Psychological Research-Psychologische Forschung最新文献

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Bach (Psychological Research 2022, https://doi.org/10.1007/s00426-022-01773-w ) offer a re-conceptualisation of motor imagery, influenced by older ideas of ideomotor action and formulated in terms of action effects rather than motor output. We share the view of an essential role of action effect in action planning and motor imagery processes, but we challenge the claim that motor imagery is non-motoric in nature. In the present article, we critically review some of Bach et al.'s proposed ideas and pose questions of whether effect and motor processes are functionally separable, and if not, what mechanisms underlie motor imagery and what terminology best captures its function.

Modifications of imagined sensory consequences will not benefit overt performance when they cannot be transformed into motor outflow that produces them. With physical practice, the acquisition of internal models of motor transformations is largely based on prediction errors that are absent in imagery practice. What can imagery practice nevertheless contribute to transformation learning? Explicit, strategic adjustments to novel transformations should be possible. This appears less likely for implicit adjustments. Are there variants of imagery practice that can produce adjustments without conscious awareness of the transformation and/or the resultant movement changes?

Bach, Frank, and Kunde introduce a hypothesis that encompasses two main claims: (1) motor imagery relies primarily on representations of the perceptual effects of actions, and (2) the engagement of motor resources provides access to the specific timing, kinematic or internal bodily state that characterize an action. In this commentary, I argue that the first claim is compelling and suggest some alternatives to the second one.

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.

Decisions about a current stimulus are influenced by previously encountered stimuli, leading to sequential bias. However, the specific processing levels at which serial dependence emerges remain unclear. Despite considerable evidence pointing to contributions from perceptual and post-perceptual processes, as well as response carryover effects impacting subsequent judgments, research into how different task measurements affect sequential dependencies is limited. To address this gap, the present study investigated the role of task type in shaping sequential effects in time perception, employing a random-dot kinematogram (RDK) in a post-cue paradigm. Participants had to remember both the duration and the direction of the RDK movement and perform the task based on a post-cue, which was equally likely to be direction or duration. To delineate the task type, we employed the temporal bisection task in Experiment 1 and the duration reproduction task in Experiment 2. Both experiments revealed a significant sequential bias: durations were perceived as longer following longer previous durations, and vice versa. Intriguingly, the sequential effect was enhanced in the reproduction task following the same reproduction task (Experiment 2), but did not show significant variation by the task type in the bisection task (Experiment 1). Moreover, comparable response carryover effects were observed across two experiments. We argue that the differential impacts of task types on sequential dependence lies in the involvement of memory reactivation process in the decision stage, while the post-decision response carryover effect may reflect the assimilation by subjective, rather than objective, durations, potentially linking to the sticky pacemaker rate and/or decisional inertia.

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.

Habitual physical activity has been shown to improve memory performance, yet investigations into its effects concerning memory interference remain limited. Additionally, minimal research has evaluated the association between habitual physical activity behaviors occurring in different contexts (e.g., walking, basketball, swimming) and memory. Based on these gaps in the literature, the present set of six experiments evaluated the association between contextually-different physical activity behaviors (e.g., individual physical activities, physical activities performed in social settings) and memory interference among young adult samples from America and Germany. Across six experiments, we reliably demonstrated that Germans exhibited greater memory performance than Americans. We also reliably demonstrated that contextually-different physical activities are not associated with memory performance or attenuated memory interference.

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.

When having less money than needed, people experience financial scarcity. Here, we conducted a laboratory experiment to investigate whether financial scarcity increases financial avoidance - the tendency to avoid dealing with ones finances. Participants completed an incentivized task where they managed the finances of a household by earning income and paying expenses across multiple rounds. We manipulated participants' financial situation such that they either had sufficient (financial abundance) or insufficient (financial scarcity) financial resources. At the end of each round, participants received an additional expense in the form of a letter. To measure financial avoidance in the form of attentional disengagement, we used an eye-tracker and assessed whether participants in the financial scarcity condition avoided looking at the expense letters. As a behavioral measure of financial avoidance, participants had the option to delay the payment of these expenses until the end of the experiment at no additional cost. Results showed no effect of financial scarcity on the eye-tracking measure, but there was an effect on the behavioral measure: Participants that experienced financial scarcity were more likely to delay payments. The behavioral finding corroborates the notion that financial scarcity can lead to financial avoidance. We explore potential reasons for the null-effect on the eye-tracking measure and discuss how future research can build upon our findings.