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Difficulties in emotion regulation (DER) and emotion reactivity (ER) are important causes and consequences of psychiatric disorders such as depression and anxiety, and previous research suggests that there are many interactions between them. Understanding the structure of their relationship, and which components may play a key role, will help provide insight into emotion disorders in adolescents and provide guidance for clinical interventions. In this study, we collected data from 483 adolescents and used network analysis methods to explore the relationship between DER and ER, specifically looking for core nodes. The results showed that “limited access to emotion regulation strategies” was the most central node in the network. Furthermore, by adding nodes for depression and anxiety to this network, we found that anxiety had the strongest relationship with ER, while depression had a stronger relationship with DER. Thus, our findings suggest that for anxiety disorders, the strong association with ER highlights a potentially promising area for intervention development, whereas for depression, the association with DER points to the possibility of clarifying emotions and exploring coping strategies, acknowledging the complex interplay between depressive and anxious symptoms.

Social problem-solving (SPS) involves the cognitive-behavioral processes through which an individual identifies and copes with everyday problems; it is considered to contribute to anxiety and depression. The Social Problem-Solving Inventory Revised is a popular tool measuring SPS problem orientations and problem-solving styles. Only a negative problem orientation (NPO) is considered strongly related to anxiety and depression. In the present study, we investigated the detailed connections among the five components of SPS and 14 anxiety-depression symptoms and specified the role of NPO and other components in the anxiety-depression network. We employed network analysis, constructed circular and multi-dimensional scaling (MDS) networks, and calculated the network centrality, bridge centrality, and stability of centrality indices. The results were as follows: (1) the MDS network showed a clustering of anxiety and depression symptoms, with NPO and avoidance style components from SPS being close to the anxiety-depression network (demonstrated by large bridge betweenness and bridge closeness); (2) the NPO and positive problem orientation from SPS were most influential on the whole network, though with an opposite effect; (3) strength was the most stable index [correlation stability (CS) coefficient = 0.516] among the centrality indices with case-dropping bootstraps. We also discussed this network from various perspectives and commented on the clinical implications and limitations of this study.

Deception is a complex and cognitively draining dyadic process that simultaneously involves cognitive and emotional processes, both of which demand/capture attentional resources. However, few studies have investigated the allocation of attentional resources between cognitive and emotional processes during deception. The current study presented facial expressions of different valences to 36 participants. While an electroencephalogram was recording, they were asked to make either truthful or deceptive gender judgments according to preceding cues. The results showed that deceptive responses induced smaller P300 amplitudes than did truthful responses. Task-irrelevant negative emotional information (TiN) elicited larger P300 amplitudes than did task-irrelevant positive emotional information (TiP). Furthermore, the results showed that TiN elicited larger LPP amplitudes than did TiP in deceptive responses, but not in truthful ones. The results suggested that attentional resources were directed away to deception-related cognitive processes and TiN, but not TiP, was consistently able to compete for and obtain attentional resources during deception. The results indicated that TiN could disrupt with deception and may facilitate deception detection.

Previous studies have found that promoting multiple identities can improve children’s creative performance (divergent thinking). The present study employed a priming paradigm to design two experiments and investigate whether promoting a sense of multiple identities in middle school students could enhance their divergent thinking, a key component of creativity. In Experiment 1, 77 junior high school students were divided into multiple identities and physical trait condition groups. They were instructed to think about a child with multiple identities or physical traits. The results showed that there were no differences in divergent thinking (DT) scores between the two groups. In Experiment 2, we modified the priming method by asking participants to think about and write a description of the various identities or physical traits and employed a subjective top-scoring method to make up for shortcomings in the traditional scoring method when applied to originality. The results still showed no significant difference in scores between the identity and physical trait groups. Thus, the results of this study contradict those of previous research, which found that the identity group demonstrated significantly higher scores on a creativity test than did those in the physical trait group. Several potential factors affect this outcome, but it seems that priming to enhance divergent thinking is not particularly effective. Thus, the social priming effect should be pursued with caution regarding both replicability and generalizability.

Smiles are the most commonly and frequently used facial expressions by human beings. Some scholars claimed that the low accuracy in recognizing genuine smiles is explained by the perceptual-attentional hypothesis, meaning that observers either did not pay attention to responsible cues or were unable to recognize these cues (usually the Duchenne marker or AU6 displaying as contraction of muscles in eye regions). We investigated whether training (instructing participants to pay attention either to the Duchenne mark or to mouth movement) might help improve the recognition of genuine smiles, including accuracy and confidence. Results indicated that attention to mouth movement improves these people’s ability to distinguish between genuine and posed smiles, with nullification of the alternative explanations such as sample distribution and intensity of lip pulling (AU12). The generalization of the conclusion requires further investigations. This study further argues that the perceptual-attentional hypothesis can explain smile genuineness recognition.

Cheating on exams is a very common phenomenon that causes great harm. Various measures, such as chastisement and direct punishment, have been employed to reduce cheating. Previous studies have found that increasing punishment and activating “self-concept maintenance” can reduce this behavior. This study employed a priming paradigm to investigate whether priming legal consequences and the concept of honesty would reduce cheating in examination situations. In experiment 1, a total of 402 freshmen from 17 classes were included in this study. The 185 students in experimental condition were primed for legal consequences. The cheating behaviors and employed analysts were defined to count the number of cheaters. The results show that the number of students cheating in the primed group did not decrease compared to those in the controlled condition. In experiment 2, a total of 386 freshmen from 16 classes participated in this experiment. The 171 students in experimental condition were primed for the concept of honesty. The results also show that the number of students cheating in the primed group did not decrease. This study shows that priming legal consequence and the concept of honesty were not significant in certain situations, such as during examinations. It is suggested that some psychological manipulations in decreasing dishonesty behaviors should be further tested in ecological situations.