Subjects: Psychology >> Social Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Motivation is the core of all behaviors. Motivation can be classified as the extrinsic and intrinsic motivation. The processing of the extrinsic and intrinsic motivation involves the reward, value, and control systems that would interact with the hippocampal memory system to facilitate memory performance. During adolescence, the brain develops rapidly, making it a critical period for memory development. Meanwhile, the subsystems of motivation develop unbalanced during adolescence (i.e., the reward system is sensible and the control system is immature), making it a special period for the motivation development. However, so far, the investigation of how extrinsic and intrinsic motivation impact teenage memory is on the start stage. There is a lack of systematic exploration and comparison of the behavioral rules and neural mechanisms of the extrinsic and intrinsic motivation’s impact on memory during adolescence. It remains unclear whether the rules and mechanisms of the extrinsic and intrinsic motivation’s impact on memory are common or specific and how the extrinsic and intrinsic motivation interacts with each other to affect memory during adolescence. As the monetary reward is easy to operate and quantify, previous research always used monetary reward to manipulate extrinsic motivation. In addition, intrinsic motivation is a hotspot in recent neuroscience research. Autonomy is the core concept of intrinsic motivation, which is often induced by self-determined choice. The current research will focus on monetary reward (extrinsic motivation) and self-determined choice (intrinsic motivation). We will integrate psychological and neuroscience methods and conduct a series of experiments to systematically reveal the impact of the extrinsic and intrinsic motivation on memory during adolescence on multiple levels (cognitive level, neural activity level and neural network level). Specifically, the current research will directly compare the mechanisms via which the extrinsic and intrinsic motivation affects memory and we will also examine how the extrinsic and intrinsic motivation interacts with each other to affect memory, so as to reveal the unique behavioral rules and neural mechanisms via which the two types of motivation (the extrinsic and intrinsic motivation) affect memory during adolescence. This research will greatly enrich the theory and improve the level of the field of motivation and memory. It has important theoretical significance for us to understand the nature of motivation, the underlying mechanisms of how motivation affects memory and the brain development during a very critical period in our life, the adolescence. It also has important practical significance for promoting adolescents’ motivation and learning.
Subjects: Psychology >> Cognitive Psychology submitted time 2022-07-11
Abstract： Motivation is crucial to behavior. Motivation can be classified as extrinsic and intrinsic motivation. Adolescence is a critical period of memory and a special period of motivation development. However, the investigation of how extrinsic and intrinsic motivation impact memory is on the start stage. It remains unclear whether the rules and mechanisms of extrinsic and intrinsic motivation’ impact on memory are common or specific and how the extrinsic and intrinsic motivation interacts with each other to impact memory. This proposed project will combine the cognitive paradigm and functional magnetic resonance imaging technology to investigate how extrinsic and intrinsic motivation separately influences and interacts with each other to influence adolescents’ memory. These evidences will comprehensively and significantly advance our understanding of the unique laws and mechanisms of how extrinsic and intrinsic motivation affect memory in adolescents, and provide scientific evidence for how to improve the motivation and memory in adolescents.
Peer Review Status:
Awaiting Review
Subjects: Psychology >> Applied Psychology submitted time 2022-03-06
Abstract：
[Objective] This study is based on the Tianya community and explores the differences in parents' life satisfaction and emotional state when children at different educational stages. [Methods] The word frequency distribution of parents whose children are in preschool, primary school and junior middle school is calculated by using the Emotion Dictionary of Dalian Institute of Technology, and the life satisfaction of the parents is predicted based on the word frequency. We then compare the differences in parents' life satisfaction and emotional state between groups. [Results] For life satisfaction, junior high school parents were significantly lower than preschool parents and primary school parents. The result indicated that in terms of happy emotional words, the word frequency of pre-school parents was higher than that of primary and junior middle school parents. While in terms of reassuring words and praising words, the word frequency of junior middle school parents was higher than that of pre-school parents. In the category of believing words, parents whose children are in junior high school had the highest word frequency. Pre-school parents had the highest word frequency, and primary school parents had the second higher word frequency in terms of affectionate words. With regard to the missing words and panic words, junior high school parents’ word frequency was significantly higher than primary school parents, with more panic words being expressed by junior high school parents than preschool parents as well. [Limitations] This study collected the data based on the Tianya community, in which this study might ignore the possibility that some parents may still record their lives in the same post while their children’s educational stages have changed. Future research can focus more on possible influencing factors (e.g., high school parents, different roles of parents, longitudinal study) in the relationship between children’s educational stages and parents’ life satisfaction. [Conclusions] In terms of life satisfaction, junior high school parents were significantly lower than preschool and primary school parents. In terms of emotional expression, there are variations between parents whose children are at different educational stages on various emotional words, including happy, reassuring, praising, believing, affectionate, missing, panic words. " " "
Peer Review Status:Awaiting Review
Subjects: Geosciences >> Geography submitted time 2021-04-14 Cooperative journals: 《干旱区地理》
Abstract： 以县级行政区为研究单元，基于统计数据和时间距离数据，采用全局自相关、分组分析等 方法探讨 2010—2015 年黄土高原地区农村贫困的时空格局分异，并运用区位偏远度模型对农村贫 困水平和类型的偏远特征进行评价。结果表明：（1）黄土高原地区的农村贫困深度比贫困广度问 题更为严峻，贫困类型以“双低”和“低广度高深度”型为主，农村贫困发生率和缺口率高值区呈现 区域差异化特征。（2）农村贫困整体处于渐弱型发展路径，“双高”型区县比重显著下降。贫困发生 率高值区向六盘山区逐渐收缩，贫困缺口率高值区在燕山—太行山区形成局部热点。（3）集中连片 特困区与农村返贫区高度重叠，广度返贫区集中分布于宁夏六盘山区和吕梁山区，而深度返贫区 则集中分布于燕山—太行山区。（4）在当前城乡地域系统中，各区县距中心城市的区位偏远度与贫 困发生率呈现显著正相关，而与贫困缺口率未呈现明显的相关关系。距省会城市极偏远的区县应 关注邻近地级城市发展的正向溢出效应，在交通建设上注重强化其与地级城市的公路联系。
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