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Prior research has demonstrated significant deficits in sensory attenuation in patients with schizophrenia， which is a phenomenon that pertains to their inability to adequately modulate the intensity of sensory feedback associated with self-initiated voluntary actions. Sensory attenuation， a fundamental aspect of the sense of agency， is crucial for individuals to accurately perceive their own actions and effectively adapt to the external environment. Investigation on this phenomenon sheds light on the intricate mechanisms underlying sensory information processing deficits in patients with schizophrenia. This paper comprehensively examines the intricate relationship between abnormal sensory attenuation and the early identification of schizophrenia， delves into the underlying mechanisms that give rise to these abnormalities， and explores intervention strategies specifically designed to address them. Ultimately， our aim is to offer novel perspectives and insights that can contribute to the advancement of diagnosis and treatment of schizophrenia. ［Funded by Regional Project of National Natural Science Foundation of China （number， 32160202）］

To explore the mediation role of smartphone addiction on the relationship between parent-child relationships and the intensity of use of social network sites (SNSs), as well as the moderation effect of anxiety, this research conducted self-report questionnaires of the Social networking site (SNS) Usage Questionnaire, Self-Rating Anxiety Scale, Smartphone Addiction Scale and Inventory of Parent and Peer Attachment with 719 adolescents. The results showed that (1) the parent-child relationship negatively predicts SNS usage and (2) smartphone addiction plays a mediating role in the link between the parent-child relationship and SNS usage. (3) The relationship between the parent-child relationship and SNS usage is moderated by anxiety (on the first mediation path), and low levels of anxiety can mitigate the negative impact of the parent-child relationship on smartphone addiction, thus also mitigating the negative effects of the parent-child relationship on SNS usage. Our conclusion highlighted the vital role of the parent-child relationship and anxiety on the influence of smartphone addiction and the intensity of use of SNSs among adolescents. Our research also provides clinical implications: (1) teachers in high school can adopt family group counseling or emotion regulation workshop to help adolescents to prevent addiction to smartphones and social network sites; (2) we can reduce addictive behaviors by designing a series of intervention sessions to improve parent-child relationships and reduce anxiety for adolescents who have been addicted to smartphone and social network sites.

Family environment affects children's reading comprehension ability. In poverty-stricken parts of rural China, some parents have been migrant workers for many years. It is common for left-behind children to have one or both parents permanently missing. This study explores the impact of parental absence on children's reading comprehension. We measured the reading comprehension of 903 children (467 left-behind and 436 parented), using the Chinese Primary School Students' Reading Comprehension Ability Scale. After controlling for the parents' levels of education, reading input, and interest variables, we found that children with absent parents had significantly lower reading comprehension scores than parented children; they struggled to understand chapter layout, the author's intentions, writing technique, evaluation, and appreciation. While children with absent fathers received the same scores as parented children, those with absent mothers received significantly lower scores. Clearly, absent mothers have a greater impact on children's reading comprehension than absent fathers.

Objective: The aging population represents a formidable global challenge, with China experiencing an accelerated demographic shift. While previous research has established a directional link between mental health literacy, social participation, and active aging, the moderating effect of socioeconomic status (SES) on these associations remains underexplored. This study sought to address this gap by employing moderated network analysis, in contrast to the total score approaches commonly used in prior literature. Methods: A cross-sectional design was implemented, involving 1,032 Chinese individuals aged 60 and above, who completed the Mental Health Literacy Questionnaire, Active Aging Scale, Social Participation Questionnaire, and Socioeconomic Status Index Scale. The moderated network method was applied to explore the bidirectional relationships between mental health literacy, social participation, and active aging, while examining the moderating role of SES. Results: The analysis identified the strongest bidirectional relationships between attitudes toward mental illness and the development of spiritual wisdom. Seven interaction terms emerged involving mental health literacy, social participation, and active aging, moderated by SES. Notably, the most significant interaction terms were found between attitudes toward mental illness and engagement in active learning. Conclusions: These results contribute novel insights into the bidirectional relationships among mental health literacy, social participation, and active aging, as well as the role of SES in moderating these relationships. The findings highlight the need for targeted policy interventions to address socioeconomic inequalities in later life, thereby fostering active aging. [ABSTRACT FROM AUTHOR]

Background: Comorbidity between non-suicidal self-injury (NSSI) and depression and anxiety was common. In the framework of network theory, the examination of directionality and gender differences in longitudinal relationships at the symptom level made a significant contribution to the understanding of comorbidity. Therefore, this study employed cross-lagged panel network analysis to investigate the longitudinal interrelations between NSSI and depression and anxiety in Chinese adolescents, with a focus on gender differences. Method: The study was conducted with a sample of 884 senior high school students (F/M: 481/403; mean age: 15.19 ± 0.48 years) from Jinchang City, Gansu Province, China. All respondents completed the Adolescent Non-Suicidal Self-Injury Assessment Questionnaire and the two subscales (depression and anxiety) of the Brief Symptom Inventory at two intervals. The data were estimated in R 4.2.0 to construct the cross-lagged panel network (CLPN). Results: The CLPN results uncovered the gender differences. For boys, self-hitting and feeling scared emerged as central symptoms. Cutting predicted subsequent feelings of sadness (β = − 0.57), tension (β = − 0.52) and indifference (β = − 0.49), potentially serving as a bridge connecting NSSI to depression and anxiety. For girls, biting themselves and feeling scared were central symptoms. Carving and skin rubbing predicted subsequent feelings of indifference (β = − 0.31, −0.21), bridging NSSI to depression and anxiety. In addition, feeling scared emerged as the key bridge symptom connecting depression and anxiety. Conclusion: The findings showed the gender-specific developmental characteristics of the directional relations between NSSI and depression and anxiety at the symptom level. They provided new insights into the comorbidity of NSSI and depression and anxiety, carrying important implications for the screening and intervention of adolescent NSSI. [ABSTRACT FROM AUTHOR]

Formal education would promote symbolic number processing ability, but the relationship between non‐symbolic number sense and mathematical education remains controversial. The current investigation hypothesized that non‐symbolic number sense is independent from the limited human experience of mathematical education, while symbolic number processing could be influenced by related closely to mathematical education. Experiment 1 compared both non‐symbolic number sense and arithmetic computation of undergraduates majoring in STEM fields and humanities. Experiment 2 compared homologous undergraduates from China and Kyrgyzstan in non‐symbolic number sense and mathematical cognitive processing. Both of two experiments found that mathematical education was significantly associated with symbolic mathematics, but not with non‐symbolic number sense. The results suggest that while mathematical education might improve symbolic mathematics, it does not alter non‐symbolic number sense. [ABSTRACT FROM AUTHOR]

This present study explores the effect of social support on career decision-making difficulties, with the chain mediation of psychological capital and career decision-making self-efficacy. A total of 770 college students were recruited to complete the survey, which included a social support, career decision-making self-efficacy, psychological capital scale, and career decision-making difficulties scales. Significant correlations were found between social support, career decision-making difficulties, psychological capital, and career decision making self-efficacy. Path analysis indicated that the direct effect of social support on career decision-making difficulty was non-significant; social support affected career decision-making difficulties indirectly through not only the mediating effect of psychological capital but also through the chain mediation of psychological capital and career decision-making self-efficacy. Overall, the results show that social support could exert an effect on career decision-making difficulties through the mediational chains of career decision-making self-efficacy and psychological capital; the implications of this are discussed. [ABSTRACT FROM AUTHOR]

Little is known about how rejecting and controlling parenting styles may influence adolescent psychological crisis and what conditions may buffer the detrimental effects of psychological crisis. By integrating multiple theories, this study investigated self-esteem as an underlying mediator and school connectedness as a potential moderator to explain the link between negative parenting and the two psychological crises among Chinese adolescents. In this study, the questionnaire method is adopted to examine the combined mechanism of rejecting parenting style and controlling parenting style on the psychological crisis of adolescents. In total, 1863 adolescents were involved in this study, ranging from 13 to 17 years old. The results showed that both the rejecting parenting style and the controlling parenting style can significantly and positively predict the level of psychological crisis of adolescents, but the predictive power of the rejecting parenting style was stronger. Self-esteem partially mediates the relationship between rejecting parenting style, controlling parenting style, and psychological crisis. School connectedness moderates both the effects of rejecting parenting styles on self-esteem and the effects of self-esteem on the psychological crisis. This study identifies the internal mechanisms by which negative parenting styles affect adolescents' psychological crisis, and reveals the mediating and moderating roles of self-esteem and school connectedness, providing additional explanatory paths for the mechanisms of adolescents' psychological crisis. [ABSTRACT FROM AUTHOR]

This study investigates 727 parents from China, Japan, and Korea by a self-devised scale and compares the differences in their expectation of early childhood education in cross-cultural backgrounds. The result shows that parents from the three countries have a positive attitude toward their children's development. The main effect of nations on such factors as individual development, close attention to diet, willpower training, moral judgment, and emotional exchange with adults is significant, while the two-way interaction between nations and child gender, nations and child age, and the three-way interaction between nations, child gender, and child age are not significant.

Using data provided by approximately 100 second graders each from Beijing, Hong Kong, Korea, and the United States, we investigated relations among phonological awareness, morphological structure awareness, vocabulary, and word recognition. Our results indicate that across languages, phonological awareness and morphological structure awareness are similarly associated with one another and with vocabulary knowledge; however, phonological awareness and morphological structure awareness have different associations with word recognition in different scripts among second graders. Specifically, phonological awareness may be more important for reading in English and Korean than for reading in Chinese. In contrast, morphological structure awareness may be more important for reading in Chinese and Korean than for reading in English at this grade level.

The smart age has created new goals, and offers novel approaches for teachers' professional development. The acquisition of technological pedagogical content knowledge (TPACK) has become essential for novice university teachers' professional development. With the aim of developing teachers' TPACK, this study constructed a BOPPPS–TPACK training model by following four key design principles: smart-tool-based, pedagogy-driven, microteaching-integrated, and creatively enhanced. This paper describes a practical study involving 145 teachers that was carried out using questionnaire surveys, interviews, and electronic record analyses. The results showed that the BOPPPS–TPACK training process could achieve the effective coupling of BOPPPS and TPACK and enhance novice university teachers' ability to engage in in-depth learning and TPACK transfer, creating a method and system to guide teachers' professional development. Measures such as optimizing the construction of smart environments for teachers' professional development, enriching pedagogical content of knowledge-based representations, and extending feedback collection to practical settings can help to enhance TPACK development. [ABSTRACT FROM AUTHOR]

Cognitive control is adaptive in that it rapidly adjusts attention in response to changing contexts and shifting goals. Research provides evidence that cognitive control can rapidly adjust attention to focus on task-relevant information based on prior conflict experience. Neural encoding of goal-related information is critical for goal-directed behaviour; however, the empirical evidence on how conflict experience affects the encoding of cognitive conflict in the brain is rather weak. In the present fMRI study, a Stroop task with different proportions of incongruent trial was used to investigate the neural encoding of cognitive conflict in the environment with changing conflict experience. The results showed that the anterior cingulate cortex, dorsolateral prefrontal cortex, and intraparietal sulcus played a pivotal role in the neural encoding of cognitive conflict. The classification in anterior cingulate cortex was significantly above chance in the high-proportion, moderate-proportion, and low-proportion conflict conditions conducted separately, suggesting that neural encoding of cognitive conflict in this region was not altered based on proportion of conflict. The dorsolateral prefrontal cortex and intraparietal sulcus showed significant above-chance classification in the moderate-proportion and low-proportion conflict conditions, but not in the high-proportion conflict condition. These findings provide direct evidence that conflict experience modulates the neural encoding of cognitive conflict. [ABSTRACT FROM AUTHOR]

It has been well established that very-high-altitude (>4000 m) environments can affect human cognitive function and brain activity. However, the effects of long-term exposure to moderate altitudes (2000–3000 m) on cognitive function and brain activity are not well understood. In the present cross-sectional study, we utilized an N-back working memory task and resting-state functional near-infrared spectroscopy to examine the effects of two years of exposure to 2260 m altitude on working memory and resting-state brain activity in 208 college students, compared with a control group at the sea level. The results showed that there was no significant change in spatial working memory performance after two years of exposure to 2260 m altitude. In contrast, the analysis of resting-state brain activity revealed changes in functional connectivity patterns in the prefrontal cortex (PFC), with the global efficiency increased and the local efficiency decreased after two years of exposure to 2260 m altitude. These results suggest that long-term exposure to moderate altitudes has no observable effect on spatial working memory performance, while significant changes in functional connectivity and brain network properties could possibly occur to compensate for the effects of mild hypoxic environments. To our knowledge, this study is the first to examine the resting state activity in the PFC associated with working memory in people exposed to moderate altitudes. [ABSTRACT FROM AUTHOR]

We explored the internal mechanism of military morale by examining the relationships of interpersonal sensitivity, aggression, anxiety, and military morale among newly recruited army soldiers. Participants (N = 718) completed a self-report survey measuring the focal variables. The results indicate that military morale was negatively related to interpersonal sensitivity and aggression. Further, aggression played a mediating role in the relationship between interpersonal sensitivity and military morale, and the mediating effect of aggression was, in turn, moderated by anxiety. Our study enriches the interpersonal model of military morale and has implications for interventions to improve military morale, such as training in reduction of interpersonal sensitivity or counseling for high interpersonal sensitivity to improve military morale, and avoiding selecting individuals with high levels of interpersonal sensitivity, anxiety, and aggression when recruiting soldiers. [ABSTRACT FROM AUTHOR]

A recent study showed that a brief intervention involving reflection on personal values (T1: 2 February 2020) can buffer the anxiety response one week later (T2: Feb. 9) during the COVID-19 pandemic in China. The present study reported the results from a follow-up two weeks (T3: Feb. 16) and one-month later (T4: Mar. 1). Two hundred and twenty participants were recruited via convenience sampling and randomly assigned either to the value-affirmation condition or to a control condition, with 110 participants in each condition. The results revealed that similar to T2, participants who affirmed their values showed a lower anxiety response than those in the control group at T3, despite the pandemic continuing to increase rapidly during that time. Meanwhile, anxiety decreased in both groups at T4 as the pandemic eased. Findings suggest that self-affirmations can help reduce stress in the face of the COVID-19. [ABSTRACT FROM AUTHOR]

A suboptimal housing environment such as small cage size can adversely influence many aspects of the biology of laboratory animals including their response in behavioral tests. However, the effect of cage size on the mental and physical conditions of Kunming mice, which have been widely used to develop models of depression, anxiety, and many other diseases in China, are still far from clear. The purpose of this study was to investigate the effects of cage size on reproductive ability, exploratory behavior, anxiety, and working memory of Kunming mice. Two cage sizes were used, including a standard cage (20 × 30 × 25 cm3) and a restricted cage (10 × 20 × 25 cm3). The results revealed that compared with mice in the standard cages, mice in the restricted cages showed: (I) a decreased delivery rate of dams (P < 0.05) and a lower survival rate of offspring (P < 0.05), specifically in females (P < 0.05); (II) a decreased exploratory behavior (P < 0.01) and an increased anxiety level (P < 0.01); and (III) higher working memory in the T -maze test (P < 0.05). These results indicated that a restricted cage size has detrimental effects on the reproductive ability and anxiety level, but its effect on cognitive ability is complex and warrants further study. In short, these results provide empirical evidence for better practices in caring for Kunming mice, with some cautions about the effects of cage size on behavioral tests. [ABSTRACT FROM AUTHOR]

Previous studies have shown that reinstatement of spatial and temporal background information during learning can promote memory retention in adults. However, the effect in children is unclear. In order to explore the effect of episodic context reinstatement on the memory retention of different age groups, first‐grade students, third‐grade students, and third‐year college students studied two word lists. When the words were presented mixed together, the participants were told to either restudy the words under intentional learning conditions or make list discrimination judgements by indicating the list from which each word had originated. Results revealed that the retrieval practice based on the episodic context reinstatement paradigm showed a phased development trend in the participants compared to restudy. Episodic context reinstatement only promoted memory retention in the third‐grade children and college students, but not in the first‐grade children. During the early elementary school years, children do not have relatively mature episodic memory ability and cannot output memories according to context clues. Our finding suggests important guidance for the age‐appropriate use of tests as instructional tools in basic education. Statement of contributionWhat is already known on this subject?One recent theory of retrieval‐based learning is the episodic context account; it promotes memory retention by reinstate the context of a prior learning episode.Previous studies have confirmed in the adults that the episodic context reinstatement was the main reason for retrieval practice to promote memory retention through the list discrimination tasksWhat does this study add?This study revealed that the retrieval practice based on the episodic context reinstatement paradigm showed a phased development trend in the participants.Episodic context reinstatement only promoted memory retention in the third‐grade children and college students, but not in the first‐grade children, and the results support the episodic context assumption, namely that episodic context reinstatement is the key factor in memory retention.The results of this study can explain why most prior work has observed the effect of retrieval practice in the groups above grade three. [ABSTRACT FROM AUTHOR]

Considerable research has shown that children with dyslexia have deficits in visual spatial attention orientation. Additionally, self-referential processing makes self-related information play a unique role in the individual visual spatial attention orientation. However, it is unclear whether such self-referential processing impacts the visual spatial attention orientation of children with dyslexia. Therefore, we manipulated the reference task systematically in the cue-target paradigm and investigated the modulation effect of self-referential processing on visual spatial attention of children with dyslexia. In the self-referential processing condition, we observed that children with dyslexia demonstrated stable cue effects in the visual spatial attention orientation tasks when the Stimulus Onset Asynchronies (SOAs) were set to 100 ms, while other-referential processing weakened the cue effects of the visual spatial attention orientation of children with dyslexia. With cue effect as the index, we also observed that the self-referential processing had a significant larger regulatory effect at the early stage of visual spatial attention orientation, as compared with other-referential processing. These differences have a high-ranked consistency between children with dyslexia and typically developing reader. The results suggested that self-referential processing can regulate the visual spatial attention deficits of children with dyslexia. [ABSTRACT FROM AUTHOR]

The self-face is the unique representation of oneself, and it has a processing advantage over familiar faces and the faces of strangers. Generally, recognition of the self-face is significantly faster or more accurate in a variety of tasks compared with recognizing others' faces. While previous studies that used the present self-face as stimuli have found a processing advantage, what happens when the self-face turns old? To investigate whether an old self-face can still produce the processing advantage, we conducted two experiments. Experiment 1 used a standard visual search paradigm, and Experiment 2 used the implicit association test. In both experiments, the old self-face was compared with the present self-face or an old friend-face. We found that when the self-face turns old, the processing advantage disappears. This research demonstrates a new way to investigate the future self. [ABSTRACT FROM AUTHOR]

Previous studies have documented that people tend to respond faster and memorize better to the in-group traits. It may be particularly manifest for ethnic minorities, due to their salient ethnic identity. However, few studies have explored how the valence of traits modulates the in-group preference effect. The present study examined the impacts of ethnic identity salience and the valence of traits on the group-preference effect among 33 Han Chinese in a Tibetan-dominant area and 32 Tibetan participants in a Han-dominant area. Two weeks before the experiment, we measured the ethnic identity salience of participants in both groups. In the formal experiment, we used the group-reference effect (GRE) paradigm with three encoding tasks. The results showed that, regardless of whether ethnic identity was salient, both groups responded faster to positive traits than to negative traits when evaluating their own group, whereas there were no significant difference between the processing of positive traits and negative traits in the out-group evaluation and font judgment tasks. This suggested a pervasive processing advantage of the in-group positive characteristics. The results imply that self-enhancement motivation had a moderation effect on the GRE, as well as the ethnic identity salience may not be necessary for a GRE. [ABSTRACT FROM AUTHOR]

Existing neuroimaging studies have shown that religion, as a subjective culture, can influence self-referential processing. However, the time course of this impact remains unclear. The present study examined how Christians process their own names, the name of their religious leader (i.e., Jesus), and a famous person's name (i.e., Yao Ming). Behavioral and EEG data were recorded while the participants performed a name-color judgment task for these three names. The behavioral data showed no significant differences in reaction time or accuracy among the names. However, the ERP data showed that the P200 and P300 amplitudes elicited by the self-name and religious leader name were larger than those elicited by the famous name. Furthermore, the self-name also elicited a larger P300 amplitude than the religious leader name did. These results suggested that both the self-name and the religious leader name were processed preferentially due to their important social value for the self as compared to a generally famous name. Importantly, the dissociation between the self-name and the religious leader name was observed at a high-order cognitive stage, which might be attributed to their different roles in one's self-concept. [ABSTRACT FROM AUTHOR]

Certain situations may not only cause people to misjudge external information but also distort people’s perception of themselves. The present study is the first to report the mirrored hand illusion which could be generated when the experimenter imitated the fist-clenching movements of the subject synchronously. The subjects formed the illusion that the experimenter’s hand was “something I can control” when being imitated synchronously. In addition, a sense of ownership over the alien hand was established by integrating multisensory signals and comparing these signals with preexisting body presentations. This method might represent a new avenue for research on the formation of self-consciousness. [ABSTRACT FROM AUTHOR]

Previous studies have indicated that amblyopia might affect children's attention. We recruited amblyopic children and normal children aged 9–11 years as study subjects and compared selective attention between the two groups of children. Chinese characters denoting colors were used in the Stroop task, and the event-related potential (ERP) was analyzed. The results show that the accuracy of both groups in the congruent condition was higher than the incongruent condition, and the reaction time (RT) of amblyopic children was longer. The latency of the occipital P1 in the incongruent condition was shorter than the neutral condition for both groups; the peak of the occipital P1 elicited by the incongruent stimuli in amblyopic children was higher. In both groups, the N1 peak was higher in the occipital region than frontal and central regions. The N1 latency of normal children was shorter in the congruent and neutral conditions and longer in the incongruent condition; the N1 peak of normal children was higher. The N270 latencies of normal children in the congruent and neutral conditions were shorter; the N270 peak was higher in parietal and occipital regions than frontal and central regions for both groups. The N450 latency of normal children was shorter; in both groups, the N450 average amplitude was significantly higher in the parietal region than central and frontal regions. The accuracy was the same for both groups, but the response of amblyopic children was significantly slower. The two groups showed differences in both stages of the Stroop task. Normal children showed advantages in processing speed on both stimulus and response conflict stages.Brain regions activated during the Stroop task were consistent between groups, in line with their age characteristics. [ABSTRACT FROM AUTHOR]

The present study examined 25 male prisoners with a history of heroin dependency (M = 35.3 yr., SD = 8.5, range = 21-48) and 25 male prisoners with no history of substance abuse (M = 31.5 yr., SD = 9.8, range = 19-47) who were selected to complete the Emotion Regulation Questionnaire. Results showed that the group with a history of heroin dependency used a cognitive reappraisal strategy less frequently than controls and that there was no difference in the use of expression suppression strategies between the two groups. It was concluded that the negative impact of heroin abuse on an individual's emotion regulation is primarily reflected in the cognitive reappraisal dimension. [ABSTRACT FROM AUTHOR]

Previous studies have reported that when people self-reflect—they typically judge the self as more positive (or less negative) compared to others on a range of dimensions (such as health, social skills, or achievement). In the present study, we investigated whether viewing the self through the eyes of other people reduces this egocentric (self-centered) bias. Event-related brain potentials (ERPs) were examined in 17 subjects who performed judgments of adjectives in positive or negative valences from either self-perspective or other-perspective. Reaction times revealed an interaction between the factors perspective and emotional valence. Faster responses occurred after positive words in the self-perspective condition. A similar interaction was observed in the ERP waveforms in the time range of the N400 component: smaller N400 amplitudes were elicited by positive stimuli compared to negative stimuli in the self-perspective condition, but not in the other-perspective condition. Similarly, a reversed pattern was found in the late positive component (LPC) at 415–815 ms. The present study suggests that shifts in perspectives between self and others can change self-appraisal, which in turn reduces egocentric biases of the self. On a neural level, this modulation may be associated with an increase in self-monitoring processes. [ABSTRACT FROM PUBLISHER]

Abstract: The present study examined the behavioral effects of the first-person possessive pronoun. In each trial, a noun (e.g. cup or bread) was presented to participants after visual presentation of a possessive pronoun “wo de” (Chinese for “my”) or “ta de” (Chinese for “his”), which formed ownership. Half participants were assigned to contextual encoding (CE) condition in which they were required to judge whether they liked the item expressed by a noun from the first or third-person perspective. The rest were assigned to perceptual encoding (PE) condition in which they were asked to judge what color the noun was. A subsequent recall test was performed. The results showed that there were significant memory and response advantages for nouns in “my” ownership under both conditions. The results were discussed with reference to self-specificity and other effects in the current study. [Copyright &y& Elsevier]

Abstract: The present study aimed at examining the brain mechanism of the effect of self-relevant possessive pronoun (SRPP). Eighteen participants observed the following stimuli: “wo de” (Chinese for “my”/“mine”), “ta de” (Chinese for “his”), “wo” (Chinese for “I”/“me”), “ta” (Chinese for “he”/“him”), small circle and big circle. Relative to “ta de”, “wo” and “ta”, “wo de” elicited a significantly larger P300 amplitude, i.e. the effect of SRPP. The results showed that the effect was not due to the difference between the characters that comprise “wo de” and the characters that comprise “ta de”. Low-resolution brain electromagnetic tomography (LORETA) was also conducted, which showed activities in medial prefrontal cortex (MPFC), anterior cingulate and postcentral cortex. Two representations of SRPP, self-referential content (SRC) and first-person perspective (FPP), are discussed. [Copyright &y& Elsevier]

Abstract: The present study examined the electrophysiological correlates of the psychological processing of possessive pronouns such as “wo de” (Chinese for “my”/“mine”) and “ta de” (Chinese for “his”) using a three-stimulus oddball paradigm. Sixteen participants were visually presented the stimuli (possessive pronouns, small circle and big circle). The results showed that, relative to non-self-relevant possessive pronoun “ta de”, self-relevant possessive pronoun “wo de” elicited a significantly larger P300 amplitude independently. The present study suggested that the self-relevant possessive pronoun was psychologically important to human beings. [Copyright &y& Elsevier]

Predominantly, a school provides pedagogical support to its students, though perceptions about the school's internal environment can incessantly influence a student's aggregated learning experience. The present study aims to investigate the impact of the campus environment on students' study engagement and the roles of self-concept clarity and intentional self-regulation on this association. A hypothetical model about the relationship between campus perception, self-concept clarity, intentional self-regulation, and study engagement was tested. A total of 1597 students from Gansu Province, China, selected through a convenience sampling technique, were surveyed utilizing self-rated scales. Data were collected utilizing the Study Engagement Scale, Perceptions of School Climate Scale, Intentional Self-Regulation Scale and Self-Concept Clarity Scale. Results showed lower to moderate positive correlations between study variables. Students' campus environment perceptions positively predicted adolescents' study engagement. This association was also mediated by self-concept clarity and intentional self-regulation. All of these factors explained 41.26% variability of the study engagement. These findings show how the learning environment can impact students. Specifically, these results help demonstrate that self-concept clarity and intentional self-regulation have academic importance to optimize students' study engagement that in turn promotes quality learning. [ABSTRACT FROM AUTHOR]