Frontiers in Psychology最新文献

Introduction: This paper provides proof of concept that neurolinguistic research on human language syntax would benefit greatly by expanding its scope to include evolutionary considerations, as well as non-propositional functions of language, including naming/nicknaming and verbal aggression. In particular, an evolutionary approach can help circumvent the so-called granularity problem in studying the processing of syntax in the brain, that is, the apparent mismatch between the abstract postulates of syntax (e.g. Tense Phrase (TP), Determiner Phrase (DP), etc.) and the concrete units of neurobiology (neurons, axons, etc.).

Methods: First, we decompose syntax into its evolutionary primitives, identifying one of the earliest stages as a simple, flat combination of just one verb and one noun. Next, we identify proxies ("living fossils") of such a stage in present-day languages, including compounds and small clauses, lacking at least some layers of structure, e.g. TPs and DPs. These proxies of ancestral language have been subjected to fMRI neuroimaging experiments.

Results: We discuss the finding that less hierarchical small clauses, in contrast to full sentences with TPs and DPs, show reduced activation in the left Broca's area (BA) 44 and the right basal ganglia, consistent with the hypothesis that more recent, more elaborate syntax requires more connectivity in the Broca's-basal ganglia network, whose neuronal density has been significantly enhanced in recent evolution, implicating mutations in FOXP2 and other genes. We also discuss the finding that the processing of ancestral verb-noun compounds, which are typically used for (derogatory) naming and nicknaming, shows enhanced activation in the right fusiform gyrus area (BA 37), the area that is implicated in the processing of metaphoricity and imageability, but also in naming and face recognition, opening up an intriguing possibility that the enhanced face recognition in humans was facilitated by the early emergence of a simple syntactic strategy for naming.

Discussion: The considerations in this paper are consistent with the hypothesis of a gradual gene-culture co-evolution of syntax and the brain, targeting cortico-striatal brain networks. It is also of note that a sound grounding in neurobiology of language should in turn inform syntactic theories themselves.

AI-enabled chatbots intended to build social relations with humans are becoming increasingly common in the marketplace, with millions of registered users using these chatbots as virtual companions or therapists. These chatbots make use of what is often called the "Eliza effect"-the tendency of human users to attribute human-like knowledge and understanding to a computer program. A common interpretation of this phenomenon is to consider this form of relating in terms of delusion, error, or deception, where the user misunderstands or forgets they are talking to a computer. As an alternative, we draw on the work of feminist Science and Technology Studies scholars as providing a robust and capacious tradition of thinking and engaging with human-nonhuman relationships in non-reductive ways. We closely analyze two different stories about encounters with chatbots, taking up the feminist STS challenge to attend to the agency of significant otherness in the encounter. The first is Joseph Weizenbaum's story about rejecting the ELIZA chatbot technology he designed to mimic a therapist as a monstrosity, based on his experiences watching others engage with it. The second is a story about Julie, who experiences a mental health crisis, and her chatbot Navi, as told through her descriptions of her experiences with Navi in the recent podcast Radiotopia presents: Bot Love. We argue that a reactionary humanist narrative, as presented by Weizenbaum, is incapable of attending to the possibilities of pleasure, play, or even healing that might occur in human-chatbot relatings. Other forms of engaging with, understanding, and making sense of this new technology and its potentialities are needed both in research and mental health practice, particularly as more and more patients will begin to use these technologies alongside engaging in traditional human-led psychotherapy.

A sustainable university campus should accommodate students to experience positive emotions, which can be evoked by sustainable landscape with green and blue spaces (GBS). This effect is location-dependent because local vegetative type is climate-determinative, but evidence is not sufficient for sentiments of people experiencing campus landscapes. Forty-seven university campuses were selected along a latitudinal gradient in mainland China, and 100 subjects were chosen per campus (50 indoor and 50 outdoor). Photos of the subjects' faces on Sina Weibo were collected. Facial expressions were assigned happy, sad, and neutral scores (n = 4,334). The average temperature (AveT) and blue space area (BlueA) showed negative relationships with latitude, thereby generating neutral emotion scores for subjects at indoor and outdoor locations. The ratio of green space area to host campus was the only landscape metric that depressed the presentation of happiness and enhanced sadness levels. Large water bodies should be built on campuses to induce calmness, and a high ratio of green spaces should be avoided. Mapping results show that campuses in eastern regions (Beijing and Liaoning) tend to elicit positive sentiments more frequently.

Individuals with autism spectrum disorder (ASD) show impaired mentalizing skills, specifically in understanding intentions. They have difficulty understanding social situations with multiple cues due to their limited ability to perceive subtle social contextual cues. Studies that used comic strips and the strange stories as intention attribution tests found that individuals with ASD exhibit a reduced ability in attributing intentions compared to inferring causal consequences. This study aims to use static photographs of social scenes taken in everyday settings to investigate the ability of adolescents with ASD to infer intentions in social contexts, and to explore how intention inference relates to working memory and basic attention, including sustained attention, selective attention, and divided attention. The results show that the physical causal inference ability of adolescents with ASD is comparable to typically developing adolescents, whereas intention inference is notably weaker. Furthermore, working memory predicts physical causal inference and divided attention predicts intention inference in ASD.

Background: Prior research has characterized neurodevelopmental phenotypes for Down syndrome (DS), but there is variability in age of milestone attainment and limited identification of early predictors of developmental trajectories. Additionally, less is known about receipt of education and services in relation to development.

Objective: This study describes the delivery of education and therapies in the setting of general developmental and behavioral needs in a large clinical cohort of children with DS seen in a specialized Down Syndrome Program (DSP).

Method: The clinically collected data included 814 patients with DS who were seen at a specialty DSP at a large, tertiary pediatric care center from March 2018 to January 2023. Data were collected through caregiver-and clinician-reported history at clinical visits to the program. Descriptive frequencies were utilized to describe participant demographics, skills and behaviors, and receipt of services, across age groups in childhood.

Results: Delays were present across all developmental domains; in particular delays in language, communication, and academic skills, and behavioral challenges were commonly reported. Almost all children received Early Intervention (EI) services, and many young children received non-public therapies after completing EI. Older participants demonstrated more impairments than younger age groups, yet received services at lower rates, particularly behavioral and speech language interventions.

Conclusion: A snapshot of developmental skill attainment in individuals with DS is provided. Therapies to support the levels of need were reported at much lower frequencies than the level of need reported to target aspects of development and behavior. Several gaps in therapies and educational services were identified. There is an important need for tailoring supports, based on developmental level, to meet individual needs. These findings may help to inform policy change related to developmental and educational services for individuals with DS.

Depression is a common psychological complication in osteoarthritis (OA) patients, and its incidence gets more and more attention year by year worldwide. This study investigates the association between OA and depression through a bibliometric analysis of published studies. It aims to identify leading authors, institutions, and countries to highlight research hotspots and suggest potential future directions. We collected publications on OA and depression from 1994 to 2024 using the Web of Science Core Collection (WOSCC) database. Bibliographic information, including authorship, country of origin, citation frequency, and visualizations, was generated using VOSviewer, R software, and CiteSpace. A total of 2,342 articles were identified. The United States led in publications with 906 articles, Boston University was the most prolific institution with 56 publications, BMC Musculoskeletal Disorders was the top journal with 71 publications, and Stefania Maggi was the most productive author with 19 publications. The primary research hotspots identified were: "The relationship between depression and OA," "Disability and prevalence," and "Characteristics of older people suffering depression after OA." Predicted future research frontiers include: "Treating depression in OA patients with multimorbidity," "Psychometric properties of instruments for assessing depression and anxiety in OA patients," "Depression or anxiety in patients with surgical intervention," and "Other mental diseases in OA patients." This bibliometric analysis underscores the importance of understanding the link between OA and depressive disorders, potentially guiding new research directions.

In the context of evolving educational standards, enhancing students' academic engagement has emerged as a critical factor in mitigating the risks of school aversion among middle school students. This study examines the longitudinal effect of middle school students' perceptions of teacher expectations on their academic engagement, as well as the mediating role of intentional self-regulation in this dynamic. A six-month longitudinal survey was conducted with 702 Chinese middle school students through three waves of questionnaires. The results showed that students' perception of teacher expectations significantly predicted their academic engagement, with higher perceived teacher expectations leading to increased academic engagement. Furthermore, the study revealed that intentional self-regulation played a pivotal mediating role in the relationship between students' perceptions of teacher expectations and academic engagement. Students' perceptions of teacher expectations at Time 1 positively influenced their intentional self-regulation at Time 2, which subsequently enhanced their academic engagement at Time 3. These findings highlight the crucial impact students' perceptions of teacher expectation on adolescents' academic motivation and provide guidance for educators to implement proactive strategies that enhance students' academic development.

Introduction: The integration of technology in educational settings, particularly in physical education, has shown potential in enhancing learning experiences and improving physical health outcomes. This study aims to investigate the effects of technology use on student engagement and fitness outcomes, considering the mediating role of student engagement and the moderating influence of personal attributes.

Methods: Utilizing a time-lagged design, the research collected data from 513 Chinese undergraduate students (52% male and, 48% female) aged between 18 and 24 years over three waves using structured questionnaires rated on a 5-point Likert scale.

Results: Results revealed a significant positive relationship between technology use and both student engagement (β = 0.68, p < 0.01) and fitness outcomes (β = 0.60, p < 0.01). Student engagement significantly mediated the relationship between technology use and fitness outcomes (β = 0.57, p < 0.01). Personal attributes moderated the effects of technology use on student engagement (β = 0.54, p < 0.01) and fitness outcomes (β = 0.52, p < 0.01), indicating varied benefits among students based on individual characteristics.

Discussion: These findings highlight the importance of tailoring technological applications in physical education to individual needs, suggesting that personalized approaches can significantly enhance the effectiveness of technology in improving fitness and engagement.