摘要：
自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记...展开更多 自我生成教学(Learning by non-interactive teaching)指学习者在知识学习过程中转换角色,将自己所学知识以知识传授者角色讲解给其他人听。提取练习假设、生成性学习假设和社会临场感假设分别从记忆巩固、生成性认知加工和社会临场感视角对学习者自我生成教学的积极作用进行了解释。汇总相关研究发现,自我生成教学的不同实施方式促进学习的效果不同,其中,以有教者形象的口头形式(如:视频)自我生成教学相比于重复学习、提取练习等简单学习任务可以有效提高学习者的即时理解、即时迁移、延迟理解和延迟迁移成绩,可能是更优的实施方式。而以无教者形象的口头形式(如:仅语音)或书面形式(如:文本)自我生成教学对学习成绩的积极影响较微弱。多媒体学习认知理论可能补充解释不同实施方式促进效果的差异。自我生成教学的学习者还可以体验到更高的动机和愉悦感并愿意在教学时投入更多的心理努力。未来研究需要在检验并整合理论、确定边界条件、优化自我生成教学等方面进一步探讨。收起
期刊：
Journal of Experimental Social Psychology,2023年109:104502 ISSN：0022-1031
通讯作者：
Ding, XF
作者机构：
[Jiang, Yuewen; Hao, Fengxiao; Huang, Zhenyi; Fan, Zhao; Cheng, Xiaorong; Ding, Xianfeng] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Ding, Xianfeng] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
通讯机构：
[Ding, XF ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
关键词：
Power;Self;other;Spatial representation
摘要：
A growing body of evidence suggests that there is a close link between power and self. The sense of power could significantly affect the perceptions and judgments of self/others. For example, when in a powerful state, the individuals would overestimate their height and underestimate the other's height. It means that power affects the judgment and perception of self/others' physical height. The present study further examines whether the sense of power affects the spatial representation of self/other in three experiments using different paradigms. The results showed that participants in a powerful state responded faster to the self-related words at the top of the screen than at the bottom (Exp1), with an upward direction than with a downward direction (Exp2), and were more likely to choose an upward response after naming the self-related words than after naming the other-related words (Exp3), while these patterns were consistently reversed in a powerless state. This finding supports that the self/other is associated with the upper/lower space in the powerful state, and the self/other is associated with the lower/upper space in the powerless state. The present study enriches the literature on the psychological and behavioral effects of power, deepens the understanding of the mental representation of the self-concept from the perspective of power, and essentially provides new evidence for the flexibility of self-concept in humans.
作者机构：
[Wang, Fuxing; Hu, Xiangen; Kuang, Ziyi; Wang, FX] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Xie, Heping] South China Normal Univ, Sch Studies Fundamental Educ, Shanwei, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Hu, Xiangen] Hong Kong Polytech Univ, Dept Appl Social Sci, Hong Kong, Peoples R China.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
摘要：
The instructor’s eye gaze can serve as an important social cue in video lectures. The current study used two sets of three-level meta-analyses to explore the effects of the instructor’s guided gaze or the instructor’s direct gaze on learning outcomes, fixation time, perception of parasocial interaction, and cognitive load. A total of eight meta-analyses [2(eye gazes)×4(dependent variables)] were included. Eighteen studies with a total of 203 effect sizes were identified. The results showed that guided gaze significantly promoted learning outcomes [g = 0.33; guided gaze vs. no guided gaze (i.e., direct gaze, averted gaze, or no gaze)], and direct gaze significantly promoted learning outcomes [g = 0.30; direct gaze vs. no direct gaze (i.e., averted gaze or no gaze)], significantly increased perception of parasocial interaction (g = 0.34), and significantly reduced fixation time on the learning material (g = -0.65). Moderating effect analyses showed that learning outcomes of fixed guided gaze (g = 0.57; instructors look at the instructional screen) were significantly better than that of shifting guided gaze (g = 0.27; instructors switch their eye gaze between the instructional screen and camera). Learning outcome effects with a control group with averted gaze (g = 0.76) were significantly higher than those with direct gaze (g = 0.32) or no gaze (g = 0.22). This study suggested that guided gaze and direct gaze have different effects on learning. In practical teaching, instructors should use guided gaze and direct gaze, while avoiding averted gaze and no gaze.
期刊：
Current Psychology,2023年42(34):30138-30146 ISSN：1046-1310
通讯作者：
Zong-kui Zhou
作者机构：
[Xu, Xuan; Zhou, Zong-kui; Chen, Qian] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Gao, Ling-feng] Zhejiang Normal Univ, Inst Psychol & Brain Sci, Zhejiang, Peoples R China.;[Lian, Shuai-lei] Yangtze Univ, Coll Educ & Sports Sci, Jingzhou, Peoples R China.
通讯机构：
[Zong-kui Zhou] S;School of Psychology, Central China Normal University, Wuhan, China
关键词：
Dark Triad;Machiavellianism;Psychopathy;Narcissism;Internet gaming disorder;Basic psychological needs;Negative coping style
摘要：
According to the I-PACE model, this study focused on the role of need satisfaction and negative coping styles in the relationship between the Dark Triad (i.e., Machiavellianism, psychopathy, and narcissism) and internet gaming disorder (IGD). In a sample of 749 emerging adult gamers, a multiple mediation model with Dark Triad as the distal variable, psychological need satisfaction and negative coping style as mediating variables, and IGD as the outcome variable was tested. Results indicated that Machiavellianism and psychopathy were found to be significant predictors of IGD when mediated by psychological need satisfaction and negative coping styles. Narcissism predicts IGD only through the indirect effect of negative coping styles. The findings enhanced our understanding that Machiavellianism and psychopathy are characterized by compensatory use of internet games, as well as added new perspectives to the understanding of addiction mechanisms in narcissists.
期刊：
Current Psychology,2023年42(36):31724-31735 ISSN：1046-1310
通讯作者：
Zhijin Zhou
作者机构：
[Zhang, Hongpo; Jia, Dandan] Henan Univ Chinese Med, Sch Management, 156 Jinshui Rd Zhengzhou, Zhengzhou 450046, Henan, Peoples R China.;[Wang, Yi; Zhou, Zhijin; Jia, Dandan] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Wang, Yi] Erasmus Univ, Erasmus Sch Social & Behav Sci, Dept Psychol Educ & Child Studies, Burgemeester Oudlaan 50, NL-3062 PA Rotterdam, Zuid Holland, Netherlands.
通讯机构：
[Zhijin Zhou] S;School of Psychology, Central China Normal University, Wuhan, People’s Republic of China
关键词：
Affective Simon Task;Emotion-label word;Emotion-laden word;Emotion words;P100;N170
摘要：
In the field of emotional language research, emotional words have always been the main stimulus for researchers to explore the cognitive mechanisms underlying emotional language processing. In previous studies, most of the emotion-label words (e.g., nausea) and emotion-laden words (e.g., corpse) were collectively referred to as emotion words without distinguishing between the two categories. The main purpose of this study was to explore the emotion effect and cognitive processing mechanism between emotion-label word and emotion-laden word, including two experiments. In experiment 1, An Affective Simon Task was administered to explore the emotion effects of two valence (positive and negative) emotion-label words and emotion-laden words. The results showed that the emotion-label words, regardless of the valence, induced significant Simon effects, while the emotion-laden words only showed Simon effects on the negative valence, which initially proved that the two types of words had different emotional effect. Experiment 2 further explored the cognitive processing mechanism of emotion-label words and emotion-laden words by employing event-related potential (ERP) technology. The ERP data revealed that (1) regardless of the valence, emotion-label words were elicited larger P100 than emotion-laden words and mainly appear in the left posterior sites, (2) regardless of the valence, emotion-laden words elicited larger N170 than emotion-label words, and there was no hemispheric difference, (3) regardless of the valence, emotion-label word and emotion-laden words elicited in similar Late Positivity Complex (LPC) in central sites. According to the current findings, emotion-label words and emotion-laden words had significant differences in emotion effect and cognitive processing. The emotional information in emotion-label words was perceived earlier, while the emotional information in emotion-laden words had stronger physiological activation.
作者机构：
[Fan, Weiwei; Wang, Yanqing; Cao, Yang; Gong, Shaoying] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Fan, Weiwei; Wang, Yanqing; Cao, Yang; Gong, Shaoying] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Gong, Shaoying] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Gong, Shaoying] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Hubei, Peoples R China.
关键词：
Distance education and online learning;Teaching;learning strategies;Post -secondary education;Media in education
摘要：
The goal of the current study was to investigate the effects of affective pedagogical agent (PA) and student-generated explanation on learners' affective processing, visual attention, and learning outcomes during a video lesson. In a 2 (affective pedagogical agent: positive PA vs. neutral PA) x 2 (generative learning strategy: self-explanation vs. re-study) between-subjects design, partici-pants watched an animation on synaptic transmission from a multimedia lesson that was either delivered by a positive PA or a neutral PA. After watching the video, students either generated a verbal explanation or rewatched the video. All students' eye movements were tracked during learning and then took learning outcome tests. The results showed that: (a) students who learned with a positive PA paid more attention to relevant elements of the materials and performed better on learning outcomes than those who learned with a neutral PA; (b) self-explanation facilitated visual processing and learning outcomes; and (c) positive PA accompanying self-explanation increased intrinsic motivation and resulted in best learning performance. The findings support the use of a positive PA to design multimedia learning environments and the use of self -explanation strategy to engage students in generative processing activities. Moreover, students benefit most from positive PA and then generating an oral explanation, which demonstrates the importance of combining instructional design features and learners-generated learning activity in computer-based learning environments.
期刊：
COGNITIVE RESEARCH-PRINCIPLES AND IMPLICATIONS,2023年8(1):1-10 ISSN：2365-7464
通讯作者：
Yueh-Hsun Lu
作者机构：
[Zhang, Hanshu] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Hung, Shen-Wu; Chen, Yu-Pin] Taipei Med Univ, Wan Fang Hosp, Dept Orthoped, Taipei, Taiwan.;[Chen, Yu-Pin] Taipei Med Univ, Coll Med, Sch Med, Dept Orthoped, Taipei, Taiwan.;[Lu, Yueh-Hsun; Ku, Jan-Wen] Taipei Med Univ, Shuang Ho Hosp, Dept Radiol, 291Zhongzheng Rd, New Taipei City, Taiwan.;[Yang, Cheng-Ta; Tseng, Philip] Taipei Med Univ, Grad Inst Mind Brain & Consciousness, Taipei, Taiwan.
通讯机构：
[Yueh-Hsun Lu] D;Department of Radiology, Shuang-Ho Hospital, Taipei Medical University, New Taipei City, Taiwan<&wdkj&>Department of Radiology, School of Medicine, College of Medicine, Taipei Medical University, Taipei, Taiwan
摘要：
Despite numerous investigations of the prevalence effect on medical image perception, little research has been done to examine the effect of expertise, and its possible interaction with prevalence. In this study, medical practitioners were instructed to detect the presence of hip fracture in 50 X-ray images with either high prevalence (N(signal) = 40) or low prevalence (N(signal) = 10). Results showed that compared to novices (e.g., pediatricians, dentists, neurologists), the manipulation of prevalence shifted participant's criteria in a different direction for experts who perform hip fracture diagnosis on a daily basis. That is, when prevalence rate is low (p(fracture-present) = 0.2), experts held more conservative criteria in answering "fracture-present," whereas novices were more likely to believe there was fracture. Importantly, participants' detection discriminability did not vary by the prevalence condition. In addition, all participants were more conservative with "fracture-present" responses when task difficulty increased. We suspect the apparent opposite criteria shift between experts and novices may have come from medical training that made novices to believe that a miss would result in larger cost compared to false positive, or because they failed to update their prior belief about the signal prevalence in the task, both would suggest that novices and experts may have different beliefs in placing the optimal strategy in the hip fracture diagnosis. Our work can contribute to medical education training as well as other applied clinical diagnosis that aims to mitigate the prevalence effect.
期刊：
International Journal of Human-Computer Interaction,2023年39(17):3324-3333 ISSN：1044-7318
通讯作者：
Qinxue Liu
作者机构：
[Liu, Qinxue; Qiao, Lu; Wu, Jiayin] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Liu, Qinxue] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Liu, Qinxue] Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.
通讯机构：
[Qinxue Liu] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan, China
期刊：
npj Science of Learning,2023年8(1):60 ISSN：2056-7936
通讯作者：
Liu, Jianyi;Zhao, JJ
作者机构：
[Liu, Jianyi; Zhao, Jingjing; Fan, Tengwen; Zhao, JJ] Shaanxi Normal Univ, Sch Psychol, Xian, Peoples R China.;[Liu, Jianyi; Zhao, Jingjing; Fan, Tengwen; Zhao, JJ] Key Lab Behav & Cognit Neurosci Shaanxi Prov, Xian, Peoples R China.;[Chen, Yan] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Chen, Yan] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.
通讯机构：
[Liu, JY; Zhao, JJ ] S;Shaanxi Normal Univ, Sch Psychol, Xian, Peoples R China.;Key Lab Behav & Cognit Neurosci Shaanxi Prov, Xian, Peoples R China.
摘要：
Statistical learning (SL) plays a key role in literacy acquisition. Studies have increasingly revealed the influence of distributional statistical properties of words on visual word processing, including the effects of word frequency (lexical level) and mappings between orthography, phonology, and semantics (sub-lexical level). However, there has been scant evidence to directly confirm that the statistical properties contained in print can be directly characterized by neural activities. Using time-resolved representational similarity analysis (RSA), the present study examined neural representations of different types of statistical properties in visual word processing. From the perspective of predictive coding, an equal probability sequence with low built-in prediction precision and three oddball sequences with high built-in prediction precision were designed with consistent and three types of inconsistent (orthographically inconsistent, orthography-to-phonology inconsistent, and orthography-to-semantics inconsistent) Chinese characters as visual stimuli. In the three oddball sequences, consistent characters were set as the standard stimuli (probability of occurrence p = 0.75) and three types of inconsistent characters were set as deviant stimuli (p = 0.25), respectively. In the equal probability sequence, the same consistent and inconsistent characters were presented randomly with identical occurrence probability (p = 0.25). Significant neural representation activities of word frequency were observed in the equal probability sequence. By contrast, neural representations of sub-lexical statistics only emerged in oddball sequences where short-term predictions were shaped. These findings reveal that the statistical properties learned from long-term print environment continues to play a role in current word processing mechanisms and these mechanisms can be modulated by short-term predictions.
通讯机构：
[Fanchang Kong] K;Key Laboratory of Adolescent Cyberpsychology and Behavior, Ministry of Education, School of Psychology, Central China Normal University, Wuhan, China
