Female and male soccer players recruited different cognitive processes when generating creative soccer moves

Previous research has indicated that in several domains, women and men may use different cognitive processes along with different neurophysiological activation to achieve similar behavioral performance. The present study extended this line of research to the novel field of soccer playing. In female and male active soccer players, we investigated patterns of brain activation and functional connectivity of brain networks during imagination of creative soccer moves, using EEG methods that are well established in creativity research. Participants were presented with scenarios taken from real soccer games. Female and male soccer players showed comparable creative performance in their imagined moves to score a goal, which was rated by top qualified experts (UEFA A licensed soccer coaches). Notwithstanding, they differed with respect to their brain activation and functional connectivity of brain networks. While men exhibited relatively higher parietal/occipital task-related EEG alpha power, women showed significantly higher within-hemisphere functional coupling in the upper alpha band. The findings add important new evidence to the field of cognitive gender research in an applied, sports-related domain of creative cognition.     

Higher inhibitory control is required to escape the innate attraction to effort minimization

Recent evidence suggests humans have an automatic attraction to effort minimization. Yet, how this attraction is associated with response inhibition is still unclear. Here, we used go/no-go tasks to capture inhibitory control in response to stimuli depicting physical activity versus physical inactivity in 59 healthy young individuals. Higher commission errors (i.e., failure to refrain a response to a “no-go” stimulus) indicated lower inhibitory control. Based on the energetic cost minimization theory, we hypothesized that participants would exhibit higher commission errors when responding to physical inactivity stimuli rather than physical activity stimuli. Mixed effects models showed that, compared to physical activity stimuli, participants exhibited higher commission errors when responding to stimuli depicting physical inactivity (odds ratio = 1.59, 95% Confidence Interval = 1.18 to 2.16, p = .003). These results suggest that physical inactivity stimuli might require high response inhibition. This study lends support for the hypothesis that an attraction to effort minimization might affect inhibitory processes in the presence of stimuli related to this minimization. The study pre-registration form can be found at https://doi.org/10.17605/OSF.IO/RKYHB.     

辣食渴求者抑制控制能力的行为和ERP研究

采用事件相关电位(ERP)技术,探讨一般线索Go/Nogo和辣食线索Go/Nogo任务过程中,辣食渴求者和非辣食渴求者的抑制控制能力。（1）行为结果显示,两组被试辣食线索的反应时和错误率无显著差异,均在任务类型上有差异,即对辣食线索的反应更慢;（2）ERP结果显示,在辣食相关线索Go/Nogo任务中辣食渴求者的N2b和P3波幅都显著小于非辣食渴求者,N2a没有差异;在一般线索Go/Nogo任务中,ERP成分没有发现显著差异。结果提示,辣食渴求者只在辣食相关线索的抑制控制能力弱于非辣食渴求者,这可能意味着他们对辣食线索抑制反应的缺失。     

来源记忆中背景的情绪效价与唤醒对提取过程的影响

以往研究表明情绪背景对来源记忆存在影响,但背景的情绪效价和唤醒如何影响熟悉性及回想尚存争议。本研究以ERPs技术作为测量手段,采用来源记忆多键范式,操纵背景的情绪效价及唤醒强度,以探讨编码阶段背景情绪影响来源记忆提取的认知神经机制。学习阶段,呈现中性汉字及情绪图片（正性高唤醒、正性低唤醒、负性高唤醒、负性低唤醒）;测验阶段,仅呈现汉字,被试进行五键判断。行为结果发现：来源正确的比率比来源错误的比率更高,反应时更短;同时提取正性背景的辨别力更强,反应时更短;提取高唤醒背景反应时更短。脑电结果发现了分别代表熟悉性及回想的FN400及LPC新旧效应,且在500～700 ms,提取正性背景及高唤醒背景诱发显著更正的ERPs,但效价与唤醒没有交互作用。总体来说,来源记忆中背景效价及唤醒度对回想过程存在独立影响,体现为正性背景及高唤醒背景对来源提取的促进作用。     

直觉和分析在不同信息获取与呈现方式下对多特征目标判断质量的影响

采用多特征目标判断任务,考察了不同信息获取方式与信息呈现方式条件下,直觉和分析思维模式对判断质量的影响。结果发现：（1）在多特征目标判断任务中,直觉思维比分析思维更有效;（2）直觉型决策者运用直觉思维的判断质量比感觉型决策者更高;（3）归类组块的信息呈现方式能够有效提升决策者运用直觉思维的判断质量;（4）思维模式、信息获取方式与信息呈现方式对多特征目标的判断质量存在三阶交互作用,归类组块的信息呈现方式使直觉型决策者运用直觉思维的判断质量最高,而运用分析思维的判断质量低于感觉型决策者;归类组块排列信息时,直觉型决策者运用分析思维的判断质量低于信息随机排列时的水平。     

Examining the efficacy of truth/lie discussions in predicting and increasing the veracity of children's reports

This study investigated whether children's ability to reason about truths and lies influenced their truth-telling behavior. Four-six-year-old children (n=118) played a game that was intended to motivate children to use deception to hide a minor transgression. Next, an interviewer gave children one of four preliminary discussions. Children received a typical forensic truth/lie discussion (TLD), a developmentally appropriate and more elaborate TLD, or one of two discussions that controlled for the time spent conversing with children. Children were interviewed about the event. The results revealed that children's performance on the truth/lie questions did not predict their truth-telling behavior. Regardless of their performance on truth/lie questions, children who received TLD's gave more honest reports than children who did not receive TLD's. These results suggest that discussing truths and lies with children may promote truth-telling behavior. However, the results cast doubt on the validity of using children's performance on truth/lie questions as a measure of competency.     

Interval length and time-use by children with AD/HD: a comparison of four models

Predictions made by 4 competing models of time use by children with AD/HD were tested using a computerized version of the Matching Familiar Figures Test in 2 studies. In Study 1 teacher-identified AD/HD children (N = 10) and non-AD/HD controls (N = 10) completed the task under 3 different trial duration conditions (5, 10, and 15 s). In Study 2 the same task was completed by a group of children with a diagnosis of Hyperkinetic Disorder (N = 12) and controls (N = 12). In both studies AD/HD children performed poorly on trials of both 5- and 15-s duration but as well as controls on the 10-s trials. This quadratic function provided support for the State Regulation Deficit model of time use in AD/HD. The value of tailoring the temporal features of learning contexts to the conceptual style of AD/HD children is discussed.     

What did mummy say? Dyadic interactions between young "hard to manage" children and their mothers

Thirty preschoolers rated as hard to manage on Goodman's (R. Goodman, 1997) Strengths and Difficulties Questionnaire (SDQ), and a group of matched control children were observed and recorded on audiotape at home, interacting with their mothers (Time 1). At the 18-month follow-up home visits (Time 2), the children and mothers were filmed across 4 observation settings. Mother–child interactions were rated on affect, control, responsiveness and connectedness of communication. At Time 1, mothers of the hard to manage group used more negative control and engaged in fewer connected conversations than did mothers in the control group. At Time 2, mothers of the hard to manage group displayed higher levels of negative control and lower levels of positive control. These results are discussed in terms of the importance of examining connected communication and different observation contexts when examining dyadic mother–child interactions.     

Patterns of friendship among girls with and without attention-deficit/hyperactivity disorder

Examined patterns of friendship participation, stability, and quality among previously unfamiliar, ethnically diverse girls with attention-deficit/hyperactivity disorder (ADHD; n = 140) and comparison (n = 88) girls, aged 6–12 years, who attended 5-week naturalistic summer camps. Each girl completed sociometric nominations during Weeks 1, 3, and 5 of the camps; friendships were indexed by examining patterns of reciprocal nominations. At each assessment point, girls with ADHD had fewer mutual friends and were more likely to have no friends. Girls with Combined-type ADHD exhibited difficulties maintaining friendships from the beginning to middle of camp, whereas girls with Inattentive-type ADHD demonstrated poor friendship stability from the middle to end of camp. In general, girls with ADHD had higher levels of negative relationship features—including conflict and relational aggression—than did comparison girls, but levels of positive relationship features did not differ across subgroups. Friendship status predicted positive and negative peer regard, controlling for Verbal IQ and diagnostic status. Overall, although girls with ADHD were able to make friends to some extent, they differed from comparison girls in terms of the likelihood of doing so, the ability to maintain the friendships that they did form, and the levels of negative features found in their friendships.