Institute of Psychology, Chinese Academy of Sciences
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A corticospinal signature for interindividual pain sensitivity
No full textPain sensitivity variations represent a critical frontier in pain neuroscience, where advanced neuroimaging has mapped cerebral correlates of nociception for decades, yet conventional brain-centric models persistently overlook the spinal cord's hub role in pain gating and amplification. Here we show that a corticospinal pain sensitivity signature, a pattern of functional connectivity from simultaneous corticospinal magnetic resonance imaging, predicts individual pain sensitivity and clinical pain. Trained on resting-state data and validated across independent healthy (n = 723) and patient cohorts (n = 46), the model generalized to new datasets, distinguished pain from non-pain, and outperformed brain-centric models. Crucially, transcranial magnetic stimulation perturbation revealed a causal axis where enhanced motor cortex-spinal connectivity directly changes pain perception (r = 0.55). These results indicate a previously unknown corticospinal biomarker that bridges laboratory pain measures and patient symptoms, providing insights into translating pain mechanisms from healthy individuals to clinical populations and informing neuromodulation approaches
Prevalence and comorbidity of attention deficit hyperactivity disorder in Chinese school-attending students aged 6-16: a national survey
No full textBackground Attention deficit hyperactivity disorder (ADHD) is a prevalent neurodevelopmental disorder. Despite its significance, no large-scale epidemiological study assessing ADHD, and its associated comorbidities in children and adolescents has been conducted in China. Methods Within a national epidemiological survey of 73,992 children and adolescents aged between 6 and 16 in China, we used the CBCL, MINI-KID, and DSM-IV to identify ADHD and its comorbid conditions. Chi-square tests were utilized to compare the prevalence estimates across varied age and sex groups. Results The overall ADHD prevalence was estimated at 6.4% (95% CI: 6.2-7.0%). Broken down by subtypes, ADHD-I had a prevalence of 3.9%, ADHD-C was at 1.7%, and ADHD-H was at 0.9%. Boys and the younger age bracket recorded higher prevalence rates for ADHD and its subtypes (p < 0.001). Among ADHD-diagnosed individuals, 53% exhibited at least one comorbid psychiatric disorder. Oppositional defiant disorder/conduct disorder (ODD/CD) was the most prevalent comorbidity for ADHD-C and ADHD-H, at 58%, while anxiety disorders, at 17%, were predominant among ADHD-I cases. ODD/CD was notably higher among younger subjects (p < 0.001). In contrast, anxiety disorders were more frequent in older children and in girls (p < 0.001). Tic disorders showed a higher prevalence in younger boys, whereas mood and substance use disorders were more common in older boys (p < 0.001). Conclusions ADHD is a common neurodevelopmental disorder with high comorbidity rates that vary substantially across subtypes, age, and sex. These clinical heterogeneities complicate management and highlight the need for tailored interventions.</p
Optimal Transport With Class Structure Exploration for Cross-Domain Speech Emotion Recognition
No full textSpeech emotion recognition (SER) has widespread applications in human-computer interaction. However, the performance of SER models often drops in domain mismatch scenarios. Although existing unsupervised domain adaptation (UDA) algorithms could mitigate the domain mismatch problem by aligning feature distributions between domains, they do not consider the distribution relationship between emotion categories, thereby decreasing the capability to discriminate emotions. Moreover, directly aligning the probability distributions of different domains overlooks the emotional structure information contained in the target domain samples. To overcome this limitation, this paper proposes a novel UDA for cross-domain SER, termed Optimal Transport (OT) with Class Structure Exploration (OTCSE). OTCSE aims to measure the global probability distribution distance (GPDD) differences while considering the distribution relationship between emotional categories. Additionally, it explores the intrinsic structure information in the target samples. Specifically, we first embed joint OT into a deep SER framework to measure the GPDD between domains. Second, we propose to use a self-supervised learning (SSL)-based domain exploration module in the OT adaptation process to assist in exploring class structure information. Finally, we propose a two-step optimization strategy that allows OTCSE to update the model parameters of the SER and SSL modules end-to-end while solving the optimal transport coupling based on Sinkhorn's iteration algorithm. Experimental results in cross-domain SER demonstrate that the proposed OTCSE outperformed state-of-the-art UDAs. Further, we explore the complementarity of GPDD alignment and class structure exploration. This synergy alleviated the negative transport problem in OT and enhanced the efficiency of representation learning in SSL
The Effects Of Group Mindfulness Intervention on University Students’ Academic Procrastination
No full textPurpose: Academic procrastination is a prevalent phenomenon among university students, significantly impacting their academic performance and psychological well-being . Despite its importance, there is a lack of systematic empirical research on academic procrastination within our academic community . Previous studies have indicated that emotional factors play a crucial role in the degree of academic procrastination, while mindfulness training has been shown to enhance mental health, self-awareness, and emotional regulation . This study aims to address academic procrastination among university students through group mindfulness training, providing empirical evidence for an effective intervention program targeting this issue.Methods: A randomized controlled mixed experimental design was employed. Participants, consisting of university students, were randomly assigned to either a control group (n = 31) or an intervention group (n = 31). The intervention group underwent an eight-week group mindfulness training program, while the control group maintained their regular daily routines. Pre- and post-intervention questionnaires were used to measure mindfulness levels and academic procrastination in both groups.Results: repeated-measures ANOVA indicated that the mindfulness & procrastination behaviors did not show significant group-by-time interactions. Paired-samples t-tests revealed intervention significantly improved mindfulness levels and reduced reduced procrastination compared to the control group (t = 3.44, p = 0.004 < 0.05). These results suggest that the eight-week group mindfulness intervention effectively alleviates academic procrastination among university students and enhances their psychological well-being.</p
The Impact of Maternal Parenting Stress on Preschool Children’s Social Withdrawal: The Chain Mediating Role of Maternal Negative Attribution and Psychological Control
No full text儿童社会退缩行为指幼儿在熟悉或陌生环境中表现出孤立、回避社交互动的行为模式。作为一种内化问题行为，社会退缩行为可能对幼儿的当下发展以及未来成长产生不利影响。研究表明，社会退缩行为与幼儿的认知、情感、社会交往能力以及身心健康存在显著关联，且在幼儿期展现的社会退缩行为能够有效预测儿童期的内化问题、青少年时期的同伴关系问题、社会适应问题以及之后的学业和职业发展潜力。此外，已有研究发现，社会退缩具有较强的稳定性，表明其早期干预具有重要意义，尤其是在学前阶段，孩子的社交行为和心理发展仍处于塑造的关键期。因此，深入探讨学前儿童社会退缩行为的发生与发展机制，是促进早期心理干预和支持系统建设的必要步骤。
从生态系统理论与家庭系统理论的视角来看，父母的个人特征与养育方式是影响儿童社会行为和情感发展的核心因素，母亲的养育压力可能对幼儿社会退缩行为产生重要影响。基于此，本研究旨在探讨母亲养育压力对学前儿童社会退缩行为的作用机制，并进一步分析母亲心理控制与归因倾向在这一关系中的中介作用。此外，家庭社会经济地位(SES)作为潜在的调节变量，其对母亲养育压力与幼儿社会退缩行为关系的调节作用，也为进一步理解这一复杂互动提供了重要视角。通过对这些因素的综合分析，本研究期望揭示学前儿童社会退缩行为的多维度影响机制，从而为制定有效的预防和干预策略提供理论依据和实践支持。
本研究分为两部分，旨在探讨母亲养育压力及其与儿童社会退缩行为之间的关系。研究一采用质性研究设计，通过对20位母亲进行半结构化访谈，深入了解儿童的社交状况、母亲的养育压力以及日常亲子互动模式，从而探索儿童社会退缩的现状及其可能的影响因素。研究二则采用量化研究设计，收集了841份由母亲填写的问卷数据，评估母亲养育压力、心理控制、消极归因倾向以及儿童社会退缩的现状，并进一步探讨这些变量之间的关系。研究结果如下：
质性研究结果：访谈数据分析揭示了三个核心主题：儿童社交现状及其影响因素、母亲养育压力的现状及其影响因素、以及亲子互动模式（包括积极与消极的家庭教养方式及归因倾向）。基于这些核心类属，研究提出了母亲养育压力影响儿童社会退缩行为的初步理论框架。具体而言，儿童的社会退缩行为受到其个体气质特征、行为模式以及语言表达能力等内在因素的影响。同时，母亲的养育压力和其采取的教养方式是影响儿童社会退缩的关键因素之一。母亲在面对较高的养育压力时，可能在教养方式上表现出更多的消极倾向，且在对子女行为进行归因时，倾向于将问题归因于儿童的主观故意，这种归因倾向也会导致更多消极教养，从而可能加剧儿童的社会退缩行为。此外，儿童的社会退缩行为本身也可能加重母亲的养育压力，产生相互作用的负向级联效应。
量化研究结果如下：
(1) 儿童的社会退缩行为在年龄、性别及是否为独生子女等人口学变量之间未表现出显著差异。
(2) 母亲的养育压力显著直接预测儿童的社会退缩行为。进一步分析发现，母亲心理控制在母亲养育压力与儿童社会退缩行为之间起中介作用。此外，消极归因倾向与母亲心理控制共同在母亲养育压力与儿童社会退缩之间发挥链式中介作用。
(3) 家庭社会经济地位(SES)在母亲养育压力与儿童社会退缩之间的关系中起调节作用。具体而言，在高社会经济地位(M+1SD)条件下，母亲养育压力对儿童社会退缩行为的预测作用显著为正；而在低社会经济地位(M-1SD)条件下，母亲养育压力对儿童社会退缩的预测效应则有所减弱。
这些结果为理解母亲养育压力如何通过教养方式和归因倾向影响儿童社会退缩提供了初步的理论框架，揭示了母亲养育压力对儿童社会退缩的影响路径及其在不同家庭背景下的变化，为未来的干预和预防策略提供了重要的实证依据。</p
A Study on the Impact of Couples’ Gender Roles on Marital Satisfaction: The Role of Spousal Support
No full text性别角色作为社会为不同性别赋予的行为规范、责任和期望，对个体的心理健康、行为模式及社会角色具有深远影响。自 1974 年 Bem 开发 BSRI 性别角色量表并提出双性化性别角色以来，对于性别角色的研究层出不穷。随着时代的发展，当代人们的性别角色也随之发生了很大的变化。婚姻满意度是婚姻研究中的核心概念，作为预测婚姻质量和稳定性的关键变量，不仅影响夫妻关系，还对个体的心理健康和社会适应有重要意义。本研究围绕“伴侣性别角色对婚姻满意度影响探究——伴侣支持的作用”这一主题，系统探讨了伴侣性别 角色、伴侣支持与婚姻满意度之间的复杂关系，揭示了性别角色对婚姻满意度的影响机制及伴侣支持的中介作用。
本研究分为两部分展开：研究一为探索性质性研究，采用访谈法对 12 对夫妻进行访谈，并采用扎根理论对访谈文本进行编码分析，归纳出核心范畴，并初步构建了伴侣性别角色影响婚姻满意度的理论框架。研究二是基于主客体互倚中介模型的实证研究，使用性别角色量表（BSRI 简表修订版）、婚姻满意度量表 （ENRICH）、伴侣支持量表（SIRRS 修订版）共收集 470 对夫妻数据，并分析伴侣性别角色对婚姻满意度的影响及伴侣支持的中介效应。
研究一最终归纳出伴侣性别角色成因、伴侣性别角色对婚姻过程影响和对婚姻的影响三个核心范畴，并得出初步结论: 伴侣性别角色影响伴侣的婚姻满意度，同时，伴侣性别角色影响婚姻过程中伴侣支持的寻求、提供、感知和反馈，从而 影响婚姻满意度。
研究二的主客体互倚模型分析显示，妻子女性化对自身婚姻满意度具有显著正向影响，妻子男性化、丈夫男性化和女性化性别角色对夫妻双方婚姻满意度影响不显著。中介效应分析显示伴侣支持的中介效应显著，即夫妻双方男性化和女性化性别角色通过伴侣支持的中介作用显著影响自身和对方婚姻满意度，间接效应大于直接效应。
结论：本研究通过质性研究和量化研究发现，妻子女性化特质对其自身婚姻满意度具有独特的提升作用，丈夫的女性化特质以及夫妻双方的男性化特质对婚姻满意度的直接影响均未达到显著水平，但通过促进伴侣之间的相互支持行为，夫妻双方的性别角色特质均能间接提升婚姻满意度，即伴侣支持在婚姻关系中有显著中介作用；无论夫妻双方的性别角色特质组合如何，高质量的支持性互动始 终是维持婚姻幸福的关键因素。
理论上，本研究丰富和拓展了性别角色与婚姻满意度关系的研究领域，进一步明确了伴侣性别角色对婚姻满意度的影响机制，尤其是揭示了伴侣支持在其中的中介作用，为后续相关理论的完善提供了实证依据。实践中，为夫妻关系的调适、婚姻辅导与咨询提供了科学指导，有助于夫妻双方更好地理解彼此性别角色对婚姻的影响，通过优化伴侣支持行为，提升婚姻满意度，促进婚姻关系的和谐稳定，对家庭幸福和社会稳定具有积极意义。</p
The Role of Self-LearningMath from Examples and by Doing During the Primary-to-Junior High School Transition Phase
No full text中共中央办公厅、国务院办公厅联合印发的《关于进一步减轻义务教育阶段学生作业负担和校外培训负担的意见》标志着我国基础教育改革进入了一个全新 的深化阶段。大部分小学中低年级的家庭非常支持“双减”政策落地，参加课外补习的学生大幅下降。但小升初阶段的家长，在择校和分班考试的压力下，为了让孩子在竞争中占据优势，开始通过课外补习，超前学习初中知识，导致小升初补习班的学生大幅增加。以“例中学，做中学”为认知机制的示例演练学习法，注重思维过程的展示与迁移应用能力的培养，与当前双减政策所倡导的“减负提质” 目标有着深刻的内在契合性。以往的示例演练实验，多在实验室或学校课堂环境进行量化为主的研究，更多关注高年级学生，本研究首次将示例演练学习法引入校外托管场景，通过对比采用示例演练自主学习模式与教师讲授课外补习模式学习小升初阶段数学知识的学生的学业成绩，并结合质性分析，探讨以低成本、高效率的示例演练自主学习替代价格高昂的课外补习的可行性。
本研究包含实证研究和质性分析两个部分：
研究一旨在量化评估示例演练自主学习模式对学生的学业表现、投入水平、效能感及压力等指标的影响。研究以 114 名 12-13 岁小升初学生为对象，依托寒假托管场景，以《七年级数学示例演练导学》为核心材料实施教学实验。因变量聚焦两个维度，维度一为数学学业成绩、维度二为学习投入度、学业自我效能感以及学习压力，以数学学习模式（示例演练自主学习模式，教师讲授课外补习模式）作为自变量，以数学基础（学优生、中等生、学困生）作为调节变量。差异检验结果表明：（1）示例演练组（57 人）和教师讲授组（57 人）的测验成绩相当，而示例演练组显著提升了基础较差的学生的测验成绩。（2）示例演练组的学习投入度呈现显著提高的趋势，特别是行为投入明显提高，而情感投入度教师讲授组优于示例演练组。（3）示例演练组来自教师的压力相较于教师讲授组大幅下降。
研究二采用质性研究——访谈法，旨在从受访者主观视角揭示示例演练自主学习模式的经济效能与教育优势，为其替代课外补习提供兼具经济理性与教育效 能的实践依据。研究选取 30 名学生家长进行半结构化访谈，并对所收集到的数 据进行分析，得出以下结论：（1）86.7%的家庭存在数学课外补习行为。（2）80%的家长对于示例演练教学法持积极认可态度，认为其降低了学生自主学习的难度。（3）相较于长期且昂贵的课外补习费用，示例演练自主学习模式的直接经济支出极低，学生形成自学习惯后，降低长期补课成本，效费比明显高于课外补习。
本研究通过对比示例演练自主学习模式与教师讲授课外补习模式，系统验证了前者替代课外补习的可行性，并揭示其双重减负效应：一方面，该方法能够有效增强学生自主学习数学的能力，在不加重学业负荷的前提下实现“减负增效”，也为构建"因材施教"的差异化教学模型开辟了新路径，促进学业提质与减负协同； 另一方面，相较于高成本课外补习，示例演练模式通过自主学习材料《七年级数学示例演练导学》大幅降低家庭直接支出，且学生形成自学习惯后可持续减少补课依赖，为经济资本薄弱家庭提供了低成本高效率的优质教育路径，有助于实现经济理性与教育公平。</p
Interpersonal environmental communication promotes pro-environmental behaviors: a systematic examination across time and groups
No full textInterpersonal environmental communication (IEC) has not been systematically examined in terms of its effects on different types of pro-environmental behaviors, its applicability to groups with varying levels of ecological worldview, and its long-term impact. To address these theoretical gaps, we conducted three studies based on impression management theory. Study 1, using cross-sectional survey data (n = 1,889), revealed that IEC has a stronger effect on adolescents’ public-sphere pro-environmental behaviors and is more influential for those with a lower ecological worldview. Study 2, using longitudinal data (n = 764), demonstrated that IEC has a long-term and more pronounced impact on specific public-sphere pro-environmental behaviors (e.g., donation), and on adolescents with a lower ecological worldview in certain pro-environmental behaviors (e.g., volunteer services). Study 3, using a longitudinal survey of adults (n = 601), further validated that IEC has a long-term and stronger effect on public-sphere pro-environmental behaviors and on adults with a lower ecological worldview. These studies provide strong evidence of the robust, long-term, and cross-age effect of interpersonal environmental communication on pro-environmental behaviors. Based on these findings, policymakers in education, media, and community could foster public activities that are collective and visible, enhancing opportunities for social engagement around pro-environmental actions.</p
Did the bumper sticker piss you off? The mediating roles of blame judgement and negative emotion between slogans and aggressive driving behaviour
No full textWith growth in the quantity of vehicles in China, diverse bumper sticker slogans have become a common sight on roads. Bumper sticker slogans are likely to affect the responses of surrounding drivers, but little is known about the underlying mechanism involved. The aims of this study were to explore the effects of bumper sticker slogans on blame judgement, negative emotion and aggressive driving behaviour and to test the mediating roles of blame judgement and negative emotion between bumper sticker slogans and aggressive driving behaviour. We adopted a single-factor design in which bumper sticker slogans were a within-subject factor with two levels: provocative and conciliatory slogans. The participants were asked to imagine five irritating driving scenarios while viewing different slogans and to respond to items measuring other variables. Finally, a total of 233 valid questionnaires were received. The results showed that compared with conciliatory slogans, provocative slogans received higher scores for blame judgement, negative emotion and aggressive driving behaviour. Moreover, both blame judgement and negative emotion played mediating roles between bumper sticker slogans and aggressive driving behaviour, and they had a joint mediating effect, indicating that bumper sticker slogans affected aggressive driving behaviour by increasing blame judgement and negative emotion. This study explores the mechanism by which bumper sticker slogans affect aggressive driving behaviour and provides insights for the future design of bumper sticker slogans and for drivers' selection of appropriate bumper sticker slogans.</p
A molecularly defined brain circuit module for regulating panic-like defensive state
No full textPanic is an episode of strong defensive state, characterized by intense fear and severe physical symptoms such as elevated cardiorespiratory activities. How the brain generates panic state remains poorly understood. Here, we developed a robot-based experimental paradigm to evoke panic-like defensive state in mice. When stimulated by the robot, mice exhibited jumping escapes and elevated cardiorespiratory activities. With this paradigm, we identified Cbln2- expressing (Cbln2+) neurons in the posterior hypothalamic nucleus (PHN) as a key neuronal population essential for the induction of panic-like defensive state. Activation of Cbln2+ PHN neurons induced behavioral and physical symptoms of panic-like defensive state. These neurons were strongly activated by noxious mechanical stimuli and encode jumping escape vigor. They were synaptically innervated by anxiety-associated brain areas and provoked paniclike defensive state via their projection to the periaqueductal gray. Together, our results reveal a molecularly defined circuit module that regulates the panic-like defensive state in mice.</p
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