Subjects: Psychology >> Cognitive Psychology submitted time 2024-01-14
Abstract： The spatial-numerical association of response codes (SNARC) effect is a phenomenon in which the leftward response is faster than the rightward response for smaller numbers, whereas for larger numbers, the rightward response is faster than the leftward response. Although the existence of the SNARC effect has been examined in many studies, most of these studies focused on the symbolic SNARC effect and neglected to explore the non-symbolic SNARC effect. Little is known about how symbolic and non-symbolic SNARC effects develop and whether there are differences in the cognitive mechanisms involved in these two effects. The present study aimed to simultaneously investigate the developmental characteristics and cognitive mechanisms of symbolic and non-symbolic SNARC effects to contribute to the understanding of number processing.
In Experiment 1, a large-sample cross-sectional method was used with four age groups to explore the developmental characteristics of symbolic and non-symbolic SNARC effects. Thirty-six 6- to 7-year-old children, 59 7- to 8-year-old children, 69 8- to 9-year-old children and 31 adults performed the symbolic and non-symbolic parity judgement task. Experiment 2 was based on dual coding theory and the findings from Experiment 1. In this experiment, 137 children aged 8 to 9 years, the key age at which symbolic and non-symbolic SNARC effects are observed, were selected as participants and followed longitudinally for six months to explore whether the two SNARC effects had similar cognitive mechanisms. Phonological ability, visuospatial ability, visual working memory and phonological working memory were measured at T1. At T2 (after 6 months), the participants' symbolic and non-symbolic SNARC effects were measured. The symbolic and non-symbolic SNARC effects at T1 were controlled.
The findings of this study were as follows. (1) The non-symbolic SNARC effect emerged in 6- to 7-year-old children, while the symbolic SNARC effect emerged in 8- to 9-year-old children. Thus, the non-symbolic SNARC effect emerged earlier than the symbolic SNARC effect. (2) There were no significant age differences in the symbolic or non-symbolic SNARC effects. (3) For 8- to 9-year-old children and adults with both symbolic SNARC effects and non-symbolic SNARC effects, these two effects were not significantly correlated. (4) Phonological ability and phonological working memory at T1 significantly predicted the development of the symbolic SNARC effect at T2 but not the development of the non-symbolic SNARC effect at T2. Visuospatial ability and visual working memory at T1 significantly predicted the development of the non-symbolic SNARC effect at T2 but not the development of the symbolic SNARC effect.
In conclusion, 8 to 9 years is the critical age at which symbolic and non-symbolic SNARC effects emerge simultaneously, and there is no significant difference in the size of the SNARC effects according to age. Furthermore, phonological ability and phonological working memory contribute to the symbolic SNARC effect, whereas visuospatial ability and visual working memory contribute to the non-symbolic SNARC effect. These findings suggest a difference in the cognitive mechanisms of these two SNARC effects. These findings support the hypothesis of the separation of symbolic and non-symbolic SNARC effects and extend dual coding theory.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Non-suicidal self-injury is a socially unacceptable behavior whereby an individual deliberately harms themselves without suicide ideation; it is an important risk factor for future suicide ideation, suicidal behavior and long-term psychological disorders. As a high risk group, non-suicidal self-injury behavior in adolescents poses a serious risk to their physical and mental health, and has a significant social “contagion” effect. Understanding the factors that predict the continuation or cessation of non-suicidal self-injury behavior in adolescents is helpful to provide new perspectives for early prevention and intervention. This study combed through relevant literature from China and abroad using longitudinal tracking and retrospective studies, and employed Nock’s integrative theoretical model to classify the factors that are predictive of the continuation or cessation of non-suicidal self-injurious behavior in adolescents into three categories: physiological mechanisms, personal traits and social factors. In terms of physiological mechanisms, a neurobiological basis for the continuation or cessation of non-suicidal self-injurious behavior in adolescents was identified. For example, when β-endorphin levels and the resting-state functional connectivity (RSFC) between the amygdala and frontal lobes were abnormal in adolescents, these individuals might become dependent on non-suicidal self-injurious behavior as a means of restoring homeostasis in the body, and thus, they perpetuate the behavior. In terms of personal traits, adolescents with deficits in emotion regulation were more likely to develop and maintain non-suicidal self-injurious behavior, while those who were good at accepting their emotional responses, and able to use adaptive emotion regulation strategies, were more likely to stop this behavior in the future; adolescents with borderline personality disorder, impulsive personality traits, low levels of self-esteem, and high levels of self-criticism and self-punishment tended to persist in non-suicidal self-injury behavior over a longer period of time, whereas adolescents with high levels of self-esteem, positive beliefs about adversity, and low levels of self-punishment were more likely to stop the behavior. The non-suicidal self-injury function on which the adolescent relied also influenced the course of the behavior, with adolescents who relied on non-suicidal self-injury for intrapersonal functions (e.g., anti-dissociation, self-punishment, and affect regulation, etc.) being highly likely to maintain the behavior over time. However, those who relied on non-suicidal self-injury for interpersonal functions (e.g., peer-bonding, interpersonal influence, autonomy, revenge, etc.) were more likely to stop the behavior after a period of time. In addition, adolescents’ prior experience of non-suicidal self-injurious behavior might also be one of the strongest predictors of future persistence with this behavior, with adolescents with more severe levels of non-suicidal self-injurious behavior being at greater risk of continuing the behavior and, conversely, being more likely to stop. In terms of social factors, risk factors such as peer bullying and poor family relationships might weaken an individual's ability to cope with distress, which in turn might trigger or exacerbate non-suicidal self-injurious behavior in adolescents. Conversely, effective social support, such as peer support, family support, psychological counselling and therapy, could provide protective resources for the development of non-suicidal self-injurious behavior and might help adolescents to stop this behavior. At present, most of the relevant studies at home and abroad focus on the prevalence, research methods, relevant influencing factors and functions of non-suicidal self-injurious behavior, and relatively little theoretical and practical exploration of the persistence or cessation of non-suicidal self-injurious behavior has been carried out. Future research should pay more attention to the diversification of research methods and measurement techniques for non-suicidal self-injurious behavior, and the expansion of research areas (e.g., personality, cognitive orientation, etc.), as well as to the differences in age groups and cultural backgrounds, in order to further identify risk and protective factors that are significant predictors of the development of non-suicidal self-injurious behavior, and to further explore the interaction between these factors.
Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： There are differences between findings of media multitasking and creativity, and the relationships of the two were sorted out from two aspects of creative thinking and creative performance, and were explained based on multiple perspectives: the positive relationship between media multitasking and divergent thinking is viewed from the perspective of executive function, and it is found that the cognitive flexibility enhancement required to complete media multitasking is related to the improvement of divergent thinking; the relationship between media multitasking and convergent thinking is explained from the perspective of attention style, and the greater breadth of attention required for media multitasking is found to promote convergent thinking, but the weakening of individual cognitive persistence also complicates the relationship; and the positive relationship between media multitasking and creative performance also has evidence from emotional activation and paradoxical integration. Future research could further validate the underlying mechanisms and explore effective ways for media multitasking to stimulate creativity.
submitted time 2023-03-20 Cooperative journals: 《心理科学进展》
Abstract： There are differences between findings of media multitasking and creativity, and the relationships of the two were sorted out from two aspects of creative thinking and creative performance, and were explained based on multiple perspectives: the positive relationship between media multitasking and divergent thinking is viewed from the perspective of executive function, and it is found that the cognitive flexibility enhancement required to complete media multitasking is related to the improvement of divergent thinking; the relationship between media multitasking and convergent thinking is explained from the perspective of attention style, and the greater breadth of attention required for media multitasking is found to promote convergent thinking, but the weakening of individual cognitive persistence also complicates the relationship; and the positive relationship between media multitasking and creative performance also has evidence from emotional activation and paradoxical integration. Future research could further validate the underlying mechanisms and explore effective ways for media multitasking to stimulate creativity.
Subjects: Psychology >> Applied Psychology submitted time 2023-01-13
Abstract：
There are discrepancies among findings on the relationship between media multitasking and creativity. We evaluated the relationship between creative thinking and creative behavior performance and explained it based on multiple perspectives. The positive relationship between media multitasking and divergent thinking is viewed from the perspective of executive function, and it has been found that the enhancement of cognitive flexibility, which is required to complete media multitasking, is related to the improvement of divergent thinking. The relationship between media multitasking and convergent thinking can be explained by the perspective of attention style, and the high-level attention span required for media multitasking is found to promote convergent thinking; however, the weakening of individual cognitive persistence also complicates the relationship. There is also evidence from emotional activation and cognitive integration for the positive relationship between media multitasking and creative behavior performance. Future research could further investigate the underlying mechanisms and explore effective ways to use media multitasking to stimulate creativity.
Peer Review Status:Awaiting Review
Subjects: Psychology >> Developmental Psychology submitted time 2022-01-24
Abstract：
Non-suicidal self-injury behavior is an important risk factor for future suicidal intention, suicidal behavior and long-term psychological disorders. Understanding the factors that predict the continuation or cessation of non-suicidal self-injury behavior in adolescents can provide new perspectives for early prevention and intervention. Based on Nock's integrated theory, a review of domestic and international literature found that the factors that predict the continuation or cessation of non-suicidal self-injury behavior in adolescents are mainly focused on physiological mechanisms, personal characteristics (emotions and cognition, personality factors, etc.) and social factors (peer factors, family factors, etc.). Future studies should adopt diversified research methods and non-suicidal NSSI measurement techniques, expand subject groups and research fields to explore the risk and protective factors that can predict the development process of non-suicidal self-injury behavior, and further explore the interaction between these factors.Non-suicidal self-injury behavior is an important risk factor for future suicidal intention, suicidal behavior and long-term psychological disorders. Understanding the factors that predict the continuation or cessation of non-suicidal self-injury behavior in adolescents can provide new perspectives for early prevention and intervention. Based on Nock's integrated theory, a review of domestic and international literature found that the factors that predict the continuation or cessation of non-suicidal self-injury behavior in adolescents are mainly focused on physiological mechanisms, personal characteristics (emotions and cognition, personality factors, etc.) and social factors (peer factors, family factors, etc.). Future studies should adopt diversified research methods and non-suicidal NSSI measurement techniques, expand subject groups and research fields to explore the risk and protective factors that can predict the development process of non-suicidal self-injury behavior, and further explore the interaction between these factors.
Peer Review Status:Awaiting Review
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