Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Developmental dyslexia is a neurological disorder characterized by a specific deficit in reading, despite adequate intelligence and socioeconomic opportunity. The nature of deficits of developmental dyslexia has been under debate for a long time. A large number of studies have revealed that dyslexics suffer from impaired audiovisual temporal integration. Behavioral studies have found that developmental dyslexics have an abnormally wide audiovisual temporal binding window, making it difficult for them to separate temporally asynchronous stimuli. At the neural level, dyslexics showed no significant difference between mismatched negative (MMN) waves evoked by audiovisual asynchronous stimuli and those evoked by audio-visual synchronous or unimodal stimuli. Such audiovisual temporal integration deficits in developmental dyslexia are consistent across language, age and stimulus types. However, previous studies generally used the mean of all test results under different experimental conditions as the dependent variable, which only reflected the overall (i.e., average level) performance of audiovisual temporal integration processing and neglected to explore its dynamic process over time. Therefore, the audiovisual temporal integration deficits in developmental dyslexia are not fully exposed. The study of audiovisual temporal recalibration may make up for this deficiency. Temporal recalibration reflects the dynamic process of individuals adapting to different asynchronous times, that is, to re-establish stable prior knowledge of temporal relationships, which affects subsequent multisensory integration. Previous studies have shown that difficulties in recalibrating differences between internal temporal representations and sensory inputs can lead to impaired multisensory integration. Bayesian-based priori attenuation theory suggests that attenuated prior knowledge makes individuals without sufficient sensory reference to compare current inputs, thus increasing the difficult to recalibrate differences between internal representations and sensory inputs, resulting in impaired multisensory integration processing. Behavioral studies have found that developmental dyslexics have phonological recalibration deficits and they are unable to integrate audiovisual temporal information across sensory modals in accordance with optimal Bayesian statistical principles. At the neural level, developmental dyslexics have weaker neural adaptations than normal readers. The ability to adapt to temporal asynchrony requires temporal recalibrations. Furthermore, behind the normal overall performance of audiovisual temporal integration, there will also be rapid audiovisual temporal recalibration deficits that represent an abnormal integration process. Thus, impaired audiovisual temporal recalibration may underlie audiovisual temporal integration deficits in developmental dyslexia.At present, to the best of our knowledge, no studies have directly explored the audiovisual temporal recalibration ability in developmental dyslexics. Future research can be carried out in the following areas: 1) The performance of audiovisual temporal recalibration ability of developmental dyslexia at different time scales; 2) The changes of audiovisual temporal integration window and audiovisual temporal recalibration effect over time in individuals with developmental dyslexia; 3) The neural basis of the audiovisual temporal recalibration deficits in developmental dyslexia; and 4) The correlations between audiovisual temporal recalibration ability and reading in developmental dyslexia; 5) The causal relationship between developmental dyslexia and audiovisual temporal recalibration deficits.
Subjects: Psychology >> Cognitive Psychology submitted time 2022-07-15
Abstract：
Learning and memory constitute the basis of individual survival and development. Improving learning and memory is the focus of psychology and neuroscience. Many recent studies have revealed that the reward and memory systems are structurally and functionally connected and that rewards can promote memory. The midbrain dopamine system and the hippocampal system are related in terms of structure and function. Rewards affect memory via encoding and consolidation by reference to different mechanisms. During the memory encoding stage, a reward can activate the reward system and the attentional control system and can cause more cognitive resources to be allocated to reward-related information, thus promoting memory with respect to reward information. During the memory consolidation stage, a reward can increase the release of dopamine that acts on the processing of reward-related information in the hippocampus, thus producing better memory in the context of reward information. Future research can focus on the complex patterns exhibited by the influence of rewards on behavior and that of intrinsic rewards on learning and memory.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2022-01-30
Abstract：
This paper investigated the structure and function of interactive naturalness through three studies. After command-line interaction and graphic interaction, natural interactions have increased and become mainstream. In measuring interactive experience, the traditional usability standard is not enough to measure the usability and naturality of product interaction. The possible reason is that natural interaction is no longer limited to the product's features but is more concerned with the human experience (the perceived naturalness) or natural experience. A direct, reliable measurement tool is urgently needed to evaluate the natural experience. Most studies used traditional usability dimensions such as visibility and ease of use to simply measure naturalness. But if naturalness simply equals usability, then many traits beyond product usability cannot be measured. Some studies directly measured naturalness with a single item or synonyms of naturalness, but the reliability of these measurements is not enough. This paper aimed to develop and verify a conceptually solid and quantitatively validated scale to measure the naturalness of interaction.
在研究1中，通过使用定性方法（包括字典检索，文献综述和专家访谈）建立了与自然相互作用概念相关的综合项目集。在研究2中，招募了参与者（n = 353）来评估不同智能网联汽车的经验。除了交互式自然性量表外，还收集了几个关键的消费者行为和传统的可用性标准，包括驱动意图，满意度和可用性。在研究3中，使用新样本（n = 349）和更多与标准相关的变量（增加了两个关键的消费行为，即感知忠诚度和推荐意图）来进一步验证所开发测量工具的有效性和可靠性。我们使用SPSS 25.0和Jamovi 1.2.27来分析数据。
根据研究1，基于定性研究开发了9个项目的互动体验量表的自然性。在研究2中，探索性因素分析发现二维模型（六项用于快乐流利度，三项用于普遍意识）最适合数据。验证因素分析验证了双因素模型的稳定性。相关性分析和分层回归分析表明，这两个组成部分具有良好的标准相关有效性，快乐流畅性在预测满意度和驱动意图方面起着至关重要的作用。在研究3中，使用新样本（n = 349）进一步验证量表的有效性。该研究3进一步验证了量表的有效性。研究2中使用的标准相关变量在研究3中也获得了相同的相关性和回归结果。互动自然性的两个因素对新纳入的变量具有显着的预测作用，即推荐意图和感知忠诚度。此外，快乐流畅性更多地与车辆的基本功能相关，而通用意识更多地与先进的智能交互功能相关。
本研究探讨了互动自然性的结构和功能。获得一种心理测量合理的工具，在两个维度上测量智能产品的互动自然体验：快乐的流畅性和普遍的意识。我们发现，互动的自然性与关键的体验和购买后维度密切相关，并且对预测传统可用性维度无法包含的这些变量有额外的贡献。这一发现也得到了不同车辆功能中两个因素之间相关性差异的支持。这些结果表明，本研究开发的量表能够可靠、有效地测量智能产品的自然交互体验。该工具可用于未来的人机交互研究和指导界面和产品设计。
Peer Review Status:Awaiting Review
Subjects: Psychology >> Cognitive Psychology submitted time 2021-07-27
Abstract： Spatial-numerical associations (SNAs) are a hot topic in the field of cognitive psychology. An important index to explore SNAs is the spatial-numerical association of response codes (SNARC) effect (i.e., faster responses to small numbers using left effectors, and the inverse for large numbers). Previous studies have verified the universality of the SNARC effect and its flexibility in direction, and a variety of theoretical explanations have been proposed. In addition, the SNARC effect is also flexible in the processing stage at which it occurs, which might be caused by: (1) disparities in the comprehension of additive-factor logic, (2) observation from a single point, (3) different types of Simon effects were adopted as the measure index, and (4) different tasks were adopted. Combining the above reasons, a new two-stage processing (spatial representation of magnitude, spatial representation to response selection) model was proposed. Also, it was proposed that different interference factors acting on the two stages might be the core reason for the flexibility of the SNARC effect. Future research could focus on comparisons of different tasks and the adoption of various interference factors to verify the two-stage processing model and combine cognitive neuroscience technologies to further elucidate the neural mechanism underlying the flexibility of SNAs. "
Subjects: Psychology >> Educational Psychology Subjects: Psychology >> Developmental Psychology submitted time 2020-11-12
Abstract： Creativity is an interwoven system, encompassing individuals, groups, society, culture, etc. Since creativity is a system, the cultivation of creativity should also be systematic. We integrated some creativity-relevant theories to generate practical advice on the challenges of supporting creativity within the classroom. Based on earlier research on creativity, we put forth the “Butterfly Theory of Nurturing Creativity” to give a bird’s eye view of nurturing creativity. In this theory, the core and premise of being creative are to have creative impulses or creative dynamics (i.e., dynamic systems). We summarized the conditions supporting the dynamic systems into “two forewings” named capability and vitality (i.e., the support system). At the level of capability, creativity calls for general cognitive ability, multimethod enlightenment, attention to metacognition, and efficient knowledge information management. At the level of vitality, creative dynamics also relies on the satisfaction of basic psychological needs, the healthy development of personal traits, and reasonably supportive social interaction in an inclusively social and cultural environment. Besides, if an individual wants to fly freely in a creative life, he also needs “two hindwings” (conducting daily creative thinking and problem solving; forming creative habits and a creative personality) that are constantly improved in daily life to adjust the balance (i.e., regulating system). People who are creative show motivation to make novel and appropriate products for their domains of interest. Creativity cannot be taught unless teachers find ways to intrigue their students’ creative impulses. Intrinsic motivation, like interest, is the greatest autonomous motivator. The key topics of this paper are to find what the essence of interest or fun is and how to raise it. Combining theory with practice, this paper also shows a general way to activate fun or interest in the classroom.
Hits
Hits
Downloads
Comment