inter-brain-synchrony-open-ended-collaborative-learning-an-fnirs

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

fNIRS hyperscanning is widely used to detect the neurobiological underpinnings of social interaction. With this technique, researchers qualify the ...

systematic-hearing-performance-evaluation-process-for-adolescents

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Cochlear implant (CI) provision is the most effective clinical treatment to restore hearing performance in individuals with profound sensorineural hearing ...

East China Normal University

Shandong Provincial Hearing and Language Rehabilitation Center

east china normal university

Risk preference during decision making depends not only on the potential risk and profits but also on the roles taken in the current task. Those who perform tasks are more risk-seeking than those who only watch. Given the prominent effect of experiencing the task, the player-spectator discrepancies are supposed to arise in the experiencing phase instead of the choosing phase. In the present study, the authors separated the experiencing role and the choosing role through a stylus maze task in which participants first performed in pairs-one as the player and the other as the spectator-and then chose from two rewarding options for themselves or their partners. The findings show that the experience as players induced a risk-seeking tendency in decision making, which suggests that it was the experiencing role, rather than the choosing role, that caused the difference of risk preference, at least for financially motivated groups and under similar task conditions.

Player-spectator discrepancies on risk preference during decision making.

Math anxiety (MA) has been suggested to decrease the math performance of students. However, it remains unclear what factors moderate this relationship. The aim of this research was to explore the link between MA and math performance. Studies that explored the math anxiety-performance link, conducted from 2000 to 2019 (84 samples,  = 8680), were identified and statistically integrated with a meta-analysis method. The results indicated a robust negative math anxiety-performance link. Furthermore, regarding the analysis of moderator variables, this negative link was stronger in the studies that involved Asian students, but this link was the weakest in the studies that involved European students. Moreover, this negative link was stronger in the studies within a senior high school group, whereas it was the weakest in the studies within an elementary group. Finally, this negative link was strongest among studies that used a custom test and studies that assessed problem-solving skills. Potential explanations and implications for research and practice are discussed.

Nan Zhao

School of Psychology and Cognitive Science,
Shanghai Key Laboratory of Mental Health and Crisis Intervention

East China Normal University

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

Nan Zhao

.css-o250i3{font-size:18px;font-family:Open Sans,sans-serif;line-height:21.6px;}School of Psychology and Cognitive Science,Shanghai Key Laboratory of Mental Health and Crisis Intervention

East China Normal University

Inter-Brain Synchrony in Open-Ended Collaborative Learning: An fNIRS-Hyperscanning Study

Systematic Hearing Performance Evaluation Process for Adolescents with Cochlear Implantation at Early Ages

School of Psychology and Cognitive Science,
Shanghai Key Laboratory of Mental Health and Crisis Intervention