排序方式: 共有23条查询结果,搜索用时 0 毫秒
21.
The aim of the present study was to determine how authenticity of emotion expression in speech modulates activity in the neuronal
substrates involved in emotion recognition. Within an fMRI paradigm, participants judged either the authenticity (authentic
or play acted) or emotional content (anger, fear, joy, or sadness) of recordings of spontaneous emotions and reenactments
by professional actors. When contrasting between task types, active judgment of authenticity, more than active judgment of
emotion, indicated potential involvement of the theory of mind (ToM) network (medial prefrontal cortex, temporoparietal cortex,
retrosplenium) as well as areas involved in working memory and decision making (BA 47). Subsequently, trials with authentic
recordings were contrasted with those of reenactments to determine the modulatory effects of authenticity. Authentic recordings
were found to enhance activity in part of the ToM network (medial prefrontal cortex). This effect of authenticity suggests
that individuals integrate recollections of their own experiences more for judgments involving authentic stimuli than for
those involving play-acted stimuli. The behavioral and functional results show that authenticity of emotional prosody is an
important property influencing human responses to such stimuli, with implications for studies using play-acted emotions. 相似文献
22.
The present study aimed at contributing to the understanding of social disparities in relation to students' academic achievement in the science, technology, engineering and mathematics domains. A sample of n = 321 German 11th graders completed measures of their family socio‐economic status (SES), general intelligence, domain‐specific ability self‐concepts and subjective scholastic values in math, physics and chemistry. Students' grades in these subjects received four months after testing served as criteria. Significant mediation effects were found for all motivational variables between fathers' SES and students' achievement, whereas for mothers' SES, only children's academic self‐concept in chemistry was a significant mediator. These results also held when students' general intelligence was controlled. Additionally, we controlled for students' grades before testing to investigate which variables mediated the influence of SES on change in school performance. Motivational variables significantly mediated the influence of fathers' SES on change in school performance in math but not in chemistry and physics. Intelligence significantly mediated the influence of fathers' SES on change in school performance in physics and chemistry but not in mathematics. The impact of mothers' SES on change in grades in chemistry was mediated by intelligence. Among others, the reasons potentially accounting for the differential influences of fathers' and mothers' SES are discussed. Copyright © 2011 John Wiley & Sons, Ltd. 相似文献
23.