Relationship between consumer participation behaviors and consumer stickiness on mobile short video social platform under the development of ICT: based on value co-creation theory perspective

Author(s):  
Jifan Ren ◽  
Jialiang Yang ◽  
Mengyang Zhu ◽  
Salman Majeed
2019 ◽  
Vol 17 (2) ◽  
pp. 147470491983972 ◽  
Author(s):  
Chunna Hou ◽  
Zhijun Liu

Researchers have found that compared with other existing conditions (e.g., pleasantness), information relevant to survival produced a higher rate of retrieval; this effect is known as the survival processing advantage (SPA). Previous experiments have examined that the advantage of memory can be extended to some different types of visual pictorial material, such as pictures and short video clips, but there were some arguments for whether face stimulus could be seen as a boundary condition of SPA. The current work explores whether there is a mnemonic advantage to different trustworthiness of face for human adaptation. In two experiments, we manipulated the facial trustworthiness (untrustworthy, neutral, and trustworthy), which is believed to provide information regarding survival decisions. Participants were asked to predict their avoidance or approach response tendency, when encountering strangers (represented by three classified faces of trustworthiness) in a survival scenario and the control scenario. The final surprise memory tests revealed that it was better to recognize both the trustworthy faces and untrustworthy faces, when the task was related to survival. Experiment 1 demonstrated the existence of a SPA in the bipolarity of facial untrustworthiness and trustworthiness. In Experiment 2, we replicated the SPA of trustworthy and untrustworthy face recognitions using a matched design, where we found this kind of memory benefits only in recognition tasks but not in source memory tasks. These results extend the generality of SPAs to face domain.


2012 ◽  
Vol 24 (9) ◽  
pp. 1867-1883 ◽  
Author(s):  
Bradley R. Buchsbaum ◽  
Sabrina Lemire-Rodger ◽  
Candice Fang ◽  
Hervé Abdi

When we have a rich and vivid memory for a past experience, it often feels like we are transported back in time to witness once again this event. Indeed, a perfect memory would exactly mimic the experiential quality of direct sensory perception. We used fMRI and multivoxel pattern analysis to map and quantify the similarity between patterns of activation evoked by direct perception of a diverse set of short video clips and the vivid remembering, with closed eyes, of these clips. We found that the patterns of distributed brain activation during vivid memory mimicked the patterns evoked during sensory perception. Using whole-brain patterns of activation evoked by perception of the videos, we were able to accurately classify brain patterns that were elicited when participants tried to vividly recall those same videos. A discriminant analysis of the activation patterns associated with each video revealed a high degree (explaining over 80% of the variance) of shared representational similarity between perception and memory. These results show that complex, multifeatured memory involves a partial reinstatement of the whole pattern of brain activity that is evoked during initial perception of the stimulus.


2021 ◽  
pp. 009862832110227
Author(s):  
Peter Strelan

Background: The concept of reliability is central to conducting—and understanding—research in Psychology. Students’ understanding of concepts are strengthened when they learn by applying concepts. Objective: This article describes initial evidence of an activity for teaching reliability. Method: Students watched a short video of a staged bank robbery. They then tested the reliability of two different forms of police instructions for eyewitness recall. In so doing, they gained practice at calculating and interpreting inter-rater reliability and test-retest reliability. Results: Data collected from N = 191 students indicates that the exercise has a statistically significant positive effect on student understanding of and confidence about reliability concepts contributes to a roughly 20% increase in performance when comparing responses on pre- and post-exercise multiple choice questions. Conclusion: The activity gives students practice with the concept of reliability in a way that is engaging and memorable insofar as it demonstrates the implications of reliability for the real world. Teaching Implications: The activity is straightforward to implement and encourages students to learn by “doing.”


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