Institute of Psychology, Chinese Academy of Sciences
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Longitudinal associations between metalinguistic awareness, executive functions, and Chinese character reading: A network analysis
No full textUsing behavioral network analysis, the present study aimed to examine the relation between various cognitive-linguistic skills and Chinese character reading in children from preschool to primary school. A cohort of 172 Chinese children (41.3% female; Mage = 5.74 +/- 0.32 years) were followed from the end of kindergarten (T1) to first grade (T2) and end of Grade 3 (T3), and were assessed on cognitive-linguistic skills (i.e., orthographic awareness, morphological awareness, rapid automatized naming, and phonological awareness), executive functions, and character reading. Behavioral network analysis showed that the association between orthographic awareness and Chinese character reading was significant at T1 and T2 but faded by T3. Morphological awareness displayed no significant correlation with Chinese character reading at T1 and T2, while this correlation strengthened at T3. Rapid automatized naming consistently demonstrated a significant correlation with Chinese character reading across all three time points. In contrast, phonological awareness, inhibitory control, and working memory failed to exhibit a significant correlation with Chinese character reading at all three time points. The findings shed light on the unique and evolving roles of metalinguistic skills in shaping Chinese character reading during this developmental stage.</p
No time to slow down: Time poverty predicts fast life history strategy via dissatisfaction of basic psychological needs
No full textResource scarcity was found to affect individuals' life history strategy development, but mainly from the perspective of tangible material resources. Using a three-wave longitudinal design, we investigated the link between intangible time resource scarcity (i.e., time poverty) and life history strategy, and whether basic psychological need satisfaction was the key mediator of the relationship between them. A total of 687 Chinese college students were surveyed three times during one semester with six-week intervals. Results of cross-lagged panel models suggested that high levels of perceived time poverty would lead to frustration in satisfying individuals' basic psychological needs, especially in fulfilling their competence need (rather than autonomy or relatedness), thus accelerate individuals' (fast) life history strategies. This study disentangled the differential mediating roles of different psychological needs satisfaction (i.e., autonomy, competence, relatedness) in these longitudinal associations, highlighting how intangible resource-scarce environment is linked with life history strategy. The current findings provide valuable information to inform interventions aiming to buffer the potentially detrimental effects of time poverty
Similarities and differences in core symptoms of problematic smartphone use among Chinese students enrolled in grades 4 to 9: A large national cross-sectional study
No full textChildren and adolescents are highly susceptible to problematic smartphone usage. We employed network analysis to explore the similarities and differences in the core symptoms of problematic smartphone use across grades 4-9, using a large nationwide sample. This study included 8552 children and adolescents (Mage M age = 12.98, SD =1.51) who met the critical value for problematic smartphone use. The results showed that the core symptoms of problematic smartphone use exhibit both similarities and differences between grades 4 and 9. 'Withdrawal symptoms' and 'preoccupation symptoms' were the stable core symptoms of problematic smartphone use across grades 4 to 9, suggesting that problematic smartphone use begin to appear from earlier grades, such as grade 4. 'Feel impatient and fretful', 'never give up' and 'always thinking about' were the core symptoms in grades 4 and 5. 'Longer than I had intended' and 'hard to concentrate' emerged as additional core symptoms in grade 6, with the intensity indicators peaking in grades 8 and 9, suggesting that the issue of problematic smartphone use among Chinese children and adolescents has become intensified and intricate. Symptoms of problematic smartphone use vary across grades and exhibit both continuity and stage specificity. Consequently, to address this issue, the formulation of intervention measures should comprehensively consider both the grade levels and symptoms
The Impact of Cognitive Closure Need on Decision-Making in Human-Machine Games
No full text传统博弈中，决策者的行为受心理特质与环境因素的交互影响。心理特质层面上，认知闭合需要高水平个体相较于认知闭合需要低水平个体，决策时的速度更快，存在快速结束不确定性状况的需要。环境层面上，情境的不确定性和不同性质的对手，影响个体的决策行为和心理资源的消耗程度。人工智能问世以来，博弈中新增智能体为决策参与者，尤其在动态人机博弈中，影响个体决策的认知闭合需要与环境因素效应能否复现，这一点尚未明确。同时，不同对手性质对决策者的影响是一个值得探索的新问题，本研究试图通过两个研究来回答以上问题。
研究一以 100 名大学生为被试，将其划分为高、低认知闭合需要水平两组，完成顺序平衡后的高不确定性和低不确定性猜拳任务，探究认知闭合需要对决策质量的影响。动态人机博弈的过程中，被试因觉察对手不同而表现出不同的决策风格，故对手性质是需要考虑的混淆变量，研究二重新招募了 62 名大学生被试，基于动态人机博弈的复杂特性，控制对手性质变量，继续研究不同对手性质下不确定性任务的决策质量是否存在差异；同时研究二将认知闭合需要、自我损耗作为短暂引起变化的状态变量进行测量，进一步拓展了心理机制在动态决策中的作 用。
研究一的结果表明，人机博弈过程中决策参与者的决策质量受情境不确定性影响，低不确定性的任务情境决策参与者成绩更好。其次，认知闭合需要水平高的个体在两种不确定性情境任务中，都获得了更高的任务得分，但这种差异不显著，而在不确定性变化的动态任务中存在显著的交互作用，高认知闭合需要的个体在越来越确定的环境中成绩更好。在行为模式上，决策者都表现为取胜时偏好不变策略，输则偏好变为对手历史手势的变招策略。其中，高不确定性任务中高认知闭合需要个体表现出继续出布的明显偏好，表现为更依赖并坚持易得的概率线索，平局无胜负线索时，偏好不变策略并优先选择继续出布，低认知闭合需要的个体则没有明显的偏好特征。
研究二的结果表明，参与者面对人类对手的任务表现在高低两种不确定性任务中都低于面对机器对手，差异不显著。进一步分析，高认知闭合需要的个体在两种不确定性任务中，面对机器对手的任务得分都高于面对人类对手，而低认知闭合需要的个体面对人类对手的任务得分都高于面对机器对手，因此，高认知闭合需要个体擅长和机器博弈，低认知闭合需要个体更善于和人类对手博弈。在面对人类对手时，认知闭合需要和情境不确定性变化对任务表现的交互作用显著，高认知闭合需要的个体成绩更好。在行为模式上，面对人类对手，高认知闭合需要的个体采取赢时不变，继续出布的偏好更显著；低认知闭合需要个体采取负时变，继续出可应对对手前序手势为布时的变招手势。值得注意的是，当面对机器对手时，高认知闭合需要的个体在胜平结果下都表现出不变策略，偏好程度明显高于低认知闭合需要个体，低认知闭合需要的被试则在负平的结果中表现出更为灵活的策略。平局中，高认知闭合需要个体出布的偏好显著，表明高认知闭合需要的个体概率学习效应明显，偏好优先利用习得的概率信息。最后分析认知闭合需要和自我损耗在动态人机博弈过程中的变化规律，发现面对人类对手时激活认知状态，面对机器对手时消耗更多心理资源。
本研究贴合人工智能领域现实问题，整合心理学和智能科学情境中主体人类决策者的认知特点，探讨动态博弈中复杂的环境与心理因素对决策质量的影响。理论意义：复现并探究现实博弈情景中心理要素和环境特征对个体决策的影响，揭示认知闭合需要对不确定性适应的边界条件。证实对手性质作为混淆变量，影响高低认知闭合需要水平个体的决策表现。为整合智能领域认知理论与资源模型提供理论支撑。实践意义：优化智能辅助技术，提升决策质量。为高认知闭合需要个体设计简化决策界面、为低认知闭合需要个体提供结构化分析框架，并提出智能体透明度优化路径。同时，扩展应用于职业决策者，对训练个体决策能力和人机化交互设计具有实践启示。</p
Reciprocal Relationships among parent-child attachment and problem behaviors of preadolescents: Mediating role of approach coping strategies
No full text近年来，随着社会的不断发展、变化，人们的经济条件逐渐改善，家长、老师逐渐开始将儿童青少年的问题行为作为关注的焦点之一。而儿童晚期到青春期早期是一个关键的过渡时期，也被称为前青春期，在这个时期儿童往往经历着神经心理重构与学习环境和内容过渡的双重挑战，使其成为一个问题行为的高发时期。根据问题行为理论，家庭环境对儿童的身心健康有不可忽视的影响。在家庭互动中，父母依恋作为儿童青少年早期社会化的重要因素之一，被认为对个体身心健康有显著影响。具体而言，很多研究者关注父母依恋对问题行为的影响，发现儿童对父母不同的依恋水平会影响其问题行为的发生，但母亲依恋和父亲依恋 对问题行为的不同贡献，研究结果并不一致。同时，根据“有影响力的孩子”理论，儿童不只是被动受到环境的塑造，而会反过来影响照料人和儿童的互动行为：儿童的问题行为会影响父母如何对待他们，从而影响儿童对于父母的依恋水平。而在这个过程中，儿童会通过不同的应对方式来面对这些情况，这可能会改善儿童问题行为和父母依恋的状况。
为了探究在前青春期，儿童父亲依恋、母亲依恋分别与问题行为之间的相互影响关系，以及应对方式在父母依恋和问题行为之间起到的作用，本研究采用问卷调查法与追踪法，对于安徽省内一所九年一贯制学校进行施测，共 543 份有效问卷，运用 SPSS26.0，Mplus8.0、R4.4.2 等软件，采用传统的交叉滞后模型、交叉滞后中介模型以及交叉滞后网络模型对间隔一年的 T1、T2、T3 三个时间点的数据进行分析。结果如下：
（1）三个时间点都表明，父亲依恋与问题行为之间具有随时间稳定的负向相互预测关系；T1 的母亲依恋可以显著负向预测 T2 的问题行为，但 T2 的母亲依恋不能预测 T3 的问题行为，而问题行为均不能预测母亲依恋。其中，问题行为对父亲依恋的影响比父亲依恋对问题行为的影响大。
（2）问题趋向的应对方式在问题行为对父亲依恋的影响中起到部分中介作用，在问题行为对母亲依恋的影响中起到了完全中介作用，使用更多的问题趋向应对方式可以缓解家庭中儿童问题行为对于父母依恋的影响。
（3）父亲和母亲依恋与应对方式、问题行为的维度网络相似度较高，表明儿童与父亲和母亲的依恋关系在整体上同样重要且影响相似，但两者也存在一些差异，比如在母亲网络中发现了寻求社会支持的应对方式和沟通质量之间存在比较强的双向关系，在父亲网络中发现情绪症状和外化的应对方式之间存在循环等。这些差异让我们更深入地分析了父亲母亲在儿童行为和情感模式形成过程中的 作用。
总之，本研究证实了父亲依恋与儿童问题行为之间存在相互预测的双向关系，而母亲依恋并没有发现类似的结果，揭示了应对方式在儿童行为问题对父亲依恋、母亲依恋影响中的中介作用，且发现了父亲和母亲网络之间的相似与差异。能够从理论和实践上提出有效预防和减少儿童的问题行为，强化父亲的情感支持功能，优化母子沟通模式，改善家庭关系的教育建议或干预靶点，为以后的家庭关系、亲子互动的研究与干预提供了实证支持。</p
Editorial: Machine learning approaches for monitoring mental health and substance abuse using social media data
No full textNature-based mind-body intervention for test anxiety in adolescents: a feasibility study
No full textIntroduction Traditional interventions for test anxiety often fall short of addressing the specific needs of adolescents and educational institutions due to issues of stigmatization and professionalization. In contrast, nature-based interventions (NBIs) have gained traction for their potential to enhance mental health, as they are generally accepted and cost-effective, thereby offering a promising alternative for alleviating test anxiety.Methods This study seeks to investigate the feasibility of a nature-based mind- body intervention (NMI) designed to reduce test anxiety among adolescents by integrating elements of NBIs and mind-body therapies (MBTs).Results The findings suggest that NMI can significantly diminish excessive test anxiety and academic stress, along with alleviating symptoms of general anxiety and depression.Discussion This approach presents a low-stigma, low-cost strategy for managing test anxiety in adolescents and offers valuable insights for mental health policymakers. Furthermore, it may enhance academic performance and broaden educational access for disadvantaged populations in developing countries
Uncovering drug targets for cluster headache through proteome-wide Mendelian randomization analysis (vol 26, 57, 2025)
No full textGamified Working Memory Intervention Enhances Prefrontal Neurocognitive Plasticity During Aging
No full textConsidering the critical role of working memory (WM) in age-related cognitive decline, WM interventions are proposed as an effective approach for promoting healthy aging. However, traditional WM interventions often yield limited results, possibly due to a lack of interest and challenge. In light of the recent prominent trend of gamification, this study developed a challenging gamified WM intervention aimed at improving WM and providing extensive cognitive benefits for older adults, along with entertainment. Seventy-six older adults were randomly assigned to either the WM intervention group or the active control group. All participants underwent twelve 1-hr training sessions spanning 6 weeks. For each participant, cognitive assessments were completed at pretest, posttest, and 6 months after the intervention while structural magnetic resonance imaging (MRI) and resting-state functional MRI scans were conducted before and after intervention. The results revealed significant improvements in WM, inhibitory control, visuospatial processing, and episodic memory among older adults following the intervention. The left frontal pole, located in the rostral prefrontal cortex (rPFC), exhibited increased cortical thickness accompanied by reduced functional homogeneity and weakened connectivity with the left inferior temporal gyrus. Further statistical learning analysis demonstrated a consistent relationship between the changes at the left frontal pole and improved WM performance, suggesting that the rPFC may support WM and play a protective role in brain aging. The findings highlight the broad benefits of the gamified WM intervention on neurocognitive plasticity in the rPFC of older adults, indicating its potential as a promising tool for mitigating neurocognitive decline during the aging process
Rapid audiovisual temporal recalibration across children and adults
Get PDFAudiovisual temporal integration ability, reflected by the size of the temporal binding window (TBW), plays an important role in reading. The audiovisual TBW is not fixed, but dynamically changes during the integration process, this is referred to as rapid temporal recalibration. To investigate the rapid audiovisual temporal recalibration ability across age and its correlation with reading, the present study conducted simultaneity judgment (the index includes Delta PSS and Delta TBW) tasks involving speech (Experiment 1; children: Mage = 10.70, adults: Mage = 24.52) and non-speech (Experiment 2; children: Mage = 10.19, adults: Mage = 24.26) audiovisual stimuli in native Mandarin-Chinese-speaking child and adult groups (n = 36 in each group). Results showed that children's Delta PSS and Delta TBW for speech stimuli were comparable to those of adults. However, when examining trial-by-trial changes in TBW during the integration process, a gap between children and adults was evident. Besides, for non-speech stimuli, children significantly differed from adults in both Delta PSS indicators and the integration process. Moreover, for both children and adults, the correlation and regression analysis showed that the rapid audiovisual temporal recalibration ability of both speech and non-speech stimuli explained reading fluency uniquely after controlling TBW, age, and gender.</p
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