes the difficulties in previous quantum decision-making models. The proposed model is an integration of heuristic and computational or mathematical models. This ideal model integration deserves much attention and has good theoretical significance and application prospects. "
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