Frontiers in Psychology最新文献

{"title":"The temporal and embodied structure of the mineness sphere: some phenomenological ideas to frame mental health.","authors":"Camilo Sánchez Sánchez","doi":"10.3389/fpsyg.2024.1376665","DOIUrl":"10.3389/fpsyg.2024.1376665","url":null,"abstract":"<p><p>This article highlights the import of two phenomenological variables: the implicit temporal and bodily movement experience. Then, I propose some ideas to build a framework for mental health. The proposal begins by critically considering Stanghellini's conception of alterity, as he defines its relation through two conditions: reflexive self-awareness and \"spoken word\" dialogue. This conception prioritizes mental health work in the reflexive realm. In contrast, my conception prioritizes the pre-reflective realm of experience, in general, and focuses on the mineness sphere, in particular. This conception leads to consider two of Husserl's phenomenological findings: first, awareness has a temporal structure, and second, temporal experience is constituted from the flow of consciousness. These findings are considered in terms of their constitutive import to subjectivity through the two variables. Next, I propose a general idea for a phenomenological framework of mental health work, integrating the two phenomenological variables with the concepts of alterity and ipseity. The psychotherapeutic approach known as \"rhythmic relating\" is considered to illustrate the key clinical role these two variables play, supporting the general aim. The conclusion presents the consequences of the proposal.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1376665"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11801309/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364251","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Beyond modular and non-modular states: theoretical considerations, exemplifications, and practical implications.","authors":"Francesco Benso, Carlo Chiorri, Eleonora Ardu, Paola Venuti, Angela Pasqualotto","doi":"10.3389/fpsyg.2025.1456587","DOIUrl":"10.3389/fpsyg.2025.1456587","url":null,"abstract":"<p><p>The concept of modularity in neuropsychology remains a topic of significant debate, especially when considering complex, non-innate, hyper-learned, and adaptable modular systems. This paper critically examines the evolution of cognitive modularity, addressing the challenges of integrating foundational theories with recent empirical and theoretical developments. We begin by analyzing the contributions of Sternberg and Fodor, whose foundational work established the concept of specialized, encapsulated modules within cognitive processes, particularly in the domains of perception and language. Building on this, we explore Carruthers' theory of massive modularity, which extends the modular framework to broader cognitive functions, though we reject its application to central amodal systems, which are overarching and resistant to modularization. We also evaluate recent discoveries, such as mirror neurons and the neural reuse hypothesis, and their implications for traditional modularity models. Furthermore, we investigate the dynamic interactions between the Default Mode Network (DMN), Central Executive Network (CEN), and Salience Network (SN), highlighting their roles in shifting between automatic and controlled states. This exploration refines existing theoretical models, distinguishing innate systems, genetically predisposed ones, and those hyper-learned through working memory, as exemplified by the three-level model of Moscovitch and Umiltà. We address the blurred boundary between domain-specific and domain-general systems, proposing modular versus non-modular states-indexed by automaticity and mandatoriness-as key discriminators. This systematization, supported by empirical literature and our own research, provides a more stable framework for understanding modular systems, avoiding interpretive confusion across varying levels of complexity. These insights advance both theoretical understanding and practical applications in cognitive science.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1456587"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11799256/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Digital dance programs for Parkinson's disease: challenges and opportunities.","authors":"Judith Bek, Deborah A Jehu, Meg E Morris, Madeleine E Hackney","doi":"10.3389/fpsyg.2025.1496146","DOIUrl":"10.3389/fpsyg.2025.1496146","url":null,"abstract":"","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1496146"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11799563/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364255","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Students' cross-domain mindset profiles and academic achievement in Finnish lower-secondary education.","authors":"Jenni Laurell, Ita Puusepp, Kai Hakkarainen, Kirsi Tirri","doi":"10.3389/fpsyg.2025.1514879","DOIUrl":"10.3389/fpsyg.2025.1514879","url":null,"abstract":"<p><strong>Introduction: </strong>This study uses a person-centered approach to explore Finnish lower-secondary school students' (<i>N</i> = 1106) mindsets across intelligence, giftedness, and creativity. It further investigates the relationship between mindsets profiles, school achievement in various subjects, and gender differences, aiming to address the domain-specificity of the three ability domains.</p><p><strong>Methods: </strong>A self-reported questionnaire was used to measure students' mindsets, with latent profile analysis (LPA) identifying distinct profiles. School achievement was assessed through academic grades in core and arts subjects, while gender differences in profile membership were examined via logistic regression.</p><p><strong>Results: </strong>Four mindset profiles emerged: <i>Growth, Fixed, Mixed</i>, and <i>Opposing</i>. Most students exhibited consistent \"general\" mindsets across domains, except those in the Opposing profile, who combined a growth mindset for intelligence and creativity with a fixed mindset for giftedness. Students in the Opposing profile outperformed others in mathematics and foreign languages, while those in the Growth profile excelled across other subjects. The Fixed profile was linked to the lowest achievement, except in reading, foreign languages, and music, where Mixed and Fixed profiles performed similarly. Girls were more likely to belong to the Growth profile, while boys dominated the Fixed and Opposing profiles.</p><p><strong>Discussion: </strong>The findings highlight the cross-domain nature of mindsets but reveal unique domain-specific variations, particularly for giftedness. These differences influenced academic outcomes, underscoring the nuanced role of mindsets in student achievement. Gender disparities in mindset profiles align with observed differences in school performance.</p><p><strong>Conclusion: </strong>By identifying distinct mindset profiles, this study emphasizes the complexity of students' beliefs and possible educational implications. Future research should explore qualitative aspects of mindset formation across ability-related constructs, its broader motivational frameworks, and their relation to students' academic outcomes.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1514879"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11800590/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364335","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Social factors influencing behavioral intentions to vaccinate: personality traits and cues to action.","authors":"Zeming Li, Xinying Sun","doi":"10.3389/fpsyg.2025.1481147","DOIUrl":"10.3389/fpsyg.2025.1481147","url":null,"abstract":"<p><strong>Objectives: </strong>This study integrates the Five-Factor Model (FFM) of personality traits with the Health Belief Model (HBM) to examine associations among personality traits, cues to action, and vaccination intentions.</p><p><strong>Method: </strong>An online survey was conducted in April 2021, with 2,098 participants (mean age = 31.22 years, SD = 8.29) completing the study. The questionnaire assessed HBM constructs and the FFM personality traits. Spearman correlation coefficients were used to evaluate associations among ordinal variables, while Structural Equation Modeling (SEM) explored complex relationships between latent variables.</p><p><strong>Results: </strong>The findings indicate that self-efficacy (β = 0.198) and perceived barriers (β = 0.515) exert the most significant direct positive influences on vaccination intentions. Cues to action, particularly recommendations from family members (β = 0.113) and doctors (β = 0.092), also significantly affect vaccination intentions. Notably, personality traits indirectly influence vaccination intentions through self-efficacy and perceived barriers. Furthermore, agreeableness most significantly affects family suggestions, while neuroticism strongly influences recommendations from authority figures and healthcare providers, with extraversion notably impacting suggestions from peers.</p><p><strong>Conclusions: </strong>The study highlights the influence of personality traits on cues to action, with neuroticism linked to authority influence, extraversion to peer influence, and agreeableness to familial influence. These findings emphasize the importance of incorporating individual differences into public health policies and vaccination promotion strategies. Future research should further explore the effects of diverse personality traits and community-specific profiles on vaccination behaviors to enhance intervention effectiveness.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1481147"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11798974/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Identification of stress factors in returning migrants in Latvia.","authors":"Iveta Ozola-Cīrule, Baiba Martinsone","doi":"10.3389/fpsyg.2024.1515406","DOIUrl":"10.3389/fpsyg.2024.1515406","url":null,"abstract":"<p><p>This study investigates the psychological stress factors faced by return migrants before, during, and after their return to Latvia. Employing a Grounded Theory methodology, we conducted in-depth interviews with 21 return migrants and identified five key themes: pre-return context, identity, perceived social support, psychological wellbeing, and factors that help or hinder re-adjustment. Notably, psychological stress prior to return often exceeds post-return stress, highlighting the critical yet understudied pre-return phase. Key contributors to return migration stress include unmet expectations, feelings of alienation, identity struggles, and inadequate institutional support. By highlighting these stress factors, this research not only enhances the understanding of return migration from a psychological standpoint but also lays the foundational groundwork for the development of a comprehensive theoretical framework that encompasses a broader spectrum of factors influencing return migration stress. The study advocates for a holistic approach to supporting return migrants, emphasizing the integration of psychological resources with practical assistance to foster successful reintegration into their home country.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1515406"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11801308/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364189","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Teachers' responses to racism and racist bullying in Dutch primary schools.","authors":"Karen M A Sieben-Aduful, Roy A Willems, Trijntje Völlink, Nico van der Wiel, Maria Sapouna, Pieter de Bruijn, Gemma Blok, Arjan E R Bos, Giel van Lankveld","doi":"10.3389/fpsyg.2024.1393719","DOIUrl":"10.3389/fpsyg.2024.1393719","url":null,"abstract":"<p><strong>Background: </strong>Early in life, children with a non-White skin color, or a non-Western cultural or religious background, are susceptible of experiencing acts of racism. Since they spend a significant time of their daily life in school, teachers have a crucial role in providing a safe and bias-free environment for these children. However, teachers might find it challenging to react to bullying based on racism.</p><p><strong>Aim: </strong>This study aims to investigate teachers' experiences of and reactions to racist bullying among pupils in primary schools in The Netherlands. Additionally, this study aims to explore how racism is discussed in class.</p><p><strong>Method: </strong>With nine semi-structured in-depth interviews teachers' attitudes and reactions toward racist bullying were examined as well as their perceived competence and skills of handling this. In addition, teachers' availability on tools to discuss racism in class was investigated as well. Data was analyzed using thematic analysis.</p><p><strong>Results: </strong>The results show that teachers emphasize a safe class climate but find it challenging addressing racist incidents, for instance determining its severity, or coping with the external influences on pupils' racist beliefs. Most teachers also expressed to not make a distinction between racist and interpersonal bullying. While teachers expressed that they talked about racism in the classroom, it seemed that they primarily talked about cultural diversity and not racism per se.</p><p><strong>Conclusion: </strong>Dealing with racism and racist bullying is an important but complicated task for teachers. Providing teachers with appropriate tools to increase knowledge, awareness and skills will help them to understand the negative impact racism has on children. Further, the results implicate that a pro-active approach can stimulate teachers to critically reflect on their own racial identity, and on school methods, teaching resources and policies concerning racism.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1393719"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11798949/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364237","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The impact of musical expertise and directional isotropy on the proportions and magnitudes of pitch-shift responses in glissandos.","authors":"Li-Hsin Ning","doi":"10.3389/fpsyg.2024.1332028","DOIUrl":"10.3389/fpsyg.2024.1332028","url":null,"abstract":"<p><strong>Background: </strong>Previous studies have established that when vocal pitch in auditory feedback is perturbed unexpectedly, speakers typically produce opposing responses to correct the perceived error. Investigations comparing steady-pitch vocalizations and non-steady-pitch vocalizations have revealed that the extent of compensation is task-dependent. Nevertheless, the influence of musical expertise and the preference for adopting opposing or following responses during glissando vocalizations remain unexplored.</p><p><strong>Methods: </strong>In this study, thirty-six native Mandarin speakers, comprising equal numbers of musicians and non-musicians, were asked to perform three vocal tasks. During the sustained vowel task, participants maintained a steady and comfortable pitch while vocalizing /a/ for 3 s. In the upward glissando and downward glissando tasks, participants imitated the gliding pattern of the model note introduced at the beginning of each trial. The onset of pitch-shifted feedback (±100 cents) occurred randomly between 500 and 700 ms after vocal onset, lasting for 200 ms. Response proportions for opposing and following responses were estimated through Bayesian Poisson regression modeling, whereas response magnitudes were scrutinized using generalized additive mixed effects modeling.</p><p><strong>Results: </strong>Our results revealed that opposing and following responses were less pronounced among musicians compared to non-musicians. Furthermore, following responses were not a minority in response to auditory perturbations; rather, they constituted 42% of the responses on average. Additionally, response magnitudes were found to be contextually sensitive and were influenced by the direction of the shift and the intended pitch direction.</p><p><strong>Conclusion: </strong>Our results indicate that our ability to control vocal responses is influenced by context and that musicial training plays a role in affecting how participants react to auditory perturbations.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1332028"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11800587/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Effects of physical activity participation on subjective well-being of Chinese residents: mediating effects of physical health status and perceived social development.","authors":"Pingqiang Wei, Ting Qin, Chengyi Zhu","doi":"10.3389/fpsyg.2025.1415158","DOIUrl":"10.3389/fpsyg.2025.1415158","url":null,"abstract":"<p><strong>Background: </strong>Physical exercise participation can effectively improve the subjective well-being of Chinese residents; however, further research is needed to understand how this participation influences their well-being. This study aims to explore the influence mechanism of physical exercise participation on the subjective well-being of Chinese residents and the mediating role of physical health status and social development cognition in this relationship.</p><p><strong>Methods: </strong>Based on the data from China's comprehensive social survey in 2021, 7,923 valid samples were selected. Three variables, such as physical exercise participation, physical health status, and social development cognition, were used to explore residents' subjective well-being. Multiple linear regression models, structural equation models, and bootstrap methods were employed to assess the mediating effects of these variables.</p><p><strong>Results: </strong>(1) Physical exercise participation can improve residents' subjective well-being ( <math><mi>β</mi></math> =0.084, <i>t</i> = 4.67) and promote the development of positive psychology. (2) Physical health status has a mediating effect on the impact of physical exercise participation on residents' subjective well-being, with a mediating effect calculated at 0.05 (95% CI [0.01, 0.09]). (3) The cognitive level of social development has a mediating effect on the influence of physical exercise participation on residents' subjective well-being, with a documented mediating effect of 0.04 (95% CI [0.01, 0.08]). (4) Both physical health status and social development cognition collectively exhibit a chain mediating effect on the relationship between physical exercise and subjective well-being, with a combined mediating effect of 0.07 (95% CI [0.04, 0.10]).</p><p><strong>Conclusion: </strong>Participation in physical activity has a positive effect on residents' subjective well-being, with physical health status and social development cognition serving as chain mediators in this relationship. Consequently, it is recommended that both government and various societal sectors intensify efforts to promote physical activity. By creating supportive environments that facilitate regular physical exercise, we can enhance the health and happiness of the population at large.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"16 ","pages":"1415158"},"PeriodicalIF":2.6,"publicationDate":"2025-01-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11798977/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143364257","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Age effect analysis of different gender groups in spatial ability test based on virtual reality technology.","authors":"Yangyang Guo, Mengdi Zhang, Jiangpeng Gu, Qiyang Liu, Xinyang Liu, Jie Wang, Fangfang Ma, Lihong Zhai, Jianlin Qi, Zhanguo Jin","doi":"10.3389/fpsyg.2024.1494048","DOIUrl":"10.3389/fpsyg.2024.1494048","url":null,"abstract":"<p><strong>Purpose: </strong>The objective of the present study was to examine the impact of age and cognitive autonomy across various gender categories. Moreover, this research seeks to delve into the dissociation of diverse spatial aptitude assessments, with the aim of elucidating the intricate mechanism underpinning spatial capability.</p><p><strong>Method: </strong>Based on virtual reality technology, this study conducted spatial ability tests on 312 volunteers, aged from 18 to 90 years old, including R-letter rotation test, S-M mental rotation, surface development test and maze test.</p><p><strong>Results: </strong>The analysis revealed that the spatial ability of men decreases with age, but the spatial ability of women between 28 and 37 years old is better than that of other age groups. Males outperformed females in most visual ability tests, but there was no significant difference in some age groups. There was no significant correlation between the R-letter rotation test and the S-M mental rotation test, and the two tests were independent. The relationship between visual ability and orientation ability is different in different spatial test indicators.</p><p><strong>Conclusion: </strong>This investigation further elucidates the dissimilarities in the age-related characteristics of spatial aptitude among diverse gender cohorts, as well as the autonomy of various spatial aptitude assessments. Such distinctions are instrumental in occupational preference for disparate groups, calling for comprehensive and meticulous inquiries into the maturation of spatial proficiency by researchers.</p>","PeriodicalId":12525,"journal":{"name":"Frontiers in Psychology","volume":"15 ","pages":"1494048"},"PeriodicalIF":2.6,"publicationDate":"2025-01-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11794501/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"143255199","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}