作者机构：
School of Psychology, Central China Normal University, Wuhan 430079, China;Author to whom correspondence should be addressed.;[Cuicui Sun] Sichuan Key Laboratory of Psychology and Behavior of Discipline Inspection and Supervision, School of Psychology, Sichuan Normal University, Chengdu 610068, China;[Zhijin Zhou] School of Psychology, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
通讯机构：
[Zhijin Zhou] S;School of Psychology, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
(1) Background: Humor stands out as the most dynamic and innovative aspect of human intelligence. Drawing on the cognitive parallels between humor and creativity, this study explored the EEG alpha frequency band activity patterns during humor generation by comparing the process of generating humorous and creative ideas. (2) Methods: Thirty-six participants were randomly assigned to either the humor generation group or the creative generation group, and the dependent variable was the neural oscillation in both low-frequency and high-frequency alpha during the early, middle, and late stages of both humor and creative generation. (3) Results: In the early stages, both humor and creative generation exhibited significantly higher power in low-frequency alpha and high-frequency alpha in the temporal region compared to the middle and late stages. In the middle and late stages, the low-frequency alpha oscillation in the frontal region for humor generation was significantly higher than that for creative generation. (4) Conclusions: Humor and creative generation share similar neural activation patterns in the early stages, involving the activation and retrieval of long-term memory information based on contextual cues. The differences between the two primarily manifest in the middle and late stages, where the selection of humorous ideas requires inhibiting not only irrelevant or ordinary ideas, akin to creative generation but also novel yet non-humorous ideas. This study sheds light on the neurocognitive mechanisms of humor generation and provides insights into the cognitive parallels and distinctions between humor generation and creative generation.
作者机构：
[Sun, Cuicui] Sichuan Normal Univ, Sch Psychol, 5 Jingan Rd, Chengdu 610068, Peoples R China.;[Liu, Guanxiong; Zhou, Zhijin; Wang, Minqing] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan 430079, Peoples R China.;[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, 5 Jingan Rd, Chengdu 610068, Peoples R China.
通讯机构：
[Zhijin Zhou] S;School of Psychology, Central China Normal University, Wuhan, China
摘要：
Humor is a lubricant of interpersonal relationships and is regarded as an important quality of individual creativity. Previous studies have mainly focused on passive humor appreciation and comprehension but ignored active humor generation, especially the cognitive process of humor generation. Based on the hypothesis that humor generation is similar to creative cognition, this study used humorous two-part allegorical sayings to explore whether humor generation involves the cognitive processes of the activation and inhibition of information. The experiment manipulated the duration (5/10s) of the presentation of the first part of humorous two-part allegorical sayings, which are called "yinyu," and the type of subthreshold probe words (humorous probe words/usual probe words). The results showed that the interaction between the duration of the presentation of yinyu and the type of subthreshold probe words was significant; the correct number of humorous probe words reported was significantly lower than that of usual probe words when the yinyu was presented for 5s, which reflected the widespread activation of information. The correct number of humorous probe words reported was significantly higher than that of usual probe words when the yinyu was presented for 10s, which suggested the inhibition of non-humorous information. This study revealed the dynamic cognitive processes of humor generation and verified possible cognitive similarities between humor generation and creative cognition.
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：
[Li, Ying; Li, Songqing; Zhou, Zhijin; Yu, Quanlei; Chen, Shi; Ga, Riman; Zhao, Qingbai; Liang, Zheng] Cent China Normal Univ, Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Li, Ying; Li, Songqing; Zhou, Zhijin; Yu, Quanlei; Chen, Shi; Ga, Riman; Zhao, Qingbai; Liang, Zheng] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan 430079, Peoples R China.;[Li, Ying] Changsha Normal Univ, Sch Presch Educ, Changsha 410100, Peoples R China.;[Li, Songqing] Naval Univ Engn, Coll Elect Engn, Wuhan 430034, Peoples R China.;[Chen, Shi] Hubei Univ Chinese Med, Coll Humanities, Wuhan 430065, Peoples R China.
通讯机构：
[Qingbai Zhao; Quanlei Yu; Zhijin Zhou] A;Authors to whom correspondence should be addressed.<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Central China Normal University, Wuhan 430079, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan 430079, China
关键词：
group creativity;emergent leader;elected leader;interpersonal interaction;dynamic behaviors
摘要：
The leader is considered to play key roles such as organization or management in promoting group creativity. Previous studies focused more on the psychological and behavioral characteristics rather than on the dynamic behaviors of leaders in group activity. In this study, two experiments were conducted to respectively explore the effects of emergent and elected leaders' problem-solving related utterances and turn-taking in conversation on group creativity. The results of Experiment 1 showed that, for emergent leaders, none of the utterances about problem solving of leaders was different from that of followers and leaders' utterances about retrospective summary were positively related to the appropriateness of group creativity; meanwhile, the frequency of turns of leaders was higher than that of followers and was positively related with the appropriateness of group creativity. The results of Experiment 2 showed that, for elected leaders, the utterances about problem analysis, strategy planning, control and reflection, and retrospective summary of leaders were more than that of followers and leaders' utterances about viewpoint generation were positively related to both novelty and appropriateness, while the frequency of turns of leaders was neither different from followers nor related to the novelty and appropriateness. This study focused on the dynamic behaviors of leaders in interpersonal interaction and revealed the role of leaders in group creativity.
作者机构：
[Li, Ying; Li, Songqing; Chen, Yanran; Zhou, Zhijin; Yu, Quanlei; Chen, Shi; Liang, Zheng; Zhao, Qingbai] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Minist Educ, Wuhan, Peoples R China.;[Li, Ying; Li, Songqing; Chen, Yanran; Zhou, Zhijin; Yu, Quanlei; Chen, Shi; Liang, Zheng; Zhao, Qingbai] Cent China Normal Univ, Sch Psychol, Key Lab Human Dev & Mental Hlth Hubei Prov, Wuhan, Peoples R China.;[Li, Songqing] Naval Univ Engn, Coll Elect Engn, Wuhan, Peoples R China.;[Zhou, Siyuan; Lu, Chunming] Beijing Normal Univ, McGovern Inst Brain Res, State Key Lab Cognit Neurosci & Learning, IDG, Beijing, Peoples R China.;[Li, Ying] Changsha Normal Univ, Sch Presch Educ, Changsha, Peoples R China.
通讯机构：
[Qingbai Zhao; Quanlei Yu; Zhijin Zhou] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Human Development and Mental Health of Hubei Province, School of Psychology, Central China Normal University, Wuhan, China
关键词：
Group creation;Hyperscanning;fNIRS;Interpersonal neural synchronization
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
期刊：
Personality and Individual Differences,2021年183:111105 ISSN：0191-8869
通讯作者：
Quanlei Yu
作者机构：
[Zhou, Zhijin; Luo, Hualin; Tu, Mengjie] School of Psychology, Central China Normal University, No 152 Luoyu Rd, Hongshan District Wuhan, Hubei 430079, China;[Wu, Jieqing] No Three Senior High School of Shenzhen, Central China Normal University, No 398 Ruyi Road, Longcheng Street, Longgang District, Shenzhen, Guangdong Province 518172, China;[Guo, Yafei] Department of Business Administration, University of Illinois at Urbana-Champaign, Champaign, IL, USA;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, School of Psychology, Central China Normal University, China;Central China Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality, No 152 Luoyu Rd, Hongshan District Wuhan, Hubei 430079, China
通讯机构：
[Quanlei Yu] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, School of Psychology, Central China Normal University, China<&wdkj&>Central China Normal University Branch, Collaborative Innovation Center of Assessment Toward Basic Education Quality, No 152 Luoyu Rd, Hongshan District Wuhan, Hubei 430079, China
摘要：
Past literature on humor and creativity mainly focuses on the positive effect of humor on the divergent aspect of creativity. However, few researches have examined the relationship between humor and the convergent aspect of creativity, specifically insight problem-solving. The present research aimed to fill in this gap and examine the effect of humor on insight problem-solving. In Study 1, a sample of 32 subjects participated in a within-subjects study that tested the effects of humor comprehension (cognitive component of humor) and humor appreciation (affective component of humor) on insight problem-solving. In Study 2, a sample of 62 participants was recruited in a between-subjects study that examined the mediating role of cognitive flexibility. The results showed that: (1) participants' performance on insight problem-solving was significantly higher in humor condition than that in the non-humor condition; (2) no performance differences were found between the cognitive humor condition and the cognitive and affective humor condition; (3) cognitive flexibility partially mediated the effect of humor on insight problem-solving. These findings suggested that humor comprehension, rather than humor appreciation, can promote individuals' performance on insight problem-solving. The implications for convergent aspect of creativity and interventions on how to utilize humor to enhance creativity are discussed.
作者机构：
[陈石; 于全磊; 李松清; 梁正; 周治金; 赵庆柏; 李香兰; 陈嫣然] Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education;School of Psychology, Central China Normal University, Key Laboratory of Human Development and Mental Health of Hubei Province, Wuhan, 430079, China;[刘丽中] School of Education, Central China Normal University, Wuhan, 430079, China
通讯机构：
[Zhao, Q.; Yu, Q.; Zhou, Z.] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), China
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.
期刊：
FRONTIERS IN PSYCHOLOGY,2021年12:600268 ISSN：1664-1078
通讯作者：
Zhao, Q.;Yu, Q.;Zhou, Z.
作者机构：
[Zhou, Zhijin; Zhang, Hongpo; Zhao, Qingbai; Yuan, Peiming; Wu, Xingzhe] School of Psychology, Central China Normal University, Wuhan, China;Mental Health Education and Counseling Center, Youjiang Medical University for Nationalities, Guangxi, China;Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China;[Yu, Quanlei] School of Psychology, Central China Normal University, Wuhan, China, Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China;[Wang, Zhi] School of Psychology, Central China Normal University, Wuhan, China, Mental Health Education and Counseling Center, Youjiang Medical University for Nationalities, Guangxi, China
通讯机构：
[Yu, Q.; Zhou, Z.; Zhao, Q.] S;School of Psychology, China
关键词：
Internet language;cognitive flexibility;Anxiety;Depression;COVID-19
期刊：
FRONTIERS IN PSYCHOLOGY,2021年12:621969 ISSN：1664-1078
通讯作者：
Gong, S.;Zhou, Z.
作者机构：
Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China;School of Psychology, Central China Normal University, Wuhan, China;[Lei, Jing] Dengzhou No. 1 Middle School, Dengzhou, China;[Zhou, Zhijin; Gong, Shaoying; Wang, Yi; Jia, Dandan] Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), Ministry of Education, Wuhan, China, School of Psychology, Central China Normal University, Wuhan, China
通讯机构：
[Zhou, Z.; Gong, S.] K;Key Laboratory of Adolescent Cyberpsychology and Behavior (Central China Normal University), China
关键词：
appreciation of chinese poetry;cognitive affective theory of learning with media (CATLM);emotion induction;emotional design;positive emotions
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.
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.
