Pub Date : 2020-10-25DOI: 10.3724/SP.J.1041.2020.01212
Wang Yuan, Li Ke, Xiaosong Gai, Cao Yifei
The plasticity of executive function (EF) has been discussed as a core topic in the recent cognitive development research. However, inhibition training research remains inadequate. According to dimensional overlap theory, inhibition has two types: interference and response. The neural networks of the brain that respond to conflicts do not mature until early adulthood. By conducting a comparison of the plasticity of response inhibition between adolescents and adults, the applicable age group for response inhibition training is explored. Introducing online feedback as reinforcement improves the training effects and helps individuals to balance further accuracy and speed. Therefore, we added online feedback in the training groups but used the original Stop Signal task in the active control groups to investigate the training and transfer effects of this task with online feedback. This study included 194 participants (134 adults and 60 adolescents) that were divided into five groups: adult training group ( N = 47), adult active control group ( N = 45), adolescent training group ( N = 30), adolescent active control group ( N = 30), and passive control group ( N = 42). The response inhibition training consisted of nine sessions, and it was held three times a week. In each training session of the adult and adolescent training groups, participants were guided to finish eight blocks (100 trials in each block) of the Stop Signal task with online feedback. In the adult and adolescent active control groups, participants completed the same amount of the Stop Signal task without online feedback. The passive control group received no training. The participants’ inhibition, working memory, and fluid intelligence were measured before and after training through six tasks (e.g., Inhibition: Stop Signal Task, Go/No-go Task, and Stroop Task; Working memory: 2-back Task and 3-back Task; and Fluid intelligence: Raven’s Standard Progressive Matrices). A 9 (all training sessions) × 2 (training group, active control group) × 2 (adult, adolescent) repeated measure ANOVA was used to test the training effects. Both age groups exhibited improved performances with the continuation of the training sessions. However, the adults performed significantly faster and more accurate than the adolescents. Next, four 2 (pretest, posttest) × 5 (all five groups) repeated measure ANOVA were conducted to test the transfer effects. The transfer effect results revealed that (1) on the Go/No-go task, both training groups showed significant improvement; (2) on the Stroop task, only the adolescent training group showed significant improvement; (3) on the 2-back task, both training groups and the adult active control group improved significantly; (4) on the 3-back task, only the adolescent training group gained significant transfer effects; and (5) on the Raven’s Standard Progressive Matrices, no group showed significant improvement. To sum up, the results suggest that the Stop Signal training task
{"title":"Training and transfer effects of response inhibition training with online feedback on adolescents and adults’ executive function","authors":"Wang Yuan, Li Ke, Xiaosong Gai, Cao Yifei","doi":"10.3724/SP.J.1041.2020.01212","DOIUrl":"https://doi.org/10.3724/SP.J.1041.2020.01212","url":null,"abstract":"The plasticity of executive function (EF) has been discussed as a core topic in the recent cognitive development research. However, inhibition training research remains inadequate. According to dimensional overlap theory, inhibition has two types: interference and response. The neural networks of the brain that respond to conflicts do not mature until early adulthood. By conducting a comparison of the plasticity of response inhibition between adolescents and adults, the applicable age group for response inhibition training is explored. Introducing online feedback as reinforcement improves the training effects and helps individuals to balance further accuracy and speed. Therefore, we added online feedback in the training groups but used the original Stop Signal task in the active control groups to investigate the training and transfer effects of this task with online feedback. This study included 194 participants (134 adults and 60 adolescents) that were divided into five groups: adult training group ( N = 47), adult active control group ( N = 45), adolescent training group ( N = 30), adolescent active control group ( N = 30), and passive control group ( N = 42). The response inhibition training consisted of nine sessions, and it was held three times a week. In each training session of the adult and adolescent training groups, participants were guided to finish eight blocks (100 trials in each block) of the Stop Signal task with online feedback. In the adult and adolescent active control groups, participants completed the same amount of the Stop Signal task without online feedback. The passive control group received no training. The participants’ inhibition, working memory, and fluid intelligence were measured before and after training through six tasks (e.g., Inhibition: Stop Signal Task, Go/No-go Task, and Stroop Task; Working memory: 2-back Task and 3-back Task; and Fluid intelligence: Raven’s Standard Progressive Matrices). A 9 (all training sessions) × 2 (training group, active control group) × 2 (adult, adolescent) repeated measure ANOVA was used to test the training effects. Both age groups exhibited improved performances with the continuation of the training sessions. However, the adults performed significantly faster and more accurate than the adolescents. Next, four 2 (pretest, posttest) × 5 (all five groups) repeated measure ANOVA were conducted to test the transfer effects. The transfer effect results revealed that (1) on the Go/No-go task, both training groups showed significant improvement; (2) on the Stroop task, only the adolescent training group showed significant improvement; (3) on the 2-back task, both training groups and the adult active control group improved significantly; (4) on the 3-back task, only the adolescent training group gained significant transfer effects; and (5) on the Raven’s Standard Progressive Matrices, no group showed significant improvement. To sum up, the results suggest that the Stop Signal training task","PeriodicalId":36627,"journal":{"name":"心理学报","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42039083","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.3724/sp.j.1041.2020.01105
Jian Peng, Kui Yin, Nan Hou, Yanchun Zou, Qi Nie
{"title":"How to facilitate employee green behavior: The joint role of green transformational leadership and green human resource management practice","authors":"Jian Peng, Kui Yin, Nan Hou, Yanchun Zou, Qi Nie","doi":"10.3724/sp.j.1041.2020.01105","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01105","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"1105"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43465613","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.3724/sp.j.1041.2020.01048
Yan Hua, Mingxia Li, Qiaoting Wang, C. Feng, Jing Zhang
{"title":"The role of left orbitofrontal cortex in selective attention during automatic emotion regulation: Evidence from transcranial direct current stimulation","authors":"Yan Hua, Mingxia Li, Qiaoting Wang, C. Feng, Jing Zhang","doi":"10.3724/sp.j.1041.2020.01048","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01048","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"1048"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41672294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"The development of creativity in senior primary school students: Gender differences and the role of school support","authors":"Jinghuan Zhang, Meng Fu, Yuwen Xin, Peipei Chen, Sha Sha","doi":"10.3724/sp.j.1041.2020.01057","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01057","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"1057"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44299524","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.3724/sp.j.1041.2020.01031
Zhifang Liu, Wen Tong, Zhijun Zhang, Yajun Zhao
{"title":"Predictability impacts word and character processing in Chinese reading: Evidence from eye movements","authors":"Zhifang Liu, Wen Tong, Zhijun Zhang, Yajun Zhao","doi":"10.3724/sp.j.1041.2020.01031","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01031","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"1031"},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43506850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-09-25DOI: 10.3724/sp.j.1041.2020.01132
P. Zhan, Hong Jiao, K. Man
With the popularity of computer-based testings, the collection of item response times (RTs) and other process data has become a routine in large- and small-scale psychological and educational assessments. RTs not only provide information about the processing speed of respondents but also could be utilized to improve the measurement accuracy because the RTs are considered to convey a more synoptic depiction of the participants’ performance beyond responses alone. In multidimensional assessments, various skills are often required to answer questions. The speed at which persons were applying a set of skills reflecting distinct cognitive dimensions could be considered as multidimensional as well. In other words, each latent ability was measured simultaneously with its corresponding working efficiency of applying a facet of skills in a multidimensional test. For example, the latent speed corresponding to the latent ability of decoding of an algebra question may differ from encoding. Therefore, a multidimensional RT model is needed to accommodate this scenario, which extends various currently proposed RT models assuming unidimensional processing speed.
{"title":"The multidimensional log-normal response time model: An exploration of the multidimensionality of latent processing speed","authors":"P. Zhan, Hong Jiao, K. Man","doi":"10.3724/sp.j.1041.2020.01132","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01132","url":null,"abstract":"With the popularity of computer-based testings, the collection of item response times (RTs) and other process data has become a routine in large- and small-scale psychological and educational assessments. RTs not only provide information about the processing speed of respondents but also could be utilized to improve the measurement accuracy because the RTs are considered to convey a more synoptic depiction of the participants’ performance beyond responses alone. In multidimensional assessments, various skills are often required to answer questions. The speed at which persons were applying a set of skills reflecting distinct cognitive dimensions could be considered as multidimensional as well. In other words, each latent ability was measured simultaneously with its corresponding working efficiency of applying a facet of skills in a multidimensional test. For example, the latent speed corresponding to the latent ability of decoding of an algebra question may differ from encoding. Therefore, a multidimensional RT model is needed to accommodate this scenario, which extends various currently proposed RT models assuming unidimensional processing speed.","PeriodicalId":36627,"journal":{"name":"心理学报","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-09-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43959680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-25DOI: 10.3724/sp.j.1041.2020.00946
Qi Zhang, Nali Deng, Xiumin Jiang, Li Weijun
{"title":"The time course of self-relevance affecting emotional word processing","authors":"Qi Zhang, Nali Deng, Xiumin Jiang, Li Weijun","doi":"10.3724/sp.j.1041.2020.00946","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.00946","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"946"},"PeriodicalIF":1.5,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42548229","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-25DOI: 10.3724/sp.j.1041.2020.01004
Wang Lin, Zengxiang Chen, He-Hyun Yun
Legacy motivation refers to the phenomenon that individuals want to leave a mark on this planet and be remembered by others for a long time. It is a fundamental motivation that has been widely possessed by human beings. It can have important psychological and behavioral consequences because it offers individuals an enduring meaning for self-identity and motivates them to extend themselves into the future. Previous work examined the influences of legacy motivation in the domains of intergenerational decision making and employee behaviors. However, research on how legacy motivation influences individuals’ other behaviors remains in infancy. The current work takes a novel perspective and focuses on the influence of legacy motivation in the domain of financial decision making. We examine how and why legacy motivation affects individuals’ risk-taking behavior and when it occurs. We propose that legacy motivation would diminish individuals’ tendency to engage in risk-taking behavior. This effect is driven by future self-continuity perception and occurs among people with a high socioeconomic status (SES). Four our proposed hypothesis. Study was designed to initial to a greater perception of future self-continuity. This study a factor motivation: between-subject It extends the research on legacy motivation by documenting an important behavioral consequence in the domain of individual financial decision making. It also provides a new antecedent for future self-continuity and
{"title":"Effect of legacy motivation on individuals' financial risk-taking: Mediating role of future self-continuity","authors":"Wang Lin, Zengxiang Chen, He-Hyun Yun","doi":"10.3724/sp.j.1041.2020.01004","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01004","url":null,"abstract":"Legacy motivation refers to the phenomenon that individuals want to leave a mark on this planet and be remembered by others for a long time. It is a fundamental motivation that has been widely possessed by human beings. It can have important psychological and behavioral consequences because it offers individuals an enduring meaning for self-identity and motivates them to extend themselves into the future. Previous work examined the influences of legacy motivation in the domains of intergenerational decision making and employee behaviors. However, research on how legacy motivation influences individuals’ other behaviors remains in infancy. The current work takes a novel perspective and focuses on the influence of legacy motivation in the domain of financial decision making. We examine how and why legacy motivation affects individuals’ risk-taking behavior and when it occurs. We propose that legacy motivation would diminish individuals’ tendency to engage in risk-taking behavior. This effect is driven by future self-continuity perception and occurs among people with a high socioeconomic status (SES). Four our proposed hypothesis. Study was designed to initial to a greater perception of future self-continuity. This study a factor motivation: between-subject It extends the research on legacy motivation by documenting an important behavioral consequence in the domain of individual financial decision making. It also provides a new antecedent for future self-continuity and","PeriodicalId":36627,"journal":{"name":"心理学报","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43516484","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-25DOI: 10.3724/sp.j.1041.2020.01017
Keshi Jiang, Qiwei Li
Piaget’s works covered philosophy, psychology, biology, and logic, as well as other fields. The psychological community attaches great importance to Piaget’s influence in the field. For example, he was the President of the Swiss Psychological Society, the President of the French National Psychological Federation, the President of the 14th International Union for Psychological Science, and was awarded the Outstanding Scientific Contribution Award by the American Psychological Association (APA) in 1969. Should Piaget’s academic identity be that of a philosopher or a psychologist? This question is essentially about Piaget’s methodology, as it is not the object of the study that defines which branch an approach belongs to, but the method of study it adopts. Piaget’s theories are rich and complex, and his works are numerous. What connects such theories into a whole system is the constructional method of Piaget’s epistemology. This article focuses on Piaget’s works in the fields of philosophical epistemology, biological analogy methodology, as well as methodology of structuralism and dialectics, so as to analyze the key concepts in the construction process of Piaget’s Genetic Epistemology. It was hoped that through such reviews, we can learn from the core constructs of Piaget’s theoretical system, which are often misunderstood and ignored. It is also hoped that, by analyzing these contents, Piaget’s theory can be explained as being neither psychological in the traditional sense nor philosophical epistemology in the general sense. Rather, we should think of Piaget’s Genetic Epistemology as an innovative science of the mind. From this perspective, we can better understand how the Genetic Epistemology can deal with many “difficult problems” faced by contemporary cognitive science. Piaget defined his core concepts by the theory of equilibrium-construction. He demonstrated the bidirectional interaction between organisms and the external environment based on the concepts of adaptation and equilibrium in biology. Furthermore, he constructed a structuralist epistemology of Genetic Epistemology through the “isomorphism” of cognitive and biological processes. Structuralism was not only a theoretical proposition, but a construction method of Piaget’s meta-theory. Piaget established structuralism as a methodology by defining three characteristics of structure: integrality, transformation, and self-adjustment. Piaget’s way of thinking was dialectic. This dialectic referred to any two separate and different systems, not necessarily opposed to each other, which could merge and produce a new system. Finally, Piaget’s research method was clinical interview, as well as the Geneva Discovery Technique. In terms of research methods, Piaget could be regarded as an early pioneer of qualitative research techniques. In general, Piaget’s theoretical construction method had two important characteristics. First, he emphasized that relative to structure, function would be the prec
{"title":"On Piaget's epistemological methodology and its contemporary significance","authors":"Keshi Jiang, Qiwei Li","doi":"10.3724/sp.j.1041.2020.01017","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.01017","url":null,"abstract":"Piaget’s works covered philosophy, psychology, biology, and logic, as well as other fields. The psychological community attaches great importance to Piaget’s influence in the field. For example, he was the President of the Swiss Psychological Society, the President of the French National Psychological Federation, the President of the 14th International Union for Psychological Science, and was awarded the Outstanding Scientific Contribution Award by the American Psychological Association (APA) in 1969. Should Piaget’s academic identity be that of a philosopher or a psychologist? This question is essentially about Piaget’s methodology, as it is not the object of the study that defines which branch an approach belongs to, but the method of study it adopts. Piaget’s theories are rich and complex, and his works are numerous. What connects such theories into a whole system is the constructional method of Piaget’s epistemology. This article focuses on Piaget’s works in the fields of philosophical epistemology, biological analogy methodology, as well as methodology of structuralism and dialectics, so as to analyze the key concepts in the construction process of Piaget’s Genetic Epistemology. It was hoped that through such reviews, we can learn from the core constructs of Piaget’s theoretical system, which are often misunderstood and ignored. It is also hoped that, by analyzing these contents, Piaget’s theory can be explained as being neither psychological in the traditional sense nor philosophical epistemology in the general sense. Rather, we should think of Piaget’s Genetic Epistemology as an innovative science of the mind. From this perspective, we can better understand how the Genetic Epistemology can deal with many “difficult problems” faced by contemporary cognitive science. Piaget defined his core concepts by the theory of equilibrium-construction. He demonstrated the bidirectional interaction between organisms and the external environment based on the concepts of adaptation and equilibrium in biology. Furthermore, he constructed a structuralist epistemology of Genetic Epistemology through the “isomorphism” of cognitive and biological processes. Structuralism was not only a theoretical proposition, but a construction method of Piaget’s meta-theory. Piaget established structuralism as a methodology by defining three characteristics of structure: integrality, transformation, and self-adjustment. Piaget’s way of thinking was dialectic. This dialectic referred to any two separate and different systems, not necessarily opposed to each other, which could merge and produce a new system. Finally, Piaget’s research method was clinical interview, as well as the Geneva Discovery Technique. In terms of research methods, Piaget could be regarded as an early pioneer of qualitative research techniques. In general, Piaget’s theoretical construction method had two important characteristics. First, he emphasized that relative to structure, function would be the prec","PeriodicalId":36627,"journal":{"name":"心理学报","volume":" ","pages":""},"PeriodicalIF":1.5,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43905704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-08-25DOI: 10.3724/sp.j.1041.2020.00971
He Xiaoli, Yuan Xiaolong, Hu Ming, Zhou Lichen
{"title":"The association between parental meta philosophy and adolescent's behavior problem: The moderating role of vagus","authors":"He Xiaoli, Yuan Xiaolong, Hu Ming, Zhou Lichen","doi":"10.3724/sp.j.1041.2020.00971","DOIUrl":"https://doi.org/10.3724/sp.j.1041.2020.00971","url":null,"abstract":"","PeriodicalId":36627,"journal":{"name":"心理学报","volume":"52 1","pages":"971"},"PeriodicalIF":1.5,"publicationDate":"2020-08-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43119525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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