8 research outputs found

    Self association facilitates attentional inhibition inhuman visual search

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    PURPOSE: Previous research on attentional priority of self-associated stimuli mostly focused on the advantage in attentional attraction. The characteristics of self-associated stimuli in attentional inhibition remained unclear. The purpose of this research was to investigate whether self-associated information can facilitate inhibition compared with other information in human visual search. METHODS: Firstly participants completed an associative-learning task to associate&nbsp; color with label (e.g., green-self, blue-stranger). After that, they would finish a WM-guided visual search task. In this task, they were presented with several items to identify an unique target among the items. Participants were noted a specific color (e.g., red) in advance that need to be recalled and the items with the informed color could be excluded as distracters in the search display. This resulted in three conditions that the informed distracter color was either self-associated, stranger-associated, or neutral (no established association). RESULTS: The response times of the search task were significantly shorter when the informed distracter color was self-associated (i.e., green) compared with when the informed distracter color was stranger-associated (i.e., blue) or neutral (i.e., red).&nbsp; There was no significant difference in search time between stranger-associated color and neural color condition. The results suggested that when the distracters link to self, participants could inhibit the distracters rapidly and search faster. CONCLUSIONS: The present study provided an evidence that the active inhibition of a self-associated stimulus improves visual search performance. This study also furthered our understanding about attentional priority of self-associated stimuli and extended the self attention network (SAN) model.</p

    Teach a man to fish: Hyper-brain evidence on scaffolding strategy enhancing creativity acquisition and transfer

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    Creativity is an indispensable competency in today's innovation-driven society. Yet, the influences of instructional strategy, a key determinant of educational outcomes, on the creativity-fostering process remains an unresolved mystery. We proposed that instructional strategy affects creativity cultivation and further investigated the intricate neural mechanisms underlying this relationship. In a naturalistic laboratory setting, 66 instructor-learner dyads were randomized into three groups (scaffolding, explanation, and control), with divergent thinking instructions separately. Functional near-infrared spectroscopy (fNIRS) hyperscanning simultaneously collected brain signals in the prefrontal cortex and temporal-parietal junction regions. Results indicated that learners instructed with a scaffolding strategy demonstrated superior creative performance both in acquisition (direct learning) and transfer (use in a novel context) of creativity skills, compared to pretest levels. In contrast, the control and explanation groups did not exhibit such effects. Notably, we also observed remarkable interbrain neural synchronization (INS) between instructors and learners in the left superior frontal cortex in the scaffolding group, but not in the explanation or control groups. Furthermore, INS positively predicted enhancements in creativity performance (acquisition and transfer), indicating that it is a crucial neural mechanism in the creativity-fostering process. These findings reveal that scaffolding facilitates the acquisition and transfer of creativity and deepen our understanding of the neural mechanisms underlying the process of creativity-fostering. The current study provides valuable insights for implementing teaching strategies to fostering creativity

    Carbon-doped CuFe2O4 with C--O--M channels for enhanced Fenton-like degradation of tetracycline hydrochloride: From construction to mechanism

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    Carbon-doped copper ferrite (C–CuFe2O4) was synthesized by a simple two-step hydrothermal method, which showed enhanced tetracycline hydrochloride (TCH) removal efficiency as compared to the pure CuFe2O4 in Fenton-like reaction. A removal efficiency of 94% was achieved with 0.2 g L−1 catalyst and 20 mmol L−1 H2O2 within 90 min. We demonstrated that 5% C–CuFe2O4 catalyst in the presence of H2O2 was significantly efficient for TCH degradation under the near-neutral pH (5–9) without buffer. Multiple techniques, including SEM, TEM, XRD, FTIR, Raman, XPS Mössbauer and so on, were conducted to investigate the structures, morphologies and electronic properties of as-prepared samples. The introduction of carbon can effectively accelerate electron transfer by cooperating with Cu and Fe to activate H2O2 to generate ·OH and ·O2−. Particularly, theoretical calculations display that the p, p, d orbital hybridization of C, O, Cu and Fe can form C–O–Cu and C–O–Fe bonds, and the electrons on carbon can transfer to metal Cu and Fe along the C–O–Fe and C–O–Cu channels, thus forming electron-rich reactive centers around Fe and Cu. This work provides lightful reference for the modification of spinel ferrites in Fenton-like application
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