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891.
Xinyao Xiao;Jian Wang;Yanyan Shu;Junying Tan; 《创造性行为杂志》2024,58(3):460-477
Multisensory environments rich in modal integration provide cues from various sensory modalities including visually, auditorily, and tactilely. Such modal integration plays a crucial role in cognitive processing, specifically in fostering creativity. Numerous studies highlight that emotional coherence through cross-modal affective integration enhances cognitive competencies such as memory, attention, and the capacity to generate original, fluent ideas. Nonetheless, current research lacks comparative studies pinpointing how different sensory modalities impact individual creativity. We addressed this research void by employing a cross-model matching paradigm, anchored on the concept of emotional coherence. Our investigation evaluated the impact of varying emotional stimuli (both positive and negative) on creativity performance, considering single sensory modalities (visual and auditory), as well as their cross. Our study participants were 119 Chinese university students who completed a creative task under varying emotional stimulation modality conditions. We observed that the bimodal audiovisual integration of positive emotional stimuli most effectively enhanced creativity as compared to solely auditory modality. The visual modality seemed the least effective, underscoring the impact of multichannel integration. Interestingly, the bimodal audiovisual integration of negative emotional stimuli significantly boosted originality, albeit with little difference in fluency relative to the auditory modality. Based on the theoretical significance of multimodal emotional integration, our interpretation of these findings suggests that audiovisual cross-modal emotional integration, with its rich emotional information, serves as a catalyst for enhancing originality. However, we observed that the facilitative effect on overall creativity and fluency is primarily observed in the context of positive emotions. It is important to note that we carefully controlled for participants' creative personality factors and conducted three types of emotional evaluations across modalities to ensure the validity of our results. Furthermore, the impact of cross-modal audiovisual emotional integration on creativity, both in terms of originality and fluency, is influenced by the distinct emotional perceptual characteristics inherent to each modality. 相似文献
892.
In recent years, the use of calibration analysis and confidence-accuracy characteristic analysis has revealed the confidence-accuracy relationship for positive identification (ID) made from a lineup is often strong. At the same time, the confidence-accuracy relationship for lineup rejections is typically much weaker. Why the relationship is often weak for lineup rejections remains unclear. Here, we report two experiments testing a prediction that follows from signal detection theory. Specifically, this theory predicts that one determinant of the strength of the confidence-accuracy relationship for both positive IDs and lineup rejections is response bias. Theoretically, inducing a more conservative response bias should weaken the confidence-accuracy relationship for positive IDs while strengthening it for lineup rejections. The two experiments reported here support this prediction. 相似文献
893.
894.
Linlin Yan Nils Kohn Wei Yi Naiyi Wang Hongxia Duan Jianhui Wu 《British journal of psychology (London, England : 1953)》2023,114(2):376-392
Both stress and blunted reward responsiveness have been identified as core risk factors of depression. Whether blunted reward responsiveness increases psychological vulnerability to real-life stress from a dynamic perspective (from stress reactivity to recovery) has not been investigated. By utilizing a real-world stressful event (i.e. the final examination), this study aimed to explore the role of reward responsiveness in the stress-emotional distress relationship during stress reactivity and recovery phases. We followed 57 undergraduates with three assessments, from six weeks before examination weeks (T1, baseline), one day before the examinations (T2) to two weeks after the examinations (T3), therefore, covering stress reactivity (T1 to T2) and recovery (T2 to T3) phases. At baseline, reward responsiveness was measured as the Reward Positivity (RewP) in the doors task. Stress and emotional distress (anxiety and depression) were reported at T1, T2 and T3 to capture their dynamic changes. Results showed that self-report stress levels significantly increased from T1 to T2 (stress reactivity phase) and decreased from T2 to T3 (stress recovery phase). Furthermore, blunted reward responsiveness at baseline prospectively predicted emotional distress during the stress reactivity phase but not the recovery phase. Specifically, during the stress reactivity phase, higher perceived stress was associated with greater anxiety and depression only in participants with relatively smaller residual RewP amplitudes but not in participants with relatively larger residual RewP amplitudes. Our study demonstrated that a blunted reward responsiveness is a vulnerable factor of depression, especially when exposed to stress. Our findings provide insights into prevention and intervention for stress-related disturbance. 相似文献
895.
Zhi Wang Xueying Tang Jingchen Liu Zhiliang Ying 《The British journal of mathematical and statistical psychology》2023,76(1):211-235
Response process data collected from human–computer interactive items contain detailed information about respondents' behavioural patterns and cognitive processes. Such data are valuable sources for analysing respondents' problem-solving strategies. However, the irregular data format and the complex structure make standard statistical tools difficult to apply. This article develops a computationally efficient method for exploratory analysis of such process data. The new approach segments a lengthy individual process into a sequence of short subprocesses to achieve complexity reduction, easy clustering and meaningful interpretation. Each subprocess is considered a subtask. The segmentation is based on sequential action predictability using a parsimonious predictive model combined with the Shannon entropy. Simulation studies are conducted to assess the performance of the new method. We use a case study of PIAAC 2012 to demonstrate how exploratory analysis for process data can be carried out with the new approach. 相似文献
896.
897.
Initiatives promoting diversity, equity, and inclusion in predominantly White contexts, including STEM fields, have primarily relied on approaches to increase the representation of minoritized individuals. However, an increase in the representation of minoritized individuals is only one step of the process, as the present study suggests that explicit beliefs about particular racial groups’ abilities also matter. The present article examined whether classroom racial stereotype endorsement about science and math disadvantaged Black American adolescents relative to their White American peers. Across two longitudinal studies with 533 and 1,189 adolescents (N-adolescents = 1722; N-classrooms = 86; 45% Black American, 55% White American; 51% females; M-age = 13–14), classroom pro-White/anti-Black stereotype endorsement in the fall term predicted better science and math achievement scores for White American adolescents and lower science and math achievement scores for Black American adolescents at the end of the academic year. Student- and teacher-reported student engagement in science and math classrooms mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and students’ achievement scores. Results suggest that classrooms may be important conduits for communicating racial stereotypes that create racially hostile STEM learning environments.
Research Highlights
- Using a longitudinal sample of 1722 adolescents enrolled in 86 classrooms, the present study examined the consequences of classroom racial stereotype endorsement during adolescence.
- White American adolescents demonstrated favorable achievement scores in science and math when their classmates endorsed traditional, or pro-White/anti-Black, stereotypes.
- Black American adolescents showed worse achievement scores in science and math when their classmates endorsed pro-White/anti-Black stereotypes.
- Classroom engagement mediated the longitudinal relations between classroom pro-White/anti-Black stereotype endorsement and achievement scores for both Black and White American adolescents.
898.
Parental communication is still relatively meaningful in Asian families with hierarchical, vertical, and authoritative relationships. Meanwhile, children's pro-environmental behaviour in emerging Asian nations tends to be passive, leading to a need for intervention from the closest parties, often the parent, whose familial role in green communication has not been examined. This study uses social learning theory to examine the interplay of parent-like spokespeople and message appeals in affecting young adults' cognitive and emotional responses, which is expected to influence the ad liking and believability of green advertisements and switching intention to green products, such as eco-friendly straws. A laboratory experiment was conducted with 240 subjects. The results showed that the frame of a father-like figure conveying a hope appeal generated the greatest enthusiasm and argument quality for young adults. Mother-like figures speaking a fearful message frame were the best generator for young adults' anger and threat appraisal. Ad liking was significantly impacted only by a mother-like spokesperson who spoke a fearful appeal mediated by anger and a father-like spokesperson who delivered a hope appeal mediated by argument quality. Young adults' willingness to switch to eco-friendly straws was indirectly influenced by the interaction effect of a mother-like spokesperson and fear appeal type mediated by ad believability. 相似文献
899.
Yingying Yin Shiyue Sun Lili Song Cancan Jin Yong Wang 《Asian Journal of Social Psychology》2023,26(2):219-237
Emotional labour strategies have a significant impact on job burnout. However, current research results are controversial and unclear. A meta-analysis was conducted to explore the relationship between emotional labour strategies (surface acting and deep acting) and job burnout. A total of 84 empirical studies that included 28,242 participants were selected. The meta-analysis of the relationships between job burnout and surface acting and deep acting included 84 and 75 independent samples respectively. The results show that surface acting had a positive association (r = 0.25) with job burnout, whereas deep acting (r = −0.27) had a negative association with job burnout. Occupational types and measures of emotional labour strategies moderated the relationship between emotional labour strategies and job burnout, but this relationship was not moderated by measures of job burnout. 相似文献
900.
The influence of social class on prosocial behaviour has long been a focus of intense research interest. The present research involved four studies that covered four moral exemplars (villains, victims, heroes, and beneficiaries) to test whether people of different social classes are treated equally in moral judgements. We described moral events experienced by different agents of varying social classes and asked participants to rate the morality of the events and their emotional responses. The results revealed that compared with the low-class condition, high-class individuals had an overall moral disadvantage when they were regarded as villains, victims, and beneficiaries. For the exemplar of hero, the high-class condition was no different from the low-class condition except that high-class heroes evoked less elevation than low-class heroes. The results reveal that people hold a biased moral attitude toward individuals in different social classes. 相似文献