作者机构：
School of Psychology, Central China Normal University, Wuhan 430079, China;Author to whom correspondence should be addressed.;[Cuicui Sun] Sichuan Key Laboratory of Psychology and Behavior of Discipline Inspection and Supervision, School of Psychology, Sichuan Normal University, Chengdu 610068, China;[Zhijin Zhou] School of Psychology, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
通讯机构：
[Zhijin Zhou] S;School of Psychology, Central China Normal University, Wuhan 430079, China<&wdkj&>Author to whom correspondence should be addressed.
摘要：
(1) Background: Humor stands out as the most dynamic and innovative aspect of human intelligence. Drawing on the cognitive parallels between humor and creativity, this study explored the EEG alpha frequency band activity patterns during humor generation by comparing the process of generating humorous and creative ideas. (2) Methods: Thirty-six participants were randomly assigned to either the humor generation group or the creative generation group, and the dependent variable was the neural oscillation in both low-frequency and high-frequency alpha during the early, middle, and late stages of both humor and creative generation. (3) Results: In the early stages, both humor and creative generation exhibited significantly higher power in low-frequency alpha and high-frequency alpha in the temporal region compared to the middle and late stages. In the middle and late stages, the low-frequency alpha oscillation in the frontal region for humor generation was significantly higher than that for creative generation. (4) Conclusions: Humor and creative generation share similar neural activation patterns in the early stages, involving the activation and retrieval of long-term memory information based on contextual cues. The differences between the two primarily manifest in the middle and late stages, where the selection of humorous ideas requires inhibiting not only irrelevant or ordinary ideas, akin to creative generation but also novel yet non-humorous ideas. This study sheds light on the neurocognitive mechanisms of humor generation and provides insights into the cognitive parallels and distinctions between humor generation and creative generation.
期刊：
BRIEFINGS IN BIOINFORMATICS,2024年25(2) ISSN：1467-5463
通讯作者：
Peng, YH
作者机构：
[Xu, Wang; Peng, Yunhui; Zhang, Houfang; Peng, YH; Zhao, Yunjie] Cent China Normal Univ, Inst Biophys, Wuhan, Peoples R China.;[Xu, Wang; Peng, Yunhui; Zhang, Houfang; Peng, YH; Zhao, Yunjie] Cent China Normal Univ, Dept Phys, Wuhan, Peoples R China.;[Guo, Wenhan] Univ Texas El Paso, Computat Sci Program, El Paso, TX USA.;[Jiang, Lijun] Cent China Normal Univ, Sch Life Sci, Wuhan, Peoples R China.
通讯机构：
[Peng, YH ] C;Cent China Normal Univ, Inst Biophys, Wuhan, Peoples R China.;Cent China Normal Univ, Dept Phys, Wuhan, Peoples R China.
关键词：
histone/nucleosome interaction;interaction network;histone cancer mutation;nucleosome binding mode;epigenetic regulation
摘要：
Nucleosomes represent hubs in chromatin organization and gene regulation and interact with a plethora of chromatin factors through different modes. In addition, alterations in histone proteins such as cancer mutations and post-translational modifications have profound effects on histone/nucleosome interactions. To elucidate the principles of histone interactions and the effects of those alterations, we developed histone interactomes for comprehensive mapping of histone-histone interactions (HHIs), histone-DNA interactions (HDIs), histone-partner interactions (HPIs) and DNA-partner interactions (DPIs) of 37 organisms, which contains a total of 3808 HPIs from 2544 binding proteins and 339 HHIs, 100 HDIs and 142 DPIs across 110 histone variants. With the developed networks, we explored histone interactions at different levels of granularities (protein-, domain- and residue-level) and performed systematic analysis on histone interactions at a large scale. Our analyses have characterized the preferred binding hotspots on both nucleosomal/linker DNA and histone octamer and unraveled diverse binding modes between nucleosome and different classes of binding partners. Last, to understand the impact of histone cancer-associated mutations on histone/nucleosome interactions, we complied one comprehensive cancer mutation dataset including 7940 cancer-associated histone mutations and further mapped those mutations onto 419,125 histone interactions at the residue level. Our quantitative analyses point to histone cancer-associated mutations' strongly disruptive effects on HHIs, HDIs and HPIs. We have further predicted 57 recurrent histone cancer mutations that have large effects on histone/nucleosome interactions and may have driver status in oncogenesis.
作者机构：
[Leng, Xiaoxue; Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.
通讯机构：
[Wang, FX ] C;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave,Nanhu BLDG 8073, Wuhan 430079, Peoples R China.
关键词：
instructional video;learning with video;mask;video lectures;visual attention
摘要：
Abstract This study examined whether having the instructor wear a mask during a video lecture affects learning. In Experiment 1, college students watched an instructional video on the formation of lightning, in which an instructor who either did or did not wear a mask as she stood next to slides and lectured. Learners' learning outcomes did not differ significantly, but learners spent significantly less time looking at the instructor's face when she was masked. In Experiment 2, using a 2 (the instructor wore a mask or not) × 2 (slides were displayed or not) between‐subject design, college students learned about the process of water cycle from instructional videos. There was a significant interaction in which adding slides improved learning outcomes with a masked instructor, but not with an unmasked instructor. Adding a mask lowered student ratings of social presence with the instructor. Practical and theoretical implications are discussed.
摘要：
With the rapid development of Internet technology, more and more college students are facing the threat of mobile phone addiction. However, the relationship and underlying mechanism between mobile phone addiction and academic burnout haven't been explored in depth. This study proves the mediating role of technology conflict and the moderating role of mindfulness in the relation between mobile phone addiction and academic burnout. 752 college students were recruited to complete the questionnaire of mobile phone addiction, technology conflict, mindfulness and academic burnout. Results showed that mobile phone addiction was significantly and positively associated with academic burnout, and this relationship could be mediated by technology conflict. Besides, the direct effect of mobile phone addiction on academic burnout and the indirect effect of technology conflict in this link were moderated by mindfulness. Both these two effects are stronger for college students with lower level of mindfulness. Our findings enrich our understanding of how and when mobile phone addiction was related to academic burnout. Educational professionals and parents should take timely measure to the academic burnout of college students suffering from mobile phone addiction, particularly for those with lower level of mindfulness.
通讯机构：
[Ye Li; Xianfeng Ding] S;School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China<&wdkj&>School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Key Laboratory of Adolescent Cyberpsychology and Behavior (CCNU), Ministry of Education, Wuhan, China
关键词：
Direct Guanxi;Indirect Guanxi;Bribe-taking decisions;Trust;Responsibility-obligation
摘要：
Although cyber victimization has been suggested as a significant risk factor for the development of adolescents' depression, the underlying psychopathological process that mediates this relationship needs further exploration. Based on the psychological inflexibility model, this study aimed to examine cognitive fusion and experiential avoidance as serial mediators in the relation between cyber victimization and depression. A total of 556 Chinese adolescents completed a set of online self-report questionnaires measuring cyber victimization, cognitive fusion, experiential avoidance, and depression. A bias-corrected bootstrap approach was used to test the serial mediation model. The results showed that cyber victimization predicted adolescents' depression not only directly but also indirectly through three paths: the mediating role of (1) cognitive fusion and (2) experiential avoidance, and (3) the serial mediating role of cognitive fusion and experiential avoidance. These findings provide insight into the interventions for depression in adolescent cyber victims.
期刊：
Journal of Affective Disorders,2024年352:321-332 ISSN：0165-0327
通讯作者：
Sun, XJ
作者机构：
[Sun, Xiaojun; Sun, XJ; Mao, Peipei; Chen, Bizhong; Cai, Zhihui] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Sun, Xiaojun; Mao, Peipei; Chen, Bizhong; Cai, Zhihui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan 430079, Peoples R China.;[Sun, Xiaojun] Beijing Normal Univ, Cent China Normal Univ Branch, Collaborat Innovat Ctr, Wuhan 430079, Peoples R China.
通讯机构：
[Sun, XJ ] C;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
Burnout;Meta-analysis;Problematic internet use
摘要：
BACKGROUND: Burnout has received considerable attention in recent years because of the adverse consequences for people. Theoretical perspectives propose that problematic internet use is a significant potential risk for burnout. Despite a plethora of studies showing a positive association between problematic internet use and burnout, there remains a contentious debate regarding the extent and direction of this association. METHODS: This study aims to perform a three-level meta-analysis to evaluate the strength of the relationship between problematic internet use and burnout through a quantitative synthesis of eligible studies published until April 2023. RESULTS: A total of 42 studies with 54,121 participants and 103 effect sizes were identified. The results indicated a positive, moderate, and significant association between problematic internet use and burnout. Furthermore, the subgroup analysis found that this association was moderated by population, dimension of burnout, and the measure of burnout, however, some study features (i.e., region, type of problematic internet use, gender, and publication year) could not explain the heterogeneity across individual studies. LIMITATIONS: Studies included in the current meta-analysis mainly used cross-sectional designs, which limited the potential to make inferences on the causal relationship between problematic internet use and burnout. CONCLUSIONS: Individuals with problematic internet use have exhibited higher levels of burnout. Overall, these findings develop a deeper understanding of this association between problematic internet use and burnout and have implications for the direction of future research and interventions.
摘要：
This study explored the role of question types and prior knowledge in vicarious learning with an intelligent tutoring system. In experiment 1, the participants were assigned to three conditions (deep questions, shallow questions, control), the results showed that participants in the deep questions condition had higher retention test scores than those in the shallow questions condition and those in the control condition. In experiment 2, we conducted a 2 (prior knowledge: high, low) x 3 (question types: deep question, shallow question, control) between-subjects experimental design, and participants in the deep question condition again had higher retention test scores than the other conditions. Also, participants in the shallow question condition had higher retention test scores than those in the control condition. Additionally, no interaction between prior knowledge and question types was observed. In conclusion, deep questions can promote learning of experimental design, which replicates prior research results on deep level questions.
期刊：
British Journal of Educational Psychology,2024年:- ISSN：0007-0998
通讯作者：
Li, WJ;Wang, FX
作者机构：
[Li, Wenjing] Tianjin Normal Univ, Fac Psychol, Tianjin, Peoples R China.;[Wang, Fuxing] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Mayer, Richard E.] Univ Calif Santa Barbara, Dept Psychol & Brain Sci, Santa Barbara, CA USA.;[Li, Wenjing; Li, WJ] Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;[Wang, Fuxing; Wang, FX] Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
通讯机构：
[Wang, FX ] C;[Li, WJ ] T;Tianjin Normal Univ, Fac Psychol, 393 Binshui West Rd, Tianjin 300387, Peoples R China.;Cent China Normal Univ, Sch Psychol, 382 Xiongchu Ave, Nanhu BLDG 8073, Wuhan 430079, Hubei, Peoples R China.
摘要：
BACKGROUND: Although adding embodied instructors on the screen is considered an effective way to improve online multimedia learning, its effectiveness is still controversial. The level of realism of embodied on-screen instructors may be an influencing factor, but it is unclear how it affects multimedia learning. AIMS: We explored whether and how embodied on-screen instructors rendered with different levels of realism in multimedia lessons affect learning process and learning outcomes. SAMPLES: We recruited 125 college students as participants. METHODS: Students learned about neural transmission in an online multimedia lesson that included a real human, cartoon human, cartoon animal or no instructor. RESULTS: Students learning with cartoon human or cartoon animal instructors tended to fixate more on the relevant portions of the screen and performed better on retention and transfer tests than no instructor group. The real human group fixated more on the instructor, fixated less on the relevant portion of the screen and performed worse on a retention test in comparison to the cartoon human group. Fixation time on the instructor fully mediated the relationship between instructor realism and retention score. CONCLUSIONS: The addition of embodied on-screen instructors can promote multimedia learning, but the promotion effect would be better if the embodied instructor was a cartoon animal or cartoon human rather than a real human. This suggests an important boundary condition in which less realism of on-screen embodied instructors produces better learning processes and outcomes.
期刊：
European Journal of Psychotraumatology,2024年15(1):2301844 ISSN：2000-8198
通讯作者：
Zhou, XQ
作者机构：
[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu, Peoples R China.;[Meng, Yayun] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Li, Jiarui] Sichuan Southwest Vocat Coll Civil Aviat, Chengdu, Peoples R China.;[Shen, Xi] Southwest Univ, Fac Psychol, Ctr Mental Hlth Educ, Chongqing, Peoples R China.;[Zhou, Xinqi] Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu 610066, Peoples R China.
通讯机构：
[Zhou, XQ ] S;Sichuan Normal Univ, Inst Brain & Psychol Sci, Chengdu 610066, Peoples R China.
关键词：
Mente divagada;Mind wandering;adversidad infantil;childhood adversity;cognitive flexibility;efecto de mediación en serie;flexibilidad cognitiva;habitual tendencies;serial mediation effect;tendencias habituales
摘要：
Background: Initial evidence proposes that exposure to childhood adversity may induce avoidance or withdrawal behaviour. However, it remains unclear whether childhood adversity results in avoidance from externally directed thinking to both deliberate and spontaneous mind wandering, i.e. intentionally or unintentionally diverting attention from ongoing task to task-independent thoughts.Objective: To assess the associations between childhood adversity, and mind wandering, and to evaluate the mediating roles of cognitive flexibility, and habit tendencies.Methods: A total of 601 Chinese subjects (378 females, Mage = 19.37) participated in the current study. The participants completed a series of questionnaires including demographics, childhood maltreatment, cognitive flexibility, habitual tendencies, and mind wandering.Results: Hierarchical regression analyses showed childhood adversity, the control facet of cognitive flexibility, and the automaticity facet of habitual tendencies had significant contributions to deliberate mind wandering (beta = 0.10, beta = -0.40, and beta = 0.06) and spontaneous mind wandering (beta = 0.09, beta = -0.28, and beta = 0.07). Serial mediation analyses revealed that the control and automaticity partially mediated associations between childhood adversity and mind wandering (deliberate mind wandering: 95% CIs = [0.037 0.078], and spontaneous mind wandering: 95% CIs = [0.023, 0.062]).Conclusions: The findings underscore the pivotal role of mediators in delineating the relationship between childhood adversity and mind wandering in everyday life. Interventions geared toward augmenting the control component of cognitive flexibility and regulating the automatic component of habitual tendencies show the potential to ameliorate the propensity of individuals affected by childhood adversity to disengage cognitively from the present moment. Individuals with greater childhood adversity have higher deliberate and spontaneous mind wandering.Low control and high automaticity contribute to mind wandering.The control and automaticity partially mediate the associations between childhood adversity and mind wandering. Antecedentes: La evidencia inicial propone que la exposicion a la adversidad infantil puede inducir conductas de evitacion o retraimiento. Sin embargo, aun no esta claro si la adversidad infantil da como resultado la evitacion del pensamiento dirigido externamente a la divagacion mental tanto deliberada como espontanea, es decir, desviar intencionalmente o no la atencion de la tarea en curso hacia pensamientos independientes de la tarea.Objetivo: Evaluar las asociaciones entre la adversidad infantil y la divagacion mental, y evaluar las funciones mediadoras de la flexibilidad cognitiva y las tendencias de los habitos.Metodos: Un total de 601 sujetos chinos (378 mujeres, Medad = 19.37) participaron en el estudio actual. Los participantes completaron una serie de cuestionarios que incluian datos demograficos, maltrato infantil, flexibilidad cognitiva, tendencias habituales y distracciones mentales.Resultados: Los analisis de regresion jerarquica mostraron que la adversidad infantil, la faceta de control de la flexibilidad cognitiva y la faceta de automaticidad de las tendencias habituales tuvieron contribuciones significativas a la divagacion mental deliberada (beta = 0.10, beta = -0.40 y beta = 0.06) y a la divagacion mental espontanea (beta = 0.09, beta = -0.28 y beta = 0.07). Los analisis de mediacion en serie revelaron que el control y la automaticidad mediaron parcialmente las asociaciones entre la adversidad infantil y la divagacion mental (divagacion mental deliberada: IC del 95% = [0.037, 0.078], y divagacion mental espontanea: IC del 95% = [0.023, 0.062]).Conclusiones: Los hallazgos subrayan el papel fundamental de los mediadores a la hora de delinear la relacion entre la adversidad infantil y la divagacion mental en la vida cotidiana. Las intervenciones orientadas a aumentar el componente de control de la flexibilidad cognitiva y regular el componente automatico de las tendencias habituales muestran el potencial de mejorar la propension de los individuos afectados por la adversidad infantil a desconectarse cognitivamente del momento presente.
期刊：
Journal of Hazardous Materials,2024年464:132817 ISSN：0304-3894
通讯作者：
Chan Lu
作者机构：
[Chan Lu; Wenhui Yang; Zijing Liu; Hongsen Liao] XiangYa School of Public Health, Central South University, Changsha 410078, Hunan, China;Division of Animal and Human Health Engineering, Department of Biosystems, KU Leuven, Leuven 3001, Belgium;Occupational Safety and Public Health Group, Xi’an University of Science and Technology, Xi’an 710054, Shanxi, China;[Bin Li] School of Psychology, Central China Normal University, Wuhan 430070, Hubei, China;[Faming Wang] Division of Animal and Human Health Engineering, Department of Biosystems, KU Leuven, Leuven 3001, Belgium<&wdkj&>Occupational Safety and Public Health Group, Xi’an University of Science and Technology, Xi’an 710054, Shanxi, China
通讯机构：
[Chan Lu] X;XiangYa School of Public Health, Central South University, Changsha 410078, Hunan, China
作者机构：
[Wei Zhang; Ziyi Li] School of Psychology, Central China Normal University, Wuhan, China;Mental Health Education Center, Anyang Institute of Technology, Henan, China;[Ning Mo] Mental Health Education Center, Anyang University, Henan, China;[Min Wu] School of Psychology, Northeast Normal University, Changchun, China;[Changting Ju] School of Psychology, Central China Normal University, Wuhan, China<&wdkj&>Mental Health Education Center, Anyang Institute of Technology, Henan, China
通讯机构：
[Wei Zhang] S;School of Psychology, Central China Normal University, Wuhan, China
摘要：
Previous research has shown that mindful parenting is positively associated with the healthy development of adolescents. However, few studies have examined this phenomenon from the perspective of positive youth development. Based on the positive youth development framework and self-determination theory, this study sought to investigate the roles of self-compassion and basic psychological needs satisfaction in the association between mindful parenting and positive youth development. A total of 687 Chinese adolescents (339 boys, Mage = 14.43, SDage = 1.57) were recruited and invited to completed the Mindfulness in Parenting Questionnaire, Self-Compassion Scale for Youth, Basic Psychological Needs Scale, and Positive Youth Development Scale. A chain mediation model was proposed to test the relationships between the research variables. The structural equation model results indicate that self-compassion and satisfaction of basic psychological needs can mediate the relationship between mindful parenting and positive youth development both separately and through chain-like mediation. Furthermore, this model has invariance across gender and school segments. These findings suggest that mindful parenting may play an important role in the positive development of adolescents through self-compassion and basic psychological needs satisfaction.
期刊：
BRIEFINGS IN BIOINFORMATICS,2024年25(1) ISSN：1467-5463
通讯作者：
Zhao, YJ
作者机构：
[Liu, Haoquan; Zhao, Yunjie] Cent China Normal Univ, Coll Phys Sci & Technol, Wuhan, Peoples R China.;[Zhao, Yunjie] Cent China Normal Univ, Inst Biophys, Dept Phys, Wuhan 430079, Peoples R China.;[Jian, Yiren] Dartmouth Coll, Hanover, NH USA.;[Hou, Jinxuan] Wuhan Univ, Dept Thyroid & Breast Surg, Zhongnan Hosp, Wuhan, Peoples R China.;[Zeng, Chen] Washington Univ, Dept Phys George, St Louis, MO USA.
通讯机构：
[Zhao, YJ ] C;Cent China Normal Univ, Inst Biophys, Dept Phys, Wuhan 430079, Peoples R China.
关键词：
RNA binding site prediction;interface binding dynamical behavior;local and global network properties;distance-based graph algorithm
摘要：
Determining the RNA binding preferences remains challenging because of the bottleneck of the binding interactions accompanied by subtle RNA flexibility. Typically, designing RNA inhibitors involves screening thousands of potential candidates for binding. Accurate binding site information can increase the number of successful hits even with few candidates. There are two main issues regarding RNA binding preference: binding site prediction and binding dynamical behavior prediction. Here, we propose one interpretable network-based approach, RNet, to acquire precise binding site and binding dynamical behavior information. RNetsite employs a machine learning-based network decomposition algorithm to predict RNA binding sites by analyzing the local and global network properties. Our research focuses on large RNAs with 3D structures without considering smaller regulatory RNAs, which are too small and dynamic. Our study shows that RNetsite outperforms existing methods, achieving precision values as high as 0.701 on TE18 and 0.788 on RB9 tests. In addition, RNetsite demonstrates remarkable robustness regarding perturbations in RNA structures. We also developed RNetdyn, a distance-based dynamical graph algorithm, to characterize the interface dynamical behavior consequences upon inhibitor binding. The simulation testing of competitive inhibitors indicates that RNetdyn outperforms the traditional method by 30%. The benchmark testing results demonstrate that RNet is highly accurate and robust. Our interpretable network algorithms can assist in predicting RNA binding preferences and accelerating RNA inhibitor design, providing valuable insights to the RNA research community.
期刊：
Journal of Computer Assisted Learning,2024年40(1):49-64 ISSN：0266-4909
通讯作者：
Zhou, ZK
作者机构：
[Xie, Heping] South China Normal Univ, Sch Studies Fundamental Educ, Shanwei, Peoples R China.;[Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Zhou, Zongkui] Minist Educ, Key Lab Adolescent Cyberpsychol & Behav CCNU, Wuhan, Peoples R China.;[Zhou, Zongkui] Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
通讯机构：
[Zhou, ZK ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu St, Wuhan 430079, Peoples R China.
关键词：
attention guidance;eye tracking;learning by drawing;learning outcome;touchscreens
摘要：
Abstract Background Drawing is generally regarded as a promising learning strategy and has been explored in the touchscreen setting with different drawing modes. Although both a finger and a digital pencil can help individuals complete drawing activities effortlessly on touchscreen devices, there is no guarantee that they show the same effect on learning, which should be further tested. Objectives This study paid attention to the influence of drawing mode on learning processes and outcomes. Methods By means of the eye tracking technique, this study recruited college students as participants who were required to learn instructional materials consisting of actual (Experiment 1) or fictitious (Experiment 2) terms and definitions to test the effects of touchscreen‐based finger drawing versus pencil drawing on visual attention, learning performance as well as motivation. Results and Conclusions Across both experiments, learners showed more fixation count in areas of interest, and also more transition count between these areas for the finger drawing condition as compared to the pencil drawing condition. Recall performance on the studied definitions in the finger drawing condition was better than that in the pencil drawing condition. However, learners were subjectively less motivated to use a finger to draw than a digital pencil. Implications These findings show contributions to the emphasis of importance of drawing mode when the generative drawing activity is applied to touchscreens.
期刊：
Children's Health Care,2024年:30 ISSN：0273-9615
通讯作者：
Mo, SL
作者机构：
[Bai, Jiabei; Bu, Fan; Wang, Yu; Mo, Shuliang] Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan, Peoples R China.
通讯机构：
[Mo, SL ] C;Cent China Normal Univ, Sch Psychol, 152 Luoyu Rd, Wuhan, Peoples R China.
摘要：
Parents of children with autism, particularly during the initial stages of diagnosis and intervention, often face considerable challenges in effectively parenting their child. This qualitative study aimed to explore the factors that parents perceive as likely to impact their adjustment to caring for a child with autism. We conducted semi-structured interviews with 21 parents of children with autism. The average time elapsed since the formal diagnosis at the time of the interview was less than 36 months. Thematic analysis of the interview data identified several factors associated with parental adjustment, including inadequate family support system, imperfect social security system, symptoms of children, economic burden, and social exclusion. Furthermore, we examined the underlying mechanisms by which these factors affect parents' adjustment and mental health within the cultural context.
期刊：
FRONTIERS IN PSYCHOLOGY,2024年15:1307552 ISSN：1664-1078
通讯作者：
Mao, QM;Hong, JJ
作者机构：
[Mao, Qiming; Mao, QM; Fang, Xueqin] Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;[Hong, Jianzhong Janne] Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.;[Diao, Chunting] Hubei Univ Chinese Med, Sch Humanities, Wuhan, Peoples R China.
通讯机构：
[Hong, JJ ; Mao, QM ] C;Cent China Normal Univ, Sch Educ, Wuhan, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan, Peoples R China.
摘要：
Introduction: University-school (U–S) collaboration has proven to be an effective approach for teacher professional development, but it could be hampered by the lack of shared objects. To understand how shared objects are formed in U–S collaboration, this research established a university-school collaborated Change Laboratory in W primary school based on cultural-historical activity theory, which is under the background of Chinese teaching research activity. Methods: Recordings of meetings throughout the year were transcribed into texts and coded, and then analyzed via the method of grounded theory and contradiction analysis. Results: The findings reveal that, in comparison to previous studies regarding shared object formation process, this study identified an special phase named “experimental object,” which highlights the significance of experimentation in U–S collaboration. Also, multiple contradictions are recognized as the driving force for shared object formation which would gradually transform into fundamental conflicts between tools. The main contradictions identified include those between scientific and daily concepts, university culture and school culture, as well as new experiment and old routine. Discussion: The current study implicates that U–S collaboration is an expansive learning process to acquire unknown knowledge, which necessitates both parties engaging in exploration and experimentation together. Furthermore, shared object formation within U–S collaboration requires participants to focus on developing teaching tools while consciously undergoing changes in aspects such as logic of thinking, culture and routine.
通讯机构：
[Ding, XF ] C;Cent China Normal Univ CCNU, Sch Psychol, Wuhan 430079, Peoples R China.
摘要：
Previous evolutionary perspectives proposed that the space-time mapping on the sagittal axis originates from visuo-locomotion coupling when walking/running forward. Accordingly, the congenitally blind could not have developed a sagittal mental timeline if the latter depends on such a visuo-locomotion coupling. However, this conclusion was reached in only a single empirical study (Rinaldi et al. in J Exp Psychol General 147:444-450, 2018), and its theoretical underpinnings are not entirely convincing as locally static and continuous auditory input undergoes a relatively similar change as function of self-locomotion, but this type of sensory-locomotion coupling is spared even in congenital blindness. Therefore, the present study systematically explored whether the congenitally blind show space-time mappings on the sagittal axis using different paradigms in three experiments. In Experiment 1, using a typical implicit RT task, the congenitally blind showed the same preferred space-time mapping in the sagittal dimension as normally sighted participants did. In Experiment 2, this space-time mapping occurred even automatically when temporal relations were task-irrelevant in a naming task. In Experiment 3, in an explicit space-time mapping task, the congenitally blind were more likely to locate the past behind and the future in front of their bodies. Moreover, most blind participants used spatial metaphors for their space-time mapping on the sagittal axis. These results supported the conclusion that the congenitally blind have a sagittal mental timeline, and that their sensory-locomotion coupling experience was either more similar to that of sighted participants or not critical for the space-time mapping. The present study, thus, also helps to clarify the origin of the sagittal mental timeline.
作者机构：
[Li, Weina] Hunan Police Acad, Dept Management, Changsha 410138, Peoples R China.;[Song, Youzhi; Zhou, Zongkui; Gu, Chuanhua; Li, Weina] Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan 430079, Peoples R China.;[Song, Youzhi; Zhou, Zongkui; Gu, Chuanhua; Li, Weina] Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.;[Wang, Baiheng] Univ Georgia, Dept Psychol, Athens, GA 30602 USA.
通讯机构：
[Zhou, ZK ] C;Cent China Normal Univ, Key Lab Adolescent Cyberpsychol & Behav, Minist Educ, Wuhan 430079, Peoples R China.;Cent China Normal Univ, Sch Psychol, Wuhan 430079, Peoples R China.
关键词：
parents' responses to children's performance;subjective well-being;parent-child relationship;friendship quality
摘要：
The current study examined the psychological mechanism that underlies the relationship between parents' response style and children's subjective well-being and its boundary conditions, the mediating role of the parent-child relationship, and the moderating role of friendship quality. Using the Parents' Responses to Children's Performance Scale, the Buchanan Scale of Closeness to Parents, the Friendship Quality Questionnaire, and the Campbell Index of Well-being, our study investigated 686 pupils who were randomly selected from three public schools in central China. Employing Mplus 8.3 for pathway analysis, we found the following results: Failure-oriented responses negatively predict children's subjective well-being (beta = -0.16, p < 0.001), while success-oriented responses positively predict children's subjective well-being (beta = 0.13, p < 0.01). Both failure-oriented (ab = 0.18, SE = 0.03, 95% CI = [0.13, 0.25]) and success-oriented responses (ab = -0.10, SE = 0.02, 95% CI = [-0.14, -0.06]) predict children's subjective well-being through the mediating effect of the parent-child relationship. Friendship quality has a moderating effect on the mediating path (beta = -0.09, p < 0.05), such that when friendship quality is lower, the parent-child relationship has a higher mediating effect between the parents' responses and children's subjective well-being. This study offers empirical evidence that parents' responses to children's performance significantly contribute to children's subjective well-being. Moreover, it offers actionable insights for enhancing children's subjective well-being. The enhancement could be achieved by fostering positive parent-child relationships and enhancing the quality of children's friendships, thereby positively impacting their well-being.
