Learning and Motivation最新文献_第7页

Bidirectionality of the within-compound association in flavor-aversion conditioning 憎味条件作用中复合内联想的双向性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102220

Vivian I. Schmidt, Matthew R. Mueller, Elana Mitchell, Samantha Boritzki, Emma Quail, W. Robert Batsell Jr.

In four experiments with rats, we investigated the nature of the within-compound association that forms between taste and odor cues (CSs A and X) during compound flavor-aversion conditioning. Specifically, we investigated its bidirectionality, seeking evidence of both A → X and X → A associations. After AX+ conditioning (Experiments 1a and 1b), extinguishing one cue consistently weakened the aversion to the other. We then examined A+ /AX+ conditioning, where a strong aversion to X (augmentation) indicated an A → X association, and subsequent mediated extinction confirmed the X → A association. When odor was A and taste was X (Experiments 1a and 3), augmentation and mediated extinction were both observed, providing evidence for both associations. Yet, in Experiment 1b, when taste was A and odor was X, only odor augmentation was obtained. Considering relative salience of the cues can affect their interaction in compound, we downgraded the more salient taste in Experiment 2. Using a 60-min CS—US interval to weaken taste preconditioning, extinction of the augmented odor successfully produced mediated extinction of the taste. In Experiment 3, strong odor preconditioning failed to protect it from being weakened by extinction of the associated taste. Together, our results show that taste and odor form a bidirectional within-compound association during both AX+ and A+ /AX+ conditioning. Importantly, the expression of that within-compound association is critically dependent on which cue gains dominant control over behavior—a state determined by both stimulus identity and associative history.

在四个大鼠实验中，我们研究了在复合味觉-厌恶条件作用中味觉和气味线索（CSs A和X）之间形成的复合内关联的性质。具体来说，我们研究了它的双向性，寻找A→X和X→A关联的证据。在AX+ 条件反射后（实验1a和1b），熄灭一个线索会持续减弱对另一个线索的厌恶。然后，我们检查了A+ /AX+ 条件反射，其中对X的强烈厌恶（增强）表明A→X关联，随后介导的灭绝证实了X→A关联。当气味为A，味觉为X时（实验1a和3），都观察到增强和介导的消失，为这两种关联提供了证据。而在实验1b中，当味觉为A，气味为X时，只得到气味增强。考虑到线索的相对显著性会影响它们在复合中的相互作用，我们在实验2中降低了更显著的味道。使用60分钟的CS-US间隔来减弱味觉预处理，增强气味的消失成功地产生了介导的味觉消失。在实验3中，强烈的气味预处理未能保护其不因相关味道的消失而减弱。总之，我们的研究结果表明，味觉和气味在AX+ 和a + /AX+ 调节过程中形成了双向的复合内关联。重要的是，复合关联的表达严重依赖于哪个线索获得对行为的主导控制——这一状态由刺激身份和关联历史共同决定。

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引用次数: 0

Chronic nicotine facilitates sign tracking behavior and FosB/DFosB activity in the nucleus accumbens and the orbitofrontal cortex 慢性尼古丁促进伏隔核和眶额皮质的信号跟踪行为和FosB/DFosB活性

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102218

Estrella L. Campos , Marisol R. Lamprea , Karen P. Barrios , Carlos Novoa , Leonardo A. Ortega

Current research on the initiation and maintenance of nicotine dependence has highlighted the importance of individual differences in learning and motivational processes associated with drug dependence. Nicotine has been shown to have a primary reward role and can also amplify the incentive value of reward-related environmental cues, an effect that may be relevant to the development of tobacco dependence, especially in vulnerable people. Pavlovian autoshaping tasks are a common experimental procedure used to study the effects of drugs on reward incentive value. Interestingly, in such tasks two types of phenotypes tend to emerge: Sign trackers (ST) and goal trackers (GT). Although both acquire a conditioned-unconditioned stimulus (CS-US) association, the conditioned stimulus (CS) acquires incentive salience properties predominantly for ST. Previous research has shown an enhancer effect of nicotine on the incentive value of CS in autoshaping tasks, but none has studied the effect of nicotine in animals classified as ST, a phenotype considered more vulnerable to addiction. The present research evaluates the effects of chronic nicotine administration on Pavlovian autoshaping acquisition performance and the FosB/DFosB expression in the nucleus accumbens and orbitofrontal cortex in ST rats. Results showed that nicotine administration had a facilitatory effect on the acquisition of the sign-tracking response, also increasing FosB/DFosB expression in both selected brain regions, specifically in rats undergoing behavioral training. These findings suggest that nicotine facilitates the attribution of incentive salience to food-associated cues and may cause plastic changes mediated by the FosB/DFosB transcription factor in incentive salience-related areas.

目前关于尼古丁依赖的开始和维持的研究强调了与药物依赖相关的学习和动机过程中的个体差异的重要性。尼古丁已被证明具有主要的奖励作用，也可以放大与奖励相关的环境线索的激励价值，这一效应可能与烟草依赖的发展有关，特别是在弱势群体中。巴甫洛夫自动塑造任务是研究药物对奖励激励价值影响的常用实验程序。有趣的是，在这些任务中往往会出现两种类型的表型：符号追踪者（ST）和目标追踪者（GT）。虽然两者都获得条件-非条件刺激（CS- us）关联，但条件刺激（CS）主要获得ST的激励显著性，先前的研究表明尼古丁对自动成型任务中CS的激励价值有增强作用，但没有研究尼古丁对ST动物的影响，这是一种被认为更容易上瘾的表型。本研究旨在探讨慢性尼古丁对ST大鼠巴甫洛夫自成型习得行为及伏隔核和眶额叶皮层中FosB/DFosB表达的影响。结果表明，尼古丁给药对信号跟踪反应的获得具有促进作用，也增加了FosB/DFosB在两个选定的大脑区域的表达，特别是在接受行为训练的大鼠中。这些发现表明，尼古丁促进了奖励显著性对食物相关线索的归因，并可能导致奖励显著性相关区域中FosB/DFosB转录因子介导的可塑性变化。

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引用次数: 0

Unlocking the power of AI-driven adaptive Chinese learning: Exploring its correlation with student competence, self-regulation, cognitive load, and goal setting through the lens of Achievement Goal Theory 释放人工智能驱动的适应性汉语学习的力量：从成就目标理论的角度探讨其与学生能力、自我调节、认知负荷和目标设定的关系

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102208

Ying Xuan

This study investigates the impact of AI-driven adaptive Chinese learning on key learner outcomes—student competence, self-regulation, cognitive load, and goal-setting behavior—within the framework of Achievement Goal Theory. Despite the increasing use of AI technologies in language education, empirical evidence regarding their effectiveness in promoting cognitive, motivational, and self-regulatory processes among Chinese language learners remains limited. To address this gap, a total of 413 valid responses were collected via a structured bilingual questionnaire from university students enrolled in Chinese language programs across multiple institutions. Data were analyzed using IBM SPSS Statistics (Version 27) and AMOS (Version 24). Initial screening addressed missing data, outliers, and statistical assumptions. Descriptive statistics and internal reliability checks (Cronbach’s α ≥.70) were conducted, followed by Pearson’s correlations to examine bivariate relationships. Structural Equation Modeling (SEM) with maximum likelihood estimation tested a path model in which AI-driven adaptive learning predicted the four target outcomes. Model fit indices indicated acceptable fit (CFI =.931, TLI =.923; RMSEA =.067, SRMR =.054). Results demonstrated that AI-driven adaptive learning significantly enhanced student competence (β =.752, p = .002), self-regulation (β =.823, p = .002), and goal-setting behavior (β =.674, p = .001), while reducing cognitive load (β =.581, p = .001). These findings support the applicability of Achievement Goal Theory in AI-enhanced language learning contexts and highlight the potential of AI technologies to facilitate personalized, effective learning experiences. Practical implications for instructional design, learner engagement strategies, and future research directions are discussed.

本研究在成就目标理论的框架下，探讨人工智能驱动的适应性汉语学习对学生能力、自我调节、认知负荷和目标设定行为的影响。尽管人工智能技术在语言教育中的应用越来越多，但关于人工智能技术在促进汉语学习者认知、动机和自我调节过程中的有效性的实证证据仍然有限。为了解决这一差距，我们通过结构化的双语问卷收集了413份有效回复，这些回复来自多所大学的中文专业学生。数据分析使用IBM SPSS Statistics （Version 27）和AMOS （Version 24）。最初的筛选处理了缺失数据、异常值和统计假设。进行描述性统计和内部信度检验（Cronbach 's α≥0.70），然后进行Pearson相关检验双变量关系。结构方程建模（SEM）与最大似然估计测试了人工智能驱动的自适应学习预测四种目标结果的路径模型。模型拟合指标为可接受拟合（CFI = 0.931, TLI = 0.923; RMSEA = 0.067, SRMR = 0.054）。结果表明，人工智能驱动的适应性学习显著提高了学生的能力（β = 0.752, p = ）。002)，自我调节（β =.823, p = ）。002)，目标设定行为（β =.674, p = ）。0.001)，同时降低认知负荷（β =.581, p = .001）。这些发现支持了成就目标理论在人工智能增强语言学习环境中的适用性，并强调了人工智能技术在促进个性化、有效学习体验方面的潜力。讨论了教学设计、学习者参与策略和未来研究方向的实际意义。

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引用次数: 0

AI-supported English public speaking in the Chinese EFL context: Insights from self-regulated learning and positive psychology 中国英语语境下人工智能支持的英语公开演讲：来自自主学习和积极心理学的见解

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-11-01 DOI: 10.1016/j.lmot.2025.102211

Hui Xun, Changyin Zhou, Yixuan Li, Yukun Wu

Positive affective factors, including enjoyment, engagement and self-efficacy etc., have been established as correlates of enhanced academic performance. While both self-regulated learning (SRL) and artificial intelligence (AI) demonstrate individual merits in promoting cognitive and affective outcomes, their synergistic potential within English public speaking (EPS) remains inadequately investigated. Grounded in SRL theory, this study aims to develop and examine an AI-Supported Self-Regulated EPS (AI-SREPS) model, thereby addressing this gap. A total of 88 first-year undergraduate students participated in the study. Two experimental groups received training based on the AI-SREPS model, while the control group received instruction of equal duration that focused on general introductions to AI tools for English language learning but did not involve the AI-SREPS model. Data were collected at three time points: pre-test, post-test, and a six-week follow-up, including questionnaires and English speech performances. To examine the effects of the AI-SREPS model, a series of statistical analyses were performed on Chinese EFL learners’ speech performance and positive affective factors, including a mixed-design repeated measures ANOVA, a Hierarchical Linear Model (HLM), and Bonferroni-adjusted post hoc comparisons with simple effect analyses. The results indicate that students in the AI-SREPS groups demonstrated significant improvements in speech content and language quality. They also reported higher emotional engagement, personal enjoyment, self-efficacy, and willingness to communicate (WTC). Nonetheless, challenges remained in fostering creativity in speech content, supporting behavioral delivery, and maintaining social support. This study makes contributions through the development of the AI-SREPS model, a longitudinal multi-group design that captures both immediate and sustained outcomes, and a multidimensional analysis cross-validating speech performance with questionnaire data. The results offer important implications for promoting the integrated development of cognitive, emotional, and social dimensions in EPS pedagogy.

积极的情感因素，包括享受、投入和自我效能等，已被确立为提高学习成绩的相关因素。虽然自我调节学习（SRL）和人工智能（AI）在促进认知和情感结果方面都表现出各自的优点，但它们在英语公开演讲（EPS）中的协同潜力仍未得到充分研究。基于SRL理论，本研究旨在开发和检验人工智能支持的自我调节EPS （AI-SREPS）模型，从而解决这一空白。共有88名一年级本科生参与了这项研究。两个实验组接受基于AI- sreps模型的培训，而对照组接受同样时长的指导，重点介绍用于英语语言学习的AI工具，但不涉及AI- sreps模型。在三个时间点收集数据：测试前、测试后和六周的随访，包括问卷调查和英语演讲表现。为了检验AI-SREPS模型的效果，我们对中国英语学习者的语言表现和积极情感因素进行了一系列的统计分析，包括混合设计重复测量方差分析、层次线性模型（HLM）和bonferroni调整后的简单效应分析的事后比较。结果表明，AI-SREPS组的学生在语音内容和语言质量方面表现出显著的改善。他们还报告了更高的情感投入、个人享受、自我效能和沟通意愿（WTC）。然而，在培养演讲内容的创造性、支持行为传递和维持社会支持方面，挑战仍然存在。本研究通过开发AI-SREPS模型做出贡献，该模型是一种纵向多组设计，可捕获即时和持续的结果，并通过问卷数据交叉验证语音表现的多维分析。研究结果对促进EPS教学法中认知、情感和社会维度的整合发展具有重要意义。

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引用次数: 0

Ambiguity in inquiry-based learning: Effects on risk-taking, engagement, and cognitive load in EFL contexts 探究式学习中的歧义：对冒险、参与和认知负荷的影响

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-23 DOI: 10.1016/j.lmot.2025.102205

Yaoyao Li

Inquiry-based learning (IBL) is widely acknowledged for its potential to foster critical thinking and student engagement, yet the specific role of structured ambiguity within IBL remains underexplored, particularly in shaping learners’ exploratory risk-taking, multidimensional engagement, and cognitive load in non-Western educational contexts like Chinese English as a Foreign Language (EFL) classrooms. Furthermore, few studies integrate motivational and cognitive theories to explain how ambiguity influences these outcomes, especially among secondary students navigating the dual demands of language and content learning. This quasi-experimental study investigated the effects of deliberately structured ambiguity within IBL on Chinese secondary EFL students’ learning behaviors, focusing on exploratory risk-taking, behavioral, emotional, and cognitive engagement, and cognitive load management. The study involved 64 female 12th-grade students, divided into an experimental group (n = 31) and a control group (n = 33), who participated in six 90-minute English-medium lessons covering reaction rates, acid-base equilibria, and thermodynamics. The experimental group engaged with minimally guided, ambiguity-rich tasks that withheld key data and encouraged multiple solution paths, while the control group followed fully structured inquiry with explicit procedures and predetermined outcomes. Data were collected using three validated scales before and after the intervention. Non-parametric analyses (Mann-Whitney U) revealed that the experimental group significantly outperformed the control group in epistemic risk-taking and in behavioral, emotional, and cognitive engagement. Additionally, the experimental group reported significantly lower cognitive load by Week 6, indicating improved cognitive efficiency over time. These findings highlight that structured ambiguity, when carefully designed, fosters adaptive learning behaviors in Chinese EFL contexts, where exam-driven curricula like the Gaokao often prioritize rote learning.

研究性学习（IBL）因其培养批判性思维和学生参与的潜力而得到广泛认可，但结构化歧义在IBL中的具体作用仍未得到充分探索，特别是在非西方教育背景下，如中国英语作为外语（EFL）课堂中，在塑造学习者的探索性冒险、多维参与和认知负荷方面。此外，很少有研究结合动机和认知理论来解释歧义如何影响这些结果，特别是在驾驭语言和内容学习双重需求的中学生中。本研究探讨了故意结构歧义对中国中学生英语学习行为的影响，重点关注探索性冒险行为、行为、情感和认知参与以及认知负荷管理。这项研究涉及64名12年级的女学生，她们被分为实验组（ = 31）和对照组（ = 33），她们参加了6节90分钟的英语课程，内容包括反应速率、酸碱平衡和热力学。实验组参与最低限度的指导，模糊性丰富的任务，保留关键数据，鼓励多种解决方案路径，而对照组遵循完全结构化的调查，明确的程序和预定的结果。在干预前后使用三种有效的量表收集数据。非参数分析（Mann-Whitney U）显示，实验组在认知冒险、行为、情感和认知参与方面的表现明显优于对照组。此外，到第6周，实验组的认知负荷显著降低，表明随着时间的推移，认知效率有所提高。这些发现强调，在中国的英语环境中，结构化的模糊性在精心设计的情况下，会促进适应性学习行为，而高考等应试课程往往优先考虑死记硬背的学习。

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引用次数: 0

Profiles of AI anxiety among Chinese public administration students and the predictive role of resilience: A self-determination theory perspective 中国公共管理专业学生人工智能焦虑与心理弹性的预测作用：自我决定理论视角

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-18 DOI: 10.1016/j.lmot.2025.102207

Peizhong Liu

As generative artificial intelligence tools increasingly permeate higher education, students face new psychological challenges alongside technological opportunities. Guided by Self-Determination Theory, this study examined patterns and predictors of AI anxiety among 1247 Chinese university students majoring in public administration. Using Latent Profile Analysis, four distinct anxiety profiles were identified: Minimally Affected, Societal Risk-Oriented, Sociotechnical Sensitive, and Hypervigilant. Chi-square tests revealed significant group differences by gender, age, and AI usage frequency. Multinomial logistic regression showed that higher psychological resilience significantly reduced the likelihood of belonging to any elevated anxiety group. These findings underscore the importance of need-supportive learning environments and psychological resources in helping students adapt to AI-enhanced education. The study advances the application of SDT in digital contexts and offers practical guidance for designing inclusive and emotionally supportive AI-integrated curricula.

随着生成式人工智能工具越来越多地渗透到高等教育中，学生们在面临技术机遇的同时也面临着新的心理挑战。本研究以自我决定理论为指导，对1247名公共管理专业大学生的人工智能焦虑模式及其预测因素进行了研究。使用潜在特征分析，确定了四种不同的焦虑特征：最小影响，社会风险导向，社会技术敏感和高度警惕。卡方检验显示性别、年龄和人工智能使用频率的组间差异显著。多项逻辑回归显示，较高的心理弹性显著降低了属于任何高焦虑组的可能性。这些发现强调了需要支持的学习环境和心理资源在帮助学生适应人工智能增强教育方面的重要性。该研究推进了SDT在数字环境中的应用，并为设计包容性和情感支持性人工智能整合课程提供了实践指导。

引用次数: 0

Does artificial intelligence-assisted learning positively affect college students’ motivation, emotion regulation, and academic uncertainty? Insight from situated learning theory 人工智能辅助学习是否正向影响大学生的学习动机、情绪调节和学业不确定性？情境学习理论的洞见

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-13 DOI: 10.1016/j.lmot.2025.102202

Haozhuo Lin , Qiu Chen

This study aimed to explore the effects of AI-assisted learning on undergraduate students’ motivation, emotion regulation, and academic uncertainty within the framework of Situated Learning Theory. Conducted at a Chinese university, the quasi-experimental pretest-posttest control group design involved 78 undergraduates from a humanities school, aged 18–22, with 60 % female and 40 % male participants. They were randomly assigned by intact classes to either an AI-assisted learning group (n = 39), receiving adaptive feedback, real-time support, and task adjustments via DeepSeek, or a control group (n = 39), receiving traditional instruction with identical content. Validated quantitative instruments measured motivation, emotion regulation, and academic uncertainty at pretest and posttest, with ANCOVA and MANCOVA analyses controlling for baseline scores. Results revealed significantly higher motivation and emotion regulation, alongside reduced academic uncertainty, in the AI group compared to the control group, supported by a strong multivariate effect. These findings suggest that AI-assisted learning fosters resilient, engaged learning environments in Chinese EFL contexts, offering practical implications for integrating adaptive technologies to support student affect and academic clarity.

本研究旨在探讨情境学习理论框架下人工智能辅助学习对大学生学习动机、情绪调节和学业不确定性的影响。在一所中国大学进行的准实验前测后对照组设计涉及78名来自人文学院的本科生，年龄在18-22岁之间，其中60名 %为女性，40名 %为男性。他们被完整的班级随机分配到人工智能辅助学习组（n = 39），通过DeepSeek接受适应性反馈、实时支持和任务调整，或对照组（n = 39），接受具有相同内容的传统教学。经过验证的定量工具在测试前和测试后测量动机、情绪调节和学业不确定性，使用ANCOVA和MANCOVA分析控制基线分数。结果显示，与对照组相比，人工智能组的动机和情绪调节能力明显更高，学术不确定性也减少了，这是由强大的多变量效应支持的。这些发现表明，人工智能辅助学习在中国的英语环境中培养了有弹性的、参与式的学习环境，为整合适应性技术来支持学生的影响和学术清晰度提供了实际意义。

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引用次数: 0

Exploring the role of EFL students’ AI literacy and readiness in their academic goal orientations: An achievement goal theory (AGT) perspective 从成就目标理论的角度探讨英语学生的人工智能素养和准备在学业目标取向中的作用

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-11 DOI: 10.1016/j.lmot.2025.102203

Feng Gao

The use of various artificial intelligence (AI) tools and technologies in second language (L2) learning contexts has received increasing attention in the past decade. However, the impacts of AI literacy and readiness of English as a foreign language (EFL) students on their goal orientations have remained uncharted. To fill the gap, this study drew on achievement goal theory (AGT) to unveil Chinese EFL students’ perceptions about the ways through which AI literacy and readiness could affect their goal orientations. A sample of 38 students was interviewed online. The thematic analysis of data indicated that AI literacy and readiness could affect both mastery and performance goals of the participants. Specifically, they shaped mastery goal orientations by fostering passion for deep learning and developing adaptive learners, while performance goal orientation was affected through increasing recognition and performance as well as maximizing classroom participation among EFL students. A discussion of the findings is provided for each theme and implications for increasing the AI literacy and readiness of EFL teachers, students, teacher educators, and school administrators are presented.

在过去十年中，各种人工智能（AI）工具和技术在第二语言（L2）学习环境中的使用越来越受到关注。然而，人工智能素养和英语作为外语（EFL）学生的准备对他们的目标取向的影响仍然是未知的。为了填补这一空白，本研究利用成就目标理论（AGT）揭示了中国英语学生对人工智能素养和准备程度如何影响其目标取向的看法。38名学生在网上接受了采访。对数据的专题分析表明，人工智能素养和准备程度可能会影响参与者的掌握程度和表现目标。具体来说，他们通过培养对深度学习的热情和培养适应性学习者来塑造掌握目标取向，而通过提高英语学生的认可和表现以及最大限度地提高课堂参与度来影响绩效目标取向。对每个主题的研究结果进行了讨论，并提出了提高英语教师、学生、教师教育者和学校管理者的人工智能素养和准备程度的含义。

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引用次数: 0

Feedback valence and framing in AI-mediated EFL learning: A quantum-inspired analysis of their effects on goal orientation, motivational affect, and task persistence through achievement goal theory 人工智能介导的英语学习中的反馈效价和框架：基于成就目标理论对其对目标取向、动机影响和任务持久性影响的量子启发分析

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-09 DOI: 10.1016/j.lmot.2025.102200

Ehsan Namaziandost , Ferdi Çelik , Volkan Duran

As artificial intelligence (AI) increasingly shapes language learning, the role of feedback in AI-mediated environments has become a focal concern—particularly in how it influences learner motivation, affect, and engagement. Grounded in Achievement Goal Theory and enriched by a quantum-inspired analysis, this mixed-methods study examined how feedback valence (positive vs. negative) and framing (process-oriented vs. outcome-oriented) jointly impact English as a Foreign Language (EFL) learners’ goal orientation, motivational affect, and task persistence. The study also explored non-classical cognitive patterns, including emotional ambivalence, decision reversals, and motivational interference. A total of 120 undergraduate EFL students were randomly assigned to one of four feedback conditions during an eight-session ChatGPT-based grammar course. Quantitative data were gathered through validated instruments measuring goal orientation, motivational affect, and task persistence. Qualitative data from reflection logs and semi-structured interviews were analyzed thematically to uncover deeper cognitive-emotional dynamics. Results from MANOVA and follow-up ANOVAs revealed that positive, process-oriented feedback significantly enhanced mastery goals, positive affect, and persistence, whereas negative, outcome-oriented feedback resulted in declines across these domains. Qualitative findings uncovered complex, nonlinear responses including dual emotional states, motivational conflicts, and cognitive interference, which are thepatterns consistent with quantum-inspired models of cognition. This study offers both theoretical and practical implications, highlighting the importance of feedback design in AI-supported instruction. It underscores how subtle variations in feedback framing and tone can generate divergent motivational trajectories, and introduces a novel quantum-inspired lens to capture the probabilistic, emotionally dynamic nature of learner cognition in digitally mediated settings.

随着人工智能（AI）越来越多地影响语言学习，反馈在人工智能介导的环境中的作用已经成为人们关注的焦点，特别是它如何影响学习者的动机、影响和参与。本研究以成就目标理论为基础，以量子启发的分析为基础，研究了反馈效价（积极与消极）和框架（过程导向与结果导向）如何共同影响作为外语的英语学习者的目标取向、动机影响和任务持久性。研究还探讨了非经典认知模式，包括情绪矛盾、决策逆转和动机干扰。总共有120名本科生被随机分配到四种反馈条件中的一种，在八节基于chatgpt的语法课程中。定量数据收集通过验证的工具测量目标取向，动机影响和任务持久性。从反思日志和半结构化访谈中获得的定性数据进行了主题分析，以揭示更深层次的认知-情感动态。方差分析和后续方差分析结果显示，以过程为导向的积极反馈显著提高了掌握目标、积极影响和持久性，而以结果为导向的消极反馈则导致这些领域的下降。定性研究结果揭示了复杂的非线性反应，包括双重情绪状态、动机冲突和认知干扰，这些都是与量子启发的认知模型一致的模式。本研究提供了理论和实践意义，突出了反馈设计在人工智能支持教学中的重要性。它强调了反馈框架和语气的微妙变化如何产生不同的动机轨迹，并引入了一种新颖的量子启发镜头，以捕捉数字媒介环境中学习者认知的概率性和情感动态性。

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引用次数: 0

An exploratory analysis of reinforcer competition and novelty in domestic dogs 家犬强化物竞争与新颖性的探索性分析

IF 1.8 4区心理学 Q3 PSYCHOLOGY, BIOLOGICAL

Learning and Motivation

Pub Date : 2025-10-09 DOI: 10.1016/j.lmot.2025.102204

Valdeep Saini , Asude Ayvaci , Tina Vo

Reinforcer competition in domestic dogs by studied by exploring their preferences between social (human-mediated) and non-social (environmental) reinforcers under varying conditions of familiarity and novelty. Five pet dogs were presented with choices involving either their owner or a stranger in either familiar or unfamiliar contexts. Each scenario was further split into passive and active conditions, depending on whether the human attempted to solicit attention. Dogs’ sociability was measured through contact latency, proximity, and gaze rate. Results revealed that dogs consistently preferred social reinforcement from owners, regardless of environmental novelty. They were quicker to approach and spent more time with owners, and gaze rate was generally higher toward them. In contrast, dogs demonstrated less sociability toward strangers, especially in novel contexts, indicating that social reinforcer novelty did not increase preference. However, non-social novelty did appear to influence behavior, as dogs showed increased attention toward novel environments at the expense of social interaction, especially in the presence of strangers. Active behavior by the human (e.g., calling the dog’s name) increased sociability measures across all conditions, though most changes were not statistically significant. Findings suggest that the reinforcing value of owner social interaction generally outweighs that of non-social novelty, whereas a stranger’s social interaction is less preferred than even non-social stimulation. These results have implications for understanding dog behavior in human-centered environments and highlight the influence of domestication, learning history, and context on dog sociability.

本文研究了家犬在不同熟悉度和新颖性条件下对社会强化物（人类介导）和非社会强化物（环境）的偏好。研究人员向五只宠物狗提供了两个选择，要么是它们的主人，要么是陌生人，要么是在熟悉的环境中，要么是在不熟悉的环境中。每个场景都进一步分为被动和主动条件，这取决于人们是否试图引起注意。狗的社交能力是通过接触潜伏期、接近度和凝视率来衡量的。结果显示，不管环境是否新奇，狗始终更喜欢来自主人的社会强化。他们更快地接近主人，花更多的时间和主人在一起，对主人的凝视率通常更高。相比之下，狗对陌生人表现出较少的社交性，尤其是在新颖的环境中，这表明社会强化物的新颖性并没有增加偏好。然而，非社会新颖性确实会影响狗的行为，因为狗表现出对新环境的更多关注，而牺牲了社会互动，尤其是在陌生人面前。人类的积极行为（例如，叫狗的名字）在所有条件下都增加了社交能力，尽管大多数变化在统计上并不显著。研究结果表明，所有者社会互动的强化价值通常大于非社会新颖性，而陌生人的社会互动甚至比非社会刺激更不受欢迎。这些结果对理解狗在以人为中心的环境中的行为具有重要意义，并突出了驯化、学习历史和环境对狗的社交能力的影响。

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