Daily picks · 10月29日

区分ODD与CDS共病对ADHD儿童情绪和家庭功能的不同影响，提示评估需分开处理。

Why selected: 平均 52 分，低于来源门槛 60

Background Children with Attention-deficit/hyperactivity disorder (ADHD) often exhibit emotional dysregulation and family dysfunction, especially when comorbid with Oppositional Defiant Disorder (ODD) or Cognitive Disengagement Syndrome (CDS). This study aims to compare emotional and familial functioning across ADHD, ADHD + ODD, ADHD + CDS, and control groups to guide prognosis and intervention. Methods The study involved 155 children aged 7–12, categorized into ADHD (n = 40), ADHD + ODD (n = 40), ADHD + CDS (n = 40), and control (n = 35) groups. Diagnoses were based on DSM-5 criteria and structured interviews. Data were collected using parent- and child-report measures, including the CBCL, Barkley Scale, DBDRS, PARQ, FAD, Emotion Regulation Checklist, CDI, and DERS. Results The ADHD + ODD group consistently showed the highest impairments across all domains. They had the highest total scores on the Family Assessment Device (2.16), Parental Acceptance-Rejection Questionnaire (88.08), Difficulties in Emotion Regulation Scale (96.68), Emotion Regulation Scale (55.90), and Children’s Sleep Habits Questionnaire (54.35), significantly exceeding scores of the ADHD, ADHD + CDS, and control groups (all p < .001). Conclusions Emotion regulation difficulties in ADHD vary by comorbidity, with ADHD + ODD linked to greater impairments across emotional, family, and sleep domains, and ADHD + CDS showing internalized challenges and delays. Results support emotion dysregulation as a core ADHD feature and highlight the need for tailored, family-focused interventions.

Clinical Child Psychology and Psychiatry ｜ Dialectical Behavior Therapy ｜ 注意力缺陷多动障碍, 光盘控制, 对照组, 奇数, 情绪调节

指出行为科学忽视权力结构，提出责任—权力—正义框架，对政策取向有反思价值。

Why selected: 提出责任-权力-正义框架，批评行为科学忽视结构性权力，为研究者反思干预伦理提供概念工具。

Behavioral science has achieved remarkable policy influence, yet the problems it addresses, such as climate change, health inequality, and financial precarity, have worsened. We argue this is no coincidence. The field suffers from systematic power-blindness: it treats individuals as abstract decision makers while bracketing the structural forces that shape their behavioral possibilities. This article develops the responsibility–power–justice (RPJ) nexus framework as a corrective, advancing two foundational claims. First, power is not external to behavior but constitutive of it; every behavioral intervention embeds claims about who bears responsibility for problems and solutions. Second, justice is not a normative standard applied after behavioral analysis, but a causal mechanism operating within it: Tax compliance depends on perceived fairness, health behaviors reflect institutional trust, and cooperation requires beliefs about equitable burden-sharing. Across climate policy, public health, and economic governance, we demonstrate a consistent pattern: powerful actors reframe structural problems as individual failures, behavioral science supplies the intellectual tool kit, and interventions redistribute responsibility downward while leaving power structures intact. We trace this pattern to the field’s roots in methodological individualism, its privileging of individual-level experiments, and its institutional entanglement with prevailing governance arrangements. We conclude by outlining what a justice-oriented behavioral science would require.

Perspectives on Psychological Science ｜ 行为主义, 权力正义, 责任与权力, 关系框架, 科学

用社会需求与社会处理两个框架解释社交隔离与精神病风险的关联，整合多学科证据。

Why selected: 平均 57 分，低于来源门槛 60

Increasing evidence demonstrates an association between social isolation and psychosis risk. In this perspective, we attempt to account for why that is. Drawing from work in social psychology, social neuroscience, and clinical psychological science, we present two frameworks for understanding the association between social isolation and psychosis risk: the “social-needs” framework and the “social-processing” framework. Social needs states that because of people’s inherent social needs, isolation produces increased social attention, perception, and thought to fill the social void, resulting in the perception of anomalous social information and social meaning. Social processing states that the lack of exposure to social stimuli during isolation diminishes social processing (i.e., social thought, social perceptions) and may lead isolated individuals to turn their attention inward, blurring internal and external worlds and intensifying self-focus in a way that creates reality-monitoring disturbances and anomalous self-experiences. Conveniently, these frameworks can be empirically arbitrated. We review the literature connecting social isolation to psychosis, describe the frameworks, their empirical support, and the predictions they make, and discuss clinical implications. Ultimately, a better accounting of isolation’s pro-psychotic effects might lead to better efforts at psychosis prevention.

Perspectives on Psychological Science ｜ Existential Therapy ｜ 社交, 孤立, 框架理解, 精神错乱, 需求

以37名本科生前后测评估研究准备计划，为院系设计研究入门项目提供实证参考。

Why selected: 平均 31 分，低于来源门槛 60

Background Undergraduate psychology research experiences offer many benefits for students. The Psychology Research Experience Preparedness (PREP) program was developed to demystify the research process and broaden participation amongst undergraduate psychology students. Objective This study measures changes to students’ knowledge, confidence, and intentions to pursue research experience after completing PREP, and identifies gaps for improvement. Method Thirty-seven undergraduates completed pre- and post-test measures of knowledge, confidence, and intentions to pursue research opportunities. They also listed questions they had about research at both time points. Results After completing PREP, participants’ knowledge of and intentions to engage in research significantly increased. Moreover, participants’ questions about the research process shifted from knowledge gaps to feasibility of engaging in research. Conclusion This small-scale study provided potential evidence that PREP may help to inform and encourage students to join research labs. However, further work is needed to refine the program and address remaining knowledge gaps. Teaching Implications PREP is a free resource that faculty can use to encourage research participation or as part of the recruitment or onboarding process for research labs, which may broaden participation in psychological science.

Teaching of Psychology ｜ 准备, 学生, 知识, 心理学, 本科生阶段

针对多语言环境开发护理人员与教师用ADHD简版筛查工具，填补低龄筛查空白。

Why selected: 平均 34 分，低于来源门槛 60

Background Early identification of attention-deficit/hyperactivity disorder (ADHD) in young children is essential, yet few brief screening tools for caregivers and teachers working in multilingual contexts are available. Methods A preliminary study involved 20 children between the ages of 3 and 6 whose caregivers and teachers completed a newly developed ADHD screening tool in the multilingual context of South Tyrol,Italy. The purpose of the study was to evaluate the tool regarding its item level distributions, internal consistency, test-retest reliability, factor structure, convergent and criterion validity. Results Internal consistency estimates were encouraging (α/ω = .82–.91), although their precision was limited by the small sample size. Test–retest coefficients suggested moderate-to-good temporal stability (ICC = .76–.79), but these findings should be considered preliminary. The observed pattern was consistent with a two-factor structure (A1/A2), pending confirmation in a larger sample. Correlations with the CBCL and C-TRF Attention Problems scales provided preliminary evidence of moderate-to-strong convergent validity. Children in the ADHD-like group obtained higher scores than controls, with large observed effect sizes; however, these estimates may be unstable given the limited sample. No clear descriptive differences emerged between the Italian and German versions, although the study was not sufficiently powered to establish their equivalence. Conclusions Preliminary findings indicate that the screening tool is promising for early ADHD screening in a multilingual context. Full psychometric validation will be conducted in a subsequent research project, designed to ensure methodological robustness and clinical-educational transferability.

Clinical Child Psychology and Psychiatry ｜ 多语言环境, 初步阶段, 护理教师, 内部一致性, 筛选过程

从事件模型解释纠正后错误信息仍影响推理，为 misinformation 干预提供新切入点。

Why selected: 提出事件模型框架解释纠错后错误信息仍影响推理，为纠错干预提供叙事连贯性新思路。

Why does misinformation continue to influence reasoning even after it has been corrected? Dominant accounts treat this persistence as a failure of belief updating, emphasizing propositional acceptance, motivational resistance, or memory decay. We argue that this view overlooks a key constraint on comprehension: Misinformation is typically encountered within temporally unfolding narratives and integrated into event-structured mental models. Drawing on event cognition, we propose that misinformation often acquires a causal role within an event representation, supporting prediction, explanation, and inference. Corrections that merely negate false information remove a causal element without restoring model completeness, leaving incoherent representations that invite compensatory inference and the reemergence of misinformation. By contrast, our framework predicts that corrections that align with event boundaries and provide factually accurate, causally adequate replacements should be more likely to stabilize updated representations. This event-model perspective unifies continued influence effects, delayed resurgence of misinformation, and inference-based false memory. It suggests that effective interventions must not only revise beliefs but also restore coherence in narrative event models.

Perspectives on Psychological Science ｜ Misinformation, Event, Within, Causal, Inference

基于24位中国城市母亲访谈，揭示对子女未来想象如何影响当下育儿行为。

Why selected: 平均 44 分，低于来源门槛 60

Visions of future possible selves are powerful motivators of human behavior. In adolescence, a pivotal period for identity formation, how parents envision and interpret their children’s futures, and how these visions are expressed and enacted in daily life, constitute a critical yet understudied aspect of adolescent development. We examined these issues through in-depth interviews with 24 urban Chinese mothers of high school–aged adolescents. Thematic analysis revealed that mothers held multifaceted perceptions of their adolescents’ possible selves, encompassing aspirations for holistic long-term development alongside a short-term priority of academic achievement. Although mothers frequently emphasized the importance of autonomy support, they also stressed the need for parental guidance. Perceiving academic success as a key stepping stone toward ideal future possibilities, mothers expressed strong motivation and described their current parenting efforts as focusing on helping with preparation for the college entrance examination, while conversations about career development were limited. Findings are discussed in relation to major motivational theories (e.g., Identity-Based Motivation, Self-Determination Theory) and youth developmental frameworks (e.g., Positive Youth Development, Possibility Development), as well as the interplay between evolving societal expectations and enduring cultural values.

Journal of Adolescent Research ｜ Possible Selves, Mothers, Adolescents Possible, Their, Parenting

访谈45名高二学生，识别影响职业目标探索的因素，对学校生涯教育有直接启示。

Why selected: 平均 41 分，低于来源门槛 60

Adolescents value the idea of purposeful careers and gain numerous benefits from exploring career purpose options early in their education. However, most families and educational systems would benefit from a deeper understanding of adolescent career purpose exploration. Through qualitative interviews and thematic analysis, this exploratory study uncovers important factors for supporting early exploration of career purpose. A socioeconomically diverse group of high school sophomores ( N = 45; M age = 15.6) identified significant factors that helped them explore early career purpose interests. Findings suggest the importance of: (1) new, fun, and/or meaningful experiences to inspire and further the exploration of purposeful work, (2) authentic connections with others, especially parents, for needed social support, and (3) key psychological strengths including prosocial behavior, identity and future self development, and resilience in the face of life pressures. These exploratory findings offer insights to guide school- and family-based interventions aimed at strengthening adolescent career purpose exploration. Further studies will benefit adolescents by improving career purpose exploration processes and assisting adolescents in building a future that includes a career purpose in life.

Journal of Adolescent Research ｜ Family & Systems Therapy ｜ 职业目标, 目标探索, 青少年职业, 有目的的工作, 影响因素

把审美偏好形成纳入发育视角，为文化经验如何塑造神经机制提供可检验框架。

Why selected: 平均 50 分，低于来源门槛 60

Neuroaesthetics has mapped the mature brain networks underlying aesthetic experience but lacks a developmental mechanism explaining how these networks become tuned to produce culturally specific preferences. The developmental-neuroaesthetics framework developed here centers on a two-system model: biological perceptual primitives (System A) and socially gated cultural tuning (System B). Cultural aesthetics are acquired through social gating during infancy, via mechanisms analogous to language acquisition. This process leverages infant-directed pedagogical signals and shared experience to flag culturally specific stimuli for affective learning. Neuroimaging evidence demonstrates that the infant medial prefrontal cortex (mPFC) plays a specialized role in social perception from early in life, serving as the ontogenetic foundation for the adult mPFC’s aesthetic-valuation system. Interbrain synchrony during adult-infant interactions may provide a candidate mechanism through which shared experiences support aesthetic-value learning. The default mode network, of which the mPFC is a core component, is itself shaped by early social interaction, linking social experience directly to the neural substrate of aesthetic valuation. This framework reconciles cultural diversity with biological universals, generating testable predictions linking early social-neural responsivity to later cultural-aesthetic conformity.

Perspectives on Psychological Science ｜ 社会性的, 具有文化特色的, 系统性的, 美学的, 体验性的

用可解释机器学习区分青少年分裂型强迫症的认知与语言特征，方法取向值得关注。

Why selected: 平均 51 分，低于来源门槛 60

Schizo-obsessive presentations in adolescence remain insufficiently characterized, particularly with respect to their cognitive, linguistic, and social-cognitive features. This study explored clinical, neurocognitive, social-cognitive, and thought–language characteristics associated with schizophrenia, obsessive-compulsive disorder (OCD), and schizo-obsessive presentations in adolescents using a Support Vector Machine–based explainable machine learning framework. A total of 182 adolescents were included: schizophrenia with comorbid OCD ( n = 27), schizophrenia without obsessive-compulsive symptoms ( n = 55), and OCD without psychotic symptoms ( n = 100). The model demonstrated high discriminative performance overall, although classification performance was lower for the schizo-obsessive group, suggesting partial overlap with both schizophrenia and OCD presentations. Shapley Additive exPlanations (SHAP) analyses indicated that obsessive-compulsive symptom burden and negative symptom burden were the primary dimensions associated with classification, while social cognition, verbal fluency, verbal memory, executive functioning, processing speed, thought–language organization, and prosodic features also contributed to group differentiation. The findings suggest that schizo-obsessive presentations may involve broader cognitive and linguistic characteristics beyond symptom-level overlap and support a multidimensional approach to their clinical evaluation.

Clinical Child Psychology and Psychiatry ｜ 分裂性强迫症表现, 认知语言学, 精神分裂症, 强迫症, 机器学习