Subjects: Other Disciplines >> Synthetic discipline submitted time 2023-10-09 Cooperative journals: 《心理科学进展》
Abstract： Learning by imagining, which refers to learners forming mental images corresponding to learning materials in their minds, is an essential generative learning strategy. Whether the imagination strategy has a positive impact on multimedia learning has yet to be consistent. Generative learning theory holds that the imagination strategy can enhance learners' memory and understanding of learning materials by encouraging them to produce a structured well-connected mental image in mind. However, according to the cognitive load theory, the formed mental images will occupy a large number of cognitive resources, thus leading to cognitive overload and hindering learning. In this study, we conducted a meta-analysis to explore whether the imagination strategy can affect learning performance, time spent, and cognitive load. Based on relevant studies, it was found that the manipulative way of imagination strategy (learning material visibility, timing of use) and the learner’s individual characteristics (learner’s age) might be the factors for the effect of the imagination strategy. So we further explored several moderators (i.e., learning material visibility, the timing of imagination strategy, and learner’s age) that may have contributed to the boundary conditions of the imagination strategy. We found 20 articles met the inclusion criteria and generated 65 effect sizes. The results of the meta-analysis indicated that the imagination strategy could positively facilitate learning performance (g retention = 0.40, g comprehension = 0.27, g transfer = 0.43). But there is no significant effect on learning time and cognitive load. This result confirmed the hypothesis of generative learning theory that the imagination strategy can promote meaningful learning by helping learners to attend, organize and integrate relevant materials. Furthermore, moderator analysis found that the learning material visibility moderated the impact of imagination strategy. When the material was visible, the imagination strategy could positively impact learning (g retention = 0.42). But when the material was not visible, the imagination strategy had a negative impact on learning (g retention = -0.26). This result could be explained by the cognitive load theory. When learning materials were not visible, learners needed to spend more cognitive resources on recall and retrieval, which might cause cognitive overload. So it could not promote learning and even have a negative impact. In addition, no moderating effect was found on the timing of using imagination strategy and learner’s age. There might be other factors that need further exploration. In conclusion, the imagination strategy plays a positive role in multimedia learning. In educational practice, educators should encourage learners to adopt the imagination strategy for learning. Allowing learners to view the material while imaging will lead to better learning performance. Due to the limited number of articles, this study did not set a more detailed baseline. Future research should focus on boundary conditions, neural mechanisms, and ecological validity to further explore the mechanism of imagination strategies.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The development of natural language processing has offered reliable and valid research methods for exploring the relationship between semantic distance and creative thinking. There are more and more studies in this direction in recent years. However, the research findings are inconsistent in this line of research. It remains unknown whether semantic distance could predict creative thinking and whether this relationship is influenced by other potential factors. Therefore, a more comprehensive study is necessary to investigate the relationship between semantic distance and creativity. To fulfill such a research gap, the present study, based on the Associative Theory of Creativity and the Spreading-Activation Model, has investigated the relationship between semantic distance and creative thinking by using a meta-analysis method. The reasons for the inconsistency of previous studies in this line of research were also analyzed. The current research has involved 14 studies and extracted 53 independent effect sizes from 4729 subjects. Since the heterogeneity test showed that there was significant heterogeneity (I2 = 92.21), the random effect model was used for the meta-analysis. Results of funnel plots, Egger's test of regression, and Fail-Safe Number (Nfs) showed that there were low levels of publication bias in the selected publications. The sensitivity analysis also suggested that the meta-analysis in the present study had acceptable reliability. The main effect analysis suggested that there was a moderate level of correlation between semantic distance and creative thinking (r = 0.379, 95% CI [0.300, 0.452]). Further meta-regression analysis found that the correlation was moderated by the age of participants and dimensions of creative thinking. Specifically, the results suggested that the correlation between semantic distance and creative thinking decreased with the increase in the age of participants. In addition, the flexibility (r = 0.473, 95%CI [0.180, 0.688]) had a higher correlation coefficient with semantic distance than originality (r = 0.328, 95%CI [0.197, 0.447]) and fluency (r = 0.447, 95%CI [0.338, 0.545]). However, elaboration had a negative correlation with semantic distance (r = -0.533, 95%CI [-0.664, -0.372]). The current study showed that semantic distance was associated with creative thinking. It has been suggested that the moderation effects of the age of participants and dimensions of creative thinking might be the potential reasons for the inconsistent results in previous studies. In theory, the present study provides new perspectives and explanations for exploring cognitive and neural mechanisms of creativity. It contributes to the exploration of the relationship between semantic distance and creative thinking. The current study offers better scientific evidence and important implications for interpreting, predicting, and improving creativity. In practice, the current study contributes to quantifying creative thinking by using semantic distance. Future explorations should investigate the relationships between semantic distance and domain-specific creativity (e.g., scientific creativity and artistic creativity), as well as the influence of other higher cognitive functions (e.g., cognitive control) on these relationships.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： Filial piety is an essential variable influencing the intergenerational interaction in the context of Chinese culture. Filial piety is a model of China’s refined traditional culture which guides family interactions based on blood relationships. It is, therefore, a social moral and normative behavior standard. Filial piety plays a vital role in older adults’ lives. However, conclusions from previous studies concerning the relationship between filial responsibility expectation and older adults’ quality of life are not consistent. This is partly because the studies did not consider filial support behaviors from adult children and filial discrepancy. Few studies have investigated whether older adults’ filial responsibility expectations match filial support from children and the effects of filial discrepancy on their life satisfaction and loneliness. To bridge this gap, the present study aimed to test whether filial discrepancy affects older adults’ life satisfaction and loneliness using a quadratic polynomial regression with response surface analysis. Our results showed that older adults’ life satisfaction was higher when emotional expectation and support, as well as contact expectation and support matched compared with when these expectations and supports did not match. The slope of the matching line was significantly positive (β = 3.23, p < 0.001). Specifically, a good match between emotional expectation and support linearly increased life satisfaction. Life satisfaction was higher when contact expectation and support matched than when they did not match. Moreover, the slope of the matching line was significantly positive (β = 1.74, p = 0.010). Specifically, when the contact expectation and support matched, life satisfaction increased with the increase in these two variables. Notably, older adults’ high life satisfaction was associated with children’s high instrumental support, but not the instrumental expectation. It was found that when emotional expectation and emotional support were mismatched, older adults felt lonelier when the emotional expectation was higher than emotional support compared with when the emotional expectation was lower than emotional support. Low loneliness was associated with high contact support and information support. However, loneliness was not related to contact expectation, information expectation, instrumental expectation, or instrumental support. In summary, our study found significant differences in the impact of filial discrepancy on the positive indicator of happiness in older adults (life satisfaction) and the negative indicator (loneliness). For life satisfaction, matching emotional expectation and emotional support, as well as contact expectation and contact support, are critical factors which improve older adults’ life satisfaction. In terms of loneliness, higher emotional expectation compared with emotional support increases older adults’ loneliness.
submitted time 2023-03-25 Cooperative journals: 《心理科学进展》
Abstract： The development of natural language processing has offered reliable and valid research methods for exploring the relationship between semantic distance and creative thinking. There are more and more studies in this direction in recent years. However, the research findings are inconsistent in this line of research. It remains unknown whether semantic distance could predict creative thinking and whether this relationship is influenced by other potential factors. Therefore, a more comprehensive study is necessary to investigate the relationship between semantic distance and creativity. To fulfill such a research gap, the present study, based on the Associative Theory of Creativity and the Spreading-Activation Model, has investigated the relationship between semantic distance and creative thinking by using a meta-analysis method. The reasons for the inconsistency of previous studies in this line of research were also analyzed. The current research has involved 14 studies and extracted 53 independent effect sizes from 4729 subjects. Since the heterogeneity test showed that there was significant heterogeneity (I2 = 92.21), the random effect model was used for the meta-analysis. Results of funnel plots, Egger's test of regression, and Fail-Safe Number (Nfs) showed that there were low levels of publication bias in the selected publications. The sensitivity analysis also suggested that the meta-analysis in the present study had acceptable reliability. The main effect analysis suggested that there was a moderate level of correlation between semantic distance and creative thinking (r = 0.379, 95% CI [0.300, 0.452]). Further meta-regression analysis found that the correlation was moderated by the age of participants and dimensions of creative thinking. Specifically, the results suggested that the correlation between semantic distance and creative thinking decreased with the increase in the age of participants. In addition, the flexibility (r = 0.473, 95%CI [0.180, 0.688]) had a higher correlation coefficient with semantic distance than originality (r = 0.328, 95%CI [0.197, 0.447]) and fluency (r = 0.447, 95%CI [0.338, 0.545]). However, elaboration had a negative correlation with semantic distance (r = -0.533, 95%CI [-0.664, -0.372]). The current study showed that semantic distance was associated with creative thinking. It has been suggested that the moderation effects of the age of participants and dimensions of creative thinking might be the potential reasons for the inconsistent results in previous studies. In theory, the present study provides new perspectives and explanations for exploring cognitive and neural mechanisms of creativity. It contributes to the exploration of the relationship between semantic distance and creative thinking. The current study offers better scientific evidence and important implications for interpreting, predicting, and improving creativity. In practice, the current study contributes to quantifying creative thinking by using semantic distance. Future explorations should investigate the relationships between semantic distance and domain-specific creativity (e.g., scientific creativity and artistic creativity), as well as the influence of other higher cognitive functions (e.g., cognitive control) on these relationships.
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