Institute of Psychology, Chinese Academy of Sciences
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Intrinsic neural timescales shape memory encoding and retrieval
No full textHistorically, different memory processes like encoding and retrieval have been distinguished. However, recent models emphasize their continuum across the shorter and longer timescales of encoding and retrieval while, at the same time, both are featured by distinct cognitive demands. The exact neural mechanisms connecting and, at the same time, differentiating encoding and retrieval across their multiple timescales remain yet unclear, though. Using EEG, we here measure the brain's Intrinsic neural timescales (INT) by the autocorrelation window (ACW) during encoding and retrieval of memory. Our main findings are: (i) direct behavioral connection of encoding (spatial fit judgment of the pictures) with those of retrieval (precision, false alarms, accuracy); (ii) a clear state-dependent neural differentiation, with longer ACW during encoding (temporal integration) and shorter ACW during retrieval (temporal segregation), a distinction not observed for another dynamic measure, the power-law exponent (PLE); (iii) high trait-like stability of ACW, with an individual's ACW remaining strongly correlated across rest, encoding, and retrieval states; and (iv) this stable, trait-like ACW (but not its state-dependent modulation) robustly predicts memory performance, with longer trait ACW correlating with higher accuracy and precision and fewer false alarms. Together, we demonstrate that the brain's INT both connect and differentiate encoding and retrieval on both neural and behavioral grounds. This supports and extends current dynamic, e.g., temporal, models of memory by showing the key relevance of the brain's INT (as measured by the ACW) in shaping encoding and retrieval
Rhythm is more than just an aesthetic experience: The rhyme effect on judgments of learning
No full textPrevious research has extensively examined how various factors (e.g., font size, relatedness) influence Judgments of Learning (JOLs), yet comparatively little is known about whether phonological factors, such as rhyme, similarly influence metacognitive judgments. Across four experiments, the present study investigated how rhyme affects memory performance, JOLs, and metacognitive accuracy, and explored the underlying mechanisms involved. Experiments 1 and 2 revealed that rhyme yielded reliable mnemonic benefits only when study involved reading aloud, emphasizing the role of auditory encoding in enhancing memory. Moreover, participants consistently expected higher recall for rhyming than non-rhyming pairs. Experiment 3 confirmed that participants explicitly believed rhyme enhances memorability. Experiment 4 further showed that these beliefs partially mediated rhyme effects on JOLs and that learners updated these beliefs based on study experience. Importantly, despite context-dependent mnemonic benefits, rhyme reduced relative metacognitive accuracy, diminishing item-level discrimination between remembered and forgotten materials. Together, these findings suggest that phonological cues such as rhyme robustly shape metacognitive judgments while sometimes compromising relative accuracy. Practically, instructors and learners should use rhyme judiciously and combine it with more diagnostic cues to support both learning and monitoring accuracy
Rhythm is more than just an aesthetic experience: The rhyme effect on judgments of learning
No full textPrevious research has extensively examined how various factors (e.g., font size, relatedness) influence Judgments of Learning (JOLs), yet comparatively little is known about whether phonological factors, such as rhyme, similarly influence metacognitive judgments. Across four experiments, the present study investigated how rhyme affects memory performance, JOLs, and metacognitive accuracy, and explored the underlying mechanisms involved. Experiments 1 and 2 revealed that rhyme yielded reliable mnemonic benefits only when study involved reading aloud, emphasizing the role of auditory encoding in enhancing memory. Moreover, participants consistently expected higher recall for rhyming than non-rhyming pairs. Experiment 3 confirmed that participants explicitly believed rhyme enhances memorability. Experiment 4 further showed that these beliefs partially mediated rhyme effects on JOLs and that learners updated these beliefs based on study experience. Importantly, despite context-dependent mnemonic benefits, rhyme reduced relative metacognitive accuracy, diminishing item-level discrimination between remembered and forgotten materials. Together, these findings suggest that phonological cues such as rhyme robustly shape metacognitive judgments while sometimes compromising relative accuracy. Practically, instructors and learners should use rhyme judiciously and combine it with more diagnostic cues to support both learning and monitoring accuracy
Characteristics and Patterns of Self-Authenticity From the Confucian Perspective of Outside Roundness and Inside Squareness: Theoretical Construction and Measurement Development
No full text从古希腊德尔菲阿波罗神庙“认识你自己”的神秘箴言，到现代社会“活出真实自我”的呼吁，人类始终在探索自我本真性(authenticity)的本质。西方社会心理学将本真性定义为意识到并表达出真实自我的心理状态或特质，并提出了诸如自我一致性、自我主宰性、自我促进、行为指引等理论视角来解析本真性的内涵与特点。然而，这些理论根植于个体主义文化，往往强调个体必须保持独立、不受社会影响才能保持本真，但同时又忽视个体真实自我内容的道德判断。这真的适合用于描述中国文化下自我本真性的特点吗？通过综述中国文化下的本真性研究成果，本文指出当前本真性领域的理论视角尚不能充分描述中国人本真性所具有的重视人际关系和谐、同时又强调积极道德品质的特点。即使是在中国心理学的本真性研究中，也缺乏一个综合性的理论框架整合这些研究结果。
因此，本研究尝试从儒家文化视角入手，结合君子人格与“外圆内方”等儒家经典概念来解决以上的局限性。君子被学者认为是儒家文化中本真人格的具象化体现，而外圆内方又是对于君子人格表现特点的典型描述。本研究采用三个子研究来探究外圆内方的内涵、构建整合性的理论框架(研究一)，并开发和验证相应的测量工具(研究二与研究三)，以理解和描述中国文化下自我本真性的独特内涵与表现模式。
研究一目标是构建基于外圆内方概念的本真性评价框架。研究一首先通过多种方法深入解析了“外圆内方”的概念内涵。研究发现，“外圆”体现为外在行为的中庸、变通与和谐追求，强调个体在人际交往中灵活应对、顾全大局；“内方”则指向内在道德自我的清晰与坚守，强调个体对正直、仁爱等道德原则的坚定认同。二者在“仁”的理想下实现了统一，既相互平衡又相互促进。基于此，研究一提出了一个由“外圆-外方” 与“内方-内圆”两维度构成的理论框架。其中，“外圆-外方”维度描述了个体在人际交往中追求和谐、中庸与灵活变通的程度，而“内方-内圆”维度则反映了个体道德自我意识的清晰度及其对道德原则的坚定追求。在这一框架下，儒家视角下的本真性特点表现为高水平的外圆与内方，而西方传统视角下的本真性则更接近低外圆与高内方。
随后，为了在实证层面验证理论框架对自我本真性的特点与模式的区分能力，研究二编制了《外圆内方自我感知量表》，并且在研究三中对其进行了修订和信效度检验。 研究二基于研究一提出的理论框架生成了包含 27 个条目的初测问卷，探索性因素分析结果显示，尽管部分条目存在质量问题，但问卷呈现出较为清晰的外圆与内方两因子结构。内方维度、外圆维度与特质本真性均有显著正相关，而外圆维度与本真性相关性水平较低，初步说明量表能够用于区分不同水平的本真性。研究三对初测问卷条目进行了删改，并系统地检验了量表的信效度。验证性因素分析表明，优化后的量表具有良好的结构效度。此外，量表与君子人格、中庸思维、自我控制等相关构念表现出较高的会聚效度，而与未来自我连续性等无关构念的相关性较低，体现了良好的区分效度。预测效度分析显示，外圆与内方维度均与个体的生命意义感、自尊、焦虑情绪等心理健康指标有显著相关，支撑了量表的预测效度。外圆与内方维度与特质本真性、平衡本真性均有显著正相关，而与自我中心式本真性则呈现外圆负相关、内方正相关关系，与他人取向式非本真性则是外圆和内方均负相关。潜在剖面分析也指出，外圆内方式自我运作特点的个体具有最高水平的本真性和心理健康水平。这些结果进一步说明了理论框架和测量工具在描述和区分本真性特点与模式方面的有效性。
本研究首次将“外圆内方”这一本土概念引入本真性研究，揭示了中国文化下本真性兼顾道德坚守与人际调和的独特模式，突破了西方理论的文化局限性。通过构建整合性的理论框架与开发信效度良好的测量工具，本研究为理解不同文化背景下个体如何追求真实自我提供了新的视角，并为本真性的跨文化比较研究奠定了理论基础。未来研究可进一步探索外圆内方框架在其他文化背景下的适用性，以及其在复杂人际互动中的动态表现。</p
The relationship between cognitive emotion regulation and anxiety and obsessive-compulsive symptoms in college students: a network-based perspective
No full text焦虑症状与强迫症状在大学生群体中呈现高度共病的特征，显著影响个体生活质量及社会功能。过往的研究集中于探究各类心理学变量与疾病总体严重程度之间的关系，而忽略了特定的变量维度与特定症状之间的重要且独特的微观关系。本研究创新性地引入心理病理网络分析框架，采用横断面设计通过两阶段研究揭示症状网络特征及干预效应，旨在从症状层面解析焦虑与强迫的动态关联机制，并探讨认知情绪调节策略对症状网络的调控作用。
研究一（N=6557）深入分析了大学生焦虑和强迫网络中的核心症状及桥症状，以及特定症状变化对网络整体的影响。在本研究中，焦虑症状和强迫症状的 检出率分别达到了 29.9%和 53.5%。使用 R studio 编写伊辛模型（Ising Model），构建焦虑-强迫症状网络，通过中心性指标预期影响（expected influence，EI）和桥预期影响（bridge expected influence，BEI）识别出“强迫思维”（EI=7.37）、“不 能控制的担忧”（EI=6.34）与“精神中和”（EI=6.19）为核心症状，并发现“强 迫思维”（BEI=11.26）、“囤积”（BEI=8.78）与“不祥预感”（BEI=6.93）作为桥接两类症状的关键节点。网络干预模拟可视化结果图显示，降低“紧张”症状可 最大程度缓解整体网络激活，而增强“不能控制的担忧”则显著加剧症状网络激 活；即表明“紧张”是大学生焦虑和强迫的治疗靶点，“不能控制的担忧”则是 预防靶点。
研究二以研究一为基础，引入认知情绪调节变量构建多维网络，研究数据来源和分析方法同研究一。使用认知情绪调节量表分别测量出消极和积极两个维度，共九种不同（其中四种为消极策略，五种为积极策略）的认知情绪调节策略。数据分析结果显示，“灾难化”（BEI=13.47）、“反刍”（BEI=10.23）和“自我责 难”（BEI=6.45）是与症状连接最为紧密的三个节点；这些适应不良调节策略与症状存在特异性关联：“灾难化”策略与“不祥预感”（β=0.61）、“反刍”策略与 “不能控制的担忧”（β=0.36）呈现强连接。网络模拟干预则进一步验证了“紧 张”仍为最优治疗靶点，而“不祥预感”成为关键预防靶点
本研究从症状的微观层面出发，创新性地揭示：（1）焦虑-强迫症状网络的核心症状为“强迫思维”、“不能控制的担忧”和“精神中和”，；（2）适应不良认 知情绪调节策略通过增强桥症状连接影响症状网络整体；（3）确立“紧张”为大 学生焦虑和强迫症状的优先干预靶点，“不能控制的担忧”和“不祥预感”为关键预防指标。研究结果为发展基于网络理论的精准化干预方案提供了实证依据，对优化校园心理健康服务体系具有重要实践价值。</p
Alpha transcranial alternating current stimulation modulates pain anticipation and perception in a context-dependent manner
No full textPain perception is closely tied to the brain's anticipatory processes, particularly involving the suppression of sensorimotor alpha-oscillations, which reflect the system's readiness for incoming pain. Higher sensorimotor alpha-oscillation levels are correlated with lower pain sensitivity. Alpha transcranial alternating current stimulation (alpha-tACS) can enhance these oscillations, potentially reducing pain perception, with effects that may be sustained and influenced by the certainty of pain expectations. Hence, this study investigated the immediate and sustained effects of alpha-tACS on pain anticipation and perception, focusing on how these effects are shaped by the certainty of expectations. In a double-blind, sham-controlled design, 80 healthy participants underwent a 20-minute session of real or sham alpha-tACS over the right sensorimotor region. Behavioral and neural responses related to pain anticipation and perception were recorded before, immediately after, and 30 minutes poststimulation under both certain and uncertain conditions. Compared with sham stimulation, real alpha-tACS disrupted the habituation of laser-evoked potentials (N2-P2 complex), particularly under certain expectations, with effects persisting 30 minutes poststimulation. In anticipatory brain oscillations, real alpha-tACS enhanced somatosensory alpha 1-oscillations and increased midfrontal theta-oscillations in conditions of certainty, with theta-oscillation modulation showing sustained effects. Mediation analysis revealed that alpha-tACS reduced pain reactivity by enhancing somatosensory alpha 1-oscillations but increased pain reactivity through the enhancement of midfrontal theta-oscillations, with the latter effect being more pronounced. These findings suggest that while alpha-tACS may provide pain relief through somatosensory alpha-oscillation augmentation, its stronger and longer-lasting impact on midfrontal theta-oscillations could lead to hyperalgesia, particularly in the context of certain pain expectations
Gut microbiome characteristics in individuals across different stages of schizophrenia spectrum disorders: A systematic review and meta-analysis
No full textSchizophrenia (SCZ) is a complex neuropsychiatric disorder with unclear pathogenesis, limiting advances in early diagnosis and targeted interventions. Increasing evidence suggests that the gut microbiome contributed to SCZ pathophysiology, yet comprehensive characterization across illness stages remains lacking. This metaanalysis aimed to characterize gut microbial alterations across the SCZ spectrum disorder, including individuals at ultra-high risk for psychosis, first-episode psychosis (FEP) and chronic SCZ patients. A systematic search of 10 databases identified 91 case-control studies. Gut microbial outcome measures included relative abundance, alpha and beta diversity. Review Manager and R were used to analyze the data. The results showed that patients with SCZ exhibited significantly reduced alpha diversity, particularly in Shannon, Chao1, Observe and Evenness indices, compared to healthy controls. Beta diversity also differed significantly, with 88.5 % of studies reporting distinct microbial profiles across SCZ stages. Quantitative analysis revealed significantly increased relative abundance of Bacteroides and a decrease abundance of Bifidobacterium and Lactobacilli in FEP patients compared to healthy controls. Qualitative analysis further showed increasing abundance in Lactobacillus, Prevotella and Collinsella, but decreasing abundance in Faecalibacterium, Butyricicoccus, and Blautia in SCZ. Bifidobacterium exhibited stage-specific changes, decreasing in first-episode psychosis but increasing in chronic stages, while Bacteroides followed an opposite trajectory. Notably, Lactobacillus demonstrated an early upward tractor in high-risk individuals, persisting to chronic stages. This meta-analysis identified dynamic and consistent alterations in the gut microbial across the SCZ spectrum. These findings implicated the potentials of gut microbes as early indicators for identification and intervention of SCZ
Achievement Motivation and Performance in Wargames: Creativity as a Mediator
No full textComputer-based wargames provide an experimental platform for studying cognitive antecedents and behavioral outcomes in dynamic scenarios. Our study examines how achievement motivation influence wargame players' performance through the mechanism of creativity. In Study 1, we simplified the achievement motivation scale and revised the creativity scale for wargame contexts in China. After collecting data from students and wargame players (N1 = 300, N2 = 347), we validate their reliability and validity using exploratory and confirmatory factor analyses. Study 2 (N3 = 171) applied these validated scales to analyze the mechanism of creativity between achievement motivation and wargame performance. The results in Study 1 demonstrated that the refined two scales exhibited strong reliability and structural validity. The findings of Study 2 revealed that two types of motivation had different influences on wargame performance. The motivation of hope of success indirectly enhanced wargame performance through increased creativity. In contrast, the motivation of fear of failure reduced creativity and then negatively influenced overall results. Our study advances understanding of achievement motivation in dynamic gaming environments, suggesting that enhancing motivation of hope of success, decreasing motivation of fear of failure, and improving creativity may optimize performance to be more effective
Sensorimotor simulation and distributed processing of biological motion: Insights from healthy and paraplegic adults
No full textThe processing of biological motion (BM), particularly the local motion cues tracing the movements of crucial joints, is vital for social interaction and human survival. While numerous studies have focused on the brain mechanisms underlying BM processing, the contribution of sensorimotor simulation at peripheral effectors remains unclear. In this study, we examined healthy adults and paraplegic spinal cord injury participants to investigate this issue. For healthy adults, both intact BM stimuli and local BM cues without global configuration induced a temporal dilation effect when sitting (sensorimotor simulation accessible), but not when standing (sensorimotor simulation temporarily hindered). In contrast, for participants with permanently hindered sensorimotor simulation, the temporal dilation effect was observed only with intact BM stimuli but not with local BM cues, indicating a robust reliance on sensorimotor simulation during the processing of local BM cues and a selective compensation based on global configuration cues for the permanent loss of sensorimotor simulation. These findings highlight the role of embodied cognition in the distributed processing of biological motion and suggest the importance of selective compensation under damaged sensorimotor circuits.</p
Intervention effects of group counseling on emotional intelligence and social competence and behavior in lower elementary school students
No full text随着信息技术的快速发展、社会的加速变革、家庭结构的多样化、教育改革的推进以及教育观念与需求的转变，21世纪，情绪智力及作为其外在表现的社会情绪行为被研究者认为是儿童发展的核心要素。儿童时期是情绪智力及社会情绪行为发展的关键时期，其发展与未来的心理健康、学习工作、生活质量等息息相关。因此，如何促进儿童情绪智力和社会情绪行为发展日益受到家庭与学校的重视。
近年来，国内外的一系列研究也揭示了儿童情绪智力和社会情绪行为发展的相关影响因素。但仍缺少在学校微系统内，从家长与儿童两个层面进行测评的探讨团体辅导情绪课程对小学低年级学生情绪智力和社会情绪行为影响研究。因此，本研究设计团体辅导情绪课程干预实验，探讨学校系统对7-9岁儿童情绪智力和社会情绪行为的影响机制，以期为提升儿童情绪智力、减少情绪行为问题提供有力的支持。
研究设计了一套面向7-9岁小学低年级学生的团体辅导情绪课程。该课程以
Goleman情绪智力理论为理论依据，参考情绪ABC理论、Gross情绪调节过程理论、联合国儿童基金会社会情感学习项目等多种理论方法，形成一套规范化、系统化、结构化、精细化课程。对于干预组，每周定时到授课地点参加线下情绪课程，采用团体辅导的干预形式，每周1次课程，每次约90分钟，共持续11周，对照组参加同等时长的美术或舞蹈课程。研究同时采用学生自评与家长他评方式进行测量，采用前后测、追踪测及单元测试方式，共进行5次测试。学生自评测量形式为填写纸质问卷，填写国小学童情绪智力量表及正负性情绪检核表儿童版（PANASC）极简版问卷。家长他评由父亲或母亲通过问卷星线上平台完成，前测T1、后测T4、追踪测T5中，采用情绪调节检核表(ERC)、社会情绪与行为评估问卷（SCBE-30）、正负性信息注意偏向量表父母版（APNI父母版）三个量表。单元测T2、T3只采用情绪调节检核表（ERC）。干预组24名儿童、对照组33名儿童、干预组21名家长、对照组32名家长完成全部测试进入数据分析。为进一步降提升数据质量，选取完成前测（T1）、后测（T4）两次测量的干预组25名儿童、对照组35名儿童、干预组24名家长、对照组34名家长进行协方差等数据分析。
本研究发现：
（1）儿童自评发现，自编团体心理辅导情绪课程能够提升儿童自我情绪管理水平、自我激励、他人情绪觉察水平，降低消极情绪水平。在控制干预前水平后，自我情绪觉察干预组与对照组相比有提升作用，差异边缘显著。同时，自我情绪管理、自我激励、他人情绪管理维度，干预组前后差异显著，干预后显著高于干预前。
（2）家长他评发现，自编团体心理辅导情绪课程能够降低儿童的焦虑退缩和愤怒攻击水平，提升他们的社会能力，控制干预前水平后，干预组与对照组相比降低了愤怒攻击水平，差异显著，焦虑退缩水平干预组前后差异边缘显著，干 预后低于干预前。同时，团体心理辅导情绪课程能够减缓儿童对消极信息的注意偏向作用。
综上，本研究得出结论：无论使用学生自评还是家长他评，针对低年级小学生的团体心理辅导情绪课程能有效提升学生的情绪智力、改善学生社会情绪行为，表明在学校教育系统内采用针对性干预可以促进儿童情绪智力和社会情绪行为发展。</p
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