Effects of task-irrelevant emotional information on deception

Deception has been reported to be influenced by task-relevant emotional information from an external stimulus. However, it remains unclear how task-irrelevant emotional information would influence deception. In the present study, facial expressions of different valence and emotion intensity were presented to participants, where they were asked to make either truthful or deceptive gender judgments according to the preceding cues. We observed the influence of facial expression intensity upon individuals’ cognitive cost of deceiving (mean difference of individuals’ truthful and deceptive response times). Larger cost was observed for high intensity faces compared to low intensity faces. These results provided insights on how automatic attraction of attention evoked by task-irrelevant emotional information in facial expressions influenced individuals’ cognitive cost of deceiving.     

Is the devil in the detail? Evidence for S-S learning after unconditional stimulus revaluation in human evaluative conditioning under a broader set of experimental conditions

Whether valence change during evaluative conditioning is mediated by a link between the conditional stimulus (CS) and the unconditional stimulus (US; S-S learning) or between the CS and the unconditional response (S-R learning) is a matter of continued debate. Changing the valence of the US after conditioning, known as US revaluation, can be used to dissociate these accounts. Changes in CS valence after US revaluation provide evidence for S-S learning but if CS valence does not change, evidence for S-R learning is found. Support for S-S learning has been provided by most past revaluation studies, but typically the CS and US have been from the same stimulus category, the task instructions have suggested that judgements of the CS should be based on the US, and USs have been mildly valenced stimuli. These factors may bias the results in favour of S-S learning. We examined whether S-R learning would be evident when CSs and USs were taken from different categories, the task instructions were removed, and more salient USs were used. US revaluation was found to influence explicit US evaluations and explicit and implicit CS evaluations, supporting an S-S learning account and suggesting that past results are stable across procedural changes.     

A self-efficacy enhancing intervention for pulmonary rehabilitation based on motivational interviewing for postoperative lung cancers patients: modeling and randomized exploratory trial

The objective of this study was to evaluate the feasibility and preliminary efficacy of a self-efficacy enhancing intervention designed for pulmonary rehabilitation based on motivational interviewing (MI) for postsurgical non-small cell lung cancer (NSCLC) patients. This study was a 2-arm pilot randomized controlled trial and was conducted in two cardiothoracic surgery departments, a tertiary hospital in Fuzhou, China. 28 postsurgical NSCLC patients were randomized to a 3 month (6 session) self-efficacy enhancing intervention based on MI or usual care (UC). Data were measured at baseline and after intervention. The MI based self-efficacy enhancing intervention group was superior to the UC group for reducing anxiety and depression, improving self-efficacy, quality of life, confrontational coping, social support and functional capacity. However, no statistically significant difference was observed in subjective well-being, posttraumatic growth, body mass index and pulmonary function between the two groups. This pilot study demonstrated the feasibility of MI based self-efficacy enhancing intervention for postsurgical NSCLC patients. A larger randomized trial would demonstrate a more rigorous test of efficacy.     

Flowers and spiders in spatial stimulus-response compatibility: does affective valence influence selection of task-sets or selection of responses?

The present study examined the effect of stimulus valence on two levels of selection in the cognitive system, selection of a task-set and selection of a response. In the first experiment, participants performed a spatial compatibility task (pressing left and right keys according to the locations of stimuli) in which stimulus-response mappings were determined by stimulus valence. There was a standard spatial stimulus-response compatibility (SRC) effect for positive stimuli (flowers) and a reversed SRC effect for negative stimuli (spiders), but the same data could be interpreted as showing faster responses when positive and negative stimuli were assigned to compatible and incompatible mappings, respectively, than when the assignment was opposite. Experiment 2 disentangled these interpretations, showing that valence did not influence a spatial SRC effect (Simon effect) when task-set retrieval was unnecessary. Experiments 3 and 4 replaced keypress responses with joystick deflections that afforded approach/avoidance action coding. Stimulus valence modulated the Simon effect (but did not reverse it) when the valence was task-relevant (Experiment 3) as well as when it was task-irrelevant (Experiment 4). Therefore, stimulus valence influences task-set selection and response selection, but the influence on the latter is limited to conditions where responses afford approach/avoidance action coding.     

The role of vocational identity development and motivational beliefs in undergraduates’ student engagement

The present study examined the role of vocational identity processes and motivational beliefs among 216 undergraduates’ level of student engagement (affective, behavioural and cognitive). Through regression analysis, in-depth career exploration was found to be positively related to the student engagement variables, while career self-doubt emerged as a negative predictor. Identification with commitment was also found to be positively associated with students’ affective and cognitive engagement, but not behavioural engagement. Furthermore, students’ perceived value in academic activities played a critical role in mediating these relationships. Despite the significant associations, other vocational identity processes (in-breadth career exploration, commitment making and career flexibility) and motivational beliefs (competence beliefs and perceived cost) failed to act as predictors and mediators, respectively, as hypothesised. Nonetheless, the current findings demonstrate the importance of vocational identity development in undergraduate students’ learning, and suggest a need for more identity interventions or career counselling services in college and pre-university contexts.     

Temporal focus,temporal distance,and mind-wandering valence: Results from an experience sampling and an experimental study

When mind-wandering, people may think about events that happened in the past, or events that may happen in the future. Using experience sampling, we first aimed to replicate the finding that future-oriented thoughts show a greater positivity bias than past-oriented thoughts. Furthermore, we investigated whether there is a relation between the temporal distance of past- and future-oriented thoughts and the frequency of positive thoughts, a factor that has received little attention in previous work. Second, we experimentally investigated the relation between temporal focus, temporal distance, and thought valence. Both studies showed that future-oriented thoughts were more positive compared to past-oriented thoughts. Regarding temporal distance, thoughts about the distant past and future were more positive than thoughts about the near past and future in the experiment. However, the experience sampling study did not provide clear insight into this relation. Potential theoretical and methodological explanations for these findings are discussed.     

口碑追加形式对购买意向的影响:口碑方向的调节作用

网络购物越来越成为大众钟爱的购物方式,而网络口碑在网络购物中发挥着重要的作用,是消费者作出决策需要参考的重要因素。本研究以151名大学生为研究对象,通过实验操纵产品网络口碑,探讨不同追加形式(不追加、追加一致和追加不一致)和口碑方向(正向、负向)对购买意向的影响。结果表明:口碑方向调节追加形式对消费者购买意向的影响。正向口碑组中,不追加和追加一致组购买意向显著高于追加不一致组;负向口碑组中,不追加组,追加一致组和追加不一致组没有显著性差异。研究还发现了有中介的调节作用模型,满意度存在部分中介作用。本文最后对商家如何管理追加口碑进行了讨论。