现实利他行为与网络利他行为对大学生主观幸福感的影响：多重中介模型

为探讨现实利他行为与网络利他行为对主观幸福感的影响,并着力考察现实社会支持、网络社会支持与自尊在其中所起的作用,以1064名在读大学生为被试进行问卷调查,研究结果显示：（1）现实利他行为与网络利他行为均能在一定程度上预测主观幸福感。（2）现实、网络社会支持在现实、网络利他行为对主观幸福感的影响中起中介作用。（3）现实社会支持和自尊、网络社会支持和自尊在现实、网络利他行为对主观幸福感的影响中起多重中介作用。     

Psychological and physiological stress in non-competitive and competitive esports settings: A systematic review

ObjectivesCompetition is related to psychophysiological stress responses and is a key aspect of esports. Yet, while competition may indeed have an impact on performance, little is known about competition-related psychophysical stress responses in esports. Accordingly, this review aims to investigate whether playing esports in competitive (and non-competitive) settings is related to psychological and/or physiological stress.DesignA systematic literature review was performed. Study inclusion criteria included: assessment of psychological and/or physiological stress in esports, study of healthy individuals over 12 years of age, and published in peer-reviewed journals in English or German.MethodThe literature search comprised EBSCOhost, PubMed, and Web of Science up until August 2019. An additional search was performed on Science Direct, Google Scholar, and Sponet.ResultsSeventeen studies met inclusion criteria. In publications investigating the non-competitive setting, it can be assumed that merely playing esports games is unrelated to psychophysiological stress reactions. While three out of five studies on stress in competitive settings demonstrated no hormonal reaction, one study reported an increase in anxiety levels in winners as well as an increase cortisol levels from baseline to postgame conditions, and two studies found an activation of the sympathetic nervous system. Overall, the studies revealed theoretical and methodological limitations, which are discussed in the present review.ConclusionsAlthough the existing literature contributes to an initial understanding of psychophysiological stress in esports, further in-depth studies of stress responses in actual competition are needed.     

Online Social Influence and the Convergence of Mass and Interpersonal Communication

Mass and interpersonal communication are rapidly converging as people integrate an assortment of Internet‐based tools into their communication repertoires. This convergence prompts dramatic changes in the conditions that once were presumed to distinguish mass from interpersonal communication, most notably differences in communication directionality and scale, audience size and identification, and a host of cues that signal source credibility. This article proposes a number of features of technological convergence in this context—including shifts in message control, audience scale, and source, receiver, and temporal ambiguity—and describes illustrative implications for social influence processes. These features highlight areas that traditional mass and interpersonal communication perspectives cannot fully describe alone, and suggest new methods and directions for the examination of online social influence.     

Investigating the Reliability of the Sentence Verification Technique

Reading comprehension plays an important role in achievement for all academic domains. The purpose of this study is to describe the sentence verification technique (SVT) (Royer, Hastings, &; Hook, 1979 Royer, J. M., Hastings, C. N., &; Hook, C. (1979). A sentence verification technique for measuring reading comprehension. Journal of Reading Behavior, 11(4), 355–363. doi:10.1080/10862967909547341[Crossref] , [Google Scholar]) as an alternative method of assessing reading comprehension, which can be used with a variety of texts and across diverse populations and educational contexts. Additionally, this study adds a unique contribution to the extant literature on the SVT through an investigation of the precision of the instrument across proficiency levels. Data were gathered from a sample of 464 fourth-grade students from the Northeast region of the United States. Reliability was estimated using one, two, three, and four passage test forms. Two or three passages provided sufficient reliability. The conditional reliability analyses revealed that the SVT test scores were reliable for readers with average to below average proficiency, but did not provide reliable information for students who were very poor or strong readers.     

Early understanding of the socially mediated representational function of pictures

The present two studies investigated whether toddlers’ ability to use pictures in problem solving could be facilitated by making available the social context in which pictures were created. To make this social context available, we introduced an Experimental treatment in which the creator was intentionally drawing different objects. In Experiment-1, due to this treatment, children performed better in the Test in which the Experimenter was drawing the Test-pictures of the retrieval task. In Experiment-2, after the same Experimental treatment the facilitative effect was replicated although the social context was removed in the Test phase by using pre-drawn Test-pictures without any drawing action in the retrieval task. The results suggest that a treatment which offers the opportunity to understand the socially mediated representational function of pictures enables children to perform better when contextualizing pictures in current reality. These two experiments revealed a novel way to facilitate children’s picture comprehension by identifying an underlying factor that can explain children’s difficulty in picture comprehension.     

Relevance theory,pragmatic inference and cognitive architecture

Relevance Theory (RT) argues that human language comprehension processes tend to maximize “relevance,” and postulates that there is a relevance-based procedure that a hearer follows when trying to understand an utterance. Despite being highly influential, RT has been criticized for its failure to explain how speaker-related information, either the speaker’s abilities or her/his preferences, is incorporated into the hearer’s inferential, pragmatic process. An alternative proposal is that speaker-related information gains prominence due to representation of the speaker within higher level goal-directed schemata. Yet the goal-based account is still unable to explain clearly how cross-domain information, for example linguistic meaning and speaker-related knowledge, is integrated within a modular system. On the basis of RT’s cognitive requirements, together with contemporary cognitive theory, we argue that this integration is realized by utilizing working memory and that there exist conversational constraints with which the constructed utterance interpretation should be consistent. We illustrate our arguments with a computational implementation of the proposed processes within a general cognitive architecture.

Abbreviations: ACT-R Adaptive Control of Thought - RationalCOGENT Cognitive Objects within a Graphical ENvironmenTCS/SS Contention Scheduling/Supervisory SystemRBCP Relevance-Based Comprehension ProcedureRT Relevance Theory