Institute of Psychology, Chinese Academy of Sciences
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对现有亲社会声誉的关注提高5岁儿童的亲社会性?（英文）
No full text本研究探讨了5岁儿童是否会策略性地做出亲社会行为，以维护他们现有的亲社会声誉。实验1发现，当告诉儿童他们被同伴提名为喜欢助人的孩子（被赋予帮助声誉）时，与被赋予分享声誉或没有被赋予声誉的儿童相比，他们会更迅速地做出帮助行为。实验2发现，当儿童被赋予分享声誉时，与被赋予帮助声誉或没有被赋予声誉的儿童相比，他们会更多地分享。这些结果表明，5岁儿童会策略性做出特定的亲社会行为来维护他们相应的亲社会声誉。</p
Pain and empathy: navigating self and others' negative experiences
No full text<正>疼痛与共情是两个紧密关联的心理学与神经科学核心概念.它们共同指向负性的心理体验:疼痛是来源于自身的一种不愉快的感觉和情绪体验[1],共情则是对他人痛苦的理解与体验[2].疼痛和共情虽然分别指向“自我”与“他人”,但均涉及负性心理体验,且在社会互动中相互交织,共同塑造个体的情感与认知状态,构成对负性体验的完整图景.对疼痛和共情的研究具有重大社会价值.疼痛是最常见的临床症状之一.</p
Effect of the family function intervention on mental health of middle school students
No full text目的 探索家庭功能干预对中学生心理健康状况的影响效果，为促进青少年心理健康发展提供参考。方法 2023年10月至2024年1月，招募某中学初二年级某班学生的44个家庭作为研究对象，采用抽签法分为干预组(n=21)及对照组(n=23)。两组家庭均参与日常学校各类活动和学习，干预组家庭额外参与10节线上家庭功能干预课程；采用家庭功能评定量表(FAD)、中学生心理健康量表(MSSMHS)作为评估工具。采用Pearson相关分析中学生FAD总分与MSSMHS总均分的相关性，使用重复测量方差分析干预前后FAD各维度得分变化。结果 中学生FAD总分与MSSMHS总均分呈正相关(r=0.44,P<0.01)。干预前，干预组和对照组FAD总分[(143.19±16.05)(144.87±22.40)分]、MSSMHS总均分[(1.69±0.46)(1.77±0.59)分]差异均无统计学意义(t值分别为0.28,0.53,P值均>0.05)。干预后，干预组和对照组FAD总分的时间、组别主效应及时间与组别的交互作用均有统计学意义(F值分别为11.87,7.26,11.04,P值均<0.05);进一步简单效应分析发现，干预组后测FAD总分[(121.71±16.01)分]比前测下降21.48分，且低于对照组后测总分[(144.47±17.71)分],差异均有统计学意义(t值分别为4.68,4.11,P值均<0.05)。干预组和对照组MSSMHS总均分的组别主效应有统计学意义(F=8.45,P<0.05),时间主效应无统计学意义(F=1.68,P>0.05);进一步对比分析发现，干预组后测MSSMHS总均分[(1.34±0.23)分]低于对照组后测总分[(1.85±0.52)分](t=3.48,P<0.01)。结论 家庭功能干预可提升中学生的心理健康状况，应积极采取相关措施促进青少年心理健康发展。</p
Does Stress Help or Harm? The Mediating Role of Cognitive Emotion Regulation Strategies in the Relationship Between Stress, Adolescent Academic Performance, and Depression
No full textIntroduction The Challenge and Hindrance Stress Framework is an influential theoretical model for measuring individuals' perceptions of stress. However, its structure has not been validated among Chinese adolescents, and the effects of different forms of stress on their short-term and long-term outcomes remain unclear. Methods Study 1 validated the Student Version Challenge and Hindrance Stress Scale with a sample of 3,376 adolescents in China (Time 1, September 2023, M-age = 14.57, SD = 1.46). Studies 2a and 2b extended Study 1 by analyzing cross-sectional and longitudinal data from 1,083 participants in China (Time 2, March 2024, M-age = 14.32, SD = 1.01) to examine the effects of various forms stress on academic performance and depression, with cognitive emotion regulation strategies used as mediators. Results The results showed that adaptive strategies mediated the positive effects of challenge stress on academic performance and depression, whereas maladaptive strategies mediated the negative impacts of challenge or hindrance stress on depression. Conclusion These findings emphasize the importance of distinguishing stress forms, offering insights for educators, researchers, and policymakers to enhance adolescent well-being and performance
Gender differences in school environment and depressive symptoms in Chinese adolescents: The multilevel mediating role of peer support
No full textDepressive symptoms pose significant health challenges to adolescent development worldwide. In the ecological systems framework, factors within the microsystem, like the school environment, can directly relate to individual psychological health. Given group-level nature of school environment, this relationship is inherently multilevel: the collective dimension of school environment provides a shared context that reflects cumulative school-wide factors, which, in turn, are linked to individual outcomes. While previous research explored the direct link between school environment and depressive symptoms, much less is known about the multilevel mediating mechanisms involved. This cross-sectional study utilized a dataset from 13,239 adolescents (50.8 % female; Mage = 13.435, SD = 0.964) across 85 Chinese schools collected in 2021-2022. Based on Multilevel Structural Equation Modeling (MSEM) with random slopes, a 2-1-1 multilevel mediating model was employed to investigate peer support's mediating role between group-level school environment and depressive symptoms. Results showed a negative association between group-level school environment and depressive symptoms, mediated by peer support. Gender differences revealed stronger direct and indirect correlations for females. The findings emphasize fostering positive broad school environments and promoting individual peer support in combatting depressive symptoms, especially for female adolescents
Handwriting deficits in the comorbidity of dyslexia and attention-deficit/hyperactivity disorder and their electrophysiological correlates
No full textHandwriting is a fundamental skill crucial for effective communication and learning. While previous research has demonstrated handwriting impairments in individuals with attentiondeficit/hyperactivity disorder (ADHD) and developmental dyslexia (DD) separately, the impact of their comorbidity on children's handwriting abilities remains largely unexplored. This study employed a written production task and a copying task to measure handwriting speed and legibility in children with DD-only (N = 37), ADHD-only (N = 39), comorbid DD and ADHD (COM, N = 44), and typically developing children (N = 36). The findings revealed that the COM group exhibited significantly diminished handwriting speed and legibility compared to the typically developing group. Furthermore, the COM group demonstrated handwriting speed comparable to the DD-only and ADHD-only groups but reduced legibility compared to the DD-only group, suggesting both similarities and additive effects of handwriting impairments in the COM group. Finally, we examined the association between handwriting performance and intrinsic neural activity using closed-eye electrophysiological (EEG) recordings in the COM group. The results revealed that the handwriting deficit in the COM group was linked to neural activity in the frontal regions, suggesting the involvement of executive functions and/or motor execution in impaired handwriting. Collectively, this study uncovers severe handwriting impairments in individuals with comorbid DD and ADHD, underscoring the importance of assessing handwriting skills for accurate diagnosis and effective treatment of comorbid conditions
Impact of imitation abilities on social communication in autistic children: evidence from an Early Start Denver Model intervention study
No full textImitation is foundational to early social learning, yet autistic children often exhibit significant impairments in imitation, potentially impacting their social communication skills. This study examined the relationship between imitation abilities and social communication in autistic children and evaluated the effectiveness of the Early Start Denver Model (ESDM) intervention. The study included 52 autistic children aged 2-5, divided into an experimental group receiving ESDM intervention and a control group undergoing standard rehabilitation. We assessed the children's imitation and social communication skills before and after the intervention. Results indicated a significant positive correlation between imitation and social communication skills both before and after the intervention. Specifically, various forms of imitation (e.g., vocal, gestural, object-related) were closely linked to different domains of social communication (e.g., expressive communication, joint attention, social skills). Baseline imitation levels and improvements in imitation were significant predictors of enhanced social communication, jointly accounting for over half of the observed improvements in social communication, with imitation improvement being the strongest predictor. Age positively moderated the relationship between imitation and social communication, with older children showing a stronger impact of imitation on social communication. Although these effects were evident across groups, the ESDM group showed greater gains in imitation skills compared to the control group. However, we did not find evidence of an intervention effect on social communication skills. This study underscores the critical role of imitation in the social communication development of autistic children. These findings support the enhancement of imitation skills in early interventions for autistic children, highlighting the effectiveness of ESDM in fostering imitation abilities
The McGurk effect is similar in native Mandarin Chinese and American English speakers
No full textHumans combine the visual information from mouth movements with auditory information from the voice to recognize speech. A common method for assessing audiovisual speech perception is the McGurk effect: when presented with some incongruent pairings of auditory and visual speech syllables (e.g., the auditory speech sound "ba" dubbed onto the visual mouth movements for "ga") individuals perceive a third syllable, distinct from the auditory and visual components. The many differences between Chinese and American culture and language suggest the possibility of group differences in the McGurk effect. Published studies have reported less McGurk effect in native Mandarin Chinese speakers than in English speakers, but these studies sampled small numbers of participants tested with a small number of stimuli. Therefore, we conducted in-person tests of the McGurk effect in large samples of Mandarin-speaking individuals from China and English-speaking individuals from the USA (total N = 307) viewing nine different stimuli. Averaged across participants and stimuli, we found similar frequencies of the McGurk effect between Chinese and American participants (48% vs. 44%). In both groups, there was high variability both across participants (range from 0% to 100%) and stimuli (14%-83%) with the main effect of culture and language accounting for only 0.2% of the variance in the data. The high variability inherent to the McGurk effect necessitates the use of large sample sizes to accurately estimate group differences and requires testing with a variety of McGurk stimuli, especially stimuli potent enough to evoke the illusion in the majority of participants.</p
理解孩子:先处理情绪,学会共情
No full text孩子成长的过程中,总会遇到形形色色的问题:小时候,他们会磕磕绊绊导致身体受伤,长大后为考试成绩不如意而感到懊恼.家长爱子心切,见不得孩子受伤或者难过,希望把自己的人生经验传递给孩子,希望孩子总是能够开开心心.于是好心的家长会着急给他们一些避免"摔跤"的建议,甚至在没有征求孩子同意的情况下给孩子报班
Binomial Logistic Regression and XGBoost Model of Multiple Factors on Employee Well-being
No full textEmployee Well-being is the physical and psychological experience and feeling of employees during work, it is a critical indicator of employee's quality of life and plays an important role in organization development. Therefore, it is of great significance to explore the main factors that affect Employee Well-being and learn the mechanism between Employee Well-being and its influences. Binomial Logistic Regression and XGBoost are machine learning tools using different algorithm. Binomial Logistic Regression uses linear regression analysis to integrate linear combination of features with logical functions, while XGBoost is a gradient Boosting algorithm, it uses decision trees as base learners and integrates their predictions to form powerful integrated models. In this study, Binomial Logistic Regression model was built to get a multivariate linear relationship between dependent variable and independent variables and XGBoost model was set to get a multivariate nonlinear relationship between dependent variable and independent variables. 6 independent variables, Organizational Innovation, Cooperative Behaviors, Job Satisfaction, Sense of Control, Perceived Stress and Trust which showed significant correlations with Employee Well-being were obtained by Pearson correlation analysis. Both Binomial Logistic Regression model and XGBoost model simulated well in accuracy, precision, recall and F1score, and demonstrated explicit classification and prediction effect. Perceived Stress showed the most significance to Employee Well-being in both models, which meant the main factor influencing dependent variable. Since the correlation between Employee Well-being and its main factors were explored successfully by the two models, it would be a simplified and efficient way to apply machine learning model to explore the mechanism of Employee Well-being with its potential factors, predict the level of Employee Well-being accurately, adjust the status of Employee Well-being timely.</p
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