ISSN 0439-755X
CN 11-1911/B
主办:中国心理学会
   中国科学院心理研究所
出版:科学出版社

Most Down Articles

    Published in last 1 year | In last 2 years| In last 3 years| All| Most Downloaded in Recent Month | Most Downloaded in Recent Year|

    Most Downloaded in Recent Year
    Please wait a minute...
    For Selected: Toggle Thumbnails
    “Neijuan” in China: The psychological concept and its characteristic dimensions
    ZHANG Wen, PAN Chao, YAO Shiming, ZHU Jiajia, LING Dong, YANG Hanchun, XU Jingsha, MU Yan
    Acta Psychologica Sinica    2024, 56 (1): 107-123.   DOI: 10.3724/SP.J.1041.2024.00107
    Abstract6038)   HTML484)    PDF(pc) (745KB)(9200)       Save

    With the deepening and spread of reform and opening-up, China has undergone rapid and unprecedented economic growth and societal transformations over the past few decades. Accumulating evidence has revealed the impacts of sociocultural changes on Chinese mental health. Since 2020, a popular buzzword, “Neijuan” (involution), has garnered significant attention and discussion in daily life. Neijuan could be traced back to agricultural involution, which refers to a process of inward over-elaboration in agricultural development. This concept was first identified by the anthropologist Geertz (1963), who observed that population growth failed to enhance productivity growth and economic development.

    Despite Neijuan's growing attention, it is still unclear about the connotation and characteristic dimensions of this social phenomenon. Cultural psychology provides a solid theoretical and empirical basis for exploring how social and cultural changes affect individuals’ psychological states and behaviors. In this context, we propose that Neijuan is a multidimensional psychological concept of great significance in this new era, closely connected to cultural changes in China’s rapid development and growth.

    To explore the psychological concept of Neijuan, Study 1 employed a grounded theory approach through in-depth interviews to clarify the intricate psychological components of Neijuan. Based on the results of Study 1, Studies 2 and 3 developed a measurement tool to validate the multiple characteristic dimensions of Neijuan in Chinese culture, utilizing exploratory factor analysis (EFA) and confirmatory factor analysis (CFA). The findings suggested that Neijuan comprises four dimensions: resource scarcity, social norm, psychological pressure, and competition. Subsequently, Study 4 used Neijuan scenario-based task in the university and workplace environments to assess participants’ behavioral tendencies related to Neijuan and examined the relationship between individuals’ perceptions of Neijuan and their actual behaviors. Results revealed that individuals with higher levels of perceived Nejuan exhibited a greater tendency to engage in behaviors associated with Neijuan.

    In summary, the series of studies sought to explore the psychological concept and multiple characteristic dimensions of Neijuan, which provides a theoretical and empirical basis for understanding this significant phenomenon in the contemporary era. The current research also offers an effective measurement tool to assess individuals’ perception of Neijuan and enlightens future research on the effect of Neijuan on psychological maladjustment and non-benign competition behaviors related to Neijuan.

    Table and Figures | Reference | Related Articles | Metrics
    The effect of cumulative risk related to family adversity on social adjustment among left-behind children in China: The mediating role of stress and the moderating role of psychosocial resources
    FAN Xing-hua, FANG Xiao-yi, ZHAO Xian, CHEN Feng-ju
    Acta Psychologica Sinica    2023, 55 (8): 1270-1284.   DOI: 10.3724/SP.J.1041.2023.01270
    Abstract5390)   HTML523)    PDF(pc) (838KB)(7542)       Save

    In China, left-behind children (LBC) refer to children (under the age of 16) who remain at rural regions while both of their parents migrate to urban area for work, or one of their parents migrates for work and the other has limited capacity to care for their children. Relative to non-left-behind children (NLBC), LBC are exposed to various risk factors related to family, such as lack of parental care and insufficient family support, which could increase their vulnerability to psychological and behavioral problems. Based on Bronfenbrenner’s bioecological theory and the cumulative risk (CR) model, this study used two-wave data (T1 and T2) and examined the association between cumulative risk related to family adversity (T1) and social adjustment outcomes (T1/T2), in which stress (T1/T2) is a mediator, and examined the moderating role of psychosocial resources (T1) in this association.

    A two-wave longitudinal household surveys were conducted among six hundred fifty-one families of rural children. A total of 285 children whose both parents migrated for work throughout the study waves were categorized as the LBC group, while 366 children who reported living with their parents at least one of waves were categorized as the control group. All measures in the surveys showed good reliability, including family adversity, stress, psychosocial resources (i.e., psychological capital and social support) and social adjustment (i.e., subjective well-being, depression, positive behaviors and problem behaviors). Data analyses were performed using SPSS 24.0 and AMOS 22.0.

    Results showed that: (1) LBC’s T1 cumulative risk related to family adversity was linearly associated with their T1/T2 social adjustment; (2) After controlling for gender and age, LBC’s T1 cumulative risk related to family adversity was negatively associated with T1 social adjustment (β = −0.42, p < 0.001), and T1 stress mediated this association. The association between stress and social adjustment was moderated by psychosocial resources, with a higher level of psychosocial resources associated with a smaller mediating effect of stress. (3) After controlling for gender and age, T1 stress and T1 social adjustment, T1 cumulative risk related to family adversity were negatively associated with T2 social adjustment (β = −0.23, p < 0.001), and T2 stress mediated this relationship. T1 psychosocial resources moderated the association of T1 cumulative risk related to family adversity on both T2 social adjustment and T2 stress. This showed that with the level of T1 psychosocial resources increasing, the main effect of T1 cumulative risk related to family adversity on T2 social adjustment and the mediation effect of T2 stress decreased and became statistically non-significant.

    The findings of this study demonstrate the detrimental impact of cumulative risk related to family adversity on social adjustment among LBC, as well as the mediating role of stress and the moderating role of psychosocial resources. Overall, these findings suggest that family risk factors are proximal factors for LBC’s social maladjustment, and future intervention should attend to psychosocial resource promotion.

    Table and Figures | Reference | Related Articles | Metrics
    The cognitive mechanism of reducing procrastination by emotion regulation: The mediation role of task aversiveness
    TONG Tingting, BAI Youling, FENG Tingyong
    Acta Psychologica Sinica    2024, 56 (4): 458-468.   DOI: 10.3724/SP.J.1041.2024.00458
    Abstract4473)   HTML229)    PDF(pc) (554KB)(7446)       Save

    Previous research has shown that using adaptive emotion-regulation strategies, particularly cognitive reappraisal, can help reduce procrastination. However, the precise cognitive mechanisms underlying the impact of emotion regulation on procrastination remain unclear. The temporal decision model of procrastination posits that procrastination is primarily influenced by the tradeoff between task aversiveness and outcome utility. When task aversiveness surpasses outcome utility, individuals are more likely to procrastinate, whereas when outcome utility outweighs task aversiveness, immediate action is more probable. Consequently, emotion regulation could reduce procrastination by diminishing task aversiveness or by improving outcome utility.

    To investigate this issue, based on Gross’s emotion regulation theory and the temporal decision model of procrastination, this research focuses on individuals exhibiting high levels of procrastination (as measured by the General Procrastination Scale, with scores above 67.5). These participants were divided into two groups: the positive reappraisal group (consisting of 34 individuals) and the ineffective strategy group (also consisting of 34 individuals). Over a period of 7 days, the two groups were longitudinally tracked through empirical sampling, resulting in a total of 14 data collection points.

    The results showed that: (1) There was no notable disparity between the two groups in task executive willingness during the pre-test, while the positive reappraisal group demonstrated a significantly higher task executive willingness compared to the ineffective strategy group in the post-test, indicating that positive reappraisal significantly enhanced individuals’ task executive willingness. (2) No significant difference was observed in task aversiveness between the two groups during the pre-test, while the positive reappraisal group exhibited noticeably lower levels of task aversiveness compared to the ineffective strategy group in the post-test. Additionally, initial outcome utility levels did not differ significantly between the two groups, while the positive reappraisal group demonstrated significantly higher outcome utility compared to the ineffective strategy group in the post-test. (3) Mediation analysis indicated that the reduction of task aversiveness mediated the influence of emotion regulation on the degree of improvement in procrastination (that is, the increase in task executive willingness), whereas the increase of outcome utility did not mediate the impact of emotion regulation on the degree of improvement in procrastination (that is, the increase in task executive willingness).

    These findings suggest that emotion regulation mainly enhance individuals’ task executive willingness by diminishing task aversiveness, thereby reducing procrastination behavior. This offers a strong theoretical foundation for interventions targeting procrastination through the lens of emotional regulation.

    Table and Figures | Reference | Related Articles | Metrics
    Associations between empathy and negative affect: Effect of emotion regulation
    GUO Xiaodong, ZHENG Hong, RUAN Dun, HU Dingding, WANG Yi, WANG Yanyu, Raymond C. K. CHAN
    Acta Psychologica Sinica    2023, 55 (6): 892-904.   DOI: 10.3724/SP.J.1041.2023.00892
    Abstract8947)   HTML770)    PDF(pc) (1267KB)(11046)       Save

    Empathy refers to understanding, inferring and sharing others’ emotional states, which can be divided into affective and cognitive components. Although empathy contributes to prosocial behaviors and harmonious interpersonal relationships, it also increases an individual’s negative emotional experiences and affect distress. Emotion regulation, the psychological process of managing one’s own emotions, has been found to be closely associated with empathy. Cognitive reappraisal and expressive suppression are two commonly used strategies to regulate emotions, of which cognitive reappraisal is effective in reducing negative emotional experiences while expressive suppression is usually correlated with more affective distress. However, the roles of emotion regulation strategies in the empathic response are still unclear.
    We conducted two studies to investigate the roles of emotion regulation on the negative affect related to empathy using self-report questionnaires and experimental task respectively. Study 1 administered the Questionnaire of Cognitive and Affective Empathy (QCAE), the Interpersonal Reactivity Index (IRI), the Emotion Regulation Questionnaire (ERQ), and the Depression Anxiety Stress Scale (DASS-21) to 442 college students. The moderating effects of cognitive reappraisal and expressive suppression on the association between empathy and negative affect were examined separately. Study 2 adopted the Chinese version of the Empathic Accuracy Task (EAT) to further examine the effect of emotion regulation (i.e. cognitive reappraisal) on cognitive empathy and affective responses. The EAT requires participants to continuously rate targets’ emotional valence in video clips as a second person and rate emotional valence and arousal of both targets and themselves after each video. Seventy-five participants (33 for experiment 1 and 42 for experiment 2) were recruited to perform the EAT under two conditions, i.e., naturally viewing without any instructions and applying cognitive reappraisal while viewing the scenarios. Paired sample t tests and repeated-measure ANOVA were performed to examine the effect of cognitive reappraisal on task performance.
    Findings from Study 1 showed that affective empathy was significantly correlated with higher levels of anxiety and stress, while empathic concern was correlated with less anxiety, stress and depression. However, when participants endorsed cognitive reappraisal more frequently, such positive association between affective empathy and stress was reduced, while the negative association between empathic concern and anxiety was strengthened. Cognitive empathy was significantly correlated with reduced depression. Expressive suppression strengthened the negative association between cognitive empathy and depression. Moreover, negative correlations between cognitive empathy and anxiety as well as stress emerged for participants endorsing cognitive reappraisal more frequently. Findings from Study 2 showed that task performances of the EAT were significantly improved when participants endorsed cognitive reappraisal strategy compared to the condition of naturally viewing. Specifically, under the cognitive reappraisal condition participants scored higher empathic accuracy, experienced less negative affect in reaction to others’ affect distress, and experienced more positive affect in reaction to others’ positive emotions.
    Taken together, the findings from these two studies suggested that both cognitive reappraisal and expressive suppression play a protective role in the associations between empathy and negative affect, and the endorsement of cognitive reappraisal would improve task performance on both cognitive and affective empathy. Our findings shed light on the psychological mechanisms of empathy and provide new approach for improving individuals’ social cognitive ability, especially for early intervention in clinical and subclinical populations.

    Table and Figures | Reference | Related Articles | Metrics
    The effect of reward prediction errors on temporal order and source memory
    ZHANG Hongchi, CHENG Xuan, MAO Weibin
    Acta Psychologica Sinica    2023, 55 (7): 1049-1062.   DOI: 10.3724/SP.J.1041.2023.01049
    Abstract5052)   HTML291)    PDF(pc) (5471KB)(6376)       Save

    The human brain automatically segments continuous experiences into discrete events to better remember ongoing experiences in daily life. This automatic process is known as event segmentation. The time points between different events are called event boundaries—they indicate when one event ends, and another begins. Studies have shown that the event boundaries may enhance the item-context source memory of information at the boundaries but impair temporal order memory in across-event information. Notably, previous studies mainly focused on the boundaries caused by changes in the external environment and rarely paid attention to the subjective boundaries caused by changes in an individual’s internal psychological context. Moreover, Rouhani et al. (2020) first confirmed that reward prediction errors (RPE) could be used as event boundaries to influence memory. Additionally, it has been demonstrated that the RPE event boundary reduces the temporal order memory in across-event information. However, the effects of the RPE event boundary on temporal order and source memory and whether the mnemonic trade-off effect exists are not clear. The neurophysiological mechanisms underlying the effects of event boundaries on memory require further examination.

    This study used behavioral and event-related potentials (ERP) technology in three experiments to explore the effect of RPE event boundaries on temporal order and source memory, respectively, based on behavioral and neurophysiological mechanisms. Experiment 1 used a neutral scene picture matching value as materials. The value of successive pictures fluctuates around an average value to form an event, and event boundaries denote when there is a significant shift in the value, which is the reward prediction error. The participants were required to complete two memory tests: a temporal order memory test and a source memory test. The source memory test was presented with a neutral scene picture, and participants were asked to choose a value that matched the learning stage from the two alternatives. We aimed to explore the effect of the RPE event boundary on temporal order and source memory. However, no mnemonic trade-off effect was observed. Therefore, whether other factors might influence the mnemonic trade-off effect that exists is not clear. In Experiment 2, RPE was divided into high and low strength. We aimed to explore the effects of different RPE strengths on temporal order and source memory. After we obtained stable results, in Experiment 3, we used ERP technology to explore the N400 and P600 effects under different conditions at the memory retrieval stage in the high RPE condition to examine the detailed mechanism of the effect of event boundary on memory.

    The behavioral results showed that the RPE event boundary enhanced only the neutral scene picture-value source memory of information at the boundaries in Experiment 1. High and low RPE event boundaries affect temporal order and source memory differently. The high RPE event boundary enhanced the neutral scene picture-value source memory of information at the boundaries. Further it reduced the temporal order memory of information across-events, which caused the mnemonic trade-off effect between temporal order and source memory in Experiment 2. The ERP results showed that compared to the within-event/non-boundary condition, correctly retrieving information of temporal order and source memory in the across-event/boundary condition induced a larger N400 (350−550ms) effect but did not induce a larger P600 (600−1000ms) effect in Experiment 3. These two memory tests were activated in different brain regions. The temporal order memory in the across-events condition was mainly activated in the anterior region, while the source memory boundary condition was mainly activated in the parietal region.

    This study can be summarized as follows. The segmentation strength of the event boundary is an important factor affecting the mnemonic trade-off effect between temporal order and source memory. The mnemonic trade-off effect only occurs when the representation difference between events is sufficiently vast, and the segmentation strength of the boundary is sufficiently high. Furthermore, the N400 component is an important index that reflects the integration and segmentation of episodic memory using event boundaries.

    Table and Figures | Reference | Related Articles | Metrics
    The effects of the parent-child relationship and parental educational involvement on adolescent depression, self-injury, and suicidal ideation: The roles of defeat and meaning in life
    HU Yiqiu, ZENG Zihao, PENG Liyi, WANG Hongcai, LIU Shuangjin, YANG Qin, FANG Xiaoyi
    Acta Psychologica Sinica    2023, 55 (1): 129-141.   DOI: 10.3724/SP.J.1041.2023.00129
    Abstract10959)   HTML1104)    PDF(pc) (844KB)(15758)       Save

    Because of their high incidence as well as high risk, adolescent psychological problems have been a constant pressing topic of governmental, psychological, sociological, and medical interest for research. Adolescent depression, self-injury, and suicidal ideation not only have serious impacts on an individual social functioning, the burden of disease and economic pressures caused by self-harming incidents also make it vital to explore the factors affecting these behaviors and their developmental mechanisms. Ecosystem theory emphasizes the role and significance of the environment in the process of individual development, believing that individual development is the result of one’s interactions with the surrounding environment. As the innermost structure in the ecosystem, family is the environment that is most relevant for individuals, having the greatest influence. In this study, two important components of the parent-child subsystem parent-child relationship (child) and educational involvement (parent) were introduced to explore their combined effects on adolescent depression, self-injury, and suicidal ideation from a binary perspective. The roles of frustration and sense of meaning in life were also investigated from an integrated motivational-volitional model perspective.

    The current study built a moderated mediation model exploring the combined effects of the parent-child relationship on adolescent depression, self-injury, and suicidal ideation. A total of 930 middle school students (501 boys, 429 girls; average age = 15.24 ± 1.66 years) and their parents participated in this investigation. After given their informed consent, both parents and students completed the Short Form of Center for Epidemiological Studies Depression Scale, the Deliberate Self-Harm Inventory, the Four-item Depressive Symptom Index − Suicidality Subscale, the Parent-Child Intimacy Questionnaire, Parental Involvement in Primary School Children Education, the Defeat Scale, and the Chinese Meaning in Life Questionnaire. SPSS 26.0, AMOS 23.0, and Mplus 7.0 were used to analyze the data.

    The results indicated that: (1) Compared to individuals with a low parent-child relationship and low educational involvement, adolescents with a high parent-child relationship and high educational involvement had lower levels of defeat. Compared to adolescents with a low parent-child relationship and high educational involvement, individuals with a high parent-child relationship and low educational involvement showed lower levels of defeat; (2) Defeat partially mediated the relationship between the parent-child relationship and educational involvement and adolescent depression, self-injury, and suicidal ideation; (3) The second half of the mediation model was moderated by meaning in life, that is, with the increase of meaning in life, the effect of defeat on depression, self-injury, and suicidal ideation gradually decreased.

    Based on ecosystem theory and integrated motivational-volitional model, and using innovative polynomial regression and response surface analysis, the current study investigated the influence of the parent-child relationship and parents' educational involvement on adolescent depression, self-injury, and suicidal ideation, as well as the mediating and moderating effects of defeat and meaning in life. The results providing additional evidence for the relevant developmental theories of depression, self-injury, and suicidal ideation. This study also offers more insight into potential psychological crisis behavioral interventions.

    Table and Figures | Reference | Related Articles | Metrics
    Give a man a fish or teach him to fish? Differences in donor behavior between high and low social classes
    SUN Qingzhou, HUANG Jingru, YU Xiaofen, GAO Qingde
    Acta Psychologica Sinica    2023, 55 (10): 1677-1695.   DOI: 10.3724/SP.J.1041.2023.01677
    Abstract4218)   HTML545)    PDF(pc) (2534KB)(5964)       Save

    Who donates more generously between high and low social classes? Existing studies have provided different answers. One potential reason is that prior research fails to distinguish between categories of survival and developmental donation. We conducted five studies to examine the differences in donor behaviour between high and low social classes in terms of preference for survival or developmental categories of donation and the underlying mechanisms involved in this decision.

    In Study 1, we manipulated participants’ relative sense of social class by comparing them with the highest or lowest class and measured their preference for survival and developmental donations. Results found that participants with a sense of high social class were more likely to choose developmental donations, whereas those with a sense of low social class were more likely to choose survival donations. In Study 2, we measured the participant’s’ true social class, their tendency to regulatory focus, and their preference between survival and development donations. Results found that those of high social class chose more developmental donations, whereas those of low social class chose more survival donations. Additionally, those of a higher social class had a higher promotion focus and lower prevention focus; thus, they preferred developmental donations, which supports the regulatory focus explanation. In Study 3, we adopted a between-subject design and measured participants’ true social class and their own survival or development demand, as well as their preference for survival or development donations. Results revealed that only the index of subjective social class and not objective social class showed a consistent tendency with Studies 1 and 2. The survival or development demand of high/low social class did not predict the participants’ own survival and development donations, which did not support the demand migration explanation. In Study 4, we set up survival and development items with prevention/promotion focus representation to separate the regulatory focus and demand migration explanations. We observed that subjective social classes’ choice preferences changed with representations of regulatory focus, rather than such individuals consistently choosing survival or developmental items owing to the migration of requirements. In Study 5, we set up different representations (regulatory focus × intertemporal orientation) of survival and developmental items to test whether participants’ preferences changed with representations of regulatory focus motivation or intertemporal orientation. The results showed that when developmental items were characterized as a long-term-promoted focus, high subjective social class individuals preferred developmental donations, whereas low subjective social class individuals preferred survival donations when survival items were characterized as a short-term-preventive focus. When developmental items were characterized as a long-term-preventive focus, low subjective social class individuals preferred developmental donations, whereas high social class individuals preferred survival donations when survival items were characterized as a short-term-promoted focus. These results suggest that subjective social classes’ preference for survival/developmental donation changes with the representation of regulatory focus motivation but is not consistent with the representation of intertemporal orientation; this supports the regulatory focus explanation and rejects the demand migration explanation and intertemporal preference explanation.

    These findings provide new insights into donation contradictions, variable mechanisms for donation between high and low social classes, and the precise motivations for providing survival and developmental donations.

    Table and Figures | Reference | Related Articles | Metrics
    The influence of cultural differences between China and the West on moral responsibility judgments of virtual humans
    YAN Xiao, MO Tiantian, ZHOU Xinyue
    Acta Psychologica Sinica    2024, 56 (2): 161-178.   DOI: 10.3724/SP.J.1041.2024.00161
    Abstract4128)   HTML199)    PDF(pc) (2994KB)(5809)       Save

    Virtual humans are digital characters created in computer graphics software that take a first-person view of the world and have a social media presence. Compared with real humans, however, are people likely to attribute moral responsibility differently to virtual humans when they do something morally wrong? This important empirical question remains unanswered. Therefore, we addressed this query using Mental Perception Theory. We did so through exploring the influence and mechanism of cultural differences between China and the West on individuals’ moral responsibility judgments of virtual humans versus real humans. Findings revealed that, when virtual humans engaged in immoral behaviors—irrespective of whether real humans or artificial intelligence (AI) controlled them—people in China (vs. the West) attributed more moral responsibility to virtual humans but equal moral responsibility to real humans. Perceived mental capacity, especially perceived experience, mediated the interaction effect of culture. Furthermore, compared to Westerners, Chinese people were more likely to punish virtual (vs. real) humans, such as by no longer following their social accounts.

    Five experiments revealed the foregoing findings. Study 1a and 1b used a 2 (blogger: human vs. virtual) × 2 (culture: Chinese vs. Western) between-subjects design. Two hundred Chinese and 200 American Caucasian participants were recruited in Study 1a. They first read the profile of a virtual/human blogger, Rico, on Weibo (i.e., China)/Twitter (i.e., America). Next, they were told that Rico had exposed the private behavior of a netizen, which made that individual suffer from cyber violence. After that, participants rated the moral responsibility of Rico with two items. Consistent with our prediction, there was a significant interaction effect between the Chinese/Western culture and the virtual/human blogger on moral responsibility judgments. Specifically, Chinese (vs. Western) people attributed more moral responsibility to the virtual blogger, but there was no significant difference in moral responsibility judgments toward the human blogger. In Study 1b, we recruited 200 Chinese and 199 British Caucasian participants online. We utilized a similar study design and manipulations to those employed in Study 1a. Study 1b replicated the results of Study 1 with a new scenario (i.e., tax evasion) and new methods of measuring moral responsibility judgments.

    Study 1c used a 3 (blogger: human s. virtual-human vs. virtual-AI) × 2 (culture: Chinese vs. Western) between-subjects design. Three hundred Chinese and 300 British Caucasian participants were recruited online. The results showed that Chinese (vs. British) people attributed greater human-like moral responsibility to a virtual human controlled by real humans as well as by artificial intelligence.

    Study 2 used the same study design as employed in 1b. Two hundred Chinese and 199 American Caucasian participants were recruited online. They read the same profile of the virtual/human blogger Rico and his immoral behavior (i.e., tax evasion). Then, participants rated moral responsibility judgments and mental capacity of Rico. Results revealed the mediating role of perceived mental capacity (i.e., experience, not agency) on the cultural difference of moral responsibility judgments and ruled out two possible alternative explanations.

    Study 3 used a 2 (culture: Chinese vs. Western) between-subjects design. One hundred Chinese participants and 101 American Caucasian participants were recruited online. This study utilized another scenario (i.e., plagiarism) and replicated the results of the four previous studies. Furthermore, we showed the downstream effect that Chinese (vs. American) people believed that the virtual human should be punished more (i.e., fining, suspending the account, and no longer following the account).

    In summary, based on Mental Perception Theory, this paper provided evidence for the cultural differences between Chinese people and Westerners on moral responsibility judgments of virtual humans. Perceived mental capacity (i.e., experience, not agency) mediated this interaction effect. In addition, we revealed the downstream results of moral punishment and contributed to literature on cultural differences and the theory about moral judgments on non-human entities.

    Table and Figures | Reference | Related Articles | Metrics
    The relationship between gratitude and social well-being: Evidence from a longitudinal study and a daily diary investigation
    YE Ying, ZHANG Linting, ZHAO Jingjing, KONG Feng
    Acta Psychologica Sinica    2023, 55 (7): 1087-1098.   DOI: 10.3724/SP.J.1041.2023.01087
    Abstract4450)   HTML341)    PDF(pc) (691KB)(5844)       Save

    The positive psychological construct of gratitude is crucial for health and well-being. Previous studies have shown a significant positive correlation between gratitude and social well-being. However, no studies have examined this potentially reciprocal relationship from a longitudinal perspective. According to the broaden-and-build theory and gratitude amplification theory, we hypothesized that gratitude has a predictive effect on social well-being. In addition, based on the personality and social relationships model and self-determination theory, we proposed that social well-being is an antecedent to gratitude. In summary, this research combines a longitudinal study and a daily diary investigation to systematically explore the causal relation between gratitude and social well-being.

    Study 1 employs a two-wave cross-lagged design to explore the long-term relationship between trait gratitude and social well-being. The sample comprised 563 undergraduate students, who all participated online. Pursuant to the study purpose, participants were asked to complete the gratitude and social well-being scales twice, separated by a seven-month interval. The cross-lagged path analysis suggested reciprocal effects between trait gratitude and social well-being. To reduce recall bias and explore the short-term association between gratitude and social well-being, Study 2 employs a daily diary method. A total of 274 young adults completed daily gratitude and social well-being measures for 21 consecutive days.

    In Study 1, trait gratitude at T1 significantly positively predicted social well-being at T2, while social well-being at T1 also significantly predicted trait gratitude at T2. These effects remained significant after controlling for age and gender. Consistent with Study 1, Study 2 also revealed a reciprocal relationship: state gratitude on one day positively predicted social well-being the next day, while social well-being on one day also positively predicted state gratitude the next day. Moreover, these relationships were stable after controlling for time trend. Overall, the results of Study 1 and Study 2 support the hypotheses by showing reciprocal predictive effects between gratitude and social well-being.

    In summary, we predicted that experiencing gratitude would lead to higher social well-being, which would, in turn, result in higher gratitude, activating an upward spiral. This work deepens understanding of the interaction between gratitude and social well-being, paving the way for future intervention research to help increase both.

    Table and Figures | Reference | Related Articles | Metrics
    Is positivity always beneficial? The effect of positive meta-stereotypes on working memory and their mechanism
    DONG Tiantian, XU Lulu, HE Wen
    Acta Psychologica Sinica    2023, 55 (8): 1344-1357.   DOI: 10.3724/SP.J.1041.2023.01344
    Abstract4436)   HTML461)    PDF(pc) (749KB)(5706)       Save

    Meta-stereotypes are ingroup beliefs regarding the stereotypes that outgroup members hold about the ingroup members. Studies on meta-stereotypes have been conducted with a focus from the negative perspective of it. In comparison, positive meta-stereotypes can have either a boost effect or a choking effect. However, there is a lack of discussion on them, especially in cognitive processing. As the core of cognitive processing, working memory influences many aspects of information processing. Based on the positive meta-stereotypes effect, this study investigates the relationship between positive meta-stereotypes and working memory, as well as their underlying mechanisms.

    Approach motivation may be closely related to positive meta-stereotypes and working memory. When positive meta-stereotypes are activated, individuals tend to increase approach motivation to prove that they have reached the expectations of others. In addition, approach motivation is an essential factor affecting working memory. The stronger the approach motivation is, the worse the working memory performance will be. However, approach motivation’s role in the relationship between positive meta-stereotypes and working memory remains unknown. Therefore, this study clarifies the relationship between positive meta-stereotypes and working memory and reveals approach motivation’s mediating role in the association between positive meta-stereotypes and working memory.

    Core self-evaluations refers to the essential evaluation of an individual’s ability and value, which may be a potential moderating variable of the meta-stereotypes effect. According to the Theory of Resource Conservation, core self-evaluations alleviates the harmful influence of external pressure on individuals. Individuals with high core self-evaluations have more resources to combat the adverse impact of pressure after positive meta-stereotypes are activated. To be more specific, when positive meta-stereotypes are activated, low core self-evaluators will experience stress, reducing working memory performance.

    The current study comprised three experiments. Experiment 1 aimed to explore the relationship between meta-stereotypes and working memory in college students from rural areas. All participants were randomly assigned to positive meta-stereotypes activation or control conditions. They then completed meta-stereotypes manipulation examination and N-back task. Compared with the control group, the positive meta-stereotypes activation group had a lower working memory accuracy under difficult task conditions. Experiment 2 examined the mediating effect of approach motivation. All participants were randomly assigned to positive meta-stereotypes activation or control conditions. Subsequently, they completed meta-stereotypes manipulation examination, approach motivation measurement and N-back task. The results of Experiment 1 were replicated as approach motivation played a mediating role. Finally, Experiment 3 explored the moderating effect of core self- evaluations. The participants completed core self-evaluations measures and the same measurement as Experiment 2. The results replicated the findings of Experiment 2 and found that core self-evaluations played a moderator. The working memory accuracy of the participants with high core self-evaluations decreased in the difficult task (2-back). The research results support the “stress vulnerability hypothesis”.

    This study enriches the previous research on meta-stereotypes and its mechanisms on working memory. These findings have theoretical value concerning meta-stereotypes effect and practical value in alleviating the harmful effects of positive meta-stereotypes.

    Table and Figures | Reference | Related Articles | Metrics
    The effect of social value orientation on third-party altruistic behaviors in children aged 10-12 years: The role of emotion
    CHEN Peiqi, ZHANG Yinling, HU Xinmu, WANG Jing, MAI Xiaoqin
    Acta Psychologica Sinica    2023, 55 (8): 1255-1269.   DOI: 10.3724/SP.J.1041.2023.01255
    Abstract4438)   HTML321)    PDF(pc) (873KB)(5660)       Save

    Fairness plays a critical role in maintaining the social order. To understand fairness development, numerous studies have examined children's upholding fairness behaviors, such as resource allocation. In particular, the emergence of third-party altruism in Chinese children at the age of 8−10 is an important turning point in fairness development. Third-party altruism refers to the behavior of individuals voluntarily paying costs to punish violators, which is a form of prosocial behavior. Most previous studies have confirmed that social value orientation (SVO) affects prosocial behaviors, and some cognitive neuroscience studies have found that SVO and emotion together affect prosocial behaviors. However, we do not know the specific mechanisms by which children's SVO and emotions affect their third-party altruistic behaviors. Additionally, because third-party altruism can adopt punishment and compensation, the mechanisms may be different. Therefore, through two experiments, this study aimed to investigate the mechanisms of children's SVO and emotion on third-party altruism and the difference between children's third-party punishment and compensation behaviors in three offer conditions (i.e., high inequality, moderate inequality, and equality). Experiment 1 was based on the third-party punishment task and aimed to investigate the effect of children’s SVO on their emotion and punitive behaviors and to verify the mediating role of emotion. We recruited 233 children aged 10−12 years. After completing the demographic information, they were instructed to complete three third-party punishment tasks revised from the dictator game. The proposer in the dictator game offered one, three, and five coins from 10 coins to the recipient successively. As the third party, children reported the level of pleasure and decided whether to spend any integer of their endowed five coins to punish the proposer in each task. For every coin spent, two coins were deducted from the proposer’s endowment. The results revealed that prosocial children (vs. the pro-self) were more unpleased and spent more coins to punish the proposer, and emotion played a mediating role in the relationship between SVO and third-party punitive behaviors in the high inequality condition but not in the moderate inequality or equality conditions. To deeply understand children’s third-party altruistic behaviors and compare the two kinds of behaviors, we conducted Experiment 2 based on the third-party compensation task. We recruited 238 children aged 10−12 years. The experimental procedure was similar to that of Experiment 1, except that children in Experiment 2 spent coins to compensate the recipient rather than punish the proposer. The results revealed that prosocial children (vs. the pro-self) spent more coins to compensate the recipient in the high and moderate inequality conditions; emotion played a mediating role in the relationship between SVO and third-party compensation behaviors only in the high inequality condition. As for the difference between the two kinds of third-party altruistic behaviors, children in the third-party compensation (vs. punishment) task had less emotional fluctuation when confronted with three offers and spent more coins to maintain a fair order in the moderate unequal condition. These findings suggest that SVO had a stable effect on third-party punishment and compensation in 10- to 12-year-old children under all three offer conditions, and that emotion mediated the relationship between SVO and each kind of third-party altruistic behavior when children were confronted with an extremely unfair offer. Additionally, the children showed different levels of pleasure and behavior in the two third-party altruistic tasks. Our study contributes to revealing the mechanisms of SVO and emotion on two kinds of third-party altruistic behaviors and suggests that prosocial orientation is a critical factor in fostering children’s third-party altruism.

    Table and Figures | Reference | Related Articles | Metrics
    Self-compassion writing facilitates fear extinction
    MEI Ying, LIU Juntong, LIU Honghong, FU Yang, LUO Xi, LEI Yi
    Acta Psychologica Sinica    2023, 55 (8): 1317-1329.   DOI: 10.3724/SP.J.1041.2023.01317
    Abstract4356)   HTML441)    PDF(pc) (878KB)(5608)       Save

    Self-compassion is the tendency to care for and understand oneself, and cultivating this behavior is considered a promising cognitive treatment for anxiety disorders. However, the underlying mechanism of how self-compassion reduces anxiety remains unknown. Given the central role of fear extinction-based exposure therapy for the treatment of anxiety, studying how self-compassion affects fear extinction may help elucidate the underlying mechanisms. Previous studies have found that writing can be an effective way to promote self-compassion and emotional regulation. Thus, this study aimed to test the impact of self-compassion writing on fear extinction.

    This study contained 56 healthy effective participants, who were randomly assigned into self-compassion and control writing groups. The experimental process included five phases: pre-conditioning, negative event writing, fear conditioning, self-compassion writing, and fear extinction. All the participants completed the Self-Compassion Scale (SCS), the Positive and Negative Affect Scale (PANAS), and the State-Trait Anxiety Inventory (STAI) before and after the experiment. The PANAS was also assessed immediately after the negative event writing phase to assess the effectiveness of manipulation. Participants were asked to write about an adverse event that made them feel bad about themselves during the negative writing phase. The self-compassion group was guided to respond to three prompts that focus on self-kindness, common humanity, and mindfulness. The control group was asked to write about their daily routines in a factual and unemotional manner. The shock expectancy ratings and skin conductance response (SCR) were recorded as the index of extinction learning. Three-way repeated measure ANOVA was conducted to examine the between-group differences in ratings and SCR across time extinction learning, with writing condition as the between-subject variable (self-compassion, control), and stimuli type (conditioned danger stimuli [CS+], conditioned safe stimuli [CS−]) and extinction phase (early, late) as within-subject variables.

    The results showed that the writing of negative events successfully reduced the positive affect (PA) of participants. There was no group difference during the fear conditioning phase and all participants successfully acquired fear. After writing intervention, the negative affect (NA) was significantly reduced in both groups. However, compared to the control group, the self-compassion group showed lower shock expectancy ratings in response to danger (CS+) and safety (CS−) cues during both early and late extinction. The SCR results showed that early extinction induced lower response than late extinction in the self-compassion group. Overall, the results demonstrate that self-compassion may promote fear extinction by regulating the response to both danger and safety cues. To our knowledge, this is the first study that uses the fear extinction model to test how self-compassion intervention can influence fear processing. Our results expand our understanding into the psychological and physiological mechanism of how self-compassion can reduce anxiety-related symptoms.

    These findings have several implications. First, self-compassion writing intervention is independent of control writing as a method to cope with threats. Second, compared to PANAS, shock expectancy ratings might be a sensitive indicator to characterize the effect of self-compassion intervention on anxiety-related symptoms. Finally, self-compassion might could be a reasonable strategy to counter enhanced response to danger cues and inhibited fear response to safety cues.

    Table and Figures | Reference | Related Articles | Metrics
    Test-retest reliability of EEG: A comparison across multiple resting-state and task-state experiments
    QIN Huiyi, DING Lihong, DUAN Wei, LEI Xu
    Acta Psychologica Sinica    2023, 55 (10): 1587-1596.   DOI: 10.3724/SP.J.1041.2023.01587
    Abstract3292)   HTML261)    PDF(pc) (3429KB)(5464)       Save

    Owing to its advantages in time resolution, electroencephalography (EEG) provides an important basis for studying the dynamic cognitive process of the human brain. To explore the electrophysiological mechanism of psychological processes, scalp EEG must have good test-retest reliability. Most studies explore the reliability of the resting-state EEG (rsEEG) or event-related potentials (ERP), lacking a comprehensive comparison of multiple states. We comprehensively compared the test-retest reliability of the two rsEEG with eyes-open (EO) and eyes-close (EC) states, and the ERPs of PVT and oddball tasks, from frequency, time, and spatial domains to identify more widely applicable indicators.

    A total of 42 healthy adults (age range = 18-26 years old; mean = 19.5 ± 1.4 years old; 14 males) underwent all three EEG recording sessions, including the present (Session 1), 90 mins later (Session 2), and one month later (Session 3). During each EEG recording session, all the participants completed the same five states including two resting states (eyes-open, eyes-closed, each with 5 minutes) and two task states (PVT and oddball task). Intra-class correlation coefficients (ICC) were computed to assess the test-retest reproducibility of the five states.

    This study compares and analyses the test-retest reliability of two resting-state and three task-state EEG from the perspectives of time, frequency, and spatial domains. Results revealed the following: (1) The test-retest reliability of rsEEG was generally better than that of ERP. (2) For rsEEG, the test-retest reliability of the EC resting-state was higher than that of the EO, with the ICC median value of approximately 0.6. Furthermore, the test-retest reliability of the alpha band was the highest in all frequency bands. (3) For the two task-states ERP, the overall ICC of the PVT paradigm was higher than that of the oddball paradigm, and the test-retest reliability was highest at about 200 ms after the stimulus onsets. (4) In the spatial domain, the test-retest reliability is higher in the central region than in the peripheral region, which may be related to the signal-to-noise ratio (SNR).

    Our research involves multiple resting-state and task-state experiments. Based on the characteristics of frequency, time, and space domains, we comprehensively compared the optimal retest characteristics of multiple EEG and suggest the possible reasons. Some suggestions for the selection of appropriate experimental paradigms and indicators for the follow-up study of EEG test-retest reliability are provided and guide the application of EEG in the basic and clinical fields.

    Table and Figures | Reference | Related Articles | Metrics
    The transition of latent classes of children’s learning engagement in primary school against the background of the “double reduction” policy
    YANG Jingyuan, YU Xiao, ZHANG Jingyi, LU Lifei, YANG Zhihui
    Acta Psychologica Sinica    2024, 56 (3): 295-310.   DOI: 10.3724/SP.J.1041.2024.00295
    Abstract3290)   HTML270)    PDF(pc) (877KB)(5437)       Save

    Learning engagement, an important indicator of the learning process, has garnered extensive attention. Developmental contextualism and the integrative model of engagement posit that the interaction between individuals and environmental factors results in heterogeneous learning engagement development among individuals. Previous studies have demonstrated learning engagement heterogeneity among primary school students. However, in the context of the “double reduction” policy, the dynamic development of children’s learning engagement remains unclear. Moreover, positive parenting style, teacher-student relationships, and peer relationships, as important environmental factors, may predict children’s learning engagement transitions. Thus, this study adopts a people-centered research method to address these issues from a longitudinal perspective.

    This study recruited participants from three ordinary public primary schools in Shandong Province, China. Participants at T1 (June 2021, before the implementation of the “double reduction” policy) were 378 children (164 boys; mean age: 9.97 ± 0.91 years old). Participants at T2 (December 2021, six months after the implementation of the policy) were 357 primary school students (155 boys; mean age: 10.50 ± 0.94 years old). Participants at T3 (June 2022, a year after the implementation of the policy) were 347 primary school students (147 boys; mean age: 10.97 ± 0.91 years old). Students completed the Children’s Learning Engagement Scale (at T1, T2, and T3), Short-form Egna Minnen av Barndoms Uppfostran (at T1 and T2), Student Teacher Relationship Scale (at T1 and T2) and Children’s Peer Relationship Scales (at T1 and T2) during the three measurements. Latent profile analysis and latent transition analysis were employed in this study to explore children’s potential learning engagement subtypes and examine transitions between different subtypes across the three waves. Multiple logistic regressions were also used to investigate the impact of various environmental factors (i.e., positive parenting style, student−teacher relationships, and peer relationships) on the latent transitions of different learning engagement subtypes.

    All data were analyzed by SPSS 26.0 and Mplus 8.0. The results revealed four distinct subgroups of learning engagement among primary school students: the “Low Engaged”, “Moderately Engaged”, “High Absorption with Vigorous Disengagement”, and “Highly Engaged” groups. In addition, due to the “double reduction” policy, students in the “Moderately Engaged” and “Highly Engaged” groups displayed relative stability, while those in the “Highly Disengaged” group tended to transition toward the “Moderately Engaged” group. Regarding the “High Absorption with Vigorous Disengagement” group, the findings indicated a higher likelihood of transitioning to the “Moderately Engaged” group from T1 to T2; however, from T2 to T3, these students were more likely to remain in their original subgroup. Moreover, the study identified the varying roles of different environmental factors in children’s learning engagement subgroups. Specifically, under the “double reduction” policy, positive parenting style and teacher−student relationships exhibited robust effects on children’s learning engagement transitions. The predictive effects of teacher-student relationships varied across different learning engagement subtypes among primary school students. Additionally, the study found that peer relationships had a positive influence on the transition of children within the “Moderately Engaged” group following the implementation of the “double reduction” policy.

    This study provides the first evidence of heterogeneity and dynamic changes in learning engagement among Chinese primary school students, which indicates that following the implementation of the “double reduction” policy, family-school-collaborative education has made initial progress. These findings not only enhance our understanding of the dynamic development of learning engagement among primary school students but also provide empirical evidence regarding the effectiveness of the “double reduction” policy implementation.

    Table and Figures | Reference | Related Articles | Metrics
    Traditional pettism: The influence of pet ownership status, pet type, and pet properties on pet moral standing
    XU Kepeng, OU Qianqian, XUE Hong, LUO Dongli, ZHANG Shuyue, XU Yan
    Acta Psychologica Sinica    2023, 55 (10): 1662-1676.   DOI: 10.3724/SP.J.1041.2023.01662
    Abstract4032)   HTML394)    PDF(pc) (577KB)(5427)       Save

    An increasing number of people treat pets as their family members. Although there is no specific indication, that people first think of traditional pets such as dogs or cats when referring to pets. In this study, traditional pets are defined as widely popular pets that are accompanied by human beings; Non-traditional pets are defined as unique and novel pets that are different from traditional cognition. The factors that lead to the difference in perception of pet moral standing are not only pet properties but also pet ownership status. Recently, psychologists have sought to explore the relationship between people and pets. Such research dilemmas are focused on traditional pet owners and their traditional pets, and few studies pay attention to the relationship between non-traditional pet owners and their non-traditional pets. Here, we aim to investigate whether pet properties, pet ownership status, and pet type can affect the perception of pet moral standing and its mechanism.

    To define the traditional pets and non-traditional pets in our study, we first conducted a pre-study (N = 29). For three studies, we used the snowball sampling technique to recruit participants voluntarily online via Qualtrics in Baidu Post Bar through a questionnaire. Study 1 explored the impact of pet ownership status, pet type, and pet properties on the perception of pet moral standing, N = 146 (traditional pet owners: 41, non-traditional pet owners: 53; women: 77). In Study 2, based on controlling the basic moral orientation, the influence of pet ownership status and pet type on the perception of pet moral standing was reverified, N = 148 (traditional pet owners: 72; women: 74). Study 3 further explored the mechanism of this effect, the purpose is to investigate the empathy for animals in the relationship between pet attachment and the perception of traditional pet moral standing, N = 202 (women: 108).

    The results showed that: (1) The perception of traditional pet moral standing is higher than that of non-traditional pets, agency, experience and harmfulness played a mediating role; (2) Compared to non-pet owners, pet owners perceived a higher pet moral standing; Compared to non-traditional pet owners, traditional pet owners perceived a higher traditional pet moral standing; There was no significant difference in the perception of non-traditional pets moral standing; (3) The empathy for animals played a mediating role between the traditional pet owners pet attachment and the perception of traditional pet moral standing.

    Pet speciesism also exists in pets, traditional pets are higher in the hierarchy than non-traditional pets. Pet owners regard pets as psychological-kin and in-group members. The positive attitude towards pets in communication and interaction can be extended to all pets. When further subdividing the pet owners, this positive attitude is more obvious in the traditional pet owners. This may be because traditional pet owners are more idealistic, and the two-way emotional attachment between traditional pet owners and pets leads to stronger empathy for animals, which ultimately manifests as a more positive moral attitude towards traditional pets. There is no preference for non-traditional pets in non-traditional pet owners, it may be to gain social approval or a strong attachment with pets isn’t formed.

    Table and Figures | Reference | Related Articles | Metrics
    Lost radiance: Negative influence of parental gender bias on women’s workplace performance
    XU Minya, LIU Beini, XU Zhenyu
    Acta Psychologica Sinica    2023, 55 (7): 1148-1159.   DOI: 10.3724/SP.J.1041.2023.01148
    Abstract4403)   HTML343)    PDF(pc) (729KB)(5340)       Save

    Parental gender bias is critical for the early socialization of gender inequality, and it plays a vital role in women’s personality and development. Although the labor market continues to improve and develop, women’s career development still faces obstacles from gender bias. Gender inequality at home continues to constrain gender equality at work. However, most current research about the influence of parental gender bias focuses on girls’ early childhood and adolescence, neglecting its profound effects on women in the workplace. Identifying the underlying factors that influence women’s career choices and performance is key to promoting gender equality in the workplace.

    Drawing on the self-concept theory, this study aims to examine the serial mediating roles of self-esteem and career compromise in the relationship between parental gender bias and female employees’ workplace in-role performance and creativity.

    We tested our hypothesis using multi-source data collected from female college students recruited from a university in northern China. We collected our data in three separate waves to reduce the impact of common method bias. In the first wave survey (Wave 1), female college students were asked to provide information on their demographics, parental gender bias, and self-esteem. Once they secured a job (Wave 2), the participants were asked to provide information on their career compromise. Three months after they were officially hired after passing the probationary period (Wave 3), female employees were asked to rate the perceived gender bias at work, and supervisors evaluated their in-role performance and creativity. Finally, we reviewed 225 valid matching questionnaires.

    We used structural equation modeling in Mplus 8 for data analyses and hypotheses testings. The results showed that: (1) parental gender bias was negatively related to women’s self-esteem; (2) self-esteem was negatively related to women’s career compromise; (3) self-esteem mediated the relationship between parental gender bias and women’s career compromise; (4) career compromise was negatively related to women’s in-role performance/creativity; (5) women’s self-esteem and career compromise serially mediated the relationship between parental gender bias and in-role performance/creativity.

    Our findings contribute to the current literature in several ways. First, this study focuses on the more fundamental factor of early socialization−parental gender bias, to identify antecedents that prevent women from becoming high-performing and creative employees. This temporal independence allows for a clearer causal relationship and expands the research perspective on female career development barriers. Existing literature has also emerged on the influence of parents on individuals upon entry into the workplace. Our study complements the literature on the influence of upbringing on workplace performance. Second, this study reveals that parental gender bias negatively affects women’s workplace performance through self-esteem and career compromise, and that there is no difference in the effects of fathers and mothers. In doing so, we provide a two-fold expansion and addition to the literature on the far-reaching effects of parenting styles. On the one hand, this study provides a useful addition to previous studies that have mainly focused on maternal gender bias. On the other hand, our study expands the influence of fathers’ parenting on children after they enter the workplace. Third, external (parental gender bias) and internal (self-esteem) factors are combined to identify women’s career decision- making mechanisms in response to previous scholars’ call. Furthermore, this study explores in-role performance and creativity, which are more conducive to women’s career development, enriching previous research on the negative outcomes of career compromise.

    Table and Figures | Reference | Related Articles | Metrics
    The effects of emotional salience on emotion-induced blindness
    QIU Huiyan, LYU Yong
    Acta Psychologica Sinica    2023, 55 (11): 1806-1814.   DOI: 10.3724/SP.J.1041.2023.01806
    Abstract3792)   HTML317)    PDF(pc) (4215KB)(5243)       Save

    In most visual scenes, the visual system cannot process all the information simultaneously; instead, it processes certain information first. Emotional stimuli are more likely to attract the attention of the visual system than non-emotional stimuli. However, it may be challenging to suppress the attention gained by emotional stimuli (though such a stimulus is irrelevant), and it may result in Emotion-induced Blindness (EiB), whereby the presence of an emotional stimulus fails to correlate with a task that attracts an individual’s attention. Therefore, individuals become “blinded” to a rapidly presented target stimulus.
    The present study investigated the effects of physical and emotional salience of emotional distractors on EiB under different background conditions using the rapid serial visual presentation (RSVP) paradigm. This study used a three-factor design in which background conditions (similar vs. dissimilar), disturbance types (negative vs. neutral vs. baseline), and Lag (Lag 2 vs. Lag 8) were all within-participant variables. The dependent variable was the accuracy of the target judgment. This study consisted of three main phases. First, we applied a 2.5 cm × 2.5 cm (500 ms) black “+” fixation point with 0.39× 0.39 degrees a visual angle (DVA) that appeared in the center of the screen followed by an RSVP stimulus stream consisting of 15 images (100 ms each). Key disturbance images appeared randomly at several positions, ranging from four to six, in the stimulus stream. The baseline disturbances were selected from the same set of background images. The target stimulus appeared at either position 2 (Lag 2) or position 8 (Lag 8) following the presentation of the disturbance stimulus. At the end of each sequence, participants were instructed to answer whether the target stimulus was rotated to the left or right by pressing the “F” or “J” keys.
    The study utilized a repeated-measures ANOVA to analyze the impact of background conditions (similar vs. dissimilar), Lag (Lag 2 vs. Lag 8), and type of distractor (negative vs. neutral vs. baseline) on the correct rate of target identification by the study participants. Experiment 1 showed that EiB occurred under different background conditions but disappeared under similar background conditions. Experiment 2 compared the differences in EiB between the two groups under background conditions after adding a red rectangular border to the key distractor pictures. In Experiment 2, EiB occurred under dissimilar background conditions for both negative and neutral conditions, which is consistent with the findings of Experiment 1. However, the magnitude of the EiB was much greater in Experiment 2 (25%) than in Experiment 1 (17%). Additionally, under similar background conditions, the EiB produced by negative pictures was significantly larger than in Experiment 1 (10% vs. 3%). We also noted that individual notice of the emotional salience of the distractors had a significant effect on EiB, which was restored once cued to negative distractors under similar background conditions.
    In summary, the EiB phenomenon is driven by the physical salience of emotional distractors, rather than emotional salience. Additionally, the current findings showed that EiB was related to the attentional resources associated with distractor stimuli; in other words, the more attentional resources attracted by distractor stimuli, the more likely the occurrence of EiB. The number of attentional resources attracted by distractor stimuli was related to the difference in stimulus attributes and the number of attentional resources initially invested.

    Table and Figures | Reference | Related Articles | Metrics
    Can Cinderella become Snow White? The influence of perceived trustworthiness on the mental representation of faces
    LI Qinggong, FANG Wei, HU Chao, SHI Dejun, HU Xiaoqing, FU Genyue, WANG Qiandong
    Acta Psychologica Sinica    2023, 55 (9): 1518-1528.   DOI: 10.3724/SP.J.1041.2023.01518
    Abstract4104)   HTML612)    PDF(pc) (5622KB)(4913)       Save

    People often infer others’ social traits, such as trustworthiness, from a glance at their face. Whereas previous studies have focused on how different facial cues influence social perception, the present study examined whether perception of a person’s trustworthiness could influence mental representations of that person’s face, as well as the mechanisms underlying this process.

    Two experiments were conducted. Experiment 1 was designed to test whether a target person described as trustworthy would be represented in the perceiver’s mind as more attractive than the same person described as untrustworthy. Participants were instructed to form an impression about a target person’s trustworthiness by viewing the person’s face paired with a description labeling them as trustworthy or untrustworthy. The reverse correlation image classification (RCIC) technique was then used to visualize the participants’ mental representations of the target person’s face. A separate group of participants was recruited to evaluate the attractiveness and other traits of the generated mental representation images. Experiment 2 aimed to determine a possible underlying mechanism by exploring whether the mental representations of the trustworthy (or untrustworthy) target persons’ faces in Experiment 1 shared more similarities with those of the trustworthy (or untrustworthy) faces at a group level (i.e., prototypes of trustworthy or untrustworthy faces). To achieve this goal, we recruited participants to complete an alternate RCIC task in which they selected which of two faces appeared more trustworthy, producing mental representation images for trustworthy and untrustworthy faces at a group level. The features of these prototypical trustworthy and untrustworthy faces were then compared with those of the target person from Experiment 1.

    In Experiment 1, mental representations of a face described as trustworthy were found to be more attractive than those of the same face described as untrustworthy. Furthermore, raters attributed additional desirable traits, such as friendly, intelligent, and positive, to the representation of the trustworthy person. In Experiment 2, we found that the mental representation of the face labeled as trustworthy in Experiment 1 shared more similarities with the prototypical trustworthy face produced in Experiment 2 than with the prototypical untrustworthy face.

    In sum, our findings suggest that the perception of a person’s trustworthiness can influence mental representations of that person’s face. When people perceive an individual as trustworthy (or untrustworthy), they may superimpose the corresponding schema features in their minds onto the physical characteristics of the perceived individual’s face, leading to a reconfiguration of the face representation. Our study underscores the importance of top-down factors in shaping face representations.

    Table and Figures | Reference | Related Articles | Metrics
    The influence of positive co-experience on teacher-student relationship: The mediating role of emotional bonding
    DING Yuting, ZHANG Chang, LI Ranran, DING Wenyu, ZHU Jing, LIU Wei, CHEN Ning
    Acta Psychologica Sinica    2023, 55 (5): 726-739.   DOI: 10.3724/SP.J.1041.2023.00726
    Abstract7500)   HTML587)    PDF(pc) (826KB)(11024)       Save

    The teacher-student relationship is a key factor that contributes to educational activities and has hence long been considered an important topic in the field of educational practice and research. Previous studies have found that co-experience improves the development of interpersonal relationships. However, the question remains of whether positive co-experience has the same effect on the quality of teacher-student relationships. The current research aims to investigate the impact of positive co-experience on teacher-student relationships and the underlying mechanism. Building on previous studies, two main hypotheses are proposed: Firstly, that positive co-experience effectively promotes the development of teacher-student relationships (H1); secondly, that this effect is mediated by emotional bonding (H2).

    Three studies have been conducted to test these hypotheses (H1 & H2). In study 1, a total of 1, 273 students were invited to complete a questionnaire exploring aspects of positive co-experience, positive emotional bonding, teacher-student relationships, and a self-assessment of academic performance. In study 2, all students in a middle school in Shanghai were enrolled as research subjects. Taking each class as a unit, we randomly divided students into three groups. A mixed experimental design of 2 (time: pre-test vs. post-test) × 3 (positive co-experience type: sharing and recall group vs. simple recall group vs. normal group) was adopted. In the pre-test, all subjects in three groups were asked to complete the questionnaires. The students and their teachers would then take part in a sports festival, which was designed to foster positive co-experience within teacher-student relationships. The researchers took photos during this process and made a photo album for the enrolled students and teachers. In the post-test, all three groups were required to complete the questionnaire: students in the “sharing and recall group” were required to complete the questionnaire after reviewing the album of their shared experience with their teachers. “the simple recall group” was asked to complete the questionnaire after reviewing the album with their teachers without sharing experience with their teachers; and the normal group, as a control, completed the questionnaire directly. In study 3, 152 middle school students were invited to participate. We divided them into four groups and conducted a mixed experimental design grid with dimensions of 4 (positive co-experience type: recall vs. imagination vs. example vs. control) × 2 (teacher category: specific teacher vs. group teacher). The four groups of subjects were then required to complete tasks assessing the psychological distance and positive emotional bonding between themselves, a specific teacher, and the group teacher, respectively. They were then graded for “the vignette task”.

    In conclusion, the results of these studies congruently indicate that positive co-experience has a stable facilitatory effect on teacher-student relationships, and further, that positive emotional bonding plays a mediating role in the relationship between positive co-experience and teacher-student relationships. Further, sharing can promote the level of positive emotional bonding between teachers and students, and the positive co-experience of imagination, recall, and example can improve the level of positive emotional bonding between teenage students and their teachers. We also found that the positive aspect of the teacher-student relationship can be transferred to the group relationship between teachers and students.

    Table and Figures | Reference | Related Articles | Metrics
    Changes in the network association of Internet addiction among heterogeneous high-risk adolescents
    CHEN Shiyun, QU Diyang, BU He, LIANG Kaixin, ZHANG Peichao, CHI Xinli
    Acta Psychologica Sinica    2023, 55 (9): 1465-1476.   DOI: 10.3724/SP.J.1041.2023.01465
    Abstract3502)   HTML380)    PDF(pc) (1037KB)(4738)       Save

    The China Internet Information Center reported that the internet addiction rate among Chinese adolescents has reached as high as 10%, indicating that this problem has become a major social health concern among adolescents in China. Previous studies have identified one or more subgroups of adolescents whose trajectory of internet use behaviors puts them at a high risk of addiction, but further research is needed to determine and understand these high-risk groups and fill research gaps. Furthermore, most previous studies have approached the problem from the perspective of the variables of internet addiction, but its symptomatology remains poorly understood. The current study combines a growth mixture model (GMM) with network analysis to identify heterogeneous groups of adolescents at a high risk of internet addiction and to explore the changes in symptomatology in these groups.

    A three-year longitudinal study followed students from the time they entered junior high school. Three assessments were conducted yearly at identical intervals (T1: October 2016 to November 2016, T2: October 2017 to November 2017, and T3: October to November 2018). Ultimately, 1, 279 adolescents (662 boys and 617 girls) completed the assessments at each time point. Internet addiction was assessed using the 10-item Internet Addiction Test. Mplus 8.0 was used for the descriptive statistics, correlation analysis, and the GMM to estimate the development trajectories of various heterogeneous groups. An R package was used to estimate the network structure and core symptoms of internet addiction of each high-risk group at each time point.

    The GMM showed a normal group and a high-risk group, which consisted of adolescents who were heterogeneous in terms of the development trajectory of internet addiction. Network analysis revealed that the core symptoms of Internet addiction among the adolescents in the high-risk group differed at each time point. In the first year of junior high school, “Compulsive Internet Use”, “Lack of Satisfaction”, “Emotional Outbursts”, and “Withdrawal Symptoms” were the core symptoms. In the second year, “Lack of Satisfaction” was the core symptom, and in the third year, “Withdrawal Symptoms” became the core symptom.

    This study enhances the understanding of the symptomatology of Internet addiction among high-risk adolescents, indicating that targeted interventions must be developed based on the various stages of adolescence. From the first year of junior high school, strategies should be implemented to prevent the development of Internet addiction in high-risk groups. In the second year, adolescents in the high-risk group should be identified by focusing on their satisfaction deficits. In the last year of junior high school, interventions should target adolescents’ withdrawal symptoms of Internet addiction.

    Table and Figures | Reference | Related Articles | Metrics