Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The ultimatum game is commonly used to examine fairness-related economic decision making, and the trade-off between fairness preferences and self-interest is assumed to determine whether individuals reject or accept unfair offers. With respect to the dual-system theory, there are controversial understandings on whether fairness preferences result from the automatic response in System 1 or the deliberation processes in System2. Our study discussed such controversy from three aspects of this theory, including theoretical hypotheses, influential factors, and neural mechanisms. The automatic negative reciprocity hypothesis and the social heuristics hypothesis contend that fairness preferences are automatic, whereas the controlled-processing hypothesis contends that fairness preferences are products of deliberation process that suppresses self-interest motivation. System 1 identifies and evaluates fairness via anterior insula, amygdala, and ventromedial prefrontal cortex; while System 2 reassesses and adjusts System 1 to make the final decision via dorsal anterior cingulate cortex, ventrolateral PFC, dorsomedial PFC, and left dorsolateral PFC. Individual differences and experimental task characteristics may affect individuals’ automatic responses in System 1. Future research need to further improve the experimental paradigm; explore the moderators within the dual system and its neural network.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： During social categorization, a critical cognitive process that serves as the basis for group cognition and impression evaluation, a very specific type of categorization, or Cross-categorization, may arise, in which two or more social categories/dimensions of targets are simultaneously salient for participants, forming intersections of ingroups and outgroups across multiple categories. Research examining whether cross-categorization decreases or increases stereotyping shows conflicting results. Theoretical explanation from a categorization perspective emphasizes the effect of group membership and identification, whereas an individualization perspective highlights a “de-categorization” process in the multiple-category context. The limitations of existing research are the failure to reach an agreement about how to understand and investigate the conflicting results and to recognize the significance of stereotypes for an individual’s cognition and identification process. Future research should focus on the motivations and cognitive processes critical to the categorization perspective, the dominant category and processing styles under the individualized perspective, as well as the potential of a theoretical integration based on self-categorization process.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： For the past decades, researchers have paid much attention to exploring how cognitive processes influence eye movements. Recently, they have begun to directly look into the reciprocal relationship and test how eye movements might influence cognitive processes by using eye movement modeling examples (EMME). As a new kind of teaching examples, EMME proved to be effective to guide visual attention. It could facilitate the selection, organization, and integration of information, as well as improve the scanpath similarity. However, research examining the effects of EMME on learning performance reported mixed results. The information-reduction hypothesis, cognitive theory of multimedia learning, and cognitive apprenticeship have been used as theoretical foundations for predicting or explaining the positive effects of EMME. Future studies are highly needed to explore the effects of EMME from the perspectives of boundary conditions, functional mechanism, eye-movement pre-training, expertise development, cooperative learning, and the neural basis.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： It has been identified that physical exercise is able to enhance cognitive functions, attracting attention to the underlying brain mechanisms. The literature shows that the enhancing effects rely basically on two distinct mechanisms, on the microscale and macroscale levels, respectively. At the microscale level, physical exercise favored synaptogenesis and the survival of neurons through better nutrient supply and metabolism. At the macroscale level, physical exercise could enhance cognition through enlarging the volume of white and grey matter, and changing the brain activity and functional connectivity. Notably, multiple factors could influence the enhancing effects of physical exercise on cognition, such as individual differences, time, and the interaction between physical exercise and cognitive stimulations. These factors provide new directions to conduct deep and systematic investigations on the brain mechanisms of enhancing effects on the two levels.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Recently, educational psychologists have paid much attention to the effect of emotional factors on multimedia learning, especially the induction of emotions which belongs to one of instructional designs. The effect of positive emotions in the learning process was mainly investigated through external mood induction and internal emotional design in previous studies which indicated that these two emotional induction methods both can induce positive emotions successfully. Nevertheless, the facilitation of positive emotions on multimedia learning performance had very small effect due to the diversity of the emotional induction method and the complexity of the multimedia learning process. In this article, results showed that the median effect sizes related to the effect of external mood induction on learning outcomes were dretention = -0.25, dcomprehension = 0.04, dtransfer = 0.30, respectively; the median effect sizes related to the effect of internal emotional design on learning outcomes were dretention = 0.27, dcomprehension = 0.36, dtransfer = 0.29, respectively. Induced emotions had little effect on subjective learning experience. According to cognitive affective theory of learning with media, the induction of positive emotions can improve learning through motivation. Cognitive load theory, however, predicts an opposite result of learning for the reason that the induction of positive emotions might bring about an increase of the learner’s extraneous cognitive load. Future studies should focus on the experimental manipulation and the effect evaluation of emotion itself, as well as the effect of the undiscovered moderator variables, etc.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The rostromedial tegmental nucleus (RMTg) is located caudally to the ventral tegmental area (VTA), which is rich in inhibitory γ-aminobutyric acid (GABAergic) neurons. The RMTg is an integrative modulator of the mesolimbic dopamine system. Its GABAergic neurons receive input from the lateral habenula (LHb) and then project to VTA dopaminergic neurons, which inhibits the release of dopamine. These three brain areas are an important part of the reward circuit, in which the RMTg plays a particularly important role in reward circuits activated by opioids. GABA neurons in the RMTg are strongly inhibited by opioids, and this is followed by disinhibition of VTA dopaminergic neurons, which activates the reward system. Therefore, the RMTg is a potentially important target for the treatment of drug addiction (especially opioid addiction). Furthermore, cholinergic feedback to the RMTg, acting on muscarinic receptors, can be inhibitory for an opioid-induced reward effect. Future studies should further explore the negative reward circuit regulated by the RMTg, which is of great significance for weakening drug-seeking motivation and promoting extinction and withdrawal.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Work-related rumination (WRR) refers to conscious, recurring work-related thoughts that occur without being asked to do so. WRR is divided into two dimensions: work-related affective rumination and work-related problem-solving pondering. The influence of WRR on individual health, work and happiness is a double-edged sword. Perseverative cognition theory, cognitive activation theory of stress and cognitive resource perspective theory provide explanations for the internal mechanism of positive and negative effects of WRR. Researchers should analyze boundary conditions affecting the double-edged sword effect, seek the route of reducing its negative effects and increasing the positive effect, in the future. Besides, researchers should also expand the analytical perspective of psychological mechanism of the double-edged sword effect, as well as the functional level of the effect.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： A growing body of evidence suggested that time can be represented separately either on the lateral, sagittal or vertical axis. However, how these mental time lines originate and be activated remains controversial. Recent evidence supports that the lateral mental time line mainly originates from sensorimotor experience associated with reading/writing habits, and the activation may be a low-level sensorimotor mechanism. In contrast, the sagittal/vertical mental time line mainly originates from spatial metaphor in language, and the activation may be a high-level semantic mechanism. The future study should focus more on the diversity of origins, the gene basis, the neural mechanism and the analogy between mental time lines and mental number lines.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Dropout in psychotherapy refers to the phenomenon of the client discontinuing psychotherapy prior to recovering from the problems or distress that led him or her to seek help. Although researchers have come to a consensus as to the connotation of dropout, there are a variety of operational definitions of dropout, each of which has advantages and disadvantages. Dropout is a widespread problem in clinic practice. However, the dropout percentages, which are strongly influenced by operational definitions of dropout and types of study designs, vary widely across studies. There are limitations for the traditional static predictors of dropout, so researchers gradually place greater importance to the process-oriented predictors of dropout (e.g., therapeutic alliance), which provide a good deal of insight into dropout. In order to reduce dropout from therapy, researchers suggest clinicians offer proper pre-therapy preparation for clients, assess important variables throughout the course of therapy, and tailor strategies according to situation. Future research should improve the operational definitions of dropout and further research also should be conducted in natural treatment settings. At the same time, predictors should be explored thoroughly and more. And more attention should be paid to the effects of critical events outside therapy as well as the cultural background of clients.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Over the past few years, pupillometry is proliferation in psychological studies and eye tracking measurement. Pupil size or diameter can reflect mental activities, and affect other’s feeling and decision making. In addition, the sizes of our pupils are also influenced by the top-down processing, such as perception and attention, emotion and motivation, mental effort, social cognition and so on. Studies in pupillometry also found that large pupils give others good impressions (e.g. more attractive, more positive), and· cause more positive behaviors during the interaction (e.g. trust behaviors; honest behaviors). In this paper, we reviewed the relations between pupils and our mind with the pupil’s neural mechanisms and the adaptive-gain theory based on previous publications. As an effective eye-tracking parameter, pupil could be measured by eye tracking to explore the inner cognitive processing of our human being. In this paper, controlling interference of unrelated variables (e.g., luminance, gaze position), pupillometry raw data mining (e.g., baseline correction, blink processing), and the selection of pupil indices (e.g., pupil diameter, peak value, oscillations frequency) are also discussed for the future research.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In an era with surging time pressure, time management disposition is playing an increasingly important role in the psychological and social adaptation of college students experiencing psychological moratorium. Time management disposition refers to individuals' psychological and behavioral patterns of time arrangement when dealing with the functions and values of time. It covers three dimensions, namely sense of time value, sense of time control and sense of time efficacy. The socio-ecological modle highlighted the important role of diachronic systems and macro systems in the mental health of the yonth. But indirect evidence suggested that there was no clear trend in the time management disposition of Chinese college students. The enhancement of skills related to time management may help boost time management disposition while increasing interference and time pressure may weaken the time management skills. Moreover, existing research focued on the impact of individual factors and micro systems on the time management disposition of college students. No research from the macro-perspectives has been made. This research, therefore, adopted the cross-temporal meta-analysis method, a newly developed but extensively applied method of quantitative literature review, to analyze 215 papers published between 1999 and 2020 applying the Adolescence Time Management Disposition Inventory (ATMDI) (N = 103876). Our results showed that: (1) The time management disposition of Chinese college students has declined steadily in the past 22 years, among which the sense of time value stayed stable while the sense of time control and the sense of time efficacy were on the decline; (2) Seven social indicators, namely socioeconomic factors (GDP, household consumption level and urbanization rate), employment factors (the number of college graduates and registered urban unemployment rate) and Interet factors (Internet availability and weekly Internet using hours of netizens), significantly predicted the decline in the time management disposition of college students; (3) there were no significant gender and regional differences in the time management disposition of college students in China. This research explored the time management disposition of college students, a micro psychological variable, from the macro-perspective. Guided by the social ecosystem theory, the research pioneered to verify the declining trend in the time management disposition of college students from the mainland of China. It is revealed that their judgement of time functions and values remained stable over 22 years, but their time planning competence and confidence were declining. In other words, college students admitted the value of time but could not make efficient use of it, which led to a contradiction between attitude and behavior. In addition, this research proved that economy, employment and Internet (three social macro factors) predicted the time management disposition of college students, which elevated the macro significance of time management disposition. Based on existing findings, this research came up with a influencing mechanism model on the time management disposition of college students including the social macro factors. According to the model, the changes in objective macro systems, such as economy, employment and Internet, resulting in changed subjective macro systems, such as social mentality. Both types of macro systems function on individuals and micro systems at the same time. Meanwhile, individual factors and micro systems interact with each other. Futhermore, time change or social transformation has a controlling effect on the whole system. Time change and social transformation can trigger the changes of the above two macro systems, affecting individual factors and micro systems, and further exert an effect on the time management disposition of college students. The model provided theoretical and practical references for future research on time psychology in the social sense.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The Gradedness of consciousness refers to whether conscious processing follows an “all-or-none” or “gradual” mode. The Richness of consciousness refers to whether conscious representations are “rich” or “sparse”. Our consciousness experience is explored from these two perspectives, i.e., the quality and the scope of processing, respectively. These two topics represent two important pathways toward decoding one of the basic scientific inquiries of mankind, i.e., Consciousness, in that any theory of consciousness formation must provide comprehensive, accurate, and reasonable explanations to them. In this review article, we first performed a thorough analysis of recent research progress for these two topics, aiming to clarify existing contradictions and ongoing debates between different explanatory views. Next, we indicated that these two research topics are intrinsically connected since each can be traced back to the long-standing disputations on whether cognitive access is necessary for the formation of consciousness. Finally, we carried out detailed analyses and discussions on how to advance the studies of the Gradedness and Richness of consciousness, and on how to provide an integrated interpretation to the complex performance of them under different experimental situations.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Major Depressive Disorder (MDD) is associated with mood-congruent processing biases towards negative information in working memory (WM), which is considered as the core manifest of cognitive vulnerability of MDD. This review provides an overview of the biased processing of emotional information of depression in three executive components of WM (i.e., updating, inhibition, and shifting). Patients with MDD are slower in updating negative contents in WM and have difficulties in disengaging from task-irrelevant negative information within WM. Neuroimaging studies show that the dorsolateral prefrontal cortex (dlPFC) and dorsal anterior cingulate cortex (dACC) are hyperactivated in patient with MDD relative to healthy controls. Moreover, patients with MDD perform poorer than healthy controls in updating positive contents in WM and they have smaller occipital P1 in response to positive materials, which indicates an insensitivity to positive items on early encoding stage of WM updating in depression, thus depression is associated with negative enhancement and positive attenuation in updating emotional contents in WM. In regards to inhibition, patients with MDD are found to exhibit impairments in suppressing irrelevant negative information and cannot effectively prevent the irrelevant negative information entering WM during inhibition. These impairments in inhibition have been suggested to be associated with altered brain activations of the dlPFC and ACC. Relative to healthy controls, patients with MDD show decreased activation of the dlPFC and increased activation of the rostral anterior cingulate cortex (rACC) and posterior cingulate cortex (PCC). Abnormal functional connectivity within the frontoparietal network has also been suggested to underlie deficits in cognitive control of depression. The findings of emotion-specific dysfunctions of shifting function in depression are inconsistent, which might be related to emotional valence of task materials and confounded by other symptoms, such as rumination. The current review of biased processing of emotional information of depression in WM provides a new perspective for understanding cognitive bias of depression, which helps unravel the cognitive and neural mechanisms that underlie the cognitive information processing of emotional contents within WM of depression. Importantly, this review also offers important clues for future research on vulnerability factors implicated in the onset and maintenance of depression and expands our understanding of cognitive models of depression from a cognitive neuroscience perspective. Based upon this literature review, we therefore have identified some open questions and future research directions in this important research area. Firstly, additional research is needed to investigate the unity and diversity of the biased processing in three WM components, and assess their distinctive contribution to depressive symptoms, as well as the mediating effect of other cognitive biases (attention, memory and interpretation biases) and emotion regulation strategies on this association. It is worth noting that the combined cognitive bias hypothesis has been proposed to formulate the interactions among cognitive biases in depression. This hypothesis is arguing that cognitive biases do not operate in isolation, but are interdependent and work together to influence symptoms of depression. Secondly, future research is needed to examine dysfunctions of WM bias across divergent samples (the at-risk sample, the current MDD, the remitted MDD) to uncover the impact of biased processing in different stages of MDD. Thirdly, the induction effects of different emotional materials (affective words, emotional face, or emotional pictorial materials) on biased processing should be explored in future studies. Moreover, unraveling the neurophysiological mechanisms underlying the process of emotional materials in WM could help resolve the inconsistency of previous findings. Finally, by examining the effect of WM training on reducing WM bias and depressive symptoms, future research could provide direct evidence for the causal relationship between cognitive bias and depression and benefit future development of cognitive bias modification interventions for biased processing in WM of depression.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： In recent years, with the development of computer technology and intelligent tutoring systems, educational psychologists have paid much attention to the effect of adding an affective pedagogical agent (PA) to multimedia learning. Affective PA is a type of agent that is designed to elicit certain affective experiences in learners through multiple modalities such as facial expressions, voices, and gestures. Previous studies mainly focused on two types of affective PA: expressive affective PA and empathic affective PA. Expressive affective PAs are agents that affect learners' emotional experiences only through emotional expression (e.g., using smiling facial expressions and enthusiastic voices). Empathic emotional agents are agents with the goal to encourage and persuade learners to make greater effort by giving emotional feedback (such as nodding, encouragement, and additional remarks) according to the learner's emotional states. Although previous studies differed in the specific manipulation of affective PAs, no matter what type of affective PA is designed to increase the positive emotions in learners, improve internal motivation, and ultimately promote learning. Five theories were used to explain the effectiveness of affective PAs in multimedia learning environments. Emotional contagion theory holds that the emotional state of one person is automatically affected by another person's emotional expression. When learning with a smiling pedagogical agent, students are more likely to experience more positive emotions and higher motivation. Emotional response theory proposes that pedagogical agents with enthusiastic voices, smiling faces, and expressive gestures could elicit positive emotional responses in learners and promote them to engage in learning-related activities. The cognitive affective theory of learning with media (CATLM) emphasizes the importance of emotions and motivation in the learning process. Based on the CATLM, the cognitive-affective model of learning with instructional video states that when pedagogical agents display positive emotions during online learning, learners may experience four key steps: (1) the learners first need to recognize the PA’s positive emotions; (2) the learners respond to the PA’s affective stances (such as feeling the same emotions as the affective PAs); (3) the learners’ positive emotions improve the level of motivation to engage in deep cognitive processing; (4) the motivational states lead to better learning outcomes. However, cognitive load theory and interference theory hold the opposite opinion that affective agents may increase external cognitive load and distract learners from relevant information. Accordingly, learners no longer focus their full attention on the learning content and become distracted by the presence of the affective PAs, which may interfere learning. Guided by previous theories, a large number of studies have examined the role of affective pedagogical agents in multimedia learning. Most empirical studies found that affective pedagogical agents positively affect the learners’ emotions (d positive emotions = 0.45) and motivations (d intrinsic motivation = 0.52). Nevertheless, affective pedagogical agents have weak effects on cognitive load（d intrinsic cognitive load = -0.01;d external cognitive load = 0.09;d germane cognitive load = 0.08）and learning performance (d retention = 0.18, d comprehension = 0.32, d transfer = 0.14,d unite = 0.32). Previous studies showed that adding affective PA to multimedia lessons does not lead to stable improvement in learning performance, which may be due to the potential moderating variables. In the current study, we identified several potential factors that may moderate the effects of affective PA, such as learners’ individual characteristics (e.g., learner’s working memory and grade levels), the types of affective PAs, learning domain, and the way of tests. In conclusion, adding affective PA is regarded as a promising approach for education because of its potential to help students keep motivated during learning. Therefore, in educational practice, instructional designers can consider presenting a positive affective PA for learners to help them learn more happily. Further research should focus on the manipulation and evaluation methods, boundary conditions, underlying mechanisms, and ecological validity, etc.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Collective narcissism is the group-level equivalent of individual narcissism and is currently defined as the belief that one's own group is exceptional and entitled to privileged treatment but it is not sufficiently recognized by others. Current research findings show that it has relatively strong explanatory power for intergroup hostility, because collective narcissists are hypersensitive to threats to their in-group image, status, or identity, and are prone to overestimate threats and suspect out-groups; and that lacking sense of self-worth and personal control is one important source of collective narcissism. After reviewing the past research on collective narcissism, combined with latest progress in the field of individual narcissism, this paper proposes several important questions that remain to be investigated in the field of collective narcissism. First, does collective narcissism necessarily entail vulnerability? Currently, collective narcissism tends to be understood as collective self-esteem that is contingent on admiration and recognition from others. This suggests that collective narcissists are generally conceived to be fragile internally, in that it is because of the vulnerability implicit in their own beliefs—or in other words, their own lack of confidence in their in-group's exceptional image—that they are prone to demand external affirmation or recognition. However, vulnerability may not be a necessary attribute of collective narcissism because there may be collective narcissism that is not fragile, just as there may be individual narcissism that is not fragile. Therefore, researchers may consider appropriately narrowing the connotation of collective narcissism to expand its denotation so as to explore more diverse forms of collective narcissism, such as collective narcissism with and without vulnerability. Second, is the structure of collective narcissism one-dimensional? If not, what dimensions does it have? Although the most widely used collective narcissism scale has a one-dimensional structure, recent studies have developed and validated collective narcissism scales with a multidimensional structure. These studies are preliminary, however, and only suggest it is necessary to carry out multidimensional exploration. As for the exact structure of collective narcissism, further exploration is needed. And future research should not only explore the dimensions of collective narcissism, but also explore the sub-dimensions of both of vulnerable collective narcissism and grandiose collective narcissism. Third, are the consequences of collective narcissism always negative? The vast majority of current research has focused on revealing the negative effects of collective narcissism, and very few studies have directly examined and found positive effects of collective narcissism. However, according to E. Fromm's classical theoretical view, collective narcissism may also have its benign forms within certain limits, just as individual narcissism may also have an adaptive side. Therefore, future research should explore the effects of collective narcissism from a more complete theoretical perspective, and especially, examine more the positive effects of collective narcissism. Finally, does collective narcissism stem simply from frustrated individual needs? Although studies in recent years have begun to investigate the causes of collective narcissism, these studies largely focus on individual motivational factors and fail to examine them together with factors such as cognitions and sociocultural contexts. Future research may draw on ideas from theories such as system justification theory, social identity theory, and self-categorization theory to explore a more complete explanation for the phenomenon of collective narcissism. In summary, after more than a decade of research, there are still many theoretically meaningful questions in the field of collective narcissism that deserve further exploration. And in today's world, such exploration also has profound practical significance, and it may bring a wealth of insights into how to deal with the struggles of various social groups for recognition.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Age-related positivity effects refer to the phenomenon that older adults display a preference for positive rather than negative information in cognitive processing. Previous studies using neutral materials have found that WM performance declines with aging. In recent years, empirical and theoretical research have begun to explore the effect of emotional valence on WM performance in the elderly and have revealed an interaction between emotional valance and task-relevance on positivity effects. Positivity effects has been observed in WM studies with emotional valence acting as a kind of task-relevant information. For instance, older people have enhanced performance in WM tasks with positive emotional stimuli, and decreased performance on negative emotional stimuli. In contrast, less attention has focused on the area of emotional valence as task-irrelevant information in WM and conflicting findings also have been reported. Some studies have found that the presence of negative irrelevant emotional stimuli reduces WM performance of older adults, while other studies have found that positive distractors have greater interference on WM of older adults. These remind that both emotional valence and task relevance are critical components in the processing of positivity effects in WM. Preliminary neuroimaging studies have revealed age-related functional changes in the dorsal executive system (including the middle frontal gyrus and the parietal cortex) and ventral affective system (including the left inferior frontal cortex and the amygdala). The middle frontal gyrus and the inferior frontal gyrus are both involved in inhibiting task-irrelevant emotional stimuli in WM and are less activated in older adults than in young adults. More specifically, the middle frontal gyrus is involved in the selection of task-relevant information, while the inferior frontal gyrus plays an important role in resolving interference from emotional distractors within WM. The amygdala, which is deactivated among older adults, is activated in young adults during the processing of negative stimuli. The socioemotional selectivity theory and the dual-competition model have been found to mainly account for age-related positivity effects in WM. The socioemotional selectivity theory, a theory of emotional-motivational life-span development, explains positivity effects from future time perspective, the review of WM studies on age difference with emotional valence as task-relevant information provides empirical support for the socioemotional selectivity theory. The dual competition model emphasizes the influence of task-relevance of emotional materials on WM processing and holds that the difference on cognitive resources required by emotional information as task-relevant stimuli or task-irrelevant stimuli is the key factor that affects WM performance. It has been found that task-relevant emotional materials promote WM performance in older adults, and task-irrelevant emotional contents impair their WM performance, thus the current review of task relevance on WM performance in older adults is consistent with hypothesis of the dual competition model. The dynamic integration theory explains positivity effects from the perspective of cognitive decline. From this perspective greater differences would be observed between young adults and older adults with cognitive impairments, such as Alzheimer's disease patients, but there is a lack of empirical evidence to support the dynamic integration theory. Overall, future studies are warranted to explore the characteristics of emotional processing in different stages of WM in older adults. The event-related potential technique, which has been used to provide time-sensitive assessment of positivity effects in attention, holds great potentials in the study of time course of positivity effects in WM. The potential influences of internal encoding processes of emotional materials (affective words, emotional face, and emotional pictorial materials) on the mechanism of positivity effects in WM should be clarified in future studies. More psychophysiological and neuroimaging studies are needed to uncover the important neural circuits related to the impact of task-relevance of emotion on positivity effects. Finally, the underlying mechanisms and potential benefits of emotional WM training on the improvement of cognitive functions and emotional experience in the elderly should be investigated.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Shared and private aesthetic tastes represent universal and idiosyncratic aesthetic processing, respectively. The new trending that combines both aesthetic tastes are challenging pre-existing “universal” aesthetic principles. Previous research focused mainly on whether aesthetic principles were statistically universal, neglecting the fact that aesthetic attributes can cause different reactions among individuals. This contradictory relationship between generality and particularity concerns one long-standing but essential topic in aesthetics: is beauty universal and objective or idiosyncratic and highly subjective? If an aesthetic principle is only based on the average aesthetic judgment and is able to ignore the differences of aesthetic experience among individuals, can such an aesthetic principle support the proposition that "beauty is universal"? This is a reflection on empirical aesthetics brought by research on aesthetic tastes. Therefore, if private taste does play a role in aesthetic tastes, then there's no doubt that future studies on empirical aesthetics will have to take into consideration both dependent variables: the average aesthetic reactions and the extent to which such aesthetic reactions differ among individuals. Recent studies on aesthetic tastes have revealed many factors that can modulate the relative weights between shared and private tastes, the most typical of which is stimulus domain. Studies have shown that the proportion of shared taste in artificial stimuli (such as architecture and art) is less than that in natural stimuli (such as faces and landscapes). Other studies further demonstrated that high-level object categories (e.g., faces vs landscapes) can override aesthetic principles based on low-level stimulus features (e.g., symmetry). Besides stimulus domain, other factors, including expertise, cultural backgrounds, previous experience and age, can affect the relative weights between shared and private tastes. Recent fMRI and EEG studies have explored the neural mechanisms of shared and private aesthetic tastes, the basis of which includes sensory pathways and the reward system. Similar sensory “impressions” among individuals triggered by the same aesthetic stimuli may be the prerequisite that aesthetic responses share some commonality among individuals. Meanwhile, the reward system, especially medial orbitofrontal cortex(mOFC), shows homologous activation patterns across different stimulus domains. Therefore, both sensory pathways and the reward system might be the neural basis of shared aesthetic taste. What’s more, studies found that default-mode network (DMN) are suppressed in a task requiring external focus, and are engaged in tasks requiring internally directed thought, such as autobiographical memory and autistic thinking. Given that DMN is typically activated in self-directed thinking, it is possible that DMN is more related to individual differences in aesthetic responses, and plays a more important role in private aesthetic tastes. Furthermore, take example for the PIA model and the VIMAP model, contemporary aesthetic processing models still owe an explanation for aesthetic tastes. And it is yet to clear how different aesthetic processing stages lead to changes in relative weights between shared and private tastes. Two completely opposite predictions and explanations can be reached by these models. The first one is that early stages in aesthetic models are driven more by stimuli, thus leading to more homogeneity in aesthetic responses and greater proportion of shared taste due to the objectivity of stimulus characteristics; in contrast, late aesthetic stages are driven more by perceivers, leading to more proportion of private taste. The other one also makes some sense: in stimulus-driven stages, the general “gist” formed by different perceivers can also be heterogeneous because at these stages individuals process the stimuli incompletely and insufficiently. However, in perceiver-driven stages, individuals process stimuli more intactly and sufficiently, thus it is possible that in these stages perceivers have more similar impressions of the targeted stimuli, resulting in higher proportions of shared taste. In the future, more relevant studies are required to expand stimulus domain of aesthetic evaluation and to explore the corresponding relationship between aesthetic tastes and different aesthetic processing stages.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Boundaries are obstacles with extended surfaces in the spatial environment and significantly contribute to the spatial navigation of humans and animals. Extensive behavioral literature has revealed that boundary cues contribute more than landmark cues to spatial navigation, in multiple species, which is considered as the superior boundary effect. However, the dynamic developmental process of boundary perception and its underlying neural mechanisms in spatial navigation remain unclear. Therefore, this study reviewed the last decade of research systematically and put forward several possible future directions for boundary-based navigation. On the one hand, we summarized the cognitive developmental mechanisms of boundary-based navigation. Specifically, most reorientation studies have reported that children could reorient successfully by using the geometry of the boundary after they disoriented at 1.5~2 years old, and gradually using the vertical information until they were 3.1~4.7 years old, length information until the age of 4~5, and visual opaqueness information until the age of 5 years old in navigation. On the other hand, a body of neuroimaging studies in adults found that the medial temporal lobe and parietal lobe play different roles in boundary processing. First, the geometry of the boundary and its constituent elements (i.e., vertical structure, length, and angle) are represented in the parahippocampal place area (PPA) and the retrosplenial complex (RSC). Furthermore, although both PPA and RSC could represent the geometry and vertical structure of the boundary, only the PPA was sensitive to changes in boundary length and angle between boundaries. Second, the encoding and retrieval of the boundary-based object’s location were associated with the hippocampus. When the structure of the hippocampus was damaged, boundary-based learning was accompanied by impairments. Third, research on the cognitive neural mechanism of navigational affordance is. The present study first distinguished navigational affordance, the hot topic in spatial navigation, into physical affordance and visual affordance. Recently, functional magnetic resonance imaging studies have shown that the physical affordance for boundaries is represented in the occipital parietal area (OPA) or transverse occipital sulcus (TOS), and the OPA may be mainly responsible for egocentric information representation in spatial navigation. Howver, it’s not yet explored the neural basis of visual affordance for boundaries, which would provide new insights into visual-guided navigation. Together, previous studies preliminarily examined the behavioral and neural basis of boundary-based navigation, which enriched our knowledge and understanding of spatial navigation. However, several issues are unaddressed that should be investigated in future. First, future studies should explore the comprehensive cognitive processes of boundary-based navigation and its development trajectory. A vast cognitive network or computational model to investigate the role of each cognitive function in boundary-based navigation should be considered. Second, further research could explore the functional interaction between the medial temporal lobe and the posterior parietal cortex in boundary-based navigation and its neural developmental changes in children. Third, we could pay attention to the distinctions and associations between the cognitive neural mechanisms of the boundary and geometry center encoding. Forth, further study could investigate specific behavioral and neural impairment of boundary-based navigation in individuals at genetic risk and preclinical Alzheimer’s disease. Finally, we could concern about the boundary influence mechanisms in long-term memory, time estimation, visual space, and social networks.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Serial dependence effect (SDE) refers to a stable and systematic attractive bias in which cognitive processing of the current stimuli is pulled toward the stimuli presented moments ago. Existing studies have revealed many factors modulating serial dependence effects. The first one is attention. Only stimuli that are consciously perceived can produce serial dependence effects. Secondly, sensory uncertainty of stimuli also affects serial dependence effects. Particularly, previous studies had found that stimuli with higher sensory uncertainty produced higher SDE intensity. The physical characteristics of stimuli also affect serial dependence effects. In addition, the spatial and temporal distances between the neighboring stimuli also have a tuning effect on serial dependence effects. All these distinctive features and special effects (caused perception bias, but did not influence reaction times) showed that the serial dependence effect is a brand new "history effect" (the influence of past stimuli on the current stimulus). The cognitive and neural mechanisms of serial dependence effects have received much attention. There are currently several mainstream views since 2014. The earliest view, i.e., the “continuity field” theory, believes that serial dependence is an effect purely at the perceptual level and occurs before the stage at which sensory signals are transformed into conscious representations. Some researchers also believe that serial dependence effects occur at the perceptual level and further they are modulated by neural feedback signals from higher levels. Another view attributes serial dependence effects to dynamic biases in working memory, while some researchers believe that serial dependence effects stem from decision-making processes. Finally, some researchers propose that serial dependence effects may exist at multiple cognitive processing stages and cannot be explained by a single mechanism. Recently, empirical progress had been made upon the neural mechanism of serial dependence effects. For example, Electroencephalogram (EEG) studies had revealed electrophysiological signals that can represent serial dependence effects starting from early stages of perceptual processing in adaptation paradigms. Evidence from fMRI studies also demonstrated an attractive bias at the level of early sensory representation imposed by previous perceptions. The latest research had discovered abnormal serial dependence effects in patients with brain injury. In addition, it was found that the dorsal premotor cortex had significant influence on visual movement-based serial dependence. The underlying mechanism of serial dependence effects is being uncovered gradually. Since been proposed, the serial dependence effect is thought to be a mechanism that promotes stability for visual processing by integrating visual input along the temporal dimension. However, some results are still controversial. Thus, there is still large space left for studies on serial dependence effects. In the future research, it is necessary to tackle the origin of serial dependence effects with multiple strategies, including innovation of experimental paradigms, data analysis approaches, and various cognitive neuroscience technologies. Further, future studies can focus on the modulating factors on serial dependence effects, and provide explanations to inconsistent results and individual differences of serial dependence effects in previous studies. Finally, it is also important to note that any psychological experimental design involving sequential visual stimuli in the future will have to consider the potential effects of serial dependence that may exist between past and current stimuli.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： One of the major challenges in fostering a virtual community is the supply of knowledge, more specifically, the willingness and behavior to share knowledge with other members. Most virtual communities exhibited the participation inequality phenomenon that 90% of users were lurkers who never contributed, 9% contributed a little, and 1% contributed most of the messages (Nielsen, 2006). The bystander effect — the influence of the lurkers on other virtual community users’ knowledge sharing behavior, however, is very common but under-investigated. We proposed that the bystander effect would hinder knowledge sharing in virtual communities. Moreover, it was hypothesized that the bystander effect would decrease when the level of emergency and concreteness of posts thematic in virtual communities increased. Three situational experiments were conducted to examine the hypotheses. Experiment 1 studied the bystander effect on knowledge sharing in virtual communities using a one-factor between-subjects design. One-hundred twenty-one university students participated in the experiment. Experiment 2 examined the moderation effect of the emergency of posts thematic. A total of 177 university students participated in an experiment with a 2 (Number of bystanders: 1 vs. 54) × 2 (Emergency level of posts thematic: urgent vs. not urgent) between-subjects design. Experiment 3 examined the moderation effect of the concreteness of posts thematic. A total of 136 university students participated in an experiment with a 2 (Number of bystanders: 1 vs. 54) × 2 (Concreteness level of posts thematic: concrete vs. not concrete) between-subjects design. The results of these three experiments provided support for our hypothesis: (1) There was a bystander effect in the virtual community knowledge sharing: participants in the fewer-bystander (0 or 1) condition shared more knowledge in the virtual community than the more-bystander (14 or 54) condition. (2) Experiment 2 and Experiment 3 indicated that the bystander effect could be relieved or even reversed if the posts thematic appeared to be urgent or concrete. In the non-urgent or non-concrete condition, the classic bystander effect was found. Participants in the 1-bystander condition shared knowledge significantly more than participants in the 54-bystander condition. But when the posts thematic were made to be urgent, the bystander effect was reversed: Participants in the 1-bystander condition posted fewer messages than in the 54-bystander condition (Experiment 2). Similarly, when the posts thematic were made concrete, the bystander effect was relieved: In the 1-bystander condition, participants shared the same quantity of knowledge as in the 54-bystander condition (Experiment 3). The theoretical contributions and managerial implications of our findings were discussed. First, we broadened the understanding of bystander effect in virtual community knowledge sharing, which supports the social influence model and the non-linear relationship between the number of bystanders and knowledge sharing behaviors. Second, we demonstrated that changing the emergency and the concreteness of posts thematic could effectively change the bystander effect in virtual community knowledge sharing. This was an empirical evidence for the arousal: cost-reward model and the social influence theory. Third, results offered critical insights for managers. To change participation inequality and promote knowledge sharing, it is advised that managers should undo displaying the number of lurkers and ask users to concretely describe their questions with details in virtual community.
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