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What pupil size can and cannot tell about math anxiety. 从瞳孔大小可以看出数学焦虑,从瞳孔大小不能看出数学焦虑。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-08-24 DOI: 10.1007/s00426-024-02020-0
Elvio Blini, Giovanni Anobile, Roberto Arrighi

Math Anxiety (MA) consists of excessive fear and worry about math-related situations. It represents a major barrier to numerical competence and the pursuit of STEM careers. Yet, we currently do not dispose of many tools that can capture its multifaceted nature, e.g. moving beyond the exclusive reliance on self-reports and meta-cognition. Here we sought to probe Pupil Size (PS) as a viable tool in the study of MA by administering arithmetic problems to university students in the humanities (N = 70) with various levels of MA. We found that arithmetic competence and performance are indeed negatively associated with MA, and this is accurately tracked by PS. When performance is accounted for, MA does not further modulate PS (before, during, or after calculation). However, the latency of PS peak dilation can add a significant contribution to predicting MA scores, indicating that high MA may be accompanied by more prolonged cognitive effort. Results show that MA and mathematical competence may be too crystalized in young university students to be discernible. We therefore call for early educational interventions to tackle and mitigate this dysfunctional association early on.

数学焦虑(MA)包括对数学相关情况的过度恐惧和担忧。数学焦虑是提高数学能力和从事 STEM 职业的主要障碍。然而,我们目前还没有很多工具可以捕捉到数学焦虑的多面性,如超越对自我报告和元认知的依赖。在此,我们试图通过对不同程度的人文科学专业大学生(70 人)进行算术问题测试,将瞳孔大小(PS)作为一种可行的工具来研究 MA。我们发现,算术能力和成绩确实与 MA 负相关,而 PS 可以准确地跟踪这一点。当计算成绩被考虑在内时,MA 不会进一步调节 PS(计算前、计算中或计算后)。然而,PS 峰值扩张的潜伏期对预测 MA 分数有显著作用,表明高 MA 可能伴随着更长时间的认知努力。研究结果表明,在年轻的大学生中,数学运算能力和数学能力可能过于固化,难以辨别。因此,我们呼吁进行早期教育干预,以尽早解决和缓解这种功能失调的关联。
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引用次数: 0
Performance on curriculum-based mathematics assessments in developmental dyscalculia: the effect of content domain and question format. 以课程为基础的数学评估在发展性计算障碍中的表现:内容领域和问题形式的影响。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-08-08 DOI: 10.1007/s00426-024-02015-x
Alison Roulstone, Kinga Morsanyi, Julia Bahnmueller

Developmental Dyscalculia (DD) is characterised by persistent difficulties in learning mathematical skills, which usually becomes apparent in the early years of schooling. Traditionally, DD is known to affect children's arithmetic processing, whilst other domains of mathematics receive much less research attention. Nevertheless, contemporary diagnostic guidelines suggest that DD is linked to widespread and diverse difficulties, both within and outside of the domain of numbers. This study examined the performance (i.e., accuracy and number of questions attempted) of children on a curriculum-based mathematics assessment, considering the effect of content domains, question format (i.e., multiple-choice questions vs. constructed response questions) and test half. Participants were forty children aged 8 to 11 years old with DD (n = 20) and a carefully matched control group of typically developing children (n = 20) from primary schools in Northern Ireland. Results revealed that the DD group achieved significantly lower scores than the control group across all areas of the curriculum, and the magnitude of group differences was similar across all content domains. These findings indicate that performance in content domains other than in arithmetic may be equally informative in supporting the identification of children with DD. In addition, we found that using multiple-choice questions may support learners with DD in achieving the best outcome, and, thus, could be useful for assessing mathematics skills in dyscalculic children in classroom contexts. Nevertheless, constructed response questions may show the greatest sensitivity to identifying learners at risk, and could be the most useful in diagnostic settings.

发展性计算障碍(DD)的特点是在学习数学技能方面存在持续性困难,通常在学龄初期就会显现出来。传统上,DD 主要影响儿童的算术处理能力,而其他数学领域的研究则较少关注。然而,当代诊断指南表明,DD 与数字领域内外广泛而多样的困难有关。本研究考察了儿童在以课程为基础的数学评估中的表现(即准确性和尝试问题的数量),并考虑了内容领域、问题形式(即多项选择题与结构化回答题)和半测试的影响。参与者是北爱尔兰小学的 40 名 8 至 11 岁聋哑儿童(n = 20)和经过仔细匹配的发育正常儿童对照组(n = 20)。结果显示,在所有课程领域,残疾儿童组的成绩都明显低于对照组,而且在所有内容领域,组间差异的程度相似。这些结果表明,除算术外,其他内容领域的成绩可能同样有助于识别聋哑儿童。此外,我们还发现,使用多项选择题可帮助罹患残疾的学习者取得最佳成绩,因此可用于在课堂情境中评估计算障碍儿童的数学技能。不过,建构式回答问题在识别高危学习者方面可能显示出最大的灵敏度,在诊断环境中可能最有用。
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引用次数: 0
The interplay between ego-resiliency, math anxiety and working memory in math achievement. 自我复原力、数学焦虑和工作记忆在数学成绩中的相互作用。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-06-28 DOI: 10.1007/s00426-024-01995-0
Eleonora Doz, Alessandro Cuder, Sandra Pellizzoni, Federica Granello, Maria Chiara Passolunghi

Previous research has suggested that math anxiety may contribute to poor math performance by interfering with working memory. However, only a limited number of studies investigated the mediating role of working memory in the math anxiety-math performance link in school-aged children. Unlike math anxiety, ego-resiliency is a personality resource that promotes the management of challenges and has been positively associated with math performance and negatively with anxiety. Nevertheless, there is still limited understanding regarding the specific role of ego-resiliency in math learning and how it relates to math anxiety. This study aimed to investigate conjunctly the interplay between primary school children's ego-resiliency, math anxiety, working memory, and performance on two different math tasks (i.e., arithmetic task and word problem-solving task), after controlling for general anxiety and age. The study involved 185 Italian children from grades 3 to 5. Serial multi-mediational analyses revealed that: (1) ego-resiliency has a positive indirect effect on math achievement through two paths - math anxiety, and math anxiety and working memory; (2) the study replicated previous findings showing that working memory partially mediated the relationship between math anxiety and math performance; (3) similar patterns of results were found for both math skills. The study identifies ego-resiliency as a possible protective factor in the development of math anxiety and suggests that ego-resiliency could be worth considering when designing interventions aimed at reducing negative emotions towards mathematics.

以往的研究表明,数学焦虑可能会通过干扰工作记忆而导致数学成绩不佳。然而,只有为数不多的研究调查了工作记忆在学龄儿童数学焦虑与数学成绩之间的中介作用。与数学焦虑不同,自我复原力是一种促进应对挑战的人格资源,与数学成绩呈正相关,与焦虑呈负相关。然而,人们对自我复原力在数学学习中的具体作用以及它与数学焦虑之间的关系仍然了解有限。本研究旨在研究小学生的自我复原力、数学焦虑、工作记忆以及在两种不同数学任务(即算术任务和单词问题解决任务)上的表现之间的相互作用,同时控制一般焦虑和年龄。这项研究涉及 185 名三至五年级的意大利儿童。连续的多中介分析表明(1) 自我复原力通过两条路径--数学焦虑、数学焦虑与工作记忆--对数学成绩产生积极的间接影响;(2) 该研究重复了之前的研究结果,即工作记忆部分地调解了数学焦虑与数学成绩之间的关系;(3) 两种数学技能的结果模式相似。该研究认为自我复原力可能是数学焦虑发展过程中的一个保护因素,并建议在设计旨在减少数学负面情绪的干预措施时,自我复原力值得考虑。
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引用次数: 0
The contribution of eye gaze and movement kinematics to the expression and identification of social intention in object-directed motor actions. 眼球注视和运动运动学对物体引导的运动动作中社会意图的表达和识别的贡献。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-06-24 DOI: 10.1007/s00426-024-01985-2
Maria Francesca Gigliotti, Laurent Ott, Angela Bartolo, Yann Coello

The intention to include another person in an interaction (i.e., social intention) is known to influence the spatio-temporal characteristics of motor performances. However, the interplay between these kinematic variations and the social cues provided by eye gaze has not been properly assessed yet. In the present study, we tested whether limiting the access to eye gaze altered the motor-related effects of social intention on motor performances. In a dyadic interaction, the agents' task was to displace a dummy glass to a new position with the intention to fill it themselves (personal intention) or having it filled by the observers facing them (social intention). The observers performed their action only when they were able to identify a social intention in agents' action. The task was performed while having access to observers' eye gaze or not, through the manipulation of an occluder. Results showed an effect of social intention on agents' motor performances, that induced an amplification of the kinematic spatio-temporal parameters. Such amplification was smaller when the observers' eye gaze was not available. In this latter condition, the identification of the social intention in the observed actions was impaired. Altogether, the results suggest that the presence of eye gaze cues contributes significantly to the success of social interaction, by facilitating the expression and the understanding of social intentions through the kinematics of object-directed actions.

众所周知,将他人纳入互动中的意图(即社交意图)会影响运动表现的时空特征。然而,这些运动变化与眼神所提供的社交线索之间的相互作用尚未得到适当的评估。在本研究中,我们测试了限制目光注视是否会改变社交意向对运动表现的运动相关影响。在二元互动中,被试的任务是将一个假杯子移到一个新的位置,其意图是自己填满杯子(个人意图)或让面对自己的观察者填满杯子(社会意图)。观察者只有在能够识别代理人行动中的社会意图时才会执行其行动。在执行任务时,观察者可以通过遮挡物接触或不接触观察者的目光。结果表明,社交意向对代理人的运动表现有影响,会导致运动时空参数的放大。在没有观察者的眼睛注视时,这种放大效应较小。在后一种情况下,对观察到的动作中的社会意图的识别受到了影响。总之,研究结果表明,眼睛注视线索的存在通过物体指向动作的运动学来促进社交意图的表达和理解,从而大大有助于社交互动的成功。
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引用次数: 0
Social cues tip the scales in emotional processing of complex pictures. 社交线索会影响复杂图片的情感处理。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-08-21 DOI: 10.1007/s00426-024-02022-y
Veronica Dudarev, Victoria Wardell, James T Enns, Connor M Kerns, Daniela J Palombo

Perception of a picture is influenced by the social information and emotional value it carries for the viewer. There are still many unanswered questions about how social and emotional processing are related, but it is clear they involve overlapping brain areas and are cognitively interconnected. Yet studies of emotion processing using standardized picture datasets typically leave the social content in the pictures free to vary. In a few studies where the social content has been measured, it correlated with emotional arousal and valence. Here we tested the association between social and emotional content orthogonally, by selecting a similar number of pictures in four categories varying in presence of nonverbal social cues (e.g., gestures, facial expression, body language) and emotional content (neutral, negative). Across two studies, participants (N = 698 in total) provided three ratings for each picture: social relevance (defined as the self-reported use of social cues to understand the picture), valence, and arousal. Despite our best effort to balance the presence of social cues between negative and neutral pictures, ratings of social relevance were strongly associated with ratings of arousal and, to a lesser extent, with valence. These findings likely reflect the intertwined nature of social and emotional processing, which has implications for the neurobiology underlying them, how these systems develop, and how picture databases are used in research.

对图片的感知会受到图片所承载的社会信息和情感价值的影响。关于社会处理和情感处理之间的关系,仍有许多未解之谜,但它们显然涉及重叠的大脑区域,并在认知上相互关联。然而,使用标准化图片数据集进行的情绪处理研究通常会让图片中的社交内容自由变化。在少数对社交内容进行测量的研究中,社交内容与情绪唤醒和情绪价值相关。在这里,我们通过在非语言社交线索(如手势、面部表情、肢体语言)和情感内容(中性、负面)不同的四个类别中选择数量相似的图片,正交地测试了社交内容和情感内容之间的关联。在两项研究中,参与者(共 698 人)为每幅图片提供了三个评分:社会相关性(定义为自我报告的使用社会线索来理解图片的情况)、情绪和唤醒。尽管我们尽力在负面和中性图片之间平衡社会线索的存在,但社会相关性的评分仍与唤醒度的评分密切相关,其次才是情绪。这些发现可能反映了社会和情感处理相互交织的性质,这对它们背后的神经生物学、这些系统如何发展以及如何在研究中使用图片数据库都有影响。
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引用次数: 0
The role of evaluatively conditioned stimuli in iconic memory. 评价性条件刺激在图标记忆中的作用。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-09-25 DOI: 10.1007/s00426-024-02024-w
Alexandra E Clausen, Florian Kattner

In the present study, an attempt was made to replicate results found about the influence of valence on prioritisation and decay in iconic memory. Hereby, the evaluative conditioning effect was used to induce valence for formerly neutral stimuli. The effect is gained by pairing neutral stimuli with either positive, negative, or neutral images in a conditioning phase. Afterwards, the conditioned stimuli acted as targets in an iconic memory test. In the iconic memory test, targets were presented together with seven other stimuli on a circular placement on the screen for a short time. A cue delayed by either 17, 68, 221, 493, or 1003 ms pointed at the target to be reported. Participants rated the targets before and after the conditioning phase. In addition, the affective and neutral images used in the pairing procedure were rated at the end of the experiment. While no significant change in rating could be observed for the conditioned targets, a significant effect of conditioned valence was still present in the response times and the accuracy of the iconic memory test. Participants reacted the quickest in response to a cue for positively conditioned targets compared to neutral or negatively conditioned targets. Accuracy was highest for positively conditioned targets and was lowest for negatively conditioned targets. Unlike in prior studies, slower decay of information in iconic memory for negative targets was not revealed. Further research should be conducted to identify reasons for this inconsistency.

在本研究中,我们试图复制有关情绪对图标记忆中优先级和衰减的影响的结果。因此,评价性条件反射效应被用来诱导以前的中性刺激产生价值。在条件反射阶段,通过将中性刺激与正面、负面或中性图像配对来获得这种效应。之后,条件刺激在图标记忆测试中充当目标。在图标记忆测试中,目标与其他七个刺激物一起出现在屏幕上的圆形位置上,时间很短。延迟 17、68、221、493 或 1003 毫秒的提示分别指向要报告的目标。受试者在调节阶段之前和之后对目标进行评分。此外,配对程序中使用的情感图像和中性图像也在实验结束时进行了评分。虽然对条件目标的评分没有观察到明显的变化,但在反应时间和图标记忆测试的准确性方面,条件情绪仍有明显的影响。与中性或负面条件目标相比,参与者对正面条件目标的提示反应最快。对积极条件目标的准确率最高,而对消极条件目标的准确率最低。与之前的研究不同,没有发现消极目标在图标记忆中的信息衰减较慢。我们应该开展进一步的研究来找出这种不一致的原因。
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引用次数: 0
Not to follow because of distrust: perceived trust modulates the gaze cueing effect. 因不信任而不跟随:感知到的信任会调节凝视提示效应。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-07-03 DOI: 10.1007/s00426-024-02000-4
Xiaowei Ding, Jing Gan, Luzi Xu, Xiaozhi Zhou, Ding-Guo Gao, Yanliang Sun

In social life, people spontaneously form stable trustworthiness impressions from faces. However, the precise role of extracting trustworthiness information remains unclear. This study aims to elucidate whether discerning facial trustworthiness influences social interactions. Specifically, it explores the gaze cueing effect (GCE), wherein individuals exhibit quicker responses to targets appearing in the direction of gaze compared to other locations. Given conflicting perspectives in existing literature regarding the potential modulation of trustworthiness on the GCE, two plausible hypotheses are proposed to explain divergent result patterns. The reflexive hypothesis posits that the GCE operates automatically. In contrast, the flexible hypothesis underscores the potential modulatory role of trustworthiness in the GCE. To provide a comprehensive understanding of whether trustworthiness modulates the GCE, we employed face stimuli incorporating trustworthiness information within Posner' s cue-target task. The findings of Experiment 1 revealed that the perception of trustworthiness indeed influenced the GCE. Specifically, when facial stimuli were perceived as trustworthy, they elicited a more pronounced GCE compared to untrustworthy stimuli. This modulation effect was replicated using a different stimulus set in Experiment 2. In Experiment 3, we employed the same stimuli as in Experiment 2, setting the trustworthiness information to baseline as a control experiment. The results demonstrated that the trustworthiness modulation effect disappeared, indicating its specificity to the trustworthiness attribute of the stimuli rather than other characteristics. Collectively, these findings lend support to the flexible hypothesis, highlighting that the extraction of trustworthiness information plays a pivotal role in modulating the GCE, consequently influencing social interactions.

在社会生活中,人们会自发地从人脸中形成稳定的可信度印象。然而,提取可信度信息的确切作用仍不清楚。本研究旨在阐明辨别面部可信度是否会影响社交互动。具体来说,它探讨了注视提示效应(GCE),即个体对注视方向出现的目标比其他位置出现的目标反应更快。鉴于现有文献中关于信任度对 GCE 的潜在调节作用的观点相互冲突,我们提出了两个可信的假设来解释不同的结果模式。反射性假设认为 GCE 是自动运行的。与此相反,灵活假说强调了可信度在 GCE 中的潜在调节作用。为了全面了解可信度是否会调节GCE,我们在波斯纳的线索-目标任务中使用了包含可信度信息的人脸刺激。实验 1 的结果显示,对可信度的感知确实会影响 GCE。具体来说,当面部刺激被认为值得信赖时,它们会比不值得信赖的刺激引起更明显的 GCE。在实验 2 中,我们使用了不同的刺激集复制了这种调节效应。在实验 3 中,我们使用了与实验 2 相同的刺激,将可信度信息设置为基线作为对照实验。结果表明,可信度调节效应消失了,这表明它与刺激物的可信度属性而非其他特征有关。总之,这些研究结果支持了灵活假设,强调了可信度信息的提取在调节 GCE 方面起着关键作用,从而影响社会互动。
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引用次数: 0
How do emotions respond to outcome values and influence choice? 情绪如何对结果价值做出反应并影响选择?
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-07-10 DOI: 10.1007/s00426-024-02001-3
Aikaterini Grimani, Ayse Yemiscigil, Qing Wang, Georgi Kirilov, Laura Kudrna, Ivo Vlaev

Emotions powerfully, predictably, and pervasively influence decision making. The risk-as-feelings hypothesis states that two kinds of emotions are important in decision-making, anticipatory emotions and anticipated emotions. We empirically investigated whether and how anticipatory and anticipated emotions may change as a function of outcome values and whether anticipatory or anticipated emotions may explain the influence of outcome values on risky choice. To study the effects of value on emotions and choice, we offered people hypothetical large amounts ($100, $200, $300, $400) and incentivized moderate amounts ($10, $20, $30, $40) as prospects in gambles over two consecutive studies. Using a representative sample from the US to ensure the generalizability of the findings, each participant in our two studies made choices in gain and loss domains. Overall, anticipatory and anticipated emotions responded very similarly to changes in value for the sure gains in both studies. The findings also indicated that both anticipatory and anticipated emotions explained the effects of the value on choice for the sure gain and sure losses, while both mediated the effect of framing on choice towards the sure and the gamble option. Although anticipatory emotions mediated a larger portion of the effect, anticipated emotions also show some mediation.

情绪对决策具有强大的、可预测的和普遍的影响。风险即感觉假说认为,有两种情绪在决策中非常重要,即预期情绪和预期情绪。我们通过实证研究探讨了预期情绪和预期情绪是否会随着结果价值的变化而变化,以及预期情绪和预期情绪是如何解释结果价值对风险选择的影响的。为了研究价值对情绪和选择的影响,我们在连续两次研究中向人们提供了假设的大额金额(100 美元、200 美元、300 美元、400 美元)和激励的中等金额(10 美元、20 美元、30 美元、40 美元)作为赌博的前景。为了确保研究结果的普遍性,我们在两项研究中使用了来自美国的代表性样本,每个参与者都在收益和损失领域做出了选择。总体而言,在这两项研究中,预期情绪和预期情绪对确定收益的价值变化的反应非常相似。研究结果还表明,预期情绪和预期情感都能解释价值对确定收益和确定损失选择的影响,同时两者都能调节框架对确定和赌博选择的影响。虽然预期情绪在较大程度上起到了中介作用,但预期情绪也起到了一定的中介作用。
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引用次数: 0
Attentional boost effect: research based on source memory and emotional materials. 注意增强效应:基于源记忆和情感材料的研究。
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 Epub Date: 2024-08-28 DOI: 10.1007/s00426-024-02016-w
Yajie Duan, Tongtong Xin, Yuanhua Yin, Ying Sun, Wei Liu, Ning Chen

The attentional boost effect (ABE) refers to the phenomenon that stimuli which appear with targets in a detection task are better remembered than those that appear with distractors. Previous studies have consistently reported a robust ABE in item memory, but inconsistent conclusions have been drawn for source memory. Additionally, regarding the impact of emotional stimuli on the ABE, conclusions have also been inconsistent. The aim of this research was to clarify these inconsistencies. In Experiment 1, participants were asked to memorize different emotional background words (primary task), monitor the symbols above the words, press the spacebar when encountering the "+" (secondary task), and remember the size of the emotional background stimuli (as a source feature). Results revealed that the ABE of negative stimuli was stronger in item memory. For source memory, an ABE was observed only for large fonts. In Experiment 2, participants performed the same task as in Experiment 1, except for recalling the color of emotional stimuli instead of their size. Results indicated a stronger ABE for emotional stimuli in item memory, with no ABE observed in source memory. These findings suggest: (1) Item and source memory are regulated by distinct cognitive processes, leading to differential effects of emotionality on ABE in both types of memory. (2) Contrary to previous literature, emotional stimuli, such as negative words, do not consistently diminish the ABE.

注意增强效应(ABE)是指在检测任务中与目标同时出现的刺激物比与干扰物同时出现的刺激物更容易被记住的现象。以往的研究一直报告在项目记忆中存在强烈的注意力增强效应,但在源记忆中却得出了不一致的结论。此外,关于情绪刺激对 ABE 的影响,结论也不一致。本研究旨在澄清这些不一致之处。在实验 1 中,受试者被要求记忆不同情绪背景的单词(主要任务)、监视单词上方的符号、遇到 "+"时按空格键(次要任务)以及记忆情绪背景刺激的大小(作为源特征)。结果显示,在项目记忆中,负面刺激的 ABE 更强。而在源记忆中,只有大字体才会出现 ABE。在实验 2 中,受试者完成了与实验 1 相同的任务,只是回忆情绪刺激的颜色而不是大小。结果表明,在项目记忆中,情绪刺激的 ABE 更强,而在源记忆中没有观察到 ABE。这些发现表明:(1) 单项记忆和源记忆由不同的认知过程调节,导致情绪对这两种类型记忆的 ABE 产生不同的影响。(2)与之前的文献相反,情绪刺激(如负面词语)并不会持续减少 ABE。
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引用次数: 0
Correction: How do emotions respond to outcome values and influence choice? 更正:情绪如何对结果价值做出反应并影响选择?
IF 2.2 3区 心理学 Q2 PSYCHOLOGY, EXPERIMENTAL Pub Date : 2024-11-01 DOI: 10.1007/s00426-024-02027-7
Aikaterini Grimani, Ayse Yemiscigil, Qing Wang, Georgi Kirilov, Laura Kudrna, Ivo Vlaev
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引用次数: 0
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