Psychology Research and Behavior Management最新文献

{"title":"The Combined Impact of Physical Activity and Sedentary Behavior on Executive Functions in Older Adults: A Cross-Sectional Study.","authors":"Hung-Yu Chen, Chen-Sin Hung, Ting-Ting Wu, Fei-Fei Ren, Yu-Kai Chang, Feng-Tzu Chen","doi":"10.2147/PRBM.S486089","DOIUrl":"https://doi.org/10.2147/PRBM.S486089","url":null,"abstract":"<p><strong>Background: </strong>The interplay between physical activity (PA) and sedentary behavior (SB) significantly influences cognitive health in older adults, with executive functions (EFs) being particularly vulnerable to lifestyle factors. However, previous research on older adults focused mainly on PA and is limited due to the lack of comprehensive consideration of other factors that influence EFs. Current guidelines suggest an association between sedentary behavior (SB) and EFs, yet few studies have examined the combined effects of PA and SB on EFs.</p><p><strong>Objective: </strong>This cross-sectional study aimed to explore the relationship between PA, SB, and EFs in older adults.</p><p><strong>Methods: </strong>A total of 116 healthy older adults aged ≥65 years were recruited and categorized into four groups based on activity lifestyles: higher PA and higher SB (PHSH); higher PA and lower SB (PHSL); lower PA and higher SB (PLSH); and lower PA and lower SB (PLSL). EFs were assessed using the Tower of London (TOL) task and the Stroop test, which measure high-order EFs (planning and problem-solving) and core EFs (inhibitory control), respectively.</p><p><strong>Results: </strong>The PHSL group performed better on the TOL task, with lower total move scores and shorter total problem-solving times, compared to the PLSH group. The total move score of the PLSL group was better, and the total problem-solving time of the PHSH group was shorter than those of the PLSH group. However, the Stroop test scores did not differ between the four groups.</p><p><strong>Conclusion: </strong>These findings suggest that increasing PA or reducing SB selectively enhances executive functions, particularly in planning and problem-solving, while less impacting inhibitory control in older adults. This highlights the importance of considering the nuanced effects of PA and SB on different aspects of executing functioning in older adults.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3851-3861"},"PeriodicalIF":2.8,"publicationDate":"2024-11-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11552394/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142627107","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 Maternal Childhood Trauma on Children's Problem Behaviors: The Mediating Role of Maternal Depression and the Moderating Role of Mindful Parenting.","authors":"Xianhua Zhang, Enqin Yan","doi":"10.2147/PRBM.S485821","DOIUrl":"https://doi.org/10.2147/PRBM.S485821","url":null,"abstract":"<p><strong>Objective: </strong>This study investigates the impact of maternal childhood trauma on children's problem behaviors, focusing on the mediating role of maternal depression and the moderating role of mindful parenting.</p><p><strong>Methods: </strong>The study used a convenience sampling method to survey 385 mother-child pairs from kindergartens in Jinan, China. Data were collected in two waves, and various validated questionnaires were used to assess maternal childhood trauma, depression, mindful parenting, and children's problem behaviors.</p><p><strong>Results: </strong>Maternal childhood trauma positively predicted children's problem behaviors. Maternal depression was found to mediate this relationship. Mindful parenting moderated the effects of maternal childhood trauma and depression on children's problem behaviors, with high levels of mindful parenting mitigating these adverse effects.</p><p><strong>Conclusion: </strong>Maternal childhood trauma impacts children's problem behaviors both directly and indirectly through maternal depression. Mindful parenting serves as a protective factor, reducing the negative impact of maternal childhood trauma and depression on children's problem behaviors. These findings highlight the importance of interventions aimed at enhancing mindful parenting practices to improve child outcomes.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3799-3811"},"PeriodicalIF":2.8,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11545710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142627108","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 Mediation Effect of Academic Self-Efficacy on Academic Procrastination, Performance, and Satisfaction of Chinese Local Technology University Undergraduates.","authors":"Qi Tian, Siti Maziha Mustapha, Jie Min","doi":"10.2147/PRBM.S479189","DOIUrl":"https://doi.org/10.2147/PRBM.S479189","url":null,"abstract":"<p><strong>Purpose: </strong>To identify the relationship between academic procrastination, performance, self-efficacy, and satisfaction, we investigate the mediational role of academic self-efficacy between academic procrastination and satisfaction, and between academic performance and satisfaction, respectively, among undergraduate students of local technology universities in China.</p><p><strong>Methods: </strong>A cross-sectional study was conducted involving 388 undergraduate students from 22 local technology universities in Hubei, China. Data was collected through an online questionnaire measuring academic procrastination, performance, self-efficacy, and satisfaction. Descriptive statistics and Pearson correlation coefficients were used to analyze the relationship between variables. Structural equation modeling analysis and the bootstrap method were employed to examine the mediating effect of academic self-efficacy on the relationship between academic procrastination, academic performance, and academic satisfaction, respectively.</p><p><strong>Results: </strong>(a) Academic procrastination was widespread, with 47.6% of respondents exhibiting high levels and 30.2% showing moderate tendencies. (b) Academic procrastination exhibited a negative and statistically significant relationship with academic self-efficacy and satisfaction, respectively. Conversely, academic performance was positively and statistically significantly associated with self-efficacy and satisfaction. Furthermore, academic self-efficacy displayed a positive and statistically significant correlation with academic satisfaction. (c) Academic self-efficacy mediated the relationship between academic procrastination and satisfaction as well as between academic performance and satisfaction.</p><p><strong>Conclusion: </strong>This study highlights the mechanism of academic satisfaction of undergraduate students, with a particular emphasis on the mediating role of academic self-efficacy, especially verifying its mediating role between academic performance and satisfaction. The findings hold significant implications for policymakers, university administrators, educators, and undergraduate students, offering insights for enhancing academic satisfaction in undergraduate learning and contributing to expanding the mechanistic understanding of academic satisfaction.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3779-3798"},"PeriodicalIF":2.8,"publicationDate":"2024-11-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11545613/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142627109","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":"Structural Equation Modeling of Childhood Trauma and Self-Stigma in Adult Inpatients with Borderline Personality Disorder.","authors":"Marie Ociskova, Jan Prasko, Krystof Kantor, Jakub Vanek, Vlastimil Nesnidal, Kamila Belohradova","doi":"10.2147/PRBM.S476768","DOIUrl":"10.2147/PRBM.S476768","url":null,"abstract":"<p><strong>Purpose: </strong>Child abuse and trauma are significant risk factors in the etiology of borderline personality disorder (BPD). Apart from affecting the risk of developing BPD, adverse childhood experiences seem to increase its symptoms and related disability. Self-stigma presents another common issue with equally prominent consequences for mental health. Despite being theoretically linked, the connections among childhood trauma, self-stigma, and mental health have not been explored in patients with BPD. This study aimed to provide first insights into this understudied topic.</p><p><strong>Patients and methods: </strong>This cross-sectional study included 283 inpatients diagnosed with BPD participating in a residential transdiagnostic psychotherapeutic program. The patients completed several measurements - the Internalized Stigma of Mental Illness Scale, the Childhood Trauma Questionnaire - Short Form, the Clinical Global Impression - Severity, the Beck Depression Inventory-II, the Beck Anxiety Inventory, the Dissociative Experiences Scale, the Sheehan Disability Scale, and a demographic questionnaire. The data was statistically analyzed using IBM SPSS and AMOS 26 programs, and bivariate correlation tests and structural equation modeling explored the hypotheses.</p><p><strong>Results: </strong>Retrospectively reported childhood trauma positively correlated with current self-stigma. Both childhood trauma and self-stigma were also positively related to several indicators of general psychopathology and disability. The significance of these connections was subsequently confirmed by structural equation modeling, where self-stigma acted as a partial mediator of childhood trauma, general psychopathology, and disability.</p><p><strong>Conclusion: </strong>Self-stigma significantly mediates the relationship between childhood trauma and selected mental health symptoms among adult patients diagnosed with BPD. Longitudinal studies are necessary to explore the causality of the findings. Therapeutic and societal efforts to tackle childhood trauma or self-stigma might benefit from reflecting its broader psychosocial context.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3761-3777"},"PeriodicalIF":2.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11531720/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569297","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 ERP Components of Reward Processing Modulated by Status-Related Social Comparison.","authors":"Huanke Ma, Boyi Zhang, Mengjia Liu, Xin Wu","doi":"10.2147/PRBM.S456265","DOIUrl":"10.2147/PRBM.S456265","url":null,"abstract":"<p><strong>Background: </strong>Although social status is closely related to income distribution, few studies have focused on social comparisons caused by income distribution based on social status.</p><p><strong>Purpose: </strong>The neural indices of status-related social comparisons were investigated by modifying the classical social comparison task with the incorporation of event-related potentials (ERPs).</p><p><strong>Methods: </strong>The study employed a total of 29 subjects (15 females), the status scores of whom were initially obtained through the utilization of classical measurements of objective (7 items) and subjective (2 items) socioeconomic status. Subsequently, the subjects were required to complete a dot-estimation task. To induce status-related and response-related (upward, equal, and downward) social comparisons, subjects were informed that rewards were distributed based on whether their status score or their response was superior to that of a selected competitor.</p><p><strong>Results: </strong>The behavioral results demonstrated that status-related social comparisons were perceived as more unfair than response-related social comparisons. The ERP results indicated that the cue-P3 amplitude was lower under status-related cues than response-related cues. Additionally, the amplitude of feedback-related negativity was larger under status-related equal comparisons than response-related equal comparisons. Furthermore, the P3 amplitude was larger under status-related upward comparisons relative to response-related upward comparisons.</p><p><strong>Conclusion: </strong>The findings indicated that status-related comparisons may contribute to the development of unfair consideration (enhanced FRN) and a reduction in task motivations (lowered cue-P3). Additionally, the status-related upward comparison may serve as a significant factor in the onset of relative deprivation (enhanced P3). It would therefore be beneficial to gain further insight into the neural basis of social comparisons.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3749-3760"},"PeriodicalIF":2.8,"publicationDate":"2024-10-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11531710/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569301","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 Symptom Structure and Causal Relationships of Comorbid Anxiety and Depression Among Chinese Primary and Middle School Teachers: A Network Analysis.","authors":"Shumeng Ma, Ning Jia","doi":"10.2147/PRBM.S483231","DOIUrl":"10.2147/PRBM.S483231","url":null,"abstract":"<p><strong>Background: </strong>In China, as educational reforms progress, the characteristics of teachers' work have undergone significant changes, resulting in extremely high levels of stress that can trigger anxiety and depression. Anxiety and depression often co-occur, with two mainstream theories explaining this co-existence: the tripartite model and the diathesis-stress model. However, systematic research focusing on this population is relatively scarce, and the applicability of these models has not been thoroughly tested. This study aims to use network analysis methods to examine the interactions between symptoms and analyze the co-existence of anxiety and depression, thereby expanding the research on teachers.</p><p><strong>Methods: </strong>Data were provided by the Science Database of People Mental Health, which includes 1670 teachers with a mean age of 30.01. The Self-Rating Anxiety Scale and Self-Rating Depression Scale were used to estimate the network structures of anxiety and depression, respectively. Shared symptoms between depression and anxiety were identified using network analysis and clique percolation methods. Bayesian Networks was used to estimate causal relationships between symptoms. Data were analyzed using R packages. Network structure was constructed with the qgraph package, node centrality and bridge symptoms were evaluated using the networktools package, and network stability was measured via the bootnet package. The Clique Percolation method was implemented with the CliqurPercolation package, and Bayesian network modeling was performed via the Bnlearn package.</p><p><strong>Results: </strong>Dizziness and Easy Fatigability & Weakness were central symptoms in the network. Bridging strength results showed that, the important bridging symptoms included Tachycardia, Depressed Affect, Fatigue, Crying Spell, Easy Fatigability & Weakness, Nightmares, Face Flushing, and Sweating were the strong bridging symptoms. Additionally, Sleep Disturbance played a key mediating role. Depressed Affect and Dissatisfaction were activation symptoms for anxiety-depression co-existence.</p><p><strong>Conclusion: </strong>Using network analysis, this study elucidated core, bridging, and shared symptoms, as well as potential causal pathways between anxiety and depression. Specifically, somatic symptoms are crucial in maintaining and developing the anxiety-depression network among teachers. Sleep disturbance serves as the sole gateway for mild symptoms to develop into other communities. The Bayesian network identified two key activating symptoms within the teacher anxiety-depression network, validating the applicability of the tripartite model among teachers.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3731-3747"},"PeriodicalIF":2.8,"publicationDate":"2024-10-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11531293/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569285","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 Role of Self-Esteem and Depression in the Relationship Between Physical Activity and Academic Procrastination Among Chinese Undergraduate Students: A Serial Mediation Model.","authors":"Changqing Li, Sha Qu, Kai Ren","doi":"10.2147/PRBM.S477659","DOIUrl":"10.2147/PRBM.S477659","url":null,"abstract":"<p><strong>Purpose: </strong>Physical activity has been found to be negatively correlated with academic procrastination. However, the potential mediating variables in this relationship are not well understood. This study aimed to explore the mediating effects of self-esteem and depression in the relationship between physical activity and academic procrastination among Chinese undergraduate students.</p><p><strong>Patients and methods: </strong>A total of 1233 Chinese undergraduate students participated in the study. The unidimensionality of the self-esteem, depression, and academic procrastination was examined using Confirmatory Factor Analysis (CFA). Serial mediation analysis was conducted using SPSS 25.0 macro-PROCESS 3.3 to examine whether self-esteem and depression jointly mediated the relationship between physical activity and academic procrastination.</p><p><strong>Results: </strong>Self-esteem, depression, and academic procrastination displayed a good-fit to the one-factor model. The results indicated that physical activity indirectly impact academic procrastination through three pathways: (1) self-esteem (β=-0.011, Boots 95% CI [-0.021, -0.001]), which accounted for of 12.09% of the total effect, (2) depression (β=-0.022, Boots 95% CI [-0.036, -0.009]), which accounted for 24.18% of the total effect, and (3) self-esteem and depression (β=-0.006, Boots 95% CI [-0.011, -0.002]), which accounted for 6.59% of the total effect. The total mediating effect was 42.86%.</p><p><strong>Conclusion: </strong>These findings suggest that self-esteem and depression playing a mediating role in the relationship between physical activity and academic procrastination, respectively. Moreover, self-esteem and depression co-mediate this relationship through a serial pathway.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3721-3729"},"PeriodicalIF":2.8,"publicationDate":"2024-10-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11529343/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142569314","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":"Transcending Belief: Exploring the Impact of Belief in a Just World on Self-Regulated Learning in Chinese Adolescents Using Latent Transitions Analysis.","authors":"Yuening An, Aitao Lu, Wanyi Chen, Shengping Xue, Xiayao Ke, Jiayi Li, Weiyan He","doi":"10.2147/PRBM.S473451","DOIUrl":"10.2147/PRBM.S473451","url":null,"abstract":"<p><strong>Introduction: </strong>While numerous studies have investigated the correlations between Belief in a Just World (BJW) and various variables, research on its stability and changes among different individuals, particularly in China, remains limited.</p><p><strong>Methods: </strong>This study aims to identify the classification and trajectories of BJW among Chinese adolescents using a person-oriented approach, including latent profile analysis and latent transition analysis. It also examines the impact of social status on BJW and its influence on self-regulated learning. The longitudinal data were collected from 756 Chinese high school students (35.71% male, Mage = 16.00, age range = 14-19).</p><p><strong>Results: </strong>Three distinct BJW profiles were identified: High-level BJW (~33%), Moderate-level BJW (~51%), and Low-level BJW (~14%). The findings indicate that membership in moderate and high BJW profiles was relatively stable, while the low-level BJW profile showed moderate stability. Higher perceptions of BJW were associated with higher subjective social status. Additionally, students in the High-level BJW profile exhibited the highest levels of self-regulated learning, even after controlling for gender, residence, class cadre, and parental educational levels.</p><p><strong>Discussion: </strong>These results suggest that subjective social status can enhance Belief in a Just World, which in turn fosters better self-regulated learning skills. The study offers insights into the role of BJW and provides implications for interventions aimed at improving BJW and associated outcomes.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3691-3708"},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11514654/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522833","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":"Erratum: Research on the Relations Among Personality Traits, Sports Commitment, and Exercise Behavior - A Case Study of Chinese College Students [Corrigendum].","authors":"","doi":"10.2147/PRBM.S500878","DOIUrl":"https://doi.org/10.2147/PRBM.S500878","url":null,"abstract":"<p><p>[This corrects the article DOI: 10.2147/PRBM.S440540.].</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3689-3690"},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11514700/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522818","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 Role of Disgust Certainty in Intuitive Thought Processing: Electrophysiological Evidence.","authors":"Zhaoxian Li, Wei Bao, Yao Wang, Shangsong Yan, Hong Zheng, Junlong Luo","doi":"10.2147/PRBM.S471624","DOIUrl":"10.2147/PRBM.S471624","url":null,"abstract":"<p><strong>Introduction: </strong>The impact of emotions on intuitive and analytical thinking has been widely studied. Most research suggests that negative emotions enhance analytical processing. However, there are studies indicating that the sense of certainty associated with disgust can stimulate intuitive processing. Despite these findings, the neuroelectrophysiological evidence supporting the role of disgust in promoting intuitive processing remains unexplored.</p><p><strong>Methods: </strong>This study aimed to investigate the neuroelectrophysiological mechanisms by which disgust promotes intuitive processing. A total of 54 participants were recruited and randomly assigned to specific emotion groups. Emotional states were induced by exposing participants to disgust and fear videos designed to evoke specific dimensions of certainty and uncertainty. Event-related potentials (ERP) and the Cognitive Reflection Test (CRT) were utilized as experimental materials to measure participants' responses.</p><p><strong>Results: </strong>The results demonstrated that disgust facilitated intuitive thinking, as evidenced by the lowest accuracy in behavioral outcomes. ERP findings showed that disgust led to smaller N2 and larger P3b amplitudes under conditions of conflict. These results suggest that disgust reduces individuals' conflict-detection ability, resulting in a stronger sense of certainty in intuitive but incorrect answers.</p><p><strong>Conclusion: </strong>This study provides neuroelectrophysiological evidence that disgust enhances intuitive thinking. The findings offer a new perspective on the influence of emotions on dual-process thinking, highlighting the role of disgust in shaping intuitive and analytical thought processes.</p>","PeriodicalId":20954,"journal":{"name":"Psychology Research and Behavior Management","volume":"17 ","pages":"3709-3719"},"PeriodicalIF":2.8,"publicationDate":"2024-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.ncbi.nlm.nih.gov/pmc/articles/PMC11514715/pdf/","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142522819","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}