Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The irrelevant speech effect (ISE) refers to the interferential performance in visual cognitive task when the background speech is presented at the same time. In the present paper, we first introduced two main theoretical accounts of the mechanism underlying ISE in reading: interference-by-content hypothesis and interference-by-process hypothesis. Then extant studies of ISE in reading were summarized and discussed over these two opposite hypotheses. Lastly, we proposed several issues which are worth to be focused in the future studies: a) what and how the relevant factors impact on ISE; b) the cognitive stages concerning ISE during reading; c) the application of new technologies including brain imaging technology and eye-tracking technology into studies of ISE in reading.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： The Functional Near-Infrared Spectroscopy (fNIRS) is one of the most promising functional neuroimaging tools in recent years due to its high ecological validity, low cost, and less sensitivity to head motions. Experimental paradigms of instructed lies and spontaneous lies have been used to verify the feasibility and accuracy of fNIRS technology in previous lying researches, and provided an opportunity to explore the cognitive mechanisms involved in lying among children, and the neural mechanisms of lying in real interaction scenarios. Future researches should use multimodal methods and indexes to enhance the accuracy of lie detection, and could explore the brain networks and the neural development of lying behavior to enrich research perspectives.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： A debated issue in eye movement reading research concerns the extent to which readers preprocess words in the parafovea. There have been convergent findings that readers can extract visual and lexical (e.g., orthographic, phological) information from parafoveal words during reading. However, there is some controversy regarding whether readers can extract higher linguistic level (e.g., semantic and syntactic) information from the parafovea. We reviewed current findings in relation to parafoveal preview benefits during reading of alphabetic languages like English and non-alphabetic language like Chinese, mainly focusing on the processing of semantic and syntactic information of upcoming words in the parafovea, and how the current eye movement control models such as E-Z reader model and SWIFT model explain these findings. Finally, we discussed the implications of semantic and syntactic preview benefits for these models and considered future research directions in this field of eye movement control during reading.
Subjects: Psychology >> Developmental Psychology submitted time 2023-03-28 Cooperative journals: 《心理科学进展》
Abstract： Pupils were found to exhibit consistent changing patterns in the same processing stage of different memory tasks, and the changes in pupil size reflect the activation state of the nervous system during information processing. During the pre-coding phase before the stimulus is presented, pupils contract as the individual's endogenous attention level increases. In the information encoding stage, the degree of pupil dilation is used as a bio-marker of the subsequent memory effect, which can predict the memory performance of the future information retrieval stage. In the retrieval phase, when the free recall task is used, pupils contract rapidly with the release of memory load, but the report of each item will cause a small pupil dilation; In the recognition task, pupil dilation is more pronounced when old stimulus is presented than that with new stimulus, producing pupil old/ new effect. Pupil size is a sensitive and stable bio-marker in memory processing. Pupil tracking measurement is an effective approach to explore the physiological mechanism of memory processing. In the future research, pupil tracking along with multiple research methods should be used to further explore the physiological mechanism of memory.
Subjects: Psychology >> Social Psychology submitted time 2023-03-27 Cooperative journals: 《心理学报》
Abstract： It was generally found that pop music would do harm to the efficiency and accuracy of visual activity when it was as a kind of background music. This is called irrelevant sound effect, which means that the presence of irrelevant sound significantly impairs people’s performance on main visual task. Some researchers believe that the reason of this phenomenon is because the lyrics of the background pop music add extra workload to the working memory, which interferes with the visual task. Moreover, it was shown that the first language lyrics impaired participants’ performance more seriously than a strange language. To participants, the second language is less familiar than the first language but more than a strange language. So how about the irrelevant sound effect when lyrics are participants’ second language? And how about it when the visual task contains the second language? This study aimed to investigate the influence of different language lyrics to the visual memory task, the familiarity of whose materials was different in two experiments. It was hypothesized that there would be significant irrelevant sound effects in different language background musics with different language materials, and languages of the lyrics and materials would have reciprocal actions in both experiments. 180 participants from a university (90 for each experiment)who have passed CET6 (College English Test 6) attended this study to research the effect of lyrics in background pop music on short-term memory for familiar and unfamiliar Chinese and English words. There were three kinds of background sounds: no background sound, Chinese background pop music and English background pop music. In order to control effects caused by instruments, this research used Let it go sung by Yao Beina (Chinese) and Demi Lovato (English) as the background music in both two experiments. Only the refrain was used as music materials. In the first experiment, participants should remember 32 Chinese and 32 English familiar nouns and finish an instant recall task. In the second experiment, participants should remember 10 unfamiliar Chinese and 10 unfamiliar English nouns and finish an instant recognition task. Memory materials were displayed by Eprime 1.0 randomly. In the first experiment, the main effect of music types was significant, F(2,87) = 15.67, p < 0.00, ηp² = 0.15. The scores in the condition of no background music (M = 14.12) were significantly higher than the other two conditions. Participants’ scores in English background pop music (M = 12.50) were significantly higher than that in Chinese background pop music (M = 10.30). In the second experiment, the results showed that the scores in the condition of no background sound (M = 6.87) were still significantly higher than the other two conditions (M = 6.03 for Chinese music, M = 5.83 for English music). F(2,87) = 4.69, p < 0.05, ηp² = 0.05. The difference between two experiments was a significant reciprocal action in the second experiment, F(2,87) = 19.23, p < 0.01, ηp² = 0.20. The scores in the condition of Chinese background pop music were higher when the materials were Chinese words (M = 7.03), and the scores in the condition of English background pop music were higher when the materials were English words (M = 6.93). The conclusion was that lyrics in background music would effect the main visual task no mater what kind of lyrics’ language was, but different familiarity of languages indeed had different influences on the efficiency and accuracy of the main task. When memory words were familiar, the familiar language of lyrics would do more harm to the memory. While the words were unfamiliar, which means the task was more difficult, lyrics would do more harm to the memory of words that with the same language. The level of difficulty of the task and the familiarity of lyrics’ language both can effect the memory, while the former is more important.
Subjects: Psychology >> Cognitive Psychology submitted time 2018-09-07 Cooperative journals: 《心理学报》
Abstract： 本研究采用2个实验, 考察创造性思维测验得分高低者在Stroop任务干扰条件上的差异, 从行为和生理指标探讨认知抑制与创造性思维的关系, 以及时间压力对认知抑制与创造性思维关系的调节作用。实验1采用Stroop颜色命名任务。结果发现, 相比低创者, 高创者的反应时干扰效应量和正确率干扰效应量均更小。实验2采用更灵活的Stroop字义–颜色转换任务, 操纵不同的时间压力条件, 并记录被试完成任务时的皮肤电活动。结果发现, 高创者在有时间压力条件下的干扰效应量显著小于无时间压力条件下, 而低创者在有和无时间压力条件下的干扰效应量无显著差异; 高创者在颜色命名任务的不一致条件下的皮肤电活动变化显著高于一致条件, 而低创者在颜色命名任务的一致和不一致条件下无显著差异。研究表明：总体而言, 相比低创者, 高创者的认知抑制能力更高, 能够有效抑制优势的但不相关的反应倾向。时间压力在认知抑制与创造性思维的关系中起调节作用, 高创者面对不同任务要求能够灵活调整自身的认知抑制水平, 并表现出变化的生理唤醒水平。结果支持创造性思维的适应性认知抑制假说。
Subjects: Psychology >> Applied Psychology submitted time 2018-04-18 Cooperative journals: 《心理学报》
Abstract： Visual information is essential to deaf people given their early auditory deprivation. Some researchers have proposed a perspective in which the distribution of deaf visual attention resource shifted from the central to the extrafoveal visual field. This study explores how this unique visual processing ability may influence reading in deaf people and proposes ‘the effect of parafoveal visual attention enhancement in deaf reading.’ We hypothesise that visual attention resources are reorganised due to the absence of auditory input for deaf people. This reorganisation increased distribution toward the extrafoveal field, but decreased it in the foveal field, resulting in poor reading efficiency. A total of 29 severely to profoundly deaf students (DS) from a deaf school in Tianjin participated in the present study. Their hearing loss is ≥ 90 dB in the better ear. Participants are either born deaf or became deaf before three years old, and they use Chinese Sign Language (CSL) as their main communication mode. None of them received a cochlear implant. The age control group (AC) has 29 hearing middle school students, which indicated no significant difference in chronological age with DS. In addition, 29 hearing primary students comprised the reading-level control group (RC). The DS and RC were examined through a series of reading tests, including orthographic judgment task, reading fluency and reading comprehension, to match their reading levels. All participants read Chinese sentences for comprehension as their eye movements were tracked. A total of 48 pairs of target words (48 high frequency and 48 low frequency words) were embedded in two different sentence frames. All sentences consisted of seven or eight double-character words. These sentences were either presented normally or in a disappearing text paradigm that, as each word (n) was fixated, the word (n) or the next word (n + 1) remained visible only for a short period (40 ms) before disappearing. The paradigm was utilised to manipulate the display duration for the parafoveal word n + 1 (Experiment 1) or the foveal word N (Experiment 2) respectively, to compare the efficiency (speed) of encoding visual text information in sentence reading. In Experiment 1, when word n + 1 was presented briefly (40 ms), the overall sentence reading times were prolonged only for reading-level control group, but no difference was observed between deaf students and age control group. The effect of word frequency on target words was normal for all three groups. By contrast, in Experiment 2, during which word n was presented briefly (40 ms), the overall sentence reading times were prolonged only for deaf students. For gaze duration, the effect of word frequency for target words disappeared for deaf students. Therefore, deaf students showed higher efficiency of encoding parafoveal text information than their reading-level controls in Experiment 1 and were equal to their age controls. However, in Experiment 2, deaf students showed lower efficiency in encoding foveal text information than those in the hearing controls. In conclusion, the present study confirmed that deaf readers have enhanced parafoveal processing of linguistic information, but their foveal processing was hampered as a consequence. Thus, parafoveal visual attention was enhanced in deaf reading, which may be one of reasons for reading difficulty. Further research is necessary to explore this issue.
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