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Jae-sool Kwon - One of the best experts on this subject based on the ideXlab platform.
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The Effect of the Results of Ascertaining Prediction on High School Students' Cognitive Conflict and Conceptual Change by Physics Achievement
Journal of the Korean Association for Research in Science Education, 2005Co-Authors: Hyuk-joon Choi, Jae-sool KwonAbstract:This study examined the effect of the results of ascertaining prediction on Cognitive Conflict and conceptual change by physics achievement. The participants of this study were 186 11th graders. They answered a pretest composed of two items, and through a demonstration on either of the two pretest items, they ascertained whether their predictions were correct or not. The Cognitive Conflicts were measured with CCLT. After brief instructive treatment, a posttest was conducted to measure the degree of conceptual change. The students who ascertained that their predictions were incorrect generated more Cognitive Conflicts and conceptual changes than those who ascertained they were correct. In addition, cases in which student physics achievement was low were found to produce more meaningful results of ascertaining predictions on Cognitive Conflict and conceptual change.
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Degree of Cognitive Conflict by Learner Personality and the Method of Presenting Anomalous Data in Science Learning
Journal of the Korean Association for Research in Science Education, 2005Co-Authors: Hyuk-joon Choi, Yun-hee Hong, Jae-nam Lee, Mi-rang Kwon, Sang-oh Seo, Ji-na Kim, Jun-tae Kim, Jae-sool KwonAbstract:The purpose of this study was to examine the degree of Cognitive Conflict by learner personality and the method of presenting anomalous data to induce Cognitive Conflict. The participants of this study were 461 high school students. To arose Cognitive Conflict, an actual demonstration was done for half of the participants and a logical article for the rest. MBTI (Myers-Briggs Type Indicator) was used to find the learner personality types, and CCLT (Cognitive Conflict Level Test) was used to measure the degree of Cognitive Conflict aroused when anomalous data was confronted. The results of this study indicated that learner personality types influence the degree of Cognitive Conflict. First, participants were divided into two personality types via preferences on each of the four preference indices; extraversion (E) or introversion (I), sensing (S) or intuition (N), thinking (T) or feeling (F), judgment (J) or perception (P). The Cognitive Conflict scores of the thinking types were significantly higher than those of the feeling types. Participants were also divided four personality types according to personality functional types: ST, SF, NT and NF. SF type showed a significantly lower Cognitive Conflict score than any of the other types. According to the type of learner personality, Cognitive Conflict was influenced differently by the method of presenting anomalous data. For example, the judgment types had a higher Cognitive Conflict score by logical argument, and the perception types showed a higher score by demonstration. In conclusion, learner Cognitive Conflicts were influenced by personality types and the methods of presenting anomalous data.
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development of an instrument for measuring Cognitive Conflict in secondary level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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Development of an instrument for measuring Cognitive Conflict in secondary‐level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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What Do We Know about Students' Cognitive Conflict in Science Classroom: A Theoretical Model of Cognitive Conflict Process.
2001Co-Authors: Gyoungho Lee, Jae-sool KwonAbstract:Cognitive Conflict has been used as an effective teaching method since the 1980s, although the effects of this method are unclear. According to some researchers, Cognitive Conflict does not consistently lead to conceptual change. This paper describes a study investigating answers for the questions, What is the definition of Cognitive Conflict in learning?, and How it is aroused? and discusses the implications of the study in education. The study involved (n=4) 10th grade students in Korea. It is concluded that that Cognitive Conflict has four psychological constructs and is a perceptual state. (Contains 48 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document. WHAT DO WE KNOW ABOUT STUDENTS' Cognitive Conflict IN SCIENCE CLASSROOM: A THEORETICAL MODEL OF Cognitive Conflict PROCESS Gyoungho Lee, The Ohio State University Jaesool Kwon, Korea National University of Education Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has t--always considered the concept of Cognitive Conflict, or the internal experience of opposing contractions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and in Piaget (1985) it was developed into the equilibration model describing inner self-regulations (Roy & Howe, 1990). Since 1980s, using Cognitive Conflict as teaching strategy has been very popular in science education research. A considerable number of researchers argued that Cognitive Conflict has an important/positive effect on conceptual change (Stavy & Berkovitz, 1980; Posner, Strike, Hewson, & Gertzog, 1982; Hewson & Hewson, 1984; Hashweh, 1986; Kwon, 1989, 1997; Thorley & Treagust, 1989; Niaz, 1995; Druyan, 1997; Lee, 1998). However, there are still remained questions about the effect of Cognitive Conflict (Hewson, Beeth, & Thorley, 1998). Some researchers (Dreyfus, Jungwirth & Eliovitch, 1990; Elizabeth & Galloway, 1996; Dekkers & Thijs, 1998) argued that Cognitive Conflict strategies do not consistently lead to conceptual change. They said that even though students' ideas can be confronted with contradictory information through instruction, students frequently do not recognize Conflict and sometimes the contradictory information can affect students negatively. Vosniadou and Ioannides said that this dispute about the effect of Cognitive Conflict in PERMISSION TO REPRODUCE AND O DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) $T-his document has been reproduced as ffice of Educational Research and Improvement U.S. DEPARTMENT OF EDUCATION learning science is not solved (1998, p.1214): received from the person or organization Minor changes have been made to improve reproduction quality. originating it. BM COPY AVALABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this VVV document do not necessarily represent 1 official OERI position or policy. "Is Cognitive Conflict a good strategy to produce conceptual change?" In order to answer these questions we need further research on the development of knowledge about the physical world and about the learning science. So, as Johnson & Johnson (1979) mentioned in the statements at the beginning of this paper, we still have similar problems. At this point, we should think about basic questions. " What is the definition of Cognitive Conflict in learning?" More generally, "What is Cognitive Conflict that is aroused in our students?" And "how is it aroused?" There are very few researchers who tried to answer these questions. We believe that to understand the real effect of Cognitive Conflict in learning science, at first we should answer the basic questions. In this study, we tried to answer these questions, and we discussed the implication of our study in education. The Definition of Cognitive Conflict Damon and Killen (1982) said, "Cognitive Conflict has never been precisely defined." And up to now there is no literature that explains the definition of it in detail. It is difficult to find the definition of Cognitive Conflict in any dictionary, either. Even in the Cognitive Conflict chapter of a book that deals with only Conflict, there is no definition. On the whole, researchers used many terms together with Cognitive Conflict to explain Cognitive Conflict situation. There are many terms that were used with similar meanings to Cognitive Conflict by
Gyoungho Lee - One of the best experts on this subject based on the ideXlab platform.
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WHERE Cognitive Conflict ARISES FROM?: THE STRUCTURE OF CREATING Cognitive Conflict
International Journal of Science and Mathematics Education, 2012Co-Authors: Gyoungho LeeAbstract:In this study, our basic contention was that it is essential for researchers to answer the question, “Where does Cognitive Conflict really arise from?” with more precision than has heretofore been attempted. First, we examined how the term “Cognitive Conflict” has been treated in the existing literature and try to pinpoint some difficulties, related to inexplicitness or imprecision. Second, we investigated the students’ resources that cause Cognitive Conflict in learning gravitational potential energy. Finally, we illustrated the structure of creating Cognitive Conflict by using a framework of knowledge and belief, and we explained how students locate their resources, interact with those resources, and so create Cognitive Conflict. We also discuss how identifying the structure of creating Cognitive Conflict helps us understand and address the issue of students’ Cognitive Conflicts.
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An Explanation for the Difficulty of Leading Conceptual Change Using a Counterintuitive Demonstration: The Relationship between Cognitive Conflict and Responses.
Research in Science Education, 2011Co-Authors: Gyoungho Lee, Taejin ByunAbstract:Bringing successful teaching approaches for stimulating conceptual change to normal classrooms has been a major challenge not only for teachers but also for researchers. In this study, we focused on the relationship between Cognitive Conflict and responses to anomalous data when students are confronted with a counterintuitive demonstration in the form of a discrepant event. The participants in this study were 96 secondary school students (9th grade) from S. Korea. We investigated students’ preconceptions of motion by administering a written test. After the exam, we presented a demonstration that may have Conflicted with the ideas held by students. We then investigated the relationship between students’ Cognitive Conflict and responses to anomalous data by using a Cognitive Conflict Level Test (CCLT). Results showed that Cognitive Conflict initiated the first step in the process of conceptual change. Anxiety was an especially crucial component of Cognitive Conflict, affecting the relationship between Cognitive Conflict and students’ responses. In addition, superficial conceptual change was found to be the most common response.
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development of an instrument for measuring Cognitive Conflict in secondary level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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Development of an instrument for measuring Cognitive Conflict in secondary‐level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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What Do We Know about Students' Cognitive Conflict in Science Classroom: A Theoretical Model of Cognitive Conflict Process.
2001Co-Authors: Gyoungho Lee, Jae-sool KwonAbstract:Cognitive Conflict has been used as an effective teaching method since the 1980s, although the effects of this method are unclear. According to some researchers, Cognitive Conflict does not consistently lead to conceptual change. This paper describes a study investigating answers for the questions, What is the definition of Cognitive Conflict in learning?, and How it is aroused? and discusses the implications of the study in education. The study involved (n=4) 10th grade students in Korea. It is concluded that that Cognitive Conflict has four psychological constructs and is a perceptual state. (Contains 48 references.) (Author/YDS) Reproductions supplied by EDRS are the best that can be made from the original document. WHAT DO WE KNOW ABOUT STUDENTS' Cognitive Conflict IN SCIENCE CLASSROOM: A THEORETICAL MODEL OF Cognitive Conflict PROCESS Gyoungho Lee, The Ohio State University Jaesool Kwon, Korea National University of Education Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has t--always considered the concept of Cognitive Conflict, or the internal experience of opposing contractions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and in Piaget (1985) it was developed into the equilibration model describing inner self-regulations (Roy & Howe, 1990). Since 1980s, using Cognitive Conflict as teaching strategy has been very popular in science education research. A considerable number of researchers argued that Cognitive Conflict has an important/positive effect on conceptual change (Stavy & Berkovitz, 1980; Posner, Strike, Hewson, & Gertzog, 1982; Hewson & Hewson, 1984; Hashweh, 1986; Kwon, 1989, 1997; Thorley & Treagust, 1989; Niaz, 1995; Druyan, 1997; Lee, 1998). However, there are still remained questions about the effect of Cognitive Conflict (Hewson, Beeth, & Thorley, 1998). Some researchers (Dreyfus, Jungwirth & Eliovitch, 1990; Elizabeth & Galloway, 1996; Dekkers & Thijs, 1998) argued that Cognitive Conflict strategies do not consistently lead to conceptual change. They said that even though students' ideas can be confronted with contradictory information through instruction, students frequently do not recognize Conflict and sometimes the contradictory information can affect students negatively. Vosniadou and Ioannides said that this dispute about the effect of Cognitive Conflict in PERMISSION TO REPRODUCE AND O DISSEMINATE THIS MATERIAL HAS EDUCATIONAL RESOURCES INFORMATION BEEN GRANTED BY CENTER (ERIC) $T-his document has been reproduced as ffice of Educational Research and Improvement U.S. DEPARTMENT OF EDUCATION learning science is not solved (1998, p.1214): received from the person or organization Minor changes have been made to improve reproduction quality. originating it. BM COPY AVALABLE TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) Points of view or opinions stated in this VVV document do not necessarily represent 1 official OERI position or policy. "Is Cognitive Conflict a good strategy to produce conceptual change?" In order to answer these questions we need further research on the development of knowledge about the physical world and about the learning science. So, as Johnson & Johnson (1979) mentioned in the statements at the beginning of this paper, we still have similar problems. At this point, we should think about basic questions. " What is the definition of Cognitive Conflict in learning?" More generally, "What is Cognitive Conflict that is aroused in our students?" And "how is it aroused?" There are very few researchers who tried to answer these questions. We believe that to understand the real effect of Cognitive Conflict in learning science, at first we should answer the basic questions. In this study, we tried to answer these questions, and we discussed the implication of our study in education. The Definition of Cognitive Conflict Damon and Killen (1982) said, "Cognitive Conflict has never been precisely defined." And up to now there is no literature that explains the definition of it in detail. It is difficult to find the definition of Cognitive Conflict in any dictionary, either. Even in the Cognitive Conflict chapter of a book that deals with only Conflict, there is no definition. On the whole, researchers used many terms together with Cognitive Conflict to explain Cognitive Conflict situation. There are many terms that were used with similar meanings to Cognitive Conflict by
Hac-kyoo Park - One of the best experts on this subject based on the ideXlab platform.
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development of an instrument for measuring Cognitive Conflict in secondary level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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Development of an instrument for measuring Cognitive Conflict in secondary‐level science classes
Journal of Research in Science Teaching, 2003Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Based on conceptual change theory, Cognitive Conflict is known as an important factor in conceptual change even though there are still questions about its positive and negative effects on science learning. However, there is no reliable method by which to assess the Cognitive Conflict students experience in their learning. The purpose of this research was to develop an instrument for measuring secondary students' Cognitive Conflict levels as they learned science. The results of this study indicate that our instrument is a valid and reliable tool for measuring Cognitive Conflict levels. Factor analysis supported the model that Cognitive Conflict consists of four constructs: recognition of an anomalous situation, interest, anxiety, and Cognitive reappraisal of the Conflict situation. Implications for instruction and possibilities for future research are discussed. 2003 Wiley Periodicals, Inc. J Res Sci Teach 40: 585-603, 2003 Cognitive Conflicts have long been a part of psychological theories of Cognitive change (Cantor, 1983). Despite many shifts of emphasis, the Piagetian account of development has always considered the concept of Cognitive Conflict, or the internal experience of opposing contradictions, to be absolutely central in Cognitive development. The concept figured in Piaget's earliest writings, and Piaget (1985) developed it into the equilibration model describing inner self- regulation (Roy & Howe, 1990). Cognitive Conflict is a perceptual state in which one notices the discrepancy between one's Cognitive structure and the environment (external information), or among the different
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The Development of an Instrument for the Measuring Students' Cognitive Conflict Levels.
1999Co-Authors: Gyoungho Lee, Jae-sool Kwon, Sang-suk Park, Jung-whan Kim, Hyeok-gu Kwon, Hac-kyoo ParkAbstract:Students' own preconceptions are often resistant to change. According to researchers, conceptual Conflict is an important factor in conceptual change; however, there is not enough evidence showing any relationship between Cognitive Conflict and conceptual change in the literature. This study aims to develop and validate the Cognitive Conflict Levels Test (CCLT) instrument which would: (1) measure Cognitive Conflict levels; (2) be capable of administering to elementary school students in a relatively short period of time; (3) be easily scored; and (4) require as little reading and writing as possible in a demonstration situation. In order to understand the levels of Conflict, a model of Cognitive Conflict was formulated and features three stages: (1) preliminary stage; (2) Conflict stage; and (3) resolution stage. (Contains 32 references.) (YDS) Reproductions supplied by EDRS are the best that can be made from the original document. 1 The Development of an Instrument for the Measuring Students' Cognitive Conflict Levels. *Gyoungho Lee, Sang-Suk Park, Jung-Whan Kim, Hyeok-Gu Kwon and **Jae-Sool Kwon, Korea National University of Education. Hac-Kyoo Park woosuk university * TEL: 82-0431-230-3700 * FAX: 82-0431-232-7176 * E-Mail: letl@cc-sun.knue.ackr ** E-Mail: jskwon@cc.Imue.ac.kr Paper Posented at 1999 NAM' Annual Meeting Looking Forwanl, Looking Backward: %tedious on the Pointe and Past ofScience Education, Boston ParkPlaza Hotd, Boston. Match 28-31, 1999 PERMISSION TO REPRODUCE AND DISSEMINATE THIS MATERIAL HAS BEEN GRANTED BY TO THE EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) 1 U.S. DEPARTMENT OF EDUCATION Office of Educational Research and Improvement EDUCATIONAL RESOURCES INFORMATION CENTER (ERIC) This document has been reproduced as eived from the person or organization originating it. Minor changes have been made to improve reproduction quality. ° Points of view or opinions stated in this document do not necessarily represent official OERI position or policy.
Fada Pan - One of the best experts on this subject based on the ideXlab platform.
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Reward Modulates Affective Priming Effect in Cognitive Conflict Processing: Electrophysiological Evidence.
Frontiers in Human Neuroscience, 2020Co-Authors: Fada Pan, Xinni ZhangAbstract:Previous research demonstrated that Cognitive Conflict could induce an affective priming effect, and the stage (detection/resolution) of Conflict processing led to different directions (positive/negative) of the affective priming effect. We suggested that rewards play a critical role in the affective priming effect on Conflict resolution. The present study used event-related potentials (ERPs), using the arrow flanker task as primes and choosing specific affective words as targets to investigate the affective priming effect induced by Cognitive Conflict during the resolution stage. Our question was whether rewards created a modulating effect. Participants were asked to judge the congruency of the prime stimuli and then evaluate the valence of the target words. For behavioral results, the Conflict effect was significant, and the reward promoted the behavioral performance of participants. For ERP results, enhanced N2 amplitudes for incongruent primes indicated a significant Conflict effect. More importantly, as expected, in the rewarded condition, the enhanced N400 amplitudes for positive targets following incongruent primes were found, indicating a positive priming effect. However, in the unrewarded condition, the reduced N400 amplitudes for positive targets following incongruent primes were found, indicating Conflict resolution hindered the processing of positive stimuli. These findings suggested that Cognitive Conflict induced the positive priming effect during the resolution stage and that rewards had a moderating effect on the positive priming effect.
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The negative priming effect in Cognitive Conflict processing
Neuroscience letters, 2016Co-Authors: Fada Pan, Liang Shi, Song XueAbstract:The present study used event-related potentials (ERPs) to investigate the specific physiological mechanisms underlying the negative nature of Cognitive Conflict and its influence on affective word evaluations. The present study used an affective priming paradigm where Stroop stimuli were presented for 200ms after which affective target words had to be evaluated as being positive or negative. Behavioral results showed that reaction times (RTs) were shorter for positive targets following congruent primes relative to incongruent primes, and for negative targets following incongruent primes relative to congruent primes. The ERP results showed that the N2 amplitude (200-300ms) for incongruent stimuli was significantly larger than for congruent stimuli in the Stroop task, which indicated a significant Conflict effect. Moreover, the N400 amplitude (300-500ms) was smaller for negative words following incongruent primes relative to congruent primes, and for positive words following congruent primes relative to incongruent primes. The results demonstrated that Cognitive Conflict modulated both behavioral and electrophysiological correlates of subsequent emotional processing, consistent with its hypothesized registration as an aversive signal.
Xinni Zhang - One of the best experts on this subject based on the ideXlab platform.
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Reward Modulates Affective Priming Effect in Cognitive Conflict Processing: Electrophysiological Evidence.
Frontiers in Human Neuroscience, 2020Co-Authors: Fada Pan, Xinni ZhangAbstract:Previous research demonstrated that Cognitive Conflict could induce an affective priming effect, and the stage (detection/resolution) of Conflict processing led to different directions (positive/negative) of the affective priming effect. We suggested that rewards play a critical role in the affective priming effect on Conflict resolution. The present study used event-related potentials (ERPs), using the arrow flanker task as primes and choosing specific affective words as targets to investigate the affective priming effect induced by Cognitive Conflict during the resolution stage. Our question was whether rewards created a modulating effect. Participants were asked to judge the congruency of the prime stimuli and then evaluate the valence of the target words. For behavioral results, the Conflict effect was significant, and the reward promoted the behavioral performance of participants. For ERP results, enhanced N2 amplitudes for incongruent primes indicated a significant Conflict effect. More importantly, as expected, in the rewarded condition, the enhanced N400 amplitudes for positive targets following incongruent primes were found, indicating a positive priming effect. However, in the unrewarded condition, the reduced N400 amplitudes for positive targets following incongruent primes were found, indicating Conflict resolution hindered the processing of positive stimuli. These findings suggested that Cognitive Conflict induced the positive priming effect during the resolution stage and that rewards had a moderating effect on the positive priming effect.