期刊：
Behaviour & Information Technology,2021年40(3):260-270 ISSN：0144-929X
通讯作者：
Zhao, Qingbai;Zhou, Zhijin;Chen, Jingying
作者机构：
[Zhao, Qingbai; Zhou, Zhijin; Li, Songqing; Xu, Sheng; Chen, Xianke; Chen, Shi] Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan 430079, Hubei, Peoples R China.;[Chen, Xianke; Chen, Jingying] Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;[Chen, Xianke; Chen, Jingying] Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhao, QB; Zhou, ZJ; Chen, Jingying] C;Cent China Normal Univ, Sch Psychol, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan 430079, Hubei, Peoples R China.;Cent China Normal Univ, Natl Engn Lab Educ Big Data, Wuhan, Hubei, Peoples R China.;Cent China Normal Univ, Natl Engn Res Ctr E Learning, Wuhan, Hubei, Peoples R China.
关键词：
Individual creativity support system;idea generation;associative distance;stimulus acquisition mode
摘要：
Teacher support plays a role in promoting students? motivations in the academic settings, but little is known about how teacher support impacts students? creative self-efficacy. The purpose of this study was to explore the relationship between perceived teacher support and students? creative self- efficacy, taking into account the possible mediating effects of autonomous motivation and achievement emotions. A total of 512 junior high school students (age M = 12.58, SD = 0.74) completed the Perceived Teacher Support Questionnaire, Adolescent Achievement Emotions Questionnaire, Self-Regulation Style Questionnaire-Academic and Students? Creative Self-Efficacy Scale. Results showed that: (1) junior high school students? autonomous motivation and positive achievement emotions (enjoyment and relaxation) mediated the relationship between perceived teacher support and creative self-efficacy, but the mediating effects of negative achievement emotions (anxiety and boredom) were not significant. (2) perceived teacher support also affected creative self-efficacy through the chain mediation of students? autonomous motivation and relaxation, but the chain mediation of students? autonomous motivation and other achievement emotions was not significant. The present study has implications for educators and researchers interested in enhancing students? creativity.
摘要：
When humans are confronted with an epidemic situation or a continuous natural disaster, success depends largely on how critical information is conveyed to as many people as possible, how individuals' emotional experiences of the crisis are elicited, and how their behaviors are directed going forward. Efficient publicity is key to successful epidemic prevention and control. This study explores the role of creative publicity by comparing the influence of creative publicity and general publicity in different periods of the COVID-19 outbreak in China. The effects of creative and general publicity differed across varying periods of the COVID-19 outbreak. Specifically, compared to general publicity, creative publicity had a significant impact on individuals' emotional arousal in the early period of the COVID-19 outbreak while it significantly promoted individuals' emotional arousal, behavioral regulation, and willingness to actively disseminate information in the middle period. In the stable period of the COVID-19 outbreak, creative publicity performed better than general publicity in regulating individuals' behavior. On the other hand, general publicity was more effective than creative publicity in regulating individuals' behavior and actively disseminating information about the epidemic in the early period of the COVID-19 outbreak. In conclusion, creative and general publicity had differing effects in different periods of the COVID-19 outbreak, which may relate to the characteristics of the publicity format and people's psychological conditions in different periods of the COVID-19 outbreak.
摘要：
The integration of text and picture is the core of multimedia information processing. Relevant theories suggest that text and picture are processed through different channels in the early stage, and integrated in the late stage of processing. Based on these theories, the current study adopted measures of event-related potentials to examine the cognitive and neural processes of text-picture integration. The results showed that in the early stage of text-picture integration, picture processing evoked a more negative N1 over the occipital area and a N300 over the prefrontal area, which might reflect the discrimination process of visual stimuli and the imagery representation of the picture, respectively; in the late stage, the text-picture induced a N400 in the central area and an LPC over the central, parietal and temporal areas, which might be associated with the semantic activation and integration of text and picture, respectively. These results not only provide support for existing theories, but also further elucidate the dynamic neural processing of text-picture integration in terms of its temporal and spatial characteristics.
作者：
Sun, Cuicui;Fu, Hui;Zhou, Zhijin*;Cropley, David Haywood*
期刊：
Personality and Individual Differences,2020年166:110215 ISSN：0191-8869
通讯作者：
Zhou, Zhijin;Cropley, David Haywood
作者机构：
[Sun, Cuicui; Zhou, Zhijin; Fu, Hui] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Cropley, David Haywood] Univ South Australia, Sch Engn, Level 3,101 Currie St, Adelaide, SA 5000, Australia.
通讯机构：
[Zhou, Zhijin] C;[Cropley, David Haywood] U;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;Univ South Australia, Sch Engn, Level 3,101 Currie St, Adelaide, SA 5000, Australia.
关键词：
Social rejection;Social ignoration;Creative thinking;Self-construal
摘要：
Given inconsistent discoveries about the effects of social exclusion on creativity, this study divided social exclusion into different types – social rejection and social ignoration, and compared respective effects on two creative thinking forms – divergent thinking (explored through an imaging impossible events task and an Alternate Uses Task) and convergent thinking (by means of the Remote Associates Test). The results show that a “being ignored” experience significantly promotes the convergent thinking and fluency in divergent thinking; while a “being rejected” experience only contributes to the fluency in a divergent thinking task. Also, for different individuals with different types of self-construal, the effects of being rejected and being ignored on creative thinking are different. Specifically, being ignored, compared to being rejected, significantly promoted the Remote Associates Test (RAT) scores of individuals with independent self-construal. The effects of being ignored or being rejected on creative thinking (convergent thinking and divergent thinking) for individuals with interdependent self-construal are not significant. Our results suggest that individuals with independent self-construal are more vulnerable to social exclusion and benefit more from the ignored experience than the rejected experience; and individuals with interdependent self-construal seem not to be affected by social rejection or social ignoration.
期刊：
Thinking Skills and Creativity,2020年37:100680 ISSN：1871-1871
通讯作者：
Yu, Quanlei;Zhou, Zhijin
作者机构：
[Sun, Cuicui; Yu, QL; Zhou, Zhijin; Yu, Quanlei; Liu, Xiaoxian; Gong, Shaoying; Zhang, Hongpo] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.;[Zhang, Hongpo] Henan Univ Chinese Med, Mental Hlth Educ & Counseling Ctr, 156 Jinshui Rd, Zhengzhou 450046, Henan, Peoples R China.
通讯机构：
[Yu, QL; Zhou, ZJ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Hubei, Peoples R China.
关键词：
Perceived teacher support;Creative self-efficacy;Creative thinking;Gender;Primary students
摘要：
This study explored the relationship between perceived teacher support and primary students’ creative thinking as well as the mechanism underlying these associations and gender differences. A sample of 362 primary students (196 boys) was surveyed using the Perceived Teacher Support Questionnaire, Creative Self-efficacy Scale, Divergent Thinking Test, and Remote Associate Test. The results indicated that perceived teacher support was positively associated with students' creative thinking, and creative self-efficacy mediated the relationship between perceived teacher support and divergent thinking. Additionally, gender moderated the first stage of the mediating model of creative self-efficacy between perceived teacher support and divergent thinking; specifically, the effect of perceived teacher support on divergent thinking was more pronounced in boys than girls. These findings suggest that teachers can be considered valid attachment figures for students and have a positive effect on improving primary students’ creative thinking.
期刊：
FRONTIERS IN PSYCHOLOGY,2019年9(JAN):2739 ISSN：1664-1078
通讯作者：
Zhou, Zhijin
作者机构：
[Zhou, Zhijin; Yu, Quanlei] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.;[Zhou, Zhijin; Yu, Quanlei] Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.;[Guo, Yafei] ShanghaiTech Univ, Sch Entrepreneurship & Management, Shanghai, Peoples R China.;[Zhang, Lin] Shandong Univ Tradit Chinese Med, Inst Hlth, Jinan, Shandong, Peoples R China.;[Chen, Jianwen] Huazhong Univ Sci & Technol, Grad Sch Educ, Wuhan, Hubei, Peoples R China.
通讯机构：
[Zhou, Zhijin] C;Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav, Wuhan, Hubei, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Hubei, Peoples R China.
作者机构：
[Zhao, Qingbai; Zhou, Zhijin; Wang, Shuang; Chen, Shi; Zhou, Siyuan] Cent China Normal Univ, Minist Educ, Key Lab Adolescent CyberPsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Zhijin; Wang, Shuang; Chen, Shi; Zhou, Siyuan; Zhao, Qingbai] Cent China Normal Univ, Sch Psychol, Natl Expt Teaching Demonstrating Ctr Psychol, Wuhan 430079, Hubei, Peoples R China.;[Zhou, Siyuan; Lu, Chunming] Beijing Normal Univ, McGovern Inst Brain Res, State Key Lab Cognit Neurosci & Learning & IDG, Beijing 100875, Peoples R China.;[Wang, Shuang] Beijing Normal Univ, Collaborat Innovat Ctr Assessment Basic Educ Qual, Beijing 100875, Peoples R China.
通讯机构：
[Zhao, QB; Zhou, ZJ] C;[Lu, Chunming] B;Cent China Normal Univ, Minist Educ, Key Lab Adolescent CyberPsychol & Behav CCNU, Wuhan 430079, Hubei, Peoples R China.;Beijing Normal Univ, McGovern Inst Brain Res, State Key Lab Cognit Neurosci & Learning & IDG, Beijing 100875, Peoples R China.
关键词：
*EEG coherence;*EEG power;*information selection;*lower and upper alpha;*open-ended creativity
摘要：
Novel information selection is a crucial process in creativity and was found to be associated with frontal-temporal functional connectivity in the right brain in closed-w/ended creativity. Since it has distinct cognitive processing from closed-w/ended creativity, the information selection in open-w/ended creativity might be underlain by different neural activity. To address this issue, a creative generation task of Chinese two-w/part allegorical sayings was adopted, and the trials were classified into novel and normal solutions according to participants' self-ratings. The results showed that (1) novel solutions induced a higher lower alpha power in the temporal area, which might be associated with the automatic, unconscious mental process of retrieving extensive semantic information, and (2) upper alpha power in both frontal and temporal areas and frontal-w/temporal alpha coherence were higher in novel solutions than in normal solutions, which might reflect the selective inhibition of semantic information. Furthermore, lower alpha power in the temporal area showed a reduction with time, while the frontal-temporal and temporal-w/temporal coherence in the upper alpha band appeared to increase from the early to the middle phase. These dynamic changes in neural activity might reflect the transformation from divergent thinking to convergent thinking in the creative progress. The advantage of the right brain in frontal-w/temporal connectivity was not found in the present work, which might result from the diversity of solutions in open-w/ended creativity. (C) 2017 IBRO. Published by Elsevier Ltd. All rights reserved.
