奖赏刺激的脑电反应特征跨文化差异:一个ERP研究

本研究从文化--社会神经科学的角度出发,采用事件相关电位的方法来探究不同文化背景下的个体对具有进化和社会文化代表性的正性刺激—奖赏刺激的脑电反应特征是否具有差异。本研究采用the Door Task实验范式考察了26名中国人和24名高加索白人对不同反馈反应的脑电特征跨文化差异。结果显示,负性反馈条件下诱发的FRN平均波幅比正性反馈条件诱发的平均脑电波幅更负,这种正负反馈的波幅差异只在中国被试中有体现。在P3成分上,在正性反馈条件下,中国被试诱发的脑电波幅大于西方被试,负性反馈条件下,两组无显著差异。研究结果表明,相对于西方被试,中国被试对奖赏反馈刺激可能具有较高的敏感性。这说明中西方文化下的个体对正负性反馈刺激的加工的脑电反应特征存在显著的差异。     

不同类型反馈对儿童学习效果的影响及性别差异

儿童阶段是对外部反馈最敏感的阶段。以往研究发现,不同类型反馈（积极/消极反馈）和不同性质的强化物（物质/社会性强化）对儿童学习效果存在交互作用,并且对不同性别儿童的影响有所不同。本研究通过两个实验,采用联结学习范式以考察不同类型反馈对8~10岁儿童学习效果的影响。首先考察了积极反馈和消极反馈对儿童学习效果的影响,进而在积极、消极反馈的基础上加入了物质、社会性强化物,探究物质、社会性强化条件下积极、消极反馈对儿童学习效果影响的性别差异。结果表明,对于8~10岁儿童来说,消极反馈比积极反馈对儿童学习效果的影响更大。并且,物质、社会性强化物对儿童反馈学习效果的影响存在性别差异,对于男孩来说,在物质性强化条件下,消极反馈更能促进其学习;而对于女孩来说,在社会性强化物下,消极反馈更能促进她们的学习。该研究为如何运用反馈促进儿童学习提供了实证依据。     

Combined Audience and Video Feedback With Cognitive Review Improves State Anxiety and Self-Perceptions During Speech Tasks in Socially Anxious Individuals

This study investigated the effects of combined audience feedback with video feedback plus cognitive preparation, and cognitive review (enabling deeper processing of feedback) on state anxiety and self-perceptions including perception of performance and perceived probability of negative evaluation in socially anxious individuals during a speech performance. One hundred and forty socially anxious students were randomly assigned to four conditions: Cognitive Preparation + Video Feedback + Audience Feedback + Cognitive Review (CP + VF + AF + CR), Cognitive Preparation + Video Feedback + Cognitive Review (CP + VF + CR), Cognitive Preparation + Video Feedback only (CP + VF), and Control. They were asked to deliver two impromptu speeches that were evaluated by confederates. Participants’ levels of anxiety and self-perceptions pertaining to the speech task were assessed before and after feedback, and after the second speech. Compared to participants in the other conditions, participants in the CP + VF + AF + CR condition reported a significant decrease in their state anxiety and perceived probability of negative evaluation scores, and a significant increase in their positive perception of speech performance from before to after the feedback. These effects generalized to the second speech. Our results suggest that adding audience feedback to video feedback plus cognitive preparation and cognitive review may improve the effects of existing video feedback procedures in reducing anxiety symptoms and distorted self-representations in socially anxious individuals.     

Synergies and Motor Equivalence in Voluntary Sway Tasks: The Effects of Visual and Mechanical Constraints

The authors used two analyses developed within the framework of the uncontrolled manifold hypothesis to quantify multimuscle synergies during voluntary body sway: analysis of intertrial variance and analysis of motor equivalence with respect to the center of pressure (COP) trajectory. Participants performed voluntary sway tasks in the anteroposterior direction at 0.33 and 0.66 Hz. Muscle groups were identified in the space of muscle activations and used as elemental variables in the synergy analyses. Changing mechanical and vision feedback–based constraints led to significant changes in indices of sway performance such as COP deviations in the uninstructed, mediolateral direction and indices of spontaneous postural sway. In contrast, there were no significant effects on synergy indices. These findings show that the neural control of performance and of its stability may involve different control variables and neurophysiological structures. There were strong correlations between the indices of motor equivalence and those computed using the intercycle variance analysis. This result is potentially important for studies of patients with movement disorders who may be unable to perform multiple trials (cycles) at any given task, making analysis of motor equivalence of single trials a viable alternative to explore changes in stability of actions.     

The Joint Multivariate Modeling of Multiple Mixed Response Sources: Relating Student Performances with Feedback Behavior

The present study concerns a Dutch computer-based assessment, which includes an assessment process about information literacy and a feedback process for students. The assessment is concerned with the measurement of skills in information literacy and the feedback process with item-based support to improve student learning. To analyze students’ feedback behavior (i.e. feedback use and attention time), test performance, and speed of working, a multivariate hierarchical latent variable model is proposed. The model can handle multivariate mixed responses from multiple sources related to different processes and comprehends multiple measurement components for responses and response times. A flexible within-subject latent variable structure is defined to explore multiple individual latent characteristics related to students’ test performance and feedback behavior. Main results of the computer-based assessment showed that feedback-information pages were less visited by well-performing students when they relate to easy items. Students’ attention paid to feedback was positively related to working speed but not to the propensity to use feedback.     

Symptoms,blood-pressure information and mood effects on symptom recall

Abstract

After completion of an illness symptom checklist (PILL) covering the previous three months, 97 nor-motensives were allocated to either experimental (false pressor feedback, n=42), or information control (accurate pressor feedback, n = 55), groups. The median reported symptom score divided high from low symptom subjects. All were given standard cuff blood pressure (BP) assessment and were normotensive. However, experimental subjects were misinformed that their BP was raised while information control subjects were told their BP was normal. Subsequently, subjects completed the state anxiety form of the State-Trait Personality Inventory, the PILL, and were asked about their belief of the ascribed BP label (normo/hypertensive) and then any perceived causal relationship between their BP and symptoms. Experimental subjects had significantly higher anxiety scores but no change in symptom recall after pressor feedback, whereas control subjects showed lower anxiety scores and decreases in symptom recall.

A post hoc treatment control (no pressor information) group (n = 20) excluded effects of BP labeling on post-BP scores, and a post hoc symptom control group (n = 55) ensured that symptom levels were representative of the normal population. The majority of subjects in both groups rejected any association between BP labels and symptoms. Data are discussed in the light of Leventhal's models of illness representation.     

不同列队呈现方式下反馈对目击证人辨认自信心的影响

采用辨认后反馈范式研究不同队列呈现方式下反馈对目击证人辨认自信心的影响。结果发现：（1）所有辨认者中,反馈组被试自信心显著高于控制组被试的自信心;反馈方式与辨认选择的交互作用显著,辨认选择与列队呈现方式的交互作用显著;（2）积极辨认者中,反馈组被试的自信心显著高于控制组被试的自信心;正确辨认被试的自信心显著高于错误辨认被试的自信心。结果表明：目击辨认中存在辨认后反馈效应;积极辨认者中辨认自信心可以作为辨认准确性的一个参考指标。     

The Reflected Best Self field experiment with adolescent leaders: exploring the psychological resources associated with feedback source and valence

This study provides a preliminary examination of the efficacy of the Reflected Best Self Exercise. We conducted a field quasi-experiment with 108 adolescent leaders assigned to a 2 × 2 design: (1) valence of feedback (i.e., strengths-only versus strengths and improvement-oriented) and (2) source of feedback (i.e., professional (e.g., teachers, coaches, bosses) only versus professional and personal (e.g., friends and family)). By ANOVA, support was found for the hypothesis that feedback from the combination of professional and personal sources is associated with more positive emotional, agentic, and relational resources than feedback from only professional sources. Little support was found for the hypothesis that strengths-based feedback generates more positive emotional, agentic, or relational resources. Limitations, implications for practice and directions for future research are discussed.     

The effects of feedback on the gender differences in the performance in a chronometric mental-rotation test

ABSTRACT

Gender differences favouring males are often found in mental-rotation tests and are usually smaller in chronometric than in psychometric test. The individual feedback in the chronometric test could be an explanation for the comparable performance of males and females. To test this hypothesis, 102 undergraduate students (60 females, 42 males) participated in a chronometric mental-rotation study with or without feedback. A subsample of 41 participants was asked to report their confidence about their performance in the test. In reaction time, males outperformed females and participants in the feedback condition reacted faster than participants without feedback. A significant interaction of gender and condition was found. Only females had an advantage in the feedback condition in reaction time while there was no difference for males. Males reported higher scores of confidence. Feedback seemed to help females especially to react faster. Confidence levels are discussed as reasons for differences between conditions and genders.     

Reliability and Specificity of Individual Differences In Reminiscence

In investigating Eysenck’s (1965) suggestion of the specificity of reminiscence, 50 high school boys were tested on 2 gross motorcoordination tasks—one involving tracking and the other balance. In the practice schedule, which was identical for both tasks, all Ss were given 20 50-sec. trials with a 10-sec. intertrial rest. A 5-min. interpolated rest was given after every fourth trial. The reliability of individual differences in reminiscence for both tasks was found to be extremely low. While Eysenck’s hypothesis was not necessarily weakened, doubt was cast upon the specificity of reminiscence in the usual context of the word.