分类： 心理学 >> 认知心理学 提交时间： 2024-05-02
摘要： Face-name memory is a special kind of memory that includes visual and semantic memory. Existing research suggests that name retrieval is located at the final stage of face recognition, but the exact timing has not been fully investigated. This study used ERPs and a method of spatially localizing brain activity to investigate neural mechanisms underlying face-name memory. Participants were given four tasks: perceiving unfamiliar faces, learning face-name pairs, recalling a name by a face, and recognizing familiar faces but without names. We found that recently learned face-name pairs had the same highly activated brain regions as long-term familiar faces, but the long-term familiar faces exhibit larger amplitudes on the P100 component in the ventral occipital cortex and the N400 component in the thalamus and Gpi. Faces that can be recognized by name elicit a stronger response in the N400 component, particularly in the left hemisphere-dominant thalamus, Gpi, hippocampus, and putamen, compared to faces that are only familiar but not known by name. Results suggest that N400 may represent the retrieval of semantic information related to the name and the depth of retrieval of face-name pairs.
分类： 心理学 >> 教育心理学 提交时间： 2024-05-02
摘要： 教师是一个充满压力的职业，因此教师群体更容易出现心理健康问题。以往关于教师职业心理健康的研究没有体现教师的职业特殊性和心理健康双因素模型（Dual Factor Model of Mental Health），以及研究方法没有体现师生的动态性。本研究采用具有教师领域特定性的双因素来测量教师职业心理健康。潜在剖面分析（Latent Profile Analysis，LPA）结果发现，19.8%的教师处于低水平的职业心理健康、55.9%的教师处于中等水平的职业心理健康和24.3%的教师处于高水平的职业心理健康。较于中等水平职业心理健康教师，低水平职业心理健康教师具有更高的消极自我内部工作模型和更低的积极自我内部工作模型。具有消极自我内部工作模型的教师感知到的学生课堂负性行为更多，课堂负性行为会降低教师的积极情绪增加教师的消极情绪。跨日滞后效应分析（Cross-day Lagged Analysis）发现，中低水平职业心理健康教师当天的消极情绪体验越强，次日的自我和他人工作模型越消极，水平职业心理健康教师当天的积极情绪体验越强，次日自我内部工作模型的消极程度越低。该研究结果对于改善教师职业心理健康具有一定的理论和实践意义。
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