Jurnal STAI Al-Hamidiyah
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Art Knowledge Training Shapes Understanding, Inspires Creativity and Stimulates Thinking
No full textAccording to aesthetic cognitivism theory, art represents a source of knowledge that promotes understanding, creativity and thinking. However, it remains unclear exactly what kind of art knowledge shapes understanding and thinking. Given the important role played by the arts in acquiring knowledge and facilitating learning and understanding of human culture, this study aimed to shed light on the transformative power of knowledge acquired through art training. Via a pre-registered study, we investigated the extent to which understanding, creative inspiration, thinking, and intellectual challenge judgements are impacted by distinct types of art knowledge training (e.g., in-depth training, brief training or no training), and the extent to which each kind of training generalises to new contexts. Using a training intervention paradigm and a multi-level Bayesian modelling approach, we found that participants (N ~50 per training group) assigned higher ratings of understanding, creativity, and thinking judgements for trained rather than for untrained artworks as a function of art training type. Particularly, in-depth art knowledge training involving visual and auditory descriptions of artworks rather than no training led to greater ratings. The effects of training generalised to unseen artworks produced by the same artist but not to different artists. Compared to the no training group, these effects were most robust for in-depth than brief art training group. These findings suggest that art knowledge training promotes art understanding, creative ideas and thinking, and generalises to new settings that involve a similar artistic style. This work shines a light on the training modality and required duration of art training to shape learning and guide the generalisation effects to novel contexts
The gender gap in math anxiety (and in the link between math anxiety and math achievement) is not so salient when other anxieties are controlled for
No full textBackground and Objectives: Math anxiety (MA) is considered to affect math achievement and the choice of math-related educational paths, thus contributing to the gender gap in STEM careers. However, despite decades of research, the mechanisms underlying the relationships between gender, MA, and math achievement remain largely unclear. One of the reasons is that different types of anxiety and math achievement levels are rarely controlled for.
Design and methods: We tested the associations between gender, MA, spatial anxiety, test anxiety, neuroticism, and math achievement in a sample of 269 adults.
Results: We replicated previous findings that spatial anxiety in areas of navigation and mental manipulation, but not imagery, mediates the relationship between gender and MA. Importantly, in light of previous contradictory findings, we found that math achievement significantly mediated this relationship. Crucially, we found that gender, spatial anxiety, test anxiety, neuroticism, and math achievement together accounted for 66% of the variance in MA, with gender uniquely accounting for only 5%.
Conclusions: The commonly reported gender gap in MA is less pronounced when other anxieties are controlled for, especially given that we did not observe gender differences in the strength of the relationship between MA and math achievement
Animacy versus colour in noun classification systems
No full textAnimacy is widely recognised as an important conceptual domain that plays a role in different areas of grammars. On the other hand, no known languages employs colours in its grammar. This project focuses on one area of grammar, noun classification, and tests different hypotheses as to why animacy is a common basis for noun classification, whereas colour is not
Simulating the impact of first responder communication strategies on citizen adherence in emergencies - Study 1
No full textUKRI Future Leaders Fellowship aimed at understanding how and why members of the public respond to instructions from first responders in emergencies
Valence Sound Symbolism Facilitates Classification of Vowels and Emotional Facial Expressions
No full textResearch on iconicity or sound symbolism chronicles associations between aspects of word meaning and word form. In valence sound symbolism, specifically, vowels were demonstrated to be associated with valence, so that the vowel /i/ (as in English sea) is judged to fit positively valenced stimuli whereas the vowel /o/ (as in German Boot) is judged to fit negatively valenced stimuli. However, because previous findings were based on judgements or name invention tasks, they may reflect deliberate strategies. The present research aims at demonstrating the automaticity of valence sound symbolism in online language processing by means of a speeded response task. A total of 163 participants performed a speeded categorization task in which they were requested to classify one of two simultaneously presented stimuli, pseudowords containing the vowels /i/ or /o/ and pictures with positive or negative emotional facial expressions. Thus, stimulus pairings could be either congruent (/i/-words and positive expressions; /o/-words and negative expressions) or incongruent (/i/-words and negative expressions; /o/-words and positive expressions). We observed faster and more accurate responses for congruent over incongruent combinations (the simple effects were significant for positive but not for negative expressions). Thus, sound symbolic congruency (vs. incongruency) of an irrelevant stimulus facilitated responses, which accords with an automatic process contributing to valence sound symbolism and indicates that valence sound symbolism is deeply engrained in the human cognitive system
HI-RES SIKAP Dataset
No full textHigh-Frequency Surveys on Indonesians' Knowledge of and Attitudes on Politics (HI-RES SIKAP) fields weekly surveys for 58 weeks from 27 November 2023 to 5 January 2025. It is funded by the Singaporean Ministry of Education and the National University of Singapore
Linking Sarcopenia, Brain Structure, and Cognitive Performance
No full textHere we share the R-scrips for a project investigating the links between sarcopenia, brain structure, and cognitive performance. If you choose to use these scrips, please cite the corresponding manuscript, available in Brain Communications, at https://doi.org/10.1093/braincomms/fcae083
Inverted AV
No full textThis folder contains scripts used to implement the modelling, and data presented, in the manuscript entitled:
"Inverted encoding of neural responses to audiovisual stimuli reveals super-additive multisensory enhancement