Self-referential Effect Research Articles

抑郁个体认知偏差的研究进展—基于自我参照加工视角

抑郁个体大多存在着认知偏差，在自我参照信息加工中往往表现为自我负面偏见。本文回顾总结了近年来有关抑郁个体自我参照相关的研究方法、理论探究及神经机制研究，研究范式上有自我参照加工任务、自传体记忆提取范式、自我参照效应的R/K范式，理论解释主要有自我图式理论、认知理论、情绪记忆的语义网络模型以及唤醒水平理论，神经机制包含脑电研究和脑成像fMRI研究。最后对将来的研究方向进行展望和探讨。 Individuals who are depressed often exhibit a negativity bias in self-referential processing. In the current article, we have reviewed the research methods, theoretical issues, and the neural me-chanism of negative self-referential processing in depressed people. The research methods include the self-referential processing task, autobiographical memory retrieval paradigm, and the R/K paradigm of self-referential effect. For theoretical issues, self-schema theory, cognitive theory, semantic network modal of emotional memory, and the arousal level theory were reviewed. The event related brain potentials and fMRI studies of the neural mechanism of self-referential processing with those depressive patients were also included. Finally, the future research direction was discussed.

The Cultural Differences of Imam-reference Processing: Based on the Retrieval-induce Forgetting Paradigm Discussed

Self-referential encoding affects retrieval-induced forgetting(RIF). However, little research has been conducted to explore whether it can be generalized to different culture and religion contexts, especially whether significant others in real world are involved in self-concept in religion.The present research used retrieval-induced forgetting paradigm to investigate the regional cognition in the references(self, imam, others) by ethnicity(Han vs. Hui). Participants included 99 Hui college students(53 males and 46 females; ranging from 17 to 31 years old; average age = 20.08) from Muslim communities and 90 Han college students(including 31 males, 59 females; ranging from 18 to 26 years old; average age = 21.63). Before the experiment began, the Muslim participants were asked to indicate their religion beliefs. And only those who have religion belief took part in. For the Han participants, only those who did not believe in any religion were included in the experiments. Hui subjects were divided into different conditions by self, imam and others. Han subjects were also divided into the three conditions. The results showed that RIF was observed neither under the self-referential encoding nor under the imam-referential encoding in hui culture contexts. While for Han participants, RIF was observed in the imam-referential and the other-referential but not in the self-referential. These suggest that self-referential effect has a cross-cultural generalizability. The imam as an important others to Muslim can be integrated in Hui's self-concept and therefore lead to imam-referential effect in retrieval-induced forgetting.

Using virtual reality to characterize episodic memory profiles in amnestic mild cognitive impairment and Alzheimer's disease: Influence of active and passive encoding

Most neuropsychological assessments of episodic memory bear little similarity to the events that patients actually experience as memories in daily life. The first aim of this study was to use a virtual environment to characterize episodic memory profiles in an ecological fashion, which includes memory for central and perceptual details, spatiotemporal contextual elements, and binding. This study included subjects from three different populations: healthy older adults, patients with amnestic mild cognitive impairment (aMCI) and patients with early to moderate Alzheimer's disease (AD). Second, we sought to determine whether environmental factors that can affect encoding (active vs. passive exploration) influence memory performance in pathological aging. Third, we benchmarked the results of our virtual reality episodic memory test against a classical memory test and a subjective daily memory complaint scale. Here, the participants were successively immersed in two virtual environments; the first, as the driver of a virtual car (active exploration) and the second, as the passenger of that car (passive exploration). Subjects were instructed to encode all elements of the environment as well as the associated spatiotemporal contexts. Following each immersion, we assessed the patient's recall and recognition of central information (i.e., the elements of the environment), contextual information (i.e., temporal, egocentric and allocentric spatial information) and lastly, the quality of binding. We found that the AD patients’ performances were inferior to that of the aMCI and even more to that of the healthy aged groups, in line with the progression of hippocampal atrophy reported in the literature. Spatial allocentric memory assessments were found to be particularly useful for distinguishing aMCI patients from healthy older adults. Active exploration yielded enhanced recall of central and allocentric spatial information, as well as binding in all groups. This led aMCI patients to achieve better performance scores on immediate temporal memory tasks. Finally, the patients’ daily memory complaints were more highly correlated with the performances on the virtual test than with their performances on the classical memory test. Taken together, these results highlight specific cognitive differences found between these three populations that may provide additional insight into the early diagnosis and rehabilitation of pathological aging. In particular, neuropsychological studies would benefit to use virtual tests and a multi-component approach to assess episodic memory, and encourage active encoding of information in patients suffering from mild or severe age-related memory impairment. The beneficial effect of active encoding on episodic memory in aMCI and early to moderate AD is discussed in the context of relatively preserved frontal and motor brain functions implicated in self-referential effects and procedural abilities.

The temporal features of self-referential processing evoked by national flag

The present study explored the neural correlates underlying the psychological processing of self-national flag. Event-related potentials were recorded for national flags while subjects performed a three-stimulus oddball task. The results showed that self-referential stimulus (self-national flag) elicited longer N1 latency and larger N2 amplitude than did non-self-referential stimuli (the familiar and unfamiliar flags). Furthermore, larger P3 amplitudes were showed for self-referential stimulus than for familiar and unfamiliar stimuli. Moreover, in terms of lateralization, the self-referential effect was more obvious on the left region sites. Thus, the present study showed that the self-referential effect not only occurred in late P3 processing stage, but also in early N1 and N2 processing stages, and further demonstrated a left laterality for self-referential processing by using the self-national flag as the self-relevant stimulus.

Engaging students in active learning: The case for personalized multimedia messages.

The authors tested the hypothesis that personalized messages in a multimedia science lesson can promote deep learning by actively engaging students in the elaboration of the materials and reducing processing load. Students received a multimedia explanation of lightning formation (Experiments 1 and 2) or played an agent-based computer game about environmental science (Experiments 3, 4, and 5). Instructional messages were presented in either a personalized style, where students received spoken or written explanations in the 1st- and 2nd-person points of view, or a neutral style, where students received spoken or written explanations in the 3rd-person point of view. Personalized rather than neutral messages produced better problem-solving transfer performance across all experiments and better retention performance on the computer game. The theoretical and educational implications of the findings are discussed. Classic research in psychology has shown that people react differently to situations that involve personal reference. This is the case of the well-known cocktail party effect, in which a person who is attending to one conversation is able to detect his or her own name in a separate conversation that is taking place simultaneously in the same room (Cherry, 1953). Another robust phenomenon is the self-referential effect, in which retention is facilitated by having people process information by relating it to aspects of themselves (Rogers, Kuiper, & Kirker, 1977). As with other factors in human learning and memory, the question arises as to whether personal reference effects can be extended and used in the area of multimedia learning. For example, it is possible to teach a computer-based science lesson with higher or lower levels of self-referenc ing by varying the communication style used in the explanations (Turco, 1996). In the studies reported in the literature, high self-referencing has been created by