Subjects: Psychology >> Social Psychology submitted time 2024-04-26
Abstract： Memories of individuals are typically encoded, stored, recalled, and reconstructed through direct or indirect interactions with others. Cuc et al. (2007) founded that during interactive retrieval, speakers’ selective recall of memories results in the forgetting of non-target information related to the retrieved information, a phenomenon known as retrieval-induced forgetting (RIF). Simultaneously, listeners in this interactive process are also influenced by the speakers’ selective recall, leading to the forgetting of relevant but not retrieved information, a phenomenon termed socially shared retrieval-induced forgetting (SS-RIF). Building on the intertwined connection between emotion, motivation, and memory, this study investigates the impact of emotional valence and motivation on socially shared retrieval-induced forgetting in the context of interactive retrieval.
In Experiment 1, emotional valence and item type were manipulated to explore the influence of emotional valence on socially shared retrieval-induced forgetting. The experiment employed a within-participants design of 3 (emotional valence: positive emotion, neutral emotion, negative emotion) × 4 (item type: Rp+, Rp−, Nrp+, Nrp−). The dependent variable was participants’ recall accuracy of items under the three emotional conditions. The results demonstrated that listeners exhibited socially shared retrieval-induced forgetting effects under positive and neutral emotions but not under negative emotions in the interactive retrieval practice paradigm. Additionally, the effect was more pronounced under positive emotions compared to neutral emotions, aligning with our Hypothesis 1.
Experiment 2 manipulated positive emotional motivation and item type to investigate the impact of motivation on socially shared retrieval-induced forgetting. The experiment employed a within-participants design of 2 (positive emotional motivation dimension: high-motivation with positive emotion, low-motivation with positive emotion) × 4 (item type: Rp+, Rp−, Nrp+, Nrp−). Results indicated that listeners exhibited socially shared retrieval-induced forgetting effects under both high- and low-motivation with positive emotional conditions, consistent with the findings of Experiment 1. Moreover, the level of socially shared retrieval-induced forgetting was significantly higher under high-motivation with positive emotions compared to low-motivation with positive emotions, supporting our Hypothesis 2.
These findings offer empirical support for comprehending the impact of emotional valence and motivation on socially shared retrieval-induced forgetting, underscoring the crucial role of emotion and motivation in memory outcomes during social interactive tasks.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Previous studies have shown that structure and function of the prefrontal cortex (PFC) are particularly vulnerable to aging. On the other hand, recent studies have also indicated that the structural and functional plasticity of PFC is preserved in old age. For older adults, cognitive training attenuates reduction of cortical thickness in PFC, increases white matter integrity, improves intra- and inter-network functional connectivity, and also changes functional activation through modulation of dopamine activity in PFC and subcortical structures. Aerobic exercise improves cardiovascular fitness, preserves neuronal integrity and promotes neurogenesis, which would then lead to increased volumes in prefrontal gray and white matter, and altered functional activation patterns. Multimodal intervention, which combines cognitive training and physical exercise, has demonstrated better ecological validity, enhancing everyday cognition and life quality of older adults. We suggest that future studies should adopt various techniques, in order to better understand the prefrontal neuroplasticity in old age and its related mechanisms; separately analyze the various PFC related cognitive abilities; and lay stress on the more ecological multimodal intervention.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Bullying is a group dynamic process, of which peer ecology is an essential context for the occurrence and development of bullying. Although existing studies have focused on peer factors that influence bullying, there is still limited research that systematically examines the development and changes in bullying-related behaviors from a group dynamics perspective. This study reviewed twenty social network studies and analyzed the development of bullying-related behaviors from structural and relational characteristics of social networks in the previous studies. As shown in Figure 1, these social networks include two parts: structures and relationships. Structural characteristics include group structure (e.g., classroom hierarchy) and individual position (e.g., embeddedness and betweenness). Relationship characteristics include static relationships (e.g., rejection and friendship) and dynamic relationships (e.g., selection and influence process). Generally, these social network findings could be summarized as follows. First, as for the role of structural characteristics, it was found that classroom hierarchy (as an indicator of social prominence in the peer group) could directly predict the incidence and severity of bullying. Particularly, a classroom with a higher hierarchy tends to worsen the bullying situation, thus, all students in these classrooms are at a greater risk. At the same time, individual’s position in the network is a critical ecological marker for identifying those who are at risk for bullying, which could provide the possibility for early prediction and prevention. Second, as for the role of relationships in the network, on the one hand, these studies found that friendship increases the spread of bullying-related behaviors within the network, for example, bullying, victimization, and defense behaviors. On the other hand, these studies also demonstrated that bullying-related behaviors can format and maintain friendships in the networks, which bring together those with similar behaviors and exclude those with different behaviors. For example, bullies and defenders were unlikely to select victims as friends. Consequently, victimized individuals are excluded and isolated from various groups. By contrast, the mutual selection of bullies attracts them together and forms a "bully" gang. In this way, it polarizes bullying behaviors in groups and intensifies bullying-related behaviors from individual to group. Future research could, first, explore the occurrence and development of bullying-related behaviors by measuring individuals' central location in the network (such as degree centrality, closeness centrality) and different relationship strengths, relationship scales, and relationship types in social networks from multiple perspectives. Second, future research should systematically and comprehensively examine the developmental changes in different bullying roles in networks to construct patterns of propagation and dissipation behaviors related to bullying roles and the patterns of mutual transformation among different roles. Meanwhile, the moderators and mediators should also be explored in future studies. Finally, future research should strengthen the collectivist culture and the importance of academic achievement, which could reveal the cultural and social environment imprint of bullying-related behaviors developing in China and provide a better empirical basis for bullying interventions from the perspective of group ecology.
Subjects: Psychology >> Social Psychology submitted time 2023-03-24
Abstract： Asimov's Three Laws of Robotics are the basic ethical principles of artificial intelligent robots. The ethic of robots is a significant factor that influences people’s trust in human-robot interaction. Yet how it affects people's trust, is poorly understood. In this article, we present a new hypothesis for interpreting the effect of robots’ ethics on human-robot trust—what we call the human-robot projection hypothesis (HRP hypothesis). In this hypothesis, people are based on their intelligence, e.g., intelligence for cognition, emotion, and action, to understand robots’ intelligence and interact with them. We propose that compared with robots that violate ethical principles, people project more mind energy (i.e., the level of mental capacity of humans) onto robots that abide by ethical principles, thus promoting human-robot trust. In this study, we conducted three experiments to explore how presenting scenarios where a robot abided by or violated Asimov’s principles would affect people’s trust in the robot. Meanwhile, each experiment corresponds to one of Asimov’s principles to explore the interaction effect of the types of robot’s decisions. Specifically, all three experiments were two by two experimental designs. The first within-subjects factor was whether the robot being interacted with had abided by Asimov’s principle with a “no harm” core element. The second within-subjects factor was the types of robot’s decision, with corresponding differences in Asimov’s principles among different experiments (Experiment 1: whether the robot takes action or not; Experiment 2: whether the robot obeys human’s order or not; Experiment 3: whether the robot protects itself or not). We assessed the human-robot trust by using the trust game paradigm. Experiments 1-3 consistently showed that people were more willing to trust robots that abided by ethical principles compared with those who violated. We also found that human-robot projection played a mediating role, which supports the HRP hypothesis. In addition, the significant interaction effects between the type of robot’s decision and robot abided by or violated Asimov’s principle existed in all three experiments. The results of Experiment 1 showed that action robots got more trust than inaction robots when abided by the first principle, whereas inaction robots got more trust than action robots when they violated the first principle. The results of Experiment 2 showed that disobeyed robots got less trust than obeyed robots. The detrimental effect was greater in scenarios where robots violated the second principle than in those who abided. The results of Experiment 3 showed that compared with robots that violated the third principle, the trust-promoting effect of protecting itself versus destroying itself was stronger among those who abided. The above results indicated that the reverse effects of decision types existed in both Experiments 1 and 3. Finally, the cross-experimental analysis showed that: (1) When robots abided by ethical principles, their inaction and disobedience still compromise human-robot trust. When robots violated ethical principles, their obedience incurs the least loss of human-robot trust, while their action and disobedience incur a relatively severe loss of human-robot trust. (2) When the ethical requirements of different robotic laws conflict, there was no significant difference between the importance of not harming humans and obeying human orders in terms of the human-robot trust, and both were more important than protecting robots themselves. This study helps to understand the impact of robotic ethical decision-making on human-robot trust and the important role of human-robot projection, which might have important implications for future research in human-robot interaction.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2022-10-04
Abstract： Bullying is a group dynamic process, of which peer ecology is an important context for the occurrence and development of bullying. Although existing studies have focused on peer factors that influence bullying, there is still limited research that systematically examines the development and changes in bullying-related behaviors from a group dynamics perspective. This study focuses on the key issues of the interaction between social networks and bullying-related behaviors. Specifically, it examines the processes by which bullying-related behaviors develop in peer networks. This study reveals the influence of the structural characteristics and internal relationships of peer network on the development of bullying-related behaviors and illustrates the selection effect and influence effect in the covariant relationship of bullying-related behaviors and peer network. On this basis, the present study reviews the innovative advantages of social network perspectives and methods in promoting bullying research, and proposes an analysis and prospect on how to strengthen group ecological research on bullying interventions in China from a social network perspective.
Peer Review Status:Awaiting Review
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