摘要：
INTRODUCTION: Identifying risk and protective factors of aggressive behavior during adolescence is beneficial for the intervention and prevention treatments. Although studies show that attachment quality is closely related to aggression, the underlying psychological mechanisms remain unclear. This study aimed to investigate the links of parental attachment with proactive and reactive aggression and to examine the mediating role of perspective taking and self-control among Chinese adolescents. METHODS: A cluster sampling method was used to recruit participants from several high schools located in the central regions of China. A total of 2982 participants (M(age) = 17.28, SD = 0.83, range 15~20 years; 1602 girls, 1380 boys) were included in the final analysis. RESULTS: Correlation analysis showed that participants possessing higher attachment security with parents were more likely to report lower levels of proactive and reactive aggression. And, self-control and perspective taking were positively associated with parental attachment, and negatively associated with both types of aggression. Moreover, structural equation models indicated that parental attachment directly, and indirectly predicted proactive and reactive aggression through self-control and perspective taking. DISCUSSION: Overall, this study contributes to a more comprehensive understanding of the explanatory mechanisms that link adolescent-parent attachment and aggression, and suggest that high quality of adolescent-parent interactions may promote adolescents' self-control and perspectives taking, which further reduces their aggression propensity.
期刊：
Journal of Interpersonal Violence,2023年38(13-14):7911-7940 ISSN：0886-2605
通讯作者：
Yu, Quanlei;Zhang, Lin;Xiong, Qing
作者机构：
[Zheng, Xintong; Chen, Jianwen] Huazhong Univ Sci & Technol, Wuhan, Peoples R China.;[Li, Congcong; Yu, Quanlei] Cent China Normal Univ, Wuhan, Peoples R China.;[Yu, Quanlei] East China Normal Univ, Shanghai, Peoples R China.;[Yu, Quanlei] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Xiong, Qing] Jiangxi Univ Finance & Econ, Nanchang, Peoples R China.
通讯机构：
[Yu, Quanlei] C;[Zhang, Lin] S;[Xiong, Qing] J;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;Shandong Univ Tradit Chinese Med, Changqing Univ Sci & Technol Pk, Sch Hlth, Jinan 250355, Shandong, Peoples R China.
关键词：
peer victimization;problematic Internet use;depression;humor;general strain theory
摘要：
With the increasing development of science and technology, the Internet has become an essential part of people's daily lives providing great convenience. However, the Internet also leads to problematic Internet use (PIU) among adolescents, which has attracted increasing attention from the academic community. Peer victimization is a pervasive stressor among adolescents and has been proven to lead to a series of mental health challenges. Although the association between peer victimization and PIU has been well documented, the underlying mechanism remains unclear. This study aimed to understand how and when peer victimization increases the risk of PIU among adolescents. Building on Agnew's general strain theory, this study hypothesized that depression mediates the relationship between peer victimization and PIU and humor moderates the mediating model. To examine these hypotheses, 469 middle school students were recruited to complete a series of questionnaires on peer victimization, depression, humor, and PIU. The results showed that depression partially mediated the relationship between peer victimization and PIU. A moderated mediation analysis indicated that humor moderated the indirect pathway, consistent with the reverse stress-buffering model, the relationship between peer victimization and depression was stronger for adolescents with high humor. However, the relationship between depression and PIU was weaker in adolescents with high humor, which is in line with the stress-buffering model. These findings could be of significance in understanding the underlying mechanism of PIU associated with peer victimization and provide a new perspective for preventing PIU among adolescents, especially those experiencing peer victimization. The limitations and considerations for future research are discussed.
摘要：
Anxiety and depression have been shown to negatively influence the processing of emotional information in working memory. However, most studies have examined anxiety-related or depression-related working memory deficits independently, without considering their high co-morbidity. We tested the effects of emotional valence on working memory performance among healthy young adults with varying levels of anxiety and depressive symptoms. Ninety young adults aged between 18-24 (51 female) completed an emotional 2-back task in which positive, negative, and neutral images were presented. Multi-level modeling was used to examine anxiety and depressive symptoms as predictors of response accuracy and latency across the three emotional valence conditions. The results showed that participants responded to negative images with the highest accuracy and to positive images with the lowest accuracy. Both negative and positive images elicited slower responses than neutral images. Importantly, we found that more severe anxiety symptoms predicted a smaller difference in response accuracy between negative and neutral stimuli, whereas more severe depressive symptoms predicted a larger updating reaction time difference between positive and neutral stimuli. These findings demonstrated the uniquely anxiety-related deficits in processing negative contents and the uniquely depression-related deficits in updating positive contents in working memory, thus highlighting the necessity of novel cognitive bias modification interventions targeting the anxiety-specific and depression-specific deficits in working memory.
期刊：
Education and Information Technologies,2023年28(4):4795-4817 ISSN：1360-2357
通讯作者：
Huanyou Chai
作者机构：
[Chai, Huanyou] Beijing Normal Univ, Res Ctr Distance Educ, Beijing, Peoples R China.;[Hu, Tianhui] Cent China Normal Univ, Fac Artificial Intelligence Educ, Wuhan, Peoples R China.;[Niu, Gengfeng] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
通讯机构：
[Huanyou Chai] R;Research Center of Distance Education, Beijing Normal University, Beijing, China
关键词：
Proactive personality;Learning performance;Subjective and objective measures;Learning engagement;Online learning
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(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.
期刊：
INTERNATIONAL JOURNAL OF STEM EDUCATION,2023年10(1):1-25 ISSN：2196-7822
通讯作者：
Cai, ZH
作者机构：
[Cai, ZH; Kong, Lingyuan; Gui, Yang; Cai, Zhihui; Yang, Yajiao] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Cai, ZH; Kong, Lingyuan; Gui, Yang; Cai, Zhihui; Yang, Yajiao] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Fan, Xitao] Chinese Univ Hong Kong, Fac Educ, Hong Kong, Peoples R China.;[Tai, Robert H.] Univ Virginia, Sch Educ & Human Dev, Charlottesville, VA USA.
通讯机构：
[Cai, ZH ] M;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
关键词：
Digital game-based learning;Game design;STEM education;Academic achievement;Meta-analysis
摘要：
Digital educational games exhibit substantial promise in advancing STEM education. Nevertheless, the empirical evidence on both the efficacy of digital game-based learning and its designs in STEM education is characterized by notable inconsistencies. Therefore, the current study aimed to investigate (1) the general effect of digital game-based STEM learning over STEM learning without digital game, and (2) the enhancement effect of added game-design elements against base game versions in STEM learning. Two meta-analyses were conducted in this study. Based on the 136 effect sizes extracted from 86 studies, the first meta-analysis revealed a medium to large general effect of digital game-based STEM learning over conventional STEM learning (g = 0.624, 95% CI [0.457, 0.790]). In addition, digital game-based STEM learning appeared to be differentially effective for different learning outcome, different types of game, and different subject. A total of 44 primary studies and 81 effect sizes were identified in the second meta-analysis. The results revealed a small to medium enhancement effect of added game-design elements over base game versions (g = 0.301, 95% CI [0.163, 0.438]). Furthermore, our results indicated that the game-design elements added for content learning were more effective than those added for gaming experience. Possible explanations for these findings, as well as the limitations and directions for future research were discussed.
关键词：
Sense of control;Experiential avoidance;Problematic mobile phone use;Self-concept clarity
摘要：
Problematic mobile phone use (PMPU) has been revealed to be shaped by multiple factors. Nevertheless, limited studies have focused on sense of control, an intrinsic human motive, and investigated its impact on PMPU and the mechanisms of this influence. On the grounds of the Interaction of Person-Affect-Cognition-Execution model, the present study tested experiential avoidance as a possible mediator and self-concept clarity as a possible moderator in the connection linking sense of control and PMPU. Undergraduate students (N = 1,093; Mage = 18.95, SD = 1.10; 53.2% women) recruited through convenience sampling completed questionnaires in their classrooms. The mediation analysis revealed a significant mediating effect of experiential avoidance on the negative link between sense of control and PMPU. The moderated mediation analysis demonstrated a significant moderating effect of self-concept clarity, which attenuated both the direct path linking sense of control and PMPU and the mediating path through experiential avoidance. The findings contribute to elucidating whether, how, and under what conditions sense of control is connected with PMPU, and offer insights for developing practical intervention strategies to address PMPU.
作者：
Miao, Tian-Chang;Gu, Chuan-Hua;Liu, Shengyingjie;Zhou, Z. K.*
期刊：
Behaviour & Information Technology,2023年42(11) ISSN：0144-929X
通讯作者：
Zhou, Z. K.
作者机构：
[Miao, Tian-Chang; Gu, Chuan-Hua; Zhou, Z. K.] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;[Miao, Tian-Chang; Gu, Chuan-Hua; Zhou, Z. K.] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Peoples R China.;[Liu, Shengyingjie] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Peoples R China.;[Zhou, Z. K.] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Zhou, Z. K.] C;[Zhou, Z. K.] M;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Hubei, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.
摘要：
Tian-Chang Miao, Chuan-Hua Gu, Shengyingjie Liu & Z. K. Zhou (2020) Internet literacy and academic achievement among Chinese adolescent: a moderated mediation model, Behaviour & Information Technology, DOI: 10.1080/0144929X.2020.1831074
期刊：
Scientific Studies of Reading,2023年27(5):393-407 ISSN：1088-8438
通讯作者：
Siyun Liu
作者机构：
[Jin, Jian] Anhui Normal Univ, Sch Educ Sci, Wuhu, Anhui, Peoples R China.;[Jin, Jian; Liu, Siyun] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Liu, Siyun] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan, Peoples R China.;[Liu, Siyun] Cent China Normal Univ, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Liu, Siyun] Cent China Normal Univ, Sch Psychol, 152 Luo Yu Rd, Wuhan 430079, Peoples R China.
通讯机构：
[Siyun Liu] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Ministry of Education, Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, Central China Normal University, Wuhan, China
摘要：
PurposeThe use of attentional resources is an important cognitive indicator of reading engagement but it is unknown how this is influenced by linguistic cues. We designed two experiments to investigate whether shifts in narrative perspectives occupy more of the attention of readers and engage them more in the text.MethodsExperiment 1 employed a dual-task paradigm to explore how shifts in narrative perspective influence the attention that readers allocate to the text. Experiment 2 used the same methods but replaced sentences with whole chapters to examine the effects of shifted perspectives on readers' ability to allocate attention and engage in reading.ResultsExperiment 1 found that shifts in perspective delayed the participants' responses to the tones. Experiment 2 found that perspective shifts enhanced the participants' self-reported attentional focus and overall reading engagement. The results of Experiment 1 were not replicated by Experiment 2 but both experiments found that attentional engagement was deeper at the initial than the later stage of reading.ConclusionPerspective shifts in novels constitute valid language cues that can fully utilize readers' attentional resources and improve their engagement in reading. Attentional resources play a more important role when readers initially process texts than at later stages.
关键词：
argumentation;argumentation schema;anti-vax;public health discourse;argumentation east and west;argument strength;medical decisions
摘要：
Written Communication, Volume 40, Issue 4, Page 1218-1252, October 2023. <br/>Guided by argumentation schema theory, we conducted five psychological studies in the United States and China on arguments about vaccination. Study 1 replicated research about arguments on several topics, finding that agreement judgments are weighted toward claims, whereas quality judgments are weighted toward reasons. However, consistent with recent research, when this paradigm was extended to arguments about vaccination (Study 2), claims received more weight than reasons in judgments about agreement and quality. Studies 3 and 4 were conducted in the United States and China on how people process counterarguments against anti-vaccination assertions. Rebuttals did not influence agreement but played a role in argument quality judgments. Both political position (in the United States) and medical education (in China) predicted differences in argument evaluation. Bad reasons lowered agreement (Study 5), especially among participants studying health care. Political polarization apparently heightens the impact of claim side in the argumentation schema, likely to the detriment of public discourse.
期刊：
FRONTIERS IN PSYCHOLOGY,2023年14:1298361 ISSN：1664-1078
通讯作者：
Huang, H
作者机构：
[Huang, Hai; Huang, H; Xie, Jin; Tan, Yuxin] China Univ Geosci Wuhan, Educ Res Inst, Wuhan, Peoples R China.;[Xu, Xinyu] China Univ Geosci Wuhan, Sch Mech Engn & Elect Informat, Wuhan, Peoples R China.;[Zhang, Yamei] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Wu, Dazhou] Beijing Normal Univ, Sch Psychol, Beijing, Peoples R China.;[Shi, Mingjian] Dalian Naval Acad, Polit Officer Educ Dept, Dalian, Peoples R China.
通讯机构：
[Huang, H ] C;China Univ Geosci Wuhan, Educ Res Inst, Wuhan, Peoples R China.
关键词：
short-form video addiction1;Academic procrastination2;attentional control3;boredom proneness4;College students5
摘要：
BACKGROUND: Short-form videos have become one of the most popular ways for people to entertain and relax. However, the intense interest in short-form videos has given rise to short-video addiction, which poses risks to both physical and mental health of individuals. Undergraduates are one of the important users for short-form videos, and the influence of short-form video addiction calls for more attention. This study aimed to investigate the association between short-form video addiction and academic procrastination among undergraduates, exploring the role of executive functions (i.e., attentional control) and personality traits (i.e., boredom proneness) in the association. METHODS: Using stratified random cluster sampling method, the data of 1,047 college students were used in the study. All variables were measured by empirical instruments, and all instruments were highly reliable. Mediation and moderation analysis was conducted using Model 4 and 7 in PROCESS macro powered by SPSS. RESULTS: Results revealed that short-form video addiction not only directly impacted academic procrastination but also placed indirect effect on academic procrastination through attentional control. Furthermore, the mediating effect of attentional control was contingent upon individuals' boredom proneness. Higher levels of boredom proneness weakened the impact of short-form video addiction on attentional control. CONCLUSION: The findings expand our knowledge of the negative effects of short-form video addiction and the underlying mechanisms, providing implications for mitigating undergraduates' academic procrastination.
作者机构：
[Zhang, Yumang; Yang, Wencheng; Jin, Siyu; Yuan, Zihui; Tang, Lu; Niu, Gengfeng; Shen, Xiangping; Shi, Xiaohan] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;[Zhang, Yumang; Yang, Wencheng; Jin, Siyu; Yuan, Zihui; Niu, Gengfeng; Shen, Xiangping; Shi, Xiaohan] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Tang, Lu] Lingui Middle Sch, Guilin 541100, Peoples R China.;[Niu, Gengfeng] Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan 430079, Peoples R China.;[Niu, Gengfeng] Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan 430079, Peoples R China.
通讯机构：
[Niu, GF ] C;Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;Cent China Normal Univ Branch, Collaborat Innovat Ctr Assessment Basic Educ Qual, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Ctr Res Internet Literacy & Behav, Wuhan 430079, Peoples R China.
摘要：
Background: During the COVID-19 pandemic, depressive symptoms, a common emotional problem among adolescents, have become more prominent. Regarding the influencing factors of adolescent depressive symptoms, it is widely accepted that parents' problematic cellphone use around the family (specifically parental phubbing) is a strong predictive factor for the development of depressive symptoms among adolescents. Notably, the COVID-19 pandemic caused a sharp increase in the number of individuals with depressive symptoms, and the negative consequences of parental phubbing and depressive symptoms might have been exacerbated. Accordingly, this study aimed to examine the association between parental phubbing and adolescent depressive symptoms as well as their underlying mechanism. Method: To test our hypotheses, we conducted an offline/online survey with 614 adolescents in Central China from May to June 2022, which corresponded to a period of strict lockdowns in some areas due to the outbreak of the Omicron variant. The participants completed a set of measures, including a technology interference questionnaire, a parent-child relationship scale, a self-concept clarity scale, and the depressive symptoms scale. Results: Parental phubbing was positively associated with adolescent depressive symptoms; the parent-child relationship and self-concept clarity could independently mediate this relationship; and the parent-child relationship and self-concept clarity were also serial mediators in this association. These findings extend previous research by highlighting the impact of parental technology use on their children and the underlying mechanism explaining adolescent depressive symptoms. They provide practical recommendations for parents to prioritize fostering a positive family environment and minimizing phubbing behaviors to enhance adolescent development, particularly in the context of the COVID-19 pandemic.
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
期刊：
Consciousness and Cognition,2023年116:103587 ISSN：1053-8100
通讯作者：
Ding, XF
作者机构：
[Jiang, Yuewen; Hao, Fengxiao; Huang, Zhenyi; Fan, Zhao; Chen, Ling; Cheng, Xiaorong; Ding, Xianfeng] Cent China Normal Univ CCNU, Sch Psychol, Wuhan, Peoples R China.;[Ding, Xianfeng] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
通讯机构：
[Ding, XF ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Mental time line;Sensorimotor experience;Space–time mapping;Spatial metaphor;Virtual reality
摘要：
A growing body of evidence suggested that time could be separately represented either on the lateral or sagittal axis. And the lateral mental time line has an origin associated with sensorimotor experience, e.g., reading/writing. However, it is still not clear whether the sagittal mental time line also originates from sensorimotor experience, e.g., walking/running. To address this question, we examined how the movement experience affected the space-time mapping on the lateral and sagittal axes using the virtual reality technique in two experiments. The results showed that the virtual movement experience had significant effects on the space-time mapping on the lateral axis (Experiment 1), but not on the sagittal axis (Experiment 2). This finding supported that the space-time mapping on the lateral axis does originate from sensorimotor experience, while the space-time mapping on the sagittal axis more likely originates from spatial metaphors in languages or other cultural experiences.
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.
