Behavioral Sciences最新文献

This research sought to examine differences in the cross-modal facilitation effect of voice on facial identity recognition under mask occlusion for both oneself and others. Employing a facial recognition paradigm, we examined the influence of voice on facial identity recognition under static and dynamic mask occlusion through two eye-tracking experiments. The behavioral results from Experiments 1 and 2 indicate that mask occlusion interfered with recognition for both static and dynamic faces, with greater interference observed for others' faces than for self-faces. In addition, voice exerts cross-modal enhancement effects on faces, with greater enhancement observed for masked faces than for no mask. Furthermore, voice provides stronger enhancement for others' dynamic faces than for their self-dynamic faces. Eye-tracking data from both experiments revealed that the difference in dynamic facial recognition between self-faces and others' faces due to voice emerged in the early stages of dynamic facial recognition and persisted into later stages. However, regardless of whether they were in the early or late stages of static facial recognition, the facilitation effect of voice did not differ between themselves and others. This study revealed that the cross-modal facilitation of visual stimuli by voice is influenced by the self-advantage effect.

Non-digital traditional games such as board and card formats are increasingly recognised as valuable tools for active learning in higher education. These analogue approaches promote engagement, collaboration, and conceptual understanding through embodied and social interaction. This scoping review mapped research on the use of traditional, non-digital games as active learning strategies in tertiary education and examined whether the rise in generative artificial intelligence (GenAI) since 2022 has influenced their pedagogical role. Following the PRISMA-ScR framework, a systematic search of Scopus (October 2025) identified 2480 records; after screening, 26 studies met all inclusion criteria (explicitly using card and/or board games). Whilst this was a scoping, not a systematic review, some bias due to using only one database and evidence could have missed some studies. Results analysed the use and impacts of the games and whether AI was a specific driver in its use. Studies spanned STEM, business, health, and social sciences, with board and card games most frequently employed to support engagement, understanding, and collaboration. Most reported positive learning outcomes. Post-2023 publications suggest renewed interest in analogue pedagogies as authentic, human-centred responses to AI-mediated education. While none directly investigated GenAI, its emergence appears to have acted as an indirect catalyst, highlighting the continuing importance of tactile, cooperative learning experiences. Analogue games therefore remain a resilient, adaptable form of active learning that complements technological innovation and sustains the human dimensions of higher-education practice.

Deviance poses a fundamental challenge for groups: while it can threaten cohesion and invite moral condemnation, it can also express deep commitment to shared principles. The present research examines how loyalty shapes perceptions of constructive deviance through the case of Republicans for Harris (RHs) during the 2024 U.S. presidential election. Across three time points, we compared how deviants (RHs, N = 89) perceived themselves to how they were viewed by mainstream ingroup members (Republicans for Trump; RTs, N = 340) and outgroup members (Democrats; N = 294). Results revealed marked asymmetries: RTs viewed RHs as less loyal, less prototypical, and more likely to defect than RHs saw themselves. All groups, including mainstream ingroup members, outgroup members, and deviants themselves, felt warmer toward deviants they perceived as more loyal and prototypical. These findings suggest that constructive deviants maintain positive self-views by construing their actions as expressions of fidelity to, rather than rejection of, the group.

Background: Building on socioanalytic theory and signaling theory, this study examined whether self-reported motives-representing individuals' identities-translate into reputational outcomes. Furthermore, drawing on role congruity theory, the study examined whether gender would moderate the strength of the relationship between the self-reported motives and reputational consequences.

Methods: We used a large sample of management students (N = 349) on which we collected self-reported achievement and power motives, and peer ratings (N = 508) of overall reputation and leadership potential.

Results: We found that (a) achievement motive was positively associated with leadership potential and overall reputation (including trustworthiness and competence); (b) power motive was positively associated with leadership potential; and (c) both motives were equally strong predictors of leadership potential, but only achievement motive was a significant predictor of overall reputation. Finally, in line with role congruity theory, we observed that the positive associations between both motives and leadership potential were stronger for male than for female students. However, for overall reputation, this applied only to the power motive, suggesting that gender affects how motivational signals are socially interpreted.

Conclusions: These findings offer implications for future research and provide practical insights into talent identification, leadership development, and performance evaluation processes.

Creativity serves as a fundamental driver of human learning, personal development, and societal progress. This study synthesizes recent empirical and theoretical advances in educational psychology and creativity neuroscience to characterize the paradoxical nature of creative processes. We conceptualize creativity through three interdependent dimensions-novelty with usefulness, persistence alongside flexibility, and divergence in convergence-illuminating both its cognitive architecture and neurophysiological dynamics. By integrating evidence across levels, we bridge individual cognitive mechanisms with group dynamics and cultural contexts to propose actionable strategies for cultivating creativity. These findings offer critical insights into how these dimensions operate synergistically, informing the design of educational and applied interventions that promote sustained, adaptive creative development.

The disjunction effect in the prisoner's dilemma game shows that humans tend to cooperate more under uncertain condition (U) than under the two complementary known conditions-one being competitive (D) and the other being cooperative (C)-a well-known violation of the classical decision principle. Our study explores the potential role of prosociality in the disjunction effect. We measured prosocial trait via the SVO Slider Measure, and prosocial bias via the drift diffusion model (DDM). By using the SVO Slider Measure (for prosocial trait) and the DDM starting-point bias parameter (for prosocial bias), we found that the variation in prosocial bias between uncertain and certain conditions substantially contributes to the disjunction effect. At the aggregate level, prosocial bias significantly decreased from U to D (competitive) but did not differ between U and C (cooperative). At the individual level, participants showed heterogeneous bias changes across prosocial-trait groups: intermediate participants had the largest bias shifts. This heterogeneity underlies the observed inverted U-shaped relationship between prosocial trait and effect size of the disjunction effect. Our study fills a critical gap by clarifying how prosocial inclination influences the disjunction effect.

Criminal justice system (CJS) involvement is common among individuals with opioid use disorder (OUD), yet limited research examines retention in medications for OUD (MOUD) within community settings. This study assessed whether CJS involvement predicted retention on buprenorphine/naloxone and explored related demographic and clinical factors. A retrospective cohort included adults (n = 367) enrolled in a low-barrier outpatient MOUD program in Texas (January 2022-April 2024). CJS involvement was identified from program records. Retention was measured as the number of continuous days with buprenorphine/naloxone prescriptions. Analyses used univariate tests, logistic regression, and nonparametric kernel regression. Nearly one-quarter (24.8%) were CJS-involved. Retention at 180 days was similar between CJS and non-CJS groups (38%). CJS participants initiated substance use earlier and reported higher heroin and injection drug use. Behavioral health sessions were associated with both CJS involvement (OR = 1.10, p ≤ 0.001) and longer retention (β = 10.81 days/session, p = 0.001). With comprehensive, low-barrier services, individuals involved with CJS achieved MOUD retention comparable to their peers. Early behavioral health engagement was a strong predictor of retention, suggesting a key intervention point to enhance outcomes and advance equity for justice-involved populations.

The application of social cognitive theory has expanded to the boundaries of human-computer interaction research. However, existing research has scarcely addressed mutual cognitive facilitation between humans and personalized educational large language model (LLM) agents. This study explored how educational LLM agents influence teachers' curriculum design and content creation, based on a sample of 464 teachers from coastal regions of China, along with semi-structured interviews with 23 participants. Quantitative analysis of the survey data revealed that the involvement of educational LLM agents positively predicts teachers' ability to create content in curriculum design. Additionally, teachers' self-efficacy mediated this relationship, while both school support and self-efficacy together created a chain mediation effect. Qualitative findings from the interviews supported the quantitative results and further highlighted individual differences and contextual nuances in teachers' use of educational LLM agents. In summary, the findings indicated that educational LLM agents positively impact teachers' curriculum design and content creation, with school support and teachers' self-efficacy acting as a chain mediator in this process.

Research often emphasises dysfunctional Social Networking Site (SNS) usage. In contrast, the current research examined a more positive element of human functioning, specifically how motivations to use SNSs may be associated with meaning in life, which can help give purpose and direction to people's lives. A sample of 384 undergraduate students (aged 18 to 50; M = 20.95; SD = 4.95; 81.5% females) completed questionnaire-based measures of motivations to use SNSs, self-reported time spent on SNSs, and meaning in life (coherence, purpose, and mattering). Multiple regressions showed that models for coherence, purpose, and mattering explained 5.8-8.8% of the variance (R² = 0.058-0.088). Self-expression was positively associated with coherence (β = 0.128), purpose (β = 0.16), and mattering (β = 0.137). Following/monitoring others predicted higher coherence (β = 0.158), and using SNSs to find information predicted higher purpose (β = 0.12). Academic purposes were positively related to mattering (β = 0.12). By contrast, using SNSs for new friendships predicted lower coherence (β = -0.197) and mattering (β = -0.154), entertainment predicted lower coherence (β = -0.178), and greater time on SNSs predicted lower purpose (β = -0.186). Overall, different motivations for using SNSs are associated with different facets of meaning in life.

A significant body of research worldwide has examined how parents who set high expectations may increase adolescents' risk of developing perfectionistic traits. However, studies exploring this relationship in the Global South are almost nonexistent. This study investigated how adolescents perceived parental expectations related to perfectionism and depressive symptoms among Nigerian adolescents. Participants completed the Frost Multidimensional Perfectionism Scale (FMPS), the Living Up to Parental Expectation Scale-Academic (LPE), and Beck's Depression Inventory. Parental academic expectations were positively associated with personal standards and concern over mistakes, but parental expectations were negatively associated with depressive symptoms. Further analysis revealed that personal standards fully mediated the negative relationship between parental academic expectations on adolescents' depressive symptoms. In contrast, concern over mistakes partially mediated the relationship between parental academic expectations and depressive symptoms. In contrast to previous research, parental academic expectations were associated with fewer depressive symptoms among Nigerian adolescents through indirect relationships with perfectionistic traits.