PsyCh journal最新文献

The first year of parenthood is considered to be a challenging period, associated with the transformation of family relations. The links between family relations and parenting are widely studied. However, in most research only a limited number of indicators is investigated, and there is a lack of data on the agreement between mothers' and fathers' evaluations of family relations. The aims of the present study were to explore (1) the structure and measurement invariance of marital relations and parenting constructs for mothers and fathers; (2) the associations among the measures of marital relations and parenting in mothers and fathers; (3) the agreement between mothers and fathers in their perception of marital relations, as well as cross-parent cross-measure associations of marital relations and self-rated parenting; (4) average differences between the parents in their perception of marital relations and parenting. The data from 352 Russian-speaking married couples participating in the Wave 3 of the Prospective Longitudinal Interdisciplinary Study (PLIS) were collected when the children were 9 months old. Seven measures of family relations (marital relations, grandparents' support) and nine measures of parenting were obtained. The statistical analyses included the exploratory factor analysis, assessment of measurement invariance, comparative and correlational analysis. The result showed that measures were organised into coherent factor-based groupings: (1) marital relations, (2) support from grandparents, (3) childcare and affection, and (4) harsh parental discipline. Six of 12 measures showed partial scalar invariance between mothers and fathers. Moderate within-measure correlations were observed between mothers' and fathers' assessments of family relations; and weak correlations-for parenting. Mother-father cross-measure correlations were moderate for family relations, but negligible for parenting. Small to moderate average differences between mothers and fathers were found for all measures. The results highlight the need to consider similarities and differences between mothers' and fathers' experiences in future research and practice.

This study aimed to explore the mental health status of individuals seeking rhinoplasty before and 3 months after surgery. This study was conducted in 2022 at Velayat Hospital, involving patients aged 18-60 who were seeking rhinoplasty, selected using convenience sampling method. Exclusion criteria included prior nasal surgery and severe psychiatric disorders without clearance from a psychiatrist. The Symptom Check List-90-Revised questionnaire was employed to assess psychological disorders across 9 dimensions. Sixty patients were examined, consisting of 14 men and 46 women, with an average age of 31 years. A substantial 83.3% of participants sought rhinoplasty solely for cosmetic reasons, whereas 16.7% cited both cosmetic and breathing issues as motivations. Initially, 59 patients had scores indicating "good" mental health, with one showing "moderate" mental health. Three months after the surgery, all patients scored within "good" mental health. The findings revealed significant improvements in various dimensions of mental health, including depression, anxiety, and obsessive compulsive symptoms, with the exception of paranoid ideation. All three primary indicators of mental health demonstrated significant decrease post-surgery. The study highlights the positive impact of rhinoplasty on the mental health of patients, particularly among women, individuals over 20, and non-smokers. Notable improvements were observed across various mental health dimensions, with significant enhancements reported three months post-surgery. However, the findings underscore the need for careful consideration of psychological conditions when selecting candidates for surgery. Limitations, including a small male sample and lack of a control group, suggest further research is necessary.

The Geneva Sentimentality Scale (GSS) measures the experience of being moved and its effects on behavior. Despite the prevalence of this emotional response, it has not been extensively studied in China. This study aims to adapt and revise the GSS for Chinese college students to assess its cross-cultural consistency. A sample of 1328 students aged 18-24 years participated in the study, with 127 randomly selected for retesting after an 8-week interval. Exploratory factor analysis reveals that the Chinese version of the GSS includes three factors (emotional labels, tears of joy, and warm feelings in the chest), with a total of nine items. The internal consistency coefficients for the three factors and the overall scale are high, and the total score remains stable over time. Confirmatory factor analysis (CFA) shows that the three-factor model has a good fit. Multigroup CFA indicates measurement invariance across genders. The results also demonstrate good discriminant and convergent validity for the scale. Overall, the GSS is a reliable and flexible tool for assessing the emotion of being moved among Chinese college students.

Curiosity, as the strong desire to acquire new information, plays a crucial role in human behaviors. While recent research has delved into the effects, behavioral manifestations, and neural underpinnings of curiosity, the absence of standardized assessment tools for measuring curiosity may hinder advancements in this field. Here, we translated different curiosity scales into Chinese and tested each translated scale by examining its reliability and structural validity. Our results showed that the scores derived from these scales have comparable reliability to those original versions. The confirmatory factor analysis results of the curiosity scales were consistent with previous results. We also found significant associations between different types of curiosity within taxonomy and demonstrated that personality traits such as impulsive sensation seeking, intolerance of uncertainty, and openness can jointly predict trait curiosity. Additionally, we confirmed the social dimension of curiosity, showing that loneliness partially mediates the relationship between social anxiety and social curiosity. This study provides validated Chinese versions of curiosity scales and elucidates the mechanisms of curiosity from multiple perspectives, potentially advancing curiosity research in the Chinese and cross-cultural contexts.

Mindfulness plays an important role in reducing post-traumatic stress symptoms (PTSS) and promoting posttraumatic growth (PTG) among traumatized populations. However, the mechanism at the emotional level has not been fully examined. Thus, we aimed to investigate the possible mediating roles of trauma-related shame and guilt. A total of 814 college students (M _age = 19.55, SD = 1.89) with traumatic experiences in China were recruited. Traumatic experiences, mindfulness, trauma-related shame, and trauma-related guilt were assessed in the first survey. Six months later, PTSS and PTG were assessed in the second survey. Structural equation modeling (SEM) analysis indicated that mindfulness was associated with less PTSS through shame and guilt. However, though directly associated with more PTG, mindfulness could also negatively predict PTG by evoking less guilt. Mindfulness can be a way to cope with traumatic experiences and related psychological consequences. However, although mindfulness can reduce PTSS by suppressing negative trauma-related shame and guilt, it can also limit the realization of PTG by inhibiting the adaptive sides of these emotions.

Children's brain is able to track the linguistic structures in continuous speech. When there was no prior knowledge, we found that children also automatically detected and tracked the statistical structures in auditory tone steam as reflected by neural entrainment, but their ability was immature.

The development of empathy and the establishment of peer relationships significantly influence the quality of preschoolers' social lives. Past research consistently demonstrates a strong correlation between empathy and peer relationships. However, debates persist regarding causality. To provide evidence on this matter, we conducted a year-long longitudinal study involving 160 preschoolers at T1, with 137 children (mean age = 60.99 months, SD = 3.51; 66 males) retained at T2, 1 year later. Our study employed a two-wave design and cross-lagged panel analysis. Data on empathy and peer relationships were collected through empathy story tasks and peer nominations. For the analysis of peer nominations, we selected three centrality measures from social network analysis: degree centrality (number of direct friendships), closeness centrality (proximity between network members), and betweenness centrality (control/mediation of information exchange). Results from the cross-lagged panel analysis reveal that preschoolers' affective and cognitive empathy at T1 positively and significantly predict peer relationships at T2. Specifically, both forms of empathy predict degree centrality and closeness centrality. Additionally, hierarchical linear modeling indicates that, even after controlling for affective empathy, cognitive empathy significantly predicts both degree centrality and closeness centrality at T2. These findings underscore the importance of nurturing empathy, especially cognitive empathy, to enhance peer relationships among preschoolers. Consequently, educators can play a vital role in improving peer relationships by intervening in empathy development, promoting greater social interaction.

The present study examines the impact of induced social stress on facial trustworthiness judgments in individuals with schizophrenia (SCZ) and the associations between symptoms and trustworthiness ratings. Thirty-three individuals with SCZ and forty healthy controls (HC) were asked to rate the trustworthiness of 24 digitally morphed faces in two counterbalanced conditions. Mild social stress was induced by listening to loud noises from a busy street. BPRS, CAPE-42, and the Paranoia Scale measured the severity of symptoms. We did not observe significant differences in trustworthiness judgments between the patient and control groups. Social stress did not impact trust judgments. Paranoia was negatively connected to trustworthiness ratings in the control group. Subjective rating of stress in noise condition was negatively associated with paranoia only in the control sample. In the patient group, a negative correlation was found between trustworthiness ratings in stress conditions and the severity of self-reported negative symptoms. Our results suggest that mild social stress does not significantly affect trustworthiness judgments in either patients with SCZ or in HC. Differences between the patient and control groups in trustworthiness judgments were negligible. Overall, the results of this study can be considered mainly negative and contrast with previous studies. The stress induction paradigm or a smaller sample size might cause observed results. In controls, biased face perception was linked to trait paranoia. By contrast, in SCZ, other factors might impact trust perception and need further examination.

Patching one eye of an adult human for a few hours has been found to promote the dominance of the patched eye, which is called short-term monocular deprivation effect. Interestingly, recent work has reported that prolonged eye-specific attention can also cause a shift of ocular dominance toward the unattended eye though visual inputs during adaptation are balanced across the eyes. Considering that patching blocks all input information from one eye, attention is presumably deployed to the opposite eye. Therefore, the short-term monocular deprivation effect might be, in part, mediated by eye-specific attentional modulation. Yet this question remains largely unanswered. To address this issue, here we asked participants to perform an attentive tracking task with one eye patched. During the tracking, participants were presented with both target gratings (attended stimuli) and distractor gratings (unattended stimuli) that were distinct from each other in fundamental visual features. Before and after one hour of tracking, they completed a binocular rivalry task to measure perceptual ocular dominance. A larger shift of ocular dominance toward the deprived eye was observed when the binocular rivalry testing gratings shared features with the target gratings during the tracking compared to when they shared features with the distractor gratings. This result, for the first time, suggests that attention can boost the strength of the short-term monocular deprivation effect. Therefore, the present study sheds new light on the role of attention in ocular dominance plasticity.

In the years following the COVID-19 pandemic, online assessment has emerged as an increasingly popular method for testing children. This review aims to review key advantages and disadvantages of online assessment in young children, specifically in the area of literacy and mathematics assessment. We first consider the recent history of online assessment and give evidence from our own experiences with online assessments in both Cebu, Philippines and Hong Kong. We then discuss the benefits of conducting assessments online. One of the key strengths of online assessments is the efficient use of resources, such as ease of staff training, increased participation and decreased costs for both participants and researchers. Difficulties related to testing environment, parental interference and exclusion of certain populations are also highlighted as focal challenges that must be considered when designing and implementing online assessment. The reliability and validity of online assessments are then specifically discussed in relation to the question of how to best ensure that online measures function as intended, stressing the importance of establishing separate norms for the various administration modes. Notably, online assessments delivered via phone screen must have separate norms than those delivered on a computer screen, as device differences may account for differences in performance. Finally, we present broader considerations for designing online assessments with young children. This includes practical tips for pilot testing, user interface design, data confidentiality and automatic scoring, both to enhance the efficiency of future online assessments and increase participation. Specifically, online assessments for children must account for their developing attentional abilities, meaning assessments should be brief, engaging and contain clear task instructions. The implementation of these considerations will support the development of more reliable, valid and inclusive assessments which will allow researchers and practitioners to support equitable and feasible online testing moving forward.