Behavioral Sciences最新文献

Previous studies have emphasized the role of task difficulty in decision performance while relatively neglecting the decision maker's subjective initiative and intrinsic learning process during task execution. This study manipulated the rule hierarchy factor, which reflects external task difficulty, and the block factor, which reflects the accumulation of intrinsic learning, and used analysis of variance (ANOVA), the drift-diffusion model (DDM), and random forest algorithms to systematically examine how task difficulty and learning jointly influence decision behavior and its underlying mechanisms. A total of 40 participants were recruited, and after strict exclusion criteria were applied, 34 valid datasets were included in the final analysis. The results showed that although rule hierarchy had a significant impact on decision performance in the early stage of the task (the first two blocks), this effect gradually diminished as task repetitions increased. Furthermore, the results revealed a clear dissociation in predictive mechanisms: intrinsic cognitive factors (specifically, evidence accumulation efficiency and decision bias) were the primary predictors of decision accuracy, whereas external task difficulty (rule hierarchy) acted as the dominant predictor for decision speed (reaction time). These findings provide a new perspective for understanding the dynamic relationship between external task demands and intrinsic learning processes, highlighting the necessity of distinguishing between accuracy and speed metrics in personalized education, training, and human-computer interaction design.

Purpose: A substantial body of research indicates that exposure to violence during childhood is linked to long-term harmful effects. More specifically, child abuse and exposure to parental intimate partner violence (IPV) may increase the likelihood of IPV perpetration in adulthood. This narrative review integrates theoretical and empirical perspectives to provide a comprehensive understanding of the intergenerational transmission of family violence, while identifying gaps in the literature and suggesting directions for future research.

Methods: Relevant peer-reviewed empirical studies were identified through major academic databases and reference searches, with a focus on research addressing pathways from childhood exposure to family violence (CEFV) to adult IPV perpetration. The review synthesizes empirical findings to consolidate current knowledge and identify areas for further investigation.

Findings: Existing studies have extensively examined associations between CEFV and adult IPV perpetration based on various theoretical frameworks, such as social learning theory, emotional regulation perspective, and the adverse childhood experiences framework. Collectively, these theoretical perspectives underscore that intergenerational transmission of family violence is shaped by behavioral, emotional, cognitive, and contextual factors. However, most studies have focused predominantly on individual and familial characteristics, with limited attention to community or broader socioecological influences. Furthermore, most of the studies have primarily been grounded in the victim-perpetrator binary framework, which treats IPV perpetration and victimization as distinct phenomena. Multidimensional aspects of violence and abuse, such as duration, severity, context, and frequency, also remain underexplored.

Conclusions: This review underscores the need to (1) examine the roles of socioecological factors in the intergenerational transmission of family violence, (2) shift the paradigm beyond the gendered victim-offender binary, (3) account for the multifaceted nature of violence and abuse, and (4) utilize diverse methodological approaches to advance the field.

Introduction: Given the growing prevalence of eating-related health problems among children, it is essential to promote well-being and investigate the factors that may underlie these issues. Emotional intelligence has been identified in several studies as a protective factor for children's psychosocial adjustment, yet its effects on eating habits remain largely underexplored. This cross-sectional correlational study aims to investigate the relationship between trait emotional intelligence, mindful eating, and emotional over-eating in children.

Methods: In the present study, participants were 110 children aged between 8 and 12 years and their parents. Children completed the Trait Emotional Intelligence Questionnaire-Children short form (TEIQUE-CSF) and the Mindful Eating Questionnaire adapted for Children (MEQ-C). Parents completed the Emotional Over-eating subscale of Children's Eating Behaviour Questionnaire (CEBQ).

Results: A regression-based mediation model indicated that children's trait emotional intelligence is positively related to mindful eating, which in turn is negatively related to emotional over-eating behaviors. The results further revealed that children with lower-than-average levels of emotional over-eating reported greater mindful eating than those with higher levels.

Conclusions: These findings highlight trait emotional intelligence as a factor related to children's eating behavior, suggesting that interventions aimed at enhancing emotional regulation skills and promoting mindful eating practices are particularly warranted in the context of heightened vulnerability to eating disorders among children.

Understanding public stigma against patients (also known as disease stigma)-negative attitudes or discriminatory responses toward individuals with a disease-is essential for improving health outcomes and fostering inclusive communities. In this study, 279 participants rated their responses toward eight disease groups (e.g., HIV/AIDS, COVID-19, and depression). Using multiple factor analysis, we identified three components of disease stigma: exclusionary (e.g., avoidance and harmful evaluation), prosocial (e.g., sympathy and helping), and attribution (blame/responsibility). Confirmatory factor analysis supported this three-component structure. Repeated-measures ANOVAs revealed systematic differences across diseases: COVID-19 and schizophrenia elicited stronger exclusionary responses, depression evoked the strongest prosocial responses, and HIV/AIDS was associated with the highest attribution of blame. Linear mixed-effects models further indicated that perceived cultural tightness was positively associated with the attribution component, self-control was positively associated with the prosocial component, and higher self-esteem was linked to greater exclusionary responses. Furthermore, network analysis showed dense within-component clustering (e.g., trust-negative evaluation; sympathy-helping) and a peripheral positioning of attribution within the stigma network. These findings provide insights into the psychological components of disease stigma and its cultural and personal correlates, providing targets for component-specific stigma reduction strategies.

This study investigates whether and, if so, how cognates facilitate lexical-semantic processing during early bilingual development. Additionally, we examine the interaction between the cognate facilitation effect (CFE) and bilingual experience factors, such as language proficiency, exposure, and age. We investigated language backgrounds and recorded event-related potentials during a semantic priming task in Dutch-German bilingual children. Most participants were Dutch-dominant, characterized by higher exposure and proficiency in Dutch. We compared the N400 response to target words preceded by semantically related cognate versus non-cognate primes. We found a reduced N400 effect (indexing cognate facilitation) only in the non-dominant language (nDL; German). Individual difference analyses further revealed that higher proficiency of nDL and increasing age attenuated the CFE. In contrast, higher cumulative exposure was associated with an amplified CFE. These findings suggest that cross-linguistic activation in lexical-semantic processing may benefit younger children with either lower proficiency or higher exposure to their non-dominant language during language processing. Together, the study offers direct neural evidence for bilingual cognate facilitation effects and highlights the importance of investigating interactions with external factors in early bilingualism. Future longitudinal research should examine whether cognate reliance serves as a temporary scaffolding mechanism for the acquisition of the non-dominant language.

Peers often serve as sources of support and protection in educational spaces. However, when cultural norms are perceived to be violated, the criticism of peers can create stressful and unwelcoming environments. Presently, little is known about the specific effect cultural invalidations (when the authenticity of one's cultural identity is questioned by same-race peers) have on one's identity development and sense of belonging. To address this gap, the current study qualitatively examined instances of cultural invalidations between Black undergraduate students and their same-race peers that led to feelings of inauthenticity and lack of belonging. Participants included 20 Black undergraduate students (50% female, 50% male) attending a predominantly White institution who participated in individual interviews. Reflexive thematic analysis was used to address two research questions: (a) How do Black undergraduate students perceive and interpret experiences of cultural invalidations within their Black peer groups? (b) How do cultural invalidations experienced from Black peers relate to individuals' sense of belonging? Two themes were identified regarding participants' experiences of cultural invalidations: (a) colorism is a source of cultural invalidation, and (b) Blackness is not a monolith. Findings also revealed the negative implications of cultural invalidations on participants' sense of belonging. Implications for research and practice are discussed.

Gradable adjectives (long, happy) differ from absolute adjectives (spotted) in that they are dependent on context and speaker/listener perspective for their interpretation. Such context sensitivity may present challenges for individuals with autism spectrum disorder (ASD); however, this has never been investigated for these linguistic elements. In the current study, we asked adolescents with ASD or typical development (TD), who were part of a larger longitudinal study in which autistic characteristics, nonverbal cognition (NVIQ), and standardized language were also assessed, to sort pictures whose properties were either gradable or absolute. Adolescents sorted pictures on two occasions. In the second sorting, we manipulated the context by adding images representing one end of the scale to induce a shift in interpretation. Contrary to prediction, both groups demonstrated sensitivity to the context-specific properties by shifting their cutoffs of what counted as 'long' or 'happy' when the array was changed. Whereas NVIQ correlated positively with physical property shifts for the TD group, language measures correlated negatively with emotion property shifts for the ASD group. Autistic characteristics were not related to shift patterns in either group. Adolescents with autism are clearly able to take context into account when interpreting gradable adjectives; however, those with better language seem more focused on maintaining their cutoffs more than shifting them.

Critical thinking (CT) is widely recognized as a central goal of science education, yet its mechanisms within specific disciplinary contexts remain underexplored. This study developed a biology-specific theoretical model of CT through qualitative analysis of high school students' engagement with contradictory evidence. Data included pen-and-paper responses from 196 students and eight classroom dialogue transcripts, analyzed using Corbin and Strauss's coding procedures, with sequential batching and external validation. Selective coding identified questioning-transforming multiple criteria-as the core category, supported by four major categories: evolving evaluative criteria, various types of reasoning, analysis without judgment, and the application of empirical knowledge across criteria. This model explains how learners shift between confirmation, falsification, and reconstruction when anomalies disrupt initial assumptions. To extend its theoretical reach, the model was placed in heuristic dialogue with Kuhn's structure of scientific revolutions. The comparison highlights the cyclical nature of CT development: anomalies destabilize prevailing frameworks and trigger reorganization of evaluative criteria, fostering cognitive growth. By explicating how students engage with contradictory evidence and transform evaluative criteria, this study elucidates the emergence of critical thinking in disciplinary practice. The findings also inform the design of biology learning environments that deliberately incorporate anomalies and cognitive conflicts, and justify the integration of history and philosophy of science (HPS) perspectives to support students' questioning, analysis, and criteria revision in authentic scientific contexts.

The relationship between personality and the various aspects of human cognition that influence behavior has long been recognized as central to understanding individual differences. The study investigates the relationship between personality and aesthetic preference, in relation to a specific category of objects (hats). An online questionnaire showing grayscale images of 34 iconic types of hats (Set 1) and eight types of baseball caps (Set 2) was presented to 539 Italian adults, asking them to rate how much they liked them and how likely they were to wear them. The Big Five Inventory-2 was used to evaluate personality. Significant associations were found between the five personality traits (open mindedness, conscientiousness, extraversion, agreeableness and negative emotionality) and the participants' ratings of both liking and willingness to wear the hats in both Sets 1 and 2. The results of the study are relevant not only for basic research but also, potentially, suggest applicative developments in the domain of design and customized recommendation systems.

Identity-based communities that share common characteristics, beliefs, and experiences (e.g., Black LGBTQ+ communities) have historically been conceptualized as protective bubbles that buffer Black LGBTQ+ individuals against the deleterious effects of systemic racism and cisheterosexism. However, this monolithic narrative often masks the internal power dynamics that divide belonging. This study explores the exclusionary dynamics embedded within these safe spaces, examining how internal hierarchies of skin tone, socioeconomic status, and gender performance function as proximal stressors. Guided by a critical constructivist paradigm, this study utilized Reflexive Thematic Analysis to analyze open-ended survey responses from 74 Black LGBTQ+ adults. Data were drawn from a larger mixed-methods study and analyzed using a six-phase recursive process to identify latent patterns of intragroup gatekeeping. The analysis revealed that the sanctuary of the community is restricted. Three primary themes emerged: (1) Phenotypic Capital and the Politics of Authenticity, where lighter skin tone triggered authenticity scrutiny and darker skin tone faced rejection based on physical appearance; (2) Socioeconomic Gatekeeping, where belonging was stratified by the cost of participation and protective insularity within working-class spaces; and (3) Policing the Binary, where rigid adherence to gender archetypes created a landscape of performance surveillance. Access to community resilience is not a universal right but a negotiated status contingent upon the payment of a resilience tax. To promote genuine health equity, researchers and practitioners working with this population must move beyond the uncritical referral to "community" and actively dismantle the internalized systems of oppression that fracture collective survival.