心理学最新文献

{"title":"Spatiotemporal dynamics of abstract concept processing: An MEG study.","authors":"Lili Tian, Hongjun Chen, Jan Kujala, Tiina Parviainen","doi":"10.1016/j.bandl.2024.105505","DOIUrl":"10.1016/j.bandl.2024.105505","url":null,"abstract":"<p><p>Our current understanding of how linguistic concepts are represented and retrieved in the brain is largely based on studies using concrete language, and only few studies have focused on the neural correlates of abstract concepts. The role of the motor system, besides the classical language network, has been intensively discussed in action-related concrete concepts. To advance our understanding of spatiotemporal dynamics underlying abstract concept processing, our study investigated to what extent language and motor regions are engaged in the processing of abstract concepts vs. concrete concepts. We used concrete, metaphorical, and abstract phrases as stimuli, creating a graded continuum of abstractness. Neuromagnetic signals were recorded from 26 Chinese native speakers using a 306-channel whole-head magnetoencephalography (MEG) system. Cluster-based permutation F-tests were carried out on the amplitude of source waveform for individual language and motor regions of interest (ROIs) in the three consecutive time-windows (200-300, 300-400, and 400-500 ms). Results showed that, compared with concrete and metaphorical phrases, abstract phrases evoked significantly weaker activation in the left posterior part of superior temporal sulcus (STS) at 200-300 ms, and significantly stronger activation in the left anterior temporal pole (TP) at 300-400 ms. We found no significant differences in the involvement of motor ROIs across conditions. Our results suggest that concrete concept processing engages more the posterior STS in an earlier time window, while abstract concept processing relies more strongly on the anterior TP in a later time window. Results are discussed by revisiting the ATL (anterior temporal lobe)-hub hypothesis and the novel definition of concrete and abstract concepts.</p>","PeriodicalId":55330,"journal":{"name":"Brain and Language","volume":"260 ","pages":"105505"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142787950","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of speaker accent on discourse processing: A frequency investigation.","authors":"Trisha Thomas, Clara D Martin, Sendy Caffarra","doi":"10.1016/j.bandl.2024.105509","DOIUrl":"10.1016/j.bandl.2024.105509","url":null,"abstract":"<p><p>Previous studies indicate differences in native and foreign speech processing (Lev-Ari, 2018), with mixed evidence for differences between dialectal and foreign accent processing (Adank, Evans, Stuart-Smith, & Scott, 2009; Floccia et al., 2006, 2009; Girard, Floccia, & Goslin, 2008). Two theories have been proposed: The Perceptual Distance Hypothesis suggests that dialectal accent processing is an attenuated version of foreign accent processing (Clarke & Garrett, 2004), while the Different Processes Hypothesis argues that foreign and dialectal accents are processed via distinct mechanisms (Floccia, Butler, Girard, & Goslin, 2009). A recent single-word ERP study suggested flexibility in these mechanisms (Thomas, Martin, & Caffarra, 2022). The present study deepens this investigation by investigating differences in native, dialectal, and foreign accent processing across frequency bands during extended speech. Electroencephalographic data was recorded from 30 participants who listened to dialogues of approximately six minutes spoken in native, dialectal and foreign accents. Power spectral density estimation (1-35 Hz) was performed. Linear mixed models were done in frequency windows of particular relevance to discourse processing. Frequency bands associated with phoneme [gamma], syllable [theta], and prosody [delta] were considered along with those of general cognitive mechanisms [alpha and beta]. Results show power differences in the Gamma frequency range. While in higher frequency ranges foreign accent processing is differentiated from power amplitudes of native and dialectal accent processing, in low frequencies we do not see any accent-related power amplitude modulations. This suggests that there may be a difference in phoneme processing for native accent types and foreign accent, while we speculate that top-down mechanisms during discourse processing may mitigate the effects observed with short units of speech.</p>","PeriodicalId":55330,"journal":{"name":"Brain and Language","volume":"260 ","pages":"105509"},"PeriodicalIF":2.1,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142808306","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"How Arabic diglossia affects the performances on phonological working memory tasks: Research evidence among first graders.","authors":"Gubair Tarabeh, Haitham Taha, Shimon Sapir","doi":"10.1080/21622965.2023.2259036","DOIUrl":"10.1080/21622965.2023.2259036","url":null,"abstract":"<p><p>The effect of bilingualism on verbal learning and memory was explored in different studies. Different researchers assume that the Arabic diglossia, represents a case of bilingualism in the lingual context. Hence, the current study aimed to investigate the impact of diglossia in Arabic on the phonological working memory among beginner readers. Forty-one Arabic first graders (<i>M</i> = 7.13, <i>SD</i> = .73) were administered three tasks of phonological working memory in two versions (i.e., spoken and standard language); Two tasks were designed to test verbal retrieval and one task was designed to test remembering of instructions. The participants showed significant diglossic differences between spoken and standard stimuli in verbal retrieval tasks while no such significant differences appeared in remembering of instructions' task, especially, when the processing demands increased. In addition, the findings may shed light on the importance of developing research tools and tasks with a higher level of sensitivity in order to examine the diglossic effect on memory functions in general and verbal working memory in particular. The results were discussed considering the impact of the Arabic diglossia on cognitive and memory processing skills.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"74-82"},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41095854","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The relationship between executive function and activities of daily living in children with specific learning disorders.","authors":"Seyedeh Tahmineh Mousavi, Ghobad Jamali, Parvin Raji","doi":"10.1080/21622965.2023.2270755","DOIUrl":"10.1080/21622965.2023.2270755","url":null,"abstract":"<p><p>This study explores the relationship between executive functions (EF) and activities of daily living in children with specific learning disorder (SLD). Thirty SLD children (14 females and 16 males) and thirty typically developing (TD) children (13 females and 17 males) aged 8 to 11 years were selected from learning disabilities schools and centers as well as public schools in Tehran, Iran. The mean age for the TD group was 9.67 ± 0.82 and for the SLD group was 9.5 ± 0.5. Basic Activities of Daily Living (B-ADL) and Instrumental Activities of Daily Living (IADLs) were assessed using the Modified Barthel questionnaire and the Lawton scale, respectively. Executive function was evaluated using the Parent Form of Behavior Rating Inventory of Executive Function (BRIEF) questionnaire. Pearson correlations were utilized to determine the correlation between the average score of \"executive function\" and \"daily life activities\". Results indicated that children with SLD scored significantly lower in EFs compared to TD children. Although there was no significant difference in B-ADL between the two groups, children with SLD scored lower in IADL. This study sheds light on the impact of EF on the ability of children with SLD to complete daily living activities. Further research is needed to better understand and address these challenges.</p>","PeriodicalId":8047,"journal":{"name":"Applied Neuropsychology: Child","volume":" ","pages":"100-106"},"PeriodicalIF":1.4,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"50156884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Perception and behavior toward neuropsychiatric disorders in Saudi Arabia: A systematic review and quality assessment.","authors":"Alexander Woodman, Khawaja Bilal Waheed, Rehab Y Al-Ansari, Shakil Ahmad, Tanzeel Ur Rehman, Mohammad Rasheed, Nizar Jaoua","doi":"10.1177/13623613241258544","DOIUrl":"10.1177/13623613241258544","url":null,"abstract":"<p><strong>Lay abstract: </strong>In 2010, Saudi Arabia became the first country from the Gulf Cooperation Council states to join the World Mental Health Survey Initiative, which collaborates with Harvard University and has undertaken over 33 countries. The Saudi National Mental Health Survey revealed that 80% of Saudis with severe mental health disorders do not seek treatment. Considering the strong evidence set out in Saudi national study and the recommendations for future research, this systematic literature review was initiated to examine the most studied neurodevelopmental disorders reported in the Kingdom of Saudi Arabia to explore public knowledge, attitudes, and behaviors. Findings have shown that attention deficit hyperactivity disorder and autism spectrum disorder have been the most studied neurodevelopmental disorders in Saudi Arabia since 2010. However, various groups in Saudi society, including healthcare professionals, medical students, and the general public, lacked knowledge about these health conditions, often leading to stigmatized attitudes and behaviors toward people with attention deficit hyperactivity disorder and autism spectrum disorder. However, demographic data showed that most of the studies were carried out in the Central and Western provinces. More research is needed in all regions of the Kingdom of Saudi Arabia to contribute to the knowledge about mental health conditions of attention deficit hyperactivity disorder and autism spectrum disorder children and their parents to increase knowledge about neurodevelopmental disorders and mental health disorders in the Kingdom of Saudi Arabia, thereby enabling people to rethink their attitudes and behavior.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"8-25"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141295438","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Trajectories of positive affect in autistic individuals during the transition to adulthood.","authors":"James B McCauley, Elaine B Clarke, Hillary K Schiltz, Catherine Lord","doi":"10.1177/13623613241263902","DOIUrl":"10.1177/13623613241263902","url":null,"abstract":"<p><strong>Lay abstract: </strong>Recent research has revealed informative patterns about health, mental health, self-help skills, autism symptoms, and social skills during the transition to adulthood for autistic individuals. This study expands on these findings by examining how positive affect (e.g. excited) changes from age 15 to 30 years using a group of individuals first referred for autism at an early age. We also examined the agreement between caregiver-report and self-report on positive affect. We found different patterns of stability and change in positive affect across the transition to adulthood that related to differences in autism severity, cognitive abilities, self-help skills, as well as social and work participation in adulthood. The agreement between caregiver-report and self-report was strong in adolescence but became much weaker after the individuals were 23 years. These results have implications for how we measure happiness, positive emotions, or other internal experiences of autistic individuals.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"118-129"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141756857","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Parent and professional perspectives on implementing the Pediatric Autism Communication Therapy: A mixed-methods analysis.","authors":"Matea Balabanovska, Kathy Leadbitter, Lucie Jurek, Flavia Mengarelli, Bruno Falissard, Neo Ngan, Catherine Aldred, Jonathan Green, Marie-Maude Geoffray","doi":"10.1177/13623613241262943","DOIUrl":"10.1177/13623613241262943","url":null,"abstract":"<p><strong>Lay abstract: </strong>Factors influencing the implementation of parent-mediated intervention are insufficiently studied. This study examines for the first-time factors of implementation into clinical practice across the world of Pediatric Autism Communication Therapy, an internationally disseminated, evidence-based, parent-mediated therapy. From both the parents' and the professionals' perspectives, parents attitudes (e.g. self-reflection abilities and videotaping management) and life-circumstances (e.g. stressed families condition and time) were central factors. In this type of therapy, the target is a child's development; still, this improvement is dependent on the parent's behavior when interacting with their child. What's more, Pediatric Autism Communication Therapy method (video reflection, empowerment of parent, play-based) was enabler according to most of the parents. And more, most professionals report factors linked to the Implementation Process that is planning, execution, reflection and assessment in implementation of a new therapy. Indeed, the professionals underlined barriers related to the population seen in practice, flexibility of schedule, support from colleagues and manager. All these factors could be improved and addressed with a formal implementation plan including factors related to the parents of each country.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"102-117"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141854615","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Reduced P300 amplitude in children and adolescents with autism is associated with slowed processing speed, executive difficulties, and social-communication problems.","authors":"Jonathan Lassen, Bob Oranje, Martin Vestergaard, Malene Foldager, Troels W Kjær, Bodil Aggernæs, Sidse Arnfred","doi":"10.1177/13623613241271950","DOIUrl":"10.1177/13623613241271950","url":null,"abstract":"<p><strong>Lay abstract: </strong>Selective attention to auditory input is reflected in the brain by an electric amplitude called the P3b amplitude, which is measured using electroencephalography. Previous research has shown that children and adolescents with autism have an attenuated P3b amplitude when they have to attend specific sounds while ignoring other sounds. However, it is unknown whether a reduced P3b amplitude in autistic children and adolescents is associated with their autism features, daily functioning and/or cognitive functions. This study aimed to examine these questions. Therefore, we assessed selective attention to auditory input in 57 children with autism aged 7-14 years and 57 neurotypically developing controls while measuring their brain activity with electroencephalography. Participants further underwent cognitive assessment, and parents reported on autistic traits and daily functioning. As expected, children with autism had lower P3b amplitude compared to their neurotypical peers. Importantly, an attenuated P3b amplitude was associated with more parent-reported social-communication problems and difficulties with daily functioning. Children with autism further had reduced processing speed of visual input, which also was coupled to a lower P3b amplitude. In conclusion, we found attenuated P3b amplitude in children with autism performing an auditory selective attention task, which was related to difficulties with processing visual input and allocating attentional resources critical for social and daily functioning. The results suggest that autistic children are more vulnerable to being disturbed when the environment is filled with conflicting sensory input.</p>","PeriodicalId":8724,"journal":{"name":"Autism","volume":" ","pages":"222-232"},"PeriodicalIF":5.2,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141981513","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Examining Patterns and Predictors of ADHD Teens' Skill-Learning Trajectories During Enhanced FOrward Concentration and Attention Learning (FOCAL+) Training.","authors":"Jeffery N Epstein, Annie A Garner, Adam W Kiefer, James Peugh, Leanne Tamm, James D Lynch, Ryan P MacPherson, John O Simon, Donald L Fisher","doi":"10.1177/00187208241237863","DOIUrl":"10.1177/00187208241237863","url":null,"abstract":"<p><strong>Objective: </strong>Examine patterns and predictors of skill learning during multisession Enhanced <i>FO</i>rward <i>C</i>oncentration and <i>A</i>ttention <i>L</i>earning (FOCAL+) training.</p><p><strong>Background: </strong>FOCAL+ teaches teens to reduce the duration of off-road glances using real-time error learning. In a randomized controlled trial, teens with ADHD received five sessions of FOCAL+ training and demonstrated significant reductions in extended glances (>2-s) away from the roadway (i.e., long-glances) and a 40% reduced risk of a crash/near-crash event. Teens' improvement in limiting long-glances as assessed after each FOCAL+ training session has not been examined.</p><p><strong>Method: </strong>Licensed teen (ages 16-19) drivers with ADHD (<i>n</i> = 152) were randomly assigned to five sessions of either FOCAL+ or modified standard driver training. Teens completed driving simulation assessments at baseline, after each training session, and 1 month and 6 months posttraining. Naturalistic driving was monitored for one year.</p><p><strong>Results: </strong>FOCAL+ training produced a 53% maximal reduction in long-glances during postsession simulated driving. The number of sessions needed to achieve maximum performance varied across participants. However, after five FOCAL+ training sessions, number of long-glances was comparable irrespective of when teens achieved their maximum performance. The magnitude of reduction in long-glances predicted levels of long-glances during simulated driving at 1 month and 6 months posttraining but not naturalistic driving outcomes. FOCAL+ training provided the most benefit during training to teens who were younger and had less driving experience.</p><p><strong>Conclusion: </strong>FOCAL+ training significantly reduces long-glances beginning at the 1st training session.</p><p><strong>Application: </strong>Providing five FOCAL+ training sessions early on during teen driving may maximize benefit.</p>","PeriodicalId":56333,"journal":{"name":"Human Factors","volume":" ","pages":"49-62"},"PeriodicalIF":2.9,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140068946","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The Spatial Scale and Spread of Child Victimization.","authors":"Gia Elise Barboza-Salerno, Holly Thurston, Bridget Freisthler","doi":"10.1177/08862605241245388","DOIUrl":"10.1177/08862605241245388","url":null,"abstract":"<p><p>Previous research shows that large, densely populated urban areas have higher rates of child victimization that have persisted over time. However, few investigations have inquired about the processes that produce and sustain hot and cold spots of child victimization. As a result, the mechanisms that produce the observed spatial clustering of child victimization, and hence \"why\" harms against children tend to cluster in space, remains unknown. Does the likelihood of being a victim of violence in one location depend on a similar event happening in a nearby location within a specified timeframe? Rather, are child victims of violence more likely to reside in suboptimal neighborhood conditions? This paper aims to present an analytical and theoretical framework for distinguishing between these locational (point) processes to determine whether the empirical spatial patterns undergirding child victimization are more reflective of the \"spread\" via contagion (i.e., dependency) or whether they are produced by neighborhood structural inequality resulting from spatial heterogeneity. To detect spatial dependence, we applied the inhomogeneous <i>K</i>-function to Los Angeles Medical Examiner data on child homicide victim locations while controlling for regional differences in victimization events (i.e., heterogeneity). Our analysis found strong evidence of spatial clustering in child victimization at small spatial scales but inhibition at larger scales. We further found limited support for the spatiotemporal clustering of child victimization indicative of a contagion effect. Overall, our results support the role of neighborhood structural vulnerability in the underlying mechanisms producing patterns of child victimization across Los Angeles County. We conclude by discussing the policy implications for understanding this spatial patterning in geographical context and for developing effective and targeted preventive interventions.</p>","PeriodicalId":16289,"journal":{"name":"Journal of Interpersonal Violence","volume":" ","pages":"121-152"},"PeriodicalIF":2.6,"publicationDate":"2025-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141071406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}