Behavioral Sciences最新文献

The purpose is to investigate how sports experience influences the processing of motor-related information. Sixty participants with differing levels of sports experience were recruited: 20 table tennis athletes, 20 athletes from other sports, and 20 non-athletes. A total of 150 images depicting table-tennis scenarios, divided into competitive and non-competitive, were shown to participates and recorded their electroencephalographic responses. We found that both table tennis and ordinary athletes exhibited significantly smaller P3 amplitudes in the parietal region compared with non-athletes. In addition, under competitive conditions, athletes showed larger N2 amplitudes in the central region than non-athletes. However, no significant difference in N2 amplitude was observed between table tennis athletes and athletes from other sports. These findings indicate that greater sports experience reduces the cognitive resources required for processing motor-related information and enhances individuals' abilities in conflict monitoring and response inhibition. Furthermore, the effects of sports experience appear to be transferable across different athletic domains.

The rapid development and easy accessibility of artificial intelligence (AI) technology have led to a significant rise in informal digital learning of English (IDLE). However, the emotional experiences across different cohorts of learners remain underexplored. Contextualized in AI-mediated IDLE, the present study integrated the control-value theory of achievement emotions and the process model of emotion regulation to investigate the latent profiles of emotions and further examine their relations to emotion regulation strategies (cognitive reappraisal and expressive suppression) and perceived AI affordances. Questionnaires were administered to 613 English as a foreign language undergraduates in China. Latent profile analysis revealed three emotion profiles, including moderate positive and moderate negative emotions group (Profile 1, 43%); high positive and low negative emotions group (Profile 2, 21%); and high positive and high negative emotions group (Profile 3, 36%). The Bolck-Croon-Hagenaars (BCH) analysis indicated that students in Profile 2 scored the highest on perceived AI affordances, followed by those in Profile 3 and Profile 1. Additionally, multinomial logistic regression analysis showed that cognitive reappraisal was a stronger predictor of membership in Profiles 2 and 3 compared with Profile 1, while expressive suppression predicted membership in Profile 3 to the greatest extent, followed by Profiles 1 and 2. Pedagogical implications were provided to cultivate learners' optimal emotional state.

Mental fatigue refers to subjective feelings ranging from tiredness to exhaustion that appear after or during prolonged periods of cognitive activity. Music could be a powerful tool for relieving mental fatigue due to its beneficial effects on attention, which tend to decline when mental fatigue occurs. Moreover, traditional Chinese music is usually neglected and rarely used in music intervention studies, although its potential has been mentioned in China's domestic journals. Therefore, the present study aimed to investigate the effects of traditional Chinese music and Western classical music on laboratory-induced mental fatigue. Three groups of Chinese non-psychology undergraduate students were assessed in terms of alertness, hedonic tone, and overall fatigue via a pre/post-intervention diary, a visual analogue mood scale, and the psychomotor vigilance test. The results showed that both traditional Chinese music and Western classical music mitigated fatigue-related declines in alertness and hedonic tone, and produced shorter reaction times, although there was no significant difference between the effects of the types of music.

The paper aims to explore the relationship between emotions and reflexivity, with reference to the constructs of critical reflexivity and emotional granularity. These two constructs and their operationalization constitute the theoretical-methodological background of an empirical exploratory research study conducted on a sample of adult workers aged between 18 and 55, who were subjected to a diarist-style reflective writing course. The overall aim of the course was to ascertain whether, how and to what extent reflective practices of the narrative type can influence and modulate the stress response, both from the point of view of the participants' assumption of awareness and from the point of view of the adoption of new behaviors. The central question that the present article proposes to discuss is related to the exploration of what the basic requirements/skills are on which the development of critical reflexivity is built over time, with particular attention to the role played by emotional competencies. This aspect represents one of the most relevant gaps in current research on critical reflexivity, which is severely limited by a general tendency towards the hyper-cognization of the models of analysis adopted in much of the research devoted to reflexivity, as well as by the little space given to the investigation of the emotional dynamics at play in its onset processes. The study carried out represents an initial exploration of this aspect, testing two main hypotheses: (a) the possibility of identifying and describing a preliminary threshold to the manifest development of critical reflexivity, prior to the development of process reflexivity; (b) the possibility that crossing this threshold may be facilitated by the acquisition of a good level of emotional competence, measurable through the emotional granularity construct. In the light of the quali-quantitative analyses carried out on the diaristic corpus, the hypotheses put forward have all been confirmed, consolidating the line of research aimed at investigating the role played by emotional competence in the development of critical reflexivity, in interaction and combination with the increasingly complex structuring of the cognitive processes underlying reflexivity.

Sequential decisions often unfold under uncertainty, requiring people to evaluate options one at a time and commit without the possibility of returning to earlier choices. Although such situations appear neutral on the surface, they engage emotional and regulatory processes that vary across individuals. This study examined whether frontal EEG asymmetry during the classic secretary problem is associated with attachment style. Twenty-seven participants completed a sequential decision-making task while EEG was recorded, and analyses focused on asymmetry at frontal sites. Asymmetry was extracted at three points in each decision sequence (start, middle, final), and additional regressions assessed whether deliberation length was related to asymmetry at the moment of choice. Insecure and secure participants showed different patterns of asymmetry across phases, and longer deliberation was linked to greater left-frontal activation. These associations suggest that individual differences related to attachment may be reflected in neural engagement even in abstract, non-emotional tasks. The findings point to frontal asymmetry as a potential dynamic marker of internal regulation during sequential choices and should be interpreted as exploratory.

Although intensive outpatient programmes (IOPs) are becoming more prevalent, the evidence base, particularly within the UK, remains limited. Given clinicians' central role in developing, delivering, and adapting these emerging models of care, their perspectives are essential to understanding how IOPs function in practice. This study therefore aims to address a significant gap in the literature by exploring clinicians' experiences of working with an IOP and the strengths and opportunities arising from this. Fifteen experienced clinicians participated in individual semi-structured interviews after working with the IOP. Open-ended questions guided the discussions, which were recorded and transcribed verbatim. Data were analysed using the six stages of reflexive thematic analysis. The analysis generated three key themes: (1) Tri-directional Collaboration, (2) Creating Space for Change, and (3) Transitions as Turning Points. Clinicians felt that the IOP provided a structure that strengthened and reinforced the therapeutic alliance between parents and clinicians, helped arrest rapid deterioration, and created space for thoughtful planning. Embedding IOPs within stepped-care frameworks may offer an effective and scalable means of expanding system capacity while delivering enhanced, flexible support during periods of heightened risk. However, longitudinal, mixed-methods evaluations are needed to clarify the sustainability of progress post-IOP and to identify predictors of positive transitions.

Despite skepticism and distrust in artificial intelligence (AI), it is increasingly integrated into daily life, with its potential benefits drawing interest. Yet little is known about the attitudinal and psychological effects of human-AI interactions, and whether consistent interactions with AI chatbots can change users' attitudes and perceptions. Our within-subjects experiment (N = 52) investigated how five days of socially oriented, friendlike interactions with an AI chatbot, versus a journaling control, influenced changes in attitudes and perceptions of AI. Participants' attitudes towards AI, trust, perceived empathy, anthropomorphism, animacy, likeability, perceived intelligence and safety, dependency, and exploratory well-being indicators were recorded. Results indicated that consistent friendlike interaction with AI chatbots led to significant increases in perceived empathy and animacy of technology, but no changes in global attitudes and perceptions of anthropomorphism. Participants also reported higher self-esteem levels after journaling, compared to after AI interaction. This suggests that although friendly engagement with AI chatbots may lead to perceptions of empathy and lifelikeness, where users interpret it to be genuinely understanding and supportive, this comes with trade-offs for self-esteem. Concurrently, empathy and perceived lifelikeness increased without corresponding increases in anthropomorphism, indicating that users may regard AI chatbots as separate living entities rather than having human-like qualities.

This study examines the effectiveness of difference-education interventions as institutional strategies that support students' coping during the transition to college. We tested an intervention with two components: a resource-focused approach that makes the hidden rules of higher education explicit, and a student-driven narrative approach featuring unscripted stories from peers describing how they navigated common academic- and life challenges. The study involved 716 first-year students at a Minority-Serving Institution who were randomly assigned by course section to one of the two intervention conditions, with a campus-wide comparison group (N = 2708) drawn from non-participating sections. Results showed significant improvements in Fall-semester GPA and first-year retention for students in both intervention conditions relative to the no-treatment comparison group. Contrary to prior work, first-generation students did not benefit more than their continuing-generation peers. These findings suggest that difference-education interventions may support coping by helping students make sense of academic challenges, anticipate institutional demands, and respond to setbacks with greater persistence. Resource-based and narrative-based approaches may therefore contribute to students' ability to manage academic difficulty and remain engaged during the early stages of college, particularly in Minority-Serving Institutions.

Supporting employment for people with intellectual disabilities is essential for their social inclusion and psychological well-being. Previous studies have explored how social enterprises facilitate employment for this group. However, relatively little attention has been given to family-driven social enterprises, particularly the behavioral motivations and mechanisms through which parents create inclusive work opportunities for their adult children. This exploratory single-case study investigates why and how parents engage in social entrepreneurship to support individuals with intellectual disabilities. Findings show that parents dynamically mobilize human and material capital, driven by both egoistic and altruistic motives. Meanwhile, the enterprise gradually evolved from an informal initiative into a more structured organization. Employment inclusion emerged as the primary outcome, enabled by knowledge acquisition and capacity building, with social empowerment as a broader benefit. The study contributes by identifying dual parental motivations, extending resource bricolage to family-driven social entrepreneurship, and reconceptualizing bricolage as a strategic management of human and material capital.

This study aimed to adapt and psychometrically validate the Socio-Educational and Cultural Ambivalence Scale (EASC) in the context of Chilean intercultural education, considering teachers, students, and parents/caregivers. Socio-educational ambivalence is defined as the coexistence of contradictory beliefs, emotions, and practices in the relationship between dominant school knowledge and Mapuche educational knowledge. Using a sequential mixed qualitative-quantitative design, we conceptually reviewed the original instrument and administered the adapted version to a sample of 739 participants (266 teachers, 286 students, and 183 parents/caregivers) from the regions of Biobío, La Araucanía, and Los Lagos. We proposed two six-factor scales: one shared by adults (teachers and parents/caregivers) and another with the same structure but fewer indicators for students. Confirmatory factor analysis (CFA) showed good model fit for both teachers and parents/caregivers (χ² = 1100.85, df = 311, p < 0.001; RMSEA = 0.075; SRMR = 0.058; CFI = 0.934; TLI = 0.926) and students (χ² = 378.546, df = 146, p < 0.001; RMSEA = 0.074; SRMR = 0.033; CFI = 0.978; TLI = 0.974). Composite reliability coefficients were ω = 0.702-0.974 for adults and ω = 0.749-0.948 for students. The results support factorial validity, internal consistency, and scalar invariance for the adult category of the instrument (teachers and parents/caregivers), confirming its usefulness for assessing epistemic and cultural tensions in intercultural educational contexts. The EASC contributes to the development of tools that foster a more plural, reflective, and context-sensitive understanding of education in Indigenous territories.