期刊：
FRONTIERS IN PSYCHOLOGY,2021年12:565385 ISSN：1664-1078
作者机构：
College of Public Administration and Law, Hunan Agricultural University, China;College of Education, Hunan Agricultural University, China;Guangxi Sub-Center of China Financial Literacy Education Synergy Innovation Center, Guangxi University of Finance and Economics, China;School of Information and Statistics, Guangxi University of Finance and Economics, China
摘要：
This study aims to explore, through latent profile analysis (LPA), rural left-behind children’s psychological capital and its relationship with emotional and behavioral indicators. In this study, 677 rural-based left-behind children (average age 11.7 ± 1.58 years) in Hunan Province, China, were recruited and assessed using the Rural Left-behind Children’s Psychological Capital Questionnaire and the Children’s Strengths and Difficulties Questionnaire. We found that psychological capital was divided into three latent profiles: high (43.3% of the sample), medium (46.1%), and low (10.6%). Compared to the other two types, the children with low psychological capital returned higher scores for emotional symptoms, conduct disorder, hyperactivity and impulsivity, and peer-interaction problems, but lower prosocial behavior scores. Meanwhile, examination of the effects of gender and grade found that most of the elementary school students had high psychological capital, and that there was no significant difference among the groups in regard to gender. In summary, distinct differences in psychological capital were found among left-behind children, and the latent profiles were determined to be related to grade, emotional symptoms, hyperactivity and impulsivity, and prosocial behavior. There was also a significant difference in emotional and behavioral indicators across the different latent profiles.
关键词：
Cultural difference;Ensemble coding;In-group vs. out-group faces;Subjective similarity
摘要：
It is well established that ensemble coding is regulated by physical similarity and variance in a set of stimuli. For example, observers are more accurate at judging the mean size of objects in a set if the overall size variance in the set is small. However, sometimes similarity among set members can be purely subjective. For example, faces from another race tend to look more similar than faces from one’s own race. Very little is known about whether such subjective similarity also regulates ensemble coding in the same manner as objective similarity. To investigate this question, we had British and Chinese participants view sets of four faces that were of either own-race or other-race, own-gender or other-gender. After viewing each set the task was to judge whether a test face was presented in the set. Our results showed that, as demonstrated in prior research, participants often mistook a morphed set average to be a member of the set. Critically, this tendency to average a face set was not stronger for other-race faces. Hence contrary to objective similarity, subjectively perceived similarity in the other-race faces does not facilitate ensemble coding. The results in our British group also replicated de Fockert and Gautrey’s (Psychonomic Bulletin & Review 20 (3), 468-473, 2013) own-gender effect, where observers showed more averaging for own-gender faces. However, our Chinese subjects displayed the same level of averaging for both genders. This suggests a cultural difference in ensemble coding, where the own-gender bias may be overridden by a stronger tendency to employ ensemble coding in Chinese participants.
摘要：
Our prior research demonstrated that the right temporoparietal junction (rTPJ) exerted a modulatory role in ingroup bias in emotional mimicry. In this study, two experiments were conducted to further explore whether the rTPJ is a neural region for emotional mimicry or for the modulation of emotional mimicry by group membership in a sham-controlled, double-blinded, between-subject design. Both experiments employed non-invasive transcranial direct current stimulation (tDCS) to temporarily change the cortical excitability over the rTPJ and facial electromyography (fEMG) to measure facial muscle activations as an index of emotional mimicry. After the anodal or sham stimulation, participants in Experiment 1 passively viewed a series of happy clips, while participants in Experiment 2 viewed happy clips performed by ethnic ingroup and outgroup models. fEMG analyses revealed that participants in Experiment 1 showed the same degree of happy mimicry for both tDCS conditions (anodal vs. sham) and participants in Experiment 2 showed an ingroup bias in happy mimicry in the sham condition, which disappeared in the anodal condition. Taken together, the present study demonstrated that rTPJ plays a role in the modulation of emotional mimicry by group membership.
摘要：
BACKGROUND: Few studies exist on sibling bullying or even sibling aggression more generally in the past 30 years. Studies of sibling bullying have shown that sibling bullying may associate with depression, anxiety, self-harm, suicide ideation in early adulthood. Nevertheless, few studies have explored the relationship between sibling victimization types and the occurrence of psychosis, not to mention that psychotic-like experiences (PLEs) always occur before psychotic disorders. Therefore, the current study aims to examine the association between sibling bullying and PLEs among children age 11-16 years in China. METHOD: This is a cross-sectional study which included 3231 students from eight junior middle schools in three cities of Hunan Province, China. Frequency and types of sibling bullying was assessed with Sibling Bullying Questionnaire and PLEs was assessed with Community Assessment Psychic Experiences-42. RESULTS: The percentage of sibling bullying were 12.9% for victimization and 10.8% for perpetration. Sibling bullying plays as an independent influence factor for all subtypes of PLEs, and verbal victimization was the most important risk factor in developing different subtypes of PLEs followed by physical victimization and verbal perpetration. CONCLUSION: The current study found that sibling bullying is associated with PLEs. Intervention programs should be conducted to focus on those children and adolescents who are involved in multiple types of sibling victimization or perpetration.
