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Pascoe AJ, Haque ZZ, Samandra R, Fehring DJ, Mansouri FA. Dissociable effects of music and white noise on conflict-induced behavioral adjustments. Front Neurosci 2022; 16:858576. [PMID: 36061589 PMCID: PMC9429995 DOI: 10.3389/fnins.2022.858576] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Accepted: 07/25/2022] [Indexed: 11/13/2022] Open
Abstract
Auditory stimuli, encompassing a continually expanding collection of musical genres and sonic hues, present a safe and easily administrable therapeutic option for alleviating cognitive deficits associated with neuropsychological disorders, but their effects on executive control are yet to be completely understood. To better understand how the processing of certain acoustic properties can influence conflict processing, we had a large of cohort of undergraduate students complete the Stroop colour and word test in three different background conditions: classical music, white noise, and silence. Because of pandemic guidelines and the necessity to run the experiment remotely, participants also completed the Wisconsin card sorting test (WCST), so that the reliability and consistency of acquired data could be assessed. We found that white noise, but not classical music increased the response time difference between congruent (low conflict) and incongruent (high conflict) trials (conflict cost), hence impairing performance. Results from the WCST indicated that home-based data collection was reliable, replicating a performance bias reported in our previous laboratory-based experiments. Both the auditory stimuli were played at a similar intensity, thus their dissociable effects may have resulted from differing emotional responses within participants, where white noise, but not music elicited a negative response. Integrated with previous literature, our findings indicate that outside of changes in tempo and valence, classical music does not affect cognitive functions associated with conflict processing, whilst white noise impairs these functions in a manner similar to other stressors, and hence requires further research before its implementation into neuropsychiatric care.
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Affiliation(s)
- Alexander J. Pascoe
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Clayton, VIC, Australia
| | - Zakia Z. Haque
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Clayton, VIC, Australia
| | - Ranshikha Samandra
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Clayton, VIC, Australia
| | - Daniel J. Fehring
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Clayton, VIC, Australia
- ARC Centre of Excellence for Integrative Brain Function, Monash University, Clayton, VIC, Australia
| | - Farshad A. Mansouri
- Cognitive Neuroscience Laboratory, Department of Physiology, Monash Biomedicine Discovery Institute, Monash University, Clayton, VIC, Australia
- ARC Centre of Excellence for Integrative Brain Function, Monash University, Clayton, VIC, Australia
- *Correspondence: Farshad A. Mansouri,
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Li J, Yang D, Hu Z. Wuhan College Students' Self-Directed Learning and Academic Performance: Chain-Mediating Roles of Optimism and Mental Health. Front Psychol 2022; 12:757496. [PMID: 35140650 PMCID: PMC8818779 DOI: 10.3389/fpsyg.2021.757496] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Accepted: 12/24/2021] [Indexed: 12/21/2022] Open
Abstract
This study explored the chain-mediating roles of optimism and mental health in the relation of self-directed learning with academic performance among college students in Wuhan during long-term online teaching. In total, 473 valid responses were obtained from students at three Wuhan universities. Self-directed learning, optimism, mental health, and academic performance scales were used as measurement instruments; a 5-point Likert scale was employed for all items. To examine the instruments' reliability and validity, a measurement model was constructed; moreover, structural models were employed for assessing the chain mediation model. This study confirmed that self-directed learning was a positive predictor of academic performance in Wuhan college students. Optimism and mental health were two mediators and partially jointly mediated the relation of self-directed learning with academic performance. The results revealed that self-directed learning only partially positively predicted academic performance. The aforementioned relationship was partially mediated by optimism and mental health, highlighting the essential roles of optimism and mental health in the learning and learning outcomes of Wuhan college students.
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Affiliation(s)
- Jun Li
- Department of Education Management, China-Asean International College, Dhurakij Pundit University, Bangkok, Thailand
| | - Dong Yang
- Suryadhep Teachers College, Rangsit University, Pathumthani, Thailand
| | - Ziao Hu
- Department of Education Management, China-Asean International College, Dhurakij Pundit University, Bangkok, Thailand
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