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Exploring the association between neuroticism and negativity bias in evaluative counterconditioning 探索评价性反条件反射中神经质与消极性偏差之间的关联
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-22 DOI: 10.1016/j.lmot.2024.102039
Cătălina Bunghez , Jan De Houwer , Andrei Rusu , Florin Alin Sava

People high on neuroticism express a negativity bias in attention, memory, and interpretation, giving primacy to negative rather than positive information. Investigating additional forms of negativity bias in neuroticism could provide further insights into the situations where people who score high on neuroticism tend to remain anchored on negative aspects. We examined whether neuroticism is related to negativity bias in evaluative learning. Instruction-based and experience-based counterconditioning are two evaluative learning procedures in which a conditioned stimulus (CS) is related to a positive or a negative unconditioned stimulus (US) in Phase 1 and with a US of the opposite valence in Phase 2. Using these procedures, we obtained partial support for a negativity bias in counterconditioning among people who scored high on neuroticism. Specifically, participants scoring high on negative emotionality altered the CSs ratings more easily from positive to negative than from negative to positive, a pattern observed in instruction-based counterconditioning (Experiment 1) but not in experience-based counterconditioning (Experiment 2). In line with previous findings, we could conclude that people who score high on neuroticism tend to give primacy to emotionally negative information at the expense of positive information, particularly in ambiguous (learning) contexts.

神经质程度高的人在注意、记忆和解释方面会表现出消极性偏差,他们会把消极信息而不是积极信息放在首位。研究神经质的消极偏向的其他形式,可以让我们进一步了解神经质得分高的人在什么情况下倾向于停留在消极方面。我们研究了神经质是否与评价性学习中的消极性偏差有关。在第一阶段,条件刺激(CS)与积极或消极的非条件刺激(US)相关,而在第二阶段,条件刺激与相反的非条件刺激相关。利用这些程序,我们得到了部分支持,即神经质得分高的人在反条件反射中存在消极性偏差。具体来说,在消极情绪方面得分较高的被试更容易将 CSs 评级从积极转为消极,而不是从消极转为积极。与之前的研究结果一致,我们可以得出这样的结论:神经质得分高的人倾向于优先考虑情绪上的负面信息,而牺牲正面信息,尤其是在模棱两可的(学习)情境中。
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引用次数: 0
Investigating the contribution of student engagement and foreign language enjoyment to English majors’ TEM4-related positive emotions: A positive reinforcement perspective 调查学生参与和外语乐趣对英语专业学生 TEM4 相关积极情绪的贡献:正强化视角
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-21 DOI: 10.1016/j.lmot.2024.102043
Xuefeng Wu , Liping Chen

With the rise of Positive Psychology, there have been abundant studies concerning positive emotions in English teaching and learning. However, the attention paid to positive emotions related to large-scale English tests as well as the influential factors of such emotions has been scarce. To this end, the present study, from the perspective of Positive Reinforcement, investigated to what extent Student Engagement (SE) and Foreign Language Enjoyment (FLE), as reinforcers, contribute to positive emotions related to Test for English Majors-Band 4 (TEM4). Altogether 580 English majors from universities across China were invited to complete three questionnaires as research instruments. Confirmative Factor Analysis was conducted with AMOS 24.0 to guarantee the construct, discriminant and convergent validity of each instrument, after which structural equation modeling and regression analysis were conducted to explore the contribution of SE and FLE to English majors’ TEM4-related positive emotions. The results of structural equation modeling indicated that both SE and FLE contribute significantly to TEM4-related positive emotions, respectively explaining 44.8 % and 51.8 % of the variance. The results of the present study were discussed, and some implications were offered at the end, concerning efforts that need to be made to promote SE and FLE, which ultimately foster English majors’ TEM4-related positive emotions.

随着积极心理学的兴起,有关英语教学中积极情绪的研究层出不穷。然而,与大规模英语测试相关的积极情绪及其影响因素却鲜有关注。为此,本研究从积极强化(Positive Reinforcement)的角度出发,探讨了学生参与(SE)和外语乐趣(FLE)作为强化因素在多大程度上促进了与英语专业四级考试(TEM4)相关的积极情绪。我们邀请了来自全国各高校的 580 名英语专业学生填写了三份问卷作为研究工具。然后进行结构方程建模和回归分析,探讨SE和FLE对英语专业学生TEM4相关积极情绪的贡献。结构方程模型的结果表明,SE 和 FLE 对 TEM4 相关积极情绪有显著贡献,分别解释了 44.8 % 和 51.8 % 的方差。最后,对本研究的结果进行了讨论,并提出了一些启示,即需要努力促进SE和FLE,最终培养英语专业学生与TEM4相关的积极情绪。
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引用次数: 0
Relationship between types of emotion regulation and reflective learning: Based on latent profile analysis 情绪调节类型与反思性学习之间的关系:基于潜在特征分析
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-21 DOI: 10.1016/j.lmot.2024.102041
Jie Xu , Shang Zhang , Hao Chen

This study investigated 704 high school students using Latent Profile Analysis to examine the relationship between types of emotion regulation and reflective learning. The analysis identified four latent categories of emotion regulation: low emotion regulation group (LERG) (14.8 %), moderate reappraisal-low suppression group (MRLSG) (58 %), low reappraisal-high suppression group (LRHSG) (8.4 %), and high reappraisal-moderate suppression group (HRMSG) (18.9 %). The results demonstrated that as age and grade increase, the students of LERG, MRLSG, and LRHSG will converge towards HRMSG and compared to males, females have a significantly lower proportion in the HRMSG than in the MRLSG. Significant differences were observed among these four categories in habits, understanding, reflection, and critical thinking behaviors, which represent different levels of cognitive and behavioral processes involved in reflective learning. Specifically, students in the HRMSG exhibited the highest levels of reflective learning behaviors, including well-developed study habits, deeper understanding of material, frequent reflection on their learning processes, and strong critical thinking skills. Conversely, students in the LERG showed the lowest levels in these areas. The findings of this study enhance teachers’ understanding of the emotion regulation characteristics within different subgroups of high school students and facilitate the adoption of effective educational strategies tailored to the specific characteristics of students to promote reflective learning and psychological health development. Additionally, this research provides empirical evidence for designing teaching strategies based on students’ types of emotion regulation.

本研究采用潜特征分析法对 704 名高中生进行了调查,以研究情绪调节类型与反思性学习之间的关系。该分析确定了情绪调节的四个潜在类别:低情绪调节组(LERG)(14.8%)、中度重评-低抑制组(MRLSG)(58%)、低重评-高抑制组(LRHSG)(8.4%)和高重评-中度抑制组(HRMSG)(18.9%)。结果表明,随着年龄和年级的增长,LERG、MRLSG 和 LRHSG 的学生会向 HRMSG 靠拢,与男性相比,女性在 HRMSG 中的比例明显低于 MRLSG。这四类学生在习惯、理解、反思和批判性思维行为方面存在显著差异,代表了反思性学习所涉及的认知和行为过程的不同水平。具体而言,HRMSG 的学生表现出最高水平的反思性学习行为,包括养成良好的学习习惯、加深对教材的理解、经常反思自己的学习过程以及较强的批判性思维能力。相反,LERG 的学生在这些方面的水平最低。本研究的结果加深了教师对不同亚群体高中生情绪调节特点的了解,有助于教师针对学生的具体特点采取有效的教育策略,促进学生的反思性学习和心理健康发展。此外,本研究还为根据学生的情绪调节类型设计教学策略提供了实证依据。
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引用次数: 0
Systematic review and meta-analysis of the extinguished response recovery effects in children 儿童熄灭反应恢复效果的系统回顾和荟萃分析
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-15 DOI: 10.1016/j.lmot.2024.102036
Rosalia Baiamonte , A. Matías Gámez , Samuel P. León

Behavioral problems in the educational context represent a daily challenge for teachers and educators, considering their impact on the teaching-learning process. Nowadays, various psychological strategies are used aimed at changing the student's disruptive behaviors to ensure adequate development. Although these techniques appear to be effective, these behaviors are often seen to reappear. However, it is widely accepted that some of the effects of associative learning that are present in adult humans and animals, such as spontaneous recovery, renewal and reinstatement, could be at the basis of these relapses. Therefore, to improve psychological interventions and to understand whether these relapse effects are present in the child population, research studies have been reviewed in which some of these effects have been evaluated in boys and girls from 0 to 11 years of age. The analysis of such research studies has shown that the results are inconsistent and that the methodology, that in our opinion is most appropriate to reveal these effects, has not always been used.

考虑到行为问题对教学过程的影响,教育环境中的行为问题对教师和教育工作者来说是一项日常挑战。如今,人们使用各种心理策略来改变学生的破坏性行为,以确保学生的充分发展。虽然这些方法看似有效,但这些行为往往会再次出现。然而,人们普遍认为,成人和动物身上存在的一些联想学习效应,如自发恢复、更新和恢复,可能是这些行为复发的基础。因此,为了改进心理干预措施,了解这些复发效应是否存在于儿童群体中,我们回顾了对 0 至 11 岁男孩和女孩进行评估的一些研究。对这些研究的分析表明,结果并不一致,而且我们认为最适合揭示这些影响的方法并不总是被采用。
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引用次数: 0
The effects of task complexity and collaborative writing on L2 syntactical complexity development: A self-determination theory perspective 任务复杂性和协作写作对 L2 句法复杂性发展的影响:自我决定理论视角
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-14 DOI: 10.1016/j.lmot.2024.102035
Kaixuan Wang , Lawrence Jun Zhang , Mingzhe Wang , Yijing Wu , Maria Cooper

Collaborative writing is well acknowledged as an effective pedagogical practice facilitating L2 learners’ writing performance and motivation. Yet, little is known about whether collaborative writing with various cognitive demands can contribute differently to L2 writers’ syntactical complexity development in their later individual writing. To address such research gap, this research investigated how task complexity and collaborative writing would impact L2 learners’ syntactical complexity development under the guidance of Self-Determination Theory (SDT), with a specific focus on the emotional experiences in explaining the learning processes in collaborative writing. 126 Chinese post-graduate EFL learners were assigned to four conditions: three experimental groups and one control group. Experimental group participants received three rounds of collaborative writing interventions varying in different cognitive demands, manipulated through +planning time, and +few elements, while control group participants were instructed regularly. Participants’ pre-test, post-test, and delayed post-test writing were analysed for overall level, coordinate level, subordinate level, and phrasal level syntactical complexity with the automatic L2 syntactical complexity analyser. Mixed ANOVA results revealed that collaborative writing interventions manifested positive effects on Chinese EFL learners' syntactic complexity development. Positive effects of task complexity were also observed. Theoretical and pedagogical implications were discussed.

合作写作被公认为是一种有效的教学实践,可以促进 L2 学习者的写作表现和写作动机。然而,对于不同认知要求的协作写作是否会对 L2 写作者日后个人写作的句法复杂性发展产生不同的影响,人们却知之甚少。为了填补这一研究空白,本研究在自我决定理论(SDT)的指导下,探讨了任务复杂性和协作写作如何影响 L2 学习者的句法复杂性发展,并特别关注解释协作写作学习过程中的情感体验。126名中国研究生EFL学习者被分配到四个条件下:三个实验组和一个对照组。实验组学员接受了三轮不同认知要求的协作写作干预,通过 "+计划时间 "和 "+少量元素 "进行操作,而对照组学员则定期接受指导。使用自动 L2 句法复杂性分析仪对参与者的前测、后测和延迟后测写作进行了整体水平、坐标水平、从属水平和短语水平句法复杂性分析。混合方差分析结果显示,合作写作干预对中国英语学习者的句法复杂性发展有积极影响。任务复杂性也有积极影响。研究还讨论了其理论和教学意义。
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引用次数: 0
Socioeconomic status stereotype affects motor learning 社会经济地位刻板印象影响运动学习
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-05 DOI: 10.1016/j.lmot.2024.102026
Marco Jordanio Pereira Feitosa Lima , Suzete Chiviacowsky , Ricardo Drews , Priscila Cardozo

Research evidence suggests that different populations may have impaired motor performance and learning due to practice conditions with negative gender, weight, and age stereotypes. The effects of socioeconomic stereotypes on motor learning, however, are still unknown. The present study investigated the effects of the low socioeconomic status stereotype on learning a motor skill. Participants, low-income young adults of both sexes (mean age 26.6 ± 4.63 years), were randomized into two groups: stereotype threat (ST) and nullified stereotype threat (NST). Before practicing a spatiotemporal accuracy skill on the computer, participants were told that people with middle and high income generally perform better on the task than people with low income (ST), or that performance on the task is not influenced by individual differences (NST). Learning, or relatively permanent effects on performance, was measured one day after practice via a retention test. The results revealed similar performance of the groups during the practice phase (p = .065). However, the stereotype threat group performed significantly worse on the task than the nullified stereotype threat group on the retention test (p = .039). These findings provide the first evidence that socioeconomic stereotypes can affect motor learning.

研究证据表明,不同人群的运动表现和学习能力可能会因性别、体重和年龄方面的负面刻板印象而受到影响。然而,社会经济刻板印象对运动学习的影响尚不清楚。本研究调查了社会经济地位低的刻板印象对学习运动技能的影响。被试是低收入的男女青年(平均年龄为 26.6 ± 4.63 岁),他们被随机分为两组:刻板印象威胁组(ST)和消除刻板印象威胁组(NST)。在电脑上练习一项时空准确性技能之前,参与者会被告知:中高收入人群在这项任务上的表现通常优于低收入人群(ST),或者这项任务的表现不受个体差异的影响(NST)。在练习一天后,通过保留测试测量学习效果,即对成绩的相对永久性影响。结果显示,各组在练习阶段的表现相似(= 0.065)。然而,在保留测试中,刻板印象威胁组的任务表现明显差于消除刻板印象威胁组(= 0.039)。这些发现首次证明了社会经济刻板印象会影响运动学习。
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引用次数: 0
Optimizing english teaching: ARCS motivation model and task-based language teaching in university 优化英语教学:ARCS动机模型和基于任务的大学语言教学
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102028
Shali Jin

This study investigates the optimization of junior high school English teaching using the ARCS motivation model and Task-Based Language Teaching (TBLT). The ARCS model emphasizes attention, relevance, confidence, and satisfaction to enhance student motivation, while TBLT integrates language learning into real-life situations. Implemented through Moodle, the study fosters student engagement, critical thinking, and language proficiency. Results show improved student interest and comprehension, highlighting the approach's efficacy. Challenges in implementing TBLT in diverse educational contexts are also discussed. The study underscores the potential of combining motivational strategies and practical language application for effective English teaching.

本研究探讨了利用 ARCS 激励模式和任务型语言教学法(TBLT)优化初中英语教学的问题。ARCS 模式强调注意力、相关性、自信心和满意度,以提高学生的学习积极性,而 TBLT 则将语言学习融入真实生活情境。该研究通过 Moodle 实施,促进了学生的参与、批判性思维和语言能力。研究结果表明,学生的学习兴趣和理解能力都得到了提高,凸显了该方法的有效性。研究还讨论了在不同教育背景下实施 TBLT 所面临的挑战。该研究强调了将激励策略与实际语言应用相结合,以实现有效英语教学的潜力。
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引用次数: 0
Personal control and cognitive flexibility: Does uncontrollability reduce flexible shifting of attention? 个人控制与认知灵活性:不可控性会减少注意力的灵活转移吗?
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102024
Marcin Bukowski , Sławomir Śpiewak , Aleksandra Różańska , Aleksandra Gruszka

Acting and learning in unpredictable and volatile environments requires cognitive flexibility. However, the ability to flexibly adapt to the changing task environment can be reduced when people experience uncontrollability due to exposure to action – outcome non-contingency. In this research, we propose that flexible shifting of attention is affected by experiences of uncontrollability. In two studies, a lack of control was experimentally induced and subsequently cognitive flexibility was assessed either with a Wisconsin Card Sorting Task (Study 1) or a cognitive set-shifting paradigm (Study 2). Results showed a reduced tendency to flexibly shift attention and to overcome dominant response tendencies amongst participants who experienced uncontrollability. Modulation of the stability-flexibility balance by situationally induced experiences of uncontrollability is discussed.

在不可预测和多变的环境中行动和学习需要认知灵活性。然而,当人们在行动--结果非一致性中体验到不可控性时,灵活适应不断变化的任务环境的能力就会降低。在这项研究中,我们提出注意力的灵活转移会受到不可控性体验的影响。在两项研究中,我们在实验中诱发了不可控性,随后通过威斯康星卡片分类任务(研究 1)或认知集转移范式(研究 2)对认知灵活性进行了评估。结果显示,经历过不可控性的参与者在灵活转移注意力和克服主导反应倾向方面的能力有所下降。本文讨论了情景诱发的不可控性体验对稳定性-灵活性平衡的调节作用。
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引用次数: 0
The mechanism of self-regulated learning among rural primary middle school students: Academic delay of gratification and resilience 农村小学生自我调节学习的机制:学业延迟满足与适应力
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102013
Yongzhan Li

Self-regulated learning is an important ability influencing students’ knowledge acquisition, academic performance, creativity development, and even lifelong learning in the long run. Therefore, it is of great significance to investigate the influencing factors and internal mechanism of self-regulated learning for cultivating students’ learning ability. To explore the relationship between resilience, academic delay of gratification and self-regulated learning among rural primary middle school students, a total of 1126 students of 5 rural primary middle schools in Henan province were selected by stratified random sampling and asked to complete the Resilience Questionnaire, Academic Delay of Gratification Scale and Self-regulated Learning Scale. The results showed: the development trend of rural primary middle school students’ self-regulated learning is slightly like the V-shape, specifically, from grade 7 to 8 is on the decline, while from grade 8 to 9 is on the sharp upward curve; resilience positively predicted self-regulated learning among rural primary middle school students; and academic delay of gratification is a partial mediator in the relationship between resilience and self-regulated learning among rural primary middle school students.

从长远来看,自我调节学习是影响学生获取知识、学业成绩、创造力发展乃至终身学习的重要能力。因此,探究自我调节学习的影响因素和内在机制对培养学生的学习能力具有重要意义。为了探究农村小学生抗挫折能力、学业延迟满足与自我调节学习之间的关系,本研究采用分层随机抽样的方法,选取河南省5所农村小学共1126名学生,要求他们填写抗挫折能力问卷、学业延迟满足量表和自我调节学习量表。结果表明:农村小学生自我调节学习的发展趋势略呈 "V "型,具体来说,七至八年级呈下降趋势,八至九年级呈急剧上升曲线;抗挫力对农村小学生自我调节学习有正向预测作用;学业延迟满足是农村小学生抗挫力与自我调节学习关系的部分中介。
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引用次数: 0
Examining effects of response-cost punishment and extinction in isolation and in combination on resurgence 研究反应成本惩罚和消退单独或结合使用对复发的影响
IF 1.7 4区 心理学 Q3 PSYCHOLOGY, BIOLOGICAL Pub Date : 2024-08-01 DOI: 10.1016/j.lmot.2024.102018
Carolyn M. Ritchey , Carla N. Martinez-Perez , Matthew S. Lamperski , Toshikazu Kuroda , Christopher A. Podlesnik

Resurgence is the return of a previously reinforced and extinguished target response when conditions worsen for an alternative response. The present experiment examined resurgence when worsening alternative conditions by introducing extinction of alternative responding, high-magnitude response-cost punishment of alternative responding, or a combination of extinction and the high-magnitude response cost. Overall, resurgence was robust under all three conditions. Resurgence with combined punishment and extinction (but not punishment alone) was greater than with extinction in isolation during the first min of testing. However, the combined manipulation did not produce greater resurgence than punishment alone. Overall, our findings did not support the conclusion that high-magnitude punishment and extinction have additive effects on resurgence. This could be due to the specific parameters of punishment used in the present study.

复现是指当替代反应的条件恶化时,先前被强化和熄灭的目标反应又重新出现。本实验通过引入对替代反应的熄灭、对替代反应的高幅度反应成本惩罚或熄灭和高幅度反应成本的组合,考察了在替代条件恶化时的恢复情况。总体而言,在所有这三种条件下,复发性都很强。在测试的第一分钟,惩罚和消退相结合(而非单独惩罚)的复发率要高于单独消退的复发率。然而,与单独使用惩罚相比,联合使用惩罚并不会产生更强的恢复能力。总的来说,我们的研究结果并不支持高强度惩罚和绝迹对复发具有叠加效应的结论。这可能与本研究中使用的特定惩罚参数有关。
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引用次数: 0
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Learning and Motivation
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